ASCILITE Publications最新文献_第3页

Analysing the learning pathways of students in a large flipped engineering course 分析大型翻转工程学课程中学生的学习路径

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.775

C. Reidsema, Hassan Khosravi, M. Fleming, L. Kavanagh, Nichoas Achilles, Esther Fink

{"title":"Analysing the learning pathways of students in a large flipped engineering course","authors":"C. Reidsema, Hassan Khosravi, M. Fleming, L. Kavanagh, Nichoas Achilles, Esther Fink","doi":"10.14742/apubs.2017.775","DOIUrl":"https://doi.org/10.14742/apubs.2017.775","url":null,"abstract":"Recent advancements in educational technologies (learning management systems, online discussion forums, peer-learning tools) coupled with new methods of course delivery (e.g. blended, flipped, MOOCs) provide significant opportunities for universities to deliver challenging, high quality, yet engaging curriculum for students. In this paper, we examine the variations and similarities of student’s approaches to learning (learning pathways) by examining how well they performed in a large (N ~ 1000 student) first year engineering flipped classroom. The analysis focused on student’s performance in their assessment (formative and summative) as well as their online interaction with a range of tools purposely built to support students through peer learning and acquisition of resources and expertise. Analysis using k-means clustering reveals that students do in fact adopt a variety of successful pathways through the course. The unique aspects of this work lie in the use of analytics algorithms that whilst perhaps routinely utilised in data mining, are not as well utilised in better understanding patterns (successful or otherwise) of student interactions within a technology enhanced active learning environment that integrates theory with engineering practice.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"118 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986580","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

Variations in the coherence and engagement in students’ experience of blended learning 学生体验混合式学习的连贯性和参与度的差异

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.787

Feifei Han, Robert Ellis

{"title":"Variations in the coherence and engagement in students’ experience of blended learning","authors":"Feifei Han, Robert Ellis","doi":"10.14742/apubs.2017.787","DOIUrl":"https://doi.org/10.14742/apubs.2017.787","url":null,"abstract":"We report a study which examines coherence of engagement of 344 first year engineering students’ blended learning experience. Using self-report and observational data sources, we demonstrate that student perceptions of the blended learning environment, academic learning outcomes, and engagement with the online learning activities are logically related at the variable level as shown by correlation analyses; and at the level of student groupings of similar learning experience and behaviors, as revealed by cluster, ANOVA, and 2 x 2 contingency analyses. Using self-report data, we found that when students perceived the learning activities in the f2f and online environments were integrated, they were more likely to be engaged with the online learning and to perform relatively higher on the assessment tasks than students who perceived disintegration between f2f and online learning. Using the observational data, students who were more engaged with the online learning tended to perceive that the online learning was well integrated with the f2f learning, that the online contributions were valuable for the whole learning experience, and achieved relatively higher than less engaged students. A 2 x 2 contingency table revealed a logical relationship between the groupings of students based on the selfreport and observational data: moderate and positive association was found between students with coherent perceptions and more engagement; and between students with fragmented perceptions and less engagement. The use of multiple data sources and methods enabled triangulation, strengthened analysis power, and offered a more comprehensive picture of students’ blended learning experience.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"119 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986248","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

Flipping diverse classrooms 翻转多元课堂

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.777

Ekaterina Pechenkina

{"title":"Flipping diverse classrooms","authors":"Ekaterina Pechenkina","doi":"10.14742/apubs.2017.777","DOIUrl":"https://doi.org/10.14742/apubs.2017.777","url":null,"abstract":"Flipped Classroom is a pedagogical approach in which all or some of direct instruction is moved outside of the face-to-face environment to dedicate more in-class time to ‘hands-on’, experimental and engaging activities. Usually enabled by educational technology, the Flipped Classroom approach draws on the ‘active learning’ philosophy which implies that students must share responsibility for their learning with their instructors, resulting in more impactful learner behaviours. Considering university classrooms are increasingly diverse, with international students forming a significant cohort of learners, instructor perceptions of internationals students in Flipped Classrooms are of interest. This is particularly important because international students, especially those from Asian countries, can be perceived by instructors as ‘passive’ learners’ regardless of students’ actual skills, learning preferences and goals. This presumed ‘passivity’ may clash with instructors’ goals, potentially creating tensions-filled dynamics between instructors and international students in Flipped Classrooms. The proposed article explores university instructors’ perceptions of international students in technology-enabled Flipped Classrooms to understand how these perceptions may influence instructors’ choices for the design of the flip. Findings demonstrate that while some instructors view international students as a barrier to impactful Flipped Classroom, others draw on their classroom’s diversity, using it as a source of inspiration, and designing the flip with international students in mind.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"101 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140987363","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

OER based capacity building to overcome staff equity and access issues in higher education 基于开放式教育资源的能力建设，克服高等教育中的人员公平和入学问题

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.734

Carina Bossu, J. Willems

引用次数: 5

Constructive alignment of materials in tertiary programs 高等教育课程教材的建设性调整

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.764

Sj Yoon, Paul Gruba

引用次数: 3

Addressing inconsistency in use of the LMS 解决学习管理系统使用不一致的问题

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.782

Elizabeth Masterman

{"title":"Addressing inconsistency in use of the LMS","authors":"Elizabeth Masterman","doi":"10.14742/apubs.2017.782","DOIUrl":"https://doi.org/10.14742/apubs.2017.782","url":null,"abstract":"Inconsistency in the use of the learning management system (LMS) by academic staff is a source of dissatisfaction among university students in the UK. One solution is to establish a set of minimum standards (or baseline) for LMS use within an individual institution. Another is to supply templates – frameworks for LMS course sites – with a view to providing students with a seamless experience in their interactions with the LMS. This paper describes how the issue of inconsistency was addressed at a leading research university in the UK through an exploratory project, WebLearn Improved Student Experience (WISE). The widespread devolution of responsibility for site management to administrative staff, together with the ‘maverick’ creation of course sites by those academics who chose to engage with the WebLearn LMS, had resulted in unevenness in students’ access to learning materials. The project team engaged in close collaboration with 19 departments in order to achieve the immediate purpose of improving uptake of, and consistency in, their LMS presence. The ultimate aim was to develop a support package comprising LMS templates and ‘best practice’ guidelines that would enable departments in the future to achieve the same objective, either unsupported or with minimal assistance from the central team of learning technologists. The project was evaluated using a modification of the Innovation Histories method, which included interviews with 13 participants. The evaluation findings additionally threw into relief the complex social and cultural factors at play that can inhibit a consistent student experience in an institutional LMS.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"115 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986304","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

Challenges and tensions in the role of the LMS for medical education 学习管理系统在医学教育中的作用所面临的挑战和矛盾

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.783

Jill Lyall, Katharina Freund, Alexandra Webb

引用次数: 0

Mobile learning and speech technology for language teachers’ professional development 移动学习和语音技术促进语文教师的专业发展

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.762

Tran Le Nghi Tran

{"title":"Mobile learning and speech technology for language teachers’ professional development","authors":"Tran Le Nghi Tran","doi":"10.14742/apubs.2017.762","DOIUrl":"https://doi.org/10.14742/apubs.2017.762","url":null,"abstract":"This study aims to investigate the use of mobile learning to provide pronunciation training for lecturers of English as a Foreign Language (EFL) from Vietnamese provincial universities. Mobile learning offers a potential solution for the delivery of professional development to lecturers based outside major cities thanks to its capacity to enable learning anytime, anywhere. Mobile learning and speech technology are expected to facilitate lecturers’ self-direct learning to fulfil their professional development needs using their own devices. This paper reports results from a pilot study which serves as the first phase of an ongoing design-based research project. The pilot study was carried out to explore the feasibility of an online pronunciation course and identify potential problems for future course iterations in the context of participants living outside major cities in a developing country. The objectives of the project are to establish and test a set of fundamental principles for mobile learning to be an effective way of providing online professional development for lecturers based outside major cities and to shed light on the necessary adjustments in course design to make it a scalable model for future education planning. In this study, both qualitative and quantitative data were collected during two iterations of an online pronunciation professional development course for EFL lecturers from Vietnamese provincial universities.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"116 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986466","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

Facilitating social learning through learning design 通过学习设计促进社会学习

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.731

C. Adachi, Julia Savage, Marcus O'Donnell

{"title":"Facilitating social learning through learning design","authors":"C. Adachi, Julia Savage, Marcus O'Donnell","doi":"10.14742/apubs.2017.731","DOIUrl":"https://doi.org/10.14742/apubs.2017.731","url":null,"abstract":"In the field of technology-enhanced learning design, the rise of Web 2.0 has been the filip needed to accelerate the emergence of socially-connected global learners. These highly social learners now use the web to engage with knowledge and skill development and as such, online education has moved irrevocably beyond simply the finding and sharing of information among learners. The higher education sector is responding to this learning landscape. This is particularly relevant to the massive open online courses (MOOCs) environment where there is the potential for thousands of participants to learn through multiple open source tools with minimum intervention from educators. This social learning perspective can present a challenge for some educators. In this paper we present a work-in-progress collaborative project designed to respond to the professional development of teaching academics newly engaged in designing and teaching from a social learning perspective. We, in a central learning and teaching unit, designed and developed a professional development (PD) course that sought to build the capacity of academics going through this change: they were about to teach on a MOOC platform. Our purpose was to model the social learning framework as a method of capacity-building, but we also aimed to distil authentic social learning for the academics themselves. This resulted in creating a community of practice among educators. Further research is required to measure the impact of this capacity-building course in order to further enhance the learning experiences of academics preparing to teach on a MOOC platform.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"116 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986461","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

Digital equity 数字平等

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.744

H. Farley, J. Willems

引用次数: 2