绘制教学接触点：探索在线学生参与度和课程设计

IF 3.8 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Active Learning in Higher Education Pub Date : 2021-02-01 DOI:10.1177/1469787421990847

Eseta Tualaulelei, Katie M. Burke, Melissa Fanshawe, C. Cameron

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引用次数: 21

摘要

在线学习在高等教育中已被广泛采用，但有必要更好地了解学生参与在线课程的性质。例如，学生是否按照教育工作者的意愿参与课程，以及在线课程的哪些功能吸引学生来加强学习，都存在问题。本文将学生和教育工作者的观点结合在一起，报告了一项研究，该研究确定了“教学接触点”——在线课程中学生参与的机会——以确定更好地理解这些是否可以改善在线课程设计和学生参与。数据是在三门本科生在线课程中收集的。数据分析得出了三个关键发现：将教学接触点与参与维度进行映射，揭示了可能为强化课程设计提供信息的模式；学生对教学接触点的参与程度因其学习需求和愿望而异；绘制教学接触点可以为课程设计提供概念和实践层面的信息。对研究结果的讨论强调，有目的的在线课程设计，包括教学接触点的战略规划，可以最大限度地发挥学生参与和后续学习的潜力。

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Mapping pedagogical touchpoints: Exploring online student engagement and course design

Online learning has been widely adopted in higher education but there is a need to better understand the nature of student engagement with online courses. For example, there are questions about whether students engage with courses as educators intend and what features of online courses engage students to enhance learning. Bringing together student and educator perspectives, this article reports on a study that identified ‘pedagogical touchpoints’ – opportunities within online courses for student engagement – to ascertain whether a better understanding of these could improve online course design and student engagement. Data were collected across three undergraduate online courses. Data analysis produced three key findings: mapping pedagogical touchpoints against dimensions of engagement reveals patterns that may inform enhanced course design, students’ engagement with pedagogical touchpoints varies according to their learning needs and desires, and mapping pedagogical touchpoints can inform course design at both conceptual and practical levels. Discussion of the findings highlights that purposeful design of online courses, including strategic planning for pedagogical touchpoints, can maximise the potential for student engagement and consequent learning.

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来源期刊

Active Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

13.20

自引率

12.00%

发文量

期刊介绍： Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.