E-Learning最新文献_第10页

COVID-19 and digitized education: Analysis of online learning in Nigerian higher education 新冠肺炎与数字化教育：尼日利亚高等教育在线学习分析

E-Learning Pub Date : 2021-06-15 DOI: 10.1177/20427530211022808

P. Egielewa, P. Idogho, F. Iyalomhe, G. Cirella

{"title":"COVID-19 and digitized education: Analysis of online learning in Nigerian higher education","authors":"P. Egielewa, P. Idogho, F. Iyalomhe, G. Cirella","doi":"10.1177/20427530211022808","DOIUrl":"https://doi.org/10.1177/20427530211022808","url":null,"abstract":"This study aims at investigating student perception of Nigerian institutions of higher learning using the new digital culture induced by the COVID-19 pandemic, namely, online learning (i.e. e-learning), that has become commonplace globally and specifically in Nigeria. The study used quantitative survey methods and a sample size of 1134 Nigerian students of the three types of higher institutions in Nigeria: universities, polytechnics, and colleges of higher education based on student state residential location. The respondents completed a questionnaire via Google Forms in June and July 2020. The study found that students are not satisfied with virtual learning embarked upon by many higher institutions throughout the country during the COVID-19 lockdown and would not want the online learning to continue after the pandemic due to poor internet infrastructure and lack of electricity. The study concluded that students of higher education in Nigeria have a low acceptance of online learning technology, preferring instead the traditional classroom setting, and thus putting them in the “Laggards adopter categorization” of the diffusion innovation theory, i.e., the group that is highly conservative and extremely slow to accept new technological innovations. The study recommends that universities should engage students more interactively not only through texts but also video (e.g. camera demonstrations), increase their online learning during the pandemic so as not to lag academically, and spend more time on online learning to get the best possible level of instruction until traditional learning resumes. Also, it is recommended that administrators of Nigerian higher institutions should return to a traditional learning format as soon as the pandemic is over as well as an overhaul and restructuring of the internet and power grid nationwide.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"19 1","pages":"19 - 35"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20427530211022808","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44712350","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: 37

Student challenges in online architectural design courses in Iran during the COVID-19 pandemic 在2019冠状病毒病大流行期间，伊朗学生在在线建筑设计课程中面临挑战

E-Learning Pub Date : 2021-06-11 DOI: 10.1177/20427530211022923

A. Asadpour

{"title":"Student challenges in online architectural design courses in Iran during the COVID-19 pandemic","authors":"A. Asadpour","doi":"10.1177/20427530211022923","DOIUrl":"https://doi.org/10.1177/20427530211022923","url":null,"abstract":"This article addresses student challenges posed by the need for distance learning in architectural design courses during the COVID-19 pandemic in Shiraz, Iran, in order to ascertain the student perception of a virtual learning experience. It also outlines the methods of managing an affordable education agenda to design online courses in Iran as a part of global efforts. For this purpose, an online survey was conducted in October 2020 based on the exploratory factor analysis. The research sample included architecture and interior architecture undergraduates and postgraduates. Data analysis was performed in SPSS 24. The survey identified six factors as (1) design process and communication skills; (2) self-directed learning; (3) digital sketching, drafting, modeling, and presentation; (4) acquaintances and experiences; (5) technical devices and facilities; and (6) tutorials and assessments. The findings showed some obstacles to the conventional education system in architecture and emphasized the need to redefine the education system based on the new sustainable design pedagogy framework. Therefore, the article proposes a model in which tutors act as consultants and facilitators, whereas students act as self-directed learners. In addition, the e-studio is considered an activity-oriented space to provide an opportunity for interaction, connection, and creativity. The proposed model requires novel learning strategies and tactics.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"18 1","pages":"511 - 529"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20427530211022923","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41642559","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: 22

E-learning in the time of COVID-19: Lived experiences of three university teachers from two countries 新冠肺炎时代的网络学习——来自两国的三位高校教师的亲身经历

E-Learning Pub Date : 2021-06-11 DOI: 10.1177/20427530211022924

M. Islam, S. Nur, Md. Shahrear Talukder

{"title":"E-learning in the time of COVID-19: Lived experiences of three university teachers from two countries","authors":"M. Islam, S. Nur, Md. Shahrear Talukder","doi":"10.1177/20427530211022924","DOIUrl":"https://doi.org/10.1177/20427530211022924","url":null,"abstract":"This study set out to provide a descriptive yet critical exploration of teachers’ experiences while using e-learning in the context of the 2019 novel coronavirus (COVID-19) pandemic. Using a qualitative phenomenology research paradigm, the study explored first-hand experiences of three university teachers (hence researchers as well) from two countries, that is, Bangladesh and Saudi Arabia. The contexts in which the researchers used e-learning showcased complex, challenging, and dynamic sites, that is, within institutions and individual classrooms. More specifically, the study identified acceptances, struggles, and negotiations at both the macro-level of policy/decision making and the micro-level of online classroom practices. Reflecting on the findings, this article concludes by offering a set of recommendations that might be applicable and useful for similar contexts beyond Bangladesh and Saudi Arabia. The researchers argue for developing a context-based, inclusive, and appropriate e-learning policy guideline that could be utilized during the emergency time now and in the near future.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"18 1","pages":"557 - 580"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20427530211022924","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48836566","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: 14

Modding Europa Universalis IV: An informal gaming practice transposed into a formal learning setting 《欧陆风云4》:将非正式的游戏实践转化为正式的学习环境

E-Learning Pub Date : 2021-06-11 DOI: 10.1177/20427530211022964

R. Loban

{"title":"Modding Europa Universalis IV: An informal gaming practice transposed into a formal learning setting","authors":"R. Loban","doi":"10.1177/20427530211022964","DOIUrl":"https://doi.org/10.1177/20427530211022964","url":null,"abstract":"This article explores the use of modding as a formal tool for learning history. The article examines data from a formal analysis of Europa Universalis IV (EUIV), a survey of 331 EUIV forum participants and a case study of 18 university participants. Significant quantitative survey data indicated that 45% (149/331) of participants had modified EUIV, and of the 125 participants who responded with comments about modding, a significant number (86/125 responses or 68.8%) explained how they had learnt about history, geography or other subjects through the modding process. Closer analysis of survey and case study responses and mods reveals the variety of ways participants learnt and critiqued history through the modding process. The article discusses the data and the pedagogical affordance of modding in a few steps. First, the article briefly explores the evidence that indicates modding is popular within the EUIV gaming community. In this instance, it examines whether given the popularity of gaming practice, modding might also be seen as a new casual form of engagement with games. Second, the article reviews the modding process in EUIV and examines how both playing and creating mods may be beneficial for learning history. Modding is examined in terms of its pedagogical importance and the unique educational opportunities it may offer that are not otherwise accessible through other forms of game-based learning. Finally, the article explores how and what the case study participants learnt when they were tasked with creating and implementing playable mods to demonstrate their understanding of history. Overall, the article considers the growing importance of mods, how learners can create and represent history using mods and how mods can provide a platform for learners to develop their own critique and analysis of official history.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"18 1","pages":"530 - 556"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20427530211022964","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46664829","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: 1

Student perceptions in online higher education toward faculty mentoring 在线高等教育中学生对教师指导的看法

E-Learning Pub Date : 2021-06-11 DOI: 10.1177/20427530211022927

Dena AuCoin, Lisa A. Wright

{"title":"Student perceptions in online higher education toward faculty mentoring","authors":"Dena AuCoin, Lisa A. Wright","doi":"10.1177/20427530211022927","DOIUrl":"https://doi.org/10.1177/20427530211022927","url":null,"abstract":"Student persistence is important for students, faculty, and universities and online faculty mentoring supports student persistence to graduation. The online learning environment is increasingly a choice for more undergraduate students, and it continues to grow in popularity as an attractive option for adults. It is crucial to find ways to increase persistence and graduation especially given the increased use of virtual learning during the COVID-19 pandemic. Attrition rates in online learning can be high for a variety of reasons, including persistence and engagement. Faculty mentors in the online environment can strengthen connections and relationships with undergraduate students, and it is important to ask for and evaluate these student perceptions. This mixed methods study surveyed and interviewed undergraduate students in an online university to understand both their experiences with faculty mentoring in the online environment and the potential of a faculty mentor program in a large online university. The purpose of this study was to explore the perceptions and experiences of four undergraduate student mentees with their faculty mentor at a large online university using mixed methods research design. In addition, survey data from one department are analyzed to guide future mentoring programs in online learning environments. Findings from the study indicate belief that mentoring and encouragement from faculty would enhance students’ scholarly experience. Students indicated they would like to participate in a faculty mentoring program, and it was clear that students welcome and appreciate the opportunity to further cement a professional relationship between themselves and faculty. This article makes a unique contribution to higher education research, providing a potential model for others seeking guidance in mentoring in online higher education. The data analysis and research indicate that a larger scale mentoring program might be more valuable for students.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"18 1","pages":"599 - 615"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20427530211022927","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42853683","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: 4

Being Peer Gynt: How students collaboratively make meaning of a digital game about a literature classic 成为佩尔·金特:学生如何通过合作来理解一款关于文学经典的数字游戏

E-Learning Pub Date : 2021-06-11 DOI: 10.1177/20427530211022928

Magnus H Sandberg, Kenneth Silseth

引用次数: 1

Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis 教育技术的极限:环境危机时代的教育技术展望

E-Learning Pub Date : 2021-06-10 DOI: 10.1177/20427530211022951

N. Selwyn

{"title":"Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis","authors":"N. Selwyn","doi":"10.1177/20427530211022951","DOIUrl":"https://doi.org/10.1177/20427530211022951","url":null,"abstract":"Despite climate heating and rising ecological instability, environmental issues feature rarely in discussions of educational technology. Most commentators presume the continued unfettered use of digital education resources bolstered by occasional claims that emerging technologies might support the ‘greening’ of school and university provision. In contrast to such business-as-usual complacency, this article anticipates ongoing environmental degradation of the planet as radically upending the continued expansion of digital technologies in education. On the one hand, depletion of natural resources and energy curtailments might put paid to established ‘abundant’ forms of digital technology use. On the other hand, more frequent climate-related disasters might necessitate emergency forms of education for displaced and unsettled populations. As such, the article argues for a new paradigm of educational technology that is both wholly sustainable and targeted towards displaced and disadvantaged populations. The article considers a number of ways that such an ‘Ed-Tech Within Limits’ might be pursued – outlining fundamental shifts in thinking necessary to reorient educational technology along environmentally concerned lines.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"18 1","pages":"496 - 510"},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/20427530211022951","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48749025","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: 16

Online collaboration and identity work in a brony fandom: Constructing a dialogic space in a fan translation project 兄弟粉丝圈中的在线合作与身份工作：在粉丝翻译项目中构建对话空间

E-Learning Pub Date : 2021-05-01 DOI: 10.1177/2042753020988920

Liudmila Shafirova, K. Kumpulainen

{"title":"Online collaboration and identity work in a brony fandom: Constructing a dialogic space in a fan translation project","authors":"Liudmila Shafirova, K. Kumpulainen","doi":"10.1177/2042753020988920","DOIUrl":"https://doi.org/10.1177/2042753020988920","url":null,"abstract":"Online collaboration has become a regular practice for many Internet users, reflecting the emergence of new participatory cultures in the virtual world. However, little is yet known about the processes and conditions for online collaboration in informally formed writing spaces and how these create opportunities for participants’ identity work. This ethnographic case study explores how four young adults, fans of the show My Little Pony: Friendship is Magic (bronies), negotiated a dialogic space for their online collaboration on a fan translation project and how this created opportunities for their identity work. After a year of participant observation, we collected interviews, ethnographic diaries and participants’ chats, which were analysed with qualitative content and discourse analysis methods. The findings showed how the Etherpad online writing platform used by the participants facilitated the construction of dialogic space through the visualization of a shared artefact and adjustable features. It was in this dialogic space where the participants negotiated their expert identities which furthered their discussions about writing, translating and technological innovations. The study advances present-day knowledge about online collaboration in affinity groups, engendering the construction of a dialogic space for collaborative writing and participants’ identity work.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"18 1","pages":"269 - 289"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2042753020988920","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42438383","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: 1

“Access to technology is the major challenge”: Teacher perspectives on barriers to DGBL in K-12 classrooms “获取技术是主要挑战”:教师对K-12教室DGBL障碍的看法

E-Learning Pub Date : 2021-05-01 DOI: 10.1177/2042753021995315

Cristyne Hébert, J. Jenson, Tatyana Terzopoulos

引用次数: 15

“Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile “语言不仅仅是文字”:通过在智利弱势学校的设计项目支持新的识字能力

E-Learning Pub Date : 2021-03-01 DOI: 10.1177/2042753020982162

Patricia Thibaut, L. Carvalho

{"title":"“Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile","authors":"Patricia Thibaut, L. Carvalho","doi":"10.1177/2042753020982162","DOIUrl":"https://doi.org/10.1177/2042753020982162","url":null,"abstract":"Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"18 1","pages":"125 - 144"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2042753020982162","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42861883","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: 1