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.
{"title":"Assuring the quality of online learning in higher education: Adaptations in design and implementation","authors":"Athina Konstantinidou, Efi A. Nisiforou","doi":"10.14742/ajet.7910","DOIUrl":"https://doi.org/10.14742/ajet.7910","url":null,"abstract":"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.\u0000Implications for practice or policy:\u0000\u0000In collaboration with educators, instructional designers can use the quality indicators that emerged through the study when designing and evaluating higher education courses.\u0000Instructional designers and educators may prioritise learners' autonomy, aligning course requirements with students' sense of control.\u0000Instructional designers and educators can distribute students’ workload equally throughout the course, without strict deadlines, to improve the learning experience.\u0000Educators may promote collaborative assignments but moderately balance them with an individual-based assessment mode.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43584100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Humanising online teaching through care-centred pedagogies","authors":"H. Kızılcık, A. S. Dewan Türüdü","doi":"10.14742/ajet.7872","DOIUrl":"https://doi.org/10.14742/ajet.7872","url":null,"abstract":"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.\u0000Implications for practice and policy:\u0000\u0000Online education experience can be enhanced by applying care-centred pedagogies into online settings to guide course design and instruction.\u0000Educators can incorporate care principles into courses without putting excessive emphasis on emotions, which may be more preferable at higher education levels.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47246736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Not drowning, waving: The role of video in a renewed digital learning world","authors":"M. Colasante","doi":"10.14742/ajet.7915","DOIUrl":"https://doi.org/10.14742/ajet.7915","url":null,"abstract":"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.\u0000Implications for practice or policy:\u0000\u0000A 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.\u0000The video typology is offered for university educators to consult for intentional video-based learning design choices including to prompt considerations beyond passive student viewing.\u0000The typology is open for further adaptation into the future, for example, upon application to new cases.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44774551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement in an immersive delivery model","authors":"E. Goode, J. Nieuwoudt, T. Roche","doi":"10.14742/ajet.7929","DOIUrl":"https://doi.org/10.14742/ajet.7929","url":null,"abstract":"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.\u0000Implications for practice or policy:\u0000\u0000Higher education practitioners should integrate interactive, responsive, media-rich and constructively aligned online learning modules into curricula.\u0000Synchronous active learning classes that create safe communities of inquiry should be offered alongside options for asynchronous participation.\u0000Low levels of engagement with online learning modules should prompt follow-up from educators to raise engagement and bolster academic achievement.\u0000Immersive delivery models are effective curriculum innovations that, when designed with interactive online modules, can support improved academic achievement.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46575106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Gunasekara, K. Turner, Chorng Yuan Fung, C. Stough
Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics’ EI is sparse, some studies have suggested that lecturers’ EI greatly influences teaching and learning. This study used the concept of EI to understand students’ perceptions of how lecturers’ EI impacted their learning and engagement in an online learning environment. We conducted four online focus group interviews of 14 students pursuing a bachelor’s degree at two campuses of an Australian university, one in Melbourne and the other in Malaysia. Four main themes were identified using thematic analysis. Students discussed their perceptions and experiences on (a) vulnerabilities, coping and empathy; (b) relationships with lecturers, trust and safety; (c) communication, tone and voice; and (d) managing emotions of lecturers. Our findings suggest that lecturers’ EI impacted students’ learning and engagement in online learning spaces. However, the impact differs between Australia and Malaysia due to cultural differences. Drawing on the findings, we present online education good practices grounded in the theory of EI. Lecturers delivering online courses should consider employing these practices for effective teaching. Implications for practice or policy: Higher educational institutions need to support lecturers in developing the necessary EI skills to engage students in online learning. Lecturers need to make meaningful attempts to develop positive relationships with students in online forums to support students’ engagement. Lecturers working in online learning environments need to support students to develop friendships and connections with their peers. Lecturers need to include regular discussion breaks during online lectures to allow students to share their opinions and experiences.
{"title":"Impact of lecturers’ emotional intelligence on students’ learning and engagement in remote learning spaces: A cross-cultural study","authors":"A. Gunasekara, K. Turner, Chorng Yuan Fung, C. Stough","doi":"10.14742/ajet.7848","DOIUrl":"https://doi.org/10.14742/ajet.7848","url":null,"abstract":"Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics’ EI is sparse, some studies have suggested that lecturers’ EI greatly influences teaching and learning. This study used the concept of EI to understand students’ perceptions of how lecturers’ EI impacted their learning and engagement in an online learning environment. We conducted four online focus group interviews of 14 students pursuing a bachelor’s degree at two campuses of an Australian university, one in Melbourne and the other in Malaysia. Four main themes were identified using thematic analysis. Students discussed their perceptions and experiences on (a) vulnerabilities, coping and empathy; (b) relationships with lecturers, trust and safety; (c) communication, tone and voice; and (d) managing emotions of lecturers. Our findings suggest that lecturers’ EI impacted students’ learning and engagement in online learning spaces. However, the impact differs between Australia and Malaysia due to cultural differences. Drawing on the findings, we present online education good practices grounded in the theory of EI. Lecturers delivering online courses should consider employing these practices for effective teaching.\u0000Implications for practice or policy:\u0000\u0000Higher educational institutions need to support lecturers in developing the necessary EI skills to engage students in online learning.\u0000Lecturers need to make meaningful attempts to develop positive relationships with students in online forums to support students’ engagement.\u0000Lecturers working in online learning environments need to support students to develop friendships and connections with their peers.\u0000Lecturers need to include regular discussion breaks during online lectures to allow students to share their opinions and experiences.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45246667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Designing flipped learning in initial teacher education: The experiences of two teacher educators","authors":"Edwin Creely, Damien Lyons","doi":"10.14742/ajet.7957","DOIUrl":"https://doi.org/10.14742/ajet.7957","url":null,"abstract":"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.\u0000Implications for practice or policy:\u0000\u0000Teacher educators may need to reconsider learning design for online and hybrid environments.\u0000Universities may need to be more open to student-centred pedagogies such as flipped learning.\u0000Leaders and policymakers in higher education should give more attention to student agency and active learning in educational delivery.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47218479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The term metaverse appeared for the first time in a novel published in 1992. Since the early 2000s, researchers have started to use this term to refer to digital technologies for learners to interact with other users with avatars. The term came to prominence in around 2020 due to the rebranding of Facebook. However, there was no consensus on what kind of technologies should belong to the metaverse and how to conceptualise the term. As such, this paper presents an exploratory review for conceptualising the metaverse based on 19 articles from the Web of Science database. This review focuses on the metaverse trend, how researchers in the past and present conceptualizing the term, and key technologies identified in the metaverse world. The findings identify the major types of technologies used in the metaverse studies and offers a sound theoretical foundation in terms of cognitive, social and teacher presence to understand what future potential of these technologies could bring to online learning. Five major types of technologies are identified which could map to four key elements of the metaverse (i.e., immersion, advanced computing, socialisation, decentralisation). At the end, a model is proposed to connect the key elements of the metaverse and its three presences in the community of inquiry that enhance students’ learning outcomes in the metaverse learning environment. Implications for practice or policy: Educators and researchers could rethink what types of technologies belong to the metaverse and how it has the potential to influence the education sector. Instructional designers could create meaningful learning experiences through the four key elements of the metaverse – immersion, advanced computing, socialisation and decentralisation. Policy-makers and educators could refer to the model of metaverse learning environment to guide their future policy and practices.
“元宇宙”一词首次出现在1992年出版的一部小说中。自21世纪初以来，研究人员开始使用这个术语来指代学习者通过虚拟形象与其他用户互动的数字技术。由于Facebook的品牌重塑，这个词在2020年左右开始流行起来。然而，对于什么样的技术应该属于元宇宙以及如何概念化这个术语，并没有达成共识。因此，本文基于Web of Science数据库中的19篇文章，对元宇宙的概念化进行了探索性回顾。本文主要介绍了虚拟世界的发展趋势、过去和现在的研究人员如何对虚拟世界进行概念化，以及在虚拟世界中确定的关键技术。研究结果确定了虚拟世界研究中使用的主要技术类型，并在认知、社会和教师在场方面提供了良好的理论基础，以了解这些技术未来可能给在线学习带来的潜力。本文确定了五种主要类型的技术，它们可以映射到虚拟世界的四个关键元素(即沉浸式、高级计算、社会化、去中心化)。最后，提出了一个模型来连接元宇宙的关键要素及其在探究社区中的三种存在，从而提高学生在元宇宙学习环境中的学习成果。对实践或政策的影响:教育工作者和研究人员可以重新思考哪些类型的技术属于虚拟世界，以及它如何有可能影响教育部门。教学设计师可以通过虚拟世界的四个关键要素——沉浸式学习、高级计算、社会化和去中心化——创造有意义的学习体验。政策制定者和教育工作者可以参考元学习环境模型来指导他们未来的政策和实践。
{"title":"What is the metaverse? Definitions, technologies and the community of inquiry","authors":"D. Ng","doi":"10.14742/ajet.7945","DOIUrl":"https://doi.org/10.14742/ajet.7945","url":null,"abstract":"The term metaverse appeared for the first time in a novel published in 1992. Since the early 2000s, researchers have started to use this term to refer to digital technologies for learners to interact with other users with avatars. The term came to prominence in around 2020 due to the rebranding of Facebook. However, there was no consensus on what kind of technologies should belong to the metaverse and how to conceptualise the term. As such, this paper presents an exploratory review for conceptualising the metaverse based on 19 articles from the Web of Science database. This review focuses on the metaverse trend, how researchers in the past and present conceptualizing the term, and key technologies identified in the metaverse world. The findings identify the major types of technologies used in the metaverse studies and offers a sound theoretical foundation in terms of cognitive, social and teacher presence to understand what future potential of these technologies could bring to online learning. Five major types of technologies are identified which could map to four key elements of the metaverse (i.e., immersion, advanced computing, socialisation, decentralisation). At the end, a model is proposed to connect the key elements of the metaverse and its three presences in the community of inquiry that enhance students’ learning outcomes in the metaverse learning environment.\u0000Implications for practice or policy:\u0000\u0000Educators and researchers could rethink what types of technologies belong to the metaverse and how it has the potential to influence the education sector.\u0000Instructional designers could create meaningful learning experiences through the four key elements of the metaverse – immersion, advanced computing, socialisation and decentralisation.\u0000Policy-makers and educators could refer to the model of metaverse learning environment to guide their future policy and practices.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42864467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the COVID-19 pandemic, online learning became a major alternative to college science, technology, engineering, and mathematics (STEM) courses in postsecondary education. Faculty members, although subject matter experts, often lack pedagogical knowledge and training on how to effectively teach new generations of students online, or incorporate appropriate technologies. Faculty teaching online courses needed a new guiding framework to balance domain goals and emerging technologies. We present grounded design for STEM courses to align domain goals and instructional methods and technologies while reflecting instructors’ pedagogical beliefs and addressing cultural and pragmatic issues. It is critical to provide students with aligned STEM learning experience and engagement via defensible theories and research-evidenced pedagogy in online and blended courses while technological, cultural, and pragmatic considerations are also addressed. We suggest grounded design as the conceptual and design framework for designing online and blended courses and discuss the assumptions, approaches, and examples. We provide practical guidelines to apply grounded design to online and blended learning environments and suggest future research. This article can assist both novice and seasoned STEM faculty to connect theory and research to teaching practices and optimise their online and blended courses. Implications for practice University STEM instructors can use grounded design framework for online, blended, and technology-enhanced teaching. Instructors should begin the course design by aligning the domain goals with optimal psychological and pedagogical foundations. When choosing technology to support online learning, instructors should align it with learning goals and needs of students, and consider cultural and pragmatic foundations.
{"title":"Addressing the challenges of online and blended STEM learning with grounded design","authors":"Yunjeong Chang, Eunbae Lee","doi":"10.14742/ajet.7620","DOIUrl":"https://doi.org/10.14742/ajet.7620","url":null,"abstract":"During the COVID-19 pandemic, online learning became a major alternative to college science, technology, engineering, and mathematics (STEM) courses in postsecondary education. Faculty members, although subject matter experts, often lack pedagogical knowledge and training on how to effectively teach new generations of students online, or incorporate appropriate technologies. Faculty teaching online courses needed a new guiding framework to balance domain goals and emerging technologies. We present grounded design for STEM courses to align domain goals and instructional methods and technologies while reflecting instructors’ pedagogical beliefs and addressing cultural and pragmatic issues. It is critical to provide students with aligned STEM learning experience and engagement via defensible theories and research-evidenced pedagogy in online and blended courses while technological, cultural, and pragmatic considerations are also addressed. We suggest grounded design as the conceptual and design framework for designing online and blended courses and discuss the assumptions, approaches, and examples. We provide practical guidelines to apply grounded design to online and blended learning environments and suggest future research. This article can assist both novice and seasoned STEM faculty to connect theory and research to teaching practices and optimise their online and blended courses.\u0000Implications for practice\u0000\u0000University STEM instructors can use grounded design framework for online, blended, and technology-enhanced teaching.\u0000Instructors should begin the course design by aligning the domain goals with optimal psychological and pedagogical foundations.\u0000When choosing technology to support online learning, instructors should align it with learning goals and needs of students, and consider cultural and pragmatic foundations.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41874444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has forced teachers to implement fully online teaching. This study reviewed the popular technologies that are used in online learning, as well as the advantages and difficulties of applying fully online courses for formal education. Based on this research background, this study proposed a nested scaffolding design of an online course for 215 college students in China with the help of six technological tools, which effectively replaced face-to-face interactions and significantly improved the usage of the supporting learning platform. The inner-outer learning cycles supported by the technological tools improved the quality of the scaffolding conversations, reduced the scaffolding time cost that teachers had to expend and enhanced the effectiveness of the individualised scaffolding instructions. Implications for practice or policy: First-year students’ learning outcomes can be improved by the scaffolding support from Web 2.0 resource URLs, a small private online course, and EducCoder resources. Course leaders should construct at least 3–5 stage-wise evaluations to deconstruct the big learning process into several observable learning cycles, making the Kolb (1984) cycles controllable. Assessors may need to consider involving various exercises, such as quizzes, online experiments and synthesised tasks to facilitate students’ learning.
{"title":"A technology-enhanced scaffolding instructional design for fully online courses","authors":"Juan Yang, Rui Jiang, Han Su","doi":"10.14742/ajet.6991","DOIUrl":"https://doi.org/10.14742/ajet.6991","url":null,"abstract":"The COVID-19 pandemic has forced teachers to implement fully online teaching. This study reviewed the popular technologies that are used in online learning, as well as the advantages and difficulties of applying fully online courses for formal education. Based on this research background, this study proposed a nested scaffolding design of an online course for 215 college students in China with the help of six technological tools, which effectively replaced face-to-face interactions and significantly improved the usage of the supporting learning platform. The inner-outer learning cycles supported by the technological tools improved the quality of the scaffolding conversations, reduced the scaffolding time cost that teachers had to expend and enhanced the effectiveness of the individualised scaffolding instructions.\u0000Implications for practice or policy:\u0000\u0000First-year students’ learning outcomes can be improved by the scaffolding support from Web 2.0 resource URLs, a small private online course, and EducCoder resources.\u0000Course leaders should construct at least 3–5 stage-wise evaluations to deconstruct the big learning process into several observable learning cycles, making the Kolb (1984) cycles controllable.\u0000Assessors may need to consider involving various exercises, such as quizzes, online experiments and synthesised tasks to facilitate students’ learning.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48155194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although the field of artificial intelligence (AI) has rapidly developed, there has been little research to review, describe, and analyse the trends and development of empirical research on AI-supported language learning. This paper selected and analysed 25 empirical research papers on AI-supported language learning published in the last 15 years. These empirical studies were analysed using the activity theory from seven constituents: tool, subject, object, rules, community, division of labour, and outcome. A key contribution of this paper is the use of activity theory to illustrate the dynamic interactions and contradictions between the seven elements. AI-supported technology as a mediating tool demonstrated some effectiveness in language learning but needs further improvement in the use of language for communication and collaborative design. We argue that teachers’ intervention and configuration of AI-supported language learning in the pedagogical design plays an important role in the effectiveness of learning. More research is needed to explore the use of AI-supported language learning in the classroom or the real-life learning context. Implications for practice or policy: Research on AI-supported language learning should view teacher and students as active agents in interacting with technology and making transformations in real life learning situations. More research should focus on productive dialogue and communication in AI-supported language learning with collaborative design. A mixed module of AI-supported language learning and formal teacher instruction should be incorporated in pedagogical design.
{"title":"The current research trend of artificial intelligence in language learning: A systematic empirical literature review from an activity theory perspective","authors":"Hongzhi Yang, Suna Kyun","doi":"10.14742/ajet.7492","DOIUrl":"https://doi.org/10.14742/ajet.7492","url":null,"abstract":"Although the field of artificial intelligence (AI) has rapidly developed, there has been little research to review, describe, and analyse the trends and development of empirical research on AI-supported language learning. This paper selected and analysed 25 empirical research papers on AI-supported language learning published in the last 15 years. These empirical studies were analysed using the activity theory from seven constituents: tool, subject, object, rules, community, division of labour, and outcome. A key contribution of this paper is the use of activity theory to illustrate the dynamic interactions and contradictions between the seven elements. AI-supported technology as a mediating tool demonstrated some effectiveness in language learning but needs further improvement in the use of language for communication and collaborative design. We argue that teachers’ intervention and configuration of AI-supported language learning in the pedagogical design plays an important role in the effectiveness of learning. More research is needed to explore the use of AI-supported language learning in the classroom or the real-life learning context.\u0000Implications for practice or policy:\u0000\u0000Research on AI-supported language learning should view teacher and students as active agents in interacting with technology and making transformations in real life learning situations.\u0000More research should focus on productive dialogue and communication in AI-supported language learning with collaborative design.\u0000A mixed module of AI-supported language learning and formal teacher instruction should be incorporated in pedagogical design.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49265512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：