Showing papers in "British Journal of Educational Technology in 2010"
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TL;DR: Mark J. W. Lee is the Chair of the New South Wales Chapter of the IEEE Education Society and serves as founding Editor-in-Chief of Impact:Journal of Applied Research in Workplace E-learning, in addition to being on the editorial boards of a number of international journals.
Abstract: Barney Dalgarno is a research fellow with the Centre for Research in Complex Systems (CRiCS), Charles Sturt University, and an associate professor with the School of Education at the same university. His research interests lie in desktop virtual reality learning environments, as well as constructivist computerassisted learning theories, techniques and tools. Dalgarno’s PhD work examined the characteristics of 3-D environments and their potential contributions to spatial learning, and he is now studying the application of brain imaging though Functional Magnetic Resonance Imaging (fMRI) to interactive multimedia research. Mark J. W. Lee is an adjunct senior lecturer with the School of Education, Charles Sturt University. Previously, he worked in a variety of teaching, instructional design, and managerial roles within the private vocational education and higher education sectors. He has published approximately 50 refereed book chapters, journal articles, and conference papers in the areas of educational technology, e-learning, and innovative pedagogy in tertiary education. Lee is the Chair of the New South Wales Chapter of the IEEE Education Society and serves as founding Editor-in-Chief of Impact:Journal of Applied Research in Workplace E-learning, in addition to being on the editorial boards of a number of international journals. Address for correspondence: Mark J. W. Lee, School of Education, Charles Sturt University, Locked Bag 588, Wagga Wagga, NSW 2678, Australia. Email: malee@csu.edu.au
1,291 citations
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TL;DR: It is found that virtual worlds may be utilised for the following uses: communication spaces, simulation of space (spatial), and experiential spaces (‘acting’ on the world).
Abstract: In this paper, we review past empirical research studies on the use of three-dimensional immersive virtual worlds in education settings such as K-12 and higher education. Three questions guided our review: (1) How are virtual worlds (eg, Active Worlds, Second Life) used by students and teachers? (2) What types of research methods have been applied? (3) What research topics have been conducted on virtual worlds in teaching and learning, as well as their related findings? Overall, we found that virtual worlds may be utilised for the following uses: (1) communication spaces, (2) simulation of space (spatial), and (3) experiential spaces (‘acting’ on the world). Most of the studies reviewed were descriptive and conducted in polytechnic and university settings, and past virtual world research had been most frequently carried out in the media arts and health and environment disciplines. Three main research topics were found: participants' affective domain, learning outcomes and social interaction. We conclude by summarising some major findings and discussing three limitations of previous empirical studies. Several recommendations for future research related to virtual worlds in education settings are also provided. [ABSTRACT FROM AUTHOR]
490 citations
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TL;DR: This research focuses on designing interactive online learning environments, and students’ scientific knowledge building through collaborative inquiry in computermediated communication, virtual learning environment, mobile learning and community of learners.
Abstract: Chee-Kit Looi is Head of the Learning Sciences Lab of the National Institute of Education (LSL, NIE), Nanyang Technological University (NTU). He has over two decades of experience with educational technology research in research institutes and universities. He is an editorial member of the International Journal on AI & Education and the International Journal on CSCL. Peter Seow is a senior software engineer with the LSL, NIE. He has over 10 years of industrial experience in leading projects, consulting and systems development. Zhang BaoHui is an assistant professor in the Learning Sciences and Technologies Academic Group (LSTAG) and LSL, NIE, Nanyang Technological University (NTU). His current research foci are designing and assessing interactive environments when using computerbased modelling or mobile technologies for inquiry-based science learning. So Hyo-Jeong is an assistant professor in the LSTAG and LSL, NIE, NTU. Her research focuses on designing interactive online learning environments, and students’ scientific knowledge building through collaborative inquiry. Wenli Chen is an assistant professor in the LSTAG and LSL, NIE, NTU. Her research interests and expertise are computermediated communication, virtual learning environment, mobile learning and community of learners. Lung-Hsiang Wong is an assistant professor in the LSTAG and LSL, NIE, NTU. His research interests are information and communication technology-enhanced Chinese language learning, teachers’ professional development, agent technology for learning and mobile learning. Address for correspondence: LSL, NIE, NTU, 1 Nanyang Walk Singapore 637616. Email: cheekit.looi@nie.edu.sg
455 citations
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TL;DR: This paper proposes an evaluation methodology for supporting the development of specified learning activities in virtual worlds, based upon inductive methods and augmented by the four-dimensional framework reported in a previous study, and presents the findings of the study.
Abstract: Traditional approaches to learning have often focused upon knowledge transfer strategies that have centred on textually-based engagements with learners, and dialogic methods of interaction with tutors. The use of virtual worlds, with text-based, voice-based and a feeling of ‘presence’ naturally is allowing for more complex social interactions and designed learning experiences and role plays, as well as encouraging learner empowerment through increased interactivity. To unpick these complex social interactions and more interactive designed experiences, this paper considers the use of virtual worlds in relation to structured learning activities for college and lifelong learners. This consideration necessarily has implications upon learning theories adopted and practices taken up, with real implications for tutors and learners alike. Alongside this is the notion of learning as an ongoing set of processes mediated via social interactions and experiential learning circumstances within designed virtual and hybrid spaces. This implies the need for new methodologies for evaluating the efficacy, benefits and challenges of learning in these new ways. Towards this aim, this paper proposes an evaluation methodology for supporting the development of specified learning activities in virtual worlds, based upon inductive methods and augmented by the four-dimensional framework reported in a previous study.
The study undertaken aimed to test the efficacy of the proposed evaluation methodology and framework, and to evaluate the broader uses of a virtual world for supporting lifelong learners specifically in their educational choices and career decisions. The paper presents the findings of the study and considers that virtual worlds are reorganising significantly how we relate to the design and delivery of learning. This is opening up a transition in learning predicated upon the notion of learning design through the lens of ‘immersive learning experiences’ rather than sets of knowledge to be transferred between tutor and learner. The challenges that remain for tutors rest with the design and delivery of these activities and experiences. The approach advocated here builds upon an incremental testing and evaluation of virtual world learning experiences.
338 citations
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TL;DR: Data analysis indicated that when controlling for the quality of the initial projects, there was a significant relationship between thequality of peer feedback students provided for others and the qualityOf the students' own final projects, but no significant relationship was found between the quality and active engagement in reviewing peers' projects.
Abstract: This study investigated the relationship between the quality of peer assessment and the quality of student projects in a technology application course for teacher education students. Forty-three undergraduate student participants completed the assigned projects. During the peer assessment process, students first anonymously rated and commented on two randomly assigned peers' projects, and they were then asked to improve their projects based on the feedback they received. Two independent raters blindly evaluated student initial and final projects. Data analysis indicated that when controlling for the quality of the initial projects, there was a significant relationship between the quality of peer feedback students provided for others and the quality of the students' own final projects. However, no significant relationship was found between the quality of peer feedback students received and the quality of their own final projects. This finding supported a prior research claim that active engagement in reviewing peers' projects may facilitate student learning. [ABSTRACT FROM AUTHOR]
315 citations
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TL;DR: Ten myths on e-learning that the technopositivists have used are presented with the aim of initiating effective and constructive dialogue, rather than merely criticising the efforts being made.
Abstract: Proponents have marketed e-learning by focusing on its adoption as the right thing to do while disregarding, among other things, the concerns of the potential users, the adverse effects on users and the existing research on the use of e-learning or related innovations. In this paper, the e-learning-adoption proponents are referred to as the technopositivists. It is argued that most of the technopositivists in the higher education context are driven by a personal agenda, with the aim of propagating a technopositivist ideology to stakeholders. The technopositivist ideology is defined as a ‘compulsive enthusiasm’ about e-learning in higher education that is being created, propagated and channelled repeatedly by the people who are set to gain without giving the educators the time and opportunity to explore the dangers and rewards of e-learning on teaching and learning. Ten myths on e-learning that the technopositivists have used are presented with the aim of initiating effective and constructive dialogue, rather than merely criticising the efforts being made. [ABSTRACT FROM AUTHOR]
265 citations
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TL;DR: The nature of online community membership is explored and some conclusions regarding their potential as a source of professional learning for teachers are offered.
Abstract: The impact of the Internet on our lives has been pervasive. People are increasingly turning to the social interaction available on the Internet to satisfy their needs, whether these are professional or personal. The Internet offers users fast access to social contacts such as online chat groups and discussion lists, helping us to make connections with others. Online communities are being increasingly used by teachers for professional support, guidance and inspiration. These are often organised around subject areas and offer teachers opportunities to develop both personally and professionally. Online communities may present as a source of continuous professional development for teachers as they are able to deliver authentic and personalised opportunities for learning. This paper will present the findings of a study that was conducted on three online communities for teachers. It will explore the nature of online community membership and offer some conclusions regarding their potential as a source of professional learning for teachers.
228 citations
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TL;DR: It is shown how data about student ‘movement’ within and across a learning community can be captured and analysed for the purposes of making strategic interventions in the learning of ‘at risk’ students in particular through the application of social network analysis to the engagement data.
Abstract: The trend to adopt more online technologies continues unabated in the higher education sector. This paper elaborates the means by which such technologies can be employed for pedagogical purposes beyond simply providing virtual spaces for bringing learners together. It shows how data about student ‘movement’ within and across a learning community can be captured and analysed for the purposes of making strategic interventions in the learning of ‘at risk’ students in particular, through the application of social network analysis to the engagement data. The study that is set out in the paper indicates that online technologies bring with them an unprecedented opportunity for educators to visualise changes in student behaviour and their learning network composition, including the interventions teachers make in those networks over time. To date, these evaluative opportunities have been beyond the reach of the everyday practitioner—they can now be integrated into every teaching and learning plan. [ABSTRACT FROM AUTHOR]
216 citations
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TL;DR: It is suggested that due consideration ought to be given to the amount of time allowed for older users to learn new skills and the manner in which learners are treated in a positive and valued manner.
Abstract: Computers and associated technology have become central to modern life. In a society where the population is rapidly ageing, the acceptance and utilisation of developing technologies by an older population is becoming increasingly important. This review highlights similarities and differences between the attitudes and acceptance of technology by older and younger people, leading to the conclusion that similar factors influence both age groups—hence, older people could well be taught to use technology in a similar manner to younger people. While all learners, irrespective of age, should receive sufficient time for training in a positive and supportive environment, this review suggests that due consideration ought to be given to the amount of time allowed for older users to learn new skills and the manner in which learners are treated in a positive and valued manner. [ABSTRACT FROM AUTHOR]
201 citations
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TL;DR: This study examined how students’ achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment, indicating that most students preferred traditional learning environments.
Abstract: This study examined how students’ achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. One hundred thirty-two post-secondary students completed surveys soliciting their preferences for learning environments, reasons for their preference, their motivational orientation towards learning and learning strategies used. Findings indicated that most students preferred traditional learning environments. This preference was based on how well the environment matched their personal learning style and engaged them as students. Discriminant analyses indicated significant differences in motivational beliefs and learning strategies; students who preferred traditional environments showed a mastery goal orientation and greater willingness to apply effort while learning. Students who preferred less traditional environments presented as more confident that they could manage a non-traditional class. These findings have implications for understanding students’ motivation for learning in diverse educational settings.
200 citations
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TL;DR: Context-aware ubiquitous technology is continuing to develop and spread, and its applications have begun to influence learning in various fields and disciplines.
Abstract: Introduction Electronic learning (e-learning) has become widely accepted in both entirely online learning environments and in blended learning contexts (Mayadas, Bourne & Bacsich, 2009). In a broad sense, e-learning is used to describe the way people use an electronic device (usually a computer) with learning technology (LT; Rushby & Seabrook, 2008) to develop new knowledge and skills individually or collaboratively. Mobile devices with LT, such as PDAs, smart phones and portable computers, constitute various forms of wireless environments that foster two-way, real-time communications among users, as well as between the user and their context, and can have many functions to promote mobile learning (m-learning; Rushby, 2005). Since the early 2000s, new forms of mobile technology containing additional sensor devices have been providing new directions for technology-assisted learning, and this has led to context-aware ubiquitous learning (u-learning; Hwang, Wu & Chen, 2007; Yang, 2006), which enables users to interact and learn with sensors and radio frequency identification (RFID) embedded objects in their surroundings (Curtin, Kauffman & Riggins, 2007). Context-aware ubiquitous technology is continuing to develop and spread, and its applications have begun to influence learning in various fields and disciplines (de Jong, Specht & Koper, 2008).
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TL;DR: The social constructivist style of instructional strategy seems promising to facilitate adult learning, which not only helps change learners' perceptions of the online learning, but also assists them to learn in a more collaborative, authentic and responsible way.
Abstract: This case study explores how a constructivist-based instructional design helped adult learners learn in an online learning environment. Two classes of adult learners pursuing professional development and registered in a web-based course were studied. The data consisted of course documents, submitted artefacts, surveys, interviews, in-class observations, and online observations. The study found that the majority of the learners were engaged in two facets of learning. On the one hand, the instructional activities requiring collaboration and interaction helped the learners support one another's learning, from which most claimed to have benefited. On the other hand, the constructivist-based course assisted many learners to develop a sense of becoming more responsible, self-directed learners. Overall, the social constructivist style of instructional strategy seems promising to facilitate adult learning, which not only helps change learners' perceptions of the online learning, but also assists them to learn in a more collaborative, authentic and responsible way. The study, however, also disclosed that in order to maintain high-quality learning, appropriate assessment plans and adequate facilitation must be particularly reinforced. A facilitation model is thus suggested.
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TL;DR: The results indicated that students were able to conduct inquiry in virtual worlds and were motivated by that process, however, the results from the assessments varied depending on the assessment strategy employed.
Abstract: This study investigated novel pedagogies for helping teachers infuse inquiry into a standards-based science curriculum. Using a multi-user virtual environment (MUVE) as a pedagogical vehicle, teams of middle-school students collaboratively solved problems around disease in a virtual town called River City. The students interacted with ‘avatars’ of other students, digital artefacts and computer-based ‘agents’ acting as mentors and colleagues in a virtual community of practice set during the time period when bacteria were just being discovered. This paper describes the results from three implementations of the River City virtual environment in 2004–05 with approximately 2000 students from geographically diverse urban areas. The results indicated that students were able to conduct inquiry in virtual worlds and were motivated by that process. However, the results from the assessments varied depending on the assessment strategy employed. [ABSTRACT FROM AUTHOR]
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TL;DR: The study concluded by highlighting the role of education in improving teenagers’ digital competence and by recommending the development of well-designed teaching and learning materials for the Chinese K-12 school system.
Abstract: Literature review has found that despite the considerable attention focused on ‘digital natives’, few studies have carefully investigated the characteristics of this group. The purpose of this study is to contribute to the debate on digital natives by providing a ‘piece of evidence’ on the digital competence status of a group of Chinese teenagers (ninth grade students) randomly selected from the Jiangdong District in Ningbo City, Zhejiang Province. An Instant Digital Competence Assessment (iDCA) tool, developed by a research group from the University of Florence, was adopted as the measurement tool for the study. Quantitative research was employed and the research design for the study was descriptive in nature. Data analysis results found that the majority of the participating ninth grade students (n = 317) had personal computers (PCs) and the Internet available at home and the average period of time owing a PC was about 5 years. The iDCA results indicated that (1) participants’ overall performance in the iDCA was just ‘pass’ rather than ‘good’ or ‘excellent’, which might imply that digital natives in China are not necessarily digitally competent; (2) there were big disparities among participants as regards their digital competence; (3) participants’ digital competence differed depending on their schools and their ages; (4) participants’ digital competence was not significantly influenced by such factors as having a PC or not, having the Internet or not at home, frequency of computers and Internet use. On the basis of the findings, the study concluded by highlighting the role of education in improving teenagers’ digital competence and by recommending the development of well-designed teaching and learning materials for the Chinese K-12 school system.
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TL;DR: Dr. Bahar Baran is Assistant Professor in the Department of Computer Education and Instructional Technologies at Dokuz Eylul University and her research interests cover design, development and evaluation of social learning environments, e-learning and multimedia environments.
Abstract: Dr. Bahar Baran is Assistant Professor in the Department of Computer Education and Instructional Technologies at Dokuz Eylul University. Her research interests cover design, development and evaluation of social learning environments, e-learning and multimedia environments. Address for correspondence: Mrs. Bahar Baran, Dokuz Eylul University, Buca Faculty of Education, Computer Education and Instructional Technologies, Hasan Ali Yucel Building, Floor:3, Buca/Izmir Turkey. 35160. Email: bahar.baran@deu.edu.tr
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TL;DR: The author argues that to examine the relationship between technology use and student outcomes, the quality of technology use—how, and what, technology is used—is a more significant factor than the quantity of technologyUse—how much technology isUsed.
Abstract: The author argues that to examine the relationship between technology use and student outcomes, the quality of technology use—how, and what, technology is used—is a more significant factor than the quantity of technology use—how much technology is used. This argument was exemplified by an empirical study that used both angles to examine the association between technology use and student outcomes. When only the quantity of technology use was examined, no significant association was observed. However, when the quality of technology was examined by investigating the specific types of technology uses, a significant association was identified between technology use and all student outcomes. Furthermore, different types of technology use showed different influences on specific student outcomes. General technology uses were positively associated with student technology proficiency, while subject-specific technology uses were negatively associated with student technology proficiency. Social-communication technology uses were significantly positively associated with developmental outcomes such as self-esteem and positive attitude towards school. Entertainment/exploration technology use showed significant positive association with student learning habits. None of these technology uses had significant influence on student academic outcome. Specific suggestions for integrating technology into schools and future research were provided.
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TL;DR: The potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding, and engage in the development of ‘higher order thinking skills’ is explored.
Abstract: This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007 ; Deuchar & Nodder, 2003 ; Dickey, 2003 ; Facer, 2004 ; de Freitas, 2006 ; de Freitas & Oliver, 2006 ; Garris, Ahlers & Driskell, 2002 ; JISC, 2007 ; Martino, 2007 ; Prensky, 2004 ; Prensky, 2007 ) relating to advantages from gaming and avatar use, ranging from enhanced engagement in learning activities, through to more purposeful and focussed communication, and, when used in group situations, better cooperation and collaboration between students. It explores the potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding, and engage in the development of ‘higher order thinking skills, such as interpreting, analysing, evaluating, synthesising and solving complex problems’. It also introduces and discusses the avatar-based authoring program MARVIN, and identifies potential for its use as a digital storytelling tool to assist students in communicating outcomes from units of learning, and in supporting the development of a range of key learning competencies identified in the New Zealand Curriculum Framework ( Ministry of Education, 2007 ). It profiles a successful example of the classroom-based use of MARVIN within a community project undertaken by groups of year 7 and 8 students at two Hamilton intermediate schools, and identifies how the program supported student thinking and relating to others key competencies ( Ministry of Education, 2007 ). [ABSTRACT FROM AUTHOR]
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TL;DR: It was shown that adoption attributes for the games and other educational software had a similar pattern from high to low significance: relative advantage, compatibility, complexity, trialability and observability; and the game adoption factors were more inclusive than the barriers of using the computer games.
Abstract: Even though computer games hold considerable potential for engaging and facilitating learning among today's children, the adoption of modern educational computer games is still meeting significant resistance in K-12 education. The purpose of this paper is to inform educators and instructional designers on factors affecting teachers' adoption of modern educational computer games. A case study was conducted to identify the factors affecting the adoption of Dimenxian, which was a new educational computer game designed to teach Algebra to middle school students. The diffusion of innovations theory was used as the conceptual framework of this study. The results indicated that compatibility, relative advantage, complexity and trialability played important roles in the game adoption. These findings were compared with the existing literature on (1) the adoption of educational software, and (2) the barriers in the use of educational computer games in K-12 settings to help guide future research and practice. The comparison showed that (1) adoption attributes for the games and other educational software had a similar pattern from high to low significance: relative advantage, compatibility, complexity, trialability and observability; and (2) the game adoption factors were more inclusive than the barriers of using the computer games.
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TL;DR: Investigating the effects of a commercial off-the-shelf computer game on children's mental computation skills and on aspects of self-perceptions found significant pre–post gains in the games console group for both accuracy and speed of calculations, while results for the two comparison groups were mixed.
Abstract: It is known that computer games are motivating for children, but there is limited direct evidence of their effects on classroom learning. The aim of this exploratory study was to investigate the effects of a commercial off-the-shelf computer game on children's mental computation skills and on aspects of self-perceptions. A pre-post design was employed. The participants were 71 primary school children (10-11 years old) from three classes. In School 1, a class of 21 children used a games console for 20 minutes each day, running a ‘brain training’ game. Two comparison groups were used. In School 2, 31 children used ‘Brain Gym’ techniques in their class over the treatment period. In school three, a class of 19 children acted as no-treatment controls. The treatment period was 10 weeks. Significant pre–post gains were found in the games console group for both accuracy and speed of calculations, while results for the two comparison groups were mixed. The games console group showed significant gains in global self-esteem, but not in other aspects of self-concept. The comparison groups showed no significant gains in any area of self-perceptions. There is a need now for upscaling to investigate generalisability. [ABSTRACT FROM AUTHOR]
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TL;DR: The results suggest that a serious consideration of contingent variables is crucial for improving e-learning system satisfaction, and two contingent variables, gender and job status, significantly influenced the perceptions of predictors and students' satisfaction with the e- learning system.
Abstract: This study investigated the impact of contingent variables on the relationship between four predictors and students' satisfaction with e-learning. Five hundred and twenty-two university students from 10 intact classes engaging in online instruction were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors and satisfaction with e-learning systems. The results of analysis of variance and structural equation modelling analyses showed that two contingent variables, gender and job status, significantly influenced the perceptions of predictors and students' satisfaction with the e-learning system. This study also found a statistically significant moderating effect of two contingent variables, student job status and learning styles, on the relationship between predictors and e-learning system satisfaction. The results suggest that a serious consideration of contingent variables is crucial for improving e-learning system satisfaction. The implications of these results for the management of e-learning systems are discussed. [ABSTRACT FROM AUTHOR]
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TL;DR: It is suggested that access to online lectures, communications tools, a workbook and online video case studies can encourage students to reflect-on-action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities.
Abstract: This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology-enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection-in-action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect-on-action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology-enhanced learning experiences. [ABSTRACT FROM AUTHOR]
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TL;DR: The greater use and availability of digital technologies and open licensing seems to be enabling OER to have wider acceptance into individual and institutional teaching practice, and it is argued that this represents a shift from a teacher-centric, systematic model of change in teaching practices as embodied in earlier ideas about LO to a learner-centric.
Abstract: Open educational resources (OER) raise many similar issues for education to those that have surrounded Learning Objects (LO). However the greater use and availability of digital technologies and open licensing seems to be enabling OER to have wider acceptance into individual and institutional teaching practice. While the need for appropriate design in teaching and learning on the part of educators, which was the primary driver of developments in LO, remains, the very openness of OER is changing the relationships between educators, learners and content (resources) and is becoming a primary agent of change. Experience in OpenLearn, a major initiative to provide OER from The Open University, indicates that some of these changes can be planned for while others will emerge as releasing content openly imposes evolutionary pressures that accelerate change and work around barriers. Development can then be driven by learner expectations of the technology and needs for informal life-long learning that in turn impact on how content is being designed and openly presented. It is argued that this represents a shift from a teacher-centric, systematic model of change in teaching practices as embodied in earlier ideas about LO to a learner-centric, systemic model of change as embodied in OER.
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TL;DR: There are opportunities for self-organised and mediated learning by children in settings where they would otherwise be denied opportunities for good, or indeed any, schooling, it is concluded.
Abstract: What and how much can children learn without subject teachers? In an attempt to find a limit to self organized learning, we explored the capacity of 10–14 year old Tamil-speaking children in a remote Indian village to learn basic molecular biology, initially on their own with a Hole-in-the-Wall public computer facility, and later with the help of a mediator without knowledge of this subject. We then compared these learning outcomes with those of similarly-aged children at a nearby average-below average performing state government school who were not fluent in English but were taught this subject and another group of children at a high-performing private school in New Delhi who were fluent in English and had been taught this subject by qualified teachers. We found that the village children who only had access to computers and Internet-based resources in the Hole-in-the-Wall learning stations achieved test scores comparable with those at the local state school and, with the support of the mediator, equal to their peers in the privileged private urban school. Further experiments were conducted with unsupervised groups of 8–12 year-olds in several English schools using the Internet to study for GCSE questions they normally would be examined on at the age of 16. We conclude that, in spite of some limitations, there are opportunities for self-organised and mediated learning by children in settings where they would otherwise be denied opportunities for good, or indeed any, schooling. We also show that this approach can be enhanced by the use of local or online mediators. [ABSTRACT FROM AUTHOR]
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TL;DR: This paper will argue that the conceptual ‘slippage’ that characterises the disappearing differences between ‘ learning spaces’ and ‘learning environments’, coupled with the further ‘displacement’ of the learner in virtual spaces such as Facebook and Second Life, serves to ‘ Displace’ learning itself.
Abstract: Traditionally, at least according to popular wisdom, learning took place in venues that were custom-designed for the purpose. The purpose, given the evidence of the artefacts with which we are confronted, seems to have been the educational equivalent of the production line that so succinctly characterised the industrialisation of society. One consequence of this design logic, however, is that learning is defined as something that is married to a ‘place’. This paper will argue that the conceptual ‘slippage’ that characterises the disappearing differences between ‘learning spaces’ and ‘learning environments’, coupled with the further ‘displacement’ of the learner (turned avatar) in virtual spaces such as Facebook and Second Life, serves to ‘displace’ learning itself. The paper argues further that we have failed to recognise the primacy of ‘physical situatedness’ to our conceptions of learning itself. In short, our difficulty in understanding and articulating the nature of learning is partly brought about by our inability to articulate where learning takes place—in a world characterised by virtual space and electronic selves. If we are to articulate the nature of learning in our age, then we need to articulate the nature of the real and virtual spaces and bodies that we inhabit. [ABSTRACT FROM AUTHOR]
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TL;DR: Variations in the quality of conceptions and student approaches are identified revealing strong associations between what students thought their learning is about, the way they approached their learning, and academic performance in both face-to-face and online contexts.
Abstract: This paper reports on research investigating student experiences of learning through face-to-face and online discussions in a political science course in a large Australian university. Using methodologies from relational research into university student learning, the study investigates associations between key aspects of student learning focusing on conceptions of what students learn, approaches to learning, and learning outcomes. The main hypothesis tested here was that there are qualitative differences in the student conceptions of learning through discussions and their approaches to face-to-face and online discussions. Furthermore, it was expected to find that these differences were reflected in the learning outcomes, that is, student approaches would be linked tomorecompleteconceptionsof learningandtobetteracademicperformance. More tentatively, the existence of causal relationships between these aspects of learning and academic performance was also explored. Data on students’ conceptions and approaches was collected through closed-ended questionnaires and final mark was used as an indicator of the quality of learning (academic performance). Our analysis identified variations in the quality of conceptions and student approaches also revealing strong associations between what students thought their learning is about, the way they approached their learning, and academic performance in both face-to-face and online contexts. Implications of these findings for research and practice are elaborated.
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TL;DR: The SCY project aims at students between 12 and 18 years old and in the course of the project, a total of four SCY missions will be developed, of which one is currently available.
Abstract: Science Created by You (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called 'emerging learning objects' (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on 'missions' that are guided by socio-scientific questions (for example 'How can we design a CO2-friendly house?'). Fulfilling SCY missions requires a combination of knowledge from different content areas (eg, physics, mathematics, biology, as well as social sciences). While on a SCY mission, students perform several types of learning activities that can be characterised as productive processes (experiment, game, share, explain, design, etc), they encounter multiple resources, collaborate with varying coalitions of peers and use changing constellations of tools and scaffolds. The configuration of SCY-Lab is adaptive to the actual learning situation and may provide advice to students on appropriate learning activities, resources, tools and scaffolds, or peer students who can support the learning process. The SCY project aims at students between 12 and 18 years old. In the course of the project, a total of four SCY missions will be developed, of which one is currently available. [ABSTRACT FROM AUTHOR]
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TL;DR: A new perspective is offered on the mechanisms through the TTF and TPB model constructs, which facilitates e-learning learner performance and offers important implications for understanding learners’ behaviour, perceptions and influence in online learning environments.
Abstract: Understanding learners’ behaviour, perceptions and influence in terms of learner performance is crucial to predict the use of electronic learning systems. By integrating the task-technology fit (TTF) model and the theory of planned behaviour (TPB), this paper investigates the online learning utilisation of Taiwanese students. This paper provides a better understanding of individual, technological and social factors regarding online learning system performance. A total of 870 students who were earlier introduced to e-learning were surveyed after a period of exposure to the system. The results of the research model were analysed using a structural equation modelling approach to verify 10 hypotheses; support was found for eight of them. This paper offers a new perspective on the mechanisms through the TTF and TPB model constructs, which facilitates e-learning learner performance and offers important implications for understanding learner performance in online learning environments.
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TL;DR: Results showed that EFL learners in Taiwan generally opted for PE over AWE, which raises several relevant issues, including social learning, feedback strategies, computer anxiety and cultural impact.
Abstract: The purpose of this study was to investigate problems and potentials of new technologies in English writing education. The effectiveness of automated writing evaluation (AWE) ( MY Access) and of peer evaluation (PE) was compared. Twenty-two English as a foreign language (EFL) learners in Taiwan participated in this study. They submitted their draft to MY Access, received feedback from this automated grading system and then made some revision. In addition to the AWE, they also had peer revision in writing class. Three issues, including how writers used the feedback from these two kinds of evaluation, what progress they made in writing and how they perceived these two kinds of evaluation, are discussed. Results showed that EFL learners in Taiwan generally opted for PE over AWE. These findings raise several relevant issues, including social learning, feedback strategies, computer anxiety and cultural impact. [ABSTRACT FROM AUTHOR]
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TL;DR: There may be benefits in teachers encouraging students to actively participate in social interaction by reading peers' texts, editing peers' errors and evaluating peer editors' corrections during text revisions, this study suggests.
Abstract: As proposed by social constructive theorists, meaningful learning and individual development were achieved through social interaction. To foster social interaction among students, this study formed an online learning community in which they played multiple roles as writers, editors and commentators. In playing different roles, they read peers' texts, edited peers' errors, evaluated peer editors' corrections and finally reconstructed their own texts. Results of this study showed that the multiple roles they played allowed them to have opportunities to view their own texts from others' perspectives. Based on these perspectives, they were more willing to acquire information from and contribute information to peers. All of this extensive information acquisition and contribution resulted in meaning construction of texts as active students improved their final drafts in both local revision (grammatical correction) and global revision (the style, organisation and development of a text) after receiving and evaluating feedback from peer editors. Their final drafts were very different from those of passive students whose first and final drafts were almost the same despite some grammatical revisions. This study suggests that, rather than relying only on an examination of students' final drafts, there may be benefits in teachers encouraging students to actively participate in social interaction by reading peers' texts, editing peers' errors and evaluating peer editors' corrections during text revisions. [ABSTRACT FROM AUTHOR]
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TL;DR: The philosophical world view known as enactivism is reviewed to illustrate the similarities and differences among the three philosophical paradigms, namely, objectivism, constructivism and enactivism.
Abstract: Although traditional instructional design and technology (IDT) has largely been based on objectivism, in the past 20 years, constructivism has emerged as a dominant framework for IDT. Both perspectives, however, present shortcomings. This paper explores enactivism—an emerging new philosophical world view—as an alternative paradigm. It also investigates the possibilities offered by this new paradigm to IDT. The philosophical world view known as enactivism is reviewed to illustrate the similarities and differences among the three philosophical paradigms, namely, objectivism, constructivism and enactivism. Finally, details of enactivism and its implications for IDT are explored. [ABSTRACT FROM AUTHOR]