Educational Technology Research and Development最新文献_第10页

Online instructors’ pedagogical beliefs and choice of student learning activities 在线教师的教学理念与学生学习活动的选择

Educational Technology Research and Development Pub Date : 2023-12-18 DOI: 10.1007/s11423-023-10331-z

Fethi A. Inan, Doris U. Bolliger

{"title":"Online instructors’ pedagogical beliefs and choice of student learning activities","authors":"Fethi A. Inan, Doris U. Bolliger","doi":"10.1007/s11423-023-10331-z","DOIUrl":"https://doi.org/10.1007/s11423-023-10331-z","url":null,"abstract":"The purpose of this study was to explore the relationship between online instructors’ pedagogical beliefs and their choices of online learning activities. Data were collected from 167 faculty members with the use of online instructors’ pedagogical beliefs and student learning activities surveys at a medium-sized masters-level public university located in the western United States. A canonical correlation was conducted to determine whether relationships existed between the pedagogical beliefs and enacted online learning activities. Results showed that participating instructors had more student-centered beliefs than teacher-directed beliefs. Most instructors implemented activities such as reading textbooks, articles, and lecture notes frequently or extensively, whereas student-centered practices such as collaborative projects and peer review or feedback were implemented less frequently. Furthermore, the analysis revealed that online courses tend to include more student-centered activities when instructors lean more toward constructivist pedagogical beliefs. However, the data showed that student-centered beliefs co-exist with traditional teaching practices. The results of this study may be useful for online educators, professional development professionals, instructional designers, and administrators supporting online programs who aim to influence faculty’s beliefs to derive more learner-centered education.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138741453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Design tensions in developing and using observation and assessment tools in makerspaces 在创客空间中开发和使用观察与评估工具的设计矛盾

Educational Technology Research and Development Pub Date : 2023-12-07 DOI: 10.1007/s11423-023-10330-0

Vishesh Kumar, Peter Wardrip, Rebecca Millerjohn

{"title":"Design tensions in developing and using observation and assessment tools in makerspaces","authors":"Vishesh Kumar, Peter Wardrip, Rebecca Millerjohn","doi":"10.1007/s11423-023-10330-0","DOIUrl":"https://doi.org/10.1007/s11423-023-10330-0","url":null,"abstract":"Makerspaces, especially in their diverse proliferating forms, support a broad variety of learning outcomes. There is rich work in attempting to understand and describe these learning goals. Yet, there is a lack of support for practitioners and educators to assess the learning in events and programming at makerspaces (and similar environments) without extensive videorecording and documentation. In this paper, we present our design iterations at adapting the Tinkering Studio’s Learning Dimensions Framework (LDF) into tools usable by makerspace facilitators. These tools are intended to support recording observations, to inform the design of events they organize. Coupling an activity theory perspective (Cole and Engeström in The Cambridge handbook of sociocultural psychology. Cambridge University Press, Cambridge, 2007) with Tatar’s (2007) Design Tensions framework, we highlight key categories of considerations that emerge in creating and implementing such an assessment system, namely, tools, terminology, and practice. These interlinked categories foreground the following tensions which expand our considerations for the practice of assessment in makerspaces: supporting real-time, informative observation increases granularity of data collected, but also imposes a cost on facilitator attention; using a common assessment framework across different facilitators requires developing and establishing shared vocabulary and understanding; and tool-driven assessments need repeated adaptation and responsiveness to different facilitator practices. Additionally, this analysis also surfaces the learning for facilitators themselves in such a co-design process of creating and implementing tools to understand, recognize and assess learning experiences through the lenses of personal and shared values around productive learning.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138560423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An exploration of factors that predict higher education faculty members’ intentions to utilize emerging technologies 预测高等教育教师利用新兴技术意图的因素探讨

Educational Technology Research and Development Pub Date : 2023-12-06 DOI: 10.1007/s11423-023-10321-1

Laurie O. Campbell, Caitlin Frawley

{"title":"An exploration of factors that predict higher education faculty members’ intentions to utilize emerging technologies","authors":"Laurie O. Campbell, Caitlin Frawley","doi":"10.1007/s11423-023-10321-1","DOIUrl":"https://doi.org/10.1007/s11423-023-10321-1","url":null,"abstract":"Higher education faculty members incorporate technologies into their teaching and learning practices in higher education for the benefit of their learners. Hence, general technologies, such as presentation software, online classrooms, and learning management systems are ubiquitous in higher education teaching practices. However, emerging technologies (i.e., augmented reality, virtual reality, robotics, tangible user interfaces, wearable technologies, and mixed reality) are not currently in wide use in higher education. As emerging technologies can broaden access to content and increase accessibility for all learners, investigating faculty members’ intention to incorporate these technologies was explored in this study. Faculty participants from higher education institutions (N = 174) completed a 33-item survey, based on the theoretical framework of the decomposed theory of planned behavior. A path analysis of factors that influence faculty members’ intention to integrate emerging technologies in teaching and learning were conducted. Results indicated that attitude, subjective norms, and perceived behavioral control are indicators of intention to use emerging technologies in teaching and learning.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Artificial intelligence learning platform in a visual programming environment: exploring an artificial intelligence learning model 可视化编程环境中的人工智能学习平台：探索人工智能学习模型

Educational Technology Research and Development Pub Date : 2023-11-30 DOI: 10.1007/s11423-023-10323-z

Jui-Hung Chang, Chi-Jane Wang, Hua-Xu Zhong, Hsiu-Chen Weng, Yu-Kai Zhou, Hoe-Yuan Ong, Chin-Feng Lai

引用次数: 0

A contextualized assessment of reliability and validity of student-initiated momentary self-reports during lectures 课堂上学生自我报告的信度和效度的情境化评估

Educational Technology Research and Development Pub Date : 2023-11-29 DOI: 10.1007/s11423-023-10304-2

Pankaj Chavan, Ritayan Mitra, Abhinav Sarkar, Aditya Panwar

{"title":"A contextualized assessment of reliability and validity of student-initiated momentary self-reports during lectures","authors":"Pankaj Chavan, Ritayan Mitra, Abhinav Sarkar, Aditya Panwar","doi":"10.1007/s11423-023-10304-2","DOIUrl":"https://doi.org/10.1007/s11423-023-10304-2","url":null,"abstract":"The use of Experience Sampling Methods (ESM) to assess students’ experiences, motivation, and emotions by sending signals to students at random or fixed time points has grown due to recent technological advances. Such methods offer several advantages, such as capturing the construct in the moment (i.e., when the events are fresh on respondents’ minds) or providing a better understanding of the temporal and dynamic nature of the construct, and are often considered to be more valid than retrospective self-reports. This article investigates the validity and reliability of a variant of the ESM, the DEBE (an acronym for difficult, easy, boring and engaging, and pronounced ‘Debbie’) feedback, which captures student-driven (as and when the student wants to report) momentary self-reports of cognitive-affective states during a lecture. The DEBE feedback is collected through four buttons on mobile phones/laptops used by students. We collected DEBE feedback from several video lectures (N = 722, 8 lectures) in different courses and examined the threats to validity and reliability. Our analysis revealed variables such as student motivation, learning strategies, academic performance, and prior knowledge did not affect the feedback-giving behavior. Monte Carlo simulations showed that for a class size of 50 to 120, on average, 30 students can provide representative and actionable feedback, and the feedback was tolerant up to 20% of the students giving erroneous or biased feedback. The article discusses in detail the aforementioned and other validity and reliability threats that need to be considered when working with such data. These findings, although specific to the DEBE feedback, are intended to supplement the momentary self-report literature, and the study is expected to provide a roadmap for establishing validity and reliability of such novel data types.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Hands-on tasks make learning visible: a learning analytics lens on the development of mechanistic problem-solving expertise in makerspaces 实践任务使学习变得可见:在创客空间中开发机械解决问题的专业知识的学习分析镜头

Educational Technology Research and Development Pub Date : 2023-11-28 DOI: 10.1007/s11423-023-10318-w

Richard Lee Davis, Bertrand Schneider, Leah F. Rosenbaum, Paulo Blikstein

{"title":"Hands-on tasks make learning visible: a learning analytics lens on the development of mechanistic problem-solving expertise in makerspaces","authors":"Richard Lee Davis, Bertrand Schneider, Leah F. Rosenbaum, Paulo Blikstein","doi":"10.1007/s11423-023-10318-w","DOIUrl":"https://doi.org/10.1007/s11423-023-10318-w","url":null,"abstract":"This study investigated the impact of participating in a year-long digital-fabrication course on high-school seniors’ problem-solving skills, with a focus on problems involving mechanistic systems. The research questions centered on whether working in a makerspace impacted students’ abilities to solve such problems and whether the process data generated during problem-solving activities could be used to identify the different problem-solving approaches taken by the participants. A novel set of hands-on, mechanistic problems were created to answer these questions, and the results showed that after taking part in the course students performed significantly better on these problems, with the post-course students making more progress towards the solutions than the pre-course students. The process data revealed two distinct problem-solving approaches for each problem, one adopted primarily by experts (the expert approach) and one by pre-course students (the novice approach). The post-course students were more likely to adopt the expert approaches, which were strongly associated with better performance on each problem. The study found that participation in the course made the high-school students better able to “see” the various components and their ways of interacting, making them more like expert engineers.\u0000","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the educators’ practices in makerspaces for the design of education tools 了解教育工作者在创客空间中对教育工具设计的实践

Educational Technology Research and Development Pub Date : 2023-11-27 DOI: 10.1007/s11423-023-10305-1

Dishita Turakhia, David Ludgin, Stefanie Mueller, Kayla Desportes

{"title":"Understanding the educators’ practices in makerspaces for the design of education tools","authors":"Dishita Turakhia, David Ludgin, Stefanie Mueller, Kayla Desportes","doi":"10.1007/s11423-023-10305-1","DOIUrl":"https://doi.org/10.1007/s11423-023-10305-1","url":null,"abstract":"Makerspaces persist as formal and informal spaces of learning for youth, promoting continued interest in studying how design can support the variety of learning opportunities within these spaces. However, much of the current research examining learning in makerspaces neglects the perspectives of educators. This not only hinders our understanding of educators’ goals and how educators navigate makerspaces but also constrains how we frame the design space of the learning experiences and environments. To address this, we engaged in a set of semi-structured interviews to examine the contexts, goals, values, and practices of seven educators across five makerspaces. A thematic analysis of the data identified six key categories of competencies that these educators prioritize including a range of skills, practices, and knowledge, such as technical proficiency, communication, and contextual reflection. The analysis also identified five categories of strategies to accomplish certain goals, such as scaffolding, collaboration, and relationship building. Last, it also shed light on three categories of challenges faced at the student-level, teacher-level, and institutional level. We conclude with a discussion on our insights into how we can broaden the problem space in the design of educational technologies to support learning in makerspaces.\u0000","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parents’ epistemic supports during home-based engineering design tasks: opportunities and tensions through the use of technology 父母在家庭工程设计任务中的认知支持:通过技术的使用带来的机会和紧张

Educational Technology Research and Development Pub Date : 2023-11-27 DOI: 10.1007/s11423-023-10322-0

Soo Hyeon Kim, Amber Simpson

{"title":"Parents’ epistemic supports during home-based engineering design tasks: opportunities and tensions through the use of technology","authors":"Soo Hyeon Kim, Amber Simpson","doi":"10.1007/s11423-023-10322-0","DOIUrl":"https://doi.org/10.1007/s11423-023-10322-0","url":null,"abstract":"Within engineering education, informal, out-of-school making experiences and parent–child interactions within home environments are both considered as a promising context for the development of engineering discourse and practices. However, less is known about how parents support children’s engagement in engineering learning, particularly when they are foregrounded with making that use materials and technologies that can introduce sources of uncertainty. To understand both the opportunities and uncertainties of centering making within parent–child engineering learning experiences, this study examines how parents’ use of epistemic supports differ between engineering design tasks with technology and engineering design tasks without technology, and within the different phases in the engineering design process. The study further investigates how parents exhibit epistemic uncertainties differently between engineering design tasks. Building on the notion of guided participation to frame engineering learning and making as co-constructed through multiple situated interactions, this study demonstrates that: (a) parents are skilled knowledge practitioners for their children’s engagement of engineering learning through the use of various epistemic supports; (b) the presence of technology in the engineering design tasks prompt different types of epistemic practices and engineering design phases; (c) opportunities and tensions co-emerge when parents experience epistemic uncertainty about STEM concepts or troubleshooting during engineering design tasks with technology. We discuss implications for the design of engineering design tasks within home environments that extend the use of parents’ epistemic supports.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Uncovering maker educators’ heterogenous professional visions of agency within goal setting interactions 揭示创客教育者在目标设定互动中的异质专业代理愿景

Educational Technology Research and Development Pub Date : 2023-11-24 DOI: 10.1007/s11423-023-10317-x

Megan Goeke, David DeLiema

{"title":"Uncovering maker educators’ heterogenous professional visions of agency within goal setting interactions","authors":"Megan Goeke, David DeLiema","doi":"10.1007/s11423-023-10317-x","DOIUrl":"https://doi.org/10.1007/s11423-023-10317-x","url":null,"abstract":"Agency is a core pedagogical goal of the maker education movement. However, there are still many unknowns about how agency is identified in maker settings. To document maker educator professional visions of agency, we conducted video-cued interviews with eleven U.S-based maker educators using video clips of families making in a drop-in cardboard-focused museum makerspace. We found that heterogenous professional visions of agency are in use within the maker education field, falling across for distinct themes: agency as open-endedness, agency as progressive development, agency as pursuing-own-ideas, and agency as authority. Depending on which of these lenses was foregrounded during video-cued reflections, maker educators interpreted the same video-recorded moments as evidence for and against maker agency. Further, these competing visions held different underlying assumptions about power in makerspace interactions. This documentation of heterogeneity indicates the complexity of agency as a maker pedagogical goal, makes a case that researchers should adopt multiple perspectives when conducting video-based microgenetic analyses, and raises questions about how to grapple with and mitigate inequitable power dynamics in makerspaces.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of reading prompts and of post-reading generative learning tasks on multiple document integration: evidence from concept network analysis 阅读提示和阅读后生成学习任务对多文献整合的影响:来自概念网络分析的证据

Educational Technology Research and Development Pub Date : 2023-11-21 DOI: 10.1007/s11423-023-10326-w

Ziqian Wei, Yishan Zhang, Roy B. Clariana, Xuqian Chen

{"title":"The effects of reading prompts and of post-reading generative learning tasks on multiple document integration: evidence from concept network analysis","authors":"Ziqian Wei, Yishan Zhang, Roy B. Clariana, Xuqian Chen","doi":"10.1007/s11423-023-10326-w","DOIUrl":"https://doi.org/10.1007/s11423-023-10326-w","url":null,"abstract":"Learning from multiple documents is an essential ability in today’s society. This experimental study used concept network analysis to consider how reading prompts and post-reading generative learning tasks can alter students’ documents integration performance. Undergraduates (N = 119) read three documents about Alzheimer’s disease with one of two reading prompts (integrative prompts vs. detailed prompts) and then after reading completed a generative learning task (concept mapping vs. summary writing). Three days later they completed a delayed writing task and an inference verification test. Participants’ written texts were converted to concept networks to evaluate conceptual level integration, including the quantity of integration (measured by the proportion of integrative links), the semantic quality of integration (measured by the similarity of integrative links), and the structural quality of integration (measured by comparing network graph centrality). Results showed that the integrative prompts relative to the detailed prompts enhanced the quantity of integration but not the semantic and structural quality. Further, concept mapping relative to summary writing significantly improved the structural quality of integration. In summary, this study describes a new concept network approach for measuring different aspects of integration to advance theory and research in multiple document comprehension.","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0