Journal of Interactive Media in Education最新文献_第4页

Supporting access to justice through volunteer training: An evaluation of an Open Educational Resource 通过志愿者培训支持诉诸司法:对开放教育资源的评价

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Journal of Interactive Media in Education Pub Date : 2021-08-26 DOI: 10.5334/JIME.630

Hugh McFaul, E. FitzGerald

引用次数: 0

The Role of Activeness for Potentiating Learning in LMOOCs for Vulnerable Groups 主动性在弱势群体LMOOCs中促进学习的作用

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Journal of Interactive Media in Education Pub Date : 2021-06-21 DOI: 10.5334/jime.628

T. Read, Elena Bárcena

{"title":"The Role of Activeness for Potentiating Learning in LMOOCs for Vulnerable Groups","authors":"T. Read, Elena Bárcena","doi":"10.5334/jime.628","DOIUrl":"https://doi.org/10.5334/jime.628","url":null,"abstract":"In this article the authors present a new concept, activeness, as a dynamic psychological and cognitive state of effective engaged language learning. It is defined in terms of investment, integration and performance, and empowers vulnerable students to exercise control of their learning and progress based on their needs and desired outcomes. It is argued that activeness has a double didactic and linguistic dimension, implemented as a design feature in course materials and activities, and more importantly, promoted in forum communication. Therefore, participating in a strategically designed and scaffolded inclusive LMOOC can serve the triple purpose of enabling more effective target language learning, empowering vulnerable learners, and developing student potential to become engaged members of the language learning community. This engagement is arguably an important step towards doing the same in the real world. A study is presented of the second edition of an LMOOC on Spanish for immediate needs for vulnerable groups to explore the ways in which activeness was incorporated into the course and the effects it had. This research was conducted following a mixed-method approach which involved the platform’s analytics, forum messages, pre- and post-questionnaires, and course observation. Evidence is provided of the progressive presence of activeness across different linguistic levels and the effect it had on students’ satisfaction, course completion, and linguistic interaction. The results from this LMOOC provide evidence that it is possible to create a supportive online environment that meets the learning needs of vulnerable groups.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46391727","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: 6

A Case Study on Teacher Educators’ Technology Professional Development based on Student Teachers’ Perspectives in Malawi 基于马拉维师生视角的教师教育者技术专业发展案例研究

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Journal of Interactive Media in Education Pub Date : 2021-06-03 DOI: 10.5334/JIME.613

Foster Gondwe

{"title":"A Case Study on Teacher Educators’ Technology Professional Development based on Student Teachers’ Perspectives in Malawi","authors":"Foster Gondwe","doi":"10.5334/JIME.613","DOIUrl":"https://doi.org/10.5334/JIME.613","url":null,"abstract":"Student teachers’ perspectives on how their teacher educators act as exemplars of using technology appropriately (or fail to do so) could create a basis for teacher educators’ technology professional development (TPD). However, there is a dearth of research on student teachers’ input into teacher educators’ TPD, as research is dependent on self-reports of teacher educators’ own competencies. This study explored teacher educators’ TPD based on perspectives of student teachers. The study involved policy analysis, a survey, and interviews with student teachers in a university-based teacher education programme in Malawi. Findings indicate that student teachers have a stake in what it means to be a professional teacher educator in Malawi. The case study has also shown the contribution of student teachers’ perspectives in strengthening teacher educators’ TPD. The contribution includes clarifying the image of a technologically competent teacher educator and student teachers’ co-learning with teacher educators. The paper discusses scholarly and practical implications of these findings. For instance, it is suggested that teacher educators should make the co-learning process more explicit to the student teachers.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49511789","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

Educational Technology Research: Contexts, Complexity and Challenges 教育技术研究：背景、复杂性和挑战

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Journal of Interactive Media in Education Pub Date : 2021-02-26 DOI: 10.5334/JIME.580

E. Scanlon

{"title":"Educational Technology Research: Contexts, Complexity and Challenges","authors":"E. Scanlon","doi":"10.5334/JIME.580","DOIUrl":"https://doi.org/10.5334/JIME.580","url":null,"abstract":"This paper explores the development of educational technology research over the last 50 years. This is done by considering what has influenced this development and what are current trends. The issue is further explored by considering what influence these trends have had on the development of distance learning pedagogy, especially for the education of adults. Technology Enhanced Learning or educational technology research (TEL) is a relatively young area of research. The work of educational technologists and others involved in education research has indeed been interdisciplinary. So, part of the exploration of trends in this paper has been directed towards understanding the impact of other areas of research on progress in educational technology research. A central focus of the paper is the understanding of how the “TEL Complex” (Scanlon et al. 2013) encapsulates some of these influences both from interdisciplinary perspectives and from an understanding of the complexity which has to be considered as part of the situatedness of the developments. The paper discusses some key contemporary trends in educational technology research. These are identified as personalisation, social learning, learning design, machine learning, and data driven improvement. These are worthy of exploration, in part, because each has a basis in early work in the field and therefore illustrate some continuing concerns. The paper concludes by acknowledging the broader influences on the development of educational technology and the complexity of the challenges facing the field and its practical applications.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49471009","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: 7

Driven by Emotions! The Effect of Attitudes on Intention and Behaviour regarding Open Educational Resources (OER) 受情绪驱使!开放教育资源态度对意向和行为的影响

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Journal of Interactive Media in Education Pub Date : 2021-02-11 DOI: 10.5334/JIME.606

D. Otto

{"title":"Driven by Emotions! The Effect of Attitudes on Intention and Behaviour regarding Open Educational Resources (OER)","authors":"D. Otto","doi":"10.5334/JIME.606","DOIUrl":"https://doi.org/10.5334/JIME.606","url":null,"abstract":"Open Educational Resources (OER) have become widespread, but constantly lack adoption. The various studies that address this lack predominantly focus on structural causes (e.g. lack of time, legal uncertainty) while omitting individual factors. However, the latter especially can yield insights into the ‘black box’ of individual drivers for OER engagement. Employing a theoretical concept of attitudes, we investigate whether feelings and emotions or knowledge and beliefs mainly drive intention and behaviour regarding OER. Based on our theoretical concept, we designed a survey and distributed it in OER related occasions to scrutinise the participants’ attitudes. Our findings disclose that intention and behaviour correlate with strong emotions and feelings for the underlying core ideas and values of OER. Beliefs are more robust in the abstract than in the concrete OER benefits. It is noteworthy that beliefs are widely absent from the level of knowledge about OER. The actual use of OER, however, correlates with the level of knowledge. Against this background, it is reasonable to argue that neither exclusively dismantling structural barriers nor solely promoting OER is a suitable strategy for increasing adoption. Not until educational institutions are guided and act on the basis of the key drivers of OER, their underlying ideas and value, can they spur engagement for OER among educational practitioners. Strengthening knowledge and beliefs about OER must therefore be the next logical step.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"2021 1","pages":"1"},"PeriodicalIF":3.0,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48647825","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: 15

Open Educational Practice and Workforce Competence in Cultural Studies 开放教育实践与文化研究中的劳动力胜任力

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Journal of Interactive Media in Education Pub Date : 2021-01-01 DOI: 10.5334/jime.672

Johanna Funk

引用次数: 2

Human Relationships in Higher Education: The Power of Collaboration, Creativity and Openness 高等教育中的人际关系:合作、创新和开放的力量

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Journal of Interactive Media in Education Pub Date : 2021-01-01 DOI: 10.5334/jime.668

C. Nerantzi, Gerasimos Chatzidamianos, Haroula Stathopoulou, Efthymia Karaouza

引用次数: 1

GO-GN Special Collection: Editorial GO-GN特辑:社论

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Journal of Interactive Media in Education Pub Date : 2021-01-01 DOI: 10.5334/jime.723

M. Weller

引用次数: 0

Book Review – 2021 书评- 2021

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Journal of Interactive Media in Education Pub Date : 2021-01-01 DOI: 10.5334/jime.721

J. Andrews, Saswati Chaudhuri, Lingwang Kong, Moira Sarsfield

引用次数: 0

Will Academic Library Publishing Break OER? A Diffusion of Innovations Study 高校图书馆出版是否会打破OER?创新扩散研究

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Journal of Interactive Media in Education Pub Date : 2021-01-01 DOI: 10.5334/jime.673

Kathy Essmiller, Tutaleni I. Asino

引用次数: 1