This study aimed to better understand the effect that the flipped method of instruction has on students' learning approaches using interactive math lecture videos in a second-year vector calculus ...course. Three hypotheses were tested to determine if students' perceptions of their level of active engagement, the number of interactive lecture videos they watched, and the frequency of questions they attempted were significant predictors of a deep approach (DA) to learning. Using a 12-item, three-factor Active Engagement Student Perception Survey (AESPS) Instrument and a 20-item, two-factor version of the Study Process Questionnaire (R-SPQ-2F), a statistically significant correlation was found for all three hypotheses.
The study involved student teachers enrolled in the Bachelor of Education English Language Programme at the Hong Kong Institute of Education. Students (N = 77) participated in a pilot study by ...electronically submitting their field experience portfolios in their third and fourth year of study. Student teachers were invited through e-mails to participate in focus group interviews. The purpose of this interview was to examine the merits and challenges of digitising the existing FE paper-based portfolio, using a digital portfolio platform, and to plan for future development using Technology Acceptance Model (TAM) as the research framework. All participants were required to create e-portfolios to showcase their achievements, the effects of actual system used led to long-term behavioural intention to use, diverging from the TAM's original model, which predicted actual system use. Student teachers either participated in a semi-structured interview (n = 7) or replied via e-mails (n = 2). The results indicated that attitude towards usage (ATU) evidenced a direct relationship to behavioural intention to use. Furthermore, for those who had mixed ATU, perceived usage was the determining factor. The findings provide insightful information not only for the next implementation phase of an e-portfolio, but also for those considering implementing e-portfolios. Keywords: e-portfolio, field experience, student teacher, qualitative analysis, Technology Acceptance Model
In the age of life-long learning and increased competition for time, motivation becomes a salient issue. Students need to be more intrinsically motivated in the absence of more formal structure. This ...is especially true in online learning environments where direct instructor influence is mitigated. Online learning environments typically embrace many choices in ways in which learning material is presented and interaction with students is supported in both individual and collaborative contexts. As such, it is imperative that we better understand the implications of various learning activities and associated technologies on aspects of intrinsic motivation in e-learning. In this paper we examine these effects through qualitative analysis of semi-structured interviews with students in an online MBA program. Results encourage use of a pedagogically driven portfolio of learning activities supported by well-selected and integrated audio, video, and data technologies. Extension to use of mobile devices in ubiquitous e-learning contexts is explored.
Research has established that individual student interest has a positive effect on learning and academic achievement. However, little is known about the impact of a blended learning approach on ...individual student interest and whether combinations of online and face-to-face learning activities significantly enhance student interest. This paper assesses the effect of blended learning on perceived individual student interest, utilizing a blend of online and face-to-face discussions. The study employed a quasi-experimental design consisting of two different treatment groups, online discussions versus face-to-face discussions. Data were analyzed using the t-test technique. Results from the study suggest that there was no statistical difference in subjects' perception of interest in both the online and face-to-face discussions. However, from observation, subjects in the online discussions were eager to engage in textual dialogue and therefore, participated more in the discussions compared to the face-to-face discussions. (Contains 1 figure and 4 tables.)
Virtual teams are rapidly developing in organisations of the new economy. As educators, we have a responsibility to ensure that our students are appropriately prepared for work in the virtual ...workspace, where teams may cross time, geographical, and cultural boundaries. In this article, the culturally sensitive theory of sociocultural learning is combined with GSS (Group Support Systems) in an illustration of how cross-cultural, globally distributed virtual teams of students located in The Netherlands, Greece, and Hong Kong work on vested interest projects. Finally, a set of critical success factors that inform virtual learning contexts is derived from our findings and recommendations are made for operational practice in the virtual work space.
Research has established that intrinsic motivation has a positive effect on learning and academic achievement. However, little is known about the impact of different technology-supported learning ...activities on student intrinsic motivation or whether such learning activities significantly enhance student intrinsic motivation compared to traditional classroom environments without technological support. In order to investigate the phenomenon of intrinsic motivation in technology-supported learning environments, this paper examines factors that support individual student intrinsic motivation in online discussions. A research model is presented based on research into motivation, and the specific areas of self-determination and curiosity provide a framework for the model. A qualitative research methodology is used to validate the model. Results from the study indicate that five factors; perceived competence, perceived challenge, feedback, perceived interest and perceived curiosity, were strongly supported, with partial support for the construct of perceived choice. (Contains 4 tables and 2 figures.)
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Dostopno za:
CEKLJ, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
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