在线参与重要吗?在沉浸式教学模式下,互动学习模块和同步课堂出勤对学生成绩的影响

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2022-11-04 DOI:10.14742/ajet.7929
E. Goode, J. Nieuwoudt, T. Roche
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引用次数: 8

摘要

澳大利亚一所公立大学正在从根本上改变其提供高等教育的方式,在所有单元和课程中引入了为期6周的沉浸式时间表交付模式。尽管区块和沉浸式模型在提高不同学生群体的表现方面取得了新的成功,但支撑积极成果的设计因素却没有得到充分探索。本文提出了一种混合方法来研究学生参与互动式和响应式在线内容模块以及沉浸式时间表模型中的同步课程的影响和价值。研究结果表明,参与在线学习模块的行为对学业成功有积极影响,是最终成绩更高的重要预测因素。定性数据表明,学生似乎将高质量在线学习模块的几个属性与沉浸式模式中的参与和更深层次的学习联系在一起:互动性、媒体丰富性、建设性的一致性、灵活性和响应性。同步上课不会影响最终成绩;然而,学生们仍然重视在课堂上形成安全和支持性的探究社区的机会。这项研究表明,在对更灵活的学习需求不断增加的时代,基于主动学习原则并嵌入互动、响应迅速、媒体丰富的在线学习模块的沉浸式日程安排模型可以提高学生的参与度和表现。对实践或政策的影响:高等教育从业者应将互动、反应迅速、媒体丰富且具有建设性的在线学习模块纳入课程。应提供创建安全调查社区的同步主动学习课程,同时提供异步参与选项。在线学习模块的参与度较低,应促使教育工作者采取后续行动,以提高参与度并提高学业成绩。沉浸式教学模式是一种有效的课程创新,当与互动在线模块一起设计时,可以支持提高学业成绩。
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Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement in an immersive delivery model
One Australian public university is radically changing the way it delivers higher education, introducing a 6-week immersive scheduling delivery model across all units and courses. Despite the emerging success of block and immersive models for raising the performance of diverse student cohorts, the design factors underpinning positive outcomes are underexplored. This paper presents a mixed methods study of the impact and value of student engagement with interactive and responsive online content modules and synchronous classes in an immersive scheduling model. The findings indicate that behavioural engagement with online learning modules has a positive effect on academic success and is a significant predictor of a higher final score. Qualitative data indicate several attributes of high-quality online learning modules that students appear to associate with engagement and deeper learning in the immersive model: interactivity, media richness, constructive alignment, flexibility and responsiveness. Synchronous class attendance did not impact final scores; however, students nonetheless valued the opportunity to form safe and supportive communities of inquiry during classes. This study demonstrates that in times of increasing demand for more flexible learning, immersive scheduling models that are founded on active learning principles and embed interactive, responsive, media-rich online learning modules can improve student engagement and performance. Implications for practice or policy: Higher education practitioners should integrate interactive, responsive, media-rich and constructively aligned online learning modules into curricula. Synchronous active learning classes that create safe communities of inquiry should be offered alongside options for asynchronous participation. Low levels of engagement with online learning modules should prompt follow-up from educators to raise engagement and bolster academic achievement. Immersive delivery models are effective curriculum innovations that, when designed with interactive online modules, can support improved academic achievement.
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
期刊最新文献
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