Computers and Education Open最新文献

{"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}

{"title":"Stakeholders’ insights on artificial intelligence education: Perspectives of teachers, students, and policymakers","authors":"Ismaila Temitayo Sanusi ,&nbsp;Friday Joseph Agbo ,&nbsp;Oluwaseun Alexander Dada ,&nbsp;Abdullahi Abubakar Yunusa ,&nbsp;Kehinde D. Aruleba ,&nbsp;George Obaido ,&nbsp;Olayemi Olawumi ,&nbsp;Solomon Sunday Oyelere ,&nbsp;Centre for Multidisciplinary Research and Innovation (CEMRI)","doi":"10.1016/j.caeo.2024.100212","DOIUrl":"10.1016/j.caeo.2024.100212","url":null,"abstract":"<div><p>The integration of artificial intelligence (AI) as a subject into K-12 education worldwide is still in its early stages and undoubtedly needs further investigation. There is limited effort on understanding policymakers, teachers and students’ viewpoints on AI learning within the school system. This study gathered the thoughts of key stakeholders, including policymakers, higher education and K-12 teachers, and students in Nigeria, to understand their conceptions, concerns, and dispositions, with the aim of aiding the implementation of AI in schools. We further explored the needs of the diverse stakeholders, how they can be supported and juxtaposed their views to identify their priorities and how their opinions combined could give a holistic approach to the effective implementation of AI education. This research employed a qualitative methodology using semi-structured interviews as the means of data collection. The thematic analysis of the interview data from the 21 participants indicates their conceptions, what they considered the priorities for including AI in the school system, concerns and support needed to implement AI in schools. The findings of this study contribute to the ongoing conversation on how to effectively integrate AI into school curriculum.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100212"},"PeriodicalIF":4.1,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000521/pdfft?md5=b48445de400c8badb1977f7692bef33c&pid=1-s2.0-S2666557324000521-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096192","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":"From physical feelings to empathy: An immersive virtual reality approach to facilitate physical empathy","authors":"Xiuli Huang ,&nbsp;Felicitas Macgilchrist","doi":"10.1016/j.caeo.2024.100215","DOIUrl":"10.1016/j.caeo.2024.100215","url":null,"abstract":"<div><p>Studies have suggested that virtual reality (VR) as an ‘empathy-making machine’ has the potential to trigger historical empathy. Different VR technologies offer different levels of immersion with different educational implications. Higher immersive VR technology has shown promise in enhancing learners’ empathy levels. However, how highly immersive VR promotes learners’ historical empathy in real-life classroom settings has not been explored. Hence, this study focuses on comparing two levels of immersive VR-supported learning for historical empathy acquisition among secondary learners. A total of 49 students were recruited. A quasi-experimental design was employed and the quantitative and qualitative data were analyzed to explore participants’ historical knowledge and empathy. The quantitative data show no significant difference between immersive virtual reality (IVR) approach-supported learning and flatscreen VR-supported learning. However, the qualitative analysis suggests that the students from the IVR group showed stronger ‘physical empathy’. Intriguingly, even though the tests did not demonstrate that the students learned more in IVR-supported learning, they self-reported that they learned better in IVR-supported learning. The paper identifies implications for the connection between ‘physical empathy’ and the level of immersive technology.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100215"},"PeriodicalIF":4.1,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000557/pdfft?md5=cffe1e6a899eeb1daaefb11864fe174e&pid=1-s2.0-S2666557324000557-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096191","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":"Feedback for learning from text: What kind and where in the text is most effective?","authors":"Virginia Clinton-Lisell","doi":"10.1016/j.caeo.2024.100216","DOIUrl":"10.1016/j.caeo.2024.100216","url":null,"abstract":"<div><p>Etextbooks have the affordance of providing immediate feedback for review questions on the content. However, it needs to be clarified what type and placement of feedback is most effective. College and high school students (<em>N</em> = 390) were randomly assigned to receive either correct-answer-only feedback or elaborative feedback either in the middle-and-end of the textbook excerpt or the end only. Elaborative feedback at the end of the text had more accurate posttest scores and more efficient learning (based on time reading per correct answer) than did other conditions. Metacomprehension accuracy, based on the difference between predicted performance and actual performance, did not reliably differ by condition. Neither the perceived difficulty of the text nor the review questions reliably differed based on feedback condition. This study has practical implications for the design of etextbooks provided the findings generalize across disciplines and entire etextbooks.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100216"},"PeriodicalIF":4.1,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000569/pdfft?md5=5062796e3c15f5f2dcca6808ce9ae7ea&pid=1-s2.0-S2666557324000569-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142083200","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":"Informing professional learning interventions with evidence-based analysis of student feedback: Implications for software use and learning clarity","authors":"Joanne Blannin ,&nbsp;Colin Wood ,&nbsp;Phil Stubbs ,&nbsp;John Hattie","doi":"10.1016/j.caeo.2024.100211","DOIUrl":"10.1016/j.caeo.2024.100211","url":null,"abstract":"<div><p>This study explored the gap between teachers' perceptions of their teaching practice and students' abilities to describe their learning accurately. Using the Verso software as a reflective feedback tool alongside a personalised professional learning program, the research aimed to bridge this disconnect. Post-implementation, student feedback indicated heightened self-awareness and improved metacognitive skills. The Verso software prompted students to engage with their learning introspectively, enabling learners to develop increasingly accurate self-reflective and metacognitive skills. The findings highlight the potential of technology in enhancing professional learning and instructional efficacy.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100211"},"PeriodicalIF":4.1,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S266655732400051X/pdfft?md5=8552842baabea7d4bbdfc938da4eb7a2&pid=1-s2.0-S266655732400051X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142121927","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":"Opportunities overcome challenges in adopting immersive virtual reality in online learning","authors":"Rhodora Abadia,&nbsp;Jonathan Fritsch,&nbsp;Shokry Abdelaal,&nbsp;Thilini Jayawickrama","doi":"10.1016/j.caeo.2024.100208","DOIUrl":"10.1016/j.caeo.2024.100208","url":null,"abstract":"<div><p>The use of immersive Virtual Reality (IVR) has witnessed an increasing demand in online learning, though challenges are slowing its adoption. This paper presents a scoping review on the deployment of IVR in online learning: its utilisation, challenges, and opportunities. The study reveals that IVR is mainly used to provide remote access to learning experiences, improve cognitive, affective and skills outcomes, and simulate experiences that are often available in traditional classrooms. Hardware-related issues are among the greatest challenges for the ubiquitous use of IVRs in online learning, with internet access being cited as the primary concern. Cost of hardware, physical side-effects, software design and amount of educator training required have also been raised as common challenges. The analysis of the reported opportunities revealed that the increasing availability of VR technologies shows the potential to overcome these challenges associated with hardware, where smartphone devices are still considered the most accessible and scalable tool. In addition, the increasing availability of modelling software creates an opportunity for faster and cheaper development of VR applications. Furthermore, the use of IVR in online learning presents solutions to common online learning issues associated with reduced student engagement and learning, access to work-based activities and lack of connectedness.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100208"},"PeriodicalIF":4.1,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S266655732400048X/pdfft?md5=022d42e46c63d0932faeb2237aca5913&pid=1-s2.0-S266655732400048X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142157987","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":"Schoolfeeds: A study of principals’ governance of school social media pages and students’ data, privacy and treatment","authors":"Karley Beckman ,&nbsp;Tiffani Apps ,&nbsp;Sue Bennett","doi":"10.1016/j.caeo.2024.100213","DOIUrl":"10.1016/j.caeo.2024.100213","url":null,"abstract":"<div><p>It is common for contemporary schools to have a presence on social media for the purpose of connecting with the school community and often the wider public. Drawing on the perspectives of five Australian non-government principals, the study explored why schools engaged with social media and the approaches used to manage the school's social media activities. We found that the main perceived value was in marketing the school to prospective families, which required active curation of posts and comments to ensure a positive image was presented and maintained. We further found that principals consider social media platforms to be neutral mechanisms for communication, not dissimilar to previous forms of communication long used by schools to engage with their communities. When viewed through a data justice lens, we argue that these views result in unintended consequences by presenting an image of the school that does not represent the diversity of its students and activities and by perpetuating the exploitative practices of commercial platforms that commodify students’ data. There are also missed opportunities for schools to better promote their educational goals and activate students as agents in representing themselves online and developing their data literacy. We propose that by adopting the term ‘schoolfeeds’ we can promote a more critical engagement with school social media that can lead to better policy and practice.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100213"},"PeriodicalIF":4.1,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000533/pdfft?md5=b89949d6677fafc8f57f15e49e264012&pid=1-s2.0-S2666557324000533-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142088008","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":"Contextual considerations in TPACK: Collaborative processes in initial teacher education","authors":"Tara McDougall,&nbsp;Michael Phillips","doi":"10.1016/j.caeo.2024.100207","DOIUrl":"10.1016/j.caeo.2024.100207","url":null,"abstract":"<div><p>The importance of educational technologies continues to be revealed in contemporary classrooms and has consequently resulted in calls for those in initial teacher education programs to engage with contexts in which they can develop and demonstrate their technological, pedagogical and content knowledge (TPACK). Despite TPACK being one of the world's most frequently used frameworks for understanding teachers’ technology integration (Hew et al., 2019; Niederhauser &amp; Lindström, 2018), conceptualisations of the contexts in which pre-service teachers develop and demonstrate their TPACK are often confined to physical locations (Phillips et al., 2016; Phillips, 2016b; Rosenberg &amp; Koehler, 2015). This research takes a broader consideration of ‘context’ through explorations of empirical data from a study of Australian pre-service teachers (PSTs) collaboratively planning, delivering and reflecting on team-taught, online, high school STEM classes in an attempt to answer the research question driving this research: What contextually situated learning process shape pre-service teachers’ TPACK development? Data from a series of semi-structured interviews revealed changes in the ways in which pre-service teachers conceptualised their TPACK. More importantly, this study found that the situated learning processes of induction, transferability, positive interdependence, synchronicity, and negotiability (Johnson and Johnson, 1994; Dillenbourg, 1999) were particularly important in explaining how participants understood and explained their TPACK acquisition and enactment. This research also highlights the importance of intentional design decisions by teacher educators to consider broader conceptualisations of ‘contexts’ which illustrate the importance of situated and collaborative learning opportunities to shape pre-service teachers TPACK. Importantly, these designs in this setting also empowered pre-service teachers to take risks with their praxis as they reported a feeling of emotional safety when teaching with a liminal peer. Consequently, the power of collaborative processes and interactions were revealed as new contextual considerations in the TPACK framework.</p></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"7 ","pages":"Article 100207"},"PeriodicalIF":4.1,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666557324000478/pdfft?md5=f971677bbf7f9dcde024f22c944a9a8e&pid=1-s2.0-S2666557324000478-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141964096","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}