Research in Learning Technology最新文献_第2页

Learning management systems and social media: a case for their integration in higher education institutions 学习管理系统与社会媒体:高等教育机构整合案例

Research in Learning Technology Pub Date : 2023-05-30 DOI: 10.25304/rlt.v31.2814

Darren Turnbull, Ritesh Chugh, Jo Luck

{"title":"Learning management systems and social media: a case for their integration in higher education institutions","authors":"Darren Turnbull, Ritesh Chugh, Jo Luck","doi":"10.25304/rlt.v31.2814","DOIUrl":"https://doi.org/10.25304/rlt.v31.2814","url":null,"abstract":"Higher education institutions across the globe rely on learning management systems (LMSs) to deliver course content, assess student learning, and maintain effective communication. However, contemporary learners may prefer to use popular social media platforms to share knowledge and collaborate with peers. Higher education institutions can benefit by fusing the best features of social media and LMSs into course delivery systems, particularly in online settings. This study investigates the technological and pedagogical integration of social media and LMSs in higher education institutions that incorporate these technologies into their course delivery infrastructure. From the 36 peer-reviewed papers examined, the identified benefits of successful social media-LMSs integration were classified into six categories: access to learning materials, student recruitment, communication and peer support, improved results, a single access point to both online environments, and speed and reliability. Three categories of disadvantages were also established: need for ongoing support, social media distractions, and technical and security issues. We propose that a close inter-relationship between social media platforms and LMSs enhances course outcomes within a social constructivist framework and satisfies learner needs for social interaction. This study’s findings will benefit educational institutions seeking to enhance engagement with online learner communities.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692596","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

Teachers’ sense of competence in terms of ICT use: the case of secondary school teachers 教师在ICT使用方面的胜任感:以中学教师为例

IF 2.2

Research in Learning Technology Pub Date : 2023-05-29 DOI: 10.25304/rlt.v31.2874

El Mustapha Baytar, Hayat Elyacoubi, N. Saqri, Lynda Ouchaouka

{"title":"Teachers’ sense of competence in terms of ICT use: the case of secondary school teachers","authors":"El Mustapha Baytar, Hayat Elyacoubi, N. Saqri, Lynda Ouchaouka","doi":"10.25304/rlt.v31.2874","DOIUrl":"https://doi.org/10.25304/rlt.v31.2874","url":null,"abstract":"In the current digital age, the integration of information and communication technologies (ICT) into teaching practices has become a determining factor in learning quality. The teachers’ digital competence issue has come back to the forefront because of the schools’ closure due to the COVID-19 pandemic. Our study aims to assess the sense of competence in terms of ICT use of a sample of 260 secondary school teachers in the Directorate of Education in Rhamna, Morocco, by adopting a quantitative methodology. Our findings suggested that only 26.1% of the individuals in our sample reported they feel effectively competent. The pandemic made a significant change in teachers’ perceptions of the importance of ICT integration and training in the field. Moreover, a cross-analysis highlighted significant relationships between the sense of competence in terms of ICT use and six independent variables: continuous training, learning readiness, gender, age, teaching experience, and school subject. Our findings would be helpful for policymakers to guide educational policies by focusing on ICT continuous training to enhance teachers’ digital competence.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"75 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79613759","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

Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks 正规教育中的应急远程教学分析:当代三种技术教学框架的交叉检验

IF 2.2

Research in Learning Technology Pub Date : 2023-05-12 DOI: 10.25304/rlt.v31.2982

Ronen Kasperski, Erez Porat, I. Blau

{"title":"Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks","authors":"Ronen Kasperski, Erez Porat, I. Blau","doi":"10.25304/rlt.v31.2982","DOIUrl":"https://doi.org/10.25304/rlt.v31.2982","url":null,"abstract":"During the COVID-19 pandemic outbreak many countries around the world were forced to turn to Emergency Remote Teaching (ERT) and upscale the use of digital technologies for learning, teaching and assessment. The current study analysed field reports from 89 elementary and secondary Hebrew-speaking and Arabic-speaking information and communication technology schools in Israel, representing the cultural, ethnic, and religious diversity of the education system. The qualitative analysis of the collected data was based on three well established contemporary models of technology integration and Digital Competence of Educators (DigCompEdu): the International Society for Technology in Education, Technological Pedagogical Content Knowledge and DigCompEdu. The analysis (n = 872 statements) yielded aspects in the teachers' reports that correspond with the theoretical models, along-side aspects that extend these models to ERT and aspects that were missing from the reports. Finally, based on our findings and previous work we suggested a comprehensive framework for ERT that can be used to design teachers' professional development necessary for effective remote teaching in both emergency and routine times. © 2023, Association for Learning Technology. All rights reserved.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"18 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82362983","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

University students’ perceptions of interactive response system in an English language course: a case of Pear Deck 大学生对英语课堂互动回应系统的认知:以梨牌为例

IF 2.2

Research in Learning Technology Pub Date : 2023-04-24 DOI: 10.25304/rlt.v31.2944

K. Anggoro, Damar Isti Pratiwi

引用次数: 0

The influence of user-perceived benefits on the acceptance of microlearning for librarians’ training 用户感知利益对图书馆员培训微学习接受程度的影响

IF 2.2

Research in Learning Technology Pub Date : 2023-04-21 DOI: 10.25304/rlt.v31.2930

Irene Shubi Isibika, Chang Zhu, Egbert De Smet, A. Musabila

引用次数: 1

‘Give and Take’ – higher education teachers using open educational resources “给予和接受”——高等教育教师使用开放教育资源

IF 2.2

Research in Learning Technology Pub Date : 2023-04-17 DOI: 10.25304/rlt.v31.2916

Nadine Schroeder, Sophia Donat

引用次数: 0

Adaptive pedagogical strategies responding to emergency remote teaching – immediate responses of Hungarian primary school teachers 应对紧急远程教学的适应性教学策略——匈牙利小学教师的即时反应

IF 2.2

Research in Learning Technology Pub Date : 2023-04-11 DOI: 10.25304/rlt.v31.2978

László Horváth

{"title":"Adaptive pedagogical strategies responding to emergency remote teaching – immediate responses of Hungarian primary school teachers","authors":"László Horváth","doi":"10.25304/rlt.v31.2978","DOIUrl":"https://doi.org/10.25304/rlt.v31.2978","url":null,"abstract":"Digital disruption is not a new phenomenon in education; however, it has become more prominent during the COVID-19 pandemic due to school closures and the related emergency remote teaching (ERT) period. Our study aims to explore the different pedagogical strategies that primary school teachers adopted during this period and determine how successful these strategies were in involving and engaging students. Altogether, 4028 teachers from 343 primary schools answered our online survey from all the regions of Hungary. The sample adequately represents the Hungarian primary school teacher population in terms of gender and age. We used cluster analysis and identified four clusters of pedagogical strategies; then, we used analysis of variance to explore how teachers’ digital competence and their ability to involve students in online learning varied across different clusters. Our analysis grasps the complexity of the issue, as it shows that two rather distinct strategies were both successful in involving students, and thus, there is no single solution best suited to digital learning. Overall, digitally competent teachers loosened the originally strict structure of education and provided more feedback, which proved to be an important element in successfully involving students in digital learning during ERT. The framework validated in our research can be used by policymakers and school administrators in different national and educational contexts, enabling them to understand the complexity of online teaching and learning. Furthermore, our results can offer some practical pointers for school teachers on how to combine different pedagogical strategies.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"37 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86868523","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

The effects of interactive mini-lessons on students’ educational experience 互动式迷你课对学生教育体验的影响

IF 2.2

Research in Learning Technology Pub Date : 2023-04-06 DOI: 10.25304/rlt.v31.2900

引用次数: 0

Viewing open education within the Technological, Pedagogical, Content Framework: illustrating educator knowledge, skills and dispositions 从技术、教学、内容框架看开放教育:说明教育者的知识、技能和性格

IF 2.2

Research in Learning Technology Pub Date : 2023-03-29 DOI: 10.25304/rlt.v31.2829

Jennifer Van Allen, Stacy Katz

引用次数: 0

Achieving online dialogic learning using breakout rooms 利用分组讨论室实现在线对话学习

IF 2.2

Research in Learning Technology Pub Date : 2023-03-24 DOI: 10.25304/rlt.v31.2882

Shonagh Douglas

引用次数: 0