Advantages and challenges associated with augmented reality for education: A systematic review of the literature

『Google Scholar』の利点

There has been rapid growth in blended learning implementation and research focused on course-level issues such as improved learning outcomes, but very limited research focused on institutional policy and adoption issues. More institutional-level blended learning research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. This research investigates six cases of institutional adoption of blended learning to examine the key issues that can guide university administrators interested in this endeavor. Cases were selected to represent institutions at various stages of blended learning adoption including (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. Cases are used to identify and elaborate on core issues related to institutional strategy, structure, and support, spanning the adoption stages.

A framework for institutional adoption and implementation of blended learning in higher education

/pdf/piecing-together-the-student-success-puzzle-research-4ojs1mt6ey.pdf

Piecing together the student success puzzle: research, propositions, and recommendations

Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging. Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies. To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement. These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course. In this review, we examine existing approaches to measure engagement in technology-mediated learning. We identify strengths and limitations of existing measures and outline potential approaches to improve the measurement of student engagement. Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in technology-mediated learning. Consensus is needed for the definition and operationalization of student engagement.Most technology-mediated learning research uses self-report measures of engagement.Physiological and systems data offer an alternative method to measuring engagement.More research is needed to study the role of emotional engagement in learning.More research needed to determine value of physiological and systems data.

Measuring student engagement in technology-mediated learning

This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of blended learning. A summary of trends regarding the growth and context of blended learning research is presented. Methodological trends are described in terms of qualitative, inferential statistics, descriptive statistics, and combined approaches to data analysis. Research topics are divided into nine topics (learner outcomes, dispositions, instructional design, interaction, comparison, demographics, technology, professional development, and other), each containing several sub-topics. Patterns in these topics are analyzed to identify gaps in research and to highlight opportunities for future research as the field of blended learning continues to grow.

An analysis of research trends in dissertations and theses studying blended learning

Blended learning, which combines face-to-face and online learning modalities, is a heterogeneous and steadily developing area of design and inquiry. With the expansion and maturation of blended learning research, voices enter the conversation in increasing numbers and diversity. This study continues the work begun by Halverson, Graham, Spring, and Drysdale (2012), which determined the most frequently cited books, edited book chapters, and articles on blended learning, as well as the journals in which these highly cited articles appeared. After finding where the conversations about blended learning were happening and which scholars were at the forefront of these conversations, we now look at what the conversations on blended learning are really about. Using thematic analysis, we uncover the methodologies, research questions, and theoretical frameworks in this scholarship, and then discuss the implications of these findings for blended learning research. In doing so, we promote further understanding of the center of this emerging area of study.

A thematic analysis of the most highly cited scholarship in the first decade of blended learning research

Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning. Using Harzing’s Publish or Perish software (http://www.harzing.com/pop.htm), we determined the most frequently cited books, book chapters, and articles on the subject of blended learning, as well as the journals in which these highly cited articles appeared. Through these findings we offer some conclusions about where the conversations about blended learning are happening, which scholars are at the forefront of these conversations, and other emerging trends in blended learning scholarship.

An analysis of high impact scholarship and publication trends in blended learning

In this article we share the Academic Communities of Engagement (ACE) framework, which describes a student’s ability to engage affectively, behaviorally, and cognitively in an online or blended course independently and with support. Based on Vygotsky’s (Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) zone of proximal development, the framework examines how a student’s ability to engage in online or blended courses increases with support from two types of communities. The course community is organized and facilitated by those associated with the course or program. The personal community is comprised of actors not officially associated with the course who have typically formed relationships with the student before the course or program began and may extend well beyond its boundaries. Actors within each community have varying skills and abilities to support student engagement, and a student is most likely to reach the necessary engagement for academic success with active support from both. The framework identifies the community actors most likely to provide specific support elements, aligning them to the different types of student engagement. The article outlines implications for practice and research, concluding with illustrative examples.

Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning

Each blended learning BL context is unique, but also shares attributes and concerns with others. As people in each context strive to improve their own research and practice, they have developed various approaches to common BL issues that can be applied and adapted by others, regardless of location. Our findings suggest that BL researchers and practitioners across the world have more common experiences than particular ones and that, as each strives to improve his or her own teaching and context, new discoveries can be widely applicable. The current research describes a snapshot of the present state of blended learning. Conclusions are drawn from interviews with current blended learning researchers and practitioners n = 12 focussed on BL around the world.

Kristian J. Spring

Papers

An analysis of research trends in dissertations and theses studying blended learning

A thematic analysis of the most highly cited scholarship in the first decade of blended learning research

An analysis of high impact scholarship and publication trends in blended learning

Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning

The current landscape of international blended learning