Internet and Higher Education最新文献_第10页

How internet essay mill websites portray the student experience of higher education 网络论文网站如何描述学生的高等教育经历

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-01-01 DOI: 10.1016/j.iheduc.2020.100775

Charles Crook , Elizabeth Nixon

引用次数: 9

Experts speaking: Crucial teacher attributes for implementing blended learning in higher education 专家发言:在高等教育中实施混合式学习的关键教师属性

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-01-01 DOI: 10.1016/j.iheduc.2020.100772

Bram Bruggeman , Jo Tondeur , Katrien Struyven , Bram Pynoo , Anja Garone , Silke Vanslambrouck

{"title":"Experts speaking: Crucial teacher attributes for implementing blended learning in higher education","authors":"Bram Bruggeman , Jo Tondeur , Katrien Struyven , Bram Pynoo , Anja Garone , Silke Vanslambrouck","doi":"10.1016/j.iheduc.2020.100772","DOIUrl":"10.1016/j.iheduc.2020.100772","url":null,"abstract":"<div><p>While blended learning in higher education is valued for various reasons such as addressing students' needs for flexibility, blended learning implementation remains a challenging process. Because the teacher lies at the heart of any educational change process, the current qualitative study investigates crucial teacher attributes for blended learning implementation from the perspective of experts. Experts can analyze deep structures of complex organizational problems and hold process knowledge that can generate practical effect. Twelve expert interviews are conducted and reveal two groups of blended learning teacher attributes: seven adaptive attributes such as realizing a pedagogical need for change or creatively connecting technologies to learning processes, and four maladaptive attributes such as a need for a clear understanding of blended learning or feeling anxious about (the implications of) technology. This study utilizes a holistic approach to identify related teacher attributes that critically influence the implementation of blended learning in higher education.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"48 ","pages":"Article 100772"},"PeriodicalIF":8.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81118692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 117

From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education 来自有爱的学生:高等教育中学习者目标、自主学习与学习分析意义建构的实证研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-10-01 DOI: 10.1016/j.iheduc.2020.100758

Ioana Jivet , Maren Scheffel , Marcel Schmitz , Stefan Robbers , Marcus Specht , Hendrik Drachsler

{"title":"From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education","authors":"Ioana Jivet , Maren Scheffel , Marcel Schmitz , Stefan Robbers , Marcus Specht , Hendrik Drachsler","doi":"10.1016/j.iheduc.2020.100758","DOIUrl":"https://doi.org/10.1016/j.iheduc.2020.100758","url":null,"abstract":"<div><p>Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: <em>transparency of design</em>, <em>reference frames</em> and <em>support for action</em>. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"47 ","pages":"Article 100758"},"PeriodicalIF":8.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91711160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 54

Leveraging the community of inquiry framework to support web-based simulations in disaster studies 利用社区调查框架来支持灾害研究中的基于网络的模拟

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-10-01 DOI: 10.1016/j.iheduc.2020.100757

Vanessa A. Cooper , Giuseppe Forino , Sittimont Kanjanabootra , Jason von Meding

引用次数: 19

Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program 评估在线学习的可及性、质量和公平性:基于mooc的混合专业学位课程的案例研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-10-01 DOI: 10.1016/j.iheduc.2020.100759

Joshua Littenberg-Tobias , Justin Reich

{"title":"Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program","authors":"Joshua Littenberg-Tobias , Justin Reich","doi":"10.1016/j.iheduc.2020.100759","DOIUrl":"https://doi.org/10.1016/j.iheduc.2020.100759","url":null,"abstract":"<div><p><span>As massive open online courses (MOOCs) shift toward professional degree and certificate programs, can they become a global on-ramp for increasing access to emerging fields for underrepresented groups? This mixed-methods study addresses this question by examining one of the first MOOC-based blended professional degree programs, which admitted students to an accelerated residential master's program on the basis of performance in MOOCs and a proctored exam. We found that male students and students with master's degrees were more likely to complete the online program and the blended program had more male students and more students with master's degrees than students in the existing residential program. Students who enrolled in the blended graduate program earned higher average grades than students in the residential program earned in their in-person courses (3.86 vs 3.75, </span><em>p</em> < .01). The findings of this study provide an example of how new online learning models can serve particular niches, but may not address broader equity challenges.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"47 ","pages":"Article 100759"},"PeriodicalIF":8.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100759","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91711159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 83

For a good class, email: Technologically-mediated out-of-class communication and instructional outcomes 对于一个好的课堂，电子邮件:技术媒介的课外交流和教学成果

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-10-01 DOI: 10.1016/j.iheduc.2020.100761

Kyle R. Vareberg, Zhenyang Luo, David Westerman, Melissa Bartels, Peter Lindmark

引用次数: 13

Design principles for electronic work integrated learning (eWIL) 电子作业集成学习(eWIL)设计原则

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-10-01 DOI: 10.1016/j.iheduc.2020.100760

Charmaine Glavas, Lisa Schuster

引用次数: 4

Re-imagining ‘Learning Analytics’ … a case for starting again? 重新构想“学习分析”:重新开始的理由?

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-07-01 DOI: 10.1016/j.iheduc.2020.100745

Neil Selwyn

引用次数: 31

Staff and students perception of lecture capture 教师和学生对讲座的感知捕捉

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-07-01 DOI: 10.1016/j.iheduc.2020.100732

Eleanor J. Dommett , Benjamin Gardner , Wijnand van Tilburg

{"title":"Staff and students perception of lecture capture","authors":"Eleanor J. Dommett , Benjamin Gardner , Wijnand van Tilburg","doi":"10.1016/j.iheduc.2020.100732","DOIUrl":"10.1016/j.iheduc.2020.100732","url":null,"abstract":"<div><p>Many universities use lecture capture to record live lectures and make them available online, although this practice is not without controversy. We used an online survey to investigate perceptions of lectures and their capture in staff (<em>N</em> = 95) and students (<em>N</em> = 522). We found that they valued lectures and perceived capture differently, despite similar views on the type of learning lectures best support. Students were more positive about capture, utilising the online platform effectively. Exact use differed depending on whether students were substituting or supplementing attendance. Use of lecture capture was predicted by several factors including: demand of live lectures, attendance, and performance. Student attendance ratings were predicted by the availability of online resources and difficulty in getting to lectures, whilst staff felt only availability of online resources was critical in determining student attendance. Differing views of lectures and the importance of attendance may contribute to the different overall perceptions of lecture capture in these two groups.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"46 ","pages":"Article 100732"},"PeriodicalIF":8.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100732","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76352534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 21

A learning analytics journey: Bridging the gap between technology services and the academic need 学习分析之旅:弥合技术服务与学术需求之间的差距

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-07-01 DOI: 10.1016/j.iheduc.2020.100744

Pablo Munguia , Amelia Brennan , Sarah Taylor , David Lee

{"title":"A learning analytics journey: Bridging the gap between technology services and the academic need","authors":"Pablo Munguia , Amelia Brennan , Sarah Taylor , David Lee","doi":"10.1016/j.iheduc.2020.100744","DOIUrl":"10.1016/j.iheduc.2020.100744","url":null,"abstract":"<div><p>Developing data visualisation tools to support academics in the classroom is a challenging process due to the key requirements of usefulness and scalability, and the constraints of a university ecosystem. Here we describe the evolution of an enterprise-level, teacher-facing dashboard, designed to display data about students' enrolments and use of the Learning Management System in a meaningful way, and summarise the challenges and lessons we encountered along the way. This large university has a maturing learning analytics unit, a new, data-friendly LMS system, and data-savvy and data-hungry executive leadership. Yet the experienced pathway and evolutionary steps evidence the points that need be resolved to successfully deliver and transition to learning analytics solutions that have previously been conceptually proposed or tested at small scales in other studies. The key findings through the process highlight the level of uplift (in tech, capacity and capability) that universities need to meet contemporary demands and future possibilities.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"46 ","pages":"Article 100744"},"PeriodicalIF":8.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100744","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78655858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 12