2021 International Symposium on Educational Technology (ISET)最新文献

{"title":"A Study of Vocational and Professional Education and Training (VPET) Students’ Online Learning Experience during the Outbreak of Pandemic","authors":"R. Ng, K. Ng, Rechell Yee-Shun Lam, Lap-Kei Lee","doi":"10.1109/ISET52350.2021.00028","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00028","url":null,"abstract":"During the outbreak of COVID-19, schools at all levels were closed and face-to-face classes were cancelled. The stagnation was considered as the most impactful in human history. Surprisingly, the incident also revealed that the education sector was most vulnerable and yet resilient. Schools that have been implementing e-learning/online learning/blended or flexible learning prior to the pandemic mostly survived and were able to adapt to the new normal while those heavily relied on face-to-face classes delivery suffered the most. Readiness and responsiveness were the two key factors for educational institutions to survive. Readiness here included not merely the preparation of e-learning and teaching resources but also the stakeholders’ learning and teaching practices, habits and willingness. Schools’ timely responses and decision making on the changes of policies, curricula, timetabling as well as choosing the appropriate learning and teaching platforms were equally important. This study looked specifically into one of Hong Kong largest vocational and professional education and training (VPET) institute’s learning and teaching policy and students’ online learning experience in response to the outbreak of the pandemic. The institute also experienced the closed down of campuses and classes suspension due to the social unrest in Hong Kong in 2019. This paper first reviewed the contingency policy followed by a study on the implementation of online learning and teaching activities during the pandemic. A questionnaire survey was then conducted to 1,381 full-time and 193 part-time students on their online learning experience for the enhancement of the online learning and teaching practices and future planning. Results of the study showed that online learning experience varied amongst students from different learning programmes. This study also found that part-time students had a more satisfying online learning experience and were more adaptable to online learning than full-time students. Findings also revealed that clarity and sufficient guideline in using online learning platform and learning materials, enhancement of online assessment as well as guidance, support and feedback from teachers were the salient points to be addressed.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114918727","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":"Online Discussion with Assigned Roles: Does It Bring Better Learning Behaviors and Experiences?","authors":"Qinna Feng, Ying Chen, Heng Luo","doi":"10.1109/ISET52350.2021.00013","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00013","url":null,"abstract":"This study designed a single-subject experiment to investigate the effectiveness of role-based discussion in promoting online learning behaviors and experiences. A total of 46 participants were divided into 10 groups with four specific roles assigned within each group. They participated in an eight- week online discussion featured by the alternations of free and role-based discussion strategies for comparison. Participants’ learning behaviors and experiences were collected from logfiles, questionnaire, and interviews. Statistical results indicated significant difference in online learning behaviors between role- based discussion and free discussion but revealed no significant difference among the roles. In addition, role-based discussion was preferred by the participants to a moderate degree. The research findings indicate that role-based discussion strategy can bring better learning behaviors and experiences in online discussion if properly implemented.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123530579","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":"Research on the Influencing Factors to College Students’ Learning Burnout in Online Learning: Social Support, Learning Pressure and Autonomous Learning Ability","authors":"Hongyang Zhang, Xuan Wang, Yongpeng Cui, Tong Zhao, Jixin Wang, Can Zuo","doi":"10.1109/ISET52350.2021.00026","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00026","url":null,"abstract":"Being a negative emotional, physical and mental reaction to prolonged study that results in lassitude, depression and lack of motivation, learning burnout substantially alters the outcome of online learning. This study explored two environmental factors (social support, learning pressure) and one individual factor (autonomous learning ability) that may influence college students’ learning burnout (emotional exhaustion, cynicism, and reduced efficacy) which presented in the online learning environment. The result showed that social support has a negative influence only on college students’ reduced efficacy, while learning pressure and autonomous learning ability exert a significant positive and negative impact on all three types of learning burnout, respectively. These findings of this study can provide new ideas and suggestions on reducing learning burnout and improving students’ academic achievements.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133654561","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":"Clustering Analysis of Learner Groups in Collaborative Learning: From Perspective of Group Role Preferences","authors":"Yichi Wang, Yi Zhang, Y. Lin, Hao Huang","doi":"10.1109/ISET52350.2021.00015","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00015","url":null,"abstract":"Group role preferences provide a unique perspective to analyze learners’ behavior patterns and characteristics in collaborative learning settings. This study considered twelve group roles in the dimensions of cognitive roles, relationship roles and reflective roles, as well as investigated learners’ group role preferences in a sample of 92 college students. Cluster analysis was then conduced to identify different learner groups. Results revealed that in overall, learners could play a balanced group role within the groups. The learner groups of sample students could be divided into four categories of passive learners, task-oriented learners, active learners and general learners. By comparing the differences in academic performance and group role preferences of the four groups, we found that active learners generally benefited from group collaboration and their learning engagement were in satisfactory condition. Task-oriented learners made much cognitive efforts during the learning process. However, passive learners and general learners lacked effective collaborative practices and might be at a disadvantage in long-term collaborative learning. Educators should pay more attention to such edge learners and provide some learning supports to help them participate in group collaboration more actively, further to better benefit from collaborative learning.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129580193","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":"Factors Influencing College Students’ Teaching, Social, and Cognitive Presence in Online Learning: Based on a National Survey","authors":"Shuxian Xu, Gege Li, Heng Luo","doi":"10.1109/ISET52350.2021.00030","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00030","url":null,"abstract":"The perceived online learning experience varies greatly among individual students, yet empirical investigations of its influencing factors are still lacking in the literature. Based on a national survey of college students’ online learning experience in China during the COVID-19 pandemic (n=12,826), this study has identified a list of potential influencing factors and systematically examined their impact on perceived online learning experience in terms of teaching, social, and cognitive presence. The study results revealed that, among the influencing factors proposed, self-regulated learning has the greatest impact on the three presences, followed by self-efficacy. Besides, the college type has the greatest influence among the demographic variables. The results indicated that students need to pay more attention to the improvement of self-regulation learning skills to obtain better online learning experiences, which differ among varying types of colleges.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114218390","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":"The Design and Development of a Classroom Evaluation System for K-12 Formative Assessment in China","authors":"Qingtang Liu, Qinchun Yu, Shen Ba","doi":"10.1109/ISET52350.2021.00047","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00047","url":null,"abstract":"There is currently a deficit of technological application to support formative assessment in Chinese K-12 education. This study presents the rationale, design, development and trial of a classroom evaluation system to support K-12 formative assessment in China. Three user types were designed in this system: system administrator, student advisor and course teacher. The core functions of this system are formative learning evaluation, seating arrangement, attendance checking and so on. After trial, the results indicated that the proposed system not only makes up for the lack of classroom formative evaluation, but improves the efficiency of classroom formative assessment through information technology, which can meet the needs of classroom teaching. Course teachers and student advisors are encouraged to integrate this classroom evaluation system into their teaching practices to enable evidence-based formative assessment.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133631245","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":"A Pilot Study of Students’ Behavioral Intention to Use AI for Language Learning in Higher Education","authors":"Mengyuan Chen, Morris Siu-Yung, C. Chai, Chunping Zheng, Moonyoung Park","doi":"10.1109/ISET52350.2021.00045","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00045","url":null,"abstract":"Artificial Intelligence (AI) has been used for language learning in higher education to strengthen teaching practice and meet learning needs. However, studies on the behavior of university students using artificial intelligence for language learning are still insufficient. The study involved 129 university students and investigated factors inherent in their behavior of using AI to learn languages. Exploratory factor analysis was used to validate the questionnaire consisting of five factors: (i) knowledge of AI-enabled language apps, (ii) attitude to use AI, (iii) perceived ease of use, (iv) subjective norm, and (v) behavioral intention. Results of this study indicated that the above factors were associated with students’ behavioral intention for language learning positively.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134322413","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":"Personalized Learning Environments","authors":"M. Montebello","doi":"10.1109/ISET52350.2021.00036","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00036","url":null,"abstract":"The combination of a number of technologies within the context of higher education are brought together in an attempt to provide personalized education with a virtual learning environment. Artificial Intelligence (AI) provides the required personalization through the engagement of learner profiling techniques that employ learning data analytics generated by the learners themselves in a process that propagates and continuously refines a unique profile for every individual student. In this paper we present our work on the personalized learning environment developed few years ago and that evolved through the integration of novel machine learning techniques that include deep learning and explainable AI. The favourable results achieved and the positive feedback from learners and educators provide scope for numerous recommendations and best practices. We close our paper with some future directions that this research continues to provide and that potentially characterize the way we develop and employ virtual learning environments.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116533555","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":"Content Management System for Creating Microlearning Courses","authors":"T. Javorcik","doi":"10.1109/ISET52350.2021.00053","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00053","url":null,"abstract":"This paper presents the results of pilot testing of a user-friendly (for both teachers and students) content management system for creating microlearning courses. The created system allows lecturers/teachers to create short interactive online courses without the need for expertise in website creation or programming. As far as students are concerned, the system offers an attractive modern learning environment that helps reduce mental strain and improve their attention span.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125083846","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":"Enhancing Chinese EFL Learners’ Coherence and Cohesion in the Continuation Task through Blended Learning: A Collaborative Action Research","authors":"J. Zeng, Yuwei Zhang, Bibing Shi, Liyan Huang","doi":"10.1109/ISET52350.2021.00059","DOIUrl":"https://doi.org/10.1109/ISET52350.2021.00059","url":null,"abstract":"The continuation task, which requires learners to read an incomplete story and continue it in a logical and coherent way, has been adopted in NMET (the National Matriculation English Test) in mainland China since 2016. However, many Chinese EFL (English as Foreign Language) learners struggle to continue the story coherently and logically. This study adopted a blended learning approach to address learners’ problems with coherence and cohesion in continuation writing as identified by the collaborative action research. Drawing on a case of sixteen students’ writing instruction, this study examined students’ writings, open-ended questionnaires for students, and teacher’s reflection journal in two action research cycles. Cohesion features of students’ writings were analyzed by natural processing tools, i.e., Coh-Metrix and Python, covering features of connectives, referential cohesion, semantic similarity, and the overlap of content words, synonyms, and semantic meaning. Coherence features were rated through a holistic rating scale. In order to take specific actions to improve students’ coherence and cohesion in continuations, a blended learning approach was adopted. A self-built corpus of 500 continuations was compiled to identify the salient cohesion features. Based on the result, operational learning objectives were formulated and the teaching design was developed. The findings indicated that this blended learning approach significantly improved students overall writing and coherence in their continuations but that the cohesion features showed no statistical significance. Overall, both students and teachers expressed positive attitudes towards the learning experience provided by the blended learning. Implications for future research were provided.","PeriodicalId":448075,"journal":{"name":"2021 International Symposium on Educational Technology (ISET)","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126212519","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}