Pub Date : 2023-10-15DOI: 10.1080/01587919.2023.2267460
Zixi Li, Meina Zhu, Dilnoza Kadirova, Curtis J. Bonk
AbstractThe study investigated how adolescent students in Nepal explored massive open online learning courses (MOOCs) in a self-directed learning manner. It used a qualitative approach by conducting 13 individual interviews with these youth. Findings suggest that Nepali adolescent MOOC learners are strongly motivated by natural curiosity toward learning as well as encouragement and inspiration through the local learning community, which is significantly different from adult learners’ motivation. In terms of self-monitoring in self-directed learning, adolescent learners need scaffolding to support them in making metacognitive decisions. Furthermore, while self-management skills are necessary for successful MOOC learning, in turn, MOOCs improve self-management skills that can be transformed into other life activities. As shown in this study, the local community of practice plays a critical role in motivating adolescents to continue learning from MOOCs and serves as a significant resource to complement MOOC learning.Keywords: MOOCsself-directed learningmotivationself-monitoringGlobal Southadolescent youth AcknowledgmentsAspects of this study were presented at the 2021 Association for Educational Communications and Technology International Convention. Additionally, some of the findings were shared in invited talks at the Global Online Teacher Education Center in George Mason University in 2023 and the Science and Mathematics Education Seminar/Lecture series at Addis Ababa University, Ethiopia, in 2023.Disclosure statementNo potential conflict of interest was declared by the author(s).Funding informationThe authors acknowledge the financial support received from the Jerrold E. Kemp Award, which funded the participant recruitment and transcription services for this research.Data availability statementThe participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research supporting data is not available.Additional informationNotes on contributorsZixi LiZixi Li is a PhD student in the Instructional Systems Technology program at Indiana University Bloomington, School of Education. She holds a BA (University of Washington) in communication and MS (University of Michigan) in science of information. Her research interests include self-directed learning, professional development, online language learning, and instructional design.Meina ZhuMeina Zhu is an assistant professor in the Learning Design and Technology program in the College of Education at Wayne State University. Her research interests include online education, self-directed learning, open education, STEM education, learning analytics, and emerging learning technologies.Dilnoza KadirovaDilnova Kadirova is a PhD student in the Department of Instructional Systems Technology, at Indiana University. Prior to joining the program, she was a Fulbright Scholar. Her research interests include instructional design, teacher education, on
摘要本研究调查了尼泊尔的青少年学生如何以自主学习的方式探索大规模开放在线学习课程(MOOCs)。该研究采用定性方法，对这些年轻人进行了13次单独访谈。研究结果表明，尼泊尔青少年MOOC学习者的学习动机明显不同于成人学习者，他们对学习的好奇心以及当地学习社区的鼓励和启发强烈。在自主学习中的自我监控方面，青少年学习者需要脚手架来支持他们做出元认知决策。此外，虽然自我管理技能是成功学习MOOC的必要条件，但反过来，MOOC提高了自我管理技能，这些技能可以转化为其他生活活动。如本研究所示，当地实践社区在激励青少年继续从MOOC学习方面发挥着关键作用，并且是补充MOOC学习的重要资源。关键词:慕课自主学习动机自我监控全球南方青少年致谢本研究的部分内容在2021年教育传播与技术协会国际会议上发表。此外，2023年在乔治梅森大学的全球在线教师教育中心和埃塞俄比亚亚的斯亚贝巴大学的科学和数学教育研讨会/系列讲座中分享了一些研究结果。披露声明作者未声明存在潜在的利益冲突。作者感谢Jerrold E. Kemp奖的财政支持，该奖资助了本研究的参与者招募和转录服务。数据可用性声明本研究的参与者没有书面同意公开分享他们的数据，因此由于研究的敏感性，支持数据不可用。李子熙是印第安纳大学布卢明顿教育学院教学系统技术专业的博士生。她拥有华盛顿大学传播学学士学位和密歇根大学信息科学硕士学位。她的研究兴趣包括自主学习、专业发展、在线语言学习和教学设计。朱美娜是韦恩州立大学教育学院学习设计与技术项目的助理教授。她的研究兴趣包括在线教育、自主学习、开放教育、STEM教育、学习分析和新兴学习技术。Dilnoza Kadirova是印第安纳大学教学系统技术系的一名博士生。在加入该项目之前，她是富布赖特学者。她的研究兴趣包括教学设计、教师教育、在线教学和计算机科学教育。Curtis J. Bonk是印第安纳大学的教授，专门研究心理学、技术、教育和商业交叉领域的非传统和非正式学习。根据他的著作《世界是开放的》，他认为世界应该为学习敞开大门。您可以通过cjbonk@indiana.edu或http://curtbonk.com与Curt联系。
{"title":"Toward self-directed learning: How do Nepali adolescents learn with MOOCs?","authors":"Zixi Li, Meina Zhu, Dilnoza Kadirova, Curtis J. Bonk","doi":"10.1080/01587919.2023.2267460","DOIUrl":"https://doi.org/10.1080/01587919.2023.2267460","url":null,"abstract":"AbstractThe study investigated how adolescent students in Nepal explored massive open online learning courses (MOOCs) in a self-directed learning manner. It used a qualitative approach by conducting 13 individual interviews with these youth. Findings suggest that Nepali adolescent MOOC learners are strongly motivated by natural curiosity toward learning as well as encouragement and inspiration through the local learning community, which is significantly different from adult learners’ motivation. In terms of self-monitoring in self-directed learning, adolescent learners need scaffolding to support them in making metacognitive decisions. Furthermore, while self-management skills are necessary for successful MOOC learning, in turn, MOOCs improve self-management skills that can be transformed into other life activities. As shown in this study, the local community of practice plays a critical role in motivating adolescents to continue learning from MOOCs and serves as a significant resource to complement MOOC learning.Keywords: MOOCsself-directed learningmotivationself-monitoringGlobal Southadolescent youth AcknowledgmentsAspects of this study were presented at the 2021 Association for Educational Communications and Technology International Convention. Additionally, some of the findings were shared in invited talks at the Global Online Teacher Education Center in George Mason University in 2023 and the Science and Mathematics Education Seminar/Lecture series at Addis Ababa University, Ethiopia, in 2023.Disclosure statementNo potential conflict of interest was declared by the author(s).Funding informationThe authors acknowledge the financial support received from the Jerrold E. Kemp Award, which funded the participant recruitment and transcription services for this research.Data availability statementThe participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research supporting data is not available.Additional informationNotes on contributorsZixi LiZixi Li is a PhD student in the Instructional Systems Technology program at Indiana University Bloomington, School of Education. She holds a BA (University of Washington) in communication and MS (University of Michigan) in science of information. Her research interests include self-directed learning, professional development, online language learning, and instructional design.Meina ZhuMeina Zhu is an assistant professor in the Learning Design and Technology program in the College of Education at Wayne State University. Her research interests include online education, self-directed learning, open education, STEM education, learning analytics, and emerging learning technologies.Dilnoza KadirovaDilnova Kadirova is a PhD student in the Department of Instructional Systems Technology, at Indiana University. Prior to joining the program, she was a Fulbright Scholar. Her research interests include instructional design, teacher education, on","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185737","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}
Pub Date : 2023-07-03DOI: 10.1080/01587919.2023.2233722
S. Naidu
{"title":"Data-deluded or data-driven—taming the technology for learning","authors":"S. Naidu","doi":"10.1080/01587919.2023.2233722","DOIUrl":"https://doi.org/10.1080/01587919.2023.2233722","url":null,"abstract":"","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"44 1","pages":"401 - 405"},"PeriodicalIF":7.3,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44583429","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}
Pub Date : 2023-07-02DOI: 10.1080/01587919.2023.2227140
Yakup Subasi, Hayati Adalar, Ahmet Tanhan, Gökmen Arslan, Kelly-Ann Allen, C. Boyle, Kerrie Lissack, Kim Collett, F. Lauchlan
Abstract This study used online photovoice to study students’ perceptions of online/distance education during the COVID-19 pandemic. It aimed to (a) find the factors that facilitated and impeded online/distance education during the pandemic and (b) determine to which level of ecological systems theory participants attributed facilitators and barriers. We utilized community-based participatory research as the theoretical framework, based on the ecological systems theory. The participants consisted of 119 university students. We used online interpretative phenomenological analysis to analyze the data and found 12 facilitating themes in favor of online education (e.g., technology, 31%; home study comfort, 23%; with family, 17%). In terms of barriers to online education, 14 main themes emerged (e.g., lack of finance, 28%; Internet problems, 22%). Participants attributed facilitators and barriers respectively to the following levels of ecological systems theory: individual/intrapsychic (50%, 51%), microsystem (56%, 58%), exosystem (38%, 43%), and macrosystem (25%, 45%).
{"title":"Investigating students’ experience of online/distance education with photovoice during COVID-19","authors":"Yakup Subasi, Hayati Adalar, Ahmet Tanhan, Gökmen Arslan, Kelly-Ann Allen, C. Boyle, Kerrie Lissack, Kim Collett, F. Lauchlan","doi":"10.1080/01587919.2023.2227140","DOIUrl":"https://doi.org/10.1080/01587919.2023.2227140","url":null,"abstract":"Abstract This study used online photovoice to study students’ perceptions of online/distance education during the COVID-19 pandemic. It aimed to (a) find the factors that facilitated and impeded online/distance education during the pandemic and (b) determine to which level of ecological systems theory participants attributed facilitators and barriers. We utilized community-based participatory research as the theoretical framework, based on the ecological systems theory. The participants consisted of 119 university students. We used online interpretative phenomenological analysis to analyze the data and found 12 facilitating themes in favor of online education (e.g., technology, 31%; home study comfort, 23%; with family, 17%). In terms of barriers to online education, 14 main themes emerged (e.g., lack of finance, 28%; Internet problems, 22%). Participants attributed facilitators and barriers respectively to the following levels of ecological systems theory: individual/intrapsychic (50%, 51%), microsystem (56%, 58%), exosystem (38%, 43%), and macrosystem (25%, 45%).","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"44 1","pages":"563 - 587"},"PeriodicalIF":7.3,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48595842","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}
Pub Date : 2023-06-29DOI: 10.1080/01587919.2023.2226603
Sara H. Tuiloma, Charles R. Graham
{"title":"Understanding the role of online teaching assistants in student engagement","authors":"Sara H. Tuiloma, Charles R. Graham","doi":"10.1080/01587919.2023.2226603","DOIUrl":"https://doi.org/10.1080/01587919.2023.2226603","url":null,"abstract":"","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":" ","pages":""},"PeriodicalIF":7.3,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43378946","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}
Pub Date : 2023-06-29DOI: 10.1080/01587919.2023.2226621
Aylin Ozturk, A. Kumtepe
Abstract The current study explored the relationship between learner profiles and the nature of their interaction with content in massive, open, and online learning environments. The research was conducted on the Anadolu University Open Education System, and data from 597,164 learners enrolled in 86 different degree programs were analyzed by unsupervised machine learning methods. Cluster analysis was used to identify learner profile groups and association rules were applied to identify learner-content interaction patterns. As a result of the analyses, five clusters were obtained, and it was determined that the attribute with the highest discrimination in determining the clusters was the learners’ semester grade point average. The clusters were named according to learner-content interactions and the learners’ semester grade point average. Analysis of the association rules revealed that various learner-content interactions emerged in the context of profile groups.
{"title":"Relationship between learner profiles and learner–content interaction in online learning: Exploring implications for learning experience design","authors":"Aylin Ozturk, A. Kumtepe","doi":"10.1080/01587919.2023.2226621","DOIUrl":"https://doi.org/10.1080/01587919.2023.2226621","url":null,"abstract":"Abstract The current study explored the relationship between learner profiles and the nature of their interaction with content in massive, open, and online learning environments. The research was conducted on the Anadolu University Open Education System, and data from 597,164 learners enrolled in 86 different degree programs were analyzed by unsupervised machine learning methods. Cluster analysis was used to identify learner profile groups and association rules were applied to identify learner-content interaction patterns. As a result of the analyses, five clusters were obtained, and it was determined that the attribute with the highest discrimination in determining the clusters was the learners’ semester grade point average. The clusters were named according to learner-content interactions and the learners’ semester grade point average. Analysis of the association rules revealed that various learner-content interactions emerged in the context of profile groups.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"44 1","pages":"425 - 457"},"PeriodicalIF":7.3,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45354626","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}
Pub Date : 2023-06-29DOI: 10.1080/01587919.2023.2226086
Tracey Ahern
Abstract This critical reflection presents the major challenges faced while studying a doctorate through distance education. The challenges faced are explored in relation to the research literature to devise a framework for underpinning the practice of distance education doctoral advisers to ensure effective working relationships are developed and maintained throughout the candidature. The primary aim of the framework, known as CONNECT, is to reduce feelings of isolation for distance education doctoral students, while promoting a sense of connection to advisers, peers, and the wider university environment to reduce attrition rates in this population.
{"title":"CONNECT: a framework for building effective working relationships with distance education doctoral students and their advisers","authors":"Tracey Ahern","doi":"10.1080/01587919.2023.2226086","DOIUrl":"https://doi.org/10.1080/01587919.2023.2226086","url":null,"abstract":"Abstract This critical reflection presents the major challenges faced while studying a doctorate through distance education. The challenges faced are explored in relation to the research literature to devise a framework for underpinning the practice of distance education doctoral advisers to ensure effective working relationships are developed and maintained throughout the candidature. The primary aim of the framework, known as CONNECT, is to reduce feelings of isolation for distance education doctoral students, while promoting a sense of connection to advisers, peers, and the wider university environment to reduce attrition rates in this population.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"44 1","pages":"588 - 598"},"PeriodicalIF":7.3,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45869018","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}
Pub Date : 2023-06-25DOI: 10.1080/01587919.2023.2226623
M. R. Okur, N. Hamutoğlu
Abstract This study uses structural regression analysis to test an integrated model that reveals the relationship between internal technology barriers, learning approaches, and technology adoption in educational contexts. The findings show that the direct effect of internal technology barriers on acceptance is significant. In addition to this, deep and surface learning approaches influence perceived internal technology barriers and acceptance, while learning approaches and internal technology barriers have a considerably large effect on acceptance. Based on the findings, both deep and surface learning approaches, together with the technology internal barriers, have a direct and significant effect on acceptance, suggesting that compared to surface learners, deep learners have more influential internal technology barriers in terms of technology acceptance.
{"title":"Internal technology barriers, learning approaches, and technology adoption","authors":"M. R. Okur, N. Hamutoğlu","doi":"10.1080/01587919.2023.2226623","DOIUrl":"https://doi.org/10.1080/01587919.2023.2226623","url":null,"abstract":"Abstract This study uses structural regression analysis to test an integrated model that reveals the relationship between internal technology barriers, learning approaches, and technology adoption in educational contexts. The findings show that the direct effect of internal technology barriers on acceptance is significant. In addition to this, deep and surface learning approaches influence perceived internal technology barriers and acceptance, while learning approaches and internal technology barriers have a considerably large effect on acceptance. Based on the findings, both deep and surface learning approaches, together with the technology internal barriers, have a direct and significant effect on acceptance, suggesting that compared to surface learners, deep learners have more influential internal technology barriers in terms of technology acceptance.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"44 1","pages":"406 - 424"},"PeriodicalIF":7.3,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46145447","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}
Pub Date : 2023-06-25DOI: 10.1080/01587919.2023.2226601
Yang Wang
Abstract Given the varied quality of massive open online courses (MOOCs), it is necessary to construct a MOOC evaluation framework to guide teachers’ online teaching practices. Based on the Quality Matters online course evaluation framework and studies on effective online teaching practices, a MOOC evaluation framework was constructed through literature analysis and expert interviews. Finally, an evaluation framework with eight dimensions and 42 secondary indicators was constructed. To examine its validity, five MOOCs were evaluated with this framework. Results show that the evaluation framework is helpful for evaluating MOOCs and providing implications for online instructors. They revealed the common limitations of MOOCs: single method for knowledge introduction, traditional evaluation methods, insufficient attention to student initiative, and inadequate copyright concerns. Corresponding suggestions are provided to improve the quality of MOOCs. Theoretical and practical implications for the improvement of MOOCs are discussed along with avenues for further research.
{"title":"Where and what to improve? Design and application of a MOOC evaluation framework based on effective teaching practices","authors":"Yang Wang","doi":"10.1080/01587919.2023.2226601","DOIUrl":"https://doi.org/10.1080/01587919.2023.2226601","url":null,"abstract":"Abstract Given the varied quality of massive open online courses (MOOCs), it is necessary to construct a MOOC evaluation framework to guide teachers’ online teaching practices. Based on the Quality Matters online course evaluation framework and studies on effective online teaching practices, a MOOC evaluation framework was constructed through literature analysis and expert interviews. Finally, an evaluation framework with eight dimensions and 42 secondary indicators was constructed. To examine its validity, five MOOCs were evaluated with this framework. Results show that the evaluation framework is helpful for evaluating MOOCs and providing implications for online instructors. They revealed the common limitations of MOOCs: single method for knowledge introduction, traditional evaluation methods, insufficient attention to student initiative, and inadequate copyright concerns. Corresponding suggestions are provided to improve the quality of MOOCs. Theoretical and practical implications for the improvement of MOOCs are discussed along with avenues for further research.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"44 1","pages":"458 - 475"},"PeriodicalIF":7.3,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43217720","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}
Pub Date : 2023-06-25DOI: 10.1080/01587919.2023.2226615
Zhi Liu, Xiangyan Kong, Sannyuya Liu, Zongkai Yang
Abstract Reflection plays a very important role in the learning process, contributing to improved learning performance and potentially influencing cognitive process. Few studies, however, have used computer-based mind mapping to enhance student reflective activities and examine the relationship between reflection, cognitive presence, and learning outcomes. Therefore, a quasi-experiment was implemented by recruiting students from a big data class at a normal university in central China. The collected data was analyzed by jointly using analysis of covariance, cognitive network analysis, linear regression, and moderating effect analysis. The results were as follows: (a) Students who used computer-based mind mapping performed better on reflection, higher-order cognitive presence, and learning outcomes. (b) The epistemic network analysis showed that students who used computer-based mind mapping had strong connections in higher levels of cognitive presence. (c) Reflection had a positive predictive effect on cognitive presence and learning outcomes, with mind mapping positively moderating the relationship between reflection, cognitive presence, and learning outcomes.
{"title":"Effects of computer-based mind mapping on students' reflection, cognitive presence, and learning outcomes in an online course","authors":"Zhi Liu, Xiangyan Kong, Sannyuya Liu, Zongkai Yang","doi":"10.1080/01587919.2023.2226615","DOIUrl":"https://doi.org/10.1080/01587919.2023.2226615","url":null,"abstract":"Abstract Reflection plays a very important role in the learning process, contributing to improved learning performance and potentially influencing cognitive process. Few studies, however, have used computer-based mind mapping to enhance student reflective activities and examine the relationship between reflection, cognitive presence, and learning outcomes. Therefore, a quasi-experiment was implemented by recruiting students from a big data class at a normal university in central China. The collected data was analyzed by jointly using analysis of covariance, cognitive network analysis, linear regression, and moderating effect analysis. The results were as follows: (a) Students who used computer-based mind mapping performed better on reflection, higher-order cognitive presence, and learning outcomes. (b) The epistemic network analysis showed that students who used computer-based mind mapping had strong connections in higher levels of cognitive presence. (c) Reflection had a positive predictive effect on cognitive presence and learning outcomes, with mind mapping positively moderating the relationship between reflection, cognitive presence, and learning outcomes.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"44 1","pages":"544 - 562"},"PeriodicalIF":7.3,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46608769","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}
Pub Date : 2023-06-01DOI: 10.1080/01587919.2023.2209028
S. Krishnasamy, E. Narayan
To deliver a comprehensive learning experience while shifting to online teaching due to COVID-19, educators at The University of Queensland (Australia) adopted Lt, a cloud-based platform, to overcome the challenges of delivering animal anatomy practicals. A two-phased study was conducted to evaluate the use of Lt for both online and on-campus students and its impact on student satisfaction and performance. Phase 1 investigated students' satisfaction with the practical experience, with online students expressing greater satisfaction across all constructs related to the practical: design, Lt, and feedback. Phase 2 investigated end-of-course evaluations, with all evaluated items increasing from 2019 to 2020 and 2021, along with student performance showing no difference between the online and on-campus students for practical assessment items and final examinations. The findings give confidence for technology adoption to enhance the learning experience for online students and provides an exemplar for similar adoption for practical delivery across other science disciplines.
{"title":"Leveraging technology for animal anatomy practicals","authors":"S. Krishnasamy, E. Narayan","doi":"10.1080/01587919.2023.2209028","DOIUrl":"https://doi.org/10.1080/01587919.2023.2209028","url":null,"abstract":"To deliver a comprehensive learning experience while shifting to online teaching due to COVID-19, educators at The University of Queensland (Australia) adopted Lt, a cloud-based platform, to overcome the challenges of delivering animal anatomy practicals. A two-phased study was conducted to evaluate the use of Lt for both online and on-campus students and its impact on student satisfaction and performance. Phase 1 investigated students' satisfaction with the practical experience, with online students expressing greater satisfaction across all constructs related to the practical: design, Lt, and feedback. Phase 2 investigated end-of-course evaluations, with all evaluated items increasing from 2019 to 2020 and 2021, along with student performance showing no difference between the online and on-campus students for practical assessment items and final examinations. The findings give confidence for technology adoption to enhance the learning experience for online students and provides an exemplar for similar adoption for practical delivery across other science disciplines.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"1 1","pages":""},"PeriodicalIF":7.3,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41850050","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}
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：