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Journal of Educational Informatics最新文献

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Examining the Benefits and Challenges of Using Discord in Online Higher Education Classrooms 研究在在线高等教育课堂中使用 Discord 的益处和挑战
Journal of Educational Informatics Pub Date : 2024-01-02 DOI: 10.51357/jei.v4i2.225
S. Lauricella, Chris D. Craig, Robin Kay
{"title":"Examining the Benefits and Challenges of Using Discord in Online Higher Education Classrooms","authors":"S. Lauricella, Chris D. Craig, Robin Kay","doi":"10.51357/jei.v4i2.225","DOIUrl":"https://doi.org/10.51357/jei.v4i2.225","url":null,"abstract":"Building community and connection in online courses can be challenging. Discord, a mobile and desktop app popular with gamers, is explicitly designed to stimulate discussion, conversations and community. This paper explored student perceptions of the benefits and challenges of using Discord in two upper-year, undergraduate, online social science courses (n = 45). Key benefits of using Discord included connecting to students or the professor, building community, disseminating course information, increasing engagement, and establishing a casual, informal learning environment. Challenges were reported less often than benefits and included wanting a tutorial to use Discord, needing to check for notifications, and occasional technical issues. Students suggested that a more structured use of Discord might further benefit their learning.","PeriodicalId":137083,"journal":{"name":"Journal of Educational Informatics","volume":"15 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139452196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Ludic Pedagogy Meets ChatGPT: An Application of Fun, Play, Playfulness, and Positivity to a Technological Context 鲁迪克教学法与 ChatGPT 的结合：趣味、游戏、玩乐和积极性在技术环境中的应用
Journal of Educational Informatics Pub Date : 2024-01-02 DOI: 10.51357/jei.v4i2.227
S. Lauricella, T. K. Edmunds
{"title":"Ludic Pedagogy Meets ChatGPT: An Application of Fun, Play, Playfulness, and Positivity to a Technological Context","authors":"S. Lauricella, T. K. Edmunds","doi":"10.51357/jei.v4i2.227","DOIUrl":"https://doi.org/10.51357/jei.v4i2.227","url":null,"abstract":"This paper explores how Ludic Pedagogy – the incorporation of fun, play, playfulness, and positivity into learning – can address challenges to student disengagement and academic integrity.  We use the case of AI predictive text tool ChatGPT to illustrate how intrinsic motivation can come from students' enjoyment and satisfaction with learning.  We make two proposals:  first, by using Ludic Pedagogy principles and approaching ChatGPT with a sense of curiosity and experimentation, students can engage more actively with their learning, and may be less likely to “cheat” on academic assignments.  Second, designing authentic assessments that are completed with a sense of positivity may negate the usefulness of ChatGPT as a tool for academic dishonesty.  Adopting a Ludic Pedagogy has implications for learning environments and assessment whereby educators may turn a technological “threat” into a learning opportunity and students may experience heightened engagement.","PeriodicalId":137083,"journal":{"name":"Journal of Educational Informatics","volume":"130 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139453596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Improving Mathematics Learning Through Computational Participation 通过计算参与改善数学学习
Journal of Educational Informatics Pub Date : 2023-04-21 DOI: 10.51357/jei.v4i1.214
Devin Flynn, J. Hughes, J. Robb
{"title":"Improving Mathematics Learning Through Computational Participation","authors":"Devin Flynn, J. Hughes, J. Robb","doi":"10.51357/jei.v4i1.214","DOIUrl":"https://doi.org/10.51357/jei.v4i1.214","url":null,"abstract":"Computational Participation (CP) expands upon Computational Thinking (CT) by incorporating themes of problem-solving, creativity, and digital collaboration and communication. In the Fall of 2021, we partnered with two school boards to facilitate Professional Learning (PL) sessions with a broad community of educators and co-facilitated learning sessions with select classroom teachers. Both PL and co-facilitation learning sessions related to curriculum expectations for mathematics and coding. Instead of teaching coding for coding’s sake, our goal was to prepare teachers to use coding to help students understand mathematics under the pedagogical framework of CP. The questions guiding our overall research were to identify ways teachers can integrate CP while teaching mathematics in a meaningful way and identify the various learning opportunities that students gain when CP is integrated. Our research indicated that CP results in learning environments supportive of collaborative learning, communication, increased student engagement, and perseverance. In addition to this, teachers experienced a positive shift in their mindset toward cross-curricular planning. One persistent challenge in infusing digital coding with mathematics in this study was the lack of 1-to-1 technology in classrooms, which could interrupt momentum and disrupt student motivation.","PeriodicalId":137083,"journal":{"name":"Journal of Educational Informatics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128935160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Novice Coders Reactions to Pedagogical Strategies within a Coding Education Course 编程新手对编程教育课程中教学策略的反应
Journal of Educational Informatics Pub Date : 2023-04-21 DOI: 10.51357/jei.v4i1.215
Diane Tepylo, Yvette Samaha, Hannah Atkinson
{"title":"Novice Coders Reactions to Pedagogical Strategies within a Coding Education Course","authors":"Diane Tepylo, Yvette Samaha, Hannah Atkinson","doi":"10.51357/jei.v4i1.215","DOIUrl":"https://doi.org/10.51357/jei.v4i1.215","url":null,"abstract":"While coding is integrated into K-12 curricula worldwide, most teachers are new to coding and need more preparation on how to present coding well. This study investigates the reactions of novice coders to teaching strategies within a carefully developed coding for pre-service teachers (PSTs) course. During the course, PSTs participated in many coding challenges and were prompted to reflect on their learning and connections to future teaching in Digital Learning Portfolios (DLPs). Using thematic analysis, the DLPs of 3 PSTs without prior coding experience were analyzed in depth to determine PST reactions to the teaching strategies used within the coding-for-teachers course. The reflections captured in the teaching approaches were generally effective for novice coders, but at times more scaffolding would have supported learning. Finally, the implications of these findings are discussed concerning teacher educators preparing teachers to teach coding in other contexts.","PeriodicalId":137083,"journal":{"name":"Journal of Educational Informatics","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116756499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Higher Education Faculty Supports for to the Transition to Online Teaching during the COVID-19 Pandemic 高等教育学院支持新冠肺炎大流行期间向在线教学过渡
Journal of Educational Informatics Pub Date : 2023-04-21 DOI: 10.51357/jei.v4i1.191
R. Power, R. Kay
{"title":"Higher Education Faculty Supports for to the Transition to Online Teaching during the COVID-19 Pandemic","authors":"R. Power, R. Kay","doi":"10.51357/jei.v4i1.191","DOIUrl":"https://doi.org/10.51357/jei.v4i1.191","url":null,"abstract":"Canadian higher education institutions closed physical campuses in early 2020. It transitioned to online teaching and student service delivery because of the COVID-19 pandemic. For many faculty members and institutions unfamiliar with online teaching, this transition meant widespread innovation in digital technologies and pedagogical practices. While necessity created a perception of the usefulness of digital tools, faculty still needed to develop their technical skills and online teaching approaches. This research study found that faculty from two Canadian universities drew upon a combination of formal and informal support networks and resources to increase their technological self-efficacy. Faculty also found that formal professional development was most helpful when it focused on online teaching approaches rather than specific technical functionality. The barriers to innovation and changes to faculty use of digital tools and pedagogies point to recommendations for higher education institutions that must transition to online delivery.","PeriodicalId":137083,"journal":{"name":"Journal of Educational Informatics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114921979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Innovative Digital Tools for Online Learning 在线学习的创新数字工具
Journal of Educational Informatics Pub Date : 2023-04-21 DOI: 10.51357/jei.v4i1.213
Zeynep Gecu-Parmaksiz, J. Hughes
{"title":"Innovative Digital Tools for Online Learning","authors":"Zeynep Gecu-Parmaksiz, J. Hughes","doi":"10.51357/jei.v4i1.213","DOIUrl":"https://doi.org/10.51357/jei.v4i1.213","url":null,"abstract":"Professional development (PD) is crucial in creating a successful and effective teaching and learning environment. Due to the COVID-19 crisis, many teachers had to learn and master technology quickly. Therefore, PD programs became highly important to support teachers’ needs while exploring and learning online tech tools and implementing them in their educational environment. During Spring 2021, 14 educators participated in PD sessions related to mathematics and making activities and focused on introducing new virtual tech tools (CoSpaces Edu, iRobot, Tinkercad, Scratch, Ozobot). The primary goal of this paper was to gain insight into teachers’ user experiences regarding the tech tools and to understand their experiences and challenges using these tools in online settings. The study results showed that some teachers found it challenging to access technological tools and allocate time to design and create learning environments with them, especially during the pandemic. However, they were aware of the potential and advantages of these tech tools, such as increasing student motivation and engagement, supporting hands-on learning, and exploring curriculum connections.","PeriodicalId":137083,"journal":{"name":"Journal of Educational Informatics","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127596342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A CASE FOR FEEDBACK LITERACY 一个关于反馈素养的案例
Journal of Educational Informatics Pub Date : 2022-03-16 DOI: 10.51357/jei.v3i1.183
L. Ramsden, Billy D. Hunter
{"title":"A CASE FOR FEEDBACK LITERACY","authors":"L. Ramsden, Billy D. Hunter","doi":"10.51357/jei.v3i1.183","DOIUrl":"https://doi.org/10.51357/jei.v3i1.183","url":null,"abstract":"Critical review of a published work.","PeriodicalId":137083,"journal":{"name":"Journal of Educational Informatics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128849188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining Online Course Evaluations and the Quality of Student Feedback 检查在线课程评估和学生反馈的质量
Journal of Educational Informatics Pub Date : 2022-03-16 DOI: 10.51357/jei.v3i1.182
Sandra Plante, Ann LeSage, R. Kay
{"title":"Examining Online Course Evaluations and the Quality of Student Feedback","authors":"Sandra Plante, Ann LeSage, R. Kay","doi":"10.51357/jei.v3i1.182","DOIUrl":"https://doi.org/10.51357/jei.v3i1.182","url":null,"abstract":"The purpose of this article was to provide a comprehensive review of research on the quality of student feedback from post-secondary institutions using online course evaluations versus traditional paper-pencil methods. Nineteen peer-reviewed articles published from 2000 to 2020 were examined for changes to course evaluations following a transition to online collection methods. Three themes emerged from the literature: effects on response rates, presence of non-response bias, and effects on comment quality. Results suggest that using online methods for collecting student feedback tends to decrease response rates somewhat, however, the effect is often temporary. Further, using online methods generated conflicting results on the presence of a non-response bias in open-ended comments with online methods. Many studies demonstrated that online methods increase the word counts in student-provided comments and that the constructive nature of the comments improved as well. The results may inform teaching and policy decisions as more institutions transition to online course evaluation collection methods, particularly given the restrictions imposed by the current COVID-19 crisis. Suggestions for future research include examining the usability of comments as well as trends in student feedback quality following the transition to emergency remote teaching during the global pandemic.","PeriodicalId":137083,"journal":{"name":"Journal of Educational Informatics","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123596293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Exploring Instructor Perceptions of Using Video-Based Feedback 探索教师对使用视频反馈的看法
Journal of Educational Informatics Pub Date : 2022-03-16 DOI: 10.51357/jei.v3i1.181
Timothy Bahula, R. Kay
{"title":"Exploring Instructor Perceptions of Using Video-Based Feedback","authors":"Timothy Bahula, R. Kay","doi":"10.51357/jei.v3i1.181","DOIUrl":"https://doi.org/10.51357/jei.v3i1.181","url":null,"abstract":"The use of video feedback in face-to-face, blended, and online learning classes has increased markedly since 2014. However, the use of this form of feedback is not well understood. In this study, we conducted a systematic literature review of how higher education instructors perceive video-based feedback. We analyzed 39 peer-reviewed articles from 2009 to 2019 and identified four themes related to creating videos, the quality of feedback, connecting with students, and sustaining the practice of offering video-based feedback. Overall, most instructors claimed that creating video feedback was relatively easy and time-efficient to create. However, some instructors faced specific challenges related to recording, unwieldy software tools, and feeling anxious when creating videos. Instructors also noted that videos provided more detailed, higher-quality feedback. Additionally, instructors remarked that video feedback increased personal connections with their students. Finally, research on the long-term sustainability of providing video-based feedback was mixed.","PeriodicalId":137083,"journal":{"name":"Journal of Educational Informatics","volume":"319 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132910736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Diversity Challenge in Higher Education 高等教育中的多样性挑战
Journal of Educational Informatics Pub Date : 2021-07-08 DOI: 10.51357/jei.v2i2.156
Adam McGregor
{"title":"The Diversity Challenge in Higher Education","authors":"Adam McGregor","doi":"10.51357/jei.v2i2.156","DOIUrl":"https://doi.org/10.51357/jei.v2i2.156","url":null,"abstract":"This commentary focuses on considering the work of Michalski et al in the context of Ontario Colleges.","PeriodicalId":137083,"journal":{"name":"Journal of Educational Informatics","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114873473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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