Australasian Journal of Educational Technology最新文献

{"title":"A Systematic Review of Educational Research Using Eye-Tracking Data: based on the cognitive process framework","authors":"Jisu Song, Suhkyung Shin","doi":"10.17232/kset.38.1.109","DOIUrl":"https://doi.org/10.17232/kset.38.1.109","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"6 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74651698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Self-Regulated Learning Ability and Perceived Usefulness on Learning Persistence in MOOC: The mediating effect of Learning Engagement and the moderating effect of Task Technology Fit","authors":"Hyojin Kim, Hae-Deok Song, Hyejoo Yun, YeonKyoung Kim","doi":"10.17232/kset.38.1.149","DOIUrl":"https://doi.org/10.17232/kset.38.1.149","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"31 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87356852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Study on Learning Experience Occurring in SNS Using a Grounded Theory Approach","authors":"Kyoo-Lak Cho","doi":"10.17232/kset.38.1.001","DOIUrl":"https://doi.org/10.17232/kset.38.1.001","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"3 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76218068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Study on the Development and Verification of Microlearning Design Principles in College Class","authors":"Hyunmi Do, Minjeong Kim","doi":"10.17232/kset.38.1.179","DOIUrl":"https://doi.org/10.17232/kset.38.1.179","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"19 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90964709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Grounded theory on the process of causing the learning gap of 5th and 6th grader in a blended leaning environment","authors":"Hyunseok Hwang, Minjeong Kim","doi":"10.17232/kset.38.1.069","DOIUrl":"https://doi.org/10.17232/kset.38.1.069","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91116938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Factors Predicting Student Dropout in Online Learning: Using Random Forest Model","authors":"Hyejin Park, S. Kim, Sunghye Lee","doi":"10.17232/kset.38.1.297","DOIUrl":"https://doi.org/10.17232/kset.38.1.297","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"25 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74320293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Elementary school teachers’ perceptions on personalized instructional design using learner data","authors":"Hyunkyung Lee, Y. Cho, Sunyoung Keum","doi":"10.17232/kset.38.1.037","DOIUrl":"https://doi.org/10.17232/kset.38.1.037","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"54 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75807262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Negotiating teacher educators' beliefs about blended learning: Using stimulated recall to explore design choices","authors":"Bram Bruggeman, K. Hidding, K. Struyven, B. Pynoo, A. Garone, J. Tondeur","doi":"10.14742/ajet.7175","DOIUrl":"https://doi.org/10.14742/ajet.7175","url":null,"abstract":"Teachers’ beliefs about education influence practice and vice versa. Teacher educators should be particularly attuned to the association between educational beliefs and practice. Teachers’ beliefs about education have been widely studied, but investigating how a team of teacher educators put a shared vision on blended learning into practice is less researched. Blended learning practices are subject to the four design aspects of incorporating flexibility, stimulating interaction, facilitating the learning process, and creating an affective learning climate. This qualitative study investigates a team of experienced blended learning teacher educators from two perspectives: their beliefs about blended learning, and how these beliefs are realised in practice. Seventeen screencast stimulated recall interviews revealed: (1) teacher educators express evaluative beliefs about deep and meaningful blended learning and descriptive beliefs about online flexibility and face-to-face interaction, and (2) how these beliefs are realised in practice by flexible online facilitation of learning processes, profound face-to-face interaction, and providing authentic learning experiences. Furthermore, as a result of the association between beliefs about blended learning and practice, the areas of refining student feedback, improving online structure and increasing interaction in online learning materials emerged for professional growth. Finally, recommendations are made for blended learning practitioners and teacher educators.\u0000Implications for practice or policy:\u0000\u0000Teacher educators hold evaluative beliefs about deep and meaningful blended learning and descriptive beliefs about online flexibility and face-to-face interaction.\u0000Deep and meaningful blended learning is promoted by flexible online facilitation of learning processes, profound face-to-face interaction, and providing authentic learning experiences.\u0000Areas for professional growth are refining student feedback, improving online structure and increasing interaction in online learning materials.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42992891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An examination of student user experience (UX) and perceptions of remote invigilation during online assessment","authors":"L. Sefcik, Terisha Veeran-Colton, Michael Baird, C. Price, Steve Steyn","doi":"10.14742/ajet.6871","DOIUrl":"https://doi.org/10.14742/ajet.6871","url":null,"abstract":"This study aimed to understand the effects of a custom-developed, artificial intelligence–based, asynchronous remote invigilation system on the student user experience. The study was conducted over 3 years at a large Australian university, and findings demonstrate that familiarity with the system over time improved student attitudes towards remote invigilation. Positive experiences were found to be related to ease of use and convenience for test sitting. The majority of students reported that it was important for the institution to have approaches such as remote invigilation to discourage cheating and they believed that the system was useful in this regard. Perceived technical problems were found to invoke feelings of anxiety with being remotely invigilated, and students suggested that greater clarity on expectations of appropriate behaviour, privacy and data security would help alleviate discomfort and improve the system.\u0000Implications for practise or policy:\u0000\u0000Educators can improve the student user experience of remote invigilation by ensuring that students are provided the opportunity to practise and become familiar with using remote invigilation software before any summative assessment task.\u0000Administrators should provide clear policy guidance about the management of student data collected during remotely invigilated assessment tasks.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41844157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the concept of the digital educator during COVID-19","authors":"A. Schalk, C. McAvinia, Pauline Rooney","doi":"10.14742/ajet.7316","DOIUrl":"https://doi.org/10.14742/ajet.7316","url":null,"abstract":"In this paper, we explore academic identity, specifically the identity of the educator in higher education and academics’ conceptualisations of the digital educator. We suggest that the concept of a digital educator is not only about technology, tools and uses. The context for this exploration is academics’ participation in an online professional development module, Digital Education, and the “pivot online” (Weller, 2020a) during campus closures caused by the COVID-19 pandemic in 2020. Through qualitative research, we explored participants’ sense of teaching identity, whether they had or have a concept of being a digital educator and the extent to which these identities might have shifted while the campus closure continued. We present analysis of their accounts and reflect on the implications of this analysis, particularly in relation to organisational digital capacity defined as “the skills, competencies, attitudes, infrastructure, and resources that enable people to work, live and learn in a world that is increasingly digital world” (National Forum, 2018, p. iv). We consider how higher education institutions will cope with the complex challenges facing us and suggest ways in which the implications of this research could better enable institutions to navigate change and build organisational digital capacity.\u0000Implications for practice or policy:\u0000\u0000The pivot to online teaching and assessment during the COVID-19 pandemic has had complex effects on professional identities which need to be researched and understood.\u0000Programme teams in campus-based institutions have experienced erosion of professional norms and relationships. They need support and leadership during the gradual return to campus.\u0000Faculty integrated technologies rapidly but unevenly into practice; therefore, the ongoing building of digital capacity and the shift towards post-digital pedagogies needs dedicated support and leadership.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42427846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}