Computers and Education Open最新文献

{"title":"Online collaborative PBL – The Bridge21 approach","authors":"B. Tangney,&nbsp;K. Sullivan,&nbsp;J. Lawlor","doi":"10.1016/j.caeo.2024.100224","DOIUrl":"10.1016/j.caeo.2024.100224","url":null,"abstract":"<div><div>Collaborative project-based learning is one pedagogical approach which has the potential to play a meaningful role in synchronous online teaching but its use at second level, or high school, is under-explored. This paper describes the use, in an online setting, of the Bridge21 pedagogical model for collaborative project-based learning with secondary school students. It compares the experiences of a group (<em>N</em> = 119) of students (aged 15–16) who, in an Emergency Remote Teaching offered during Covid, experienced the model in an online, synchronous modality with that of a group (<em>N</em> = 253) who participated face-to-face in the following year.</div><div>Two related research questions are addressed. (RQ1) Are the Bridge to College collaborative project-based learning workshops as effective, in terms of enhancing secondary school student confidence in Transversal Skills, when delivered in a synchronous online modality as they were when delivered face-to-face? (RQ2) If so, then what are the elements of the workshops which contribute to their effectiveness?</div><div>Data on improvement in student confidence in Transversal Skills show that the online experience was on a par with face-to-face offerings. Student feedback suggests that the focus on collaborative work, and the structured approach to PBL, were key factors in the success of the model in the online setting. The modifications needed to adapt the model for use online were minimal. Thus, the contribution of the paper is to provide a model for synchronous online learning, for secondary schools, which preserves the benefits arising from face-to-face collaborative PBL.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100224"},"PeriodicalIF":4.1,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors influencing faculty's adoption of engineering technology: A qualitative study","authors":"Michelle Jarvie-Eggart ,&nbsp;Shari L. Stockero ,&nbsp;Alfred Owusu-Ansah","doi":"10.1016/j.caeo.2024.100221","DOIUrl":"10.1016/j.caeo.2024.100221","url":null,"abstract":"<div><p>With technologies changing faster than ever before, engineering faculty must continuously update the technologies they use and teach to students to meet accreditation requirements and keep up with industry standards. Many do not, however. Additionally, existing models of technology adoption do not account for all variability within intention to use a technology, nor its actual use. Informed by the Unified Theory of Acceptance and Use of Technology (UTAUT), this study examined which constructs from prior models apply to engineering faculty's adoption of industry-specific technologies, as well as other factors influencing faculty adoption of these technologies for their teaching or research. We interviewed 21 engineering faculty at a Midwestern United States STEM-focused institution about their adoption of engineering technologies. Deductive and inductive coding were used to identify themes within the qualitative data. Constructs from existing models were confirmed to influence faculty engineering technology adoption. We also identified specific Facilitating Conditions (Other People, Digital Resources, Non-Digital Resources, Time, and Formal Training) that faculty leverage to adopt new engineering technologies, and uncovered two additional themes—Access and Personal Traits, including several component traits (Persistence, Humility, Self Efficacy, Growth Mindset, Ambiguity Acceptance, and Curiosity) that influence faculty engineering technology adoption. We propose a new Theory of Faculty Adoption of Engineering Technologies specific to faculty adoption of new engineering technologies. These findings have the potential to help universities determine how to effectively support faculty in providing their students with relevant technological skills for entry into the engineering workforce.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100221"},"PeriodicalIF":4.1,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000612/pdfft?md5=3669ec0370a98d0c7cf58b081181317e&pid=1-s2.0-S2666557324000612-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the adoption of technology-enhanced learning in universities and its effects on student performance, satisfaction, and motivation","authors":"Dr. Yan (Danni) Liang ,&nbsp;Dr. Shujie Chen ,&nbsp;Dr. Ruwan Abeysekera ,&nbsp;Dr. Helen O'Sullivan ,&nbsp;Dr Jeff Bray ,&nbsp;Izzy Keevill-Savage","doi":"10.1016/j.caeo.2024.100223","DOIUrl":"10.1016/j.caeo.2024.100223","url":null,"abstract":"<div><p>The integration of technology in Higher Education has witnessed substantial growth in recent years. While extensive research has explored the collective educational implications of Technology-Enhanced Learning (TEL) at universities, there remains an incomplete understanding of its effects on individual students when viewed through the lens of Person-Environment misfit theory and technostress. This paper aims to fill this gap by examining the impact of student and university misfit when adopting TEL and technostress on students' performance, satisfaction, and motivation. Utilizing a quantitative survey, we gathered data from a sample of 332 Higher Education students in the UK. The results reveal the significant influence of student and university misfit in adopting TEL on academic performance, satisfaction, and motivation. Moreover, the findings highlight the mediating role of technostress in these intricate relationships. Our research indicates that technostress stems not from the use of technology itself but from the misfit between students and the university learning environment. To address this, universities should enhance students' sense of belonging by offering additional pastoral and academic support. Moreover, providing training to boost students' digital confidence and skills is crucial. Creating a psychologically healthy technology-enhanced learning environment will ensure a more pleasant learning experience, alleviating student technostress.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100223"},"PeriodicalIF":4.1,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000636/pdfft?md5=a70d5526fa4c6ea6555c5fb4ce2c2043&pid=1-s2.0-S2666557324000636-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142238999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TPACK in action: Contextual effects of pre-service and in-service teachers’ knowledge structures for technology integration","authors":"Franziska Tschönhens ,&nbsp;Iris Backfisch ,&nbsp;Tim Fütterer ,&nbsp;Andreas Lachner","doi":"10.1016/j.caeo.2024.100219","DOIUrl":"10.1016/j.caeo.2024.100219","url":null,"abstract":"<div><p>Context is regarded to crucially affect teachers’ application of technological pedagogical content knowledge (TPACK). However, whether and how contextual variables, such as instructional context or teaching experience, influence the concrete application of the different TPACK-components remains an open question. To explore teachers’ application of TPCK in various contexts, we re-analyzed data from two studies composing <em>n</em> = 198 pre-service and <em>n</em> = 243 in-service teachers. All teachers were asked to reason about the potential integration of educational technology across three instructional contexts (i.e., individualized learning, collaborative learning, and practice tasks). We analyzed the application of the different first-order TPACK-components (i.e., technological, pedagogical, and content knowledge) using percentages and logistic regressions to determine the effects of instructional context and teaching experience. Additionally, we examined the co-occurrences of these components using Epistemic Network Analysis (ENA). Overall, we found that technological knowledge played a dominant role across all instructional contexts regardless of teaching experience. However, the application of content knowledge varied considerably across instructional contexts. The analysis of the co-occurrences showed that technological and pedagogical knowledge was consistently applied together across all instructional contexts, while content knowledge co-occurred predominantly in practice tasks. Qualitative analyses further revealed that in-service teachers applied their TPCK in a more situated way in specific teaching scenarios, whereas pre-service teachers’ reasoning was more fragmented. These findings suggest that TPACK may be conceptualized as a dynamic construct that is applied differently depending on the context and teaching experience rather than a static integration of its components.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100219"},"PeriodicalIF":4.1,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000594/pdfft?md5=86b625d9883c6575e90a536abe745ce2&pid=1-s2.0-S2666557324000594-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Web-assisted instruction for teaching and learning EFL phonetics to Spanish learners: Effectiveness, perceptions and challenges","authors":"María de los Ángeles Gómez González ,&nbsp;Alfonso Lago Ferreiro","doi":"10.1016/j.caeo.2024.100214","DOIUrl":"10.1016/j.caeo.2024.100214","url":null,"abstract":"<div><div>Research has established that phonetic training is particularly challenging for learners in EFL contexts. Computer-Assisted Pronunciation Training (CAPT) resources have proved to enhance learners’ perceptual and productive phonetic capacities. No prior study, however, has evaluated the effectiveness of EPSSML (English Pronunciation for Speakers of Spanish Multimedia Lab) (https://www.usc.gal/multimlab/), a CAPT tool for web-assisted, blended instruction (WABI), while simultaneously examining the students’ and instructors’ perceptions in order to identify the emerging and existing needs. Statistical significance tests applied to course results from 504 Spanish university students supported the effectiveness of EPSSML, which was reported to increase students’ academic achievements and learning motivation, fostering course participation and empowering learners with the necessary capabilities and attitudes to decide not to drop the class. Additionally, questionnaires administered to 127 Post-WABI students showed that they enjoyed and were very interested in EPSSML and WABI. In the case of EFL university instructors, 128 responses revealed that most of them also rated the tool very highly, featuring specialized open web-sites with free downloadable materials and gamified learning pathways as the “ideal CAPT resources”.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100214"},"PeriodicalIF":4.1,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000545/pdfft?md5=8d9be4a2bc9701624f6379bb48494454&pid=1-s2.0-S2666557324000545-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The need for empirical research on the school data protection officer's role","authors":"Dr Caroline Stockman ,&nbsp;Dr Emma Nottingham","doi":"10.1016/j.caeo.2024.100218","DOIUrl":"10.1016/j.caeo.2024.100218","url":null,"abstract":"<div><p>Data protection regulations in educational settings rely to a great extent on the (School) Data Protection Officer. In this paper, we focus the analytical lens on the socio-legal position of the School Data Protection Officer in the UK, showing they are pivotal to ensure schools’ legal compliance. Their role requires a unique combination of skills and knowledge in a complicated landscape of data protection regulations, the pressure of the digital economy, and maintaining high-quality, high-stakes education. Yet their professional experiences and need for empowerment have gone largely unheard in academia and public debate. The social reality of schools may raise certain practical and conceptual tensions for the legal importance of the School Data Protection Officer. We highlight where this raises questions for the effective implementation of digital data protection regulation for children and young people in schools today. Further empirical research is needed to ensure the pivotal role of the School Data Protection Officer is recognised in upcoming data protection policy reviews. We recommend specific questions for future research to consider, to help overcome this gap in knowledge related to the practical safeguarding of children's digital data rights.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100218"},"PeriodicalIF":4.1,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000582/pdfft?md5=e2a70428c92c89bc3fdcfde2fe5e6135&pid=1-s2.0-S2666557324000582-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142148727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An assessment framework for creative production in computing and engineering disciplines","authors":"Xianhui Che ,&nbsp;Barry Ip","doi":"10.1016/j.caeo.2024.100220","DOIUrl":"10.1016/j.caeo.2024.100220","url":null,"abstract":"<div><div>With the increasing expansion of creative computing courses among higher education institutions, there is a growing demand for more objective and efficient assessment frameworks that cater to the multidisciplinary skills that students engage in during the production of such work. This research addresses persistent gaps for a systematic approach of assessing creative content in technical courses. Existing theories are reviewed including creative requirements framework and computing production model, which leads to the establishment of a newly proposed assessment framework. A mixture of research methods is employed combining both inductive and deductive approaches, evidence- based analysis, and case study, based on data collected over three academic years at a British university. The proposed assessment framework incorporates three factors of production (function, usability, and management) and two attributes of creativity (core and optional requirements), which is evaluated to determine its suitability for accurately reflecting the work undertaken by students. Creativity is quantified in the assessment based on technical contribution. The proposed framework can be applied in the delivery of courses involving creative production in the computer science and engineering disciplines in which teaching usually focuses on technical content rather than contextual design, creativity, or aesthetics. The findings reveal positive feedback and a number of pertinent outcomes, including promoting creativity, student satisfaction, and efficient assessments. The framework may be adopted by educators for similar courses that are underpinned by technical skills and creativity.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100220"},"PeriodicalIF":4.1,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000600/pdfft?md5=a223099926052a7c479e4db2e3d8e4e9&pid=1-s2.0-S2666557324000600-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Moving on from emergency-remote-teaching: university teachers’ perceived challenges of networked learning","authors":"Alejandro Acuyo Cespedes","doi":"10.1016/j.caeo.2024.100217","DOIUrl":"10.1016/j.caeo.2024.100217","url":null,"abstract":"<div><p>This paper presents part of the findings of a phenomenographically-informed investigation into higher education (HE) teachers’ perceptions of personal learning networks in the context of the recent COVID-19 emergency-remote-teaching (ERT) period, with a specific targeting of perceived challenges. This ERT period has magnified teachers’ use of personal learning networks with an absence of a coherent institutionalized approach to ERT, which has presented itself as a unique opportunity through which to explore how Networked Learning (NL) can be incorporated to help teachers manage the longer term shift towards the technologization of HE. The research therefore aims to explore the perceptions of 18 Academic English teachers at a leading English-instruction university in Kazakhstan that was forced to move online at the beginning of COVID-19. The chapter reports the teachers’ perceived challenges of using their networks for online teaching and learning—particularly for connecting to people and resources online. The results suggest that teachers perceive the challenges of network use in at least five different ways: i) technological tools, ii) technological skills (training), iii) fractious group communication, iv) subdued communicative spontaneity and v) a sense of isolation. The paper concludes by discussing the implications of the results for teachers and how the challenges can be overcome.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100217"},"PeriodicalIF":4.1,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000570/pdfft?md5=17f1dc9f095ce3bf1dd373b6aefad707&pid=1-s2.0-S2666557324000570-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142162332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promising practices for online professional learning","authors":"Laura Morrison,&nbsp;Janette Hughes","doi":"10.1016/j.caeo.2024.100209","DOIUrl":"10.1016/j.caeo.2024.100209","url":null,"abstract":"<div><p>This study took place at the beginning of the COVID-19 pandemic when most schools worldwide were making the transition to online teaching and learning. Through this single-case study design, the study examined the learning experiences of a group of teachers engaged in interactive, inquiry-based professional learning focused on math, making and coding during a shift to emergency remote teaching. The primary objective was to identify promising practices for online professional learning (PL) focused on math and coding using a maker-pedagogies approach to teaching and learning, based on the teachers’ learning experiences. Study participants included 20 teachers from a rural school board in Northern Ontario, Canada. Findings indicated that the following may be considered as promising practices when developing and implementing virtual math and coding PL from a maker perspective. It is important to: a) balance sessions focused on specific math and coding content with more general sessions focused on learning the various maker-technology tools; b) include both synchronous and asynchronous learning opportunities for the variety of teachers involved in the learning; c) include collaborative learning in the teacher PL and a virtual platform that can support this type of social learning; d) ensure the PL sessions are on-going as opposed to one-off or isolated sessions. This research suggests that online professional learning sessions need to consider three elements: the teacher, the content, and the learning environment and offers important recommendations for future work in this area.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100209"},"PeriodicalIF":4.1,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000491/pdfft?md5=8ff03c7c447c101c57717ee9106de138&pid=1-s2.0-S2666557324000491-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Influencing Factors on Upper Secondary School Teachers’ Use of Digital Learning Resources for Teaching","authors":"Lena Gleisner Villasmil","doi":"10.1016/j.caeo.2024.100210","DOIUrl":"10.1016/j.caeo.2024.100210","url":null,"abstract":"<div><p>Due to the disruptive societal challenges in the 2020s and increased use of digital tools in education, there is a growing need for more studies that investigate and reveal the factors that influence teachers’ use of digital learning resources (DLR). Therefore, the aim of this study is to explore the effects of influencing factors on upper secondary school teachers' use of digital learning resources for teaching. 243 teachers from 23 upper secondary schools in Sweden participated in a survey that included a six-point Likert scale. The data was analysed using exploratory factor- and correlation analyses. The study contributes with five unique different influencing factors: 1) facilitating school environment, 2) social support, 3) previous work, education, and hobby, 4) student-oriented factors, and 5) stress. The previous work, education and hobby, and the stress categories differ significantly from previous studies. The findings also revealed five different dimensions of teachers’ use of DLR: creative purposes, providing teaching materials, providing student feedback, tests and games, and the use of film, audio, and virtual simulation. The findings indicate that teachers who use DLR with a focus on their students’ learning are more creative in their use of DLR. The implications are that some teachers need more time and in-service training to develop basic skills with DLR to reduce their stress for using DLR. Based on the findings of this research, it can be suggested that in-service training programs need to focus more on students’ needs to promote a more creative use of DLR for teaching.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100210"},"PeriodicalIF":4.1,"publicationDate":"2024-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000508/pdfft?md5=1d32b51947c3ff5b843f2084a04fd687&pid=1-s2.0-S2666557324000508-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}