Australasian Journal of Educational Technology最新文献_第2页

Online Course Quality Evaluation Instruments: A Scoping Review 在线课程质量评估工具：范围审查

Australasian Journal of Educational Technology Pub Date : 2024-04-08 DOI: 10.14742/ajet.8978

Richard McInnes, James E Hobson, Kerry Lorette Johnson, Joshua Cramp, Claire Aitchison, K. Baldock

{"title":"Online Course Quality Evaluation Instruments: A Scoping Review","authors":"Richard McInnes, James E Hobson, Kerry Lorette Johnson, Joshua Cramp, Claire Aitchison, K. Baldock","doi":"10.14742/ajet.8978","DOIUrl":"https://doi.org/10.14742/ajet.8978","url":null,"abstract":"How do we make judgements about the quality of online courses? Checklists and rubrics are commonplace in Higher Education for establishing and measuring design features of online courses. They are created and used by institutions, academics, and educational designers to standardise measures for quality online course design. Despite an intensifying spotlight on quality learning and teaching in Higher Education, no large-scale review of course quality instruments has occurred. This scoping review aimed to ascertain the conceptions of quality being promoted by course quality evaluation instruments and the capability-building resources that underpin these instruments. \u0000 \u0000Seventy-five instruments used to measure quality in online course design in Higher Education were identified via a systematic search. These instruments were charted and coded. This paper reports on findings that summarise the key attributes of the course quality evaluation instruments, conceptualises a shared definition of course quality, and proposes specific core criteria for measuring course quality under the domains of learning design, assessment and evaluation, usability and accessibility, social interaction, and technology. This scoping review found a concerning underrepresentation of capability-building resources associated with course quality instruments and recommends the capability-building potential of these tools shifting them from compliance checkers to enable skills development.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"37 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140728049","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

role of learning-related emotions, emotion regulation and technology acceptance in learner engagement with online professional development 学习相关情绪、情绪调节和技术接受在学习者参与在线职业发展中的作用

Australasian Journal of Educational Technology Pub Date : 2024-04-07 DOI: 10.14742/ajet.9060

Xiaochen Lin, Jeong Jin Yu, Qian Wang, Maria Limniou, Henk Huijser, Haibo Gu

{"title":"role of learning-related emotions, emotion regulation and technology acceptance in learner engagement with online professional development","authors":"Xiaochen Lin, Jeong Jin Yu, Qian Wang, Maria Limniou, Henk Huijser, Haibo Gu","doi":"10.14742/ajet.9060","DOIUrl":"https://doi.org/10.14742/ajet.9060","url":null,"abstract":"People have different attitudes toward taking professional training courses online despite the post-pandemic movement towards e-learning in adult education. Limited studies have linked adult learners’ emotions with their attitudes towards technology (i.e., technology acceptance) and investigated their impacts on adult learners’ engagement in online professional development. This study aims to fulfil this gap by testing the mediating effect of technology acceptance between learning-related emotions and online learning engagement in professional development, and the moderating effect of emotion regulations therein. The study draws on the theoretical grounding from Control-Value Theory, Unified Theory of Acceptance and Use of Technology (UTAUT), and the Process Model of Emotion Regulation. After collecting data from 254 higher education faculty through an online questionnaire, the study applied a partial least squares structural equation model (PLS-SEM) for its results. The findings show that learning-related emotions are associated with technology acceptance and emotion regulation moderates those associations. Furthermore, the results suggest that technology acceptance mediates between learning-related emotions and online learning engagement. These findings strengthen the need to attend to affect in adults’ online learning and stress the importance of emotion in embracing technology for enhancing learning engagement among adult learners.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"23 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140732656","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

Digital fluency – a dynamic capability continuum 数字流畅性--动态能力连续体

Australasian Journal of Educational Technology Pub Date : 2024-02-04 DOI: 10.14742/ajet.8363

Kat Cain, Jo Coldwell-Neilson

引用次数: 0

Digital fluency – a dynamic capability continuum 数字流畅性--动态能力连续体

Australasian Journal of Educational Technology Pub Date : 2024-02-04 DOI: 10.14742/ajet.8363

Kat Cain, Jo Coldwell-Neilson

引用次数: 0

Differences in student-AI interaction process on a drawing task: Focusing on students’ attitude towards AI and the level of drawing skills 绘画任务中学生与人工智能交互过程的差异：关注学生对人工智能的态度和绘画技能水平

Australasian Journal of Educational Technology Pub Date : 2024-02-01 DOI: 10.14742/ajet.8859

Jinhee Kim, Yoonhee Ham, Sang-Soog Lee

{"title":"Differences in student-AI interaction process on a drawing task: Focusing on students’ attitude towards AI and the level of drawing skills","authors":"Jinhee Kim, Yoonhee Ham, Sang-Soog Lee","doi":"10.14742/ajet.8859","DOIUrl":"https://doi.org/10.14742/ajet.8859","url":null,"abstract":"Recent advances and applications of artificial intelligence (AI) have increased the opportunities for students to interact with AI in their learning tasks. Although various fields of scholarly research have investigated human-AI collaboration, the underlying processes of how students collaborate with AI in a student-AI teaming scenario have been scarcely investigated. To develop effective AI applications in education, it is necessary to understand differences in the student-AI interaction (SAI) process depending on students' characteristics. The present study attempts to fill this gap by exploring the differences in the SAI process amongst students with varying drawing proficiencies and attitudes towards AI in performing a public advertisement drawing task. Based on the empirical evidence obtained from the think-aloud protocols of 20 Korean undergraduate students, the study first conducted a lag sequential analysis to identify statistically significant linear patterns of each group and then chronologically incorporated them into the SAI duration via coded activity alignment series to distinguish the overall SAI process of each group. The study revealed the distinctive differences in SAI processes of students with different attitudes towards AI and drawing skills. To better facilitate student-AI teams for learning, a range of implications of educational AI development and instructional design is discussed.\u0000 \u0000Implications for practice or policy:\u0000\u0000Educational AI should not be limited to performing a specific task and solving well-defined problems. It should be designed with a holistic view of the end-to-end student-AI process, interconnected to different learning activities in the learning process.\u0000Educational AI should be capable of increasing students’ metacognition and emotional engagement.\u0000An educational AI system architect team inclusive of diverse stakeholders should be formed to collaboratively design the AI system.\u0000","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139885258","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

Differences in student-AI interaction process on a drawing task: Focusing on students’ attitude towards AI and the level of drawing skills 绘画任务中学生与人工智能交互过程的差异：关注学生对人工智能的态度和绘画技能水平

Australasian Journal of Educational Technology Pub Date : 2024-02-01 DOI: 10.14742/ajet.8859

Jinhee Kim, Yoonhee Ham, Sang-Soog Lee

{"title":"Differences in student-AI interaction process on a drawing task: Focusing on students’ attitude towards AI and the level of drawing skills","authors":"Jinhee Kim, Yoonhee Ham, Sang-Soog Lee","doi":"10.14742/ajet.8859","DOIUrl":"https://doi.org/10.14742/ajet.8859","url":null,"abstract":"Recent advances and applications of artificial intelligence (AI) have increased the opportunities for students to interact with AI in their learning tasks. Although various fields of scholarly research have investigated human-AI collaboration, the underlying processes of how students collaborate with AI in a student-AI teaming scenario have been scarcely investigated. To develop effective AI applications in education, it is necessary to understand differences in the student-AI interaction (SAI) process depending on students' characteristics. The present study attempts to fill this gap by exploring the differences in the SAI process amongst students with varying drawing proficiencies and attitudes towards AI in performing a public advertisement drawing task. Based on the empirical evidence obtained from the think-aloud protocols of 20 Korean undergraduate students, the study first conducted a lag sequential analysis to identify statistically significant linear patterns of each group and then chronologically incorporated them into the SAI duration via coded activity alignment series to distinguish the overall SAI process of each group. The study revealed the distinctive differences in SAI processes of students with different attitudes towards AI and drawing skills. To better facilitate student-AI teams for learning, a range of implications of educational AI development and instructional design is discussed.\u0000 \u0000Implications for practice or policy:\u0000\u0000Educational AI should not be limited to performing a specific task and solving well-defined problems. It should be designed with a holistic view of the end-to-end student-AI process, interconnected to different learning activities in the learning process.\u0000Educational AI should be capable of increasing students’ metacognition and emotional engagement.\u0000An educational AI system architect team inclusive of diverse stakeholders should be formed to collaboratively design the AI system.\u0000","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"93 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139825306","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

It is like a friend to me: Critical usage of automated feedback systems by self-regulating English learners in higher education 它就像我的朋友：高等教育中自我调节的英语学习者对自动反馈系统的批判性使用

Australasian Journal of Educational Technology Pub Date : 2024-01-18 DOI: 10.14742/ajet.8821

Long Li, Mira Kim

{"title":"It is like a friend to me: Critical usage of automated feedback systems by self-regulating English learners in higher education","authors":"Long Li, Mira Kim","doi":"10.14742/ajet.8821","DOIUrl":"https://doi.org/10.14742/ajet.8821","url":null,"abstract":"This paper explores international students’ engagement with educational technology for self-regulated English learning at an Australian university. Despite the increased use of automated feedback systems (AFSs) for language assessment, students’ critical engagement with them for independent learning remains under-researched. The study primarily employed a qualitative approach to understand the students’ preferred AFS tools and critical engagement throughout their personalised learning journeys but it also included a small-scale quantitative component. Data were gathered from seven students’ e-portfolios, focus group interviews as well as a survey among 32 participants. Results highlight positive perceptions and successful use of AFSs, with students leveraging these tools to identify improvement areas, track progress and gain confidence. The study emphasises the importance of course structure, teacher guidance and a combination of human and automated feedback, in fostering learner autonomy and emotional self-regulation. The paper underscores the potential for sustained use of AFSs beyond the cours, and the significance of guiding learners to critically use these tools for ongoing learning and growth rather than dependence. These findings have significant implications, as readily available artificial intelligence tools such as ChatGPT hold great pedagogical potential for self-regulated learning within and beyond the language learning field.\u0000 \u0000Implications for practice or policy\u0000\u0000Instructors can use AFSs as effective tools to help English learners in higher education when scaffolding critical engagement with automated feedback and emotional self-regulation and providing adaptability, as such scaffolding and flexibility are essential for mitigating the limitations of AFSs.\u0000Course leaders and universities should consider investing in AFSs as they can elevate the availability and sustainability of feedback for language enhancement and potentially any other type of learning.\u0000","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"117 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139614048","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

AJET in 2023: Reflections on educational technology, people, and bibliometrics 2023 年的 AJET：对教育技术、人和文献计量学的思考

Australasian Journal of Educational Technology Pub Date : 2023-12-31 DOI: 10.14742/ajet.9277

L. Corrin, Kate Thompson, J. Lodge

引用次数: 0

Examining students’ intention to use ChatGPT: Does trust matter? 研究学生使用 ChatGPT 的意向：信任重要吗？

Australasian Journal of Educational Technology Pub Date : 2023-12-18 DOI: 10.14742/ajet.8956

Md. Shahinur Rahman, M. Sabbir, Dr. Jing Zhang, Iqbal Hossain Moral, Gazi Md. Shakhawat Hossain

{"title":"Examining students’ intention to use ChatGPT: Does trust matter?","authors":"Md. Shahinur Rahman, M. Sabbir, Dr. Jing Zhang, Iqbal Hossain Moral, Gazi Md. Shakhawat Hossain","doi":"10.14742/ajet.8956","DOIUrl":"https://doi.org/10.14742/ajet.8956","url":null,"abstract":"Little knowledge is available on students’ attitudes and behavioural intentions towards using ChatGPT, a breakthrough innovation in recent times. This study bridges this gap by adding two relevant less-explored constructs (i.e., perceived enjoyment and perceived informativeness) to the technology acceptance model and illustrating the moderating effect of trust on the acceptance of ChatGPT. Data was collected from 344 private and public university students from Bangladesh, with the analysis done through structural equation modelling. The results highlight the significance of perceived usefulness, perceived ease of use and perceived informativeness in understanding students’ attitudes towards using ChatGPT for learning, which subsequently predicts their behavioural intention to use it. Interestingly, students’ level of enjoyment was triggered once the trust issue came into play, meaning perceived enjoyment had no substantial impact on attitude unless trust moderates the relationship between perceived enjoyment and attitude towards using ChatGPT. Implications for practice or policy Scholars can get first-hand insights into perceived enjoyment and perceived informativeness with perceived usefulness and perceived ease of use in the context of ChatGPT and education. Practitioners and educators can comprehensively understand the antecedents affecting students’ attitudes in line with their behavioural intention towards ChatGPT. Policymakers can design viable strategies to promote the ethical and sustainable usage of ChatGPT in education.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"53 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139172746","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 impact of an innovators group on the development of a culture of innovation in the use of educational technologies 创新小组对发展使用教育技术的创新文化的影响

Australasian Journal of Educational Technology Pub Date : 2023-11-26 DOI: 10.14742/ajet.8575

Christopher Bridge, D. Horey, Birgit Loch, Brianna Julien, Belinda Thompson

{"title":"The impact of an innovators group on the development of a culture of innovation in the use of educational technologies","authors":"Christopher Bridge, D. Horey, Birgit Loch, Brianna Julien, Belinda Thompson","doi":"10.14742/ajet.8575","DOIUrl":"https://doi.org/10.14742/ajet.8575","url":null,"abstract":"Realising the full potential for educational technologies to improve the student experience is a challenge for higher education institutions. Although academic resistance is often blamed for poor dissemination of teaching technologies, recent literature has more satisfactorily framed the issue in terms of intransigent organisational culture. Features of higher education organisational culture that are conducive to innovation include senior executive support, freedom to experiment and permission to fail and interdisciplinary and cross-institutional engagement. One approach to changing organisational culture is to establish new organisational structures embodying positive traits. This study qualitatively evaluated a technology in teaching innovators group established in 2018 in a science, health and engineering faculty of an Australian university; it provides evidence that the group improved the culture of teaching technology innovation by creating a safe space for innovation, which members then disseminated into their departmental communities. The study also found that the group created a forum for teaching technology innovators to engage with stakeholders in the university’s learning and teaching and information and communication technology units, leading to improved outcomes for the university’s learning environment. Implications for practice or policy Teaching technology dissemination in higher education can be enhanced through a community of practice model. Higher education learning technology environments can be improved through an innovators group leading to greater cross-institutional collaboration. Educational technology staff may be able to overcome academic resistance to strategic projects by pursuing a community of practice approach.","PeriodicalId":502572,"journal":{"name":"Australasian Journal of Educational Technology","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139235181","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