Effective collaboration and teamwork skills are critical in high-risk sectors, as deficiencies in these areas can result in injuries and risk of death. To foster the growth of these vital skills, immersive learning spaces have been created to simulate real-world scenarios, enabling students to safely improve their teamwork abilities. In such learning environments, multiple dialogue segments can occur concurrently as students independently organise themselves to tackle tasks in parallel across diverse spatial locations. This complex situation creates challenges for educators in assessing teamwork and for students in reflecting on their performance, especially considering the importance of effective communication in embodied teamwork. To address this, we propose an automated approach for generating teamwork analytics based on spatial and speech data. We illustrate this approach within a dynamic, immersive healthcare learning environment centred on embodied teamwork. Moreover, we evaluated whether the automated approach can produce transcriptions and epistemic networks of spatially distributed dialogue segments with a quality comparable to those generated manually for research objectives. This paper makes two key contributions: (1) it proposes an approach that integrates automated speech recognition and natural language processing techniques to automate the transcription and coding of team communication and generate analytics; and (2) it provides analyses of the errors in outputs generated by those techniques, offering insights for researchers and practitioners involved in the design of similar systems.
{"title":"Towards automated transcribing and coding of embodied teamwork communication through multimodal learning analytics","authors":"Linxuan Zhao, Dragan Gašević, Zachari Swiecki, Yuheng Li, Jionghao Lin, Lele Sha, Lixiang Yan, Riordan Alfredo, Xinyu Li, Roberto Martinez-Maldonado","doi":"10.1111/bjet.13476","DOIUrl":"10.1111/bjet.13476","url":null,"abstract":"<p>Effective collaboration and teamwork skills are critical in high-risk sectors, as deficiencies in these areas can result in injuries and risk of death. To foster the growth of these vital skills, immersive learning spaces have been created to simulate real-world scenarios, enabling students to safely improve their teamwork abilities. In such learning environments, multiple dialogue segments can occur concurrently as students independently organise themselves to tackle tasks in parallel across diverse spatial locations. This complex situation creates challenges for educators in assessing teamwork and for students in reflecting on their performance, especially considering the importance of effective communication in embodied teamwork. To address this, we propose an automated approach for generating teamwork analytics based on spatial and speech data. We illustrate this approach within a dynamic, immersive healthcare learning environment centred on embodied teamwork. Moreover, we evaluated whether the automated approach can produce transcriptions and epistemic networks of spatially distributed dialogue segments with a quality comparable to those generated manually for research objectives. This paper makes two key contributions: (1) it proposes an approach that integrates automated speech recognition and natural language processing techniques to automate the transcription and coding of team communication and generate analytics; and (2) it provides analyses of the errors in outputs generated by those techniques, offering insights for researchers and practitioners involved in the design of similar systems.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1673-1702"},"PeriodicalIF":6.6,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141197445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<jats:label/>Universities, significantly impacted by the shift to online learning during pandemic, must critically evaluate their teaching methods and outcomes to enhance performance in the post‐pandemic era. However, there has been a limited examination of whether students achieved comparable levels in cognition and social interaction during the pandemic compared to traditional face‐to‐face learning. Addressing this gap, this exploratory study utilized a quasi‐experimental design to analyse and compare the learning performance and outcomes of two cohorts of students (totalling 45) in a 12‐week university course delivered through the computer‐supported collaborative learning (CSCL) approach, both during and after the pandemic. Employing quantitative analysis and lag sequential analysis, the study examined students' behaviours, similarities and differences in performance within CSCL environments under two distinct social situations. Results indicated that students engaged in complete online learning with CSCL and those in face‐to‐face teaching with CSCL achieved similar levels of conceptual understanding. Additionally, a comparable distribution pattern of learning behaviours was observed. However, significant differences in behaviour sequences emerged between the two implementations, with students exhibiting a higher level of engagement in CSCL activities during the post‐pandemic period. These findings inform the design of CSCL environments should integrate student‐centred activities and include guiding scripts, prompts and scaffoldings in navigating learning endeavours effectively.<jats:label/><jats:boxed-text content-type="box" position="anchor"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type="bullet"> <jats:list-item>The CSCL environment could facilitate teacher‐student and student–student interaction in learning activities.</jats:list-item> <jats:list-item>Studies have been conducted on the impact of scripts and prompts on students' cognition and social interaction in CSCL environment.</jats:list-item> <jats:list-item>There is a crucial need for conducting more in‐depth data analysis to comprehensively explore the CSCL process within university settings.</jats:list-item> </jats:list>What this paper adds <jats:list list-type="bullet"> <jats:list-item>A well‐designed CSCL environment, coupled with effective instructional strategies, exhibits resilience, sustaining its beneficial effects on students' academic performance and interaction.</jats:list-item> <jats:list-item>Both cohorts demonstrated a proclivity for engaging in repetitive behaviours, particularly focused on reviewing and reading activities.</jats:list-item> <jats:list-item>The latter cohort displayed a preference for individual tasks over collaborative efforts, showcasing a relatively higher frequency of individual work as opposed to group activities.</jats:list-item> <jats:list-item>Notably absent in both groups were crucial
{"title":"Exploring students' learning performance in computer‐supported collaborative learning environment during and after pandemic: Cognition and interaction","authors":"Daner Sun, Chee‐Kit Looi, Yuqin Yang, Fenglin Jia","doi":"10.1111/bjet.13492","DOIUrl":"https://doi.org/10.1111/bjet.13492","url":null,"abstract":"<jats:label/>Universities, significantly impacted by the shift to online learning during pandemic, must critically evaluate their teaching methods and outcomes to enhance performance in the post‐pandemic era. However, there has been a limited examination of whether students achieved comparable levels in cognition and social interaction during the pandemic compared to traditional face‐to‐face learning. Addressing this gap, this exploratory study utilized a quasi‐experimental design to analyse and compare the learning performance and outcomes of two cohorts of students (totalling 45) in a 12‐week university course delivered through the computer‐supported collaborative learning (CSCL) approach, both during and after the pandemic. Employing quantitative analysis and lag sequential analysis, the study examined students' behaviours, similarities and differences in performance within CSCL environments under two distinct social situations. Results indicated that students engaged in complete online learning with CSCL and those in face‐to‐face teaching with CSCL achieved similar levels of conceptual understanding. Additionally, a comparable distribution pattern of learning behaviours was observed. However, significant differences in behaviour sequences emerged between the two implementations, with students exhibiting a higher level of engagement in CSCL activities during the post‐pandemic period. These findings inform the design of CSCL environments should integrate student‐centred activities and include guiding scripts, prompts and scaffoldings in navigating learning endeavours effectively.<jats:label/><jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type=\"bullet\"> <jats:list-item>The CSCL environment could facilitate teacher‐student and student–student interaction in learning activities.</jats:list-item> <jats:list-item>Studies have been conducted on the impact of scripts and prompts on students' cognition and social interaction in CSCL environment.</jats:list-item> <jats:list-item>There is a crucial need for conducting more in‐depth data analysis to comprehensively explore the CSCL process within university settings.</jats:list-item> </jats:list>What this paper adds <jats:list list-type=\"bullet\"> <jats:list-item>A well‐designed CSCL environment, coupled with effective instructional strategies, exhibits resilience, sustaining its beneficial effects on students' academic performance and interaction.</jats:list-item> <jats:list-item>Both cohorts demonstrated a proclivity for engaging in repetitive behaviours, particularly focused on reviewing and reading activities.</jats:list-item> <jats:list-item>The latter cohort displayed a preference for individual tasks over collaborative efforts, showcasing a relatively higher frequency of individual work as opposed to group activities.</jats:list-item> <jats:list-item>Notably absent in both groups were crucial","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"43 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141197045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Authentic dialogue demands that we respond, interpret and sometimes disagree with others' ideas—a key component of participation in a democratic society. Yet the sharing and uptake of different ideas can be hampered by traditional online platforms which divide students into isolated threads. To tackle this issue, we introduce two novel online forums designed to foster engagement and idea exchange: a linear chat, akin to SMS, and a collaborative writing forum we call CREW. Seventy‐three graduate students, divided into 18 small groups, tested these forums. We used discourse analysis to measure idea uptake and other dialogic features. From this analysis, seven discussions emerged as particularly interactive and engaging, exhibiting a high uptake‐to‐turn ratio. We noticed linear chat encouraged a high proportion of uptake, but also produced ‘tangles’—breaks in related post chains. CREW discussions sparked similar engagement but resolved most tangles since they required a collaborative written response. This study offers fresh insights in both research and teaching for improving online discussions.Practitioner notesWhat is already known about this topic A vital practice for scholarly dialogue and democratic discourse is uptake: building on what others have written or said.Instead of encouraging uptake of others' words and ideas, typical online discussions in Learning Management Systems (LMSs) can inadvertently isolate students in separate threads.What this paper adds We introduce and analyse two new, innovative types of online discussions that may encourage more uptake of others' words and ideas.To eliminate isolation and encourage uptake, a linear chat forum makes all posts visible, but may produce interruptions, or ‘tangles’.A forum that includes collaborative responsive writing requires participants to converge on a collective response, encouraging dialogue and overcoming tangles.Implications for practice/policy Teachers and other stakeholders might consider how discussion forum designs in LMSs can support or limit authentic dialogue.Practitioners might consider how to incorporate deliberation about a shared focus into online discussions.Instructors might avoid tangles by aligning assignment purposes with dialogic principles: posing authentic questions that invite multiple interpretations and require uptake of others' responses.
{"title":"Online discussion or authentic dialogue? How design affects discussions in two alternative types of online forums","authors":"Glenn G. Smith, Michael B. Sherry","doi":"10.1111/bjet.13491","DOIUrl":"https://doi.org/10.1111/bjet.13491","url":null,"abstract":"<jats:label/>Authentic dialogue demands that we respond, interpret and sometimes disagree with others' ideas—a key component of participation in a democratic society. Yet the sharing and uptake of different ideas can be hampered by traditional online platforms which divide students into isolated threads. To tackle this issue, we introduce two novel online forums designed to foster engagement and idea exchange: a linear chat, akin to SMS, and a collaborative writing forum we call CREW. Seventy‐three graduate students, divided into 18 small groups, tested these forums. We used discourse analysis to measure idea uptake and other dialogic features. From this analysis, seven discussions emerged as particularly interactive and engaging, exhibiting a high uptake‐to‐turn ratio. We noticed linear chat encouraged a high proportion of uptake, but also produced ‘tangles’—breaks in related post chains. CREW discussions sparked similar engagement but resolved most tangles since they required a collaborative written response. This study offers fresh insights in both research and teaching for improving online discussions.<jats:label/><jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type=\"bullet\"> <jats:list-item>A vital practice for scholarly dialogue and democratic discourse is uptake: building on what others have written or said.</jats:list-item> <jats:list-item>Instead of encouraging uptake of others' words and ideas, typical online discussions in Learning Management Systems (LMSs) can inadvertently isolate students in separate threads.</jats:list-item> </jats:list>What this paper adds <jats:list list-type=\"bullet\"> <jats:list-item>We introduce and analyse two new, innovative types of online discussions that may encourage more uptake of others' words and ideas.</jats:list-item> <jats:list-item>To eliminate isolation and encourage uptake, a linear chat forum makes all posts visible, but may produce interruptions, or ‘tangles’.</jats:list-item> <jats:list-item>A forum that includes collaborative responsive writing requires participants to converge on a collective response, encouraging dialogue and overcoming tangles.</jats:list-item> </jats:list>Implications for practice/policy <jats:list list-type=\"bullet\"> <jats:list-item>Teachers and other stakeholders might consider how discussion forum designs in LMSs can support or limit authentic dialogue.</jats:list-item> <jats:list-item>Practitioners might consider how to incorporate deliberation about a shared focus into online discussions.</jats:list-item> <jats:list-item>Instructors might avoid tangles by aligning assignment purposes with dialogic principles: posing authentic questions that invite multiple interpretations and require uptake of others' responses.</jats:list-item> </jats:list></jats:boxed-text>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"32 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141197066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tangible programming tools have become a mainstream teaching aid in gamification programming learning (GPL) due to their interactivity and ability to enhance novice learners' computational thinking and spatial reasoning skills. However, comparing the relative efficacy of different programming tools that simultaneously support these skills was not adequately explored. This study designed and evaluated three programming tools: the tangible programming tool (TPG), which uses real touchable objects; the block programming tool (BPG), which employs virtual programming blocks and 3D game scenarios; and the paper‐and‐pencil programming tool (PPG), which uses paper and pen to draw. The study involved 112 seventh‐grade students from three natural classes: Class A (TPG, n1=37), Class B (BPG, n2=38), and Class C (PPG, n3=37). These students completed four gamification programming tasks and CT skills, spatial reasoning skills, enjoyment, cognitive load and GPL task list measurements. The results indicated that the tangible programming tool led to lower cognitive load, significant improvement in spatial reasoning skills and better abstraction and problem decomposition skills. The block programming tool provided a more enjoyable experience and facilitated students' algorithm design and efficiency. The paper‐and‐pencil programming tool was found to be less effective in improving spatial reasoning skills. This study's findings can help programming educators cultivate students' thinking skills and improve their learning experience by effectively selecting the most appropriate programming tools.
{"title":"Enhancing computational thinking and spatial reasoning skills in gamification programming learning: A comparative study of tangible, block and paper‐and‐pencil tools","authors":"Xin Gong, Weiqi Xu, Shufan Yu, Jingjing Ma, Ailing Qiao","doi":"10.1111/bjet.13482","DOIUrl":"https://doi.org/10.1111/bjet.13482","url":null,"abstract":"Tangible programming tools have become a mainstream teaching aid in gamification programming learning (GPL) due to their interactivity and ability to enhance novice learners' computational thinking and spatial reasoning skills. However, comparing the relative efficacy of different programming tools that simultaneously support these skills was not adequately explored. This study designed and evaluated three programming tools: the tangible programming tool (TPG), which uses real touchable objects; the block programming tool (BPG), which employs virtual programming blocks and 3D game scenarios; and the paper‐and‐pencil programming tool (PPG), which uses paper and pen to draw. The study involved 112 seventh‐grade students from three natural classes: Class A (TPG, n<jats:sub>1</jats:sub>=37), Class B (BPG, n<jats:sub>2</jats:sub>=38), and Class C (PPG, n<jats:sub>3</jats:sub>=37). These students completed four gamification programming tasks and CT skills, spatial reasoning skills, enjoyment, cognitive load and GPL task list measurements. The results indicated that the tangible programming tool led to lower cognitive load, significant improvement in spatial reasoning skills and better abstraction and problem decomposition skills. The block programming tool provided a more enjoyable experience and facilitated students' algorithm design and efficiency. The paper‐and‐pencil programming tool was found to be less effective in improving spatial reasoning skills. This study's findings can help programming educators cultivate students' thinking skills and improve their learning experience by effectively selecting the most appropriate programming tools.","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"2013 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141147077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<div> <section> <p>The greater the proliferation of AI in educational contexts, the more important it becomes to ensure that AI adheres to the equity and inclusion values of an educational system or institution. Given that modern AI is based on historic datasets, mitigating historic biases with respect to protected classes (ie, fairness) is an important component of this value alignment. Although extensive research has been done on AI fairness in education, there has been a lack of guidance for practitioners, which could enhance the practical uptake of these methods. In this work, we present a practitioner-oriented, step-by-step framework, based on findings from the field, to implement AI fairness techniques. We also present an empirical case study that applies this framework in the context of a grade prediction task using data from a large public university. Our novel findings from the case study and extended analyses underscore the importance of incorporating intersectionality (such as race and gender) as central equity and inclusion institution values. Moreover, our research demonstrates the effectiveness of bias mitigation techniques, like adversarial learning, in enhancing fairness, particularly for intersectional categories like race–gender and race–income.</p> </section> <section> <div> <div> <h3>Practitioner notes</h3> <p>What is already known about this topic </p><ul> <li>AI-powered Educational Decision Support Systems (EDSS) are increasingly used in various educational contexts, such as course selection, admissions, scholarship allocation and identifying at-risk students.</li> <li>There are known challenges with AI in education, particularly around the reinforcement of existing biases, leading to unfair outcomes.</li> <li>The machine learning community has developed metrics and methods to measure and mitigate biases, which have been effectively applied to education as seen in the AI in education literature.</li> </ul> <p>What this paper adds </p><ul> <li>Introduces a comprehensive technical framework for equity and inclusion, specifically for machine learning practitioners in AI education systems.</li> <li>Presents a novel modification to the ABROCA fairness metric to better represent disparities among multiple subgroups within a protected class.</li> <li>Empirical analysis of the effectiveness of bias-mitigating techniqu
{"title":"Implementing equitable and intersectionality-aware ML in education: A practical guide","authors":"Mudit Mangal, Zachary A. Pardos","doi":"10.1111/bjet.13484","DOIUrl":"10.1111/bjet.13484","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>The greater the proliferation of AI in educational contexts, the more important it becomes to ensure that AI adheres to the equity and inclusion values of an educational system or institution. Given that modern AI is based on historic datasets, mitigating historic biases with respect to protected classes (ie, fairness) is an important component of this value alignment. Although extensive research has been done on AI fairness in education, there has been a lack of guidance for practitioners, which could enhance the practical uptake of these methods. In this work, we present a practitioner-oriented, step-by-step framework, based on findings from the field, to implement AI fairness techniques. We also present an empirical case study that applies this framework in the context of a grade prediction task using data from a large public university. Our novel findings from the case study and extended analyses underscore the importance of incorporating intersectionality (such as race and gender) as central equity and inclusion institution values. Moreover, our research demonstrates the effectiveness of bias mitigation techniques, like adversarial learning, in enhancing fairness, particularly for intersectional categories like race–gender and race–income.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>AI-powered Educational Decision Support Systems (EDSS) are increasingly used in various educational contexts, such as course selection, admissions, scholarship allocation and identifying at-risk students.</li>\u0000 \u0000 <li>There are known challenges with AI in education, particularly around the reinforcement of existing biases, leading to unfair outcomes.</li>\u0000 \u0000 <li>The machine learning community has developed metrics and methods to measure and mitigate biases, which have been effectively applied to education as seen in the AI in education literature.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Introduces a comprehensive technical framework for equity and inclusion, specifically for machine learning practitioners in AI education systems.</li>\u0000 \u0000 <li>Presents a novel modification to the ABROCA fairness metric to better represent disparities among multiple subgroups within a protected class.</li>\u0000 \u0000 <li>Empirical analysis of the effectiveness of bias-mitigating techniqu","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2003-2038"},"PeriodicalIF":6.7,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13484","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141105237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Daniele Di Mitri, Bibeg Limbu, Jan Schneider, Deniz Iren, Michail Giannakos, Roland Klemke
{"title":"Multimodal and immersive systems for skills development and education","authors":"Daniele Di Mitri, Bibeg Limbu, Jan Schneider, Deniz Iren, Michail Giannakos, Roland Klemke","doi":"10.1111/bjet.13483","DOIUrl":"10.1111/bjet.13483","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1456-1464"},"PeriodicalIF":6.6,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nina Mulaimović, Eric Richter, Rebecca Lazarides, Dirk Richter
In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face‐to‐face and online courses differ in terms of their quality or level of participants' engagement. The present study investigates differences between face‐to‐face and online PD with respect to certain quality characteristics: clarity and structure, cognitive activation, collaboration and practical relevance, as well as participants' behavioural, cognitive and affective engagement. The study is based on 2210 teachers from Germany who participated in 1 of 137 face‐to‐face or 54 online PD courses. Although participants rated face‐to‐face and online courses very positively regarding all quality characteristics and engagement dimensions, they evaluated online courses slightly less favourably compared to face‐to‐face courses. Implications for practice and research are derived to help ensure high‐quality PD offerings in the future.Practitioner notesWhat is already known about this topic Face‐to‐face and online PD have the potential to be similarly effective.PD quality and participants' engagement can be assumed to be predictors of PD effectiveness.PD quality contains clarity and structure, cognitive activation, collaboration and practical relevance.Engagement is a three‐dimensional construct composed of behavioural, cognitive and affective components.What this paper adds PD quality was rated very positively for online and face‐to‐face courses.Participants rated the quality of online PD lower compared to face‐to‐face PD.Participants rated their engagement in online PD lower compared to face‐to‐face PD.Implications for practice and/or policy PD format should always be chosen with which a higher benefit can be achieved.Quality assurance should take place before PD is conducted.
{"title":"Comparing quality and engagement in face‐to‐face and online teacher professional development","authors":"Nina Mulaimović, Eric Richter, Rebecca Lazarides, Dirk Richter","doi":"10.1111/bjet.13480","DOIUrl":"https://doi.org/10.1111/bjet.13480","url":null,"abstract":"<jats:label/>In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face‐to‐face and online courses differ in terms of their quality or level of participants' engagement. The present study investigates differences between face‐to‐face and online PD with respect to certain quality characteristics: clarity and structure, cognitive activation, collaboration and practical relevance, as well as participants' behavioural, cognitive and affective engagement. The study is based on 2210 teachers from Germany who participated in 1 of 137 face‐to‐face or 54 online PD courses. Although participants rated face‐to‐face and online courses very positively regarding all quality characteristics and engagement dimensions, they evaluated online courses slightly less favourably compared to face‐to‐face courses. Implications for practice and research are derived to help ensure high‐quality PD offerings in the future.<jats:label/><jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type=\"bullet\"> <jats:list-item>Face‐to‐face and online PD have the potential to be similarly effective.</jats:list-item> <jats:list-item>PD quality and participants' engagement can be assumed to be predictors of PD effectiveness.</jats:list-item> <jats:list-item>PD quality contains clarity and structure, cognitive activation, collaboration and practical relevance.</jats:list-item> <jats:list-item>Engagement is a three‐dimensional construct composed of behavioural, cognitive and affective components.</jats:list-item> </jats:list>What this paper adds <jats:list list-type=\"bullet\"> <jats:list-item>PD quality was rated very positively for online and face‐to‐face courses.</jats:list-item> <jats:list-item>Participants rated the quality of online PD lower compared to face‐to‐face PD.</jats:list-item> <jats:list-item>Participants rated their engagement in online PD lower compared to face‐to‐face PD.</jats:list-item> </jats:list>Implications for practice and/or policy <jats:list list-type=\"bullet\"> <jats:list-item>PD format should always be chosen with which a higher benefit can be achieved.</jats:list-item> <jats:list-item>Quality assurance should take place before PD is conducted.</jats:list-item> </jats:list></jats:boxed-text>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"19 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Holding learners' attention is challenging, especially when they are asked to listen to long passages. High-immersion virtual reality (VR) can immerse learners in listening tasks, even in such complex languages as Chinese. This exploratory study examined the effect of VR on 43 Chinese language learners' listening comprehension, enjoyment, sense of presence, and cognitive load. Participants were self-selected into two groups without knowing the purpose of the study or the details of their activity. The experimental group (n1 = 23) experienced an interactive multimedia story in VR, and the comparison group (n2 = 20) watched a screencast video recording of the same story. Multivariate analysis of covariance (MANCOVA) indicated that VR may have a positive effect on the development of listening skills. Compared with the video group, the VR group had significantly higher listening comprehension scores, reported significantly more enjoyment and sense of presence, and reported experiencing less cognitive load. Thus, the findings suggest that VR could be used as a pedagogical tool to enhance foreign language listening skills.
{"title":"An exploratory study on practising listening comprehension skills in high-immersion virtual reality","authors":"Yongluan Ye, Regina Kaplan-Rakowski","doi":"10.1111/bjet.13481","DOIUrl":"10.1111/bjet.13481","url":null,"abstract":"<p>Holding learners' attention is challenging, especially when they are asked to listen to long passages. High-immersion virtual reality (VR) can immerse learners in listening tasks, even in such complex languages as Chinese. This exploratory study examined the effect of VR on 43 Chinese language learners' listening comprehension, enjoyment, sense of presence, and cognitive load. Participants were self-selected into two groups without knowing the purpose of the study or the details of their activity. The experimental group (<i>n</i><sub>1</sub> = 23) experienced an interactive multimedia story in VR, and the comparison group (<i>n</i><sub>2</sub> = 20) watched a screencast video recording of the same story. Multivariate analysis of covariance (MANCOVA) indicated that VR may have a positive effect on the development of listening skills. Compared with the video group, the VR group had significantly higher listening comprehension scores, reported significantly more enjoyment and sense of presence, and reported experiencing less cognitive load. Thus, the findings suggest that VR could be used as a pedagogical tool to enhance foreign language listening skills.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1651-1672"},"PeriodicalIF":6.6,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The HyFlex course has been widely adopted in higher education settings. However, there is a paucity of empirical studies examining students' acceptance of large‐scale HyFlex courses, as well as factors influencing their acceptance. To fill this research gap, the present study investigated students' acceptance of a large‐scale HyFlex course and the variations in their acceptance according to different participation modes (ie, on‐site, synchronously online and mixed attendance), based on a total of 160 valid samples from a large‐scale HyFlex course at a normal university in central China during the fall semester of 2022. The results indicated that students' overall HyFlex course acceptance was generally high, and the students who alternately engaged in on‐site and synchronously online learning had the highest level of acceptance. Furthermore, this study employed structural equation modelling to validate a model integrating the unified theory of acceptance and use of technology with connected classroom climate (CCC). The findings showed that performance expectancy (PE), effort expectancy, facilitating conditions and CCC directly influenced students' acceptance, with performance expectancy having the strongest direct effect. However, social influence only had an indirect effect on students' acceptance, while CCC had both direct and indirect effects. This study carries substantial theoretical and practical implications, enhancing our understanding of students' acceptance of the HyFlex learning approach.<jats:boxed-text content-type="box" position="anchor"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type="bullet"> <jats:list-item>The adoption of the HyFlex course, especially in the context of large‐scale courses, is prevalent in higher education settings.</jats:list-item> <jats:list-item>Existing studies have predominately focused on assessing the impact of HyFlex course on student engagement and learning outcomes, the development and implementation of HyFlex course structures, and educators' perspectives and experiences with HyFlex courses.</jats:list-item> <jats:list-item>Although some research has delved into students' satisfaction with HyFlex courses, particularly in small class settings, our understanding of students' acceptance of large‐scale HyFlex course remains limited.</jats:list-item> <jats:list-item>There has been a noticeable gap in investigations exploring distinctions among students who opt for varying HyFlex course delivery modes, such as on‐site, synchronously online and mixed attendance formats.</jats:list-item> </jats:list>What this paper adds <jats:list list-type="bullet"> <jats:list-item>This study reveals that students generally displayed a high level of acceptance towards the large‐scale HyFlex course.</jats:list-item> <jats:list-item>Notably, students who participated in alternating on‐site and synchronously online learning exhibited a significantly higher level of accept
{"title":"Examining students' acceptance of the large‐scale HyFlex course: An empirical study","authors":"Harrison Hao Yang, Zhongyue Yin, Sha Zhu","doi":"10.1111/bjet.13477","DOIUrl":"https://doi.org/10.1111/bjet.13477","url":null,"abstract":"The HyFlex course has been widely adopted in higher education settings. However, there is a paucity of empirical studies examining students' acceptance of large‐scale HyFlex courses, as well as factors influencing their acceptance. To fill this research gap, the present study investigated students' acceptance of a large‐scale HyFlex course and the variations in their acceptance according to different participation modes (ie, on‐site, synchronously online and mixed attendance), based on a total of 160 valid samples from a large‐scale HyFlex course at a normal university in central China during the fall semester of 2022. The results indicated that students' overall HyFlex course acceptance was generally high, and the students who alternately engaged in on‐site and synchronously online learning had the highest level of acceptance. Furthermore, this study employed structural equation modelling to validate a model integrating the unified theory of acceptance and use of technology with connected classroom climate (CCC). The findings showed that performance expectancy (PE), effort expectancy, facilitating conditions and CCC directly influenced students' acceptance, with performance expectancy having the strongest direct effect. However, social influence only had an indirect effect on students' acceptance, while CCC had both direct and indirect effects. This study carries substantial theoretical and practical implications, enhancing our understanding of students' acceptance of the HyFlex learning approach.<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type=\"bullet\"> <jats:list-item>The adoption of the HyFlex course, especially in the context of large‐scale courses, is prevalent in higher education settings.</jats:list-item> <jats:list-item>Existing studies have predominately focused on assessing the impact of HyFlex course on student engagement and learning outcomes, the development and implementation of HyFlex course structures, and educators' perspectives and experiences with HyFlex courses.</jats:list-item> <jats:list-item>Although some research has delved into students' satisfaction with HyFlex courses, particularly in small class settings, our understanding of students' acceptance of large‐scale HyFlex course remains limited.</jats:list-item> <jats:list-item>There has been a noticeable gap in investigations exploring distinctions among students who opt for varying HyFlex course delivery modes, such as on‐site, synchronously online and mixed attendance formats.</jats:list-item> </jats:list>What this paper adds <jats:list list-type=\"bullet\"> <jats:list-item>This study reveals that students generally displayed a high level of acceptance towards the large‐scale HyFlex course.</jats:list-item> <jats:list-item>Notably, students who participated in alternating on‐site and synchronously online learning exhibited a significantly higher level of accept","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"1 1","pages":""},"PeriodicalIF":6.6,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collaborative learning, driven by knowledge co-construction and meaning negotiation, is a pivotal aspect of educational contexts. While gesture's importance in conveying shared meaning is recognized, its role in collaborative group settings remains understudied. This gap hinders accurate and equitable assessment and instruction, particularly for linguistically diverse students. Advancements in multimodal learning analytics, leveraging sensor technologies, offer innovative solutions for capturing and analysing body movements. This study employs these novel approaches to demonstrate how learners' machine-detected body movements during the learning process relate to their verbal and nonverbal contributions to the co-construction of embodied math knowledge. These findings substantiate the feasibility of utilizing learners' machine-detected body movements as a valid indicator for inferring their engagement with the collaborative knowledge construction process. In addition, we empirically validate that these inferred different levels of learner engagement indeed impact the desired learning outcomes of the intervention. This study contributes to our scientific understanding of multimodal approaches to knowledge expression and assessment in learning, teaching, and collaboration.
{"title":"Your body tells how you engage in collaboration: Machine-detected body movements as indicators of engagement in collaborative math knowledge building","authors":"Hanall Sung, Mitchell J. Nathan","doi":"10.1111/bjet.13473","DOIUrl":"10.1111/bjet.13473","url":null,"abstract":"<p>Collaborative learning, driven by knowledge co-construction and meaning negotiation, is a pivotal aspect of educational contexts. While gesture's importance in conveying shared meaning is recognized, its role in collaborative group settings remains understudied. This gap hinders accurate and equitable assessment and instruction, particularly for linguistically diverse students. Advancements in multimodal learning analytics, leveraging sensor technologies, offer innovative solutions for capturing and analysing body movements. This study employs these novel approaches to demonstrate how learners' machine-detected body movements during the learning process relate to their verbal and nonverbal contributions to the co-construction of embodied math knowledge. These findings substantiate the feasibility of utilizing learners' machine-detected body movements as a valid indicator for inferring their engagement with the collaborative knowledge construction process. In addition, we empirically validate that these inferred different levels of learner engagement indeed impact the desired learning outcomes of the intervention. This study contributes to our scientific understanding of multimodal approaches to knowledge expression and assessment in learning, teaching, and collaboration.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"1950-1973"},"PeriodicalIF":6.7,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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