British Journal of Educational Technology最新文献

{"title":"Teaching expectancy improves video‐based learning: Evidence from eye‐movement synchronization","authors":"Zheng Liang, Riman Ga, Han Bai, Qingbai Zhao, Guixian Wang, Qing Lai, Shi Chen, Quanlei Yu, Zhijin Zhou","doi":"10.1111/bjet.13496","DOIUrl":"https://doi.org/10.1111/bjet.13496","url":null,"abstract":"Video‐based learning (VBL) is popular, yet students tend to learn video material passively. Instilling teaching expectancy is a strategy to promote active processing by learners, but it is unclear how effective it will be in improving VBL. This study examined the role of teaching expectancy on VBL by comparing the learning outcomes and metacognitive monitoring of 94 learners with different expectancies (teaching, test or no expectancy). Results showed that the teaching expectancy group had better learning outcomes and no significant difference in the metacognitive monitoring of three groups. We further explored the visual behaviour patterns of learners with different expectancies by using the indicator of eye‐movement synchronization. It was found that synchronization was significantly lower in both the teaching and test expectancy groups than in the no expectancy group, and the test expectancy group was significantly lower than the teaching expectancy group. This result suggests that both teaching and test expectancy enhance the active processing of VBL. However, by sliding window analysis, we found that the teaching expectancy group used a flexible and planned attention allocation. Our findings confirmed the effectiveness of teaching expectancy in VBL. Also, this study provided evidence for the applicability of eye‐tracking techniques to assess VBL.\u0000What is already known about this topic\u0000\u0000Video‐based learning has become a popular way, yet students tend to learn video material passively.\u0000When students learn with teaching expectancy, they are more likely to engage in deep processing, which has been proven in static multimedia learning.\u0000Individuals show high eye‐movement synchronization when watching the same video, and this synchronization may be reduced when they engage in top‐down processing.\u0000What this paper adds\u0000\u0000Teaching expectancy improves learning performance in Video‐based learning.\u0000Teaching expectancy enhances active cognitive processing in Video‐based learning.\u0000During the video viewing, learners with teaching expectancy not only followed the instructor's explanations but also engaged in active top‐down processing, demonstrating flexible and planned attention allocation.\u0000Implications for practice and/or policy\u0000\u0000Utilizing teaching as an intention can serve as an effective learning strategy for Video‐based learning.\u0000The use of eye‐movement intersubject correlation to analyse visual behaviour patterns provides a new way to explore how people learn from dynamic multimedia materials.\u0000\u0000","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364871","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}

{"title":"Preservice teachers' learning by design through space construction in the metaverse","authors":"Sangmin-Michelle Lee, Sung‐Yeon Kim","doi":"10.1111/bjet.13493","DOIUrl":"https://doi.org/10.1111/bjet.13493","url":null,"abstract":"Teachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning‐by‐design project approach in which 22 Korean PSTs developed lesson plans for middle school English classes, constructed virtual classrooms in the metaverse based on their English lesson plans, and conducted microteaching in the virtual classrooms. The study used a qualitative research method and focused on an emic perspective with multiple data sets, including the PSTs' reflection papers and post‐interviews as primary data, and their lesson plans, virtual classrooms and recordings of microteaching as secondary data. The results showed that the project supported learning by design, and that it also helped PSTs understand learners and learning, redefine the teacher's role as a designer and facilitator, connect theories to practice and improve their teaching skills. The findings can be used as a reference for future teacher training.\u0000What is already known about this topic\u0000\u0000Teachers' content, pedagogical and technological knowledge and skills are essential attributes for effective performance.\u0000Preservice teachers (PSTs) have difficulty transferring their knowledge to real classrooms because their knowledge often focuses on the ‘know‐what’ of teaching, but not on the ‘know‐how’.\u0000Microteaching in virtual environments helps PSTs connect knowledge and practice and prepare for real classroom situations.\u0000What this paper adds\u0000\u0000The study applied a learning‐by‐design approach to preservice teachers' microteaching to help them connect their pedagogical knowledge to classroom practice.\u0000The study focused on describing how the PSTs' virtual classroom design influenced the way they planned and implemented their microteaching.\u0000Implications for practice and/or policy\u0000\u0000Teacher educators can incorporate the design‐based approach into their teacher training modules to help teachers understand learner needs when planning and implementing English lessons.\u0000Teachers can develop technological literacy and positive attitudes about using technology in their classrooms.\u0000\u0000","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364589","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}

{"title":"Developing students' creative problem‐solving strategies in the context of blended sports education","authors":"Yen-Nan Lin, Lu-Ho Hsia, Gwo‐Jen Hwang","doi":"10.1111/bjet.13495","DOIUrl":"https://doi.org/10.1111/bjet.13495","url":null,"abstract":"To win in sports competitions, in addition to excellent sports skills, coping strategies in the face of various competition situations are also critical for success. Therefore, cultivating students' diverse, creative and flexible tactical application abilities is an important educational goal in sports training. However, in the online component of blended training in sports, conventional instructional approaches are teacher‐centred and hardly ever adopt the consolidated approaches to creative problem solving used in other fields. This results in limited opportunities for students to discover the problems and apply their creative thinking tendencies for problem solving. Hence, the present study proposed applying a consolidated creative problem‐solving approach in the online phase of blended training initiatives in order to cultivate students' higher‐order thinking skills. To verify the effectiveness of this approach, a convenience grouping‐based quasi‐experiment design was adopted. A 10‐week teaching experiment was conducted in a billiards training course. A total of 79 students were recruited in this study; they were divided into one CPS‐BL group with 41 students and one conventional blended learning (C‐BL) group with 38 students. The results showed that the CPS‐BL approach could significantly enhance students' billiards striking strategies, creative thinking tendencies and problem‐solving skills.\u0000\u0000In many sports, like billiards, physical skills are generally not enough; higher‐order thinking skills are also needed to succeed.\u0000Blended learning in these sports generally entails teacher‐centred approaches in the online component and practice in the f2f component. This provides students with limited opportunities to develop their creative problem‐solving skills.\u0000There are consolidated methods to develop students' strategic skills though creative problem solving, but these are seldom applied in sports.\u0000\u0000\u0000The application of a creative problem‐solving approach to physical education is proposed.\u0000An experiment was conducted in a university billiards course to evaluate the impacts of the proposed approach.\u0000The approach enhanced students' billiards striking strategies, problem‐solving skills and creative thinking. Implications for practice and/or policy of creative problem‐solving‐based blended learning has great potential for promoting students' problem‐solving skills and creative thinking.\u0000\u0000\u0000Creative problem solving‐based blended learning has great potential for promoting students' problem‐solving skills and creative thinking.\u0000The findings of this study provide a reference for future endeavours in designing blended physical learning.\u0000","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374228","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}

{"title":"Towards automated transcribing and coding of embodied teamwork communication through multimodal learning analytics","authors":"Linxuan Zhao,&nbsp;Dragan Gašević,&nbsp;Zachari Swiecki,&nbsp;Yuheng Li,&nbsp;Jionghao Lin,&nbsp;Lele Sha,&nbsp;Lixiang Yan,&nbsp;Riordan Alfredo,&nbsp;Xinyu Li,&nbsp;Roberto Martinez-Maldonado","doi":"10.1111/bjet.13476","DOIUrl":"10.1111/bjet.13476","url":null,"abstract":"<p>Effective collaboration and teamwork skills are critical in high-risk sectors, as deficiencies in these areas can result in injuries and risk of death. To foster the growth of these vital skills, immersive learning spaces have been created to simulate real-world scenarios, enabling students to safely improve their teamwork abilities. In such learning environments, multiple dialogue segments can occur concurrently as students independently organise themselves to tackle tasks in parallel across diverse spatial locations. This complex situation creates challenges for educators in assessing teamwork and for students in reflecting on their performance, especially considering the importance of effective communication in embodied teamwork. To address this, we propose an automated approach for generating teamwork analytics based on spatial and speech data. We illustrate this approach within a dynamic, immersive healthcare learning environment centred on embodied teamwork. Moreover, we evaluated whether the automated approach can produce transcriptions and epistemic networks of spatially distributed dialogue segments with a quality comparable to those generated manually for research objectives. This paper makes two key contributions: (1) it proposes an approach that integrates automated speech recognition and natural language processing techniques to automate the transcription and coding of team communication and generate analytics; and (2) it provides analyses of the errors in outputs generated by those techniques, offering insights for researchers and practitioners involved in the design of similar systems.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141197445","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}

{"title":"Exploring students' learning performance in computer‐supported collaborative learning environment during and after pandemic: Cognition and interaction","authors":"Daner Sun, Chee‐Kit Looi, Yuqin Yang, Fenglin Jia","doi":"10.1111/bjet.13492","DOIUrl":"https://doi.org/10.1111/bjet.13492","url":null,"abstract":"<jats:label/>Universities, significantly impacted by the shift to online learning during pandemic, must critically evaluate their teaching methods and outcomes to enhance performance in the post‐pandemic era. However, there has been a limited examination of whether students achieved comparable levels in cognition and social interaction during the pandemic compared to traditional face‐to‐face learning. Addressing this gap, this exploratory study utilized a quasi‐experimental design to analyse and compare the learning performance and outcomes of two cohorts of students (totalling 45) in a 12‐week university course delivered through the computer‐supported collaborative learning (CSCL) approach, both during and after the pandemic. Employing quantitative analysis and lag sequential analysis, the study examined students' behaviours, similarities and differences in performance within CSCL environments under two distinct social situations. Results indicated that students engaged in complete online learning with CSCL and those in face‐to‐face teaching with CSCL achieved similar levels of conceptual understanding. Additionally, a comparable distribution pattern of learning behaviours was observed. However, significant differences in behaviour sequences emerged between the two implementations, with students exhibiting a higher level of engagement in CSCL activities during the post‐pandemic period. These findings inform the design of CSCL environments should integrate student‐centred activities and include guiding scripts, prompts and scaffoldings in navigating learning endeavours effectively.<jats:label/><jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type=\"bullet\"> <jats:list-item>The CSCL environment could facilitate teacher‐student and student–student interaction in learning activities.</jats:list-item> <jats:list-item>Studies have been conducted on the impact of scripts and prompts on students' cognition and social interaction in CSCL environment.</jats:list-item> <jats:list-item>There is a crucial need for conducting more in‐depth data analysis to comprehensively explore the CSCL process within university settings.</jats:list-item> </jats:list>What this paper adds <jats:list list-type=\"bullet\"> <jats:list-item>A well‐designed CSCL environment, coupled with effective instructional strategies, exhibits resilience, sustaining its beneficial effects on students' academic performance and interaction.</jats:list-item> <jats:list-item>Both cohorts demonstrated a proclivity for engaging in repetitive behaviours, particularly focused on reviewing and reading activities.</jats:list-item> <jats:list-item>The latter cohort displayed a preference for individual tasks over collaborative efforts, showcasing a relatively higher frequency of individual work as opposed to group activities.</jats:list-item> <jats:list-item>Notably absent in both groups were crucial","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141197045","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}

{"title":"Online discussion or authentic dialogue? How design affects discussions in two alternative types of online forums","authors":"Glenn G. Smith, Michael B. Sherry","doi":"10.1111/bjet.13491","DOIUrl":"https://doi.org/10.1111/bjet.13491","url":null,"abstract":"<jats:label/>Authentic dialogue demands that we respond, interpret and sometimes disagree with others' ideas—a key component of participation in a democratic society. Yet the sharing and uptake of different ideas can be hampered by traditional online platforms which divide students into isolated threads. To tackle this issue, we introduce two novel online forums designed to foster engagement and idea exchange: a linear chat, akin to SMS, and a collaborative writing forum we call CREW. Seventy‐three graduate students, divided into 18 small groups, tested these forums. We used discourse analysis to measure idea uptake and other dialogic features. From this analysis, seven discussions emerged as particularly interactive and engaging, exhibiting a high uptake‐to‐turn ratio. We noticed linear chat encouraged a high proportion of uptake, but also produced ‘tangles’—breaks in related post chains. CREW discussions sparked similar engagement but resolved most tangles since they required a collaborative written response. This study offers fresh insights in both research and teaching for improving online discussions.<jats:label/><jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type=\"bullet\"> <jats:list-item>A vital practice for scholarly dialogue and democratic discourse is uptake: building on what others have written or said.</jats:list-item> <jats:list-item>Instead of encouraging uptake of others' words and ideas, typical online discussions in Learning Management Systems (LMSs) can inadvertently isolate students in separate threads.</jats:list-item> </jats:list>What this paper adds <jats:list list-type=\"bullet\"> <jats:list-item>We introduce and analyse two new, innovative types of online discussions that may encourage more uptake of others' words and ideas.</jats:list-item> <jats:list-item>To eliminate isolation and encourage uptake, a linear chat forum makes all posts visible, but may produce interruptions, or ‘tangles’.</jats:list-item> <jats:list-item>A forum that includes collaborative responsive writing requires participants to converge on a collective response, encouraging dialogue and overcoming tangles.</jats:list-item> </jats:list>Implications for practice/policy <jats:list list-type=\"bullet\"> <jats:list-item>Teachers and other stakeholders might consider how discussion forum designs in LMSs can support or limit authentic dialogue.</jats:list-item> <jats:list-item>Practitioners might consider how to incorporate deliberation about a shared focus into online discussions.</jats:list-item> <jats:list-item>Instructors might avoid tangles by aligning assignment purposes with dialogic principles: posing authentic questions that invite multiple interpretations and require uptake of others' responses.</jats:list-item> </jats:list></jats:boxed-text>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141197066","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}

{"title":"Enhancing computational thinking and spatial reasoning skills in gamification programming learning: A comparative study of tangible, block and paper‐and‐pencil tools","authors":"Xin Gong, Weiqi Xu, Shufan Yu, Jingjing Ma, Ailing Qiao","doi":"10.1111/bjet.13482","DOIUrl":"https://doi.org/10.1111/bjet.13482","url":null,"abstract":"Tangible programming tools have become a mainstream teaching aid in gamification programming learning (GPL) due to their interactivity and ability to enhance novice learners' computational thinking and spatial reasoning skills. However, comparing the relative efficacy of different programming tools that simultaneously support these skills was not adequately explored. This study designed and evaluated three programming tools: the tangible programming tool (TPG), which uses real touchable objects; the block programming tool (BPG), which employs virtual programming blocks and 3D game scenarios; and the paper‐and‐pencil programming tool (PPG), which uses paper and pen to draw. The study involved 112 seventh‐grade students from three natural classes: Class A (TPG, n<jats:sub>1</jats:sub>=37), Class B (BPG, n<jats:sub>2</jats:sub>=38), and Class C (PPG, n<jats:sub>3</jats:sub>=37). These students completed four gamification programming tasks and CT skills, spatial reasoning skills, enjoyment, cognitive load and GPL task list measurements. The results indicated that the tangible programming tool led to lower cognitive load, significant improvement in spatial reasoning skills and better abstraction and problem decomposition skills. The block programming tool provided a more enjoyable experience and facilitated students' algorithm design and efficiency. The paper‐and‐pencil programming tool was found to be less effective in improving spatial reasoning skills. This study's findings can help programming educators cultivate students' thinking skills and improve their learning experience by effectively selecting the most appropriate programming tools.","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141147077","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}

{"title":"Implementing equitable and intersectionality-aware ML in education: A practical guide","authors":"Mudit Mangal,&nbsp;Zachary A. Pardos","doi":"10.1111/bjet.13484","DOIUrl":"10.1111/bjet.13484","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 \u0000 <p>The greater the proliferation of AI in educational contexts, the more important it becomes to ensure that AI adheres to the equity and inclusion values of an educational system or institution. Given that modern AI is based on historic datasets, mitigating historic biases with respect to protected classes (ie, fairness) is an important component of this value alignment. Although extensive research has been done on AI fairness in education, there has been a lack of guidance for practitioners, which could enhance the practical uptake of these methods. In this work, we present a practitioner-oriented, step-by-step framework, based on findings from the field, to implement AI fairness techniques. We also present an empirical case study that applies this framework in the context of a grade prediction task using data from a large public university. Our novel findings from the case study and extended analyses underscore the importance of incorporating intersectionality (such as race and gender) as central equity and inclusion institution values. Moreover, our research demonstrates the effectiveness of bias mitigation techniques, like adversarial learning, in enhancing fairness, particularly for intersectional categories like race–gender and race–income.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>AI-powered Educational Decision Support Systems (EDSS) are increasingly used in various educational contexts, such as course selection, admissions, scholarship allocation and identifying at-risk students.</li>\u0000 \u0000 <li>There are known challenges with AI in education, particularly around the reinforcement of existing biases, leading to unfair outcomes.</li>\u0000 \u0000 <li>The machine learning community has developed metrics and methods to measure and mitigate biases, which have been effectively applied to education as seen in the AI in education literature.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Introduces a comprehensive technical framework for equity and inclusion, specifically for machine learning practitioners in AI education systems.</li>\u0000 \u0000 <li>Presents a novel modification to the ABROCA fairness metric to better represent disparities among multiple subgroups within a protected class.</li>\u0000 \u0000 <li>Empirical analysis of the effectiveness of bias-mitigating techniqu","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13484","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141105237","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}

{"title":"Multimodal and immersive systems for skills development and education","authors":"Daniele Di Mitri,&nbsp;Bibeg Limbu,&nbsp;Jan Schneider,&nbsp;Deniz Iren,&nbsp;Michail Giannakos,&nbsp;Roland Klemke","doi":"10.1111/bjet.13483","DOIUrl":"10.1111/bjet.13483","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975559","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}

{"title":"Comparing quality and engagement in face‐to‐face and online teacher professional development","authors":"Nina Mulaimović, Eric Richter, Rebecca Lazarides, Dirk Richter","doi":"10.1111/bjet.13480","DOIUrl":"https://doi.org/10.1111/bjet.13480","url":null,"abstract":"<jats:label/>In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face‐to‐face and online courses differ in terms of their quality or level of participants' engagement. The present study investigates differences between face‐to‐face and online PD with respect to certain quality characteristics: clarity and structure, cognitive activation, collaboration and practical relevance, as well as participants' behavioural, cognitive and affective engagement. The study is based on 2210 teachers from Germany who participated in 1 of 137 face‐to‐face or 54 online PD courses. Although participants rated face‐to‐face and online courses very positively regarding all quality characteristics and engagement dimensions, they evaluated online courses slightly less favourably compared to face‐to‐face courses. Implications for practice and research are derived to help ensure high‐quality PD offerings in the future.<jats:label/><jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:caption>Practitioner notes</jats:caption>What is already known about this topic <jats:list list-type=\"bullet\"> <jats:list-item>Face‐to‐face and online PD have the potential to be similarly effective.</jats:list-item> <jats:list-item>PD quality and participants' engagement can be assumed to be predictors of PD effectiveness.</jats:list-item> <jats:list-item>PD quality contains clarity and structure, cognitive activation, collaboration and practical relevance.</jats:list-item> <jats:list-item>Engagement is a three‐dimensional construct composed of behavioural, cognitive and affective components.</jats:list-item> </jats:list>What this paper adds <jats:list list-type=\"bullet\"> <jats:list-item>PD quality was rated very positively for online and face‐to‐face courses.</jats:list-item> <jats:list-item>Participants rated the quality of online PD lower compared to face‐to‐face PD.</jats:list-item> <jats:list-item>Participants rated their engagement in online PD lower compared to face‐to‐face PD.</jats:list-item> </jats:list>Implications for practice and/or policy <jats:list list-type=\"bullet\"> <jats:list-item>PD format should always be chosen with which a higher benefit can be achieved.</jats:list-item> <jats:list-item>Quality assurance should take place before PD is conducted.</jats:list-item> </jats:list></jats:boxed-text>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937656","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}