Embedded blended learning within an Algebra classroom: a multimedia capture experiment

This two‐group, pretest‐posttest, quasi‐experimental study compared secondary students' learning of Algebra II materials over a 4‐week period when identical instruction by the same teacher was delivered through either embedded blended learning (treatment group; n = 32) or a live‐lecture classroom (control group; n = 24). For both groups, instruction was delivered in a normal classroom setting. A math test and a student survey were used to measure students' learning of Algebra II and satisfaction with the instruction. Students in the treatment group showed significantly greater gains in Algebra II test scores and evaluated their learning experiences significantly more positively than did the control group. The great majority (80%) of students in the treatment group preferred the embedded blended learning over traditional live lectures for future learning of math. Students' responses to open‐ended survey questions suggested that students in the treatment group appreciated the: (a) ability to control the pace of instruction; (b) new role of the classroom teacher; (c) lack of distraction in the blended learning environment; and (d) accessibility of the embedded multimedia lessons outside the classroom. This study suggests that screen‐capture instructional technology can be used towards establishing a teacher‐based, embedded blended learning environment within a secondary algebraic classroom.     

Preferences toward the constructivist Internet-based learning environments among high school students in Taiwan

This paper explored students' preferences toward the constructivist Internet-based learning environments. A Constructivist Internet-based Learning Environment Survey (CILES) was developed. The CILES consisted of six scales, including student negotiation, inquiry learning, reflective thinking, relevance, ease of use and challenge. Questionnaire responses gathered from more than 700 high school students in Taiwan suggested that the survey showed adequate reliability in assessing students' preferences. Students showed stronger preferences for the learning environments, which were easy to use or navigate and integrate complex real-life problems with relevant knowledge in a meaningful way. In addition, males and females shared similar preferences toward the Internet-based learning environments. Students having moderate Internet experiences seemed to be more critical to the preferences of the Internet-based learning environments, in which they may have demanded authentic and facilitated Internet-based learning environments, while their inquiry and reflective thinking should be promoted.     

Unpacking the black-box of students' visual attention in Mathematics and English classrooms: Empirical evidence using mini-video recording gadgets

With the technological improvements of innovative portable recording gadgets, augmented researchers' interest in exploring students' visual attention in their natural and normal occurring classrooms. The purpose of this study was to gauge students' visual attention in their Mathematics and English classrooms. This article reports on a study conducted in three schools in Santiago, Chile, where a sample of 113 randomly selected students wore a mini-video camera mounted on eyeglass in their Mathematics and English lessons. Using Google images, we automatically and objectively examined 723,600 frames from the recordings where the classroom teacher appeared in the students' visual field. The results show that students' visual attention varies depending on four factors: (a) gender of the student, (b) age of the students, whether students are low/high attainers and (d) whether students are in English or Mathematics lessons. Surprisingly, students significantly paid more visual attention in their Mathematics than in English lessons. High attainers were more visually engaged than their low attainers counterparts. Students appeared to be visually engaged differently at different stages in their education. Furthermore, girls were more visually engaged than boys. The results of this study can have enormous practical implications for teachers and teacher education, in order to be better visually engaged with students during teaching.     

Unpacking and repacking the factors affecting students' perceptions of the use of classroom communication systems (CCS) technology

This exploratory study investigated the relationships between students' perceptions of their classroom experiences and instructional and contextual factors involved with the use of Classroom Communication Systems (CCS) technology. A mixed methods approach was employed to examine these relationships using data collected from 931 students enrolled in one public university. Thematic analysis explored students' perceptions of the use of CCS. Three logit models with a sound predictability and model fit were established using logistic sequential regression. These models identified crucial instructional and contextual factors and examined the degree to which each of these factors was associated with student perceptions of classroom experiences with CCS. This study found that positive student perceptions of classroom experience with CCS were closely associated with the use of specific types of questions, formative feedback and assessment approaches, and the pedagogical training of the classroom instructors. These findings elucidate specific aspects of CCS use that are related to how students perceive the effectiveness of this technology, and may ultimately assist instructional designers and faculty developers in designing and implementing CCS to enhance students' classroom experiences.     

Unpacking students' conceptualizations through haptic feedback

While it is clear that the use of computer simulations has a beneficial effect on learning when compared to instruction without computer simulations, there is still room for improvement to fully realize their benefits for learning. Haptic technologies can fulfill the educational potential of computer simulations by adding the sense of touch. Visuohaptic simulations may not only help students visualize these concepts, but they may also have the capability of enriching the learning experience and enhancing retention. To provide additional insights about how students conceptualize abstract and difficult concepts in science, this study proposes a sequencing approach. The research questions are: (1) what are undergraduate students' ways of conceptualizing electric fields through haptic feedback? And (2) what are undergraduate students' perceptions of using visuohaptic simulations for their learning of electric force concepts? Participants included nine undergraduate students who participated in a think aloud procedure. Data were analysed qualitatively using open coding followed by axial coding. The results suggest that students' conceptualized electric force concepts through embodied haptic experiences by inferring force–distance relationship, sign inference, shape of field and indirectly inferring the concept of electric potential. Students also perceived the value of using visual plus haptic simulations to help them understand and retain concepts.     

Elements and implications of a hypertext pedagogy

This paper describes elements of a pedagogy for writing hypertext stories in year eight classes in secondary schools. Over a period of 18 months, 100 students in three schools completed handwritten and hypertext stories. The pedagogical elements identified include the use of pictures in hypertexts, collaboration, screen-based writing, non-linear writing and student oral presentations of hypertext stories with an LCD projector. Some future trends in students' hypertext writing research are identified. The paper argues that the teaching practices described challenge accepted notions of teaching.     

Evaluation of serious game for changing students' behaviour in bullying situation

The aim of the study was to test the effectiveness of a serious game in improving the helping behaviours of bystanders in bullying situations by using a multimethod approach. Students (N=345, aged 12 to 14) participated in an experimental study with one experimental and two control groups. Before and after playing the game, all students completed an online questionnaire about their knowledge, experiences and behaviours related to bullying, and their behaviours in everyday social situations. For the experimental group, players' reactions during game-play were recorded. Results showed that students' social behaviour displayed before gaming experience determined their playing activities. Besides, most of the students who declared in pre-test that they do not help the victim, although they think they should, chose helping behaviour in all bullying situations in by stander role in the game. Results indicate weak positive effect of the game on students' behavioural choices.     

Naked into the World: IT experiences on a final primary school teaching practice—a second survey

Abstract This study reports a survey of 103 student teachers who were asked about their experiences of IT on their final teaching practice. Data are related to those from an earlier survey of the same group of students on their first teaching practice. The use of IT was higher than before, but still unacceptably low. A large majority of students will graduate with no classroom experience of databases and other applications software; a significant number will graduate without any classroom experiences using IT whatsoever. The patterns of IT use in class were most disappointing. A predominant use was for pupils to work on tasks unrelated to lesson plans, often practising basic skills.
Those students who had taken a course in computer studies were more confident in their use of IT, made more use of IT in class, and experienced fewer technical problems than students who had not taken this course. However, students who had taken this course were no more likely to use a computer in class than those who had not. Students who do use IT in class reported increased confidence and a desire to make greater use of IT in the future. It is concluded that compulsory courses on the educational uses of IT, and use of IT early in teaching practice will help improve the current unacceptable situation, so long as they address the problem of ensuring appropriate classroom use of IT by students.     

Leveraging a personalized system to improve self-directed learning in online educational environments

Many students who participate in online courses experience frustration and failure because they are not prepared for the demanding and isolated learning experience. A traditional learning theory known as self-directed learning (SDL) is a foundation that can help establish features of a personalized system that helps students improve their abilities to manage their overall learning activities and monitor their own performance. Additionally, the system enables collaboration, interaction, feedback, and the much-needed support from the instructor and students' peers. A Web 2.0 social-technology application, MediaWiki, was adopted as the platform from which incremental features were developed to utilize the fundamental concepts of SDL. Students were able to customize content by setting specific learning goals, reflecting on their learning experiences, self-monitoring activities and performances, and collaborating with others in the class. SDL skills exist to some degree in all learners, this study finds that students' SDL abilities can improve when a course adopts a personalized and collaborative learning system that enables the students to be more proactive in planning, organizing, and monitoring their course activities.     

Factors influencing students' beliefs about the future in the context of tablet-based interactive classrooms

With the distribution of easy-to-use tablet computers, tablet-based interactive classrooms have become popular environments for innovative learning activities in recent years. However, little research has investigated the relationship between technologically enhanced learning environments and students' beliefs about the future and self-efficacy for learning. In this study, young students' perceptions of tablet-based interactive classrooms, beliefs about the future, and self-efficacy for learning in rural areas of Korea were examined after the students engaged in tablet-based interactive classrooms. To develop the theoretical framework, we created a structural research model of ease of use, usefulness, satisfaction, deepened experiences through tablet use, beliefs about the future, and self-efficacy in tablet-based interactive classrooms based on a partial least squares (PLS) method. The results indicate that (1) students in tablet-based interactive classrooms perceive frequent experiences with tablet-based instructions as easy and useful and (2) student satisfaction is significantly influenced by their perceptions of deeper learning experiences through tablet use, which are significantly influenced by their future expectations and self-efficacy for learning. This study provides relevant implications for educators who design learning activities for students in rural schools in tablet-based interactive classroom environments.     

Assessing the learning potential and students' perception of rich lecture captures

There is a large variety of lecture capture forms being used today when considering their content and ways in which that content is being reproduced. The objective of this study was therefore to investigate the students' perception and the learning potential of lecture captures enriched using additional learning contents compared to lecture captures containing only the video and audio recording of the lecturer and his slideshow. In an experiment in which students were learning using each of those two types of learning materials, a slight yet unsignificant difference was observed in favour of learning from rich lecture captures. Students' survey responses indicated they prefer rich lecture captures for learning and that their availability would not necessarily have a negative impact on students' live lecture attendance rates. These results suggest that even though students prefer rich lecture capture materials for learning, they did not prove to be more efficient in achieving the desired learning outcomes. Additional research would be needed to verify this conclusion on more complex subjects.     

Peer interaction: the experience of distance students at university level

This study investigates how university students on distance learning courses experience interaction with their peers. Students on two distance learning courses at The Open University (UK) were interviewed, to investigate learners' experience of interaction on these courses. The analysis, using a grounded‐theory approach, reveals disparities between course designers' and students' reasons for integrating computer‐mediated interaction within the courses. It draws attention to the significant affective challenges that online students face when working together, and demonstrates a need to pay attention to their problems with self‐presentation. The study also reinforces the socio‐cultural view that it is important to consider the various contexts in which online learning takes place. Distance students have opportunities to structure their own learning contexts, and this allows them to source face‐to‐face learning interaction and other forms of support as they engage with individuals in their everyday environment.     

Practices with technology: learning at the boundary between study and work

A study of part‐time student experience of university courses delivered using a range of technologies found that information and communication technology enabled students to move between study and work experience to the benefit of their learning in both contexts. Technology‐based study activities enabled students to participate in learning both as a student and as a member of a practice or work context. Given the increasingly pressured lives of all students in higher education and their aspirations for employment after graduation, this suggests that we would benefit from taking their relationship to work and professional practice into account more directly, in deciding how to integrate technology into their study experience. Teacher conceptions of technology as a tool primarily for information delivery and discussion need to expand to recognize that it can be used to construct learning experiences situated in roles, skills and interactive environments that enhance students' ability to make transitions across the boundaries between contexts of study and work.     

Exploring the use of multimedia examination formats in undergraduate teaching: results from the fielding testing

Students' and faculty's perspectives toward using the multimedia examination format will influence whether digital testing can be implemented successfully or not. This study examined the students' attitudes and anxiety toward taking the multimedia examinations, factors (i.e. gender, major, student classification, and computer experience) that may influence their attitudes, and faculty's attitudes toward creating multimedia tests. Students in two undergraduate courses [a regular course (n=100), and an online course (n=97)] participated in this research. The results showed that there was strong support from the students and faculty for using multimedia exams as a primary assessment form. They embraced the interactive technology, and felt the incorporation of rich media in assessment could provide additional support for their learning and teaching. While students from both the regular and online courses found it acceptable to be evaluated using the multimedia format, multimedia testing was accepted more when it was a closer reflection of the instruction. The findings showed that students with more computer experience had lower anxiety and better attitudes toward using the multimedia format. Students entering colleges in recent years were more technologically literate. No significant differences in overall attitude and anxiety scores were found between male and female students, or between liberal arts and natural sciences majors.     

Developing and integrating courseware for oral presentations into ESP learning contexts

This study reports on the development of ESP (English for Specific Purposes) multimedia courseware on oral presentations, and its integration into self-study learning and elective courses for students with different English proficiencies, as one solution to problems in ESP courses in Taiwan. The courseware design is based on Mayer’s multimedia learning cognitive theory, and the language learning focus draws on Chapelle’s suggested criteria for development of multimedia CALL. Evaluation of student performance with two different formats for courseware integration is based upon data from pre- and post-tests for preparing speech texts, and a questionnaire survey. The courseware provides authentic materials with a logical situational layout and a friendly interface design for learning ESP for oral presentations in international business and technical settings and offers rich and flexible learning activities with corresponding on-line self-evaluation so that students actively engage in cognitive processing. Students with different English proficiencies have different concerns about giving a presentation. Meanwhile, after students’ self-study for six weeks, regardless of level of proficiency, students’ learning effectiveness and satisfaction with the courseware integration were significantly improved, by qualitative and quantitative analysis. Such students’ improvement suggests success of the courseware design and learning effectiveness with its integration.     

From deconstructive misalignment to constructive alignment: Exploring student uses of mobile technologies in university classrooms

Becoming increasingly ubiquitous for students are the various uses of information and communication technologies (ICTs) within their wireless and networked learning environments. Many students use ICTs during lectures or tutorials for tasks unrelated to class learning activities, thus providing a potential misalignment with the intended learning outcomes. A sample of undergraduate and postgraduate psychology and business students were surveyed to determine their frequency of mobile ICT use in the classroom and the students' motivations and rationale for undertaking those activities unrelated to classroom learning. The survey contained quantitative items (categorical and Likert scale response items) and qualitative items requiring responses to open ended questions. Students indicated that using ICTs in ways misaligned with lesson learning outcomes, was related to the course content delivery mode, the promotion of passive or active learning, being domestic or international students, learner maturity, and the need for supporting course information. Understanding how and why students use mobile ICTs in classes can inform the redesign of classroom activities, to actively involve those technologies to assist in constructive alignment with the learning outcomes and enhance the student learning experience.     

Training teacher-researchers through online collective academic supervision: Evidence from a postgraduate teacher education programme

Collective academic supervision (CAS) is a collective model for students' academic supervision to reduce their isolation and as a measure to establish a congenial culture and to develop networks with their peers. Most studies focus on the benefits of online CAS, leaving the pedagogical process and students' learning experiences understudied. This research examines the participation and learning experience of a cohort of Master of Education (MEd) students in online supervision that took place on a Moodle platform. This article reports a case study of Moodle-based CAS in Hong Kong that aims to train postgraduate students into teacher-researchers. A class of MEd students and their supervisors were observed, and their online dialogues were analysed. The bio-ecological student engagement model was used to explain the online supervision process. The results indicated that the students' learning was situated and embodied in the online social processes facilitated by peers' and supervisors' replies. The online interaction behaviours mainly included proposing questions or problems, providing information or solutions, and making comments. The findings have provided an exemplary case regarding the application of the online learning environment in supporting CAS and active research-based learning. The productive online CAS seems to benefit both teacher candidates and their supervisors by promoting the co-construction of the knowledge and skills of educational research, although more evidence is needed.     

Attention to the model's face when learning from video modeling examples in adolescents with and without autism spectrum disorder

We investigated the effects of seeing the instructor's (i.e., the model's) face in video modeling examples on students' attention and their learning outcomes. Research with university students suggested that the model's face attracts students' attention away from what the model is doing, but this did not hamper learning. We aimed to investigate whether we would replicate this finding in adolescents (prevocational education) and to establish how adolescents with autism spectrum disorder, who have been found to look less at faces generally, would process video examples in which the model's face is visible. Results showed that typically developing adolescents who did see the model's face paid significantly less attention to the task area than typically developing adolescents who did not see the model's face. Adolescents with autism spectrum disorder paid less attention to the model's face and more to the task demonstration area than typically developing adolescents who saw the model's face. These differences in viewing behavior, however, did not affect learning outcomes. This study provides further evidence that seeing the model's face in video examples affects students' attention but not their learning outcomes.