Journal of Research in Innovative Teaching & Learning最新文献

{"title":"Cognitive load in asynchronous discussions of an online undergraduate STEM course","authors":"E. Faulconer, C. Bolch, B. Wood","doi":"10.1108/jrit-02-2022-0010","DOIUrl":"https://doi.org/10.1108/jrit-02-2022-0010","url":null,"abstract":"PurposeAs online course enrollments increase, it is important to understand how common course features influence students' behaviors and performance. Asynchronous online courses often include a discussion forum to promote community through interaction between students and instructors. Students interact both socially and cognitively; instructors' engagement often demonstrates social or teaching presence. Students' engagement in the discussions introduces both intrinsic and extraneous cognitive load. The purpose of this study is to validate an instrument for measuring cognitive load in asynchronous online discussions.Design/methodology/approachThis study presents the validation of the NASA-TLX instrument for measuring cognitive load in asynchronous online discussions in an introductory physics course.FindingsThe instrument demonstrated reliability for a model with four subscales for all five discrete tasks. This study is foundational for future work that aims at testing the efficacy of interventions, and reducing extraneous cognitive load in asynchronous online discussions.Research limitations/implicationsNonresponse error due to the unincentivized, voluntary nature of the survey introduces a sample-related limitation.Practical implicationsThis study provides a strong foundation for future research focused on testing the effects of interventions aimed at reducing extraneous cognitive load in asynchronous online discussions.Originality/valueThis is a novel application of the NASA-TLX instrument for measuring cognitive load in asynchronous online discussions.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122926351","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}

{"title":"Virtual campuses in developing countries: an evaluation of the “right connectors” for effective e-learning in higher education institutions in Zimbabwe","authors":"M. Nyathi","doi":"10.1108/jrit-06-2022-0040","DOIUrl":"https://doi.org/10.1108/jrit-06-2022-0040","url":null,"abstract":"PurposeThe purpose of this paper is to evaluate the relative effects of three facets or connectors argued to be vital for learners in successful e-learning outcomes in developing economies.Design/methodology/approachData were collected through a survey involving 130 learners. A stratified sampling technique was employed. Regression analyses making use of linear, multiple and PROCESS macro in Statistical Package for the Social Sciences (SPSS) were used to analyze data.FindingsTechnological self-efficacy and social presence are the most important facets needed by participants for effective learning in higher education institutions in developing countries. Learning tools meant to enhance teaching and learning and also contribute to learner satisfaction.Practical implicationsThe findings of the study provide insights to academic administrators to pay close attention to the three connectors in order to ensure quality learning. The findings guide higher learning institutions to adequately and selectively pay attention to the three connections. Deliberate efforts focusing on students' situations, opinions and concerns are vital for learner satisfaction in developing economies.Originality/valueThis study represents a first attempt to examine the effect of the “right connections” for effective learning in developing economies, using a quantitative approach. The findings bring into attention the role of assessing learner inputs and virtual environment in boosting the effectiveness of e-learning. The findings also result in a model that should lead to increased learner satisfaction through the implementation of right connections. The study “disputes” the relevance of a universal e-learning system.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116794738","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}

{"title":"E-learning: substitutability of learner–learner, and learner–facilitator interactions to enhance learner satisfaction in higher education","authors":"M. Nyathi, Emeka Sibanda","doi":"10.1108/jrit-04-2022-0018","DOIUrl":"https://doi.org/10.1108/jrit-04-2022-0018","url":null,"abstract":"PurposeThe purpose of this study is to evaluate the effect of learner–learner and learner–facilitator interactions on learner satisfaction and their substitutability.Design/methodology/approachA quantitative survey research focusing on 130 students was used to collect data. Stratified sampling was preferred for the study, with a Likert type research instrument being administered online.FindingsLearner–learner and learner–facilitator interactions mediate the effect of e-learning on learner satisfaction. These sets of interactions act as independent mediators, each playing a pivotal role in enhancing learner satisfaction. The interactions are however not substitutable.Practical implicationsThe findings of the study will provide insights to academic administrators, to ensure that the two sets of interactions contribute to an effective and conducive e-learning environment and ultimately learner satisfaction. Deliberate efforts should be made to design increased e-learning interactivity into the cyber learning environment for effective learning.Originality/valueThe findings result in a ranking of learner–learner and learner–facilitator interactions for increased learner satisfaction. The interactions cannot be substituted without affecting the level of learner satisfaction. The interactions play a complementarity role, and collectively, enrich the quality of e-learning. A collective deployment is recommended.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128847015","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}

{"title":"Promoting students’ interest and achievement in mathematics through “King and Queen of Mathematics” initiative","authors":"J. Kihwele, Jamila Mkomwa","doi":"10.1108/jrit-12-2021-0083","DOIUrl":"https://doi.org/10.1108/jrit-12-2021-0083","url":null,"abstract":"PurposeThe study explored the impact of the King and Queen of Mathematics Initiative (KQMI) in promoting students’ interest in learning mathematics and improving their achievement. The specific objectives of the study focused on the impact of the initiative in promoting interest in mathematics, assessing the contribution of the initiative to students’ achievements and investigating challenges encountered by the initiative.Design/methodology/approachThe study used a case study design with a mixed-method approach. One ward secondary school was involved. The sample size was N = 79, where 77 were grade three students in a science class and two teachers. Data collection involved documentary review, observation and interviews. Data analysis employed both content analysis and a dependent t-test to determine the effect size of the initiative.FindingsThe findings revealed that KQMI had a significant impact on improving performance in mathematics among students (t (71) = −7.917, p < 0.05). The study also showed that male students improved their performance more than their counterparts throughout the KQMI. The mathematics teacher revealed that students still need assistance to solve mathematical questions with different techniques to develop the expected competencies.Research limitations/implicationsThe initiative was conducted only in one school, limiting the findings’ generalization. Also, the innovation faced different challenges, such as accessing adequate resources and students with little knowledge of mathematics, which the initiative aimed to address.Practical implicationsPedagogical innovations enhance the promotion of students’ interest in learning mathematics and hence improve their performance. Also, through pedagogical innovations, teachers improve their teaching skills and practices from students’ feedback.Originality/valueThe KQMI is a new pedagogical innovation modified from the existing innovations such as game-based method, task design, mobile learning and mathematics island.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching &amp; Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130841255","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}

{"title":"Can online professional development increase teachers' success in implementing project-based learning in south China?","authors":"Houbin Fang, Lili Wang, Qi Zhou","doi":"10.1108/jrit-05-2022-0024","DOIUrl":"https://doi.org/10.1108/jrit-05-2022-0024","url":null,"abstract":"PurposeThe purpose of this study is to evaluate the effectiveness of one online PD in PBL. Researchers want to investigate if a five-day international online PBL training will prepare teachers to implement PBL in their classrooms. Secondly, the researchers aim to determine if the training provides teachers with sufficient knowledge and support to ensure successful PBL implementation.Design/methodology/approachParticipants were given a 5-day (20 h) online PBL training created by one of the researchers with three frontline teachers. Seven trainers are divided into four groups for four groups of participants. Group A included Grade 1 and Grade 2 teachers, Group B included Grade 3 and Grade 4 teachers, Group C included Grade 5 and Grade 6 teachers, and Group D consisted of Grades 7 through 9 teachers. All the participants were given exactly the same surveys at the beginning and the end of the training.FindingsConsistent with previous studies comparing in person and virtue PD programs, this five-day interactive PD program was effective in increasing teachers' knowledge of and ability to plan and implement PBL projects. Specifically, results showed that teachers' knowledge level of PBL shifted from a shallow understanding of what the name implies to a deeper, more comprehensive, and more concrete understanding of PBL essential concepts, its pedagogical values, specific process involved in a PBL project. In addition, the PD program increased teachers' comfort level and ability of planning and implementing PBL projects across grade levels and subject areas.Originality/valueThis research study supported the previous study results that virtual PD programs can be as effective as in person programs. Further, this is the study discovered the effectiveness of PBL training between the US and China through online format, which has not been conducted literately before. The positive results will be used to promote the online collaboration internationally in the future.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching &amp; Learning","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132194552","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}

{"title":"Remote elementary education (Part 2): grade-level comparative analysis with control","authors":"Stefan Kleinke, David Cross","doi":"10.1108/jrit-03-2022-0013","DOIUrl":"https://doi.org/10.1108/jrit-03-2022-0013","url":null,"abstract":"PurposeThe purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part 2, presented in this paper, is a follow-up study to examine how student progression in the two pandemic-induced environments compared to the pre-pandemic conditions.Design/methodology/approach The authors expanded the quantitative, quasi-experimental factorial design of the authors' initial study with additional ex-post-facto standardized test score data from before the pandemic to enhance the group comparison with a control: the conventional pre-pandemic classroom environment. Thus, the authors were able to examine in which ways the two pandemic-induced learning environments (remote and hybrid) may have affected learner progress in the two subject areas: English Language (ELA) and Math. Additionally, the authors provided a grade-by-grade breakdown of analysis results.FindingsFindings revealed significant group differences in grade levels at or below 6th grade. In the majority of analyzed comparisons, learner achievement in the hybrid group was significantly lower than those in either the remote or the classroom group, or both.Research limitations/implications The additional findings further supported the authors' initial hypotheses: Differences in the consistency and continuity of educational approaches, as well as potential differences in learner predispositions and the availability of home support systems may have influenced observed results. Thus, this research also contributes to the general knowledge about learner needs in elementary education.Originality/valueDuring the pandemic, remote learning became ubiquitous. However, in contrast to e-learning in postsecondary education, for which an abundance of research has been conducted, relatively little is known about the efficacy of such approaches in elementary education.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching &amp; Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127471652","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}

{"title":"Wellbeing at the 21st century innovative learning environment called learning ground","authors":"Ulla Saastamoinen, Lasse Eronen, Antti Juvonen, P. Vahimaa","doi":"10.1108/jrit-03-2022-0012","DOIUrl":"https://doi.org/10.1108/jrit-03-2022-0012","url":null,"abstract":"PurposeSchools have a significant role in ensuring children's wellbeing as children spend a lot of time at school. Students need to have an active role in their learning and an opportunity to participate in issues concerning wellbeing and studying. This research examines students' wellbeing in an innovative learning environment. The classroom is built with professionals, teachers and students (aged 9). The authors call it Learning Ground.Design/methodology/approachStudents' wellbeing was measured with smart device application for a six-week period. Students answered the questionnaire with a Likert scale of five (very poor – excellent) responses. Two weeks during the six weeks research period, students were able to use digital study aids, EEG-biosensor headsets, to observe the effectiveness of their learning, defined by NeurSky app. The EEG-biosensors enabled students to use a tool to recognise their own learning factors during the lessons. The effectiveness was available to students via tablets all the time.FindingsThe students at the Learning Ground are satisfied with wellbeing and the environment support for students' wellbeing experience is notable. They have “good vibes” before and after the school day. When wearing EEG-headsets “study aids”, which enabled them to observe their learning via tablets at lessons, the wellbeing experience in the mornings even increased.Originality/valueSchools need to be visionaries concerning 21st century learning and children's wellbeing. Building flexible learning environments and bringing innovative technologies into schools to provide active support for students will enable 21st century learning. Wellbeing of children should become first when developing the future schools.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching &amp; Learning","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133563248","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}

{"title":"Keep calm—this is a judgment-free zone: teacher perceptions about classroom intervisitations","authors":"Elizabeth Cascio González","doi":"10.1108/jrit-05-2022-0023","DOIUrl":"https://doi.org/10.1108/jrit-05-2022-0023","url":null,"abstract":"PurposeThis article aims to consider teacher's views about intervisitations regarding its application and its usefulness as a community-enhancer. Many educators venture into the world of teaching because they love learning and value learning from their peers (rather than merely from text or administrators); however, teacher reservations or hesitations towards the practice of engaging in intervisitations do exist and can serve as an obstacle.Design/methodology/approachThe findings reported in this study resulted from the analysis of two teacher's perspectives towards classroom intervisitations. The subset of data presented in this study resulted from the surveys and semi-structured interviews that were conducted. Qualitative methodology was used to address the research question as it allows for a greater exploration, description and ideally the emotions of participants/teachers. The coding process consisted of open coding, which then led to axial coding and the elevation of codes to themes.FindingsIn this study, teacher buy-in would be enhanced through the protocol feeling more personalized, less-dictated and more flexible in its execution, especially through the support of administrators and district leaders. In addition, teacher mindsets and perceptions also need some reshifting and should be part of the professional development process involving intervisitation roll-outs as any hesitations/limitations/and lack of willingness need to be honed in on and prioritized. Lastly, limiting teachers from an appropriate amount of time to complete such work may also encourage shallow collaboration among teachers instead of in-depth reflexive practice. By prioritizing intervisitations and/or inter-teacher collaboration in the building and allowing teachers to embark on professional development sessions with each other as a means of growing as a teacher and community, all will flourish.Originality/valueThrough examining the narratives of two educators, it was found that teacher willingness to partake in intervisitations is dependent on the school climate, particularly with regards to trust and a yearn-to-learn among inter-school peers and administrators. In addition, providing ample time and educating teachers on the benefits of such practices enhances one's wanting to independently venture into such work.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching &amp; Learning","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114442853","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}

{"title":"Antecedents and consequences of effective implementation of cooperative learning in universities in Zimbabwe","authors":"Norman Rudhumbu","doi":"10.1108/jrit-01-2022-0004","DOIUrl":"https://doi.org/10.1108/jrit-01-2022-0004","url":null,"abstract":"PurposeCreating suitable learning conditions in university classrooms continues to be a topical issue in higher education. The above means that a continued search for innovative teaching and learning strategies in universities remains a priority issue. The study therefore investigated conditions that facilitate the effective implementation of cooperative learning (CL) as well as how CL influences the academic performance of students in universities in Zimbabwe.Design/methodology/approachThe research adopted a quantitative research approach located in the descriptive research design. A sample of 341 undergraduate students selected using a simple random sampling strategy from a sample frame of 701 undergraduate students participated in the study. The study first used a pre-test and later, a post-test to determine the initial and end of semester (EOS) academic performance levels of students, respectively, on a Calculus 1 course. A self-constructed structured questionnaire was also used for data collection on the views of students towards the use of CL with particular reference to the 5 dimensions of positive interdependence (PDI), promotive interaction (PI), individual and group accountability (IGA), social and interpersonal skills (SS) and group processing (GP). The questionnaire was validated using confirmatory factor analysis. Structural equation modelling was used to test proposed relationships. A total of 341 questionnaires were administered through an email survey. Of the total, 149 completed questionnaires were received from the students, giving a return rate of 43.7%.FindingsThe results showed that positive interdependence, promotive interaction, social and interpersonal skills, individual and group accountability as well as group processing were important antecedents to the effective implementation of CL in universities. The results further showed that CL plays a significant role in improving the academic performance of university students; hence, academic performance was viewed as a significant consequence of CL.Research limitations/implicationsThis is the first study on the application of CL to enhance the academic performance of university students in the context of Zimbabwe. As a result, caution should be exercised when generalising the results as more studies to either confirm or disconfirm these results in the context of Zimbabwe may still be required.Practical implicationsThese results have implications on policy and practice with regards to active teaching strategies in universities. With regards to practice, the results demonstrated that the use of group activities that allow students to share knowledge and support each other while the teacher plays a facilitating role is important for enhancing students' academic performance. With regards to policy, the results showed that universities can enhance the academic performance of students if policies that promote student-centered teaching and learning approaches to ensure that teaching","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching &amp; Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121392782","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}

{"title":"Effectiveness of the infusion teaching approach for the development of general ICT skills in Nigerian tertiary education","authors":"James Omatule Oborah","doi":"10.1108/jrit-11-2021-0076","DOIUrl":"https://doi.org/10.1108/jrit-11-2021-0076","url":null,"abstract":"PurposeThere is considerable efforts by government and various agencies towards the development of information and communication technology (ICT) skills in the developing nations. The efforts include the procurement and deployment of ICT devices and curriculum development; but, these are not yielding the ultimate results as the digital divide continue to widen regionally. This calls for innovation in teaching and learning in ICT. The study assessed the effectiveness of infusion approach to teaching and learning in the tertiary education level. This approach utilises a framework and student-centred approach for which its effectiveness as an instructional delivery was tested for efficacy.Design/methodology/approachThe study adopted quasi-experimental design with pretest and posttest comparison to assess the treatment given. Performance was measured quantitatively through online assessment.FindingsThe results showed a phenomenal effectiveness of infusion approach to teaching and learning of general ICT skills as the participants achieved very high performance at the end of the instructional period.Research limitations/implicationsThis research is based on general ICT skills and covers a regional cross-section of Nigeria.Practical implicationsAdoption of infusion approach to teaching and learning in ICT would close the prevailing knowledge gaps in the development of ICT skills.Social implicationsThis infusion approach would close the prevailing digital divide, thereby enhancing societal well-being.Originality/valueThis is a novel approach to the development of ICT skills, which would enhance teaching and learning in ICT.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching &amp; Learning","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134199001","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}