Journal of Research in Innovative Teaching & Learning最新文献_第8页

Incorporating the student perspective in designing a virtual team classroom environment: an elaborated action design science research approach 结合学生视角设计虚拟团队课堂环境:一种精细的行动设计科学研究方法

Journal of Research in Innovative Teaching & Learning Pub Date : 2022-05-02 DOI: 10.1108/jrit-02-2022-0007

Diane Kutz, Barry A. Cumbie, Matthew T. Mullarkey

{"title":"Incorporating the student perspective in designing a virtual team classroom environment: an elaborated action design science research approach","authors":"Diane Kutz, Barry A. Cumbie, Matthew T. Mullarkey","doi":"10.1108/jrit-02-2022-0007","DOIUrl":"https://doi.org/10.1108/jrit-02-2022-0007","url":null,"abstract":"PurposeThis paper aims to address the long-standing problem of suboptimal student team experiences for instructors and students by incorporating the student voice by co-creating a virtual team collaborative environment to improve team collaboration in the online classroom.Design/methodology/approachThis paper presents a novel design science research approach and relates two elaborated action design science research (eADSR) cycles that design, implement and evaluate the student team experience in online courses requiring teamwork.FindingsThe outcome is a holistic view of a virtual team classroom environment specified with technologies and practices that may be employed to optimize the student team experience. The eADSR process yields non-obvious diagnoses and actionable steps for continually incorporating the ever-changing social aspects unique to students in addition to the evolving technological landscape.Practical implicationsThis paper is valuable to faculty members interested in applying eADSR processes to incorporate the student voice to address pedagogical and learning challenges in the classroom. Additionally, it provides a DSR-based model that can be implemented in the classroom to improve student team collaboration as well as transparency for the instructor and the students in terms of team member contributions with the goal to alleviate student and faculty frustrations. This topic is particularly relevant in light of COVID-19 as students and faculty alike are thrust into new online classroom environments.Originality/valueEmploying eADSR in the classroom is a novel and unique approach to create a replicable model for virtual team collaboration that can be added to the classroom.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133255014","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

A pedagogical model for STEAM education STEAM教育的教学模式

Journal of Research in Innovative Teaching & Learning Pub Date : 2022-04-22 DOI: 10.1108/jrit-12-2021-0081

M. Bertrand, I. Namukasa

{"title":"A pedagogical model for STEAM education","authors":"M. Bertrand, I. Namukasa","doi":"10.1108/jrit-12-2021-0081","DOIUrl":"https://doi.org/10.1108/jrit-12-2021-0081","url":null,"abstract":"PurposeCertain researchers have expressed concerns about inequitable discipline representations in an integrated STEM/STEAM (science, technology, engineering, arts and mathematics) unit that may limit what students gain in terms of depth of knowledge and understanding. To address this concern, the authors investigate the stages of integrated teaching units to explore the ways in which STEAM programs can provide students with a deeper learning experience in mathematics. This paper addresses the following question: what learning stages promote a deeper understanding and more meaningful learning experience of mathematics in the context of STEAM education?Design/methodology/approachThe authors carried out a qualitative case study and collected the following data: interviews, lesson observations and analyses of curriculum documents. The authors took a sample of four different STEAM programs in Ontario, Canada: two at nonprofit organizations and two at in-school research sites.FindingsThe findings contribute to a curriculum and instructional model which ensures that mathematics curriculum expectations are more explicit and targeted, in both the learning expectations and assessment criteria, and essential to the STEAM learning tasks. The findings have implications for planning and teaching STEAM programs.Originality/valueThe authors derived four stages of the STEAM Maker unit or lesson from the analysis of data collected from the four sites, which the authors present in this paper. These four stages offer a model for a more robust integrated curriculum focusing on a deeper understanding of mathematics curriculum content.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126882113","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

The use of clay modeling to increase high school biology vocabulary learning 运用泥塑增加高中生物词汇学习

Journal of Research in Innovative Teaching & Learning Pub Date : 2022-04-13 DOI: 10.1108/jrit-07-2021-0053

Robert Bailey, Daesang Kim, Michael J. Bochenko, Changwoo Yang, Dianne C. Dees, Jiyoon Jung

{"title":"The use of clay modeling to increase high school biology vocabulary learning","authors":"Robert Bailey, Daesang Kim, Michael J. Bochenko, Changwoo Yang, Dianne C. Dees, Jiyoon Jung","doi":"10.1108/jrit-07-2021-0053","DOIUrl":"https://doi.org/10.1108/jrit-07-2021-0053","url":null,"abstract":"PurposeThe paper explored the benefits as well as the concerns of vocabulary learning with clay modeling in terms of practical and pedagogical implications for creating positive learning experiences.Design/methodology/approachA mixed-methods design was conducted to examine the effectiveness of vocabulary learning with clay modeling practices in lower socioeconomic status schools.FindingsAlthough test results showed no statistically significant differences between the groups, the clay modeling group did improve vocabulary acquisition similar to the sentence writing group. The students were actively engaged with hands-on activities using the clay and also demonstrated positive emotional, behavioral and physical experiences.Research limitations/implicationsThe addition of the clay modeling provided an opportunity for kinesthetic learning but created a high extraneous cognitive load with the challenges incurred through the use of clay.Practical implicationsThe challenges can be reduced by 1) adopting appropriate instructional strategies to design and implement effective clay modeling activities for students and teachers, 2) providing training or professional workshop development for teachers and 3) ongoing practical support and assistance for students.Social implicationsExploring the use of kinesthetic instructional practice at the high school level may prove beneficial since clay modeling is frequently used effectively at lower grade levels.Originality/valueThe current study explores the added value of clay modeling for high school students’ biology vocabulary learning in a lower socioeconomic status school from practical and pedagogical perspectives.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124513968","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

Mediation analysis of students' perceived benefits in predicting their satisfaction to technology-enhanced learning 学生感知利益对预测技术强化学习满意度的中介分析

Journal of Research in Innovative Teaching & Learning Pub Date : 2022-03-30 DOI: 10.1108/jrit-11-2021-0074

Pushkar Dubey, K. Sahu

{"title":"Mediation analysis of students' perceived benefits in predicting their satisfaction to technology-enhanced learning","authors":"Pushkar Dubey, K. Sahu","doi":"10.1108/jrit-11-2021-0074","DOIUrl":"https://doi.org/10.1108/jrit-11-2021-0074","url":null,"abstract":"PurposeStudents' perception towards learning technologies in the disruptive times like coronavirus disease (2019) COVID-19 is what the educational institutes are striving to know so that the educational institutes could provide the best learning experiences to students. The present study attempts to identify the technology-enhanced learning (TEL) factors (i.e. informational quality, compatibility, resource availability, self-efficacy, subjective norms, subject interest and informational quality) with the mediation effect of perceived benefits on student satisfaction to TEL amongst non-technical students of different college/universities at Chhattisgarh state.Design/methodology/approachPurposive sampling technique with “criterion variable” was applied to collect responses from 600 participants. Students, who are enrolled in non-technical courses at different colleges/universities, were participated in the present study. The data collection process was completed during April–November 2019.FindingsThe results revealed that perceived benefits to TEL were significantly and positively mediated between all the TEL factors (i.e. information quality, compatibility, resource availability, self-efficacy, subjective norms, subject interest and institutional branding) and student satisfaction to TEL.Originality/valueThe present study itself is a novel study by taking TEL factors such as informational quality, compatibility, resource availability, self-efficacy, subjective norms, subject interest and institutional branding by considering perceived benefits as mediator to examine the influence on student satisfaction to TEL.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124371751","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: 3

Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery 2019冠状病毒病背景下的远程学习:同步在线教学的有效性评估

Journal of Research in Innovative Teaching & Learning Pub Date : 2022-03-11 DOI: 10.1108/jrit-12-2021-0086

G. Baxter, T. Hainey

{"title":"Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery","authors":"G. Baxter, T. Hainey","doi":"10.1108/jrit-12-2021-0086","DOIUrl":"https://doi.org/10.1108/jrit-12-2021-0086","url":null,"abstract":"PurposeThis article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience.Design/methodology/approachThe research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area.FindingsThe research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively.Originality/valueThe study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124839912","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: 8

Evaluation of a technical information systems module for distance learning during the COVID-19 pandemic 评估COVID-19大流行期间远程学习的技术信息系统模块

Journal of Research in Innovative Teaching & Learning Pub Date : 2022-03-09 DOI: 10.1108/jrit-11-2021-0078

A. Aryal, Shilpa Balan

{"title":"Evaluation of a technical information systems module for distance learning during the COVID-19 pandemic","authors":"A. Aryal, Shilpa Balan","doi":"10.1108/jrit-11-2021-0078","DOIUrl":"https://doi.org/10.1108/jrit-11-2021-0078","url":null,"abstract":"PurposeIn the wake of the pandemic (COVID-19) throughout the United States, many educators had to promptly switch to online modality to continue to provide education to students with safety through physical distancing requirements. This study mainly focuses on delivering an Information Systems module aligned with the information systems curriculum model during a pandemic.Design/methodology/approachThe authors used data collection techniques from student assignments and course tasks. These data are used for the purpose of academic assessment for the Information Systems program. The student performance is assessed on a 5-point scale (1 being low and 5 being high) for the synchronous and the asynchronous tasks related to the course. The authors compared the student performance during the pandemic to the pre-pandemic semester.FindingsThis study revealed that the technical module of an information systems course can be successfully delivered during a pandemic in a remote session. However, the authors found that there is a decline in the student performance in synchronous tasks and asynchronous tasks. But the decline of the student performance in the synchronous tasks is greater than that of the asynchronous tasks. The result of this study helps the Information Systems program with their assessment and to improve their course delivery during a pandemic.Originality/valueIn this paper, the authors examine the delivery of a technical module in the field of information systems via online learning models. The authors particularly examine the synchronous and asynchronous online learning models in the delivery of the technical module. The lessons learned from transitioning to the online modality can help universities better prepare for the future during unprecedented times.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122172921","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

Journal of Research in Innovative Teaching &amp; Learning最新文献

Journal of Research in Innovative Teaching & Learning最新文献