Research in Learning Technology最新文献_第3页

Developing resilience online: Evaluation of synchronous and asynchronous resilience interventions for Filipino college students 在线发展弹性:菲律宾大学生同步与非同步弹性干预的评估

IF 2.2

Research in Learning Technology Pub Date : 2023-02-24 DOI: 10.25304/rlt.v31.2890

M. Hechanova, Rosanne M. Jocson, Arsenio S. Alianan, Jr., Junix Jerald I. Delos Santos, Jason O. Manaois, Gilda A. Gomez, Gina R. Lamzon

{"title":"Developing resilience online: Evaluation of synchronous and asynchronous resilience interventions for Filipino college students","authors":"M. Hechanova, Rosanne M. Jocson, Arsenio S. Alianan, Jr., Junix Jerald I. Delos Santos, Jason O. Manaois, Gilda A. Gomez, Gina R. Lamzon","doi":"10.25304/rlt.v31.2890","DOIUrl":"https://doi.org/10.25304/rlt.v31.2890","url":null,"abstract":"This study evaluated two forms of a resilience intervention amongst college students during the COVID-19 pandemic. Utilising a randomised controlled trial design, it examined the impact of a synchronous and asynchronous resilience interventions versus a control group that did a journaling intervention. Outcomes measured included coping behaviour, non-reactivity, wellbeing, stress, depression and anxiety. Participants consisted of Filipino college students randomly assigned to three groups: synchronous online resilience group (n = 135), asynchronous resilience group (n = 121) and control group (n = 127). Results revealed that students who went through the online synchronous resilience reported a significant reduction in depression at post-intervention compared to those who went through an asynchronous intervention. Post-intervention scores for nonreactivity were also higher in the synchronous group compared to both asynchronous and journaling groups. Effect sizes were small to moderate. This study suggests that online resilience interventions are viable means to address the mental health needs of students, especially in countries with limited mental health resources.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"83 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83778911","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

Are teachers ready to immerse? Acceptance of mobile immersive virtual reality in secondary education teachers 老师们准备好沉浸其中了吗?中等教育教师对移动沉浸式虚拟现实的接受程度

IF 2.2

Research in Learning Technology Pub Date : 2023-02-13 DOI: 10.25304/rlt.v31.2855

C. Boel, Tijs Rotsaert, M. Valcke, Y. Rosseel, D. Struyf, T. Schellens

引用次数: 4

Emergency remote CAD teaching using licensed software in apparel during the COVID-19 pandemic: a collaborative learning approach COVID-19大流行期间服装中使用许可软件的紧急远程CAD教学:一种协作学习方法

IF 2.2

Research in Learning Technology Pub Date : 2023-02-10 DOI: 10.25304/rlt.v31.2821

R. D. De Silva, A. Peramunugamage

{"title":"Emergency remote CAD teaching using licensed software in apparel during the COVID-19 pandemic: a collaborative learning approach","authors":"R. D. De Silva, A. Peramunugamage","doi":"10.25304/rlt.v31.2821","DOIUrl":"https://doi.org/10.25304/rlt.v31.2821","url":null,"abstract":"Computer-Aided Design (CAD) training has become essential in apparel education as it is widely applied in design and development activities in the industry. This study presents how physical CAD teaching converted to remote delivery during the emergency COVID-19 pandemic using online technologies. This study evaluated five distinct methods adopted in this period: online Zoom sessions, pre-recorded practical demonstrations, guided hand-outs, online collaborative learning methods and forum discussions using Moodle. TeamViewer application was utilised for real-time remote access and support during teaching. This study instrumented two online questionnaires intended to assess the effectiveness of online hands-on sessions and collaborative learning in a remote online environment. This study was conducted with 58 participants at a recognised Sri Lankan state university. More importantly, the results confirmed the feasibility of collaborative engagement within the online learning environment. This study discovered students’ preferences for synchronous teaching and learning approaches. Also, it revealed the limitations of remote CAD teaching using online technologies. Finally, this study underlined the success of the collaborative learning approach and students’ perspectives on flipped classroom model for apparel CAD training.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"373 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77756555","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

I do, I understand: engaging distance and campus students in sustainability through active learning 我知道，我明白:通过主动学习，让远程和校园的学生参与可持续发展

IF 2.2

Research in Learning Technology Pub Date : 2023-01-12 DOI: 10.25304/rlt.v31.2823

S. Wakes, L. Dunn

{"title":"I do, I understand: engaging distance and campus students in sustainability through active learning","authors":"S. Wakes, L. Dunn","doi":"10.25304/rlt.v31.2823","DOIUrl":"https://doi.org/10.25304/rlt.v31.2823","url":null,"abstract":"Distance online learning connects students to education opportunities without having to be present at the institution offering the learning module. This case study involved development of a dual on-campus and distance course into a fully online course. It required a student-focused approach and an innovative application of learning technologies, additional resources and learning frameworks to encourage student engagement, independent learning and growth of critical-thinking skills. Changes to the design of the teaching approach and the use of technology improved the quality and quantity of interaction and communication between staff–students and students–students and facilitated a hands-on learning experience for online students interacting asynchronously. Student engagement with the course material, other students and teachers increased compared to previous years. Additional resource videos, learning and assessment guides (written and video), and online field trips helped develop critical-thinking skills and connectedness of learning to real-world applications. Recommendations are provided of learning approaches that could be used by other educators in different subject courses.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"34 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75784255","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

Predicting the secondary school students’ intention to use e-learning technologies 预测中学生使用电子学习技术的意向

IF 2.2

Research in Learning Technology Pub Date : 2023-01-04 DOI: 10.25304/rlt.v31.2881

E. Bahçekapılı

引用次数: 0

Mixed reality results in vocational education: a case study with HoloLens 2 混合现实在职业教育中的应用:基于HoloLens的案例研究

IF 2.2

Research in Learning Technology Pub Date : 2022-12-22 DOI: 10.25304/rlt.v30.2803

Jonathan Adams, Fallyn Flavell, Ramarie Raureti

引用次数: 1

Technological frames in classroom: a case study for a faculty professional development 课堂技术框架:教师专业发展案例研究

IF 2.2

Research in Learning Technology Pub Date : 2022-10-03 DOI: 10.25304/rlt.v30.2678

Merve Basdogan, Tracey Birdwell, Tripp Harris

引用次数: 1

A canonical correlation analysis of the influence of access to and use of ICT on secondary school students’ academic performance 获取和使用信息通信技术对中学生学业成绩影响的典型相关分析

IF 2.2

Research in Learning Technology Pub Date : 2022-09-20 DOI: 10.25304/rlt.v30.2679

A. Nouri, Taleb Zandi, H. Etemadizade

{"title":"A canonical correlation analysis of the influence of access to and use of ICT on secondary school students’ academic performance","authors":"A. Nouri, Taleb Zandi, H. Etemadizade","doi":"10.25304/rlt.v30.2679","DOIUrl":"https://doi.org/10.25304/rlt.v30.2679","url":null,"abstract":"This study was conducted to examine the influence of access to and use of information and communication technology (ICT) on academic achievement and motivation. Data were collected from 300 students (12- to 16-year-old; 160 boys) from Sanandaj, Iran. The ICT Familiarity Questionnaire was used to assess the level of students’ access to and use of ICT at school and outside of school. Students’ Grade Point Average was considered as an indicator of academic achievement and their scores of Academic Motivation Scale as a measure of academic motivation. The findings revealed that students had more access to and use of ICT at home than school. The majority of participants reported that they used digital devices for the first time when they were between 7 and 10 years old. The students spent more time using the Internet outside of school during weekdays. They used digital devices more frequently for general than academic activities. The canonical analysis indicated that ICT-related factors are significantly correlated with academic performance. However, students’ access to and use of ICT at school was the most influential factors affecting academic achievement. Furthermore, access to ICT at school and using digital devices at an earlier age were the most contributing factors correlated with academic motivation.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"21 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80509394","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

University learners’ utilisation of online videos in a general chemistry course 大学学生在普通化学课程中对网络视频的利用

IF 2.2

Research in Learning Technology Pub Date : 2022-08-23 DOI: 10.25304/rlt.v30.2660

Gülgün Afacan Adanır, Gulshat Muhametjanova, Bakyt Borkoev, K. Salieva

{"title":"University learners’ utilisation of online videos in a general chemistry course","authors":"Gülgün Afacan Adanır, Gulshat Muhametjanova, Bakyt Borkoev, K. Salieva","doi":"10.25304/rlt.v30.2660","DOIUrl":"https://doi.org/10.25304/rlt.v30.2660","url":null,"abstract":"The effectiveness of course videos needs to be analysed, and in doing so, it is important to consider the utilisation behaviours and opinions of learners. In this regard, this study was primarily conducted to analyse Kyrgyz learners’ utilisation of videos in a general chemistry course provided at the university level. This study was conducted during the 2019–2020 spring term at a state university in the Kyrgyz Republic and was structured using a mixed-method approach. The total number of participants was 105 Kyrgyz learners studying at the undergraduate level. Quantitative data were collected through an online survey, which consisted of demographic questions and items related to the utilisation of chemistry videos. Qualitative data were obtained through in-depth interviews with 13 learners. It was demonstrated through the data that learners used chemistry videos for 1–2 h per week. Also, the learners’ utilisation did not change with regard to their success from watching the videos. Learners’ utilisation of the chemistry videos was based on five factors: intrinsic motivation, self-concept of ability, self-perception of conscientiousness, video use and expectations of an online video library. This study also provided results regarding Kyrgyz learners’ problems and suggestions related to their utilisation of the videos.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"18 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73133238","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 impact of online learning technology on self-regulation and student success 在线学习技术对自我调节和学生成功的影响

IF 2.2

Research in Learning Technology Pub Date : 2022-08-12 DOI: 10.25304/rlt.v30.2802

Kira Makhno, N. Kireeva, V. Shurygin

{"title":"The impact of online learning technology on self-regulation and student success","authors":"Kira Makhno, N. Kireeva, V. Shurygin","doi":"10.25304/rlt.v30.2802","DOIUrl":"https://doi.org/10.25304/rlt.v30.2802","url":null,"abstract":"The research purpose is to analyse the self-regulation of students who use the massive open online course (MOOC) technology to learn the exact sciences. The sample included 252 students: females were 47%, and males were 53%. The average age of students was 20.08 ± 0.72. The students were divided into two groups: group 1 consisted of students who learnt the Digital singular (nano) optics course online using the MicrosoftTeams platform with teacher’s support; group 2 consisted of students who learnt the MOOC course individually. The relationships between self-regulation and academic success were also analysed. The research found that the overall level of self-regulation of students using MOOCs was 40% higher. In students who learnt online using the MicrosoftTeams, the level of self-regulation was average and amounted to 24.96 ± 1.32. In students who learnt the course based on the MOOC technology, the level of self-regulation was high and amounted to 35.02 ± 1.44 (p < 0.05). The research of self-regulation shows higher results among the students who learnt using MOOCs platforms: flexibility – 46%, planning – 23% and results assessment – 15%; modelling and programming were no different. The average success score of students after learning the course on the MicrosoftTeams platform was 3.83 ± 0.36, and in the MOOC group, it was 4.43 ± 1.89.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"116 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88698534","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