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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 Social Sciences 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 Social Sciences 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
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 Social Sciences 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
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 Social Sciences 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 Social Sciences 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
Assuring the quality of online learning in higher education: Adaptations in design and implementation 保证高等教育在线学习的质量:设计和实施的适应
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-11-04 DOI: 10.14742/ajet.7910
Athina Konstantinidou, Efi A. Nisiforou
In higher education, designing online courses aligned with students’ preferences impacts learning effectiveness. Our research aimed to investigate which learning design elements can affect the quality of online learning. To achieve this, we followed a systematic literature review, identified current trends and conducted an online survey outlining university students’ opinions. The results revealed that students’ preferences agree with universal learning design principles, acting as course quality determinants. These elements relate to the structure, appearance, content, interactivity of the course and support in the online setting. We recommend that courses are well organised and include authentic resources, activities and assessments, divided consistently into smaller, topic-based chunks that resemble experiences drawn from real life. The objectives need to be communicated while the expected behaviours are known to students. The respective workload must be equally distributed across the course spectrum in an environment that balances collaborative and self-paced learning. Students must be familiar with the technology, which is also an easy-to-access gate. Lastly, it is suggested that technical and pedagogical support is constantly present so that participants efficiently work in the online context.Implications for practice or policy:In collaboration with educators, instructional designers can use the quality indicators that emerged through the study when designing and evaluating higher education courses.Instructional designers and educators may prioritise learners' autonomy, aligning course requirements with students' sense of control.Instructional designers and educators can distribute students’ workload equally throughout the course, without strict deadlines, to improve the learning experience.Educators may promote collaborative assignments but moderately balance them with an individual-based assessment mode.
在高等教育中,设计符合学生喜好的在线课程会影响学习效果。我们的研究旨在调查哪些学习设计元素会影响在线学习的质量。为了实现这一目标,我们进行了系统的文献综述,确定了当前的趋势,并进行了一项概述大学生观点的在线调查。结果表明,学生的偏好与通用的学习设计原则一致,是课程质量的决定因素。这些要素涉及到课程的结构、外观、内容、互动性以及在线设置中的支持。我们建议课程组织良好,包括真实的资源,活动和评估,始终分为更小的,基于主题的块,类似于从现实生活中汲取的经验。当学生知道预期的行为时,目标需要被传达。在平衡协作学习和自主学习的环境中,各自的工作量必须在整个课程范围内平均分配。学生们必须熟悉这项技术,这也是一个容易进入的大门。最后,建议不断提供技术和教学支持,以便参与者在在线环境中有效地工作。对实践或政策的启示:与教育工作者合作,教学设计师可以在设计和评估高等教育课程时使用通过研究得出的质量指标。教学设计师和教育工作者可能会优先考虑学习者的自主权,使课程要求与学生的控制感保持一致。教学设计师和教育工作者可以在整个课程中平均分配学生的工作量,没有严格的截止日期,以改善学习体验。教育工作者可能会提倡合作作业,但适度平衡他们与个人为基础的评估模式。
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引用次数: 2
Not drowning, waving: The role of video in a renewed digital learning world 不溺水,挥手:视频在更新的数字学习世界中的作用
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-11-04 DOI: 10.14742/ajet.7915
M. Colasante
While online teaching involves a range of contemporary digital tools, there are strong indicators for an ongoing place for video in a new digital learning world. For example, the use of video during the pandemic, to urgently translate on-campus lectures to online content, refocussed the argument on the role of video into the next phase of digital learning. Beyond a much-appreciated tool of convenience, what is video’s pedagogical role in higher education? This article draws from the literature, including reviews, theory, and case examples, to offer a typology to represent the role of video in university teaching practices, including intentional reasons to employ video beyond passive viewing. The typology is offered in three role types: functional purpose, academic focus (or knowledge type), and pedagogical strategy. It is recommended that university educational practitioners (including teachers, developers, and designers) consider video as multidimensional, and consult all three role types when designing video-based learning experiences, to maintain the human design processes within the complexity of teaching and learning. The typology is dynamic and adaptable to further emerging contexts.Implications for practice or policy:A typology of video roles demonstrates the multidimensional nature of video as a university teaching and learning tool, and thus signals the inherent complexity in digital teaching design practice.The video typology is offered for university educators to consult for intentional video-based learning design choices including to prompt considerations beyond passive student viewing.The typology is open for further adaptation into the future, for example, upon application to new cases.
虽然在线教学涉及一系列当代数字工具,但有强有力的指标表明,视频在新的数字学习世界中仍有一席之地。例如,在疫情期间使用视频,将校园讲座紧急转化为在线内容,重新聚焦了视频在下一阶段数字学习中的作用。除了一个备受赞赏的方便工具之外,视频在高等教育中的教学作用是什么?本文借鉴了文献,包括综述、理论和案例,提供了一种类型学来描述视频在大学教学实践中的作用,包括在被动观看之外使用视频的有意原因。类型学分为三种角色类型:功能目的、学术重点(或知识类型)和教学策略。建议大学教育从业者(包括教师、开发人员和设计师)将视频视为多维的,并在设计基于视频的学习体验时咨询所有三种角色类型,以将人类设计过程保持在教学的复杂性范围内。类型学是动态的,并能适应进一步出现的背景。对实践或政策的启示:视频角色的类型展示了视频作为大学教学工具的多维性,从而表明了数字教学设计实践的内在复杂性。视频类型学为大学教育工作者提供咨询,以了解基于视频的有意学习设计选择,包括促使学生在被动观看之外进行考虑。例如,在应用于新的案例时,类型学可以进一步适应未来。
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引用次数: 1
Humanising online teaching through care-centred pedagogies 通过以关怀为中心的教学法实现在线教学的人性化
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-11-04 DOI: 10.14742/ajet.7872
H. Kızılcık, A. S. Dewan Türüdü
One of the main challenges regarding online teaching involves creating spaces in which learners establish and maintain connections with the teacher, other learners and the content. By exploring the concept of care in online learning, we aim to address this challenge. Framed by Noddings' (2013) ethics of care, this qualitative case study explored effective course design elements and instructional behaviours in an online course to identify practices that suggest the presence of care. Data collected through student feedback and peer observations provide insights into effective pedagogical practices, and our analysis reveals that these practices overlap with some of the four components of Noddings’ care-centred model of education: modelling, dialogue, practice, and confirmation. Our study suggests that what makes an online course effective might be the invisible care elements underlying its design and implementation.Implications for practice and policy:Online education experience can be enhanced by applying care-centred pedagogies into online settings to guide course design and instruction.Educators can incorporate care principles into courses without putting excessive emphasis on emotions, which may be more preferable at higher education levels.
在线教学的主要挑战之一是创造空间,让学习者与老师、其他学习者和内容建立并保持联系。通过探索在线学习中的护理概念,我们旨在应对这一挑战。在Noddings(2013)护理伦理的框架下,这项定性案例研究探讨了在线课程中有效的课程设计元素和教学行为,以确定表明存在护理的实践。通过学生反馈和同伴观察收集的数据为有效的教学实践提供了见解,我们的分析表明,这些实践与Noddings以关怀为中心的教育模式的四个组成部分中的一些重叠:建模、对话、实践和确认。我们的研究表明,使在线课程有效的可能是其设计和实施背后的无形关怀元素。对实践和政策的影响:可以通过在在线环境中应用以护理为中心的教学法来指导课程设计和教学,从而增强在线教育体验。教育工作者可以在不过分强调情绪的情况下将护理原则纳入课程,这在高等教育水平上可能更可取。
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引用次数: 2
Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement in an immersive delivery model 在线参与重要吗?在沉浸式教学模式下,互动学习模块和同步课堂出勤对学生成绩的影响
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-11-04 DOI: 10.14742/ajet.7929
E. Goode, J. Nieuwoudt, T. Roche
One Australian public university is radically changing the way it delivers higher education, introducing a 6-week immersive scheduling delivery model across all units and courses. Despite the emerging success of block and immersive models for raising the performance of diverse student cohorts, the design factors underpinning positive outcomes are underexplored. This paper presents a mixed methods study of the impact and value of student engagement with interactive and responsive online content modules and synchronous classes in an immersive scheduling model. The findings indicate that behavioural engagement with online learning modules has a positive effect on academic success and is a significant predictor of a higher final score. Qualitative data indicate several attributes of high-quality online learning modules that students appear to associate with engagement and deeper learning in the immersive model: interactivity, media richness, constructive alignment, flexibility and responsiveness. Synchronous class attendance did not impact final scores; however, students nonetheless valued the opportunity to form safe and supportive communities of inquiry during classes. This study demonstrates that in times of increasing demand for more flexible learning, immersive scheduling models that are founded on active learning principles and embed interactive, responsive, media-rich online learning modules can improve student engagement and performance.Implications for practice or policy:Higher education practitioners should integrate interactive, responsive, media-rich and constructively aligned online learning modules into curricula.Synchronous active learning classes that create safe communities of inquiry should be offered alongside options for asynchronous participation.Low levels of engagement with online learning modules should prompt follow-up from educators to raise engagement and bolster academic achievement.Immersive delivery models are effective curriculum innovations that, when designed with interactive online modules, can support improved academic achievement.
澳大利亚一所公立大学正在从根本上改变其提供高等教育的方式,在所有单元和课程中引入了为期6周的沉浸式时间表交付模式。尽管区块和沉浸式模型在提高不同学生群体的表现方面取得了新的成功,但支撑积极成果的设计因素却没有得到充分探索。本文提出了一种混合方法来研究学生参与互动式和响应式在线内容模块以及沉浸式时间表模型中的同步课程的影响和价值。研究结果表明,参与在线学习模块的行为对学业成功有积极影响,是最终成绩更高的重要预测因素。定性数据表明,学生似乎将高质量在线学习模块的几个属性与沉浸式模式中的参与和更深层次的学习联系在一起:互动性、媒体丰富性、建设性的一致性、灵活性和响应性。同步上课不会影响最终成绩;然而,学生们仍然重视在课堂上形成安全和支持性的探究社区的机会。这项研究表明,在对更灵活的学习需求不断增加的时代,基于主动学习原则并嵌入互动、响应迅速、媒体丰富的在线学习模块的沉浸式日程安排模型可以提高学生的参与度和表现。对实践或政策的影响:高等教育从业者应将互动、反应迅速、媒体丰富且具有建设性的在线学习模块纳入课程。应提供创建安全调查社区的同步主动学习课程,同时提供异步参与选项。在线学习模块的参与度较低,应促使教育工作者采取后续行动,以提高参与度并提高学业成绩。沉浸式教学模式是一种有效的课程创新,当与互动在线模块一起设计时,可以支持提高学业成绩。
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引用次数: 8
Designing flipped learning in initial teacher education: The experiences of two teacher educators 在初级教师教育中设计翻转学习:两位教师教育家的经验
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-11-04 DOI: 10.14742/ajet.7957
Edwin Creely, Damien Lyons
The move to online learning triggered by COVID-19 lockdowns in 2020 and 2021 necessitated a rapid movement to effectively design synchronous digital learning environments. In such environments research suggests that a flipped approach to teaching and learning is most appropriate in learning environments mediated by technologies. This article examines the experiences of two teacher educators in dealing with online learning environments in a time of change and examines the shift to a flipped approach in teaching literacy units that are part of a postgraduate initial teacher education degree at a university in Melbourne, Australia. The article presents a collaborative autoethnography of the experiences of the teacher educators, shared as a set of curated narrative vignettes, and analyses the thinking that supports the implementation of flipped learning. These practice narratives are understood through the lens of collaborative learning theory which emphasises negotiated meanings and knowledge creation within groups. In post-COVID times this article points to future possibilities for a flipped learning approach in hybrid or mixed learning environments and offers a conceptual process model for designing learning in response to change.Implications for practice or policy:Teacher educators may need to reconsider learning design for online and hybrid environments.Universities may need to be more open to student-centred pedagogies such as flipped learning.Leaders and policymakers in higher education should give more attention to student agency and active learning in educational delivery.
2020年和2021年新冠肺炎封锁引发了向在线学习的转变,因此有必要迅速采取行动,有效设计同步数字学习环境。在这种环境中,研究表明,在以技术为中介的学习环境中,翻转式的教学方法是最合适的。本文考察了两位教师教育工作者在变革时期应对在线学习环境的经验,并考察了在澳大利亚墨尔本一所大学的研究生初级教师教育学位中,扫盲单元教学向翻转方法的转变。本文介绍了教师教育工作者经验的合作民族志,作为一组精心策划的叙事小插曲分享,并分析了支持实施翻转学习的思想。这些实践叙事是通过合作学习理论的视角来理解的,该理论强调协商意义和群体内的知识创造。在后新冠肺炎时代,本文指出了在混合或混合学习环境中采用翻转学习方法的未来可能性,并为设计应对变化的学习提供了一个概念过程模型。对实践或政策的影响:教师教育工作者可能需要重新考虑在线和混合环境的学习设计。大学可能需要对以学生为中心的教学法更加开放,比如翻转学习。高等教育的领导者和政策制定者应该更多地关注学生代理和教育交付中的积极学习。
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引用次数: 2
期刊
Australasian Journal of Educational Technology
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