Showing papers in "Research in Learning Technology in 2015"

A review of predictive factors of student success in and satisfaction with online learning

Abstract: Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavourable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined including learning outcomes, instructional design and learner characteristics, followed by suggestions for further research, and concluding with implications for online learning pertinent to administrators, instructors, course designers and students. Online learning may not be appropriate for every student. Identifying particular characteristics that contribute to online success versus failure may aid in predicting possible learning outcomes and save students from enrolling in online courses if this type of learning environment is not appropriate for them. Furthermore, knowing these learner attributes may assist faculty in designing quality online courses to meet students’ needs. Adequate instructional methods, support, course structure and design can facilitate student performance and satisfaction. Keywords: online learning; learner characteristics; instructional design; online learning outcomes (Published: 27 August 2015) Responsible Editor: Meg O’Reilly, Southern Cross University, Australia Citation: Research in Learning Technology 2015, 23 : 26507 - http://dx.doi.org/10.3402/rlt.v23.26507

The space for social media in structured online learning

Abstract: In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants’ usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments. Keywords: MOOCs; social media; learning design; online identity; Facebook; Twitter (Published: 15 December 2015) Citation: Research in Learning Technology 2015, 23 : 28507 - http://dx.doi.org/10.3402/rlt.v23.28507

A blended learning framework for curriculum design and professional development

Abstract: The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL) globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics’ low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development. Keywords: digital literacy; criteria; standards; academic development; curriculum design (Published: 26 October 2015) Citation: Research in Learning Technology 2015, 23 : 28451 - http://dx.doi.org/10.3402/rlt.v23.28451

Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach

Abstract: Synchronous hybrid delivery (simultaneously teaching on-campus and online students using web conferencing) is becoming more common; however, little is known about how students experience emotions in this learning environment. Based on Pekrun’s (2006) control-value theory of emotions, the dual purpose of this study was first to compare synchronous hybrid students who attend online versus on-campus in terms of control, value, emotions and perceived success and second to compare students’ degree of emotional activation in the domains of programme achievement and technology use. Survey data from 101 graduate business students revealed that online students reported significantly higher levels of technology-related anger, anxiety and helplessness. Furthermore, in comparison to their on-campus counterparts, online students more clearly separated their emotions in terms of programme achievement and technology use. Emotions related significantly to students’ perceived success for both programme achievement and technology use, and mediated the effects of control and value appraisals on perceived success. Keywords: online learning; web conferencing; distance education; graduate business education; mediational analysis Citation : Research in Learning Technology 2015, 23 : 26097 - http://dx.doi.org/10.3402/rlt.v23.26097

Interdisciplinary project-based learning: technology for improving student cognition

Abstract: The article studies a way of enhancing student cognition by using interdisciplinary project-based learning (IPBL) in a higher education institution. IPBL is a creative pedagogic approach allowing students of one area of specialisation to develop projects for students with different academic profiles. The application of this approach in the Ural State University of Economics resulted in a computer-assisted learning system (CALS) designed by IT students. The CALS was used in an analytical chemistry course with students majoring in Commodities Management and Expertise (‘expert’ students). To test how effective the technology was, the control and experimental groups were formed. In the control group, learning was done with traditional methods. In the experimental group, it was reinforced by IPBL. A statistical analysis of the results, with an application of Pearson χ 2 test, showed that the cognitive levels in both IT and ‘expert’ experimental groups improved as compared with the control groups. The findings demonstrated that IPBL can significantly enhance learning. It can be implemented in any institution of higher or secondary education that promotes learning, including the CALS development and its use for solving problems in different subject areas. Keywords: higher education; learning technology; computer-assisted learning; cognitive level (Published: 17 November 2015) Citation: Research in Learning Technology 2015, 23 : 27577 - http://dx.doi.org/10.3402/rlt.v23.27577

Orchestration in learning technology research: evaluation of a conceptual framework

Abstract: The term ‘orchestrating learning’ is being used increasingly often, referring to the coordination activities performed while applying learning technologies to authentic settings. However, there is little consensus about how this notion should be conceptualised, and what aspects it entails. In this paper, a conceptual framework for orchestration-related research is evaluated by an international panel of learning technology experts. The results of this evaluation show that the framework is complete and understandable, and it is particularly useful as an integrative list of aspects to consider when designing and evaluating learning technologies. To illustrate a way in which the framework can be used to help researchers structure their classroom innovation evaluations, an example is presented that follows the adoption of the framework by a group of researchers in Singapore. Finally, a new evolved version of the framework is presented, taking into account the evaluation feedback. Keywords: orchestration; conceptual framework; analytical lens; expert panel (Published: 24 September 2015) Citation: Research in Learning Technology 2015, 23 : 28019 - http://dx.doi.org/10.3402/rlt.v23.28019

Assuring best practice in technology-enhanced learning environments

Abstract: This paper documents the development and findings of the Good Practice Report on Technology-Enhanced Learning and Teaching funded by the Australian Learning and Teaching Council (ALTC). Developing the Good Practice Report required a meta-analysis of 33 ALTC learning and teaching projects relating to technology funded between 2006 and 2010. This report forms one of 12 completed Good Practice Reports on a range of different topics commissioned by the ALTC and Australian Government Office for Learning and Teaching (OLT). The reports aim to reduce issues relating to dissemination that projects face within the sector by providing educators with an efficient and accessible way of engaging with and filtering through the resources and experiences of numerous learning and teaching projects funded by the ALTC and OLT. The Technology-Enhanced Learning and Teaching Report highlights examples of good practice and provides outcomes and recommendations based on the meta-analysis of the relevant learning and teaching projects. However, in order to ensure the value of these reports is realised, educators need to engage with the reports and integrate the information and findings into their practice. The paper concludes by detailing how educational networks can be utilised to support dissemination. Keywords: technology; learning and teaching; higher education; best practice Citation : Research in Learning Technology 2015, 23 : 25728 - http://dx.doi.org/10.3402/rlt.v23.25728

Educators who believe: understanding the enthusiasm of teachers who use digital games in the classroom

Abstract: This study used qualitative methods to explore why some educators embrace the use of digital game-play (DGP) in the classroom. The results indicated that these teachers had a very strong belief that DGP could be beneficial for learning which stemmed from experiencing their own form of subjective success with using DGP in the classroom, availing themselves of information and advocacy about using DGP in the classroom and personal experiences with DGP either through their own DGP or through watching their own children play games. They also shared positive attitudes towards information and communication technologies generally and had initially been invited to use DGP in the classroom by someone in authority. Their use of DGP was also something that they felt made them different to other teachers. Applying these findings to Rogers’ Diffusion of Innovations theory predicted that the diffusion rate of using DGP in the classroom will continue to be slow. Finally, this study indicates that teachers need to experience their own form of subjective ‘success’ in order to find DGP valuable and this subjective ‘success’ often goes beyond test score performance. Keywords: game-based learning; video games; elementary education; secondary education; educational beliefs; pedagogical issues (Published: 4 September 2015) Citation: Research in Learning Technology 2015, 23 : 26155 - http://dx.doi.org/10.3402/rlt.v23.26155

Critical Connections: Personal Learning Environments and Information Literacy

Abstract: Personal learning environments (PLEs) and critical information literacies (CILs) are two concepts that have been presented as responses to the challenges of the rich and complex information landscape. While both approaches support learners’ critical engagement with new information environments, each was developed within a different field. This paper connects and contrasts PLEs and CILs in order to explore the design of pedagogical responses to the information environment. Through a careful examination of PLE and CIL literature, the paper demonstrates that information literacy education intersects with the concepts and goals of PLEs. As such, the authors suggest that PLE scholarship informed by CIL scholarship, and vice versa, will yield a deeper understanding of modern learning contexts as well as a more holistic and responsive learner framework. The example of the research assignment will be used to demonstrate the viability of this approach. With these propositions, the authors invite educators, librarians and information technologists to engage in a dialogue about these concepts and the potential for pedagogical change. Keywords: personal learning environments; information literacy; information landscape; self-directed learning Citation : Research in Learning Technology 2015, 23 : 21193 - http://dx.doi.org/10.3402/rlt.v23.21193

Boundary breaking for interdisciplinary learning

Abstract: The purpose of this work is to contribute to the body of knowledge on processes by which students develop interdisciplinary understanding of contents, as well as to suggest technology-enhanced means for supporting them in these processes in the context of higher education. In doing so, we suggest a rethinking of three traditional practices that tend to characterise typical higher education instruction: (1) compartmentalisation of disciplines; (2) traditional pedagogy; and (3) traditional hierarchies based on levels of expertise. Our high-level conjecture was that meaningful dialogue with peers and experts supports both the deepening of ideas in one knowledge domain and the formation of connections between ideas from several domains, both of which are required for the development of interdisciplinary understanding. We developed the Boundary Breaking for Interdisciplinary Learning (BBIL) model, which harnesses technology to break boundaries between disciplines, learners and organisational levels of hierarchy. Findings indicate that 36 undergraduate students who participated in an interdisciplinary online course that implemented the BBIL model have significantly improved their interdisciplinary understanding of the course contents. This study illustrates how innovative use of available, free and low-cost technology can produce a ‘positive disruption’ in higher education instruction. Keywords: interdisciplinary learning; interdisciplinary understanding; learning community; cognitive apprenticeship; technology-enhanced learning; instructional design; higher education; online education (Published: 28 October 2015) Citation: Research in Learning Technology 2015, 23 : 26496 - http://dx.doi.org/10.3402/rlt.v23.26496

Practical assessment on the run – iPads as an effective mobile and paperless tool in physical education and teaching

Abstract: This paper investigates the use of iPads in the assessment of predominantly second year Bachelor of Education (Primary/Early Childhood) pre-service teachers undertaking a physical education and health unit. Within this unit, practical assessment tasks are graded by tutors in a variety of indoor and outdoor settings. The main barriers for the lecturer or tutor for effective assessment in these contexts include limited time to assess and the provision of explicit feedback for large numbers of students, complex assessment procedures, overwhelming record-keeping and assessing students without distracting from the performance being presented. The purpose of this pilot study was to investigate whether incorporating mobile technologies such as iPads to access online rubrics within the Blackboard environment would enhance and simplify the assessment process. Results from the findings indicate that using iPads to access online rubrics was successful in streamlining the assessment process because it provided pre-service teachers with immediate and explicit feedback. In addition, tutors experienced a reduction in the amount of time required for the same workload by allowing quicker forms of feedback via the iPad dictation function. These outcomes have future implications and potential for mobile paperless assessment in other disciplines such as health, environmental science and engineering. Keywords: mobile e-assessment; iPad; online rubrics; physical education; teacher education; pre-service teachers (Published: 18 December 2015) Citation: Research in Learning Technology 2015, 23 : 27986 - http://dx.doi.org/10.3402/rlt.v23.27986

Making the most of mobility: virtual mentoring and education practitioner professional development

Abstract: Learning provision, including professional learning, needs to embrace mobility (of knowledge, cultures and contexts – physical and cerebral) to enable education practitioners to interact locally and globally, engage with new literacies, access rich contexts, and to question, co-construct and collaborate. Virtual mentoring, also known as distance, remote, tele-, cyber- and eMentoring, offers a level of flexibility that enables mentors and mentees to maximise these concepts of mobility. There are Professional Learning and Development (PLD) initiatives that offer contextualised, individualised learning experiences via mentoring partnerships and Communities of Practice (CoPs), but not so many that have focussed on virtual mentoring and online CoPs. This article describes a Virtual PLD programme that has been offered in Aotearoa New Zealand from 2009 to date and discusses findings from the associated research study, including benefits that can be specifically equated to the virtual nature of the mentoring and access to the online CoP. Also reported are shifts in mentees’ self-efficacy and perceptions of changes in professional practice. Keywords: online communities; professional development; coaching (Published: 16 September 2015) Citation: Research in Learning Technology 2015, 23 : 25566 - http://dx.doi.org/10.3402/rlt.v23.25566

"I Finally Felt Like I Had Power": Student Agency and Voice in an Online and Classroom-Based Role-Play Simulation.

Abstract: This article presents an educational action research study examining how one online, classroom-based role-play simulation offers middle school students the opportunity to strengthen their agency and voice. The Jewish Court of All Time (JCAT) is a web-mediated simulation designed for middle school classrooms where students take on roles of various characters throughout the world, history and literature to address an imaginary court case. JCAT is meant to develop students’ skills in writing, critical thinking, perspective-taking, historical empathy and communication, as well as subject literacy in social, historical and cultural contexts. Our research question focuses on how JCAT further encourages and supports the middle school students’ agency and voice. We examine how students exercise their agency and voice both in the online environment and in accompanying classroom activities. As an educational action research study, we focus on simulations in which at least one of the authors was a participant, and also pay special attention to how our findings can enhance future simulations. Findings suggest that students constructed knowledge of democratic ideals and were able to exercise their agency and voice specifically, both in the online environment and in accompanying classroom activities. Keywords: democratic education; empowerment; middle school; educational simulations; social studies (Published: 23 March 2015) Citation : Research in Learning Technology 2015, 23 : 25569 - http://dx.doi.org/10.3402/rlt.v23.25569

Just-in-time research: a call to arms for research into mobile technologies in higher education

Abstract: Mobile technologies are becoming commonplace in society and in education. In higher education, it is crucial to understand the impact of constant access to information on the development of the knowledge and competence of the learner. This study reports on a series of four surveys completed by UK-based medical students ( n =443) who received tablet computers (iPads) from their medical school during their 4th year of study. Students were surveyed prior to receiving the iPads and again regarding their usage and experiences at 2, 6 and 12 months post receipt of tablets. Findings indicate that students differed in their use of iPads but that the majority felt that tablets had impacted on their learning and the majority were using them frequently (at least once a day) during learning. Almost half of the students reported that clinical supervisors had raised the possibility of tablets changing patient care. These results, although only descriptive, raise important questions about the impact of mobile technologies on learning. Keywords: clinical learning; just-in-time technology; mobile technologies; survey; tablet computers; undergraduate medical education Citation : Research in Learning Technology 2015, 23 : 25653 - http://dx.doi.org/10.3402/rlt.v23.25653

First year university student engagement using digital curation and career goal setting

Abstract: The engagement of students is one of the most pressing issues facing higher education in the 21st century. Around the world, participation rates in tertiary education are on the rise and one of the key challenges facing educators is finding ways to engage these students. We present the results of a project that assesses the impact of an engagement strategy in which a cohort of students entering their first year of university (1) establish and maintain a clear goal of their ideal future career and (2) make use of a web-based digital curation tool to research and present their findings. The results demonstrate the effectiveness of the strategy, which could arguably be applied to a broad range of disciplines given that the majority of students today are technologically literate. Keywords: engagement; goal setting; digital curation; higher education (Pulished: 20 October 2015) Citation: Research in Learning Technology 2015, 23 : 28337 - http://dx.doi.org/10.3402/rlt.v23.28337

Handling disruptive innovations in HE: lessons from two contrasting case studies

Abstract: This article aims to show how Higher Education Institutions (HEIs) can recognise and best respond to a disruptive innovation A disruptive innovation creates a new business model using a new process and usually a new technology to offer a product or service with new features and/or lower cost and initially addresses a group of people who are either unserved or overserved by existing offerings By contrast, a sustaining innovation may use the same technology, but enhance an existing business model To illustrate this, we set out two case studies that each implement the same innovative model of work-focussed learning differently: one in an autonomous sub-unit of an HEI, while the other sought to embed the same model in existing faculty activities in another HEI The theory of disruptive innovation (Bower and Christensen 1995) is set out and used to understand types of innovation, from sustaining to disruptive, and to identify the model of work-focussed learning as a disruptive innovation We then used this to analyse the subsequent trajectories and different outcomes of the two case studies Our aims then were (1) to show how disruptive innovation theory can be used to recognise different types of innovation and (2) to suggest the appropriate way to organisationally structure disruptive educational innovations as semi-autonomous enterprises We also note potential constraints that government policy may place on HEIs attempting to respond to disruptive innovations Keywords: disruptive innovation; business model; online distance education; organisational change; higher education (Published: 24 July 2015) Citation: Research in Learning Technology 2015, 23 : 22494 - http://dxdoiorg/103402/rltv2322494

Towards Collaboration as Learning: Evaluation of an Open CPD Opportunity for HE Teachers.

Abstract: Flexible, Distance and Online Learning (FDOL) is an open online course offered as an informal cross-institutional collaboration based on a postgraduate module in the context of teacher education in higher education. The second iteration, FDOL132, was offered in 2013 using a problem-based learning (PBL) design (FISh) to foster collaborative learning. How this was experienced by participants and how it affected learning within facilitated small groups are explored in this paper. Findings show that authentic learning in groups can be applied directly to practice, and greater flexibility and a focus on the process of collaborative learning has the potential to increase engagement and learning. Keywords: academic development; problem-based learning; open educational practice; phenomenography Citation: Research in Learning Technology 2015, 23 : 26967 - http://dx.doi.org/10.3402/rlt.v23.26967

Making Connections: Technological Interventions to Support Students in Using, and Tutors in Creating, Assessment Feedback

Abstract: This paper explores the potential of technology to enhance the assessment and feedback process for both staff and students. The ‘Making Connections’ project aimed to better understand the connections that students make between the feedback that they receive and future assignments, and explored whether technology can help them in this activity. The project interviewed 10 tutors and 20 students, using a semi-structured approach. Data were analysed using a thematic approach, and the findings have identified a number of areas in which improvements could be made to the assessment and feedback process through the use of technology. The findings of the study cover each stage of the assessment process from the perspective of both staff and students. The findings are discussed in the context of current literature, and special attention is given to projects from the UK higher education sector intended to address the same issues. Keywords: feed-forward; assessment; practices; technology; technology-enhanced learning (Published: 27 October 2015) Citation: Research in Learning Technology 2015, 23 : 27078 - http://dx.doi.org/10.3402/rlt.v23.27078

Using LectureTools to enhance student–instructor relations and student engagement in the large class

Abstract: Positive student–instructor relationships are important for student engagement, motivation, retention and achievement. Yet, as class sizes grow, these relationships can be increasingly difficult to develop. This study explores LectureTools – a web-based student response and learning platform that facilitates communication between instructors and students – as a possible solution to this issue by analysing survey data collected from students in a second-year communication class at a large Canadian university. This study builds on previous evidence that using LectureTools results in an increase in student engagement, attentiveness and level of learning, while expanding on this work to include the concept of student instructor relationships. Ultimately, the functionality of LectureTools was found to facilitate the development of student–instructor relationships in the large class while also enhancing student engagement. Keywords: pedagogical design; undergraduate; mixed method; e-learning; technology (Published: 11 November 2015) Citation: Research in Learning Technology 2015, 23 : 27197 - http://dx.doi.org/10.3402/rlt.v23.27197

Material matters for learning in virtual networks: A case study of a professional learning programme hosted in a Google+ online community.

Abstract: In this paper, we draw on Actor–Network Theories (ANT) to explore how material components functioned to create gateways and barriers to a virtual learning network in the context of a professional development module in higher education. Students were practitioners engaged in family learning in different professional roles and contexts. The data comprised postings in the Google+ community, email correspondence, meeting notes, feedback submitted at the final workshop and post-module evaluation forms. Our analysis revealed a complex set of interactions, and suggests multiple ways human actors story their encounters with non-human components and the effects these have on the learning experience. The aim of this paper is to contribute to a more holistic understanding of the components and dynamics of social learning networks in the virtual world and consider the implications for the design of online learning for continuous professional development (CPD). Keywords: professional education and training; learning communities; higher education; Actor–Network Theories (Published: 14 August 2015) Citation: Research in Learning Technology 2015, 23 : 26677 - http://dx.doi.org/10.3402/rlt.v23.26677

A Mixed-Methods Exploration of an Environment for Learning Computer Programming.

Abstract: A mixed-methods approach is evaluated for exploring collaborative behaviour, acceptance and progress surrounding an interactive technology for learning computer programming. A review of literature reveals a compelling case for using mixed-methods approaches when evaluating technology-enhanced-learning environments. Here, ethnographic approaches used for the requirements engineering of computing systems are combined with questionnaire-based feedback and skill tests. These are applied to the ‘Ceebot’ animated 3D learning environment. Video analysis with workplace observation allowed detailed inspection of problem solving and tacit behaviours. Questionnaires and knowledge tests provided broad sample coverage with insights into subject understanding and overall response to the learning environment. Although relatively low scores in programming tests seemingly contradicted the perception that Ceebot had enhanced understanding of programming, this perception was nevertheless found to be correlated with greater test performance. Video analysis corroborated findings that the learning environment and Ceebot animations were engaging and encouraged constructive collaborative behaviours. Ethnographic observations clearly captured Ceebot’s value in providing visual cues for problem-solving discussions and for progress through sharing discoveries. Notably, performance in tests was most highly correlated with greater programming practice ( p ≤0.01). It was apparent that although students had appropriated technology for collaborative working and benefitted from visual and tacit cues provided by Ceebot, they had not necessarily deeply learned the lessons intended. The key value of the ‘mixed-methods’ approach was that ethnographic observations captured the authenticity of learning behaviours, and thereby strengthened confidence in the interpretation of questionnaire and test findings. Keywords: evaluation; mixed methods; video analysis; computer programming (Published: 28 August 2015) Responsible Editor: Meg O’Reilly, Southern Cross University, Australia. Citation: Research in Learning Technology 2015, 23 : 27179 - http://dx.doi.org/10.3402/rlt.v23.27179

The influence of emotions, attitudes and perceptions on learning with technology

Abstract: Welcome to this very international issue of Research in Learning Technology in which we present research that has been undertaken in UK, Chile, Finland, Germany, Portugal and USA The articles on the use of technology span a range of effective teaching practices, showcase strategies for successful learning and propose ideas for future mechanisms to better engage students in their educational experiences For me, one question running through this issue is: how is technology helping us to deliver more student-centred education? (Published: 23 March 2015) Citation : Research in Learning Technology 2015, 23 : 27763 - http://dxdoiorg/103402/rltv2327763

Creating visual aids with graphic organisers on an infinite canvas – the impact on the presenter

Abstract: Instead of the traditional set of slides, the visual aids of a presentation can now be graphic organisers (concept maps, knowledge maps, mind maps) on an infinite canvas. Constructing graphic organisers has a beneficial impact on learning, but this topic has not been studied in the context of giving a presentation. The present study examined this issue by having 199 students prepare a presentation. The control sample created visual aids that are similar to a deck of slides with text and pictures. In the first experimental condition, graphic organisers were inserted in this deck of slides, and in the second experimental condition, visuals aids with interconnected graphic organisers were produced. There were no significant differences in self-reported self-efficacy related to giving a presentation and in motivational variables. To detect if the presentations met the principles set by the conditions, the participants’ products were coded qualitatively, but this analysis also yielded no differences in variables. Further research should therefore explore the interaction between software and presenter. Keywords: visual communication; teaching practices; presentation skills; self-efficacy; prezi (Published: 20 February 2015) Citation : Research in Learning Technology 2015, 23 : 25161 - http://dx.doi.org/10.3402/rlt.v23.25161