Showing papers in "Electronic Journal of e-Learning in 2020"
TL;DR: This paper argues that the definition of blended learning should be built around learning theory and should refer to a blend ofirect instruction and learning-by-doing.
Abstract: Most current definitions of blended learning refer to a blend of online and face‑to‑face instruction. It seems that few authors notice the irony that the definition of blended learning does not include the concept of learning at all. The problem with these definitions is that they are devoid of theory and thus lead to trial‑and‑error research. This paper argues that the definition of blended learning should be built around learning theory and should refer to a blend of direct instruction and learning‑by‑doing. The paper reports on research conducted to validate a model that puts behavioural and constructivist learning at right angles and considers if the two can occur simultaneously. The model is then placed in the context of a framework of knowledge management and from there a definition is derived that includes context, theory, methodology and technology.
59 citations
TL;DR: In this article, the authors present a literature review of the challenges faced in the implementation and provision of e-learning in universities in Kenya and identify and analyze the literature of the e-Learning challenges.
Abstract: Some institutions of higher education in Kenya have adopted e‑Learning with the aim of coping with the increased demand for university education and to widen access to university training and education. Though there are advantages that accrue from adopting e‑Learning; its implementation and provision has not been smooth sailing. It has had to contend with certain national, organisational, technical and social challenges that undermine its successful implementation. This paper therefore aims to present a literature review of the challenges faced in the implementation and provision of e‑Learning in universities in Kenya. The scoping review method was used to identify and analyze the literature of the e‑Learning challenges. Some of the challenges revealed include: lack of adequate e‑Learning policies, inadequate Information and Communication Technology (ICT) infrastructure, the ever evolving technologies, lack of technical and pedagogical competencies and training for e‑tutors and e‑learners, lack of an e‑Learning theory to underpin the e‑Learning practice, budgetary constraints and sustainability issues, negative perceptions towards e‑Learning, quality issues, domination of e‑Learning aims by technology and market forces and lack of collaboration among the e‑Learning participants. These challenges need to be addressed to minimise their impact on implementation and delivery of e‑Learning initiatives in institutions of higher education in Kenya. This analysis of the e‑Learning challenges forms the basis for the ongoing research that seeks to explore and establish possible strategies to address some of these challenges.
41 citations
TL;DR: Practical information regarding the main issues and a guideline to fully utilise e‑learning for policy makers and e-learning developers, particularly in newly established institutions or developing countries are offered.
Abstract: Electronic learning (e‑learning) plays a significant role in improving the efficiency of the education process. However, in many cases in developing countries, technology transfer without consideration of technology acceptance factors has limited the impact of e‑learning and the expected outcome of the education process. Therefore, this shift in learning method has been met with low enthusiasm from academic staff and students owing to its low perceived usefulness and perceived ease‑of‑use. The University of Kufa (UoK) in Iraq is considered a good case study because it has implemented the e‑learning platform since 2013. The UoK platform is based on open‑source Moodle owing to the latter’s advantages, such as low implementation cost, open community for support and continuous update and development. To identify and evaluate the challenges, this study uses a questionnaire survey that targets the level of adoption, implementation, familiarity and technology acceptance of staff and students. A total of 242 educators participate in the survey, and the data are subsequently analysed. Important information is extracted using data mining techniques, namely clustering and decision trees. One of the main crucial factors extracted from the analysis results is the perception that social media is easier to use compared with a dedicated e‑learning platform such as Moodle. This factor may also discourage educators/learners from adopting an offered e‑learning platform, regardless of actual usefulness, motivation and training programs. Therefore, this paper offers practical information regarding the main issues and a guideline to fully utilise e‑learning for policy makers and e‑learning developers, particularly in newly established institutions or developing countries.
35 citations
TL;DR: In this paper, the authors identify the teaching and instructional design approaches adopted by lecturers within blended learning environments, and analyse their effects on students' self-directed learning, finding that lecturers who adopt student-centred teaching approaches are not necessarily designing their blended learning courses as a student-centered learning environment.
Abstract: Thanks to the combination of face‑to‑face and online learning which involve the use of Information and Communication Technology (ICT), blended learning has become a popular approach to support learning in higher education. The main purpose of this study is to identify the teaching and instructional design approaches adopted by lecturers within blended learning environments, and to analyse their effects on students’ self‑directed learning. The sample involves 18 lecturers and their undergraduate students (n= 294) undertaking a blended course in one French university. This research utilised a mixed method approach for data collection, including questionnaires and observations. Firstly, lecturers were invited to declare their teaching approaches and the configuration of their blended learning environments by completing two online questionnaires. Secondly, both face‑to‑face and online observations were conducted with the lecturers to identify the specificity of their instructional design activities. A pre‑post questionnaire was also used to measure students’ self‑directed learning level. Data collection took place over a period of 6 months during the academic year 2017‑2018. The results show that lecturers who adopt student‑centred teaching approaches are not necessarily designing their blended learning courses as a student‑centred learning environment. Also, the results reveal that students' self‑directed learning is significantly developed only in three out of seven student‑centred blended learning courses. Additionally, the results show that lecturers of the students who improved their self‑directed level provided online peer review and online forum discussion activities. The findings indicate that further research is needed both to validate the direct relationship between these kinds of pedagogical activities and the self‑directed learning, and to determine how blended learning environments can better support collaboration and interaction.
23 citations
TL;DR: In this paper, the authors examined the impact of student engagement on group satisfaction and found that computer self-efficacy leads to student engagement and, further, student engagement influences group satisfaction.
Abstract: As countless regional, national, and international accrediting bodies continue to employ student engagement measures as mechanisms for quality assurance, universities become more intent on achieving this important gauge of student success. Specifically, the growth in enrollment in distance learning programs adds a unique level of complexity leading researchers to search for ways to increase engagement in the online course environment. Organizations continue to value teamwork and many instructors have incorporated group work into their online courses to teach students this important skill. The present study examines the impact of student engagement on group satisfaction. Furthermore, this research places student engagement at the center of a structural equation model to determine both predictors and outcomes of this important element of student learning. Specifically, this analysis examines whether students’ perceptions of computer self‑efficacy impact student engagement and group satisfaction in online business courses. Our findings indicate that computer self‑efficacy leads to student engagement and, further, that student engagement influences group satisfaction. Importantly, the relationship between student engagement and group satisfaction is mediated by group expectations. Discussions of findings can be utilized to understand the factors that lead to student engagement and its outcomes in online courses.
21 citations
TL;DR: In this paper, the authors investigate why and when open online learning is relevant for digital and network society and how Open Online Learning supports curriculum change in higher education to meet the learning needs of digital and online society members.
Abstract: Digital and network society learning happens in new, timeless and borderless spaces. Such society members are always connected and online, sharing and co‑creating knowledge, and their learning needs serve as the biggest driving forces for higher education curriculum change. Open online learning methodology seems to be the best‑suited way to implement this change, in order to meet the needs of digital and network society. This research aims to investigate why and when open online learning is relevant for digital and network society and how open online learning supports curriculum change in higher education to meet the learning needs of digital and network society members. Theoretical research findings are discussed to: a) define the characteristics of digital and networked society, b) identify emerging ways of learning of a digital and networked society, and explain why open online learning is best suited for their needs, c) discuss the gap between the new ways of learning and higher education curricula and how open online learning is relevant for its change. Empirical research is based on global experts’ semi‑structured interviews. The results of the research demonstrate that open online learning should serve as a solution for curriculum change in higher education to respond to digital and network society learning needs. Higher education curricula should change to ensure better flexibility, recognition of non‑formal learning in formal curricula, better collaboration and exchange of people with diverse cultural and social experiences. Assessment and recognition of prior learning in the formal curricula of universities could be one of realistic scenarios for faster adaptation and introduction of more diversified learning paths. The research findings support the need to change the pedagogical approach from teacher‑centred into a learner ‑ centred, small‑group orientated, multi‑dimensional model of teaching, which raise further challenges and research dilemmas for academic community, in order to integrate important elements of change into university practices.
18 citations
TL;DR: In this paper, the authors used a descriptive systematic literature review (SLR) approach using systematic content analysis techniques to compile and analyze publications related to nationwide MOOC initiatives in the Malaysian highereducation system.
Abstract: The purpose of this study is to analyze and synthesize the recent research related to nationwide MOOC initiativesin Malaysian higher education that have been published from 2014 to 2018 in order to gain an overview of the growth ofMOOC in Malaysia and to identify the issues facing implementation of nationwide MOOC initiatives in the Malaysian highereducation context. This study utilized a descriptive systematic literature review (SLR) approach using systematic contentanalysis techniques to compile and analyze publications related to nationwide MOOC initiatives in the Malaysian highereducation system. The 25 MOOC studies reviewed are categorized into three sections: Malaysia MOOC, followed by asummary of researches relevant to Malaysia MOOC and finally, issues of the nationwide MOOC implementation in Malaysia.Several recommendations are provided to expand MOOC’s nationwide initiative in Malaysian higher education systems. Thesignificance of the paper is twofold: (a) to inform researchers, designers, and teachers, about the state of the art ofnationwide MOOC initiative in Malaysia; (b) to provide suggestions for adapting the nationwide MOOC initiative in Malaysianhigher education system and other countries sharing similar interests in institutionalizing their MOOC.
16 citations
TL;DR: In this paper, the authors carried out a systematic literature review based on different cases to highlight some of the main advantages of the models of global education services based on sharing economy, as a result, they found out that the main components of the learning platform business model in sharing economy are related to the online cash concept, shared resources, shared knowledge access, networking collaboration, analysis based on big data, joint consumption, rather than ownership while the government loses monopolies of knowledge.
Abstract: Current economy is driven by innovation and knowledge. Sharing economy is a new perspective on economics that impulses a new economy based on trust. In this article, the key components of global education business, based on the analysis of different types of business cases such as edX, Coursera, Udacity, Udemy, and Codecademy are established.For this research we carried out a systematic literature review based on different cases to highlight some of the main advantages of the models of global education services based on sharing economy, as a result, we found out that the main components of the learning platform business model in sharing economy are related to the online cash concept, shared resources, shared knowledge access, networking collaboration, analysis based on big data, joint consumption, rather than ownership while the government loses monopolies of knowledge. Our claim is that global education will be supported by a collaborative consumption model based on the online cash concept, shared resources, and shared knowledge access.
13 citations
TL;DR: This study proposed the development and practical use of document‑based rich and interactive content in EPUB3 to provide an exciting instructional content model that was feasible and suitable to be implemented in a blended learning environment.
Abstract: Blended learning is a hybrid of traditional face‑to‑face and different types of online learning services. Blended learning offers synchronous and asynchronous learning experiences that combine the conveniences of online courses while maintaining in‑person contact. Blended learning addresses the needs of students who are unable to attend classes entirely, but who nonetheless demand opportunities for personal interaction. The appropriate instructional content design becomes one of the crucial components to support the success of blended learning activities. This study proposed the development and practical use of document‑based rich and interactive content in EPUB3 to provide an exciting instructional content model. EPUB3 is a digital publishing standard with prosperous features and flexible implementation that is widely accepted in academic and industry. The EPUB3 digital book content was integrated into a Moodle learning management system to support synchronous and asynchronous blended learning environments. A questionnaire was applied to find out the learners' responses and involved 155 undergraduate students at The State University of Malang, Indonesia. The questionnaire results showed the developed content model was feasible and suitable to be implemented in a blended learning environment. Students seem interested and enthusiastic about being involved in various learning activities that add new experiences.
12 citations
TL;DR: The iterative design process of the application, containing exploration of key concepts, concept design, prototype design, pre-usability testing, innovation design and usability test is described, as well as reflections on virtual experimental learning in the application.
Abstract: This paper presents the design process of a Danish educational virtual reality (VR) application for alcohol prevention. Denmark is one on the countries in Europe with the highest alcohol consumption among adolescents. Alcohol abuse is a risk factor for a variety of diseases and contributes as a significant factor to motor vehicle accidents. The application offers first-hand experiences with alcohol in a safe environment. This is done by simulating a party situation using 125 different 360-degree movie sequences and displaying it in a virtual reality headset. The users create their own experience through a choose your own adventure game experience. The experience is designed to acquire skills for recognizing and handling peer pressure, which has been found to be one of the main reasons for drinking initiation. These skills are acquired though experimental learning. The application is a product of a co-design process involving 10 students (aged 18-28) studying film making and game design at Askov Folk High School (a special kind of Danish boarding school without exams for young adults), Denmark, their teachers, alcohol experts from social services and researchers with expertise within health promotion, social marketing, VR, interaction design and game development. Additionally, 35 students from Askov Boarding School (aged 15-17) participated as actors and extras. This article contributes to research within development of 360-degree video applications for experimental learning with a practical example. The iterative design process of the application, containing exploration of key concepts, concept design, prototype design, pre-usability testing, innovation design and usability test is described, as well as our reflections on virtual experimental learning in the application.
11 citations
TL;DR: In this article, the authors evaluate whether there had been educational changes and if so, in which phases of implementation and institutionalization in three African higher education institutions in 2013-2015.
Abstract: The aim of this case study was to evaluate whether there had been educational changes and if so, in which phases of implementation and institutionalization in three African higher education institutions. The changes were evaluated from the point-of-view of trainees in the field of e-learning and library services during the project conducted in 2013-2015. Written texts and visual material were analysed using qualitative content analysis. The enthusiasm and mutual pedagogical understanding of the academic and support service staff were the key factors promoting the changes in the integration of e-learning and modern library services into everyday practices in these higher education institutions. The provision of suitable training and pedagogic skills to the academics and the support service staff made it possible dovetail these concepts to suit their home institution and provide them with a common language and value base that supported student learning.
TL;DR: In this article, a mixed-method approach was adopted to investigate students' perception of cognitive presence, its relationship with academic performance, and its manifestation in blended learning courses in selected Tanzanian universities.
Abstract: Cognitive presence sustains the learning community through intellectual discourse. Previous studies have explored cognitive presence using mainly quantitative measures in relation to students’ perceived learning. This study adopts a mixed‑method approach to investigate students’ perception of cognitive presence, its relationship with academic performance, and its manifestation in blended learning courses in selected Tanzanian universities. The study adds empirical evidence about the emerging blended learning courses. A total of 351 students were involved in the study. The findings show that students reported a high cognitive presence (mean = 3.9, SD = .51). Furthermore, cognitive presence predicted student performance. Qualitative data show that students explored information through interaction in group discussions and presentations, with the main push being questions from instructors (teaching presence). Students integrated and applied their knowledge by discussing among themselves, teaching others, and practicing what they had learned. Nevertheless, lack of prompts for feedback, time constraints and lack of confidence were linked with low levels of cognitive presence. The study concludes that students experience high cognitive presence, which predicts their academic performance. The findings imply that cognitive presence tends to influence student performance, regardless of the varying levels of its manifestation.
TL;DR: In this paper, a mixed methods study was devoted to identifying the perceptions of xMOOC participants regarding learner-learner interaction and feedback practices, and the authors concluded that more research is needed in order to understand the effect of some factors that may affect peer interaction and peer feedback in XMOOCs and propose better strategies to improve peer feedback effectiveness.
Abstract: Although xMOOCs have shown benefits due to their accessibility to expert knowledge, the quality of their pedagogical proposal remains contested. It has not yet been proven that online education’s learner‑learner interaction practices in xMOOCs generate an improvement in the quality of learning and academic achievement. Peer feedback is a practice that can enhance learning in an environment with diverse student profiles and limited instructor participation. The present mixed methods study was devoted to identifying the perceptions of xMOOC participants regarding learner‑learner interaction and feedback practices. In the Energy Saving course on MexicoX platform, 1,176 participants answered an initial survey, 486 participants answered a final survey and 14 participants were interviewed after completing the course. Results show that most of the participants are willing to interact with their peers and participate in peer feedback activities. Although, in practice its value for summative assessment is an important factor that may predict involvement. It is found that diversity of expertise level is not an obstacle for participants to interact. Rather, participants consider that they may benefit from diversity by assessing their peer assignments and learning different alternatives and strategies in which a problem can be solved. Further, it is identified that peer assessment activities are more adequate for providing feedback than discussion forums, since the first promotes an environment in which participants can observe the performance of their peers showed in a more complex assignment. The findings of this study allow us to analyse inherent and external factors that configure learner‑learner interaction and that affect peer feedback in xMOOCs. It is concluded that more research is needed in order to understand the effect of some factors that may affect peer interaction and peer feedback in xMOOCs and to propose better strategies to improve peer feedback effectiveness.
TL;DR: In this article, an in-depth content analysis of the information literacy environment in the South African education sector is presented. And the challenges associated with information literacy in South Africa are presented, and different opportunities in information literacy are also discussed.
Abstract: This study embarked on an in‑depth content analysis of the information literacy environment in the South African education sector. The review of literature encompasses a comprehensive critical analysis of available appropriate and contemporary literature, which further expounds the research problem. This research adopted the qualitative method of data collection; hence, policy documents, conference proceedings and journal articles about the subject matter were analytically evaluated to identify whether there is a research gap that may have remained unanswered in previous studies. The study emphasises various ICT tools and techniques that will promote e‑learning in South African educational sector; this was done in recognition of its essential role. South Africa struggles with challenges associated with the digital divide, a result of the inability of many to access ICT tools capable of enhancing their performance, particularly in a racially divided country such as South Africa, where a separate educational development policy was pursued during the apartheid era, in favour of the white minority. The trends in information literacy and essential issues regarding information literacy skills in South Africa are highlighted. The challenges associated with information literacy in South Africa are presented, and different opportunities in information literacy are also discussed. The paper concludes with the gaps and options in information literacy in South Africa. Finally, this paper offers a comprehensive review of the information literacy development in the South African education sector, which constitutes an essential perspective in the understanding of the global information literacy development
TL;DR: In this paper, a literature review revealed that there is potential in using Learning Analytics in the flipped classroom, especially as a means to predict students' learning outcome and to support adaptive learning and improvement on the curriculum.
Abstract: The Flipped Classroom (FC) is an instruction method, where the traditional lecture and homework sessions are inverted. Online material is given to students in order to gain necessary knowledge before class, while class time is devoted to application of this knowledge and reflection. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet, which has known a significant surge of popularity in the past decade. A marked recent trend in the FC is the increased use of Learning Analytics (LA) to support the development of the FC and students’ reflexive learning. The aim of this paper is to investigate the literature on applications of LA in FCs, and to determine the best practices and needs for technological development supporting LA in the FC by means of a scoping review. This literature review revealed that there is potential in using LA in the FC, especially as a means to predict students’ learning outcome and to support adaptive learning and improvement on the curriculum. However, further long‑term studies and development is necessary to encourage self‑directed learning in students and to develop the whole of the FC for a more diverse population of students. We anticipate an increased and expanded use of LA to come, with focus on predictive and prescriptive analytics providing more adaptive learning experience. We also anticipate that LA will expand beyond data mining to correlate student performance and online engagement with the aim to include a wider range of possibilities of interventions and adaptation of the learning experience.
TL;DR: In this paper, a case study measuring student perceptions of a pedagogical strategy called Digital Moments (DM) for developing creative interactive online learning communities is presented, where a specific teaching strategy for increasing social presence and student engagement through the use of creative and artistic expression in problem-based learning spaces.
Abstract: This paper is a mixed methods case study measuring student perceptions of a pedagogical strategy called “Digital Moments” (DM) for developing creative interactive online learning communities. The theoretical framework within which this resides is the Fully Online Learning Community (FOLC) model (vanOostveen et al, 2016), based on a foundation of problem‑based learning, cognitive and social presence, and learner‑centred pedagogies.The article reviews a specific teaching strategy for increasing social presence and student engagement through the use of creative and artistic expression in problem‑based learning spaces. Using “Digital Moments” as a way to build inclusion in two synchronous graduate online courses, the author describes how the teaching strategy increased student participation, developed student ownership of learning, and encouraged collaborative processes between participants. This teaching strategy makes a significant contribution to digital pedagogy. Although the growth of online learning is quite substantial, our ability to develop online communities that inspire critical and creative thinking has not kept pace. Traditional teacher‑centred learning environments do not meet the needs of students in today’s Fourth Industrial Revolution. As such, the FOLC model provides an online learning community model that removes traditional teacher‑learner roles, allows the instructor to act as a facilitator and challenges learners to co‑design and co‑create the learning process. Within this digital space, collaborative disruption is encouraged, and, in fact necessary for the types of critical and creative thinking to emerge that are central to the FOLC model. Digital Moments, is one example of a pedagogical strategy that enables learners to co‑create and own the digital learning space, within a fully online learning community.
TL;DR: This study bridges the gap by outlining terminology and scope with four conceptual levels and then systematically categorizing GBL elements by scope, definition, and usage, and developing a conceptual framework called LEAGUÊ that facilitates greater insight into the process of learning with educational games.
Abstract: Educational games are now seen as effective learning tools. However, there is a gap in the literature regarding the core dimensions of Game‑based learning (GBL) for comprehensive design, analysis, and evaluation due to inconsistent use of elements. The literature on GBL reports an extensive diversity of elements used for the design and evaluation of GBL without any categorization of micro and macro‑level elements. Hardly any studies systematically decompose these aspects to derivate factors/sub‑factors, obstructing identification of any clear pattern. The problem is not the scarcity of GBL research but inconsistency in terminology, scope, definition, and usage of elements leading to the absence of a holistic view of GBL for effective design and evaluation. This study bridges the gap by outlining terminology and scope with four conceptual levels and then systematically categorizing GBL elements by scope, definition, and usage. The methodology used is directed content analysis of GBL literature collected through a previous systematic literature review. Dimensionalization of GBL and further decomposition into factor/sub‑factors based on theoretical constructs, has resulted in a consistent and clear pattern delineating the structure of the educational game design, analysis, and evaluation. Further codifying metrics and mapping the relationship among GBL dimensions deduce into a conceptual framework (called LEAGUE) that facilitates greater insight into the process of learning with educational games, where to focus and what to evaluate. The LEAGUE framework can be applied for the analysis, design and evaluation of learning games. The framework is put in practice by utilizing the framework components (dimensions, factors/sub‑factors and relations) to develop three items: 1) an analysis instrument, 2)a card‑based ideation and design toolkit, and 3) an evaluation guide that can assist educational game designers, researchers, educators and evaluators for the analysis, design and evaluation of learning games respectively. This paper exemplifies the application of framework for the analysis of learning games using the analysis instrument (developed using LEAGUE framework) with one case study as an example.
TL;DR: The purpose of this paper is to provide a state of the art approach for effective CQI management which allows practitioners to achieve coherence between quality assurance and improvement of OBL.
Abstract: Institutions considering online and blended learning (OBL) face the challenge of strategically adopting OBL to develop, implement, monitor, assess and improve the quality of programmes and courses. The principles of continuous quality improvement (CQI) allow this challenge to be addressed. Effective CQI management implies that quality assurance and quality improvement follow and inform each other as part of a continuous cycle. Scholars report however, that quality management of OBL usually focuses on assurance. The purpose of this paper is to provide a state of the art approach for effective CQI management which allows practitioners to achieve coherence between quality assurance and improvement of OBL. In this conceptual paper we link and integrate work across fields to address the challenge of achieving coherence between quality assurance and improvement. We discuss research in the context of CQI that uncovers features of OBL that prevent practitioners from achieving coherence. The conceptual model for effective CQI of OBL integrates data based decision‑making. The conceptual model provides a foundation for research on the effectiveness of this CQI management approach in the context of OBL. The quality management approach supports practitioners during the entire CQI‑cycle to foster dialogue and consultation between all stakeholders in the institution in order to strategically develop assess and improve the quality of OBL programmes and courses. The originality of the model lies in making explicit data‑based decision making as a driver for effective CQI management in the context of OBL.
TL;DR: The model was found to be useful in aligning the implied research aims and research questions of the selected papers and is proposed as a useful tool for supervisors and novice researchers to assist with the development of integrated research aimsand research questions.
Abstract: This paper presents a model for developing research questions that are aligned to research aims for research design in e‑learning. The model is proposed as a solution to the on‑going problem of heterogeneity of research problems. The model is based on Burrell and Morgan’s four social paradigms, and integrates four research aims, namely, explore, explain, develop and describe; four design positions, namely, formalist, populist, functionalist and conventionist; and four pursuits of (hu)mankind, namely, virtue, value, power and knowledge. Four of Roode’s (1993) research questions are mapped onto each of the consolidated paradigms. The feasibility of the model was tested against eight papers in previous issues of this journal. Two questions drove the study: what are the paradigms in which the selected articles can be classified, and how are these paradigms aligned to the research aims and research questions? The model was found to be useful in aligning the implied research aims and research questions of the selected papers. The model is proposed as a useful tool for supervisors and novice researchers to assist with the development of integrated research aims and research questions. Further research will include the development of generic question stems that can be used as the first few words of the questions that correspond to each aim.
TL;DR: This paper investigated how students' engagement with and participation in online role play collaborative arguments shaped their literacy practices, and influenced their beliefs and thinking regarding particular societal issue, and found that the use of online role-play collaborative arguments facilitated a shift from "ascribed" to "achieved" identities where students did not only become aware that they were dealing with issues larger than individual perspectives, associated with school, family, culture and the legal system, but also that there need for them to take part in the civic action.
Abstract: Digitally mediated role plays indicate potential for collaboration, social exchange of information and knowledge as well as motivation for learning beyond classroom time. These elements are critical for ESL learners’ development of language and argumentative writing practices. The aim of this research project was to investigate how students’ engagement with and participation in online role play collaborative arguments shaped their literacy practices, and influenced their beliefs and thinking regarding particular societal issue. This qualitative research project based on a larger ethnographic case study and tools of action research investigated students’ interactions and experiences before, during and after the online role play. The study involved 20 ESL pre‑service students at one university in Uganda and was conducted in both the real and online spaces. The real space involved face‑to‑face sessions aimed at building students’ confidence in using blogs for online role play. While the online space involved non‑participant observations to gain understanding of the social dynamics of students’ engagement in online role play, and the opportunities for students to engage in literacy practices related to online argumentative compositions. The study findings indicated that engagement in online role play using blog platform provided a rich environment for learners to exercise their creativity, orchestrate multiple ways of meaning‑making and build tactical relations for purposes of collective action. Furthermore, the use of online role play collaborative arguments facilitated a shift from “ascribed” to “achieved” identities where students did not only become aware that they were dealing with issues larger than individual perspectives, associated with school, family, culture and the legal system, but also that there need for them to take part in the civic action.
TL;DR: In this article, a unified e-learning integration model was developed in which factors such as attitude, intention, skill and flow experience served as precursors of elearning integration.
Abstract: This study investigated the possible factors that predict e‑learning integration into the teaching and learning of science subjects among preservice science teachers. A unified e‑learning integration model was developed in which factors such as attitude, intention, skill and flow experience served as precursors of e‑learning integration. This was done to help close the gap that no previous studies have developed a structural model to statistically explain the interactions among the most influential factors in various technology integration models. The survey method was used to gather data from 100 preservice science teachers and partial least square structural equation modelling technique was applied for structural path analysis and testing of the developed model. Results revealed a good model fit and hypotheses formulated in this study were faithfully supported. The results also revealed that all factors investigated were found to be significant predictors of e‑learning integration with skill standing out as the most significant and strongest factor that predicts the integration of e‑learning by preservice science teachers.
TL;DR: In this paper, the authors present empirical findings from a qualitative study on Minecraft as a mathematical tool and learning environment, and offer design principles for the future use of computer games in mathematics education.
Abstract: This paper presents empirical findings from a qualitative study on Minecraft as a mathematical tool and learning environment. Even though Minecraft has been used for several years in classrooms around the world, there is a lack of detailed empirical studies of how students learn subject‑related content by working with the game. This study is based on a design experiment with an inquiry‑based teaching unit for fifth graders, which focused on using the coordinate system embedded in Minecraft, as a means to navigate and explore the game in order to solve mathematical problems. Based on student interviews, we explore how the students experienced and switched to new perspectives on mathematical knowledge through their participation in the teaching unit. Using thematic analysis, we explore data from six group interviews. The theoretical framework is based on domain theory, dialogical theory and notions of students’ mathematical agency. The key analytical findings regard the students’ experience of the coordinate system as part of both the academic domain of mathematics and their everyday domain of playing Minecraft, how they actively use the coordinate system to improve play in Minecraft and how they experience new ways of participating in mathematics. The article concludes by offering design principles for the future use of computer games in mathematics education.
TL;DR: In this article, the authors investigate how the use of visual facilitation and representations, combined with peer-feedback sessions, can create exploratory approaches to game design in online teaching.
Abstract: This study investigates how the use of visual facilitation and representations, e.g. visualisations and video productions, combined with peer‑feedback sessions can create exploratory approaches to game design in online teaching. The article analyses an iterative game development process in an online learning context. The empirical data is primarily based on an explorative case study of “Games for change”; a course held in 2018 in which master students from the international Nordic Visual Studies and Art Education (NoVA) design games that address issues in society. Throughout the course, the students from universities in Finland, Sweden and Denmark engaged in a cross‑cultural collaboration across campuses. The purpose of the study was to explore how to establish an online space for joint design inquiry in the context of ‘games for change’ across time and space as well as cultural and professional barriers. The data used for analysis includes teaching observations, videos of play sessions, photos and visual representations, students’ reflection papers and students’ written and oral evaluations after completion of the course. The analysis is based on different problem‑based learning (PBL) activities; lectures, video instructions, presentation‑ and feedback sessions, reflexive exercises and students’ self‑directed design and learning processes in groups. As part of the game course, teachers presented game theory and exercises through videos and visualisations to support the students’ iterative game design processes. The analysis of the PBL activities shows that teachers’ video instructions relating theoretical game concepts to the students’ actual group work supported the introduction to the game field as well as their design processes. The balance between the value of video instructions with specific feedback and teachers’ time for preparation is a relevant issue for further exploration in online teaching. Moreover, findings show that the students’ visualisations and video productions exemplifying game situations created a visible reference point for further discussions in feedback sessions across campuses, which guided game development. Thus, the combination of inquiry approaches, critical game theory and design processes combined with students’ visualisations and video productions provides interesting connections for bridging gaps between cultures and professions, e.g. in art and games. By the rich and visual descriptions of PBL activities, student work and reflective evaluations, the exploratory case study can function as inspiration for applying similar approaches to new local contexts in higher education.
TL;DR: Given the cost-effectiveness, high reproducibility and freedom of time and place, VPL should be performed more often when teaching family medicine in student-run free clinics, which may result in enhanced treatment quality and patient satisfaction.
Abstract: The Studentische Poliklinik is Germany’s first student‑run free clinic. Prior to fulfilling clinical obligations there, students must complete an extensive peer‑assisted learning program (PAL). Due to capacity constraints, a web‑based learning program involving virtual patients has been launched. The aim of this study was to evaluate and compare the effectiveness of Virtual Patient Learning (VPL) vs. PAL in the acquisition of basic medical knowledge and skills. Forty undergraduate medical students (m=9; f=31) in their third year were randomly assigned to either the PAL (n=20), or VPL (n=20). Short‑term (after each seminar) and long‑term learning retention (after completion of the electives) was measured using a validated theoretical test. Objective structured clinical examinations (OSCE) were used to assess practical knowledge. Additionally, the course itself was evaluated. Differences in theoretical knowledge between students in the PAL and VPL existed over the short term (VPL median = 100%; PAL median = 80; p = 0.006), but not over the long term (VPL = 94.17; PAL = 95.62 %; p = 0.617). An assessment of practical skills showed no differences in OSCE scores between the two different groups (VPL = 79.30 %; PAL = 80.26 %; p = 0.141). Students assessed their learning experience and the comprehensibility of seminars as either “very good” or “good”. Basic medical knowledge and skills can be taught as effectively using VPL as PAL. Given the cost‑effectiveness, high reproducibility and freedom of time and place, VPL should be performed more often when teaching family medicine in student‑run free clinics. Ultimately, this may result in enhanced treatment quality and patient satisfaction.
TL;DR: The aim of UNIO integration was to digitize text triggers and enhance the quality of visual triggers in order to improve medical student interactivity and engagement within tutorial sessions and resulted in an entirely paperless learning process.
Abstract: Since its inception, the College of Medicine and Medical Sciences (CMMS) at the Arabian Gulf University (AGU) has adopted the problem based (PBL) pedagogy in Medicine relying on paper‑based trigger material. However, delivery of such paper‑based triggers during tutorial sessions was not optimal to promote medical student interactivity and engagement within tutorial sessions. As involvement of multimedia resources and tools in PBL are more valuable than simple print textual modes of learning and can have a positive impact on learning and knowledge integration, we aimed to digitize all our trigger material. Over the past three years CMMS has integrated after customization to PBL standards, the cloud‑based operating system, UNIO into its problem‑based learning (PBL) curriculum. The aim of UNIO integration was to digitize text triggers and enhance the quality of visual triggers in order to improve medical student interactivity and engagement within tutorial sessions. UNIO electronic platform was customized from a teacher‑centered design to fit a PBL pedagogy. It was utilized to link student and tutor hardware within a group together for promoting interaction and collaborative learning. The effect of this teaching approach was evaluated from student responses to an in‑house validated survey at the end of the fifth PBL module. Customization and integration of UNIO within the PBL curriculum resulted in an entirely paperless learning process. It created an integrated PBL system combining conventional text trigger in a digital form with digital media such as images, videos and other multimedia, while maintaining face‑to‑face setup. It also provided online and off ‑live access to content embedded at campus and open access to open source content online to both tutors and students. Results of the student satisfaction survey pointed to a predominantly neutral attitude towards integration of UNIO within our PBL tutorial sessions, but the item related to effectiveness of media triggers within UNIO received favorable responses from students. Further evaluation for a longer term is necessary for additional student feedback. Other forms of evaluation may be required in the aim of improvement and for justification of subsequent implementation of UNIO within our PBL curriculum.
TL;DR: In this paper, the authors compared a group using video for a portion of the required discussion posts to another group using only text in an online undergraduate course and found no significant differences in perceived social presence or course satisfaction between the two groups.
Abstract: Video is a rich medium that conveys more social cues than text. Use of video in an online discussion forum therefore has the potential to increase social presence in online learning environments. This experimental study compared a group using video for a portion of the required discussion posts to a group using only text in an online undergraduate course. While there was a correlation between perceived social presence and satisfaction with the course, there were no significant differences in perceived social presence or course satisfaction between the two groups. Open‑ended comments revealed a mix of positive and negative reactions to the use of video. This study highlights the need for continuing research on the use of video in online discussion forums to assess the benefits of video relative to its possible negative effect on “anytime, anywhere” flexibility
TL;DR: The research showed that the students from a central‑eastern European University are technologically ready for mobile learning, and there appears to be no cause for concern regarding students from post‑Soviet countries with respect to their competency to meet the demands of modern teaching in the form of mobile learning.
Abstract: The mission of today’s universities is to prepare the students properly to live and work in the 21st century. International research demonstrates the positive impact of using iPads in teaching. Successful deploying of mobile learning (m‑learning) is not a matter of accident, but depends on users’ acceptance of the technology. The purpose of this article is to create a mobile learning adoption pre‑model tailored to the needs of a private university. To achieve this goal, valued adoption models were analyzed and, on their basis, the new model was created. The pre‑model has been tested with a questionnaire. A paper‑based survey was conducted among 640 students representing 25 countries. The questionnaire was grouped into sections: specifications of mobile devices owned by students and mobile internet access, expectation from mobile education application and attitudes towards current and future use of mobile devices in education. We computed all data with The Statistical Package for the Social Sciences – IBM SPSS Statistics version 25. The results of the research showed that the students from a central‑eastern European University are technologically ready for mobile learning. Moreover, there appears to be no cause for concern regarding students from post‑Soviet countries with respect to their competency to meet the demands of modern teaching in the form of mobile learning. Students have shown that they have clearly defined expectations for educational materials for mobile devices, which will be a challenge for the university when creating m‑learning materials. Furthermore, students must feel the university's support in using mobile applications. That is why the teachers face a serious task: teachers must be prepared to show students the benefits of mobile learning, so they not only need to be trained but also convinced that it is worth using mobile learning.
TL;DR: In this article, the authors introduce a serious game that addresses the urgency and complexities in the provision of affordable energy from renewable sources for an entire town, where players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral.
Abstract: To have sustainable societies, we need to accelerate the energy transition towards clean energy solutions, however, awareness and understanding of the process as well as intentions to change behaviors are still limited, especially among young people. An optimal balance considering the point of view from all parties involved is out of sight without a focus on social structures and a dialogue among all parties. In this context, universities have a critical role to play: these institutions build capacity through the development of new knowledge, new understanding and new insights, and can therefore provide effective solutions to complex societal challenges. In search of innovative approaches to reach young people, whose communicative paradigm has become more interactive and participatory, the use of serious gaming in formal education is gaining attention among scholars and practitioners: they can foster skills and abilities, contribute to content development of complex issues by integrating insights from different disciplines, and permit learning experiences that are not possible in real life. In this paper, we introduce “We‑Energy Game”, a serious game that address the urgency and complexities in the provision of affordable energy from renewable sources for an entire town. During the game, players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral. Then, we present findings from a pretest and posttest completed by a hundred university students in The Netherlands to analyze the effects of the game on players awareness, understanding and efficacy beliefs. Results reveal positive outcomes on all variables.
TL;DR: In this article, the authors investigate the challenges faced by Tshwane SouthSecondary Schools associated with the implementation of the eLearning project with a view to suggest possible solutions.
Abstract: An e‑Learning project has been rolled out in Gauteng schools in an attempt to improve the quality of educationand move towards paperless classrooms. The purpose of this study was to investigate the challenges faced by Tshwane SouthSecondary Schools associated with the implementation of the e‑Learning project with a view to suggest possible solutions.The study followed a qualitative research approach with a case study research design. The study population consisted ofteachers, school management team (SMT), and learners. Purposive sampling was used to select three teachers, six learnersand three school management team members of the schools’ e‑Learning committees. Data was collected through individualsemi‑structure interviews and focus group interview. The Analysis, Design, Development, Implementation, and Evaluationmodel (ADDIE model) was used to provide a theoretical perspective on how instructional designers, training developers, andeducators should design and develop a program such as e‑Learning. The data was analysed using a thematic approach. Thestudy found that teachers were not adequately trained prior to the implementation of e‑Learning, which impacted negativelyon the project. Teachers had difficulty in operating the smartboards and accessing the learning resources that has beenloaded in the smartboards which affected the implementation of the project. The study concluded that poor planning on thesite of Department of Basic Education has resulted into challenges that hampered the implementation of e‑Learning. Thestudy recommends extensive training of both learners and teachers in the use of e‑Learning.
TL;DR: This article investigated the use of Blackboard Collaborated-Based Instruction to improve the academic writing skills of second language writers in higher education by encouraging peer feedback and the exchange of ideas that gives sense of an audience larger than one consisting only of the teacher.
Abstract: Academic writing in higher education involves acculturation of discourse characterised by new and unfamiliar social, cultural and academic conventions which remain a huge challenge for instructors and students worldwide. This study aimed at investigating the use of Blackboard Collaborated‑Based Instruction to improve academic writing skills of second language writers. Drawing from Vygotsky’s sociocultural framework, this study is premised on online collaborative writing tasks which encourage peer feedback and the exchange of ideas that gives sense of an audience larger than one consisting only of the teacher. Data were collected through metacognitive reflective interview of eight first‑year students registered for a Bachelor of Education degree programme. The findings show that Blackboard Collaborated‑Based Instruction provided second language writers with an online learning community in which they collaborate and help each other in editing, revising, and improving their academic essay through peer feedback. The findings also provide an insight into how learning academic writing skills is facilitated by scaffolding between peers wherein Blackboard Collaborated‑Based Instruction serves as a mediator in students’ development of academic writing.