Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and ...frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psychology and the learning sciences to argue for a reconceptualization of online learner engagement that considers both critical dimensions of learner engagement and the environmental affordances that influence them. We review literature on cognitive, affective, and behavioral engagement, translating it to online contexts. We introduce five research themes and accompanying frameworks from online learning research that have shaped understanding of learner engagement in online learning environments (i.e., engagement through communication, interaction, presence, collaboration, and community). With this new perspective that synthesizes the dimensions of learner engagement and online environmental affordances, we expand online learner engagement scholarship. Finally, leveraging this reconceptualization, we share an exemplar framework and strategies for supporting online learner engagement followed by recommendations for future research and practice.
Although augmented reality (AR) has gained much research attention in recent years, the term AR was given different meanings by varying researchers. In this article, we first provide an overview of ...definitions, taxonomies, and technologies of AR. We argue that viewing AR as a concept rather than a type of technology would be more productive for educators, researchers, and designers. Then we identify certain features and affordances of AR systems and applications. Yet, these compelling features may not be unique to AR applications and can be found in other technological systems or learning environments (e.g., ubiquitous and mobile learning environments). The instructional approach adopted by an AR system and the alignment among technology design, instructional approach, and learning experiences may be more important. Thus, we classify three categories of instructional approaches that emphasize the “roles,” “tasks,” and “locations,” and discuss what and how different categories of AR approaches may help students learn. While AR offers new learning opportunities, it also creates new challenges for educators. We outline technological, pedagogical, learning issues related to the implementation of AR in education. For example, students in AR environments may be cognitively overloaded by the large amount of information they encounter, the multiple technological devices they are required to use, and the complex tasks they have to complete. This article provides possible solutions for some of the challenges and suggests topics and issues for future research.
► We argue that viewing AR as a concept rather than a technology is more productive. ► We identify features and affordances of AR systems and applications. ► The instructional approaches adopted by an AR system are discussed. ► While AR offers new learning opportunities, it also creates new challenges. ► We provide solutions for challenges and suggest directions for future research.
Gamification is the use of game design elements and game mechanics in non-game contexts. This idea has been used successfully in many web based businesses to increase user engagement. Some ...researchers suggest that it could also be used in web based education as a tool to increase student motivation and engagement. In an attempt to verify those theories, we have designed and built a gamification plugin for a well-known e-learning platform. We have made an experiment using this plugin in a university course, collecting quantitative and qualitative data in the process. Our findings suggest that some common beliefs about the benefits obtained when using games in education can be challenged. Students who completed the gamified experience got better scores in practical assignments and in overall score, but our findings also suggest that these students performed poorly on written assignments and participated less on class activities, although their initial motivation was higher.
► The dynamics of games can be incorporated into learning actions. ► We present the design and evaluation of a gamified learning experience. ► Students following the gamified version get better scores on practical assignments. ► They also participate less and perform poorly on written examinations. ► Gamification seems to have potential to increase student motivation.
In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are ...needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.
In this article, we briefly review the evolution of unified psychotherapy and the developments that have occurred since its more formal inception in the early part of the 20th century. While there ...are various paths to psychotherapy integration, unification seems to be the final one, drawing from the rich empirical and clinical knowledge accumulated over a century and fueled by rapid advances in technology. An online learning platform based on the developments in psychotherapeutics—the theory and practice of psychotherapy—is presented, organizing the domains of psychotherapeutics in a unifying framework for psychotherapy education, training, and to optimize clinical efficacy. This learning system offers essential domains of knowledge, a compendium of psychotherapeutic techniques, and approaches to psychotherapy. It is evident that artificial intelligence (AI), which can harness the unseen patterns from massive data sets, will enable us to create treatment algorithms drawing from all established approaches, techniques, and modalities. It is important that the data derived from large data sets be based on high-quality information and credible research. This type of accessible learning system will be a useful resource for clinicians and psychotherapy trainers by distilling and delivering high-quality knowledge online. It is suggested that continued technological advances, and especially AI, will further fuel the process of unification. It is imperative that psychotherapists and behavioral scientists take the initiative to build systems that are guided by ethics; otherwise, the dark side of technology might lead psychotherapy down a harmful path. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
Biology students traditionally use a textbook in the field and on courses to identify species, but now a new mobile-application tool has been developed as an alternative. Guided by Self-Determination ...Theory (SDT) we conducted an experimental study to test the effect of the mobile-application, relative to the traditional textbook, on students' intrinsic motivation, perceived competence, and achievement. Seventy-one students were randomly assigned to either an experimental condition (mobile application - ArtsApp) or control condition (textbook - Lids flora). As hypothesised, the students using ArtsApp had higher intrinsic motivation, perceived competence, and achievement, compared to the textbook control group, with medium to large effect sizes. Furthermore, using the mobile application, relative to the textbook, predicted intrinsic motivation, which in turn, predicted higher achievement scores in a path analysis. Lastly in a hierarchical regression analysis, intrinsic motivation and autonomous motivation accounted over and above in students' interest for species identification, and importance of knowing species. These results are in line with SDT's theorising: emphasising that when students act out of interest, choice, and have an internal locus of causality, they achieve better outcomes, presumably because these satisfy students' psychological needs for autonomy, competence, and relatedness. Factors facilitating this are interest, choice, and feedback, which we argue are in-built functions in the mobile application as opposed to the textbook, and which might account for the positive results. Further studies with several student-groups and complex designs are needed before inferring causality across educational levels. Based on the present study, we recommend that biology teachers in higher education employ mobile application tools in species identification due to increases in motivation and a higher degree of accurate identification of sedges.
•Mobile-application enhances intrinsic motivation, perceived competence and achievement.•Intrinsic motivation mediates mobile-application and achievement.•Intrinsic motivation and autonomous motivation explains valuing of species identification.•Results are in line with Self-Determination Theory.
Using multimedia for e‐learning Mayer, R.E.
Journal of computer assisted learning,
October 2017, Letnik:
33, Številka:
5
Journal Article
Recenzirano
This paper reviews 12 research‐based principles for how to design computer‐based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a ...median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer‐based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence (d = 0.70), signalling (d = 0.46), redundancy (d = 0.87), spatial contiguity (d = 0.79) and temporal contiguity (d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting (d = 0.70), pre‐training (d = 0.46) and modality (d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization (d = 0.79), voice (d = 0.74) and embodiment (d = 0.36). Some principles have boundary conditions, such as being stronger for low‐ rather than high‐knowledge learners.
Lay Description
Coherence principle: Eliminate extraneous material.
Signaling principle: Highlight essential material.
Redundancy principle: Do not add on‐screen text to narrated graphics.
Spatial contiguity principle: Please printed words next to corresponding graphics.
Temporal contiguity: Present narration simultaneously with corresponding graphics.
Segmenting principle: Break lesson into to self‐paced parts.
Pre‐training principle: Provide pre‐training in key terms.
Modality principle: Use spoken text rather than printed text with graphics.
Personalization principle: Use conversational language.
Voice principle: Use appealing human voice.
Embodiment: Show on‐screen agents that use human‐like gestures.
The COVID-19 pandemic forced all face-to-face college courses to transition to remote instruction. This article explores instructional techniques used in the transition, student perceptions of ...effectiveness/enjoyment/accessibility of those techniques, barriers that students faced due to the transition, and race/class/gender inequality in experiencing those barriers. We used surveys in introductory courses by two instructors (the authors) to compare students’ reactions to our transitions and the transitions in their other courses. We found that which instructional technique instructors use is less important than how well they implement it for student learning. Although there is a tradeoff between enjoyment and accessibility, instructors can use techniques to increase accessibility of interactive formats. Internet and technology barriers were extremely common, even for students who did not anticipate problems. Most students experienced barriers to their learning due to the pandemic, including distractions, increased anxiety, and feeling less motivated, especially for nonwhite, female, and first-generation college students.
This paper focuses on the national, institutional and pedagogical responses as a result of the closure of schools and universities in March 2020 in Portugal. It includes a brief description and ...analysis of the initiatives and responses to the crisis as well as the difficulties, the challenges and the opportunities. The paper concludes with the discussion of the implications for teaching and teacher education in such uncertain times, particularly in regard to the role of practice as well as issues of mentoring within the context of a practicum as a 'real practice' versus 'an ideal(ised) practice'.
PDF
