Journal of Computing in Higher Education最新文献_第7页

Wild brooms and learning analytics. 野生扫帚和学习分析

IF 5.6 2区教育学

Journal of Computing in Higher Education Pub Date : 2023-01-24 DOI: 10.1007/s12528-023-09353-6

Benjamin A Motz, Anastasia S Morrone

引用次数: 0

Non-traditional students' preferences for learning technologies and impacts on academic self-efficacy. 非传统学生对学习技术的偏好及其对学术自我效能感的影响。

IF 5.6 2区教育学

Journal of Computing in Higher Education Pub Date : 2023-01-24 DOI: 10.1007/s12528-023-09354-5

Karen Sutherland, Ginna Brock, Margarietha J de Villiers Scheepers, Prudence M Millear, Sherelle Norman, Tim Strohfeldt, Terri Downer, Nicole Masters, Alison L Black

{"title":"Non-traditional students' preferences for learning technologies and impacts on academic self-efficacy.","authors":"Karen Sutherland, Ginna Brock, Margarietha J de Villiers Scheepers, Prudence M Millear, Sherelle Norman, Tim Strohfeldt, Terri Downer, Nicole Masters, Alison L Black","doi":"10.1007/s12528-023-09354-5","DOIUrl":"10.1007/s12528-023-09354-5","url":null,"abstract":"Blended Learning (BL) as a pedagogical approach has increased in significance during the COVID-19 pandemic, with blended and online learning environments becoming the new digital norm for higher educational institutions around the globe. While BL has been discussed in the literature for thirty years, a common approach has been to categorise learner cohorts to support educators in better understanding students' relationships with learning technologies. This approach, largely unsupported by empirical evidence, has failed to adequately address the challenges of integrating learning technologies to fit with non-traditional students' preferences, their BL self-efficacy and the associated pedagogical implications. Focusing on student preference, our study presents findings from a pre-COVID survey of undergraduate students across four campuses of an Australian regional university where students shared their learning technology preferences and the self-regulated learning that influenced their academic self-efficacy in a BL context. Findings show students want consistency, relevance, and effectiveness with the use of BL tools, with a preference for lecture recordings and video resources to support their learning, while email and Facebook Messenger were preferred for communicating with peers and academic staff. Our study suggests a quality BL environment facilitates self-regulated learning using fit-for-purpose technological applications. Academic self-efficacy for BL can increase when students perceive the educational technologies used by their institution are sufficient for their learning needs.","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":" ","pages":"1-22"},"PeriodicalIF":5.6,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9872746/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10767882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adapting Under Pressure: A Case Study in Scaling Faculty Development for Emergency Remote Teaching. 压力下的适应:应急远程教学教师发展规模的案例研究。

IF 5.6 2区教育学

Journal of Computing in Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s12528-022-09330-5

David R Gomez, William Swann, Mary Willms Wohlwend, Stephanie Spong

{"title":"Adapting Under Pressure: A Case Study in Scaling Faculty Development for Emergency Remote Teaching.","authors":"David R Gomez, William Swann, Mary Willms Wohlwend, Stephanie Spong","doi":"10.1007/s12528-022-09330-5","DOIUrl":"https://doi.org/10.1007/s12528-022-09330-5","url":null,"abstract":"This case study examines the adaptation of an existing online, asynchronous faculty development resource at the University of New Mexico to support the unanticipated need for all instructors to teach remotely starting in spring 2020, due to the COVID-19 pandemic. The course-entitled Evidence-Based Practices for Teaching Online (EBPTO)-was previously utilized to support instructor transitions to distance education by applying constructivist principles to the development of evidence-based online teaching practices. The course was adapted to address institutional and instructor needs as a result of the pandemic, including increasing facilitation resources. The largest EBPTO cohort, with 117 participants, began in June 2020. Data were collected through a reflective journal administered at the mid-point and an end-of-course survey. Analysis of the reflective journal provided insight into participants' learning experience in terms of key \"takeaways,\" LMS tools that they had the opportunity to practice, and \"lingering questions\" that they had. The top 3 takeaways were the usefulness of course mapping, the usefulness of backwards design, and the deepening familiarity with LMS tools. Results from the end-of-course survey showed positive feedback from participants regarding perceived achievement of the course learning objectives, even after scaling the course to accommodate the large number of instructors moving to remote instruction.","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":"35 1","pages":"91-110"},"PeriodicalIF":5.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9255505/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9294694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Design and effects of the teacher-student interaction model in the online learning spaces. 在线学习空间中师生互动模式的设计与效果。

IF 5.6 2区教育学

Journal of Computing in Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s12528-022-09348-9

Youru Xie, Yuling Huang, Wenjing Luo, Yucheng Bai, Yi Qiu, Ziru Ouyang

引用次数: 3

Online learning and blended learning: new practices derived from the pandemic-driven disruption. 在线学习和混合式学习:源于大流行造成的破坏的新做法。

IF 5.6 2区教育学

Journal of Computing in Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s12528-023-09350-9

S K S Cheung, Fu Lee Wang, Lam For Kwok

引用次数: 2

Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions. 使用聊天机器人支持学生在完全在线活动中的目标设定和社交存在:学习者参与和感知。

IF 5.6 2区教育学

Journal of Computing in Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s12528-022-09338-x

Khe Foon Hew, Weijiao Huang, Jiahui Du, Chengyuan Jia

{"title":"Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions.","authors":"Khe Foon Hew, Weijiao Huang, Jiahui Du, Chengyuan Jia","doi":"10.1007/s12528-022-09338-x","DOIUrl":"https://doi.org/10.1007/s12528-022-09338-x","url":null,"abstract":"Although fully online learning is now the 'new normal' in many parts of the world, its implementation is often beset by challenges such as the lack of student self-regulation, and the sense of isolation. In this paper, we explored the use of chatbots to support student goal setting (Study 1) and social presence (Study 2) in online activities. In Study 1, participants in a fully online course were invited to complete a goal setting activity prior to attending class via a goal-setting chatbot. The chatbot engaged participants with five questions developed based on the SMART (specific, measurable, achievable, realistic, and timely) goal setting framework. In Study 2, English-as-Foreign-Language participants in a fully online course were tasked to complete listening practices. The learning buddy chatbot was designed based on the social presence framework (interpersonal communication, open communication, cohesive communication) to guide students through listening exercises. In both Study 1 and 2, we evaluated participants' behavioral engagement by measuring their conversation records with the chatbots, as well as participants' perceived usefulness and ease of use of the chatbots. We also gathered in-depth interview data concerning the participants' perceptions of interacting with the chatbots. Overall, our findings found positive learner experiences with both chatbots with regard to the chatbots' perceived usefulness and perceived ease of use. We also provided suggestions for instructors to apply chatbots in teaching and learning.","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":"35 1","pages":"40-68"},"PeriodicalIF":5.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9458299/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10730030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 28

Examining key factors of beginner's continuance intention in blended learning in higher education. 高等教育混合式学习中初学者继续学习意愿的关键因素研究。

IF 5.6 2区教育学

Journal of Computing in Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s12528-022-09322-5

He Yang, Jin Cai, Harrison Hao Yang, Xiaochen Wang

{"title":"Examining key factors of beginner's continuance intention in blended learning in higher education.","authors":"He Yang, Jin Cai, Harrison Hao Yang, Xiaochen Wang","doi":"10.1007/s12528-022-09322-5","DOIUrl":"https://doi.org/10.1007/s12528-022-09322-5","url":null,"abstract":"With the outbreak of the COVID-19 pandemic, blended learning became exceptionally widespread, especially in higher education. As a result, many college students became beginners in this learning method. To identify key factors that impact beginners' continuance intention in blended learning, this study surveyed 1845 first-year college students at a university in central China in the falls of 2020 and 2021 who used blended learning for the first time. Structural equation modeling was employed to verify a model that integrates intrinsic motivation and academic self-efficacy in the Expectation-Confirmation Model of Information System Continuance. The results show that performance expectancy, intrinsic motivation, and satisfaction significantly impact beginners' continuance intention in blended learning. Moreover, performance expectancy, intrinsic motivation, and confirmation significantly impact beginners' continuance intention through mediating variable satisfaction. Academic self-efficacy does not directly impact college students' continuance intention but indirectly impacts their continuance intention through intrinsic motivation. Finally, this study provides suggestions for educators to improve beginners' blended learning experience thus promoting their continuance intention in blended learning.","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":"35 1","pages":"126-143"},"PeriodicalIF":5.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9134973/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10734575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Flipped classroom: motivational affordances of spherical video-based immersive virtual reality in support of pre-lecture individual learning in pre-service teacher education. 翻转课堂:基于球形视频的沉浸式虚拟现实在职前教师教育中支持课前个人学习的动机启示。

IF 5.6 2区教育学

Journal of Computing in Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s12528-022-09334-1

Morris Siu-Yung Jong

{"title":"Flipped classroom: motivational affordances of spherical video-based immersive virtual reality in support of pre-lecture individual learning in pre-service teacher education.","authors":"Morris Siu-Yung Jong","doi":"10.1007/s12528-022-09334-1","DOIUrl":"https://doi.org/10.1007/s12528-022-09334-1","url":null,"abstract":"Flipped classroom (FC) is a \"blended\" instructional approach that requires students to complete pre-lecture individual learning tasks in preparation for participating in related in-lecture peer learning activities. One of the critical problems of FC has been students' lack of motivation to complete the assigned online pre-lecture tasks prior to attending the corresponding face-to-face lectures. Spherical video-based immersive virtual reality (SV-IVR), which can be produced without costly computing equipment and sophisticated technical expertise, is a technological tool with considerable potential for enhancing teaching and learning. This mixed-methods study was grounded in the instructional motivation theory of ARCS (Attention, Relevance, Confidence and Satisfaction). A total of 188 education students (i.e., pre-service teachers) who were generally knowledgeable about the pedagogical concept of FC evaluated the ARCS motivational affordances of SV-IVR in support of the pre-lecture stage of FC. These students were from teaching majors of (i) language education, (ii) social and humanities education, and (iii) mathematics and science education. The results indicated the participants across the 3 majors positively perceived SV-IVR as having desirable benefits on \"A,\" \"R,\" and \"S,\" but not \"C.\" This research provides new insights into adopting SV-IVR in FC, in particular, shedding light on leveraging this technological tool in pre-service teacher education.","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":"35 1","pages":"144-165"},"PeriodicalIF":5.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9449938/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10717939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Re-thinking the online distance instruction based on students' feedback. 基于学生反馈对网络远程教学的再思考

IF 5.6 2区教育学

Journal of Computing in Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s12528-022-09332-3

Ivana Simonova, Ludmila Faltynkova, Katerina Kostolanyova, Slavomira Klimszova

{"title":"Re-thinking the online distance instruction based on students' feedback.","authors":"Ivana Simonova, Ludmila Faltynkova, Katerina Kostolanyova, Slavomira Klimszova","doi":"10.1007/s12528-022-09332-3","DOIUrl":"https://doi.org/10.1007/s12528-022-09332-3","url":null,"abstract":"During the covid-19 pandemic, schools at all levels were often closed and online distance instruction (ODI) was applied. The main objective of this research was to discover the main didactic features of online distance instruction; and based on the collected data to define didactic recommendations towards improving the quality of the process. Five hypotheses were set that evaluated students' opinions in the areas of teachers' support for learners within ODI, types of sources exploited within ODI, means used for practising and fixing new knowledge within ODI, assessment of learners' performance within ODI, and students' feedback on ODI. In total, 272 respondents from upper secondary and higher education institutions participated in the research. Each respondent described the process of online distance instruction in two courses they selected of 64: (1) in a course that they appreciated, liked, enjoyed, and considered efficient from the point of view of their learning; (2) in a course that caused them discomfort in learning, as it was conducted in a way that did not suit them, and their learning did not bring the expected learning outcomes. Data were collected via a questionnaire; Chí-square test, adjusted residuals, and t test for comparison of means were calculated. Before the research started, teachers were trained in online distance instruction. Therefore, we expected that they will be competent in designing online distance courses and the courses will follow didactic principles. The results discovered significant differences in the frequency of occurrence of observed features in courses that received positive feedback compared to those having negative evaluation. However, some exceptions were detected.","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":"35 1","pages":"6-39"},"PeriodicalIF":5.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9375588/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10717931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome. 自我报告学习环境知觉、观察学习策略与学业成绩的关系。

IF 5.6 2区教育学

Journal of Computing in Higher Education Pub Date : 2023-01-01 DOI: 10.1007/s12528-022-09333-2

Feifei Han, Robert A Ellis

{"title":"The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome.","authors":"Feifei Han, Robert A Ellis","doi":"10.1007/s12528-022-09333-2","DOIUrl":"https://doi.org/10.1007/s12528-022-09333-2","url":null,"abstract":"This study investigated the relations between students' self-reported perceptions of the blended learning environment, their observed online learning strategies, and their academic learning outcomes. The participants were 310 undergraduates enrolled in an introductory course on computer systems in an Australian metropolitan university. A Likert-scale questionnaire was used to examine students' perceptions. The digital traces recorded in a bespoke learning management system were used to detect students' observed online learning strategies. Using the data mining algorithms, including the Hidden Markov Model and an agglomerative hierarchical sequence clustering, four types of online learning strategies were found. The four strategies not only differed in the number of online learning sessions but also showed differences in the proportional distribution with regard to different online learning behaviors. A one-way ANOVA revealed that students adopting different online learning strategies differed significantly on their final course marks. Students who employed intensive theory application strategy achieved the highest whereas those used weak reading and weak theory application scored the lowest. The results of a cross-tabulation showed that the four types of observed online learning strategies were significantly associated with the better and poorer perceptions of the blended learning environment. Specially, amongst students who adopted the intensive theory application strategy, the proportion of students who self-reported better perceptions was significantly higher than those reporting poorer perceptions. In contrast, amongst students using the weak reading and weak theory application strategy, the proportion of students having poorer perceptions was significantly higher than those holding better perceptions.","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":"35 1","pages":"111-125"},"PeriodicalIF":5.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9368696/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10729184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0