The flipped classroom is a well-recognized learning mode that enables effective practice and interactions among teachers and students in the class by switching the in-class instructional time and ...out-of-class practicing time. However, owing to their lack of self-regulated competence, most students might fail to browse and comprehend the instructional materials out of class by themselves. In this paper, a self-regulated flipped classroom approach is proposed to help students schedule their out-of-class time to effectively read and comprehend the learning content before class, such that they are capable of interacting with their peers and teachers in class for in-depth discussions. In order to evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in an elementary school Mathematics course. The experimental group students learned with the self-regulated flipped classroom approach, while the control group students learned with the conventional flipped classroom approach. The study was conducted using a quantitative approach. The instruments used were a performance test, and questionnaires of self-efficacy and self-regulation. The experimental results indicated that the post-test score of the experimental group was significantly higher than that of the control group. It was also found that the higher self-regulation students showed significantly different learning achievements when learning with different approaches, while there was no significant difference between lower self-regulation students with the different learning approaches. Moreover, the experimental group showed significantly higher self-efficacy than the control group. In addition, the learning log analysis results further showed that, conforming to the objective of the self-regulated strategy, the students would determine the goals for the next learning phase based on their current performance. To sum up, the findings of this study indicate that integrating the self-regulated strategy into flipped learning can improve students’ self-efficacy as well as their strategies of planning and using study time, and hence they can learn effectively and have better learning achievements.
•A self-regulated flipped classroom approach was proposed.•The approach helped students effectively schedule their out-of-class time.•An experiment was conducted in an elementary school math course.•The approach improved the students’ learning achievement, self-efficacy and self-regulation.•The approach helped the students determine learning goals and performance.
The rapid progress of mobile, wireless communication and sensing technologies has enabled the development of context-aware ubiquitous learning (u-learning) environments, which are able to detect the ...real-world learning status of students as well as the environmental contexts. Accordingly, appropriate information can be provided to individual students in the right place and at the right time. However, researchers have indicated that, to support students to learn in real-world contexts in smart ways, more factors need to be taken into account when designing and developing learning systems. In this paper, the definition and criteria of smart learning environments are presented from the perspective of context-aware ubiquitous learning. A framework is also presented to address the design and development considerations of smart learning environments to support both online and real-world learning activities. Moreover, some emerging technologies that might facilitate the development of smart learning environments as well as the features and criteria of smart learning are addressed. Finally, research issues related to smart learning are provided.
In this paper, an inquiry‐based ubiquitous gaming approach was proposed. The objective of the study was to enhance students’ performances in in‐field learning activities. To show the advantages of ...the approach, an experiment was carried out to assess the effects of it on students’ learning achievement, motivation, critical thinking, and problem solving. Furthermore, the students’ behavioral patterns were investigated via content and sequential analysis methods. The experimental outcomes show that the approach promoted students’ performances of learning achievement and intrinsic motivation; moreover, the students’ perceptions of their problem solving and critical thinking were significantly promoted as well. The learning behavior analysis further show that the designated approach stimulated the participants to actively engage in field observation, comparison, and data searching in the context ware in‐field learning activity.
In recent years, flipped learning has received increasing emphasis; it engages students in deriving basic knowledge through instructional videos before the class, and hence more time is available for ...practicing, applying knowledge, or student-teacher interaction in class. Many scholars have pointed out that, with such a learning approach, teachers can design more effective in-class activities by guiding students to have higher order thinking as well as interactions with peers and teachers. In the meantime, researchers have also indicated that employing proper educational technologies or learning strategies could further improve students’ performance. Therefore, in this study, an Augmented Reality (AR)-based learning guiding mode is proposed for developing a flipped learning system. To examine the effectiveness of the proposed approach, an experiment was conducted in a natural science learning activity of an elementary school using the developed system. The participants were four classes of 111 fifth graders. Two classes were assigned to the experimental group, while the others were the control group. Those learning in the experimental group used the AR-based flipped learning mode, while those in the control group learned with the conventional flipped learning mode. From the experimental results, it was found that the AR-based flipped learning guiding approach not only benefited the students in terms of promoting their project performance, but also improved their learning motivation, critical thinking tendency, and group self-efficacy.
•Flipped learning has received increasing emphasis by scholars.•Flipped learning enable students to have more practice and interaction in the class.•An AR-based learning guiding mode is proposed for supporting in-class flipped activity.•The AR-based flipped learning guiding approach improved student's project performance.•The AR-based flipped learning guiding approach improved student's learning motivation.
The rapid advancement of computing technologies has facilitated the implementation of AIED (Artificial Intelligence in Education) applications. AIED refers to the use of AI (Artificial Intelligence) ...technologies or application programs in educational settings to facilitate teaching, learning, or decision making. With the help of AI technologies, which simulate human intelligence to make inferences, judgments, or predictions, computer systems can provide personalized guidance, supports, or feedback to students as well as assisting teachers or policymakers in making decisions. Although AIED has been identified as the primary research focus in the field of computers and education, the interdisciplinary nature of AIED presents a unique challenge for researchers with different disciplinary backgrounds. In this paper, we present the definition and roles of AIED studies from the perspective of educational needs. We propose a framework to show the considerations of implementing AIED in different learning and teaching settings. The structure can help guide researchers with both computers and education backgrounds in conducting AIED studies. We outline 10 potential research topics in AIED that are of particular interest to this journal. Finally, we describe the type of articles we like to solicit and the management of the submissions.
Background
Social annotation (SA) allows users to collaboratively highlight important texts, make comments and discuss with each other on the same online document. This would not only accelerate and ...deepen learners' cognitive understanding of information, but also help build a sense of rapport, which is critical especially because of the worldwide shift from face‐to‐face class to remote education as a response to the COVID‐19 pandemic.
Objective
To provide a systematic review of empirical SA studies, so that current development as well as issues in SA practices and research are identified.
Methods
A total of 32 studies were identified and bibliometrical, instructional, and methodological analysis were conducted.
Results and Conclusions
The United States has published the most SA research and technology‐related journals are most receptive of SA research; one‐shot quantitative designs with a sample size between 30 and 100 have been adopted most often; there is a lack of theoretical support for SA studies; higher education settings have been more frequently researched than other educational levels; SA technological features and activities have focused more on student uses and outcomes than on those of instructors; self‐designed technologies were more preferred than commercial ones; both cognitive and affective outcomes were emphasized and nearly all studies reported positive findings.
Implications
Future SA studies may conduct blended designs with larger sample sizes that is grounded upon solid theoretical frameworks; more customized and affordable SA technologies that support both students and teachers should be developed. Learning analytics and emotional design may be capitalized more to meet the demand of remote education during the pandemic.
Lay Description
What is Already Known About this Topic
The behaviour of annotating often helps learners obtain deeper understanding and retain longer memorization of learning content.
Social annotation, which capitalizes the advantage of digital tools and collaboration, allows learners to annotate on the same document, and view each other's annotations to ignite discussion and maximize their individual learning.
Social annotation has been widely used in educational settings amongst all ages of learners.
What this Paper Adds
Provides a systematic review of empirical social annotation studies between 2000 and 2020, highlighting the analysis of bibliometrics, research designs, and learning outcomes and effects.
Proposes a conceptual framework (the WIRE model) to guide the design and assessment of social annotation activities.
Identifies challenges and gaps in existing research designs as well as instructional practices.
Implications for Practice
Instructors can use the results to locate desirable social annotation technologies and design effective activities.
Researchers may utilize the trend and research gaps to design future social annotation studies.
Programmers can use WIRE to make an initial assessment of social annotation tool designs, and develop more customized products for formal education.
In language education, the development of writing capability is an important and challenging teaching objective. Writing performance is related not only with students’ comprehension and expression of ...texts, but also their experience and perceptions of the contexts. Descriptive article writing is a basic writing activity; the content includes concrete understanding and perceptions of space, time, and contexts. However, in the traditional language teaching activities, there is usually no chance for students to have in‐depth feelings about the contexts of a topic. This usually results in low learning motivation and limited expression during the writing process. Therefore, the present study attempted to adopt spherical video‐based virtual reality (SVVR) to enable students to have in‐depth experience and perceptions and to facilitate their learning effectiveness. Based on this approach, a Chinese writing SVVR learning system was developed and a quasi‐experiment was conducted to compare the effects of the proposed approach and the conventional technology‐supported learning approach in a senior high school writing class. The findings show that the proposed SVVR writing approach could improve students' writing performance in terms of content and appearance as well as their creativity tendency and writing self‐efficacy, while also reducing their cognitive load.
The aims of nursing training include not only mastering skills but also fostering the competence to make decisions for problem solving. In prenatal education, cultivating nurses' knowledge and ...competence of vaccine administration is a crucial issue for protecting pregnant women and newborns from infection. Therefore, obstetric vaccination knowledge has become a basic and essential training program for nursing students. However, most of these training programs are given via the lecture‐based teaching approach with skills practice, providing students with few opportunities to think deeply about the relevant issues owing to the lack of interaction and context. This could have a negative impact on their learning effectiveness and clinical judgment. To address this problem, a mobile chatbot‐based learning approach is proposed in this study to enable students to learn and think deeply in the contexts of handling obstetric vaccine cases via interacting with the chatbot. In order to verify the effectiveness of the proposed approach, an experiment was implemented. Two classes of 36 students from a university in northern Taiwan were recruited as participants. One class was the experimental group learning with the proposed approach, while the other class was the control group learning with the conventional approach (ie, giving lectures to explain the instructional content and training cases). The results indicate that applying a mobile chatbot for learning can enhance nursing students' learning achievement and self‐efficacy. In addition, based on the analysis of the interview results, students generally believed that learning through the mobile chatbot was able to promote their self‐efficacy as well as their learning engagement and performance.
Practitioner notes
What is already known about this topic
Issues relevant to AI technology in education have been extensively discussed and explored around the world.
Among the various AI systems, the potential of chatbots has been highlighted by researchers owing to the user‐friendly interface developed using the natural language processing (NLP) technology.
Few studies using AI chatbots in professional training have been conducted.
What this paper adds
In this study, a mobile chatbot was used in a nursing training program to enhance students' learning achievement and self‐efficacy for handling vaccine cases.
The mobile chatbot significantly improved the students' learning achievement and self‐efficacy in comparison with the conventional learning approach in the vaccine training program.
From the interview results, it was found that the students generally believed that the mobile chatbot was able to promote their self‐efficacy as well as learning engagement and performances in the vaccine training program.
Implications for practice and/or policy
Mobile chatbots have great potential for professional training owing to their convenient and user‐friendly features.
It would be worth applying mobile chatbots as well as other NLP‐based applications to other professional training programs in the future.
The present study explored the impact of concept mapping‐based flipped learning as a listening‐speaking strategy on learning achievement, English as a foreign language (EFL) learners’ critical ...thinking awareness and EFL speaking anxiety. The study utilized a pretest/posttest control and a quasi‐experimental design. Seventy‐two EFL learners were assigned to experimental (n = 37) and control (n = 35) groups. The results of the pretest indicated that the participants of the two groups were homogeneous concerning their proficiency level, critical thinking awareness and EFL speaking anxiety. The experimental group was instructed to construct concept maps after each listening task, and formulated their answers to the required speaking tasks from their concept maps. The results of the posttest indicated that concept mapping has a positive and significant influence on EFL learners’ English speaking performance and critical thinking awareness, and can decrease their speaking anxiety. Moreover, the relationships between concept mapping, learning performance, and critical thinking are statistically correlated. The results also revealed a significant negative relationship between speaking anxiety and the other variables.
Practitioner Notes
What is already known about this topic
Students learn at their own pace and learn with repeated exposure to the same material to strengthen and deepen their understanding until they acquire the knowledge in flipped learning.
The strategy of concept mapping is not only to support learners to organize concepts, but also to develop their ideas.
Concept mapping can foster learners’ confidence and build up their background knowledge, so it will facilitate their speaking ability.
What this paper adds
A concept mapping‐based flipped learning as a listening‐speaking strategy is proposed to help improve students’ listening and speaking skills, EFL learners’ critical thinking awareness, and decrease speaking anxiety.
In addition to supporting students’ foreign language learning, the results showed that the proposed approach provides positive results on the concept mapping‐based flipped learning for speaking training course.
Implications for practice and/or policy
The concept maps served as an approach to help students draw complex conceptual relationships and as an outcome measurement.
The learners’ language performance and critical thinking are positively correlated.
The learners’ concept mapping scores revealed not only in their performances, but also in speaking, conceptualization, and formulation.
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