Teacher-created video instruction in the elementary classroom—Its impact on students and teachers

Despite the proliferation of multimedia devices in elementary classrooms, there is limited research examining teacher-created video instruction, particularly regarding its effect on academic growth and engagement. This study investigated the effect of teacher-created computer-based video instruction (CBVI) using iPads on students' academic, behavioural and affective learning in elementary classrooms. The study used a repeated-measures design with counterbalancing to measure the effects of CBVI during mathematics lessons on student achievement scores, time on-task and attitudes towards learning. Three year three classes (n = 49) completed three lessons, each using a different mode of instruction: CBVI created by the class teacher, CBVI created by a stranger, and a traditional live lesson delivered by the class teacher. Results were analysed using a Linear Mixed Model. No significant growth in performance was detected during video instruction, however a significant growth result was achieved for the traditional live teaching mode (p < 0.001), possibly attributable to the longer duration of experimental session. Behavioural engagement was considerably higher during CBVI lessons than live lessons and students preferred their teacher's voice during CBVI. Three teachers were interviewed to examine how CBVI affected teaching and learning, with two main themes emerging: (1) positive impacts of CBVI upon students; and (2) positive impacts on teacher wellbeing. This research indicates benefits for students and teachers when using teacher-created CBVI. Further research is needed to better understand the factors that influence cognitive development of students using CBVI and to also further explore the effect of CBVI on teacher wellbeing.     

Exploring problem solving patterns and their impact on learning achievement in a blended learning environment

Blended learning, thoughtfully combining the best elements of online and face-to-face education, is likely to emerge as the predominant teaching model of the future. In this paper, we present a blended learning environment combining mobile learning, web-based learning, and classroom teaching to provide realistic, practical opportunities for learners and teachers to engage in problem solving activities. The purpose of this study was to explore problem solving patterns and their impact on learning achievement in a blended learning environment. Through quasi-experimental instruction, we collected all of the data of the learning processes from 34 students in a blended learning environment using classroom instruction, mobile and web scenarios. By combining cluster analysis and content analysis, we were able to identify three groups with distinct characteristics: the hybrid-oriented group, the technology-oriented group, and the efficiency-oriented group. Learners in the hybrid-oriented group used the classroom, mobile and web scenario almost equally. They displayed a regular manner in following the instructor’s teaching procedure, and tended to passively accept whatever the teacher said. Students in the technology-oriented group spent most of their time using mobile and web technologies but they revealed superficial problem solving abilities such as a lack of understanding and planning. The efficiency-oriented group was characterized by the efficient monitoring of learning processes. It was more task-oriented and performed better than the other two groups.     

Effect of blended learning environment on transfer of learning: an experimental study

The main purpose of the study is to investigate the effect of the blended learning and face‐to‐face learning on students' academic achievements and transfer of learning. The first aim of the study is to analyse the students' academic achievements to determine the change of theoretical knowledge in terms of the instructional method applied in this study. However, students' performances during the learning process are not always a good indicator. Therefore, the second aim of the study is to examine transferring students' theoretical knowledge to their educational multimedia projects. For this purpose, 14 weeks of pre‐ and post‐test experimental study is designed. The study is administered through an educational technology course in which students learn how to develop educational multimedia materials. The participants are undergraduate pre‐service teachers; they are assigned randomly to the experimental and control group. While the experimental group has both online and classroom sessions, the control group has only face‐to‐face classroom sessions. Although there is no significant difference between the groups in terms of academic achievement, the students in the blended group are more successful in transferring their knowledge to their projects than the ones in the face‐to‐face group. In conclusion, the results show that the blended learning approach has a positive effect on the transfer of learning.     

Changing teachers,changing students? The impact of a teacher-focused intervention on students' computer usage,attitudes, and anxiety

An important purpose of integrating computer use into everyday classroom instruction is to help students approach technology as a learning tool. Effective classroom integration is dependent not only on access to computers but also teachers' implementation of computing into learning. Successful implementation, in turn, depends largely on teachers' beliefs about classroom computing. The purpose of this study is to examine the effects of a teacher-focused technology intervention on students' attitudes toward and use of computers as learning tools. Teachers' attitudes, anxiety, and classroom computer use are explored as mediators of this relationship. Data were collected during a technology intervention in fourth and fifth grade classrooms in an urban public school district. Results suggest that the technology intervention itself had a positive effect on students' attitudes toward and use of computers for educational purposes. There was no evidence, however, that teachers' use or attitudes had any mediating effect on this relationship. These results suggest that it is possible to increase students' attitudes toward computer use through intense interventions aimed at their teachers. Future research should further investigate the mechanisms through which this relationship exits.     

Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction

Visual representations are essential for science understanding, but many students have poor diagrammatic reasoning skills. Previous research showed that teaching high school and college students about the conventions of diagrams (COD) can improve diagrammatic reasoning. In this study, middle school science students received COD instruction delivered as a classroom warm‐up using laptop computers, while control students received publisher‐developed warm‐up questions. Students receiving COD warm‐ups for 10 weeks (but not 4 weeks) improved their diagrammatic reasoning more than control students. Treatment students' answers were more accurate than control students' answers, especially on easy questions. The discourse of pairs of students during the warm‐ups showed that treatment students talked about the diagrams more and made more inferences and that this difference was greatest for easy questions. Results suggest that COD instruction can be initiated in middle school along with more formal science instruction, can be integrated into classroom routine using computer‐delivered warm‐ups, is helpful (if sustained) both for improving diagrammatic reasoning and for supporting learning science content and works at least in part by increasing students' engagement during routine work.     

Using augmented reality to support a software editing course for college students

This study aimed to explore whether integrating augmented reality (AR) techniques could support a software editing course and to examine the different learning effects for students using online‐based and AR‐based blended learning strategies. The researcher adopted a comparative research approach with a total of 103 college students participating in the study. The experimental group (E.G.) learned with the AR‐based contents, while the control group (C.G.) learned with the online‐based support. The findings demonstrated the potential of AR techniques for supporting students' learning motivation and peer learning interaction, and the AR‐based contents could be used as scaffolding to better support blended learning strategies. The AR‐based learning interaction could also be a trigger arousing learners' interest in becoming active learners and the students presented great learning involvement after the AR‐based supports were removed, while the learners in the C.G. were passive once the supports had been removed. Moreover, it was found that (1) their lack of experience with AR interaction and applications, (2) the slow speed of the Internet in the school, (3) the affordances of each learner's mobile learning devices, (4) the screen size of the learning interface and (5) the overloading of the learning information from the AR contents and teacher lectures might be the reasons why the learners were still more used to the online‐based support. It was therefore concluded that when integrating AR applications into a course, technology educational researchers should take into careful consideration the target learning content design, the amount of information displayed on the mobile screen and the affordances of the learning equipment and classroom environment so as to achieve a suitable learning scenario.     

Effects of traditional,blended and e‐learning on students' achievement in higher education

The study investigates the effect of e‐learning, blended learning and classroom learning on students’ achievement. Two experimental groups together with a control group from Umm Al‐Qura University in Saudi Arabia were identified randomly. To assess students’ achievement in the different groups, pre‐ and post‐achievement tests were used. The results of the study (N = 148) show that there was a statistically significant difference between the three methods in terms of students’ achievement favouring the blended learning method (n = 55) with a substantial effect size of 1.34 (Hedges’ g). No significant difference was found between the e‐learning (n = 43) and traditional learning groups (n = 50) in terms of students’ achievement and with a negligible effect size of 0.02.     

Using commercial video games in flipped classrooms to support physical concept construction

Based on the flipped‐classroom model and the potential motivational and instructional benefits of digital games, we describe a flipped game‐based learning (FGBL) strategy focused on preclass and overall learning outcomes. A secondary goal is to determine the effects, if any, of the classroom aspects of the FGBL strategy on learning efficiency. Our experiments involved 2 commercial games featuring physical motion concepts: Ballance (Newton's law of motion) and Angry Birds (mechanical energy conservation). We randomly assigned 87 8th‐grade students to game instruction (digital game before class and lecture‐based instruction in class), FGBL strategy (digital game before class and cooperative learning in the form of group discussion and practice in class), or lecture‐based instruction groups (no gameplay). Results indicate that the digital games exerted a positive effect on preclass learning outcomes and that FGBL‐strategy students achieved better overall learning outcomes than their lecture‐based peers. Our observation of similar overall outcomes between the cooperative learning and lecture‐based groups suggests a need to provide additional teaching materials or technical support when introducing video games to cooperative classroom learning activities.     

The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction

Based on kinesthetic learning style theory and interviews regarding teachers' experiences applying traditional astronomy teaching methods, a mobile digital armillary sphere (MDAS) using augmented reality (AR) was developed for use during astronomical observation instruction. The MDAS enables visual processes and limb movements similar to those that would occur in actual outdoor experiences to be employed in the classroom, thereby overcoming existing instructional limitations. A quasi-experimental design method was adopted, and 200 fifth-grade students were selected as participants. The use of the MDAS in astronomical observation courses affected students' learning effectiveness and interest. The experimental results indicated that using the MDAS system during outdoor observation activities effectively enhanced both the students' learning of astronomical observation content and their performance of astronomical observation skills. In addition, use of the MDAS effectively increased students' interest in astronomical observations and learning, which had a substantial effect on retention.     

How teachers integrate a math computer game: Professional development use,teaching practices,and student achievement

As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use PD resources (e.g., technology personnel and game‐use workshops) for integration; (b) determine how teachers integrate games into their instruction; and (c) examine how those teaching practices are associated with student achievement. This mixed method study used survey and interview responses from elementary school teachers (n = 863) with access to PD resources for implementing a math game intervention and standardized math‐test scores from their second‐ through sixth‐grade students (n = 10,715). Findings showed few teachers sought PD assistance for integration, but many desired such support. Some reported using integrative practices (i.e., referencing game and using game‐generated progress reports) to identify struggling students, whereas several found integration challenging. Teachers' reordering of game objectives to align with lessons and viewing of game‐based PD videos were associated with increased student math achievement in our OLS‐analysis. However, this result was no longer statistically significant within a school fixed‐effects model, suggesting school differences may influence how strongly teachers' practices are associated with student achievement.     

Developing a web‐based multimedia assessment system for facilitating science laboratory instruction

This study developed a web‐based multimedia assessment system (WMA system) and applied it to science laboratory instruction. The goal was to improve students' knowledge acquisition under science laboratory instruction. The developed system enabled learners to perform self‐assessments by responding to multimedia technology test items online. The system recorded each learner's complete answer history and provided the students with personalized learning resources. This study adopted a quasi‐experimental research design. The learning content was an “experiment on separating mixtures.” Students participating in the research were divided into a typical science laboratory instruction group (TI group; n = 25) and a group that received instruction through the WMA system (WMA group; n = 26). Before instruction, all the students completed the conceptual knowledge and experimental knowledge pretests. During instruction, the TI group watched the teacher's demonstration experiment, and the students then performed the experiment in a real laboratory. In the WMA group, after learning through the WMA system, the students also performed the experiment in a real laboratory. After instruction, all the students completed the conceptual knowledge and experimental knowledge posttests. The findings indicated that the students in the WMA group showed significantly higher improvements in their scientific conceptual knowledge and experimental knowledge.     

Mathematics motivation and achievement as predictors of high school students' guessing and help‐seeking with instructional software

The study was conducted to investigate the relation of adolescent students' mathematics motivation and achievement to their appropriate help‐seeking and inappropriate guessing behaviour while using instructional software. High school students (n = 90) completed brief assessments of mathematics motivation and then worked with software for geometry instruction. Students' actions with the software were machine‐classified to identify instances of appropriate help‐seeking and inappropriate guessing. Mathematics teachers provided information about students' achievement (high, average or at risk of failing math class). Results indicated that students with low math self‐concept were most likely to engage in inappropriate guessing behaviour. Students with low math achievement were most likely to engage in appropriate help‐seeking while working with the software.     

Modeling teachers' influence on learners' self-directed use of technology for language learning outside the classroom

Teachers are important social agents who shape the quantity and quality of students' self-directed use of technology for learning outside the classroom. This study aimed to model the influence of teacher behaviors on learners' self-directed technology use. A conceptual model of three types of teacher support (affection support, capacity support and behavior support) that were reported to influence students' self-directed technology use for learning outside the classroom was generated based on interviews with 15 undergraduate foreign language learners. One hundred and sixty undergraduate foreign language learners were then surveyed to test the conceptual model. The path analysis of the survey data suggested that affection support influenced learner self-directed technology use through strengthened perceived usefulness, and that capacity support and behavior support influenced learner self-directed technology use through enhanced facilitating conditions and computer self-efficacy. The research findings highlight the importance of raising teachers' awareness of the different roles they can play and of enhancing their abilities to perform a combination of the roles to promote learner self-directed use of technology for learning outside the classroom.     

Knowledge management in blended learning: Effects on professional development in creativity instruction

The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers’ professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was the SECI, which consists of four modes of knowledge conversion: socialization, externalization, combination, and internalization. Forty-four pre-service teachers participated in this 17-week experimental instructional program. Repeated Measure Analysis of Variance and content analysis revealed that the training program designed in this study effectively improved pre-service teachers’ professional knowledge and personal teaching efficacy in their teaching of creativity. Moreover, this study showed that blended learning, guided practice, observational learning, group discussion, peer evaluation, and feedback are important mechanisms underlying this success.     

Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training*

Abstract Many would agree that learning on the Web – a highly autonomous learning environment – may be difficult for individuals who lack motivation and self‐regulated learning skills. Using a social cognitive view of academic motivation and self‐regulation, the objective of the present study was to investigate the relations between students' motivational beliefs, their perceptions of the learning environment and their satisfaction with a self‐paced, online course. Service academy undergraduates (n = 646) completed a questionnaire following online training. Pearson correlations indicate that task value, self‐efficacy and perceived instructional quality were significantly positively related to each other and to students' overall satisfaction with the self‐paced, online course. Additionally, results from a three‐step hierarchical regression reveal that task value, self‐efficacy and instructional quality were significant positive predictors of students' satisfaction; the final regression model accounted for approximately 54% of the variance in the outcome measure. These findings support and extend prior research in traditional classrooms and online education in university settings, indicating that military students' motivational beliefs about a learning task and their perceptions of instructional quality are related, in important ways, to their overall satisfaction with online instruction. Educational implications and suggestions for future research are discussed.     

Teacher regulation of cognitive activities during student collaboration: Effects of learning analytics

By collaboratively solving a task, students are challenged to share ideas, express their thoughts, and engage in discussion. Collaborating groups of students may encounter problems concerning cognitive activities (such as a misunderstanding of the task material). If these problems are not addressed and resolved in time, the collaborative process is hindered. The teacher plays an important role in monitoring and solving the occurrence of problems. To provide adaptive support, teachers continuously have to be aware of students' activities in order to identify relevant events, including those that require intervention. Because the amount of available information is high, teachers may be supported by learning analytics. The present experimental study (n = 40) explored the effect of two learning analytics tools (the Concept Trail and Progress Statistics) that give information about students' cognitive activities. The results showed that when teachers had access to learning analytics, they were not better at detecting problematic groups, but they did offer more support in general, and more specifically targeted groups that experienced problems. This could indicate that learning analytics increase teachers' confidence to act, which in turn means students could benefit more from the teacher's presence.     

Teaching genetics with multimedia results in better acquisition of knowledge and improvement in comprehension

The main goal of this study was to explore whether the use of multimedia in genetics instruction contributes more to students' knowledge and comprehension than other instructional modes. We were also concerned with the influence of different instructional modes on the retention of knowledge and comprehension. In a quasi‐experimental design, four comparable groups of 3rd and 4th grade high school students were taught the process of protein synthesis: group 1 was taught in the traditional lecture format (n = 112 students), group 2 only by reading text (n = 124 students), group 3 through multimedia that integrated two short computer animations (n = 115 students) and group 4 by text supplemented with illustrations (n = 117 students). All students received one pre‐test in order to estimate their prior knowledge, and two post‐tests in order to assess knowledge and comprehension immediately after learning and again after 5 weeks. Results showed that students comprising groups 3 and 4 acquired better knowledge and improved comprehension skills than the other two groups. Similar results were observed for retention of acquired knowledge and improved comprehension. These findings lead to the conclusion that better learning outcomes can be obtained by the use of animations or at least illustrations when learning genetics.     

Learning in a mobile age: an investigation of student motivation

The purpose of this single‐case study was to explore the lived experiences of a grade 6 teacher and students who used tablets as part of their classroom instruction. Malone and Lepper's taxonomy of intrinsic motivations for learning is used as a framework for examining whether and how this particular theory of motivation applies equally well for mobile learning. This study reports on the grade 6 teacher's and students' perceptions regarding the motivational affordances of using these mobile devices for learning. The findings are consistent with those of Malone and Lepper that motivation can be enhanced through challenge, curiosity, control, recognition, competition and cooperation. This model is helpful in informing our understanding of the motivating features of using mobile devices for learning and how mobile technologies can be used to enhance learners' motivation.     

Digital divide in quantitative methods: The effects of computer‐assisted instruction and students' attitudes on knowledge acquisition

Computer‐assisted instruction can change the way introductory statistics and quantitative methods courses are taught. Using a two‐group pretest–posttest design, we conducted an experiment using an undergraduate social science student sample to investigate whether the introduction of statistical software to teaching quantitative methods would improve knowledge acquisition and attitudes toward quantitative methods courses. Our project confirmed that implementing computer‐assisted instructional methods increased knowledge acquisition in quantitative methods courses compared with students' academic performance in other courses, measured by grade point average. We also found that student attitudes have weak and mostly nonsignificant influence on quantitative methods knowledge tests. Additionally, the paper suggests a curriculum‐level approach to teaching quantitative methods to undergraduate students.