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Emergent Themes from Study of a Highly Flexible Hybrid Learning Program 高度灵活的混合学习课程研究中的新主题
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.24059/olj.v27i4.4020
Mariana Castañón, Mary F. Rice, Traci Filiss
As educators increase their use of digital technologies across learning modalities, some schools are experimenting with highly flexible models of learning that maximize opportunities to support learner preferences. The perceptions of these programs by teachers, parents, and students are crucial for building and maintaining community support and securing funding for school practices that are innovative and educative. The purpose of this study was to understand the perceptions of teachers, parents, and students working in a school using hybrid learning with individualized schedules. Perceptions of the school emerged as a sense of shared responsibility and united advocacy for students. Advocacy centered on (1) making instruction accessible and (2) providing appropriate instructional support. While there was agreement across participant groups on these themes, teachers described additional workloads. Implications include the need to build a united purpose around students while also supporting teachers. 
随着教育工作者越来越多地在各种学习方式中使用数字技术,一些学校正在试验高度灵活的学习模式,以最大限度地支持学习者的偏好。教师、家长和学生对这些项目的看法对于建立和维持社区支持以及为创新和教育的学校实践获得资金至关重要。本研究的目的是了解教师、家长和学生在使用混合学习与个性化时间表的学校工作的看法。人们对学校的看法是一种共同的责任感和对学生的团结倡导。倡导集中在(1)使教学无障碍和(2)提供适当的教学支持。虽然参与小组对这些主题的看法是一致的,但教师们描述了额外的工作量。影响包括需要围绕学生建立一个统一的目标,同时也支持教师。
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引用次数: 0
"I Sing the Body Electric": Embodied Presence in the Community of Inquiry Framework "我唱人体电音":探究社区框架中的体现性存在
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.24059/olj.v27i4.4029
Crystal Howell
Even prior to the COVID-19 pandemic, more K-12 teachers in the United States were teaching online than ever before, particularly in rural and economically distressed communities (US Department of Education, 2011), and since March 2020, nearly every teacher has become, at least for a little while, a virtual teacher. The purpose of this study was to better understand the embodied experiences of women “sojourner” teachers—that is, teachers who move among online, face-to-face, and hybrid teaching spaces (Howell, 2020). Working from a feminist poststructuralist perspective, I gathered qualitative data from four sojourner teachers in the Midwestern and Mid-Atlantic United States. These data revealed participants’ complex relationships with their bodies while teaching online and how their bodies fit into their perceptions of what it means to be a good virtual teacher. I argue that the current domains of the Community of Inquiry (CoI) framework (Garrison et al., 2000) are limited and would benefit from the explicit inclusion of embodiment to facilitate discussion about the interplay of physical and intellectual labor and, potentially, the real effects embodied identities have on teachers’ experiences in virtual classrooms.
即使在2019冠状病毒病大流行之前,美国的K-12教师在线教学的人数也比以往任何时候都多,特别是在农村和经济困难社区(美国教育部,2011年)。自2020年3月以来,几乎所有教师都至少在一段时间内成为了一名虚拟教师。本研究的目的是为了更好地理解女性“旅居”教师的具体体验,即在在线、面对面和混合教学空间之间移动的教师(Howell, 2020)。从女权主义后结构主义的角度出发,我从美国中西部和大西洋中部的四位旅居教师那里收集了定性数据。这些数据揭示了参与者在在线教学时与自己身体的复杂关系,以及他们的身体如何符合他们对成为一名优秀虚拟教师的看法。我认为,探究共同体(CoI)框架的当前领域(Garrison等人,2000)是有限的,并且将受益于具体化的明确包含,以促进关于体力劳动和智力劳动相互作用的讨论,以及具体化身份对教师在虚拟课堂中的体验的潜在实际影响。
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引用次数: 0
Course Design Approaches and Behavioral Patterns in Massive Open Online Courses for Professional Learning 面向专业学习的大规模开放式在线课程的课程设计方法和行为模式
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.24059/olj.v27i4.4054
Marc Egloffstein, Muhttin Şahin, Dirk Ifenthaler
Despite their growing importance, differential, process-oriented research on Massive Open Online Courses (MOOCs) for professional learning is scarce. This paper explores learner behavior in Enterprise MOOCs using lag sequential analysis. Data from 13 MOOCs on business and technology-related topics with a total of N = 72,668 active learners were examined. Starting from consistent high-level behavioral patterns, a deeper analysis reveals variations in interaction sequences according to the underlying course design approach. Lecture-oriented, system interaction-oriented, and discussion-oriented courses share a set of common patterns but also differ in various interaction sequences. Results point towards an isolated role of video playbacks across all course clusters, consumerist patterns in lecture-oriented courses, and a positive influence of metacognitively oriented interactions on learning outcomes. Accordingly, initial design recommendations include integrating interactive instructional elements in videos, promoting learner engagement in lecture-oriented courses, and fostering metacognition. Connecting interaction and achievement data may uncover promising behavior patterns that can be further supported by course design. Based on the initial findings, implications for future research and development are discussed.
尽管mooc的重要性越来越大,但针对大规模在线开放课程(mooc)对专业学习的差异化、以过程为导向的研究却很少。本文运用滞后序列分析方法对企业mooc中的学习者行为进行了研究。来自13个商业和技术相关主题的mooc的数据,共有N = 72,668名主动学习者进行了研究。从一致的高级行为模式开始,更深入的分析揭示了根据底层课程设计方法交互序列的变化。面向讲座、面向系统交互和面向讨论的课程共享一组通用模式,但在各种交互顺序上也有所不同。结果表明,视频回放在所有课程集群中都扮演着孤立的角色,在以讲座为导向的课程中存在消费主义模式,以及元认知为导向的互动对学习成果的积极影响。因此,最初的设计建议包括在视频中整合互动教学元素,促进学习者参与以讲座为导向的课程,以及培养元认知。将互动和成绩数据联系起来,可能会发现有希望的行为模式,这些模式可以通过课程设计得到进一步支持。根据初步研究结果,讨论了对未来研究和发展的影响。
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引用次数: 0
Humanising Online Pedagogy through Asynchronous Discussion Forums 通过异步论坛使在线教学法人性化
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.24059/olj.v27i4.3652
F. Vally Essa, Grant Andrews, B. Mendelowitz, Yvonne Reed, I. Fouché
Humanising pedagogy has been a focus of recent research as more universities move to online and blended models of instruction. Online learning has been linked to feelings of isolation, disconnection, and depersonalisation of the learning experience for many students. In South Africa, the shift to online instruction took place in the context of the Covid-19 pandemic and recent student movements that brought attention to how the country’s violent history resulted in structural inequalities in terms of race and class that affect learning environments. Thus, humanising pedagogy also meant recognising and addressing how students’ contextual challenges might affect their feelings of connection in the learning environment. In this article, we present a case study of a first-year course at a South African university where we used online discussion forums that required students to engage with weekly forum tasks. Through thematic content analysis of students’ dialogic responses on these forum tasks, we demonstrate how the tasks facilitated humanising pedagogy by allowing students to use their authentic voices, to form social connections, and to reflect their affective and personal experiences. We argue that interactive, asynchronous online forums can be effective tools to facilitate humanising online pedagogy when these forums are designed in ways that encourage dialogic learning, use content that is relevant to students’ contexts, and give students agency by allowing them to select texts for discussion and share their diverse perspectives. Our analysis also showed limitations to forum discussions which include students echoing responses and instances of silencing and unsupportive group dynamics.
随着越来越多的大学转向在线和混合教学模式,人性化教学法已成为最近研究的焦点。对许多学生来说,在线学习与学习经历的孤立感、脱节感和去人格化感有关。在南非,在线教学的转变发生在新冠肺炎大流行和最近的学生运动的背景下,这些运动使人们注意到该国的暴力历史如何导致种族和阶级方面的结构性不平等,从而影响了学习环境。因此,人性化教学法也意味着认识和解决学生的情境挑战如何影响他们在学习环境中的联系感。在本文中,我们介绍了南非一所大学一年级课程的案例研究,我们使用在线讨论论坛,要求学生参与每周的论坛任务。通过对学生对这些论坛任务的对话反应的主题内容分析,我们展示了这些任务如何通过允许学生使用他们真实的声音,形成社会联系,并反映他们的情感和个人经历,从而促进了人性化教学。我们认为,当这些论坛的设计方式鼓励对话学习,使用与学生情境相关的内容,并允许学生选择文本进行讨论并分享他们的不同观点时,互动、异步在线论坛可以成为促进在线教学人性化的有效工具。我们的分析还显示了论坛讨论的局限性,包括学生的回应和沉默和不支持群体动态的实例。
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引用次数: 0
Online Teaching Motivation Scale (OTMS): Development and Validation of a Survey Instrument 在线教学动机量表(OTMS):调查工具的开发与验证
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.24059/olj.v27i4.4035
Daphne Wiles, Julie Smart, Anna Morrison, Luke Bennett, Scott Peters
The purpose of the current study was to develop and validate the Online Teaching Motivation Scale (OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning. The widespread prevalence of online and hybrid teaching modalities, many established during the COVID-19 pandemic, has necessitated reliable, valid measures to better understand factors that impact teachers’ motivation for online teaching and learning. The OTMS went through a rigorous validation process, including a pilot survey for content review, digital administration to K–12 teachers (N=379), and confirmatory factor analysis. The result was a 24-item survey designed to measure teacher motivation for online teaching based on three factors: teacher self-efficacy for online teaching, teacher perceptions of online teaching and learning, and perceived administrative support for online teaching. The OTMS was found to have a strong model fit, as well as strong reliability and validity measures. Future research includes wide administration of the OTMS to examine the relationship between K–12 teacher motivation for online teaching and students’ achievement and to inform the development of appropriate support models. 
本研究的目的是开发和验证在线教学动机量表(OTMS),这是一种旨在可靠地测量与在线教学和学习相关的动机结构的调查工具。在线和混合教学模式广泛流行,其中许多是在2019冠状病毒病大流行期间建立的,因此需要采取可靠、有效的措施,以更好地了解影响教师在线教学动机的因素。OTMS经过了严格的验证过程,包括内容审查的试点调查,K-12教师的数字化管理(N=379),以及验证性因素分析。结果是一项24项的调查,旨在基于三个因素衡量教师在线教学的动机:教师对在线教学的自我效能感,教师对在线教学和学习的看法,以及对在线教学的行政支持的感知。研究发现,OTMS具有较强的模型拟合性,以及较强的信度和效度测量。未来的研究包括广泛使用在线教学管理系统,以检验K-12教师在线教学动机与学生成绩之间的关系,并为开发适当的支持模型提供信息。
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引用次数: 0
Bridging Theory and Measurement of Student Engagement 架起学生参与理论与测量之间的桥梁
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.24059/olj.v27i4.4034
Barbara Means, J. Neisler
Learner engagement is well-established as critical for learning online. Professional development for online instructors emphasizes techniques for engaging students, and learning technology products tout features intended to promote engagement (e.g., adaptive content, video, gamification). But the influence of particular instructor practices and of particular learning technology features on theory-based aspects of student engagement is infrequently tested empirically, and even more rarely with Black, Latine, and low-income students, who are more likely to face barriers to learning online. This paper first provides a research-based theoretical model of affective engagement developed in conjunction with ongoing studies of blended learning implementations of courseware designed to enhance learning and engagement among historically and systemically marginalized students. Next, the paper describes development of survey-based measures of four components of affective engagement and the use of responses from over 850 students in introductory statistics courses to evaluate the reliability and factor structure of those measures. We conclude with implications for use of the engagement measures in future improvement-oriented research and practice.
学习者参与是公认的在线学习的关键。在线教师的职业发展强调吸引学生的技术,而学习技术产品则强调旨在促进学生参与的功能(例如,自适应内容、视频、游戏化)。但是,特定的教师实践和特定的学习技术特征对学生参与的理论基础方面的影响很少得到实证测试,对黑人、拉丁裔和低收入学生的影响就更少了,他们更有可能面临在线学习的障碍。本文首先提供了一个基于研究的情感参与理论模型,该模型与正在进行的关于混合学习的课件实施的研究相结合,旨在提高历史上和系统上边缘化学生的学习和参与。接下来,本文描述了基于调查的情感投入四个组成部分的测量方法的发展,并使用了850多名学生在入门统计学课程中的反应来评估这些测量方法的可靠性和因素结构。最后,我们提出了在未来以改进为导向的研究和实践中使用敬业度度量的启示。
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引用次数: 0
Conceptions of Time in Educational Technology 教育技术中的时间概念
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.24059/olj.v27i4.4056
Jacob Fortman, Rebecca Quintana, Jacob Aguinaga
The adoption of technology-enhanced online learning platforms is transforming teaching and learning practices within and outside the university. As online learning and educational technology become increasingly ubiquitous, there is a need for equity-minded scholarship attending to the social, cultural, and political implications of the technology sustaining online learning. While prior literature has made important strides framing education technology within conversations of equity and justice, there is a lack of empirical research analyzing marketing material of education technology. This presents a significant gap in understanding for education researchers, as marketing material plays a significant role in shaping public perceptions of technology, and can be widely read among students, instructors, and university stakeholders before directly engaging with the tool. Given recent scholarly interest in the ways subjective understandings of temporality are implicated in learning design, the present study connects burgeoning interest in temporality towards corporate marketing material of learning design. Drawing on artifact analysis methods, we analyzed blog posts from Coursera and customer success stories from Microsoft that describe how their products are designed to support online learning. Our research questions include: (1) How does marketing material from two education technology companies shape subjective understandings of temporality in online learning? (2) How can these temporal representations be leveraged to promote equity-oriented pedagogical design? Results from our analysis show how time is constituted as an efficient and agentic resource, and as an orientation towards future careers. We discuss how these findings have implications for equity-oriented pedagogical design by linking conceptions of time to neoliberalism and humanization.
采用技术增强的在线学习平台正在改变大学内外的教学实践。随着在线学习和教育技术变得越来越普遍,我们需要一种具有公平意识的学术研究,关注支持在线学习的技术所带来的社会、文化和政治影响。虽然先前的文献在公平和正义的对话中构建教育技术取得了重要进展,但缺乏分析教育技术营销材料的实证研究。这给教育研究人员的理解带来了巨大的差距,因为营销材料在塑造公众对技术的看法方面起着重要作用,并且在直接使用该工具之前,可以在学生、教师和大学利益相关者中广泛阅读。鉴于最近学术界对学习设计中对时间性的主观理解的兴趣,本研究将对时间性的兴趣与学习设计的企业营销材料联系起来。利用工件分析方法,我们分析了来自Coursera的博客文章和来自微软的客户成功案例,这些案例描述了他们的产品是如何设计来支持在线学习的。我们的研究问题包括:(1)两家教育科技公司的营销材料如何塑造在线学习中时间性的主观理解?(2)如何利用这些时间表征来促进公平导向的教学设计?我们的分析结果表明,时间是如何被构成一种有效的、具有代理性的资源,以及对未来职业生涯的导向。我们将讨论这些发现如何通过将时间概念与新自由主义和人性化联系起来,对以公平为导向的教学设计产生影响。
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引用次数: 0
Navigating Online Learning Through “Technological Frames" 通过 "技术框架 "指导在线学习
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.24059/olj.v27i4.4030
Merve Basdogan, Curtis J. Bonk
This study is part of a larger critical discourse analysis (CDA) that examines technology-enhanced learning environments, such as online learning, e-learning, Web-based learning, computer-assisted learning, computer-mediated learning, and open and distance learning. The goal of this qualitative research was to analyze how educational technology scholars perceive and interpret technology in teaching and learning contexts. Using Carl Mitcham's typology of technological frames, which categorizes technology into four groups: (1) object, (2) knowledge, (3) activity, and (4) volition, we identified the types of technological frames that educational technology scholars use to define learning environments. The content analysis of nine semi-structured interviews showed that scholars primarily associate technology with volition (i.e., individuals’ motivations, desires, will, culture, and consent regarding technology), followed by activity (i.e., technology related actions such as designing, drafting, crafting, programming, and analyzing) and object (i.e., tools), while technology as knowledge (i.e., facts, explicit and implicit skills, recipes, rules, beliefs, descriptive laws, principles, and experiences) was the least referenced technological aspect. Additionally, we discovered a new aspect of technology called “space.” The findings provide theoretical and practical insights into the literature on technological frames in online and distance learning. Importantly, insights into possible directions for research on online learning in the coming decade are offered. 
本研究是一个更大的批判性话语分析(CDA)的一部分,该分析考察了技术增强的学习环境,如在线学习、电子学习、基于网络的学习、计算机辅助学习、计算机中介学习以及开放和远程学习。本定性研究的目的是分析教育技术学者如何在教学和学习情境中感知和解释技术。利用卡尔·米查姆的技术框架类型学,将技术分为四类:(1)对象,(2)知识,(3)活动,(4)意志,我们确定了教育技术学者用来定义学习环境的技术框架类型。对9个半结构化访谈的内容分析表明,学者们主要将技术与意志(即个人对技术的动机、欲望、意志、文化和同意)联系在一起,其次是活动(即与技术相关的行动,如设计、起草、制作、编程和分析)和对象(即工具),而技术作为知识(即事实、显性和隐性技能、配方、规则、信念、描述性法律、原则、技术和技术)。体验)是被提及最少的技术方面。此外,我们还发现了技术的一个新方面,叫做“空间”。研究结果为在线和远程学习技术框架的文献提供了理论和实践见解。重要的是,本文提出了未来十年在线学习研究的可能方向。
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引用次数: 0
Instructional Strategies for Engaging Online Learners 吸引在线学习者的教学策略
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.24059/olj.v27i4.4038
Hui Shi, Jaesung Hur Yuen, Man Tang, V. Dennen
This study explores how online instructors use different instructional strategies to engage learners, and the active learning indicators that they look for among their students. Additionally, it examines how modality—synchronous versus asynchronous—and instructor learner-centeredness relate to instructional strategy choices. Using a mixed methods approach with a concurrent triangulation design, 101 higher education online instructors were surveyed and 11 were interviewed. Findings show that the use of learner-centered strategies, particularly discussion, occurs at a high rate regardless of an instructor’s learner-centeredness or modality. Interestingly, instructors with high learner-centeredness reported greater use of lectures as a percentage of both synchronous and asynchronous courses than instructors with low learner-centeredness. This finding was counterbalanced by the high learner-centeredness group reporting significantly higher importance for having learners speak and post messages during class.
本研究探讨了在线教师如何使用不同的教学策略来吸引学习者,以及他们在学生中寻找的主动学习指标。此外,它还研究了模式同步与异步以及教师以学习者为中心与教学策略选择之间的关系。采用混合方法和并行三角测量设计,对101名高等教育在线教师进行了调查,并对11名教师进行了访谈。研究结果表明,无论教师是否以学习者为中心或教学方式,以学习者为中心的策略,特别是讨论的使用频率都很高。有趣的是,高度以学习者为中心的教师报告说,与低以学习者为中心的教师相比,同步和异步课程的讲座使用比例都更高。这一发现被高度以学习者为中心的小组所抵消,他们报告说,让学习者在课堂上说话和发帖的重要性显著提高。
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引用次数: 0
Introduction to the OTL Special Issue OTL 特刊简介
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-01 DOI: 10.24059/olj.v27i4.4264
Patrick Lowenthal, Robert Moore
Since 2016, the Online Learning Journal (OLJ), the official journal of the OLC, has released a special issue to extend opportunities for SIG OTL members to contribute their expertise in online education research. The 16 papers selected for this issue represent innovative and diverse topics using various research methods. We have tried to group them into five themes: 1. Measurement and analysis; 2. Equity, Inclusion, Advocacy, Embodiment; 3. Modality; 4. Openness; and 5. Philosophy & Theory.
自2016年以来,在线学习期刊(OLJ), OLC的官方期刊,已经发布了一个特刊,为SIG OTL成员提供机会,以贡献他们在在线教育研究方面的专业知识。本期精选的16篇论文采用了不同的研究方法,代表了创新和多样化的主题。我们试图将它们分为五个主题:1。测量与分析;2. 公平、包容、倡导、体现;3. 形态;4. 开放;和5。哲学与理论。
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引用次数: 0
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Online Learning
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