Etr&d-Educational Technology Research and Development最新文献

At a public, 4-year, open access university, students were given the choice of how they would attend class: face-to-face, online, or livestream (synchronous session in Microsoft Teams®). The 876 students in this study registered in course sections designated as face-to-face delivery yet were provided attendance flexibility due to the pandemic. This unique situation provided a research opportunity to explore the self-regulatory, motivational, and contextual factors that affected students' attendance choices as well as their academic outcomes (pass/withdrawal) and perceptions of satisfaction. Results showed that 70% of students took advantage of the opportunity to flex and strongly valued the convenience, choice, and time savings. They were satisfied with connections to instructors. They were less satisfied with connections to peers, fluency between attendance modes, and technology performance. Generally, students performed well in the HyFlex courses with pass rates and withdrawal rates of 88% and 2%, respectively, for both Fall 2020 and Spring 2021 terms. The students who were most likely to flex were first year students who lived more than 15 miles from campus; first year students comprised a disproportionately large portion of those who failed. Self-regulatory and motivational factors were explored in relation to attendance decisions. Besides COVID-related issues and work/life balance, a sizable percentage (13%) of students explained their attendance decisions in terms of quality of their learning and in this way demonstrated self-regulation. Motivation was an issue for 17% of the students, typically expressed as not attending in the way they learned best or skipping class.

Mixed methods research is becoming more prevalent in educational technology due to its potential for addressing complex educational problems by integrating qualitative and quantitative data and findings. At the same time, a growing chorus of researchers laments the quality and rigor of research in this field. Mixed methods studies which demonstrate explicit integration in educational technology research are scarce, and even fewer apply integration strategies recommended in the literature, such as visual joint displays. Failure to address the challenge of comprehensive integration may result in missed opportunities for deeper insights. To address this methodological problem, the purpose of this paper is to shed light on the procedures, opportunities, and practical challenges associated with mixed methods integration through the use of visual joint displays as an analytical tool for data interpretation and reporting in these types of designs. Using an exploratory sequential mixed methods multiple case study design as an illustrative example, we will (1) provide step-by-step guidance on how to develop a visual joint display to conduct an integrated analysis in a complex mixed methods design; (2) demonstrate how to use a display of this type to integrate meta-inferences previously generated through a series of interconnected joint displays; and (3) illustrate the benefits of integrating at the literature review, theoretical, analysis, interpretation, and reporting levels in mixed methods studies. This methodological article aims to advance knowledge in educational technology research by addressing the integration challenge in mixed methods studies and assisting researchers in this field in achieving comprehensive integration at multiple levels.

Notwithstanding the advantages of incorporating Augmented Reality (AR) in education, AR's concrete uses as compared to other technologies are not fully recognised. Moreover, many of the existing studies have neglected to examine the impact of pedagogy and its corresponding instructional models, whilst implementing AR in teaching and learning. In leveraging the affordances of AR, an inquiry-based learning framework, referred to as QIMS, was proposed in this study. A learning package was developed on the topic of plant reproduction for primary 5 students (aged 11-12) based on the QIMS framework. Using a quasi-experimental approach, this study evaluated three conditions (AR and QIMS; QIMS; Non-AR and Non-QIMS) for a series of science lessons in a primary school. 117 students took part in this study. The quantitative results showed that although there was no statistically significant difference in students' academic performance when AR was used, students' self-directed learning and creative thinking skills increased significantly after partaking in the QIMS inquiry-based lessons. The usage of AR and QIMS had a significant effect in increasing students' critical thinking and knowledge creation efficacy skills. Moreover, in view of students' academic outcomes, the integration of QIMS and AR proved to be more beneficial to low-progress students. Qualitative analysis of the interview data from teachers and students aids in accounting for the quantitative results and indicate productive implementation strategies. The findings of this study will guide the design of future AR interventions, by providing insights for both researchers and practitioners on how to integrate and implement AR with pedagogical approaches.

Learning analytics (LA) has gained increasing attention for its potential to improve different educational aspects (e.g., students' performance and teaching practice). The existing literature identified some factors that are associated with the adoption of LA in higher education, such as stakeholder engagement and transparency in data use. The broad literature on information systems also emphasizes the importance of trust as a critical predictor of technology adoption. However, the extent to which trust plays a role in the adoption of LA in higher education has not been examined in detail in previous research. To fill this literature gap, we conducted a mixed method (survey and interviews) study aimed to explore how much teaching staff trust LA stakeholders (e.g., higher education institutions or third-parties) and LA technology, as well as the trust factors that could hinder or enable adoption of LA. The findings show that the teaching staff had a high level of trust in the competence of higher education institutions and the usefulness of LA; however, the teaching staff had a low level of trust in third parties that are involved in LA (e.g., external technology vendors) in terms of handling privacy and ethics-related issues. They also had a low level of trust in data accuracy due to issues such as outdated data and lack of data governance. The findings have strategic implications for institutional leaders and third parties in the adoption of LA by providing recommendations to increase trust, such as, improving data accuracy, developing policies for data sharing and ownership, enhancing the consent-seeking process, and establishing data governance guidelines. Therefore, this study contributes to the literature on the adoption of LA in HEIs by integrating trust factors.

This study assessed the psychometric properties of the culturally inclusive instructional design (CIID) scale with 31 items on a 7-point Likert scale. The data were collected from the training (N = 55) and validating samples (N = 80) of K-20 educators. Data analysis employed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA results revealed a clear five-factor structure, and the CFA results indicated good factor loadings. The reliability indices were .95 and .94 for the training and validation samples, respectively. The significant correlations among the factors indicated the five subscales measuring on the same CIID construct. In contrast, a non-perfect correlation presented a discriminating power for each subscale measuring the unique dimension of the construct. The study results established the validity and reliability of the instrument to measure culturally inclusive instructional design with implications for the design and development of online learning for cultural inclusivity.

Critical thinking is identified as a key educational outcome in higher education curricula; however, it is not trivial to support students in building this multifaceted skill. In this study, we evaluated a brief online learning intervention focusing on informal fallacy identification, a hallmark critical-thinking skill. The intervention used a bite-sized video learning approach, which has been shown to promote student engagement. Video-based learning was implemented within a precision teaching (PT) framework, which modulates the exposure of individual learners to the learning material to enable them to build 'fluency' in the targeted skills. In one of the learning conditions, PT was applied synergistically with domain-general problem-based training to support generalisation. The intervention consisted of two learning episodes and was administered to three groups (learning conditions) of 19 participants each: a PT fluency-based training group; a PT + group, where PT was combined with problem-based training; and a self-directed learning control group. All three groups showed comparable improvements in fallacy identification on taught (post-episode tests) and unseen materials (post-intervention assessment), with lower-scoring participants showing higher gains than high-scoring participants. The results of the knowledge retention tests a week later were also comparable between groups. Importantly, in the domain-general fallacy-identification assessment (post-intervention), the two PT groups showed higher improvements than the control group. These findings suggest that the integration of bite-sized video learning technologies with PT can improve students' critical-thinking skills. Furthermore, PT, on its own or combined with problem-based training, can improve their skill to generalise learning to novel contexts. We discuss the educational implications of our findings.