Educational Media International最新文献_第5页

Students’ sense-making in technology-enhanced interactive environments 学生在科技增强的互动环境中的意义建构

IF 1.8

Educational Media International Pub Date : 2022-10-02 DOI: 10.1080/09523987.2022.2153991

Lina Guo, Mairaj Jafri, P. Williams, Chuang Wang

{"title":"Students’ sense-making in technology-enhanced interactive environments","authors":"Lina Guo, Mairaj Jafri, P. Williams, Chuang Wang","doi":"10.1080/09523987.2022.2153991","DOIUrl":"https://doi.org/10.1080/09523987.2022.2153991","url":null,"abstract":"ABSTRACT Sense-making is the process by which people give meaning to their collective experiences. Sense is viewed as knowledge, and the environment in which the sense is made is interconnected with communication effectiveness. Considering the critical role of sense-making in the learning process, scholars have emphasised the significance of providing interactive learning environments for students’ effective learning. By employing a modified version of Dervin’s sense-making theory, this qualitative case study explores the nature of students’ sense-making processes in a peer self-founded online learning group without teacher involvement. The study analysed online Chat logs generated by 30 English language learning students from a secondary school in China. The Chat logs were students’ discussions on a module of English writing: “Read and then write”. The researchers made meaning of the students experiences through their dialogue and interaction, which revealed the essence of a sense-making process: gap facing, gapdefining, gap bridging and gap bridged. The observations were followed with students’ interviews held to identify the factors contributing to an interactive learning environment for effective sense-making. The study found that the affordances of an interactive environment impact the communication outcomes through the interactional achievement in the sense-making process.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79235814","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

Technology acceptance for online teaching-learning: perspectives of teachers from higher education in India 在线教学的技术接受度:来自印度高等教育教师的观点

IF 1.8

Educational Media International Pub Date : 2022-10-02 DOI: 10.1080/09523987.2022.2153989

Aakash Kamble, Devidas Golhar, Parag Kalkar

{"title":"Technology acceptance for online teaching-learning: perspectives of teachers from higher education in India","authors":"Aakash Kamble, Devidas Golhar, Parag Kalkar","doi":"10.1080/09523987.2022.2153989","DOIUrl":"https://doi.org/10.1080/09523987.2022.2153989","url":null,"abstract":"ABSTRACT The sudden outbreak of the Covid-19 pandemic resulted in a transition to an online teaching-learning (OTL) methodology, forcing India’s institutions to adopt it. The present study investigates OTL’s acceptance by faculty instructors/teachers employed in India’s higher educational institutions using the technology acceptance model (TAM). A survey of 433 respondents studied the intention to use OTL by teachers. The study considered India’s higher educational institutions and utilized web-based questionnaire survey methods for collecting the responses. The study found support for OTL’s perceived usefulness and the perceived ease of use, facilitating conditions to be significant determinants for attitude towards the use of technology by users. The study introduced service conditions related to the faculty instructor/teacher’s employment in the higher educational institutions and its bearing on their work routine. The study did not find service conditions as a significant determinant of attitude towards using OTL technology. The results present evidence of a valid model to predict technology acceptance among India’s teachers.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84159623","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

Exploring factors influencing minority students’ perceived learning in collaborative Wiki-based learning environments 探讨少数民族学生在协作式维基学习环境中感知学习的影响因素

IF 1.8

Educational Media International Pub Date : 2022-10-02 DOI: 10.1080/09523987.2022.2153992

Y. Kuo, Yu-Tung Kuo, Hungwei Tseng

引用次数: 0

Students’ perceptions of mobile learning technology acceptance during Covid-19: WhatsApp in focus Covid-19期间学生对移动学习技术接受度的看法:重点关注WhatsApp

IF 1.8

Educational Media International Pub Date : 2022-10-02 DOI: 10.1080/09523987.2022.2153990

M. Habes, M. Elareshi, S. Salloum, Sana Ali, Raghad M. Alfaisal, Abdul-Karim Ziani, Hetam Alsridi

引用次数: 4

Aspiring teachers’ technology-enhanced learning practices within and beyond teacher education coursework: lessons for a post COVID-19 era 有志教师在教师教育课程内外的技术增强学习实践:后COVID-19时代的经验教训

IF 1.8

Educational Media International Pub Date : 2022-07-03 DOI: 10.1080/09523987.2022.2136078

Earl Aguilera, T. Phan

引用次数: 0

Lecture Recording Success in Academic Face- to- Face Teaching 讲座录音在学术面对面教学中的成功

IF 1.8

Educational Media International Pub Date : 2022-07-03 DOI: 10.1080/09523987.2022.2136080

Gali Naveh, Amit Shelef

{"title":"Lecture Recording Success in Academic Face- to- Face Teaching","authors":"Gali Naveh, Amit Shelef","doi":"10.1080/09523987.2022.2136080","DOIUrl":"https://doi.org/10.1080/09523987.2022.2136080","url":null,"abstract":"ABSTRACT Hundreds of academic institutions around the world dedicated considerable funding to lecture recording to accompany face-to-face teaching prior to the massive transition to distance education due to Covid-19. Furthermore, there is reason to believe that they will continue to do so after teaching will return to the physical classroom. Thus, a methodological examination of the success of lecture recordings as augmentation to face-to-face teaching should be of managerial interest. In this study, five success categories of lecture recording in a college were evaluated based on the information system success model promulgated by DeLone & McLean (1992). Results obtained through a campus-wide questionnaire and system log files showed relatively low usage of the system by students, who gave a somewhat low evaluation of system quality, information quality, and general satisfaction, but a higher assessment for the contribution of the system to their learning. Analysis also found significant correlations between success categories suggested by DeLone & McLean, with some exceptions. These results raise questions regarding the high-cost investments in lecture recording. These questions and the implication of the findings for research and higher education decision makers are discussed.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86138141","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

Measuring the implementation of media literacy statewide: a validation study 测量全州媒体素养的实施:一项验证性研究

IF 1.8

Educational Media International Pub Date : 2022-07-03 DOI: 10.1080/09523987.2022.2136083

R. Hobbs, Mary H. Moen, Rongwei Tang, Pam Steager

{"title":"Measuring the implementation of media literacy statewide: a validation study","authors":"R. Hobbs, Mary H. Moen, Rongwei Tang, Pam Steager","doi":"10.1080/09523987.2022.2136083","DOIUrl":"https://doi.org/10.1080/09523987.2022.2136083","url":null,"abstract":"ABSTRACT Even though media literacy education has grown in the United States and around the world, policymakers still lack knowledge about the scope and depth of implementation of media literacy learning activities in the elementary and secondary grades. This study reports how the Media Literacy Implementation Index (MLI) was developed and validated using a quota sample of stakeholders from across all school districts and local communities in Rhode Island. Using an established theoretical framework for media literacy, we first constructed a scale to examine the likelihood that learners may encounter a set of media literacy learning activities. Multiple methods were then used to assess reliability and validity of the instrument including cognitive pretesting, think aloud protocols, a content validation of MLI learning activities in relation to national education standards documents, and statistical validation including principal components analysis to assess internal consistency, reliability, and validity. An easy-to-implement measure of the scope and depth of media literacy education in elementary and secondary schools will be useful to diverse stakeholders including educators, school leaders, librarians, parents, community members, and elected public officials.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89851942","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

Mobile seamless learning in primary education: a case study on second grade students in Greece 小学教育中的移动无缝学习:以希腊二年级学生为例

IF 1.8

Educational Media International Pub Date : 2022-07-03 DOI: 10.1080/09523987.2022.2136081

Athina Devourou, Athanasios Christopoulos, A. Jimoyiannis

引用次数: 0

Equal in effectiveness but not yet perception: smartphones and laptops for completing brief academic tasks 在效率上是一样的，但在认知上还不一样:智能手机和笔记本电脑用于完成简短的学术任务

IF 1.8

Educational Media International Pub Date : 2022-04-03 DOI: 10.1080/09523987.2022.2101203

Kara D. Sage, Sophia Jackson, Larissa Mauer, Kayden Stockdale

{"title":"Equal in effectiveness but not yet perception: smartphones and laptops for completing brief academic tasks","authors":"Kara D. Sage, Sophia Jackson, Larissa Mauer, Kayden Stockdale","doi":"10.1080/09523987.2022.2101203","DOIUrl":"https://doi.org/10.1080/09523987.2022.2101203","url":null,"abstract":"ABSTRACT Students frequently recruit digital devices to aid their academics. Past research has often focused on computers, with growing research on more mobile devices like tablets. Despite owning smartphones at high rates, little research has focused on college students’ use of smartphones for academics. In the present study, students were randomly assigned to use either their smartphone or laptop to complete six brief academic tasks. They then answered questions regarding perceptions of these devices for the research tasks as well as their more general experiences with, and perceptions of, such mobile devices in education. Results showed that smartphones and laptops were equally effective for completing the tasks, but student perceptions favored laptops over smartphones. Quantitative and qualitative data also suggested that, while students saw significant educational value in laptops, views on smartphones were mixed. That said, students also identified approaches where smartphones could be particularly useful for classroom activities. If implemented in ways that highlight their affordances, both laptops and smartphones can be effective educational tools allowing for diverse approaches in the classroom.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72368152","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

Teacher educators’ attitude towards technology-enabled learning and its incorporation into teaching-learning during and post-pandemic 大流行期间和之后，教师教育工作者对技术支持学习的态度及其与教学的结合

IF 1.8

Educational Media International Pub Date : 2022-04-03 DOI: 10.1080/09523987.2022.2101204

Debolina Adhya, S. Panda

引用次数: 2