Research in Learning Technology最新文献_第5页

Learning to teach mathematics with robots: Developing the ‘T’ in technological pedagogical content knowledge 学习用机器人教数学:发展技术教学内容知识的“T”

IF 2.2

Research in Learning Technology Pub Date : 2021-06-11 DOI: 10.25304/RLT.V29.2555

Shelli L. Casler-Failing

引用次数: 1

A Disruptive Innovation perspective on students’ opinions of online assessment 颠覆性创新视角下的学生在线评估观点

IF 2.2

Research in Learning Technology Pub Date : 2021-05-28 DOI: 10.25304/RLT.V29.2611

Michael Flavin

引用次数: 5

The Development of an Integrated Scale of Technology Use in Physics 物理学中技术应用综合量表的开发

IF 2.2

Research in Learning Technology Pub Date : 2021-04-27 DOI: 10.25304/RLT.V29.2432

Fikret Korur, Sevda Yerdelen-Damar, H. Sağlam

引用次数: 1

Parental involvement, learning participation and online learning commitment of adolescent learners during the COVID-19 lockdown COVID-19封锁期间青少年学习者的家长参与、学习参与和在线学习承诺

IF 2.2

Research in Learning Technology Pub Date : 2021-04-08 DOI: 10.25304/RLT.V29.2544

K. Lawrence, Olubusayo Victor Fakuade

{"title":"Parental involvement, learning participation and online learning commitment of adolescent learners during the COVID-19 lockdown","authors":"K. Lawrence, Olubusayo Victor Fakuade","doi":"10.25304/RLT.V29.2544","DOIUrl":"https://doi.org/10.25304/RLT.V29.2544","url":null,"abstract":"During the escalating coronavirus disease-2019 (COVID-19) pandemic, attempting to contain its spread, a large number of educational institutions shut down face-to-face teaching and learning activities globally due to a complete lockdown. This lockdown revealed emerging vulnerabilities of education systems in the low- and middle-income countries of the world, with Nigeria being no exception. Given these concerns, this research study assessed parental involvement, learning participation and the commitment to online learning of adolescent learners during the COVID-19 lockdown in Nigeria. An online survey questionnaire was employed to examine the level of online learning commitment and the contributory roles of each of the factors to online learning commitment of adolescent learners. In total, 1407 adolescents (male = 38.8%; female 61.2%) aged between 12 and 20 years (mean = 15: SD = 4.24) responded to the online survey, which was open for 2 months. Data were analysed using descriptive statistics of frequency distribution and inferential statistics of multiple regression. The findings revealed that the commitment level of adolescent learners to online learning was high. The findings further yielded a coefficient of R = 0.439 and R2 = 0.192 variance in the prediction of the outcome measure. Parental involvement contributed 32% (β = 0.322, p < 0.05) and learning participation contributed 23% (β = 0.234, p < 0.05) towards online learning. The study concludes that parental involvement and learning participation played a significant and positive role in the commitment of adolescent learners towards online learning during the COVID-19 lockdown in Nigeria. The authors suggest that parents be encouraged to synergise with the digitalised revolution, while the need for further in-depth research on the subject is emphasised in the suggestions for future research.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"66 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89883099","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: 44

Improving student and faculty communication: the impact of texting and electronic feedback on building relationships and the perception of care 改善师生沟通:短信和电子反馈对建立关系和关怀感知的影响

IF 2.2

Research in Learning Technology Pub Date : 2021-03-22 DOI: 10.25304/RLT.V29.2463

Jennie M. Carr, Karen S. Rogers, G. Kanyongo

{"title":"Improving student and faculty communication: the impact of texting and electronic feedback on building relationships and the perception of care","authors":"Jennie M. Carr, Karen S. Rogers, G. Kanyongo","doi":"10.25304/RLT.V29.2463","DOIUrl":"https://doi.org/10.25304/RLT.V29.2463","url":null,"abstract":"Students perceive care as a quality of highly effective faculty, and building positive relationships is essential to a successful college experience. However, many college students report never having developed caring relationships with faculty. We propose faculty have an opportunity to use technology to help build caring relationships in an effort to improve overall academic success. The majority of research on student–faculty interaction has primarily focused on determining what kinds of interactions students have with faculty. The aim of this study was to explore students’ perceptions of care and the role safe texting and electronic feedback played in building student–faculty relationships. A mixed-methods approach was used with college student participants (n = 307) to answer the following research questions: (1) What actions by faculty constitute “caring”? (2) What role does technology play in students feeling “cared for”? The findings indicate that safe texting platforms and electronic feedback had a positive impact by increasing accessibility and direct contact.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"8 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73716169","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

Facilitating peer-led group research through virtual collaboration spaces: an exploratory research study 通过虚拟协作空间促进同伴领导的小组研究:一项探索性研究

IF 2.2

Research in Learning Technology Pub Date : 2021-03-05 DOI: 10.25304/RLT.V29.2520

Richard Walker, Setareh Chong, J. Chong

{"title":"Facilitating peer-led group research through virtual collaboration spaces: an exploratory research study","authors":"Richard Walker, Setareh Chong, J. Chong","doi":"10.25304/RLT.V29.2520","DOIUrl":"https://doi.org/10.25304/RLT.V29.2520","url":null,"abstract":"Peer-led group learning is a variation of collaborative learning and is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari, and Light 2010). In this study, we explored how a Slack team environment could be used in a blended course design to support students working remotely on individual research projects, helping them in collaborative trouble-shooting and problem-solving activities with their ‘near peer’. We drew on lessons learned from an initial trial (2017–2018 cohort) to inform a revised peer-led research design (2018–2019 cohort). \u0000Our findings demonstrate the potential of collaborative platforms such as Slack to support near-peer learning, providing distinct channels for questioning, ideas sharing and agile problem-solving support in response to individual queries. The peer-led support contributed to high levels of engagement with the project work and deeper learning, helping less confident students to learn from group members and achieve positive outcomes in their own project work. We discuss the necessary conditions for effective peer-led learning to take place within a virtual space – identifying the clear communication of instructional roles, socialisation of students and responsiveness of near peers as factors influencing the adoption of the targeted learning methods – which we addressed in our revised peer-led design.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"7 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83458879","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

Learning experience design for augmented reality 增强现实学习体验设计

IF 2.2

Research in Learning Technology Pub Date : 2021-03-01 DOI: 10.25304/RLT.V29.2429

Betul C. Czerkawski, Margherita Berti

{"title":"Learning experience design for augmented reality","authors":"Betul C. Czerkawski, Margherita Berti","doi":"10.25304/RLT.V29.2429","DOIUrl":"https://doi.org/10.25304/RLT.V29.2429","url":null,"abstract":"Recent years have seen a growing interest in augmented reality (AR) technologies due to their potential for simulating real-life situations and creating authentic learning tasks. Studies have shown that AR enables engaging and interactive learning experiences (e.g. Bressler and Bodzin 2013; Klopfer and Sheldon 2010) and can benefit student learning (e.g. Bonner and Reinders 2018; Siegle 2019). However, although research in AR for education is not scarce, educators often do not have a learning experience design (LXD) approach that is supported by the recent findings of learning sciences and instructional design models. To bridge this gap, the present study introduces an AR-learning prototype developed by using SAM I (Successive Approximation Model I), and the Threshold Concepts Framework, employed for meaningful integration of AR into the learning process. A pre-survey and a post-survey method were utilised in the data gathering process to gauge students’ experience with the AR module. The findings show that the majority of students have not had educational experiences with AR prior to the study, and they struggled to find ways to incorporate this technology into their content areas in a meaningful way. Nonetheless, participants realised the value of AR and stated that they most likely would use this technology in the future. Based on the findings, the authors present a set of suggestions for instructors and LXDs, and provide recommendations for future research. \u0000This article is part of the special collection: Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More papers from this collection can be found here.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"28 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79146969","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: 19

Introducing augmented reality in early childhood literacy learning 在幼儿识字学习中引入增强现实

IF 2.2

Research in Learning Technology Pub Date : 2021-02-11 DOI: 10.25304/RLT.V29.2539

Zilong Pan, Mary Frances López, Chenglu Li, Min Liu

{"title":"Introducing augmented reality in early childhood literacy learning","authors":"Zilong Pan, Mary Frances López, Chenglu Li, Min Liu","doi":"10.25304/RLT.V29.2539","DOIUrl":"https://doi.org/10.25304/RLT.V29.2539","url":null,"abstract":"Augmented reality (AR) as an emerging technology has gradually been incorporated into educational contexts; however, the cases that incorporate AR into early childhood contexts are underrepresented and especially scant in the literacy domain. Aiming to measure the impact of AR on early childhood learning and motivation in the literacy domain, this study brought an application into six pre-kindergarten classrooms by introducing three experimental classrooms to an AR centre while others engaged with a two-dimensional (2D) version of the same material. Bayesian analysis revealed that rapid letter naming rates grew for all children involved in the study. It increased by 6.28% among children in the experimental AR group and 3.35% in the control 2D group. Growth in rates of motivation was similar among experimental (11.5%) and control (10.9%) groups. These findings suggest that three-dimensional images of letters might help with rapid letter naming skills, and animations available in both versions may be the reason of increases in motivation. Teacher interviews presented positive views towards AR, and instructional implications were provided by teachers for incorporating the technology into early childhood classrooms.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"64 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84392583","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: 21

Content-specific differences in Padlet perception for collaborative learning amongst undergraduate students 大学生协作学习中小块感知的内容差异

IF 2.2

Research in Learning Technology Pub Date : 2021-02-10 DOI: 10.25304/RLT.V29.2551

Kosha J. Mehta, I. Miletich, Michael Detyna

{"title":"Content-specific differences in Padlet perception for collaborative learning amongst undergraduate students","authors":"Kosha J. Mehta, I. Miletich, Michael Detyna","doi":"10.25304/RLT.V29.2551","DOIUrl":"https://doi.org/10.25304/RLT.V29.2551","url":null,"abstract":"Collaborative learning offers benefits but there is insufficient information on how students perceive specific digital tools supporting collaborative learning and whether there are content-related differences in students’ perceptions. Here, we utilised Padlet to mediate collaborative learning amongst undergraduate students from two distinct disciplines, Dentistry and Bioscience to examine students’ perceptions of Padlet-mediated learning and identify any content-specific differences. Data distribution was assessed via Shapiro–Wilk test, Mann–Whitney U test was used to assess distribution of responses and correlations were studied via Spearman’s rank correlation coefficient (ρ). Data revealed that majority of students across both cohorts perceived Padlet as easy to use and beneficial to learning. Dentistry students perceived Padlet to be more beneficial to learning and easier to use than Bioscience students (p < 0.01). Most Bioscience students liked to undertake collaborative learning via Padlet, whereas most Dentistry students felt more confident to ask questions and better understood content via Padlet. In the Bioscience cohort, perceived benefit-to-learning strongly correlated (ρ = 0.75; p < 0.01) with fondness to use Padlet, whereas in the Dentistry cohort, it moderately correlated (ρ = 0.5; p < 0.01) with better understanding of subject content. Thematic analysis of students’ textual responses revealed anonymity, peer-learning and engagement as key benefits. Thus, this study strengthened the evidence for using Padlet for collaborative learning in a wider context. Moreover, it uncovered significant disparities in students’ perceptions of the tool, when used to foster learning of different subject contents.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"421 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84922361","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

Digital media assignments in undergraduate science education: an evidence-based approach 本科科学教育中的数字媒体作业:基于证据的方法

IF 2.2

Research in Learning Technology Pub Date : 2021-02-05 DOI: 10.25304/RLT.V29.2573

Dr Jorge Reyna

{"title":"Digital media assignments in undergraduate science education: an evidence-based approach","authors":"Dr Jorge Reyna","doi":"10.25304/RLT.V29.2573","DOIUrl":"https://doi.org/10.25304/RLT.V29.2573","url":null,"abstract":"Digital media assignments empower students to become co-creators of knowledge rather than passive consumers of content. The Internet explosion and the affordability of digital technologies and devices such as smartphones, tablets and action cameras have created opportunities to use digital media in the classroom. This article aims to present an evidence-based approach to help educators to design, implement and evaluate digital media assignments in the classroom. For this purpose, four theoretical models were tested to inform the design of digital media assignments in undergraduate science education. These models helped to identify the student training in digital media needed, develop effective marking rubrics, and inform the design, implementation and evaluation of digital media assessment tasks. Trials were conducted in Spring 2016 (n = 458) and Autumn 2017 (n = 1329), respectively. Data collection used a mixed-methods approach, including a qualitative survey, open-ended questions, group contribution data and marks attained. Data analysis showed positive outcomes of the systematic implementation of digital media assignments. In conclusion, students enjoyed the support they received, being creative, working in groups and learning with digital media. To date, this intervention is one of the most comprehensive and practical approaches to digital media assignments in the classroom, which has been undertaken.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"11 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90284106","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