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The implications of educational technology research for practice and/or policy 教育技术研究对实践和/或政策的影响
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-16 DOI: 10.14742/ajet.8422
K. Thompson, L. Corrin, J. Lodge
The implications for practice or policy section of AJET journal articles provides authors with an opportunity to translate their research for the readers who will ultimately use this research for change. In this editorial we discuss considerations for this with respect to the characterisation of educational technology research, the challenges in reporting on innovations in and with technology, and the institutional context of policymakers. Finally we unpack a core question for consideration by the ASCILITE community and beyond: how can the research published in AJET best be used to provide evidence for change in practice or policy?
AJET期刊文章对实践或政策的影响部分为作者提供了一个机会,将他们的研究翻译给最终将利用这项研究进行变革的读者。在这篇社论中,我们讨论了教育技术研究的特点、报告技术创新的挑战以及政策制定者的制度背景等方面的考虑因素。最后,我们解开了一个核心问题,供ASCILITE社区和其他人考虑:如何最好地利用发表在AJET上的研究为实践或政策的变化提供证据?
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引用次数: 0
An exploration of course and cohort communication spaces in Discord, Teams, and Moodle Discord、Teams和Moodle中课程和团队交流空间的探索
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-26 DOI: 10.14742/ajet.7633
E. Heinrich, H. Thomas, E. Kahu
This research examined the impact of supplementing a learning management system, Moodle, with communication tools, Discord and Teams, to support communication in blended and distance undergraduate courses in computer science, information technology, mathematics and statistics at a New Zealand university with well-established use of Moodle. Nineteen students participated in semi-structured interviews. Findings show that adding Discord or Teams increases information and knowledge exchange and helps students to connect with peers and teachers in their courses. Teams was beneficial particularly in settings with formal group work. Discord, which enables both students and staff to set up additional communication channels that are not restricted to course enrolments, was instrumental in connecting students across year levels with peers and alumni. This enabled discussions on course selection, career options and disciplinary topics beyond the course curriculum. Importantly, these beyond-course communication spaces nurtured belonging to wider discipline and study communities. The research establishes the importance of the increased levels of communication by highlighting the effects on student learning and connections to others. Looking beyond the specific tools, the level of formality and the degree of student co-ownership are identified as key factors in supporting the within- and beyond-course communication spaces.Implications for practice or policy:Learning management systems provide valuable course support but do not meet all learning and teaching communication needs, partly due to their formal and university-controlled nature.Educators and students benefit from using strong chat tools with improved information and knowledge exchange.Both educators and students experience enhanced belonging when using collaboration and chat tools.Students value Discord’s informality and student-led characteristics.Educators who use Teams to support formal group work must carefully manage integration with Moodle.
这项研究考察了用沟通工具Discord和Teams补充学习管理系统Moodle的影响,以支持新西兰一所大学计算机科学、信息技术、数学和统计学的混合和远程本科生课程中的沟通,该大学已广泛使用Moodle。19名学生参加了半结构化访谈。研究结果表明,加入Discord或Teams可以增加信息和知识交流,并帮助学生在课程中与同龄人和老师建立联系。团队是有益的,尤其是在有正式团队合作的环境中。Discord使学生和教职员工都能建立额外的沟通渠道,而这些渠道并不局限于课程注册,它有助于将不同年级的学生与同龄人和校友联系起来。这使得能够讨论课程之外的课程选择、职业选择和学科主题。重要的是,这些课程外的交流空间属于更广泛的学科和学习社区。这项研究通过强调对学生学习和与他人联系的影响,确立了提高沟通水平的重要性。除了特定的工具之外,正式程度和学生共同拥有的程度被确定为支持课程内外交流空间的关键因素。对实践或政策的影响:学习管理系统提供了宝贵的课程支持,但不能满足所有的学习和教学交流需求,部分原因是其正式和大学控制的性质。教育工作者和学生受益于使用强大的聊天工具,改善信息和知识交流。在使用协作和聊天工具时,教育工作者和学生都会体验到更强的归属感。学生们重视Discord的非正式性和学生主导的特点。使用团队来支持正式团队工作的教育工作者必须小心管理与Moodle的集成。
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引用次数: 2
Need satisfaction and collective efficacy in undergraduate blog-driven classes: A structural equation modelling approach 本科生博客驱动课程的需求满意度和集体效能:一种结构方程建模方法
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-26 DOI: 10.14742/ajet.7963
Shantanu Tilak, M. Glassman, Joshua Peri, Menglin Xu, I. Kuznetcova, Lixiang Gao
This paper investigates how psychological needs spurring self-determined motivation relate to collective efficacy for flourishing in online learning communities. Self-determination theory posits individuals experience intrinsic motivation to flourish at educational tasks because of targeted satisfaction of the three psychological needs: autonomy, relatedness, and competence. However, studies conducted to investigate collective, technology-assisted learning processes suggest competence and relatedness may play a pivotal role in online community engagement and knowledge-sharing. Moreover, informal gaming experiences may mirror the collaborative skills needed in online educational/professional communities. These insights suggest confidence in one’s abilities to contribute to a community, the perception of a strong, supportive social culture in the online classroom, and informal online experiences may lead to self-determined motivation enabling agents in distributed, technology-assisted classrooms to collectively flourish. Little work has been done to examine effects of need satisfaction on collective efficacy in using online technologies. To fill this research gap, we used structural equation modelling to investigate perceptions of 636 undergraduate students enrolled in classes within an education department at a midwestern university employing weekly asynchronous blogging. Our results suggest students’ experience with multiplayer gaming, and need satisfaction towards competence and relatedness correlate with higher collective efficacy in technology-assisted classrooms employing discussion forums.Implications for practice or policy:For instructors, student usership and design can spur motivation in online classrooms.For researchers, understanding student perceptions of collaboration using technology can help understand how to design better technology-assisted classrooms.The design of collaborative online educational communities should focus on creating positive social cultures and fostering competence for students.
本文研究了激发自主动机的心理需求与在线学习社区繁荣的集体效能之间的关系。自决理论认为,由于有针对性地满足三种心理需求:自主性、关联性和能力,个人在教育任务中表现出蓬勃发展的内在动机。然而,为调查集体技术辅助学习过程而进行的研究表明,能力和相关性可能在在线社区参与和知识共享中发挥关键作用。此外,非正式的游戏体验可能反映了在线教育/专业社区所需的协作技能。这些见解表明,人们对自己为社区做出贡献的能力充满信心,对在线课堂中强大的、支持性的社会文化的感知,以及非正式的在线体验,可能会产生自主的动机,使分布式技术辅助课堂中的主体能够共同繁荣。很少有人研究需求满足对使用在线技术的集体效能的影响。为了填补这一研究空白,我们使用结构方程模型调查了中西部一所大学教育系636名本科生的看法,他们每周都在使用异步博客。我们的研究结果表明,在采用讨论论坛的技术辅助课堂中,学生的多人游戏体验、对能力和关系的需求满意度与更高的集体效能相关。对实践或政策的影响:对于教师来说,学生的用户和设计可以激发在线课堂的动力。对于研究人员来说,了解学生对使用技术进行协作的看法有助于了解如何设计更好的技术辅助教室。合作在线教育社区的设计应侧重于创造积极的社会文化和培养学生的能力。
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引用次数: 1
Research issues of the top 100 cited articles on information literacy in higher education published from 2011 to 2020: A systematic review and co-citation network analysis 2011 - 2020年高等教育信息素养被引前100篇论文研究问题:系统综述与共被引网络分析
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-26 DOI: 10.14742/ajet.7695
C. Chen, Ningning Wang, Kai-Yu Tang, Y. Tu
Information literacy is a core research topic in the field of library and information science. The developmental context of this field can be examined through a long-term retrospective analysis of relevant literature. This study explored the research trends and potential research issues in the top 100 most frequently cited articles on information literacy in higher education published from 2011 to 2020. In addition to a systematic review, this study employed bibliometric methods, including co-citation network analysis, to identify four main research streams in the field of information literacy in higher education: (a) the relationships among students’ information literacy beliefs, competencies, attitudes and behaviour; (b) teachers’, librarians’ and students’ perspectives on information literacy; (c) the relationship between students’ information literacy and epistemic beliefs; and (d) the web search behaviour of digital natives. Accordingly, potential directions for future research and practitioner notes related to information literacy in higher education are proposed herein as a reference for researchers, teachers and policymakers.Implications for practice or policy:For administrators of higher educational institutions, understanding the challenges of new digital technologies and providing training to develop information literacy skills are crucial.For teachers, designing teaching materials and pedagogy based on the latest information literacy standards and framework is useful.Collaboration with professionals from different disciplines is also useful for teachers to integrate information literacy into subject learning activities to cultivate the information literacy competencies of students.
信息素养是图书馆情报学领域的一个核心研究课题。这一领域的发展背景可以通过对相关文献的长期回顾性分析来检验。本研究探讨了2011 - 2020年发表的高等教育信息素养被引频次前100篇论文的研究趋势和潜在研究问题。除了系统回顾外,本研究还采用文献计量学方法,包括共被引网络分析,确定了高等教育信息素养领域的四个主要研究方向:(a)学生信息素养信念、能力、态度和行为之间的关系;(b)教师、图书馆员和学生对信息素养的看法;(c)学生信息素养与认知信念的关系;(d)数字原生代的网络搜索行为。据此,本文提出了高等教育信息素养相关的未来研究方向和实践者注意事项,供研究者、教师和政策制定者参考。对实践或政策的影响:对于高等教育机构的管理者来说,理解新数字技术的挑战并提供培训以发展信息素养技能至关重要。对于教师来说,根据最新的信息素养标准和框架来设计教材和教学方法是有用的。与不同学科的专业人士合作也有助于教师将信息素养融入学科学习活动,培养学生的信息素养能力。
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引用次数: 1
Generalising the impact of lecture capture availability on student achievement: A method and its application 概括讲课可获得性对学生成绩的影响:一种方法及其应用
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-04 DOI: 10.14742/ajet.7940
B. Freyens, X. Gong
Whether the use of lecture capture technology helps improve student performance is a contested area of research. In most cases, the answer relies on the degree to which online recordings supplement or substitute for live or live-streamed lecture delivery. We present a parameter, the technical rate of substitution, which captures this information holding student performance constant. We introduce a method to estimate this measure, which we applied to a pilot sample of students in a first-year quantitative methods class. We find imperfect substitutability: live lectures are, in the context of our sample, a less resource-intensive technology than the corresponding online recording to produce a set exam score. Our main contribution is the proposed parameter and the method to derive it. Its calculation significantly facilitates comparison and consolidation of previous research and provides valuable insights on the relative effectiveness of different learning platforms to inform instructor best practice and higher education policy.Implications for practice or policy:Instructors can use our measure to evaluate their students’ effective use of online learning technologies.Course designers can use the measure to select the right mix of online and offline delivery methods.Educators can use the measure to determine the most effective platform for delivering introductory, substantive or review material.Our method helps researchers compare and generalise results from existing studies of the relative performance of online and offline educational technologies.
讲座捕捉技术的使用是否有助于提高学生的表现是一个有争议的研究领域。在大多数情况下,答案取决于在线录音在多大程度上补充或替代了现场或直播讲座。我们提出了一个参数,技术替代率,它捕获了保持学生成绩不变的信息。我们介绍了一种方法来估计这一措施,我们将其应用于一年级定量方法课程的学生试点样本。我们发现了不完美的可替代性:在我们的样本环境中,与相应的在线记录相比,现场讲座是一种资源密集型技术,可以产生一组考试分数。我们的主要贡献是提出的参数和推导它的方法。其计算结果极大地促进了对以往研究的比较和整合,并为不同学习平台的相对有效性提供了有价值的见解,为教师的最佳实践和高等教育政策提供了信息。对实践或政策的启示:教师可以使用我们的测量来评估学生对在线学习技术的有效使用。课程设计者可以使用该测量来选择在线和离线交付方式的正确组合。教育工作者可以使用该指标来确定最有效的平台,以提供介绍性、实质性或复习材料。我们的方法帮助研究人员比较和概括现有的在线和离线教育技术相对表现的研究结果。
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引用次数: 1
Analysing mobile learning designs: A framework for transforming learning post-COVID 分析移动学习设计:新冠肺炎后学习转型的框架
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-04 DOI: 10.14742/ajet.7997
T. Cochrane, Vickel Narayan, S. Aiello, Mehrasa Alizadeh, James R. Birt, E. Bone, N. Cowie, Michael A. Cowling, C. Deneen, Paul Goldacre, D. Sinfield, T. Stretton, Tom Worthington
Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed.Implications for practice or policy:Provide technological and pedagogical scaffolds to students.Learning designs should focus upon enabling elements of learner agency and creativity.To develop learning solutions to real world problems utilise a design-based research approach.Create authentic collaborative learning activities and tasks.Integrate mobile learning affordances in the design of the course and curriculum.
移动学习在文献和实践中已经确立,但从严格的学习设计角度来看发展不足。活动理论提供了一种绘制和理解学习设计的复杂方法,但对于移动学习来说,这并不总是转化为实践中的变化。报告的研究通过将移动学习特定的活动理论方法与基于实践的框架相结合来解决这一问题:将变革性移动学习框架的设计映射到教育学和教育学连续矩阵(DTML-PAH矩阵)。使用这种方法分析了七个案例研究,并结合框架知情分析进行了叙述。研究结果包括,DTML-PAH矩阵可用于为移动学习实践提供更清晰的含义和指导,并且随着时间的推移,DTML-多环芳烃矩阵也可由实践指导。讨论了对进一步研究和实践的启示。对实践或政策的影响:为学生提供技术和教学支架。学习设计应侧重于促进学习者能动性和创造力的因素。为了开发现实世界问题的学习解决方案,采用基于设计的研究方法。创建真实的协作学习活动和任务。在课程和课程设计中整合移动学习可供性。
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引用次数: 9
Achieving lasting education in the new digital learning world 在新的数字学习世界中实现持久教育
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-04 DOI: 10.14742/ajet.8331
F. Garivaldis, Stephen Mckenzie, D. Henriksen, S. Studente
In this special issue of the Australasian Journal of Educational Technology, we take a step back from the events of the last 2 years and the changes that we have seen in the education arena, to remember that which has remained constant – how students learn best. Developing teaching and learning pedagogy based on lasting education theory and practice makes the past of education relevant to the present and future and creates a context where innovation can be scaled and taken further, from a single instance of impact to many. In this editorial, we present an argument for going back to our roots and present examples of the effective use of established theories of learning that continue to advance online education practice. We discuss the scaling of educational best practice to more students and more institutions, and we provide recommendations for creating sustainable and lasting future practice.
在这期《澳大利亚教育技术杂志》的特刊中,我们回顾了过去两年发生的事情以及我们在教育领域所看到的变化,以记住那些保持不变的——学生如何学得最好。以持久教育理论和实践为基础发展教学和学习教学法,使教育的过去与现在和未来相关,并创造了一种环境,使创新可以从单一影响实例扩展到许多影响实例。在这篇社论中,我们提出了一个回到我们的根源的论点,并提出了有效使用既定学习理论的例子,这些理论继续推进在线教育实践。我们讨论了如何将教育最佳实践推广到更多的学生和机构,并为创建可持续和持久的未来实践提供了建议。
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引用次数: 1
University students’ preference for flexible teaching models that foster constructivist learning practices 大学生偏好灵活的教学模式,以促进建构主义学习实践
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-04 DOI: 10.14742/ajet.7968
Ingrid Noguera Fructuoso, L. Albó, Marc Beardsley
In recent years, universities have intensified their use of technologies and implemented various modes of flexible teaching. This study sought to demonstrate that students prefer flipped learning with combined forms of synchronous and asynchronous learning that foster constructivist learning practices. To this aim, two case studies (N = 221) for online teaching at two face-to-face universities during the 2020–2021 academic year are presented. Results show that students appreciate flipped models of learning that foster social constructivist practices, autonomous access and consultation of resources, self-regulation of time management and consciousness of learning needs. Such virtual self-paced learning results in more productive and interactive real-time classes. This combination of autonomous learning and synchronous instruction is preferred by students attending online and hybrid modes of teaching. Overall, this study demonstrates that the flipped classroom adapts well to online and hybrid modes of teaching with first-year undergraduate students. To effectively foster social constructivism through the flipped classroom in university contexts, course design should consider both synchronous and asynchronous learning spaces, amplifying opportunities to learn autonomously and to collaborate and get feedback in synchronous contexts.Implications for practice or policyStudent satisfaction with teaching may increase in online education if characteristics for flexibility are incorporated.Teachers can foster social constructivist practices through flipped classroom by designing synchronous and asynchronous instruction to be self-regulated, student-centred, collaborative and flexible.Institutional rules may limit teacher abilities to apply flexible modes of learning.
近年来,高校加强了对技术的运用,实施了多种灵活的教学模式。本研究试图证明学生更喜欢同步和异步学习相结合的翻转学习形式,以促进建构主义学习实践。为此,本文介绍了2020-2021学年在两所面对面大学进行在线教学的两个案例研究(N = 221)。结果显示,学生欣赏翻转学习模式,这种模式促进了社会建构主义实践、资源的自主获取和咨询、时间管理的自我调节和学习需求意识。这种虚拟的自定进度学习导致了更具生产力和互动性的实时课程。这种自主学习和同步教学的结合是参加在线和混合教学模式的学生的首选。总体而言,本研究表明,翻转课堂很好地适应了本科一年级学生的在线和混合教学模式。为了在大学环境中有效地通过翻转课堂培养社会建构主义,课程设计应该同时考虑同步和异步学习空间,扩大在同步环境中自主学习和协作并获得反馈的机会。对实践或政策的影响如果结合灵活性的特点,学生对在线教育教学的满意度可能会提高。教师可以通过翻转课堂培养社会建构主义实践,将同步和异步教学设计成自我调节、以学生为中心、协作和灵活的教学模式。制度规则可能限制教师运用灵活的学习模式的能力。
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引用次数: 7
Factors that influence cognitive presence: A scoping review 影响认知存在的因素:范围界定综述
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-04 DOI: 10.14742/ajet.7878
S. Maranna, John Willison, Srécko Joksimovíc, N. Parange, M. Costabile
The gradual shift to online modes of learning in higher education institutions over the past 2 decades accelerated drastically on a global scale between 2020 and 2022. Students and educators, who have initially grappled with the shift, have now become accustomed to online teaching; however, there are concerns about the quality of learning that has resulted. To enable a sustainable and effective online pedagogy, educators may need to learn about fostering higher-order thinking skills, which can be challenging even for experienced educators. To conceptualise effective online pedagogy, the community of inquiry (CoI) framework emphasises cognitive presence (CP), which focuses on the higher-order thinking process. The CoI is the most widely researched framework in online pedagogy, yet contemporary CoI literature lacks collective evidence of factors that influence CP. This scoping review of the CoI literature explores the factors that influence the higher-order thinking that is indicative of CP. Inclusion criteria included evidence of CP in online learning contexts and published between January 2000 and March 2022, providing a total of 121 studies. Results suggest that teaching presence, structure of learning activities and student characteristics all influence CP.Implications for practice or policy:Higher education students enrolled in online courses should be taught how to learn effectively in an online mode.Online course educators must embed learning tasks that foster self-regulation and higher-order skills in students.Online course design should include authentic tasks for students to apply new knowledge to real-life scenarios.Educators must be offered ample professional development activities to build their skills in online pedagogy.Institutions should encourage translation of online educational research to practice.
在过去20年中,高等教育机构逐步向在线学习模式的转变在2020年至2022年期间在全球范围内急剧加速。最初努力应对这种转变的学生和教育工作者,现在已经习惯了在线教学;然而,人们对由此产生的学习质量表示担忧。为了实现可持续有效的在线教学法,教育工作者可能需要学习培养更高层次的思维技能,即使对有经验的教育工作者来说,这也可能是一项挑战。为了概念化有效的在线教学法,探究社区(CoI)框架强调认知存在(CP),它侧重于高阶思维过程。CoI是在线教育学中研究最广泛的框架,但当代CoI文献缺乏影响CP因素的集体证据。CoI文献的范围界定综述探讨了影响指示CP的高阶思维的因素。纳入标准包括在线学习环境中CP的证据,并于2000年1月至2022年3月发表,共提供了121项研究。研究结果表明,教学存在、学习活动结构和学生特征都会影响CP。对实践或政策的启示:应教会参加在线课程的高等教育学生如何在在线模式下有效学习。在线课程教育者必须将培养学生自我调节和高阶技能的学习任务嵌入其中。在线课程设计应包括真实的任务,让学生将新知识应用到现实生活中。必须为教育工作者提供充足的专业发展活动,以培养他们的在线教育技能。各机构应鼓励将在线教育研究转化为实践。
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引用次数: 1
Space that was safe to explore and learn: Stretching the affordances for networked professional learning in creativity for educators 探索和学习的安全空间:在教育工作者的创造力中拓展网络专业学习的可供性
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-04 DOI: 10.14742/ajet.7879
Ross C. Anderson, Jen Katz-Buonincontro, T. Bousselot, Jessica Land, Mari Livie, Nathan Beard
What makes impactful online professional development for rural teachers learning creativity and arts integration? In this paper, we describe the results of a mixed method-study that tested a new hybrid online and in-person teacher training experience with K-12 teachers in the Northwestern region of the United States of America in 2019–2020. The study focused on the creative development of rural educators and their preparation to integrate creativity and the arts across the curriculum. Rural schools face challenges in providing ongoing professional learning opportunities to teachers, especially in complex areas, such as creativity and arts integration. However, professional learning opportunities in this area are either lacking or minimally available for many teachers due to a variety of barriers. The results reveal innovations about networked learning approaches to teaching complex topics and practices, such as creativity, which make online learning more experiential and connected for relevance and engagement. As others have found, networked learning can offer transformative experiences. In addition to detailed findings, this paper presents several expanded design principles and specific techniques to make online learning experiences creative and expansive.Implications for practice or policy:Networked learning for educators should be interactive, self-reflective and creative using diverse media and modalities.Professional development developers should focus on instructional routines to help teachers build confidence in their skill building.Professional development developers should consider the creative engagement framework as a guide for the design of teacher training.Teacher outcomes in online professional development should be cohort-based to build peer-to-peer connection and encourage creative risk-taking and collaboration.
是什么让乡村教师学习创造力和艺术的在线专业发展具有影响力?在本文中,我们描述了一项混合方法研究的结果,该研究于2019-2020年在美国西北地区对K-12教师进行了一种新的在线和面对面混合教师培训体验。这项研究的重点是农村教育工作者的创造性发展,以及他们在课程中整合创造力和艺术的准备。农村学校在为教师提供持续的专业学习机会方面面临挑战,特别是在创意和艺术融合等复杂领域。然而,由于各种障碍,许多教师在这一领域缺乏专业学习机会,或者只有很少的机会。研究结果揭示了网络学习方法在教授复杂主题和实践(如创造力)方面的创新,这使得在线学习更具体验性,并与相关性和参与度相关联。正如其他人发现的那样,网络化学习可以提供变革性的体验。除了详细的发现外,本文还提出了一些扩展的设计原则和具体技术,以使在线学习体验具有创造性和扩张性。对实践或政策的启示:教育工作者的网络学习应该是互动的、自我反思的和创造性的,使用多种媒体和方式。专业发展开发者应该关注教学惯例,以帮助教师在技能建设中建立信心。专业发展开发者应该考虑将创造性参与框架作为教师培训设计的指导。教师在在线专业发展中的成果应该是基于群体的,以建立点对点的联系,鼓励创造性的冒险和合作。
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引用次数: 1
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Australasian Journal of Educational Technology
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