Australasian Journal of Educational Technology最新文献

{"title":"Impact of lecturers’ emotional intelligence on students’ learning and engagement in remote learning spaces: A cross-cultural study","authors":"A. Gunasekara, K. Turner, Chorng Yuan Fung, C. Stough","doi":"10.14742/ajet.7848","DOIUrl":"https://doi.org/10.14742/ajet.7848","url":null,"abstract":"Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics’ EI is sparse, some studies have suggested that lecturers’ EI greatly influences teaching and learning. This study used the concept of EI to understand students’ perceptions of how lecturers’ EI impacted their learning and engagement in an online learning environment. We conducted four online focus group interviews of 14 students pursuing a bachelor’s degree at two campuses of an Australian university, one in Melbourne and the other in Malaysia. Four main themes were identified using thematic analysis. Students discussed their perceptions and experiences on (a) vulnerabilities, coping and empathy; (b) relationships with lecturers, trust and safety; (c) communication, tone and voice; and (d) managing emotions of lecturers. Our findings suggest that lecturers’ EI impacted students’ learning and engagement in online learning spaces. However, the impact differs between Australia and Malaysia due to cultural differences. Drawing on the findings, we present online education good practices grounded in the theory of EI. Lecturers delivering online courses should consider employing these practices for effective teaching.\u0000Implications for practice or policy:\u0000\u0000Higher educational institutions need to support lecturers in developing the necessary EI skills to engage students in online learning.\u0000Lecturers need to make meaningful attempts to develop positive relationships with students in online forums to support students’ engagement.\u0000Lecturers working in online learning environments need to support students to develop friendships and connections with their peers.\u0000Lecturers need to include regular discussion breaks during online lectures to allow students to share their opinions and experiences.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45246667","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":"What is the metaverse? Definitions, technologies and the community of inquiry","authors":"D. Ng","doi":"10.14742/ajet.7945","DOIUrl":"https://doi.org/10.14742/ajet.7945","url":null,"abstract":"The term metaverse appeared for the first time in a novel published in 1992. Since the early 2000s, researchers have started to use this term to refer to digital technologies for learners to interact with other users with avatars. The term came to prominence in around 2020 due to the rebranding of Facebook. However, there was no consensus on what kind of technologies should belong to the metaverse and how to conceptualise the term. As such, this paper presents an exploratory review for conceptualising the metaverse based on 19 articles from the Web of Science database. This review focuses on the metaverse trend, how researchers in the past and present conceptualizing the term, and key technologies identified in the metaverse world. The findings identify the major types of technologies used in the metaverse studies and offers a sound theoretical foundation in terms of cognitive, social and teacher presence to understand what future potential of these technologies could bring to online learning. Five major types of technologies are identified which could map to four key elements of the metaverse (i.e., immersion, advanced computing, socialisation, decentralisation). At the end, a model is proposed to connect the key elements of the metaverse and its three presences in the community of inquiry that enhance students’ learning outcomes in the metaverse learning environment.\u0000Implications for practice or policy:\u0000\u0000Educators and researchers could rethink what types of technologies belong to the metaverse and how it has the potential to influence the education sector.\u0000Instructional designers could create meaningful learning experiences through the four key elements of the metaverse – immersion, advanced computing, socialisation and decentralisation.\u0000Policy-makers and educators could refer to the model of metaverse learning environment to guide their future policy and practices.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42864467","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":"Addressing the challenges of online and blended STEM learning with grounded design","authors":"Yunjeong Chang, Eunbae Lee","doi":"10.14742/ajet.7620","DOIUrl":"https://doi.org/10.14742/ajet.7620","url":null,"abstract":"During the COVID-19 pandemic, online learning became a major alternative to college science, technology, engineering, and mathematics (STEM) courses in postsecondary education. Faculty members, although subject matter experts, often lack pedagogical knowledge and training on how to effectively teach new generations of students online, or incorporate appropriate technologies. Faculty teaching online courses needed a new guiding framework to balance domain goals and emerging technologies. We present grounded design for STEM courses to align domain goals and instructional methods and technologies while reflecting instructors’ pedagogical beliefs and addressing cultural and pragmatic issues. It is critical to provide students with aligned STEM learning experience and engagement via defensible theories and research-evidenced pedagogy in online and blended courses while technological, cultural, and pragmatic considerations are also addressed. We suggest grounded design as the conceptual and design framework for designing online and blended courses and discuss the assumptions, approaches, and examples. We provide practical guidelines to apply grounded design to online and blended learning environments and suggest future research. This article can assist both novice and seasoned STEM faculty to connect theory and research to teaching practices and optimise their online and blended courses.\u0000Implications for practice\u0000\u0000University STEM instructors can use grounded design framework for online, blended, and technology-enhanced teaching.\u0000Instructors should begin the course design by aligning the domain goals with optimal psychological and pedagogical foundations.\u0000When choosing technology to support online learning, instructors should align it with learning goals and needs of students, and consider cultural and pragmatic foundations.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41874444","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 technology-enhanced scaffolding instructional design for fully online courses","authors":"Juan Yang, Rui Jiang, Han Su","doi":"10.14742/ajet.6991","DOIUrl":"https://doi.org/10.14742/ajet.6991","url":null,"abstract":"The COVID-19 pandemic has forced teachers to implement fully online teaching. This study reviewed the popular technologies that are used in online learning, as well as the advantages and difficulties of applying fully online courses for formal education. Based on this research background, this study proposed a nested scaffolding design of an online course for 215 college students in China with the help of six technological tools, which effectively replaced face-to-face interactions and significantly improved the usage of the supporting learning platform. The inner-outer learning cycles supported by the technological tools improved the quality of the scaffolding conversations, reduced the scaffolding time cost that teachers had to expend and enhanced the effectiveness of the individualised scaffolding instructions.\u0000Implications for practice or policy:\u0000\u0000First-year students’ learning outcomes can be improved by the scaffolding support from Web 2.0 resource URLs, a small private online course, and EducCoder resources.\u0000Course leaders should construct at least 3–5 stage-wise evaluations to deconstruct the big learning process into several observable learning cycles, making the Kolb (1984) cycles controllable.\u0000Assessors may need to consider involving various exercises, such as quizzes, online experiments and synthesised tasks to facilitate students’ learning.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48155194","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 current research trend of artificial intelligence in language learning: A systematic empirical literature review from an activity theory perspective","authors":"Hongzhi Yang, Suna Kyun","doi":"10.14742/ajet.7492","DOIUrl":"https://doi.org/10.14742/ajet.7492","url":null,"abstract":"Although the field of artificial intelligence (AI) has rapidly developed, there has been little research to review, describe, and analyse the trends and development of empirical research on AI-supported language learning. This paper selected and analysed 25 empirical research papers on AI-supported language learning published in the last 15 years. These empirical studies were analysed using the activity theory from seven constituents: tool, subject, object, rules, community, division of labour, and outcome. A key contribution of this paper is the use of activity theory to illustrate the dynamic interactions and contradictions between the seven elements. AI-supported technology as a mediating tool demonstrated some effectiveness in language learning but needs further improvement in the use of language for communication and collaborative design. We argue that teachers’ intervention and configuration of AI-supported language learning in the pedagogical design plays an important role in the effectiveness of learning. More research is needed to explore the use of AI-supported language learning in the classroom or the real-life learning context.\u0000Implications for practice or policy:\u0000\u0000Research on AI-supported language learning should view teacher and students as active agents in interacting with technology and making transformations in real life learning situations.\u0000More research should focus on productive dialogue and communication in AI-supported language learning with collaborative design.\u0000A mixed module of AI-supported language learning and formal teacher instruction should be incorporated in pedagogical design.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49265512","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":"Preparing pre-service teachers for instructional innovation with ICT via co-design practice","authors":"Wenli Chen, Zhongling Pi, Jesmine S. H. Tan, Qianru Lyu","doi":"10.14742/ajet.7743","DOIUrl":"https://doi.org/10.14742/ajet.7743","url":null,"abstract":"Information and communications technology (ICT) is rapidly changing how we teach and how we learn. ICT can not only act as a teaching and learning aid but also reshape the delivery of instruction and bring about changes in education. Research has largely examined the effects of teacher education programs on their knowledge, attitudes, and beliefs of technology integration and relatively little attention has been paid to their ability to use ICT to innovate instruction. This study examined how pre-teachers engaged in co-design via Google Slides, and how their behavioural characteristics influenced their improvement of instructional innovation with ICT of lesson design. The results of correlation and step regression analyses and lag sequential analysis showed that behaviours of engagement into individual ideation and within-group ideation in co-design activities positively related to the pre-service teachers’ innovations of lesson designs (i.e., usefulness and originality). The clarification type and positive affection type of peer feedback negatively related and predicted their innovations, and the worst-performed group tended to directly copy information from peer feedback. The implications of how pre-service teachers engaging in co-design activities affect their instructional innovations with ICT are discussed.\u0000Implications for practice or policy\u0000\u0000Co-design activities are helpful for instructional innovation for pre-service teachers.\u0000Pre-service teachers are encouraged to engage in individual ideation, group ideation, and peer feedback during co-design activities.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48170257","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 influence of teaching motivations on student engagement in an online learning environment in China","authors":"Qi Li, Qiang Jiang, Jyh‐Chong Liang, X. Pan, Wei Zhao","doi":"10.14742/ajet.7280","DOIUrl":"https://doi.org/10.14742/ajet.7280","url":null,"abstract":"Given the importance of student engagement for educational success, it is essential to explore how teachers can stimulate student engagement in online learning environment. However, relatively little research drawing from self-determination theory has examined the links between teaching motivations and student engagement. To this end, this study was conducted to survey 414 Chinese college students’ perceptions of teaching motivations, their own intrinsic and extrinsic motivations during the learning process, as well as their engagement with online learning. The findings indicated that the survey had satisfactory validity and internal consistency. Structural equation model revealed the interrelationships between autonomy-supportive teaching motivations, controlling teaching motivations, student intrinsic and extrinsic motivations, and student engagement. The results showed that in online learning environments, autonomy-supportive teaching motivations and student intrinsic motivation were positively related to student engagement. Unexpectedly, controlling teaching motivations and student extrinsic motivation had no significant effect on student engagement. Moreover, the mediating effects of student intrinsic motivation including perceived autonomy, competence, and relatedness offered a deeper understanding of the association between autonomy-supportive teaching motivations and student engagement. The main findings and practical implications together are discussed in depth.\u0000Implications for practice or policy:\u0000\u0000Teachers could adopt autonomy-supportive teaching strategies and stimulate students’ intrinsic motivation as they have shown to be positive factors for student engagement.\u0000Developers and educators could enhance student engagement through nurturing inner motivational resources in online learning environment.\u0000Researchers could verify more factors that influence student engagement and clarify how they could be manipulated in future studies.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42619539","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 Developmental Study of Instructional Model for Flipped Learning Process based Online Project-Based Learning(PjBL)","authors":"Ji-hyun Choi, Eunmo Sung","doi":"10.17232/kset.38.3.907","DOIUrl":"https://doi.org/10.17232/kset.38.3.907","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89579493","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 Types and Influencing Factors of Pre-Service Teachers’ Problem Solving Performance","authors":"Soyoung Shin, Minjeong Kim","doi":"10.17232/kset.38.3.779","DOIUrl":"https://doi.org/10.17232/kset.38.3.779","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75824697","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":"Effects of Retrieval Practice Type and Retention Interval on Mind Wandering, Metacognitive Judgments, and Academic Achievement for Online Classes","authors":"I. Seo, Echeol Kang","doi":"10.17232/kset.38.3.743","DOIUrl":"https://doi.org/10.17232/kset.38.3.743","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83516188","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}