Research in Learning Technology最新文献_第9页

Does technical assessment matter? Functionality and usability testing of websites for ESL/EFL autonomous learners 技术评估重要吗?针对ESL/EFL自主学习者的网站功能和可用性测试

IF 2.2

Research in Learning Technology Pub Date : 2020-07-14 DOI: 10.25304/rlt.v28.2353

Natividad Aguayo, C. M. Ramírez

引用次数: 5

A flipped classroom model for inquiry-based learning in primary education context 小学教育中研究性学习的翻转课堂模式

IF 2.2

Research in Learning Technology Pub Date : 2020-07-09 DOI: 10.25304/RLT.V28.2287

M. Loizou, Kyungmee Lee

{"title":"A flipped classroom model for inquiry-based learning in primary education context","authors":"M. Loizou, Kyungmee Lee","doi":"10.25304/RLT.V28.2287","DOIUrl":"https://doi.org/10.25304/RLT.V28.2287","url":null,"abstract":"A multi-case study will be presented in this publication which aimed to address an important gap in the current literature concerning the effective implementation of a flipped classroom (FC) model in a particular educational setting. There has been limited research focusing on utilising a FC model within the primary education context despite its potential benefits for young students, such as facilitating student-centred inquiry-based learning (IBL) and developing their higher order cognitive skills. This multi-case study has been drawn from authors’ collaborative action research project with other teacher participants, during which the authors explored the effective ways in which a FC model can be utilised to promote students’ IBL in primary school settings. The authors first develop an inquiry-based flipped classroom (IB-FC) model and applied the model into five primary schools in Cyprus for a school year (2017–2018). A total number of five teachers, 77 students and 48 of their parents were invited to participate in the project. A large volume of qualitative data was collected mainly through classroom observations and interviews. Data analysis of teachers’, students’ and parents’ experiences and perceptions led to the development of seven universal design principles. These principles can be used to support primary school teachers’ attempts to design effective instructions using the IB-FC model.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84100871","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: 14

Factors influencing teachers’ utilisation of ICT: the role of in-service training courses and access 影响教师使用信息通信技术的因素:在职培训课程和获取的作用

IF 2.2

Research in Learning Technology Pub Date : 2020-06-26 DOI: 10.25304/rlt.v28.2313

A. Esfijani, B. Zamani

引用次数: 16

‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education “这是两个不同的世界，你有庇护的世界，你有学习的世界”:探索难民参与在线爱尔兰高等教育

IF 2.2

Research in Learning Technology Pub Date : 2020-06-01 DOI: 10.25304/rlt.v28.2368

Orna Farrell, James Brunton, E. Costello, Lorraine Delaney, Mark Brown, C. Foley

引用次数: 8

Peer-graded individualised student homework in a single-instructor undergraduate engineering course 在一个导师的本科工程课程中，同侪评分的个性化学生作业

IF 2.2

Research in Learning Technology Pub Date : 2020-05-15 DOI: 10.25304/rlt.v28.2339

Olivier Cleynen, Germán Santa-Maria, M. Magdowski, D. Thévenin

引用次数: 3

Co-creation of knowledge using mobile technologies and digital media as pedagogical devices in undergraduate STEM education 在本科STEM教育中，利用移动技术和数字媒体作为教学手段共同创造知识

IF 2.2

Research in Learning Technology Pub Date : 2020-05-12 DOI: 10.25304/rlt.v28.2356

Dr Jorge Reyna, P. Meier

引用次数: 4

Special collection on mobile mixed reality 2019 update 2019年移动混合现实特别合集更新

IF 2.2

Research in Learning Technology Pub Date : 2020-05-11 DOI: 10.25304/rlt.v28.2424

T. Cochrane, Vickel Narayan, James R. Birt

{"title":"Special collection on mobile mixed reality 2019 update","authors":"T. Cochrane, Vickel Narayan, James R. Birt","doi":"10.25304/rlt.v28.2424","DOIUrl":"https://doi.org/10.25304/rlt.v28.2424","url":null,"abstract":"This special collection of Research in Learning Technology explores the development of the state of the art of Mobile Mixed Reality (MMR) in education. The special collection was established in 2018 to provide research-informed exploration of this emergent and rapidly developing arena of educational technology through the lens of Scholarship Of Technology Enhanced Learning (SOTEL). The special collection update for 2019 includes four articles that cover self-efficacy and motivation of MMR users, analysis of student experiences of MMR, and a selection of case studies on designing and implementing MMR in educational contexts. The range of articles illustrates the further development of MMR as a platform for designing authentic learning environments in both formal and informal learning situations. The articles also highlight attempts to address the issue identified in the 2018 collection of a general lack of engagement with new learning theories and models in the use of MMR to design transformative learning experiences. \u0000\u0000This editorial is part of the special collection ‘Mobile Mixed Reality-Enhanced Learning’ edited by Thomas Cochrane, Vickel Narayan, James Birt, Helen Farley and Fiona Smart. Read all articles from this collection here.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"121 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75794997","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: 3

Holographic teaching presence: participant experiences of interactive synchronous seminars delivered via holographic videoconferencing 全息教学在场:通过全息视频会议提供的交互式同步研讨会的参与者体验

IF 2.2

Research in Learning Technology Pub Date : 2020-05-04 DOI: 10.25304/rlt.v28.2265

Nai Li, D. Lefevre

{"title":"Holographic teaching presence: participant experiences of interactive synchronous seminars delivered via holographic videoconferencing","authors":"Nai Li, D. Lefevre","doi":"10.25304/rlt.v28.2265","DOIUrl":"https://doi.org/10.25304/rlt.v28.2265","url":null,"abstract":"This study seeks to identify potential advantages of using holographic videoconferencing to deliver seminars within higher education as compared to the use of alternative non-holographic videoconferencing. Holographic videoconferencing offers opportunities to enhance attendees’ experience of remotely delivered seminars but has not been widely researched. Data were collected from 127 attendees attending one of three seminars, each of which featured a combination of physically present presenters and remote presenters participating via holographic videoconferencing. In this study, the holographic representations were three-dimensional and life-size. Monitors and holographic images were calibrated in a manner such that the remote presenters were able to point to and achieve eye-contact with members of the audience. Results indicate that the use of holographic videoconferencing can enhance the teaching presence of remote presenters, the engagement between participants and attendees’ enjoyment of a seminar. Almost all participants reported this to be their first experience of a holographic event and the positive results are partly explained by a sense of novelty. This suggests that the benefits of holographic videoconferencing may reduce over time. However, we argue that some benefit, resulting from an enhanced degree of teaching presence, will be sustained. The relative impact on learning gain is not explored in the current study. We believe that this would likely require a more controlled experiment in future research.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"113 2 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91021070","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: 11

Learner skills in open virtual mobility 开放虚拟移动中的学习者技能

IF 2.2

Research in Learning Technology Pub Date : 2020-03-19 DOI: 10.25304/rlt.v28.2254

K. Rajagopal, O. Firssova, I. O. D. Beeck, Elke Van der Stappen, S. Stoyanov, P. Henderikx, I. Buchem

{"title":"Learner skills in open virtual mobility","authors":"K. Rajagopal, O. Firssova, I. O. D. Beeck, Elke Van der Stappen, S. Stoyanov, P. Henderikx, I. Buchem","doi":"10.25304/rlt.v28.2254","DOIUrl":"https://doi.org/10.25304/rlt.v28.2254","url":null,"abstract":"Internationalisation has been a key theme in higher education (HE) for decades. Multiple initiatives across the world have contributed to creating offerings of high-quality online education, with collaborations across national borders. Two of the concepts that have proved to be influential are Virtual Mobility (VM) and Open Education (OE). Virtual mobility refers to study activities that students enrolled in HE in one country undertake online in other countries without physically moving. Such activities are certified and mutually acknowledged by participating institu-tions. Open education covers global initiatives increasing access to free online qual-ity education, without or with alternative forms of certification.The research presented in this article identifies the learner skills and competences that are supported by Open Virtual Mobility (OpenVM), a new trend in online education that builds upon these two concepts. A group concept mapping study based on the contributions of experts in both VM and OE resulted in defining seven learner skills and competence areas including: intercultural skills and atti-tudes; networked learning; active self-regulated learner skills; media and digital literacy; autonomy-driven learning, interactive and collaborative learning in an authentic international environment and open-mindedness. The study provided input for further conceptualising of OpenVM as a bridge between VM and OE.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"6 1","pages":"2254"},"PeriodicalIF":2.2,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89435891","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

The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning 在线学习的七项原则:教师和校友对在线学习对教学重要性的反馈

IF 2.2

Research in Learning Technology Pub Date : 2020-03-17 DOI: 10.25304/rlt.v28.2319

C. J. Tanis

{"title":"The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning","authors":"C. J. Tanis","doi":"10.25304/rlt.v28.2319","DOIUrl":"https://doi.org/10.25304/rlt.v28.2319","url":null,"abstract":"Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning. The participants were 14 college faculty and 111 alumni, from the same graduate program. A 45-item Likert survey and two open-ended questions were presented to the participants to explore the important factors contributing to their online teaching and learning. The results demonstrated that holding students to high standards of performance, academic honesty and professional conduct was the most important factor to both faculty in their online teaching and alumni in their online learning. Additionally, alumni valued engagement with their faculty more than engagement with other students or course content. Students need an online instructor who is organised and communicative in the online classroom, and faculty need a solidly designed online classroom, with engaged students who are timely in their work. An analysis of the findings with specific application to online teaching and learning is presented in this article.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"7 1","pages":"1-25"},"PeriodicalIF":2.2,"publicationDate":"2020-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85027131","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: 104