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Showing papers in "Educational Technology Research and Development in 2016"


Journal ArticleDOI
TL;DR: In this paper, the authors synthesize the results of 16 studies that examine either the influence of open educational resources on student learning outcomes in higher education settings or the perceptions of college students and instructors of OER.
Abstract: Textbooks are a vital component in many higher education contexts. Increasing textbook prices, coupled with general rising costs of higher education have led some instructors to experiment with substituting open educational resources (OER) for commercial textbooks as their primary class curriculum. This article synthesizes the results of 16 studies that examine either (1) the influence of OER on student learning outcomes in higher education settings or (2) the perceptions of college students and instructors of OER. Results across multiple studies indicate that students generally achieve the same learning outcomes when OER are utilized and simultaneously save significant amounts of money. Studies across a variety of settings indicate that both students and faculty are generally positive regarding OER.

289 citations


Journal ArticleDOI
TL;DR: In this article, a design framework that encompasses motivational, cognitive, social, and affective aspects of learning is proposed to support student-centered learning: own it, learn it, and share it.
Abstract: Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and implement SCL. We examine the implications of theory and research-based evidence to inform those who seek clear guidelines to support students’ engagement and autonomous learning. SCL is rooted in constructivist and constructionist as well as self-determination theories. Constructs of these theories have been studied respectively; however, the intersections among the three theories require further exploration. First, we identify autonomy, scaffolding, and audience as key constructs of SCL engagement. Then, we propose a design framework that encompasses motivational, cognitive, social, and affective aspects of learning: Own it, Learn it, and Share it. It is recommended that students: (a) develop ownership over the process and achieve personally meaningful learning goals; (b) learn autonomously through metacognitive, procedural, conceptual, and strategic scaffolding; and (c) generate artifacts aimed at authentic audiences beyond the classroom assessment. Furthermore, we suggest ten design guidelines under the framework and conclude with questions for future research.

197 citations


Journal ArticleDOI
TL;DR: A systematic discussion on the design of intrinsic integration of domain-specific learning in game mechanics and game world design and future directions for the design and research of learning integration in digital games are proposed.
Abstract: Via a systematic review of the literature on learning games, this article presents a systematic discussion on the design of intrinsic integration of domain-specific learning in game mechanics and game world design. A total of 69 articles ultimately met the inclusion criteria and were coded for the literature synthesis. Exemplary learning games cited in the articles reviewed and developed by credible institutions were also analyzed. The cumulative findings and propositions of the game-based learning-play integration have been extracted and synthesized into five salient themes to clarify what, how, where, and when learning and content are embedded in and activated by gameplay. These themes highlight: (a) the types of game-based learning action—prior-knowledge activation and novel-knowledge acquisition, (b) the modes in which learning actions are integrated in game actions—representation, simulation, and contextualization, (c) the blended learning spaces contrived by game mechanics and the game world, (d) the occurrence of meta-reflective and iterative learning moments during game play, and (e) the multifaceted in-game learning support (or scaffolding). Future directions for the design and research of learning integration in digital games are then proposed.

188 citations


Journal ArticleDOI
TL;DR: This article explored the effects of a flipped English classroom intervention on high school students' information and communication technology (ICT) and English reading comprehension in Taiwan, and found that the students' ICT and reading comprehension improved significantly during the intervention.
Abstract: The purpose of this study was to explore the effects of a flipped English classroom intervention on high school students’ information and communication technology (ICT) and English reading comprehension in Taiwan. Forty 10th graders were randomly selected from a representative senior high school as an experimental group (EG) to attend a 12-h flipped English classroom intervention while another 37 10th graders were randomly selected from the same school to be the comparison group. All participants completed the high school student questionnaire that assessed students’ ICT, English reading comprehension at the beginning and end of this study. In addition, 4 target students with the lowest pretest scores on ICT from the EG were selected to be observed weekly and interviewed following the posttest. The findings showed that the EG students’ ICT, and English reading comprehension improved significantly during the intervention. The interview and observation results were consistent with the quantitative findings. Educational implications and research recommendations are discussed.

146 citations


Journal ArticleDOI
TL;DR: It is concluded that all stakeholders need to be equally involved when learning analytics systems are implemented at higher education institutions and privacy principles are considered.
Abstract: The purpose of this study was to examine student perceptions of privacy principles related to learning analytics. Privacy issues for learning analytics include how personal data are collected and stored as well as how they are analyzed and presented to different stakeholders. A total of 330 university students participated in an exploratory study confronting them with learning analytics systems and associated issues of control over data and sharing of information. Findings indicate that students expect learning analytics systems to include elaborate adaptive and personalized dashboards. Further, students are rather conservative in sharing data for learning analytics systems. On the basis of the relationship between the acceptance and use of learning analytics systems and privacy principles, we conclude that all stakeholders need to be equally involved when learning analytics systems are implemented at higher education institutions. Further empirical research is needed to elucidate the conditions under which students are willing to share relevant data for learning analytics systems.

134 citations


Journal ArticleDOI
TL;DR: In this article, the authors compared undergraduate students' emotions and learning outcomes during a guided historical tour using mobile AR applications, and found that learners were able to effectively and enjoyably learn about historical differences between past and present historical locations by contextualizing their visual representations, and that two mobile AR apps were effective both in and outside of the laboratory.
Abstract: Research on the effectiveness of augmented reality (AR) on learning exists, but there is a paucity of empirical work that explores the role that positive emotions play in supporting learning in such settings. To address this gap, this study compared undergraduate students’ emotions and learning outcomes during a guided historical tour using mobile AR applications. Data was collected in a laboratory (Study 1; N = 13) and outdoors (Study 2; N = 18) from thirty-one undergraduate students at a large North American university. Our findings demonstrated that learners were able to effectively and enjoyably learn about historical differences between past and present historical locations by contextualizing their visual representations, and that the two mobile AR apps were effective both in and outside of the laboratory. Learners were virtually situated in the historical location in Study 1 and physically visited the location in Study 2. In comparing results between studies, findings revealed that learners were able to identify more differences outdoors and required less scaffolding to identify differences. Learners reported high levels of enjoyment throughout both studies, but more enjoyment and less boredom in the outdoor study. Eye tracking results from Study 1 indicated that learners frequently compared historical information by switching their gaze between mobile devices and a Smart Board, which virtually situated them at the historical location. Results enhance our understanding of AR applications’ effectiveness in different contexts (virtual and location-based). Design recommendations for mobile AR apps are discussed.

117 citations


Journal ArticleDOI
TL;DR: In this paper, the authors investigated factors that predict preservice teachers' intentions and actual uses of Web 2.0 tools in their classrooms and found that perceived usefulness, selfefficacy, and student expectations were the strongest predictors of preservices teachers' intention and actual use of Web2.0 in the classroom.
Abstract: The purpose of the study was to investigate factors that predict preservice teachers’ intentions and actual uses of Web 2.0 tools in their classrooms. A two-phase, mixed method, sequential explanatory design was used. The first phase explored factors, based on the decomposed theory of planned behavior, that predict preservice teachers’ intentions to integrate Web 2.0 tools in their future classrooms. The second, follow-up phase, explored preservice teachers’ transfer of intentions into actions during student teaching and the factors that influenced actual use of Web 2.0 tools in their classrooms. Results of the study showed that perceived usefulness, selfefficacy, and student expectations were the strongest predictors of preservice teachers’ intentions and actual use of Web 2.0 tools in the classroom. Additional findings revealed a significant positive relationship between preservice teachers’ intentions and subsequent behaviors. The results of the second phase of the study showed that although most preservice teachers were able to carry out their intentions, due to facilitative factors, a few were unable to use Web 2.0 tools due to limited access to technology resources and unsupportive mentor teachers. These findings provide evidence that when preservice teachers perceive the value of Web 2.0 tools to facilitate student learning, have support from their K-12 students and mentor teachers, and have high self-efficacy as well as easy access to Web 2.0 tools, they are able to translate their intentions into actions.

108 citations


Journal ArticleDOI
TL;DR: In this paper, the authors analyzed the relationships among factors predicting online university students' actual usage of a mobile learning management system (m-LMS) through a structural model, and found that perceived ease of use predicted perceived usefulness, but expectation-confirmation was not related to perceived usefulness.
Abstract: This study analyzed the relationships among factors predicting online university students’ actual usage of a mobile learning management system (m-LMS) through a structural model. Data from 222 students in a Korean online university were collected to investigate integrated relationships among their perceived ease of use, perceived usefulness, expectation-confirmation, satisfaction, continuance intention and actual usage of m-LMS. Results showed that perceived ease of use predicted perceived usefulness, but expectation-confirmation was not related to perceived usefulness. Perceived usefulness and expectation-confirmation predicted satisfaction. Perceived usefulness and satisfaction predicted continuance intention, but perceived ease of use was not related to continuance intention. Continuance intention predicted actual usage of m-LMS.

97 citations


Journal ArticleDOI
TL;DR: A Science Spots AR platform on which context-aware storytelling science learning games can be created and a mixed-method formative evaluation of Leometry game, which contains geometry problems based on the Van Hiele model.
Abstract: Lack of motivation and of real-world relevance have been identified as reasons for low interest in science among children. Game-based learning and storytelling are prominent methods for generating intrinsic motivation in learning. Real-world relevance requires connecting abstract scientific concepts with the real world. This can be done by situating learning processes in real-world contexts, and by bridging the virtual content and the real world with augmented reality (AR). We combined these ideas into a Science Spots AR platform on which context-aware storytelling science learning games can be created. As proof-of-concept we developed and evaluated Leometry game, which contains geometry problems based on the Van Hiele model. This paper’s contributions are as follows: (1) concept and architecture of Science Spots AR, (2) design and implementation of the Leometry game prototype, and (3) mixed-method formative evaluation of Leometry with 61 Korean 5th grade elementary school children. Data retrieved by questionnaires and interviews revealed that the students appreciated Leometry despite its minor shortcomings, that the platform’s concept is feasible, and that there is potential for building science learning games. These results are useful to educators, computer scientists, and game designers who are interested in combining context-aware learning, AR, and games.

88 citations


Journal ArticleDOI
TL;DR: In this article, a systematic appraisal of the policy frameworks and processes of ethical review at three research institutions (namely, the University of South Africa, the Open University in the United Kingdom and Indiana University in United States) provides an opportunity to compare practices, values, and priorities.
Abstract: The growth of learning analytics as a means to improve student learning outcomes means that student data is being collected, analyzed, and applied in previously unforeseen ways. As the use of this data continues to shape academic and support interventions, there is increasing need for ethical reflection on operational approvals for learning analytics research. Though there are clear processes for vetting studies resulting in publication of student-gathered data, there is little comparable oversight of internally generated student-focused research. Increasingly, ethical concerns about the collection and harvesting of student data have been raised, but there is no clear indication how to address or oversee these ethical concerns. In addition, staff members who are not typical researchers may be less familiar with approvals processes and the need to demonstrate potential for harm, etc. If current trends point to a range of individuals harvesting and analyzing student data (mostly without students’ informed consent or knowledge), how can the real danger of unethical behavior be curbed to mitigate the risk of unintended consequences? A systematic appraisal of the policy frameworks and processes of ethical review at three research institutions (namely, the University of South Africa, the Open University in the United Kingdom, and Indiana University in the United States) provides an opportunity to compare practices, values, and priorities. From this cross-institutional review, a working typology of ethical approaches is suggested within the scope of determining the moral intersection of internal student data usage and application.

84 citations


Journal ArticleDOI
TL;DR: In this article, an exploratory case study describes the design and facilitation of a massive open online course (MOOC) for attitudinal change regarding human trafficking, examining the course from the learners', instructor's, and instructional designer's perspectives.
Abstract: This exploratory case study describes the design and facilitation of a massive open online course (MOOC) for attitudinal change regarding human trafficking. It examines the course from the learners’, instructor’s, and instructional designer’s perspectives. Two interviews with the instructor and instructional designer were conducted, and data from a sample of learners via an end-of-course survey (n = 54) and follow-up questionnaire (n = 319) were gathered. Learners’ discussion posts and sample assignments were also reviewed. Findings show that the instructor and instructional designer perceived the design and facilitation of the MOOC as highly complex and challenging. Learner feedback was contradictory, possibly due to different expectations and needs within the MOOC. Six instructional design considerations for MOOCs in general and for attitudinal change are discussed, including: (a) MOOCs as a unique platform for attitudinal change, (b) the support needed from platform providers and universities, (c) personal and flexible learning paths, (d) instructional activities for attitudinal dissonance, (e) creating a collaborative community, and (f) MOOC instructor preparation.

Journal ArticleDOI
TL;DR: In this paper, the authors investigate teachers' acceptance of technology and the influencing factors behind their acceptance, finding that despite the perceived ease of use and perceived usefulness of the technology, a pragmatic consideration of facilitating conditions is a strong dominating factor.
Abstract: The use of educational technology by Hong Kong primary school teachers has been realized by the government’s long-term support to the technology infrastructure, professional training, technical support, and development of teaching resources in local primary schools. However, the high adoption rate may not reflect the willingness of teachers to accept technology for educational purposes. Presently, there is no existing research investigating in-service primary teachers’ technology acceptance in Hong Kong. The aim of this study is to investigate teachers’ acceptance of technology and the influencing factors behind their acceptance. This study takes a quantitative approach to investigate 185 primary teachers in Hong Kong using Structural Equation Modeling on a customized Technology Acceptance Model. The results suggest that contrary to common belief, perceived ease of use and perceived usefulness of the technology have little influence on behavioral intention of use in our research context. Rather, a pragmatic consideration of facilitating conditions is found to be a strong dominating factor. A context-specific interpretation of the results is provided. Implications on school policy are also discussed to provide insights for the development of educational technology.

Journal ArticleDOI
TL;DR: In this paper, the authors investigated the effect of student background variables and course-related variables on interaction, satisfaction, and performance within an online course using the Blackboard platform using 167 minority students enrolled in six online undergraduate-level courses from a university in the southeastern United States.
Abstract: The study was an investigation of online adult learners’ perceptions of interaction, satisfaction, and performance within an online course using the Blackboard platform. Interaction included learners’ interaction with the instructor, content, and the classmates. The effect of student background variables and course-related variables on interaction was explored. Participants were 167 minority students enrolled in six online undergraduate-level courses from a university in the southeastern United States. The majority of the students were African-American working adults. Results indicated that learner–content interaction and learner–instructor interaction were significant predictors for student satisfaction in online settings in which group activities were not provided. Internet self-efficacy was positively associated with three types of interaction. Student satisfaction was positively related to student performance. Learner–instructor interaction was influenced the most by student background variables (gender, age, hours spent online), and learner–learner interaction by course-related variables (course length, course type, and the number of discussion forums). While it had the strongest influence on student satisfaction, learner–content interaction was not affected by student- or course-related variables.

Journal ArticleDOI
TL;DR: Results showed that the constructs in the extended TPB were significant in explaining teachers’ intention to use technology in their work, and attitude towards computer use had the largest positive influence on technology usage intention.
Abstract: This study tests the validity of an extended theory of planned behaviour (TPB) to explain teachers’ intention to use technology for teaching and learning. Five hundred and ninety two participants completed a survey questionnaire measuring their responses to eight constructs which form an extended TPB. Using structural equation modelling, the results showed that the constructs in the extended TPB were significant in explaining teachers’ intention to use technology in their work. Among the constructs in the research model, attitude towards computer use had the largest positive influence on technology usage intention, followed by perceived behavioral control. However, subjective norm had a negative impact on intention. The inclusion of the antecedent variables had also strengthened the ability of the extended TPB model to explain intention. This study contributes to the growing discussions in applying psychological theories to explain behavioral intention in educational contexts.

Journal ArticleDOI
TL;DR: Examination of the effectiveness of systematically designed subject matter instruction in stimulating the development of domain-specific and domain-general CT skills and the relationship between the two was examined, showed that better performance on a domain- specific CT test explained a significant proportion of the variance on a Domain-General CT test.
Abstract: Identifying effective instructional approaches that stimulate students’ critical thinking (CT) has been the focus of a large body of empirical research. However, there is little agreement on the instructional principles and procedures that are theoretically sound and empirically valid to developing both domain-specific and domain-general CT skills. The purpose of this study was to examine the effectiveness of systematically designed subject matter instruction in stimulating the development of domain-specific and domain-general CT skills, and to investigate the relationship between the two. The study employed a pretest–posttest quasi-experimental design with two conditions: 45 students participated in an experimental condition and 44 students in a control condition. A learning environment, in the context of a freshman physics course, was designed according to the First Principles of Instruction model. The experimental condition followed the designed learning environment, while the control condition followed regular subject matter instruction that was not designed according to the First Principles of Instruction model. The experimental condition scored significantly higher than the control condition on a domain-specific CT test. The results also showed that better performance on a domain-specific CT test explained a significant proportion of the variance on a domain-general CT test. However, the experimental learning environment did not result in a significantly greater pretest–posttest improvement in the acquisition of domain-general CT skills compared to the control learning environment. Instructional design principles that may contribute to the present understanding of the integration of CT skills within the regular subject matter instruction are discussed.

Journal ArticleDOI
TL;DR: In this article, the authors apply this argument to the use of learning analytics to risk-screen students in higher education and conclude that judgment based on group risk statistics does involve a distinctive failure in terms of assessing persons as individuals.
Abstract: There are good reasons for higher education institutions to use learning analytics to risk-screen students. Institutions can use learning analytics to better predict which students are at greater risk of dropping out or failing, and use the statistics to treat ‘risky’ students differently. This paper analyses this practice using normative theories of discrimination. The analysis suggests the principal ethical concern with the differing treatment is the failure to recognize students as individuals, which may impact on students as agents. This concern is cross-examined drawing on a philosophical argument that suggests there is little or no distinctive difference between assessing individuals on group risk statistics and using more ‘individualized’ evidence. This paper applies this argument to the use of learning analytics to risk-screen students in higher education. The paper offers reasons to conclude that judgment based on group risk statistics does involve a distinctive failure in terms of assessing persons as individuals. However, instructional design offers ways to mitigate this ethical concern with respect to learning analytics. These include designing features into courses that promote greater use of effort-based factors and dynamic rather than static risk factors, and greater use of sets of statistics specific to individuals.

Journal ArticleDOI
TL;DR: In this article, the authors present a case study of the ethical implications of a learning analytics implementation at CQUniversity, a regional Australian university, which was an institutional assumption that student data, consensually gathered at enrollment, could be analyzed beyond the scope of the original consent.
Abstract: Learning analytics is an emerging field in which sophisticated analytic tools are used to inform and improve learning and teaching. Researchers within a regional university in Australia identified an association between interaction and student success in online courses and subsequently developed a learning analytics system aimed at informing learning and teaching practices. Contemporary literature draws attention to ethical considerations and moral tensions in the implementation of learning analytics. This paper presents a case study of the ethical implications of a learning analytics implementation at CQUniversity, a regional Australian university. There was an institutional assumption that student data, consensually gathered at enrollment could be analyzed beyond the scope of the original consent. Further, academics were using the data in a manner not intended by the designers of the learning analytic system, and academics interpreted the student’s individualized data to label students based on their estimate of success. The learning analytics system is still being used and the ethical findings from this paper have implications for CQUniversity, academics and students. In order to resolve the ethical dilemmas the university could increase transparency of the process to students and obtain consent at multiple levels throughout the student journey.

Journal ArticleDOI
TL;DR: In this paper, the authors used virtual ethnographic methods to investigate the adult learner experience in a MOOC learning culture, and they observed and interviewed twelve adult learners from countries around the world to gain a richer understanding of their online experiences and interactions within aMOOC focused on the social justice topic of human trafficking.
Abstract: Massive open online courses (MOOCs) are often examined and evaluated in terms of institutional cost, instructor prestige, number of students enrolled, and completion rates. MOOCs, which are connecting thousands of adult learners from diverse backgrounds, have yet to be viewed from a learning culture perspective. This research used virtual ethnographic methods to investigate the adult learner experience in a MOOC learning culture. Specifically, authors observed and interviewed twelve adult learners from countries around the world to gain a richer understanding of their online experiences and interactions within a MOOC focused on the social justice topic of human trafficking. Results showed that while a MOOC learning culture has some similarities to traditional distance education environments, it is indeed complex due to the large global scale. Based on the six themes that emerged from the data, the authors present the concept of MOOCocracy—a social learning democracy, as a description of the MOOC learning culture. Implications for MOOC instructional design are also discussed.

Journal ArticleDOI
TL;DR: Higher education institutions have always used a variety of data about students, such as socio-demographic information, grades on higher education entrance qualifications, or pass and fail rates, to inform their academic decision-making as well as for resource allocation.
Abstract: Higher education institutions have always used a variety of data about students, such as socio-demographic information, grades on higher education entrance qualifications, or pass and fail rates, to inform their academic decision-making as well as for resource allocation. Such data can help to successfully predict dropout rates of first-year students and to enable the implementation of strategies for supporting learning and instruction as well as retaining students (Mah 2016; Tinto 2005). Advanced digital technologies enable higher education institutions to collect massive administrative, systems, academic, and student learning data. This vast amount of educational information requires well-established data management, analysis, and interpretation (Berland et al. 2014). Further, learning analytics systems enable higher education institutions to collect real-time data from all student activity, offering huge potential for personalized and adaptive learning experiences and support (Ifenthaler & Widanapathirana 2014). However, more educational data does not always make better educational data. Learning analytics has its obvious limitations and data collected from various educational sources can have multiple meanings. Therefore, serious concerns and challenges are associated with the application of learning analytics (Pardo & Siemens 2014).

Journal ArticleDOI
TL;DR: In this article, an ethical decision-making framework was proposed to encourage institutional leaders and those involved in implementing learning analytics to consistently apply and document ethical decision making processes as part of an overall approach to developing well-aligned and transparent institutional policies and broader ethical literacy.
Abstract: As learning analytics activity has increased, a variety of ethical implications and considerations have emerged, though a significant research gap remains in explicitly investigating the views of key stakeholders, such as academic staff. This paper draws on ethics-related findings from an Australian study featuring two surveys, one of institutional leaders (n = 22) and one of academic staff (n = 353), as well as a set of follow-up interviews (n = 23) with academic level staff. A self-selecting sample of participants was asked about the ethical issues they see as important in learning analytics and about the types of ethical principles or considerations they thought should guide learning analytics use. Data showed participants’ views did tend to align with established ethical principles, though the language used to express this varied widely. Building on, and in response to, both the data and the literature review the paper proposes an ethical decision making framework that encourages institutional leaders and those involved in implementing learning analytics to consistently apply and document ethical decision making processes as part of an overall approach to developing well-aligned and transparent institutional policies and broader ethical literacy.

Journal ArticleDOI
TL;DR: In this paper, the authors argue for a heightened view of designer responsibility and design process in an ethical framing, drawing on methods and theoretical frameworks of ethical responsibility from the broader design community, and demonstrate the frequency of ethical concerns that emerge in a content analysis of design cases that document authentic instructional design practice.
Abstract: The exponential growth in technological capability has resulted in increased interest on the short- and long-term effects of designed artifacts, leading to a focus in many design fields on the ethics and values that are inscribed in the designs we create. While ethical awareness is a key concern in many engineering, technology, and design disciplines—even an accreditation requirement in many fields—instructional design and technology (IDT) has not historically focused their view of practice on ethics, instead relying on a more scientistic view of practice which artificially limits the designer’s interaction with the surrounding society through the artifacts and experiences they design. In this paper, we argue for a heightened view of designer responsibility and design process in an ethical framing, drawing on methods and theoretical frameworks of ethical responsibility from the broader design community. We then demonstrate the frequency of ethical concerns that emerge in a content analysis of design cases that document authentic instructional design practice. We conclude with two paths forward to improve instructional design education and research regarding the nature of practice, advocating for increased documentation of design precedent to generatively complicate our notions of the design process, and for the creation and use of critical designs to foreground ethical and value-related concerns in IDT research and practice.

Journal ArticleDOI
TL;DR: In this paper, a mobile learning environmental preference survey (MLEPS) consisting of eight factors, e.g., ease of use, continuity, relevance, relevance and relevance, was developed to investigate the differences between students' and teachers' preferences regarding mobile learning.
Abstract: Mobile technology has been increasingly applied to educational settings in the past decade. Although researchers have attempted to investigate both students’ and teachers’ preferences regarding mobile learning, few studies have investigated the differences between the two, an understanding of which is important for developing effective mobile learning environments. To address this issue, a mobile learning environmental preference survey (MLEPS) consisting of eight factors, “ease of use,” “continuity,” “relevance,” “adaptive content,” “multiple sources,” “timely guidance,” “student negotiation” and “inquiry learning,” was developed in this study. A total of 1239 students (609 males and 630 females) and 429 teachers (208 males and 221 females) who employed mobile technology to learn and teach in schools completed the questionnaire. From the structural equation models, it was found that the major difference between the preferences of teachers and students in learning with mobile technologies was that the teachers tended to focus more on the technical issues, while the students cared more about the richness and usefulness of the learning content. In addition, both the students and teachers considered that the “anytime” and “anywhere” support provided via the mobile technology played an important role during the learning activities, engaging them in searching for information, collecting data, interpreting data and summarizing findings. It is therefore suggested that learning environments which conform to both students’ and teachers’ preferences be developed in the future.

Journal ArticleDOI
TL;DR: In this paper, the authors used educational data mining techniques and survival analysis to examine time to adoption of highlights, notes, annotations, bookmarks, and questions in an interactive e-textbook reader.
Abstract: Researchers have more often examined whether students prefer using an e-textbook over a paper textbook or whether e-textbooks provide a better resource for learning than paper textbooks, but students’ adoption of mark-up tools has remained relatively unexamined. Drawing on the concept of Innovation Diffusion Theory, we used educational data mining techniques and survival analysis to examine time to adoption of highlights, notes, annotations, bookmarks, and questions in an interactive e-textbook reader. We found that the only tool that more than half of the participants used was highlighting. Students who purchased a printed copy of the textbook had longer average times to using notes and annotations. Because most of the more interactive tools were used by a relatively small number of students, regression modeling of the factors associated with tool usage was difficult. However, there was evidence that the likelihood of using the tools decreased as the semester progressed, and that students’ self-reported reading behaviors and grade point average were predictive of the time to using the mark-up tools. An interaction between bookmark usage and amount of reading was positively associated with course grades, suggesting that a strategy of bookmarking with frequent reading could assist students to learn content successfully. The implications of this research are that (1) instructors may need to more directly scaffold the adoption of interactive e-textbook tools that are touted as boosts to student learning and (2) promoting adoption early, shortly after students begin reading the e-textbook, is critical for students to acclimate to using the tool.

Journal ArticleDOI
TL;DR: Nearly all students were observed encountering one or more barriers to accessibility while completing the online units, though the automated tools did not predict these barriers and instead predicted potential barriers that were not relevant to the study participants.
Abstract: The use of learning technologies is becoming ubiquitous in higher education. As a result, there is a pressing need to develop methods to evaluate their accessibility to ensure that students do not encounter barriers to accessibility while engaging in e-learning. In this study, sample online units were evaluated for accessibility by automated tools and by student participants (in sessions moderated and unmoderated by researchers), and the data from these different methods of e-learning accessibility evaluation were compared. Nearly all students were observed encountering one or more barriers to accessibility while completing the online units, though the automated tools did not predict these barriers and instead predicted potential barriers that were not relevant to the study participants. These data underscore the need to carry out student-centered accessibility evaluation in addition to relying on automated tools and accessibility guideline conformance as measures of accessibility. Students preferred to participate in unmoderated sessions, and the data from the unmoderated sessions were comparable to that from the more traditional moderated sessions. Additional work is needed to further explore methods of student-centered evaluation, including different variations of unmoderated sessions.

Journal ArticleDOI
TL;DR: The data suggest that lecture capture, even for the students who attend class and use them heavily, do not increase learning gains.
Abstract: Video “podcast” recordings of lectures are popular with students, but are often associated with a decrease in attendance and little increase in performance. Assessment has generally focused on the class as a whole, potentially masking benefits to different subgroups. In this study, conducted in 2 sections of a large active-learning undergraduate introductory biology class with daily podcasts, average attendance remained high (89.5 %). More than 50 % of the students used podcasts but less than 3 % of the variance in actual minus predicted exam performance was correlated with the number of podcasts viewed. Podcast use also varied significantly with gender and ethnicity but even within high use subgroups (females and Asians) less than 6 % of the variance in exam performance was correlated with the number of podcasts viewed. These data suggest that lecture capture, even for the students who attend class and use them heavily, do not increase learning gains. Alternative uses for video are discussed.

Journal ArticleDOI
TL;DR: Information visualization techniques are used to design a graphical discussion forum interface, Starburst, which presents discussion posts as a dynamic hyperbolic tree: higher-level posts initially appear as larger and more central nodes, with each level of replies appearing smaller and more towards the periphery.
Abstract: Online discussions offer exciting potential for educational dialogue, but too often result in disjointed conversations with low levels of interactivity. One contributing cause is the traditional text-based interface, which presents posts in a long list, leaving students overwhelmed and without useful navigational cues. To address this problem, we used information visualization techniques to design a graphical discussion forum interface. Starburst presents discussion posts as a dynamic hyperbolic tree: higher-level posts initially appear as larger and more central nodes, with each level of replies appearing smaller and more towards the periphery. To evaluate the new interface, students’ discussion participation using Starburst was compared to their activity interacting with the same discussion content in a traditional text-based linear forum. Results showed that students were more purposeful in selecting which discussion threads to read when using Starburst and read new posts in a more connected fashion. Implications for the future design, use, and research of online discussions are considered.

Journal ArticleDOI
TL;DR: The findings demonstrated that the pre-service teachers were most confident when incorporating multicultural information, resources, and materials in creating WebQuests, while the WebQuest tasks designed by them were rarely for higher order thinking skills because of stereotyping of children of immigrants.
Abstract: This paper explores the roles played by cloud computing technologies and social media in facilitating a learning community for online group collaborative learning, and particularly explores opportunities and challenges in leveraging culturally responsive teaching (CRT) awareness in educational technology. It describes implementation of a three-stage 18-week program of online group collaborative learning intervention involving 31 pre-service teacher participants from three different courses at a teacher education center. Data were collected from various sources, including individual interviews, project artifacts, and group interviews, and responses were obtained to questions related to CRT pedagogy and WebQuest. Careful analysis of the data revealed multiple roles of cloud computing and use of social media technologies for informal learning. Participants’ Facebook usage also demonstrated the critical role of social presence in forming learning communities. The findings also demonstrated that the pre-service teachers were most confident when incorporating multicultural information, resources, and materials in creating WebQuests. Meanwhile, the WebQuest tasks designed by them were rarely for higher order thinking skills because of stereotyping of children of immigrants. Discussion and implications of the study are also described.

Journal ArticleDOI
TL;DR: Results suggested that students in the software group significantly outperformed those in the paper and pencil group on overall CCTST and the sub-skills of inference and inductive reasoning.
Abstract: Developing higher-order critical thinking skills as one of the central objectives of education has been recently facilitated via software packages. Whereas one such technology as computer-aided argument mapping is reported to enhance levels of critical thinking (van Gelder 2001), its application as a pedagogical tool in English as a Foreign Language (EFL) settings has been rarely explored. In addition, the literature fails to acknowledge whether having the basic skill of representing an argument diagrammatically even with paper and pencil can lead to similar results. That being the case, this study was conducted with the aim of comparing the impact of teaching argument mapping via Ra- tionale TM software versus paper and pencil on Iranian EFL majors' critical thinking skills development. To this end, 180 EFL participants were screened into low and high levels of reading proficiency based on their scores on a sample reading proficiency test. Next, they were randomly assigned to two experimental and one comparison groups. During 12 sessions, the experimental groups were provided with argument mapping instructions while the comparison group received a conventional reading instruction. All participants were pre- and post-tested with the California critical thinking skills test (CCTST). Results suggested that students in the software group significantly outperformed those in the paper and pencil group on overall CCTST and the sub-skills of inference and inductive rea- soning. They also scored significantly higher on all tests compared to the comparison group. However, participants' level of proficiency as well as sex did not show any sig- nificant effect on their performance on overall CCTST and its sub-skills.

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TL;DR: In this paper, a pre-course online survey to volunteers registered in the “Creativity, Innovation, and Change” MOOC offered by Penn State University via Coursera and assigned volunteers to groups based on their preferences.
Abstract: Approximately 10 % of learners complete Massive Open Online Courses (MOOCs); the absence of peer and professor support contributes to retention issues. MOOC leaders often form groups to supplement in-course forums and Q&A sessions, and students participating in groups find them valuable. Instructors want to assist in the formation of groups, creating multi-national collaborations, an asset possible in MOOCs that is generally sacrificed when students form their own groups. Little is known about how people from various cultures prefer to communicate with each other, or about the value of groups formed by MOOC leaders. To understand MOOC leaners’ grouping preferences, we administered a pre-course online survey to volunteers registered in the “Creativity, Innovation, and Change” MOOC offered by Penn State University via Coursera and assigned volunteers to groups based on their preferences. We also examined whether assigning learners to groups based on their preferences enhanced their performance or completion of the course. This paper reports MOOC learners’ preferences for different modes of online communication with group members (asynchronous text posts, synchronous text chats, or synchronous video and audio). Statistically significant relationships were found between learners’ preferred communication modes and their level of English proficiency, gender, level of education, and age. Although placing learners in groups based on their preferences and introducing them to each other did not improve course performance or completion, our findings on preferred communication modes, combined with more formal instruction of how to function as group members may prove to enhance learning and engagement in MOOCs.

Journal ArticleDOI
TL;DR: Insight is provided into how students engage with the different features of a video annotation tool when there are graded or non-graded annotations and that having experience with one course where there are external factors influencing students’ use of the tool is not sufficient to sustain their learning behaviour in subsequent courses where the external factor is removed.
Abstract: This study explores the types of learning profiles that evolve from student use of video annotation software for reflective learning. The data traces from student use of the software were analysed across four undergraduate courses with differing instructional conditions. That is, the use of graded or non-graded self-reflective annotations. Using hierarchical cluster analysis, four profiles of students emerged: minimalists, task-oriented, disenchanted, and intensive users. Students enrolled in one of the courses where grading of the video annotation software was present, were exposed to either another graded course (annotations graded) or non-graded course (annotations not graded) in their following semester of study. Further analysis revealed that in the presence of external factors (i.e., grading), more students fell within the task-oriented and intensive clusters. However, when the external factor is removed, most students exhibited the disenchanted and minimalist learning behaviors. The findings provide insight into how students engage with the different features of a video annotation tool when there are graded or non-graded annotations and, most importantly, that having experience with one course where there are external factors influencing students’ use of the tool is not sufficient to sustain their learning behaviour in subsequent courses where the external factor is removed.