Internet and Higher Education最新文献_第10页

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

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":null,"pages":null},"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":null,"pages":null},"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

How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals 学生如何在翻转本科数学课程的课前准备?学习行为与成就目标影响的潜在特征分析

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-07-01 DOI: 10.1016/j.iheduc.2020.100731

Zhiru Sun , Kui Xie

{"title":"How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals","authors":"Zhiru Sun , Kui Xie","doi":"10.1016/j.iheduc.2020.100731","DOIUrl":"10.1016/j.iheduc.2020.100731","url":null,"abstract":"<div><p><span>Pre-class preparedness is critical to students' in-class learning and overall success in the flipped classroom. This study used both trace data and self-report data to identify students' pre-class learning behavior profiles and investigate the relations of the identified learning profiles with the achievement trajectory over time and students' perceived achievement goal orientations in a flipped undergraduate math class. Three distinctive types of pre-class learning profiles emerged from the study, including the </span><em>lecture-focused and low time-spent profile</em>, <em>lecture-quiz-balanced and average time-spent profile</em>, and <em>quiz-focused and high time-spent profile.</em> The results show that students' performance trajectories were significantly different among the three learning profiles. In addition, achievement goals significantly impacted the membership of the learning profiles, indicating students' perceived goal orientations shape their pre-class learning behaviors. The theoretical and instructional implications are discussed, and specific design suggestions were provided to improve students' pre-class preparedness in the flipped math classroom.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100731","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87379690","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: 24

Educator perspectives on learning analytics in classroom practice 课堂实践中学习分析的教育家视角

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-07-01 DOI: 10.1016/j.iheduc.2020.100730

Antonette Shibani , Simon Knight , Simon Buckingham Shum

引用次数: 45

Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes 暑期课程模式的影响:注册模式和学生在面对面和在线课程中的表现

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-04-01 DOI: 10.1016/j.iheduc.2019.100710

Christian Fischer , Di Xu , Fernando Rodriguez , Kameryn Denaro , Mark Warschauer

{"title":"Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes","authors":"Christian Fischer , Di Xu , Fernando Rodriguez , Kameryn Denaro , Mark Warschauer","doi":"10.1016/j.iheduc.2019.100710","DOIUrl":"10.1016/j.iheduc.2019.100710","url":null,"abstract":"<div><p>Online summer courses offer opportunities to catch-up or stay on-track with course credits for students who cannot otherwise attend face-to-face summer courses. While online courses may have certain advantages, participation patterns and student success in summer terms are not yet well understood. This quantitative study analyzed four years of institutional data cumulating in 72,441 course enrollments of 23,610 students in 433 courses during summer terms at a large public research university. Multi-level logistic regression models indicated that characteristics including gender, in-state residency, admission test scores, previous online course enrollment, and course size, among others, can influence student enrollment by course modality. Multi-way fixed effects linear regression models indicated that student grades were slightly lower in online courses compared to face-to-face courses. However, at-risk college student populations (low-income students, first-generation students, low-performing students) were not found to suffer additional course performance penalties of online course participation.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2019.100710","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87440180","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: 43

Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach 识别拉丁美洲大学采用学习分析的需求:一种混合方法

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-04-01 DOI: 10.1016/j.iheduc.2020.100726

Isabel Hilliger , Margarita Ortiz-Rojas , Paola Pesántez-Cabrera , Eliana Scheihing , Yi-Shan Tsai , Pedro J. Muñoz-Merino , Tom Broos , Alexander Whitelock-Wainwright , Mar Pérez-Sanagustín

{"title":"Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach","authors":"Isabel Hilliger , Margarita Ortiz-Rojas , Paola Pesántez-Cabrera , Eliana Scheihing , Yi-Shan Tsai , Pedro J. Muñoz-Merino , Tom Broos , Alexander Whitelock-Wainwright , Mar Pérez-Sanagustín","doi":"10.1016/j.iheduc.2020.100726","DOIUrl":"10.1016/j.iheduc.2020.100726","url":null,"abstract":"<div><p>Learning Analytics (LA) is perceived to be a promising strategy to tackle persisting educational challenges in Latin America, such as quality disparities and high dropout rates. However, Latin American universities have fallen behind in LA adoption compared to institutions in other regions. To understand stakeholders' needs for LA services, this study used mixed methods to collect data in four Latin American Universities. Qualitative data was obtained from 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students, whereas quantitative data was obtained from surveys answered by 1884 students and 368 teaching staff. According to the triangulation of both types of evidence, we found that (1) students need quality feedback and timely support, (2) teaching staff need timely alerts and meaningful performance evaluations, and (3) managers need quality information to implement support interventions. Thus, LA offers an opportunity to integrate data-driven decision-making in existing tasks.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100726","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74582041","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: 54

Big five, linguistic styles, and successful online learning 五大，语言风格，成功的在线学习

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-04-01 DOI: 10.1016/j.iheduc.2019.100724

Jo Ann A. Abe

引用次数: 57

Implementing learning analytics for learning impact: Taking tools to task 为学习影响实现学习分析:使用工具完成任务

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-04-01 DOI: 10.1016/j.iheduc.2020.100729

Simon Knight , Andrew Gibson , Antonette Shibani

引用次数: 33