Internet and Higher Education最新文献_第8页

More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle 不仅仅是经验?-利用虚拟现实的独特机会，提供全面的体验式学习周期

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100804

Jennifer Fromm , Jaziar Radianti , Charlotte Wehking , Stefan Stieglitz , Tim A. Majchrzak , Jan vom Brocke

{"title":"More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle","authors":"Jennifer Fromm , Jaziar Radianti , Charlotte Wehking , Stefan Stieglitz , Tim A. Majchrzak , Jan vom Brocke","doi":"10.1016/j.iheduc.2021.100804","DOIUrl":"10.1016/j.iheduc.2021.100804","url":null,"abstract":"<div><p>Virtual reality has been proposed as a promising technology for higher education since the combination of immersive and interactive features enables experiential learning. However, previous studies did not distinguish between the different learning modes of the four-stage experiential learning cycle (i.e., concrete experience, reflective observation, abstract conceptualization, and active experimentation). With our study, we contribute a deeper understanding of how the unique opportunities of virtual reality can afford each of the four experiential learning modes. We conducted three design thinking workshops with interdisciplinary teams of students and lecturers. These workshops resulted in three low-fidelity virtual reality prototypes which were evaluated and refined in three student focus groups. Based on these results, we identify design elements for virtual reality applications that afford an holistic experiential learning process in higher education. We discuss the implications of our results for the selection, design, and use of educational virtual reality applications.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100804","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77380230","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: 56

Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning 视频学习分析:调查基于视频的在线学习中的行为模式和学习者集群

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100806

Meehyun Yoon , Jungeun Lee , Il-Hyun Jo

{"title":"Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning","authors":"Meehyun Yoon , Jungeun Lee , Il-Hyun Jo","doi":"10.1016/j.iheduc.2021.100806","DOIUrl":"10.1016/j.iheduc.2021.100806","url":null,"abstract":"<div><p>Video-based online learning is becoming commonplace in higher education settings. Prior studies have suggested design principles and instructional strategies to boost video-based learning. However, little research has been done on different learner characteristics, such as how learners behave, what behavioral patterns they exhibit, and how different they are from each other. To fill this research gap in student-video interaction, we employed learning analytics to obtain useful insights into students' learning in the context of video-based online learning. From 11 log behaviors represented by log data from 72 college students, four behavioral patterns were identified while students learned from videos: browsing, social interaction, information seeking, and environment configuration. Based on the behavioral patterns observed, participants were classified into two clusters. Participants in the active learner cluster exhibited frequent use of social interaction, information seeking, and environment configuration, while participants in the passive learner cluster exhibited only frequent browsing. We found that active learners exhibited higher learning achievement than passive learners.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100806","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90819616","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: 61

More than words: Using digital cues to enhance student perceptions of online assignment feedback 不仅仅是文字:使用数字线索来增强学生对在线作业反馈的感知

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2020.100789

Christine Padgett , Robyn Louise Moffitt , Rachel Grieve

{"title":"More than words: Using digital cues to enhance student perceptions of online assignment feedback","authors":"Christine Padgett , Robyn Louise Moffitt , Rachel Grieve","doi":"10.1016/j.iheduc.2020.100789","DOIUrl":"10.1016/j.iheduc.2020.100789","url":null,"abstract":"<div><p><span>Providing online written feedback for assignments permits the inclusion of digital cues (e.g., emoticons, profile pictures, and informal tone of language) which may improve student perceptions of both feedback and instructor. Using a between groups experimental design, we conducted a series of 2 (Emoticons present/absent) x 2 (Profile pictures present/absent) x 2 (Language formal/informal) ANCOVAs to explore the effect of each cue on student perceptions of feedback and of the instructor (</span><em>N</em> = 188 university undergraduates). Including emoticons enhanced student perceptions of social presence within the feedback, as well as student ratings of instructor proficiency, accessibility, and personal characteristics. Language formality had no main effect, but interacted with emoticons, such that instructors were perceived to be most proficient when emoticons were embedded within formal language feedback. Our findings suggest that including emoticons in written feedback may improve student perceptions of instructors and feedback, without impacting on the integrity of feedback.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79278694","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: 8

Modality motivation: Selection effects and motivational differences in students who choose to take courses online 模态动机:选择网络课程的学生的选择效应和动机差异

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2021.100793

Peter McPartlan , Teomara Rutherford , Fernando Rodriguez , Justin F. Shaffer , Amanda Holton

{"title":"Modality motivation: Selection effects and motivational differences in students who choose to take courses online","authors":"Peter McPartlan , Teomara Rutherford , Fernando Rodriguez , Justin F. Shaffer , Amanda Holton","doi":"10.1016/j.iheduc.2021.100793","DOIUrl":"10.1016/j.iheduc.2021.100793","url":null,"abstract":"<div><p>We demonstrate how motivational and behavioral processes can explain which students may be more likely to select into online (OL) than face-to-face (F2F) courses and also less likely to perform well in OL courses. University students (<em>n</em> = 999) reported their reasons for OL course selection: university constraints, specific need for flexibility, general preference for flexibility, and learning preferences. Compared to F2F students, only OL students with certain self-selection reasons showed differences in motivation, behavior, and performance. Notably, OL students who said they had a specific need for flexibility created by the costs of competing responsibilities spent more time on non-academic activities (e.g., working, commuting), less time on academic activities (e.g., study groups), and ultimately performed worse when compared to F2F peers. These students were especially likely to be women, older, and part-time. We discuss implications for practice and for using demographic characteristics to control for selection effects.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100793","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84205523","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: 25

Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report 架空式大学生多模态多文件阅读中的认知认知:认知提示和自动反思报告的作用

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2020.100777

Yuan-Hsuan Lee

{"title":"Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report","authors":"Yuan-Hsuan Lee","doi":"10.1016/j.iheduc.2020.100777","DOIUrl":"10.1016/j.iheduc.2020.100777","url":null,"abstract":"<div><p>This study examined how the epistemic prompts designed to activate learners' epistemic cognition in sourcing affect their multimodal multiple-document reading (MMDR), considering learners' justification for knowing behaviors, prior knowledge, and gender. Participants were 48 university students, 28 females (58.3%), and 20 males (42.7%). Students were randomly assigned to an experimental group with epistemic-prompts that automatically generate a reflection report in addition to a note-taking function or a control group with a note-taking function only. Results showed that students relied primarily on YouTube videos for their MMDR with higher credibility ratings for the YouTube video than written texts. Besides, epistemic prompting, along with the automatically generated reflection report, enhanced students' scores on constructed-response items for the experimental group and helped them create a coherent mental representation of information from diverse multimodal sources beyond the effect of personal justification and multiple justifications. Implications of the study results are made to enhance students' epistemic cognition during their MMDR.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100777","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75283420","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: 13

A four-country cross-case analysis of academic staff expectations about learning analytics in higher education 四国学术人员对高等教育学习分析期望的跨案例分析

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2020.100788

Kaire Kollom , Kairit Tammets , Maren Scheffel , Yi-Shan Tsai , Ioana Jivet , Pedro J. Muñoz-Merino , Pedro Manuel Moreno-Marcos , Alexander Whitelock-Wainwright , Adolfo Ruiz Calleja , Dragan Gasevic , Carlos Delgado Kloos , Hendrik Drachsler , Tobias Ley

{"title":"A four-country cross-case analysis of academic staff expectations about learning analytics in higher education","authors":"Kaire Kollom , Kairit Tammets , Maren Scheffel , Yi-Shan Tsai , Ioana Jivet , Pedro J. Muñoz-Merino , Pedro Manuel Moreno-Marcos , Alexander Whitelock-Wainwright , Adolfo Ruiz Calleja , Dragan Gasevic , Carlos Delgado Kloos , Hendrik Drachsler , Tobias Ley","doi":"10.1016/j.iheduc.2020.100788","DOIUrl":"10.1016/j.iheduc.2020.100788","url":null,"abstract":"<div><p>The purpose of this paper is to explore the expectations of academic staff to learning analytics services from an ideal as well as a realistic perspective. This mixed-method study focused on a cross-case analysis of staff from Higher Education Institutions from four European universities (Spain, Estonia, Netherlands, UK). While there are some differences between the countries as well as between ideal and predicted expectations, the overarching results indicate that academic staff sees learning analytics as a tool to understand the learning activities and possibility to provide feedback for the students and adapt the curriculum to meet learners' needs. However, one of the findings from the study across cases is the generally consistently low expectation and desire for academic staff to be obligated to act based on data that shows students being at risk of failing or under-performing.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76711434","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: 27

Cross-organisational Communities of Practice: enhancing creativity and epistemic cognition in higher education 跨组织实践社区:在高等教育中提高创造力和认知能力

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2021.100792

Aekaterini Mavri , Andri Ioannou , Fernando Loizides

{"title":"Cross-organisational Communities of Practice: enhancing creativity and epistemic cognition in higher education","authors":"Aekaterini Mavri , Andri Ioannou , Fernando Loizides","doi":"10.1016/j.iheduc.2021.100792","DOIUrl":"10.1016/j.iheduc.2021.100792","url":null,"abstract":"<div><p>The purpose of this work is to investigate the impact of participation in cross-organisational Communities of Practice<span> (CoPs) on higher education learners studying Design, and specifically the ways in which CoPs can affect their creative outcomes and perceived epistemic cognition. CoPs are social groups that share common interests and goals in a particular field, and interact to build relevant knowledge and expertise. Cross-organisational CoPs can include members from diverse spheres, such as education and industry. Research on the design, implementation and evaluation of this type of CoP in HE remains limited.</span></p><p>Findings from this study indicate that CoPs can have significant positive effects on student knowledge gains, creative outcomes and perceptions of epistemic cognition. Key motivators triggering positive epistemic effects in learners included: authentic exchanges and interactions with members of the CoP, such as industry experts; creative constraints; prospective audiences for the end-products; and the potential impact on their future careers.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77974097","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

Students, social network technology and learning in higher education: Visions of collaborative knowledge construction vs. the reality of knowledge sharing 学生、社会网络技术与高等教育学习:协同知识建构的愿景与知识共享的现实

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2020.100787

Edith Bouton , Smadar Bar Tal , Christa S.C. Asterhan

{"title":"Students, social network technology and learning in higher education: Visions of collaborative knowledge construction vs. the reality of knowledge sharing","authors":"Edith Bouton , Smadar Bar Tal , Christa S.C. Asterhan","doi":"10.1016/j.iheduc.2020.100787","DOIUrl":"10.1016/j.iheduc.2020.100787","url":null,"abstract":"<div><p>Despite visions of social network technology (SNT) for collaborative knowledge construction, recent research in secondary schools suggest that students use these tools mainly for <em>knowledge sharing</em> of study-related artifacts. We extend these findings to higher education settings and report on two survey studies that map characteristics of students' self-directed use of SNTs for study purposes, in undergraduate university programs (<em>N</em><span> = 264) and teacher training colleges (</span><em>N</em><span> = 449). The combined findings confirm that students use SNTs extensively for uploading, linking and downloading study-related artifacts in peer-directed SNT groups. They regard these practices positively and believe they improve academic achievements. Sharing was predicted by positive attitudes toward sharing and collectivist value orientations, motivated overall by prosocial reasons and less frequent in competitive study programs. Use of shared materials was associated with performance-avoidance achievement goals and lower GPA. Findings, directions for future research and implications are discussed in the context of learning theories, as well the knowledge sharing literature.</span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85504467","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: 35

High tech, high touch: The impact of an online course intervention on academic performance and persistence in higher education 高科技，高接触:网络课程干预对高等教育学习成绩和持久性的影响

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2020.100790

Julie A. Edmunds, Dora Gicheva, Beth Thrift, Marie Hull

引用次数: 13

Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches? 调查支持学生自我调节的提示-学习分析方法的剩余挑战?

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2020.100791

Clara Schumacher , Dirk Ifenthaler

{"title":"Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches?","authors":"Clara Schumacher , Dirk Ifenthaler","doi":"10.1016/j.iheduc.2020.100791","DOIUrl":"10.1016/j.iheduc.2020.100791","url":null,"abstract":"<div><p><span>To perform successfully in higher education learners are considered to engage in self-regulation. Prompts in digital learning<span> environments aim at activating self-regulation strategies that learners know but do not spontaneously show. To investigate such interventions learning analytics approaches can be applied. This quasi-experimental study (</span></span><em>N</em><span> = 110) investigates whether different prompts based on theory of self-regulated learning (e.g., cognitive, metacognitive, motivational) impact declarative knowledge and transfer, perceptions as well as online learning behavior, and whether trace data can inform learning performance. Findings indicate small effects of prompts supporting the performance in a declarative knowledge and transfer test. In addition, the prompted groups showed different online learning behavior than the control group. However, trace data in this study were not capable of sufficiently explaining learning performance in a transfer test. Future research is required to investigate adaptive prompts using trace data in authentic learning settings as well as focusing on learners' reactions to distinct prompts.</span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100791","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82203034","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: 40