Australasian Journal of Educational Technology最新文献_第7页

Barriers and Solutions of Edtech Integration in Schools: Focused on Leading Teachers’ Perceptions 学校教育技术整合的障碍与解决方案:主要关注领导教师的看法

IF 4.1 3区教育学

Australasian Journal of Educational Technology Pub Date : 2022-12-31 DOI: 10.17232/kset.39.1.219

Minchul, Shin, Hawon Yoo, Jae-Hyuk Jang

引用次数: 0

Analysis of Differences in Electroencephalographic Activity According to Online Learning Content Types 网络学习内容类型对脑电图活动差异的分析

IF 4.1 3区教育学

Australasian Journal of Educational Technology Pub Date : 2022-12-31 DOI: 10.17232/kset.39.1.155

Hwajung Son, Myung-Sin Choi

引用次数: 0

Digital Ethnography on Mobile Learning Daily life of Generation Z 移动学习中Z世代日常生活的数字民族志

IF 4.1 3区教育学

Australasian Journal of Educational Technology Pub Date : 2022-12-31 DOI: 10.17232/kset.39.1.105

Hyeonyeong Kim, Hyeonjin Kim

引用次数: 0

Smart Groups: A system to orchestrate collaboration in hybrid learning environments. A simulation study 智能小组：在混合学习环境中协调协作的系统。模拟研究

IF 4.1 3区教育学

Australasian Journal of Educational Technology Pub Date : 2022-12-30 DOI: 10.14742/ajet.6776

Adrián Carrruana Martín, Carlos Alario-Hoyos, C. Delgado Kloos

{"title":"Smart Groups: A system to orchestrate collaboration in hybrid learning environments. A simulation study","authors":"Adrián Carrruana Martín, Carlos Alario-Hoyos, C. Delgado Kloos","doi":"10.14742/ajet.6776","DOIUrl":"https://doi.org/10.14742/ajet.6776","url":null,"abstract":"COVID-19 has brought new hybrid learning environments with some students in the classroom and some others online, synchronously, due to the needs of social distancing. These new hybrid learning environments pose new challenges, for example for group collaboration. This paper presents Smart Groups, a system aimed at helping teachers to orchestrate collaboration in hybrid learning environments and assesses its usability and usefulness through a simulation study. Smart Groups identifies the students that are in the classroom and online, automates the creation of groups (recommending collaborative learning flow patterns to teachers and considering the previous work done by students), supports the communication among students and the use of additional tools and resources for collaboration, and helps maintain the safety distance among the students who are in the classroom. The usability of Smart Groups has been assessed through a mock-up by 60 users (41 students and 19 teachers) with the system usability scale (SUS) obtaining good results (mean = 75.47, standard deviation = 14.95, median = 76.25). A subgroup (10 teachers out of 19) carried out follow-up interviews using the technology acceptance model (TAM) and highlighted the usefulness of Smart Groups to orchestrate collaboration in hybrid learning environments.\u0000Implications for practice or policy:\u0000\u0000Smart Groups supports teachers in the orchestration of groups in hybrid learning environments.\u0000Smart Groups facilitates group coordination and communication among students.\u0000Smart Groups helps maintain the safety distance.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43246292","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}

引用次数: 2

AJET in 2022: Bibliometrics, academic publishing trends, and future opportunities 2022年AJET：文献计量学、学术出版趋势和未来机遇

IF 4.1 3区教育学

Australasian Journal of Educational Technology Pub Date : 2022-12-30 DOI: 10.14742/ajet.8445

L. Corrin, J. Lodge, K. Thompson

引用次数: 0

Does gender matter in online courses? A view through the lens of the community of inquiry 性别在网络课程中重要吗?透过探究共同体的镜头来看问题

IF 4.1 3区教育学

Australasian Journal of Educational Technology Pub Date : 2022-12-30 DOI: 10.14742/ajet.7194

M. Cho, Seongmi Lim, Jieun Lim, O. Kim

{"title":"Does gender matter in online courses? A view through the lens of the community of inquiry","authors":"M. Cho, Seongmi Lim, Jieun Lim, O. Kim","doi":"10.14742/ajet.7194","DOIUrl":"https://doi.org/10.14742/ajet.7194","url":null,"abstract":"The purpose of this study was to investigate whether gender differences exist in relationships between the three presences – teaching, cognitive and social – in the community of inquiry (CoI) model and online students’ learning experiences measured with perceived learning and course satisfaction. Participants were 657 undergraduates taking online courses at a university in South Korea. Results showed significant differences in sub-elements of cognitive and social presence by gender. In addition, regression analyses revealed that sub-elements of the CoI predicted online students’ perceived learning and course satisfaction differently by gender. A discussion explains gender differences in online courses in South Korea in which a prerecorded video was the principal modality of learning. Finally, practical implications to enhance diverse students’ success are proposed from the perspective of the CoI model.\u0000Implications for practice or policy:\u0000\u0000Despite the development of the CoI specifically for a discussion-based online course, it can still be used to predict students’ learning experiences in video-based online learning.\u0000Considering gender difference when designing and developing an online course may enhance student learning experiences in online learning.\u0000Changing the way the videos are created may contribute to enhancing the three presences in the CoI model, which essentially improve online students’ learning experiences.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47065438","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}

引用次数: 2

Student and educator perspectives on equity and online work integrated learning 学生和教育工作者对公平和在线工作综合学习的看法

IF 4.1 3区教育学

Australasian Journal of Educational Technology Pub Date : 2022-12-30 DOI: 10.14742/ajet.7524

A. Bell, K. Bartimote, Nora Dempsey, Lucy Mercer-Mapstone, Gulwanyang Moran, J. Tognolini

{"title":"Student and educator perspectives on equity and online work integrated learning","authors":"A. Bell, K. Bartimote, Nora Dempsey, Lucy Mercer-Mapstone, Gulwanyang Moran, J. Tognolini","doi":"10.14742/ajet.7524","DOIUrl":"https://doi.org/10.14742/ajet.7524","url":null,"abstract":"Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming these barriers. Benefits of online WIL for students included employability skills, meaningful work, affordability, and flexibility when coping with health issues. Challenges for students included missing out on workplace interactions, digital access, and finding a private space in which to work. Students from diverse backgrounds were viewed by educators as bringing positive contributions to the workplace. Educators found challenges in giving feedback and not being able to replicate some aspects of in-person workplaces. We conclude with recommendations on how online WIL might be enhanced to better meet the needs of students facing equity issues.\u0000Implications for practice and policy:\u0000\u0000All participants in online WIL should be encouraged to intentionally view diversity as a strength.\u0000Educators need to create explicit opportunities for formal and informal interaction and network building during online WIL.\u0000Educators should provide engaging and purposeful work during online WIL.\u0000Students may need additional financial or material support to undertake online WIL, for example to enable digital access and access to a private workspace.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45314269","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}

引用次数: 0

Teaching and learning using 21st century educational technology in accounting education: Evidence and conceptualisation of usage behaviour 会计教育中使用21世纪教育技术的教学：使用行为的证据和概念化

IF 4.1 3区教育学

Australasian Journal of Educational Technology Pub Date : 2022-12-19 DOI: 10.14742/ajet.6630

Mohamad Ridhuan Mat Dangi, Maisarah Mohamed Saat, S. Saad

{"title":"Teaching and learning using 21st century educational technology in accounting education: Evidence and conceptualisation of usage behaviour","authors":"Mohamad Ridhuan Mat Dangi, Maisarah Mohamed Saat, S. Saad","doi":"10.14742/ajet.6630","DOIUrl":"https://doi.org/10.14742/ajet.6630","url":null,"abstract":"Technologies are ubiquitous in the 21st century, and educators need to integrate relevant technologies into their teaching practices to meet stakeholders’ expectations and keep abreast with the accounting profession’s advancement. A mixed-method approach of quantitative and qualitative techniques was used in this study, with the latest version of the SPSS software (version 26) and NVivo software to analyse the data. The results depict the accounting educators’ usage efforts of 21st century educational technology tools and platforms; it is neither highly prevalent nor optimised. Future researchers could expand the investigation of 21st century educational technology by utilising the proposed constructs, model and hypotheses from this study’s qualitative findings. The study revives the stagnant educational technology literature in accounting education and explicates technology usage issues in accounting education, specifically in developing countries and the Asian region.\u0000Implications for practice or policy:\u0000\u0000Education ministries, higher education institutions, faculties, policymakers and academics should encourage educators to adopt and integrate 21st century educational technology into their practices.\u0000The integration of 21st century educational technology in teaching and learning practice should align with individual attributes, technology characteristics and organisational factors.\u0000Accounting educators must acquire technological competence through appropriate professional development and training programmes.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47310542","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}

引用次数: 0

From the margins to the mainstream: The online learning rethink and its implications for enhancing student equity 从边缘到主流：在线学习的反思及其对提高学生公平性的启示

IF 4.1 3区教育学

Australasian Journal of Educational Technology Pub Date : 2022-12-19 DOI: 10.14742/ajet.8136

C. Stone

{"title":"From the margins to the mainstream: The online learning rethink and its implications for enhancing student equity","authors":"C. Stone","doi":"10.14742/ajet.8136","DOIUrl":"https://doi.org/10.14742/ajet.8136","url":null,"abstract":"From being largely at the margins of higher education for many years, online learning now finds itself in the mainstream. This paper offers a critique of the online learning literature both pre- and post-2020, looking at changes in response to this shift. Evidence tells us that online learning plays a significant role in enhancing student equity, widening higher education access and participation for many students who would have found it difficult, if not impossible, to attend university on campus. This includes students from government-identified equity backgrounds, as well as other student cohorts underrepresented at university, such as older working students, parents, and others with caring responsibilities, and those from families with no previous experience of university. The mainstreaming and normalising of online learning now presents an opportunity for universities to learn from both past and emerging evidence, to evaluate past practice and offer a more flexible learning experience that better meets the needs of an even wider range of students. Keeping online learning firmly in the mainstream, while taking an evidence-based approach to ensuring the quality of its design and delivery, has the potential to enhance student equity on a much broader scale.\u0000Implications for practice or policy:\u0000\u0000Improving the quality of online learning, using evidence-based research to design and deliver it more effectively, will enable more students to stay and succeed at university.\u0000Continuing to offer online study options for all students, that is, keeping it in the mainstream, will further enhance student equity.\u0000Mainstreaming online learning options as part of standard university practice will enable more students to benefit from the greater flexibility of both fully online and hybrid models.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45522397","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}

引用次数: 4

The adoption of blended learning using Coursera MOOCs: A case study in a Vietnamese higher education institution 运用Coursera mooc进行混合学习:以越南某高等教育机构为例

IF 4.1 3区教育学

Australasian Journal of Educational Technology Pub Date : 2022-12-19 DOI: 10.14742/ajet.7671

Nguyen Thi Thao Ho, Hiep-Hung Pham, S. Sivapalan, Viet-Hung Dinh

{"title":"The adoption of blended learning using Coursera MOOCs: A case study in a Vietnamese higher education institution","authors":"Nguyen Thi Thao Ho, Hiep-Hung Pham, S. Sivapalan, Viet-Hung Dinh","doi":"10.14742/ajet.7671","DOIUrl":"https://doi.org/10.14742/ajet.7671","url":null,"abstract":"This research is unique to a Vietnamese higher education institution that adopted blended learning using Coursera MOOCs. Employing the service quality model, the objective was to investigate factors affecting the continuance intention and recommendation to others towards blended learning using Coursera MOOCs. This study was conducted an online survey with 637 students across four campuses of a Vietnamese higher education institution. The results of the structural equation modeling showed that the learning content and online responsiveness increased satisfaction with Coursera MOOCs whereas online reliability did not affect satisfaction with Coursera MOOCs. There were also positive relationships between empathy, tangibles, classroom responsiveness, and classroom activities. Assurance and classroom reliability had no significant impacts on classroom activities. Satisfaction and classroom activities positively influenced the continuance intention towards blended learning using Coursera MOOCs. Lastly, satisfaction, classroom activities, and continuance intention significantly affected the recommendation to others towards blended learning using Coursera MOOCs.\u0000Implications for practice or policy:\u0000\u0000A case study process for evaluating the quality of the blended learning using Coursera MOOCs is detailed.\u0000Practical recommendations are made for curriculum development, teaching and learning, assessment, and professional development as universities implement the blended learning using MOOCs.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43932249","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}

引用次数: 1