scholarly journals Using research to inform learning technology practice and policy: a qualitative analysis of student perspectives

2014 ◽  
Vol 30 (1) ◽  
Author(s):  
Carol Russell ◽  
Janne Malfroy ◽  
Maree Gosper ◽  
Jo McKenzie
Keyword(s):  
Student Learning ◽  
Learning Technologies ◽  
Student Experiences ◽  
Education Student ◽  
Learning Technology ◽  
Strategic Choices ◽  
Institutional Goals ◽  
Institutional Learning ◽  
New Strategies

<p>As learning technologies are now integral to most higher education student learning experiences, universities need to make strategic choices about what technologies to adopt and how to best support and develop the use of these technologies, particularly in a climate of limited resources. Information from students is therefore a valuable contribution when determining institutional goals, building infrastructure and improving the quality of student learning. This paper draws on a survey of student experiences and expectations of technology across three Australian universities. Analysis of text responses from 7,000 students provides insight into ways that institutional learning technologies and academic-led technologies are influencing the student experience. This paper also discusses how the three universities have used this information to develop strategic initiatives, and identifies a need for new strategies to support academic-led use of the available tools.</p><p> </p>

scholarly journals Has e-Learning Delivered on its Promises? Expert Opinion on the Impact of e-Learning in Higher Education

1969 ◽  
Vol 38 (1) ◽  
pp. 45-65 ◽  
Author(s):  
Heather Kanuka ◽  
Jennifer Kelland
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Learning Technologies ◽  
Learning Technology ◽  
Canadian Higher Education ◽  
Education Leaders ◽  
E Learning ◽  
Higher Education Leaders ◽  
The Impact

The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the environment is equal and equitable; and (8) the quality of the learning experience. The findings of this study indicate that the value of e-learning requires further research before higher education leaders and teacher-practitioners are willing to incorporate them in teaching practices and policy documents.  

scholarly journals MONITORING THE QUALITY OF STUDENTS' LEARNING RESULTS IN HIGHER EDUCATION INSTITUTIONS AS A PROBLEM OF RESEARCH

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Larysa Kovalchuk ◽  
◽  
Tetiana Kravchuk ◽  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Student Learning Outcomes ◽  
Learning Technologies ◽  
Educational Process ◽  
Quality Of Higher Education ◽  
Innovative Learning

The article analyzes different approaches to the interpretation of the concept of "monitoring", clarifies the essence of the concept of monitoring the quality of student learning outcomes in higher education institutions. The Ukrainian laws for monitoring the quality of higher education learning outcomes is analyzed. The essence of the concept of "pedagogical factor" from the standpoint of modern scientists is considered, its main types (external and internal) are revealed. Three main pedagogical factors for organizing and conducting monitoring of the quality of student learning outcomes in higher education institutions have been identified and substantiated, namely: readiness of subjects of the educational process to monitor student learning outcomes in higher education institutions; phases monitoring of the quality of student learning outcomes in higher education institutions; development of educational and methodological support for monitoring the quality of student learning outcomes in higher education institutions. The essence and three main types of readiness of the subjects of the educational process to monitor the quality of student learning outcomes in higher education institutions are outlined, namely: psychological, logistical, documentary. Emphasis is placed on three main criteria for the readiness of students to monitor the quality of student learning outcomes in higher education institutions, namely: cognitive, practical-logical, value-motivational. The step-by-step organization of monitoring of the quality of student learning outcomes in higher education institutions by highlighting the main six successive stages of its implementation is revealed. It has been determined who has the right to organize pedagogical monitoring of the quality of students' learning outcomes in higher education institutions. Emphasized the importance of developing educational and methodological support for monitoring the quality of student learning outcomes in higher education institutions, introduction of innovative learning technologies based on the use of modern educational platforms and modification of the educational process by using elements of distance learning during teaching disciplines.

scholarly journals Scaling up a learning technology strategy: supporting student/faculty teams in learner-centred design

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Tom Carey ◽  
Kevin Harrigan ◽  
Antonia Palmer ◽  
Jonathan Swallow
Keyword(s):  
Teaching And Learning ◽  
Scaling Up ◽  
Learning Technologies ◽  
Learning Technology ◽  
Technology Strategy ◽  
Effective Strategy ◽  
Approaches To Teaching ◽  
Effect Change ◽  
Post Secondary ◽  
Institutional Goals

The need for post-secondary institutions to think strategically about the application of learning technologies has been well documented. The strategy must plan to effect change in faculty approaches to teaching and learning, not just to 'add technology and stir'. An effective strategy will also address both content - the particular applications with the most leverage for institutional goals - and the process of obtaining commitment and moving forward (Daniel, 1996).DOI: 10.1080/0968776990070203

scholarly journals EFFICIENT USE INTERACTIVE LEARNING TECHNOLOGIES IN HIGHER EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 66 (2) ◽  
pp. 137-142
Author(s):  
K.T. Zhansugurova ◽  
Keyword(s):  
Interactive Learning ◽  
Learning Technologies ◽  
Educational Process ◽  
Learning Technology ◽  
Interactive Technologies ◽  
Technology Learning ◽  
Education Market ◽  
The One ◽  
Main Ideas

Higher education in our country at present is characterized, on the one hand, continue to improve, rethinking and revision of conceptual frameworks, and with another - increased competition in the education market, increased requirements to the innovative potential of teachers, increased requirements to the quality of the educational process. Today, virtually exhausted reserves of growth of efficiency and quality of training of students, based on the use of word-book. The article is based on the relevance of interactive learning technology. Learning methods using interactive learning technologies are considered. The main ideas of interactive technologies are highlighted.

scholarly journals Reviews

2011 ◽  
Vol 7 (3) ◽  
Author(s):  
Ramsey Baker ◽  
Philip Barker ◽  
Chris R. Jones ◽  
Kate Morss ◽  
Elaine Pearson
Keyword(s):  
Cost Effectiveness ◽  
Student Learning ◽  
Learning Technologies ◽  
Full Potential ◽  
Learning Technology ◽  
Policy And Practice ◽  
Wide Range ◽  
Evaluation Of Learning ◽  
The University ◽  
North London

This book is written from the viewpoint that learning technology, although perceived of immense value, is not being exploited to its full potential, nor are its effects on student learning fully understood. Obtaining as accurate a picture as possible in order to correctly to influence policy and practice is an activity that is rightly receiving increased attention. No one could expect a 'how to do it' book for this subject area.as outcomes (be they of learning, cost-effectiveness or of more abstract influence) are dictated by a wide range of factors. Martin Oliver (from the LaTTD group at the University of North London) has gathered a wide range of interesting papers (derived from the Evaluation of Learning Technologies conference, 1998) to demonstrate the diversity of approaches in this field. The book comprises some 242 pages that are arranged into 14 chapters, written by those involved in related projects.DOI: 10.1080/0968776990070310 

scholarly journals Bring on the Machines: Could Machine Learning Improve the Quality of Patient Education Materials? A Systematic Search and Rapid Review

2018 ◽  
pp. 1-16 ◽  
Author(s):  
Catherine H. Saunders ◽  
Curtis L. Petersen ◽  
Marie-Anne Durand ◽  
Pamela J. Bagley ◽  
Glyn Elwyn
Keyword(s):  
Machine Learning ◽  
Patient Education ◽  
English Language ◽  
Development Stage ◽  
Learning Technologies ◽  
Rapid Review ◽  
Learning Technology ◽  
Patient Centeredness ◽  
Education Material

PurposeClear and trustworthy information is essential for people who are ill. People with cancer, in particular, are targeted with vast quantities of patient education material, but of variable quality. Machine learning technologies are popular across industries for automated tasks, like analyzing language and spotting readability issues. With the experience of patients with cancer in mind, we reviewed whether anyone has proposed, modeled, or applied machine learning technologies for the assessment of patient education materials and explored the utility of this application.MethodsWe systematically searched the literature to identify English-language articles published in peer-reviewed journals or as conference abstracts that proposed, used, or modeled the use of machine learning technology to assess patient education materials. Specifically, we searched MEDLINE, Web of Science, CINAHL, and Compendex. Two reviewers assessed study eligibility and performed study screening.ResultsWe identified 1,570 publications in our search after duplicate removal. After screening, we included five projects (detailed in nine articles) that proposed, modeled, or used machine learning technology to assess the quality of patient education materials. We evaluated the utility of each application across four domains: multidimensionality (2 of 5 applications), patient centeredness (1 of 5 applications), customizability (0 of 5 applications), and development stage (theoretical, 1 of 5 applications; in development, 3 of 5 applications; complete and available, 1 of 5 applications). Combining points across each domain, the mean utlity score across included projects was 1.8 of 5 possible points.ConclusionGiven its potential, machine learning has not yet been leveraged substantially in the assessment of patient education materials. We propose machine learning systems that can dynamically identify problematic language and content by assessing the quality of patient education materials across a range of flexible, customizable criteria. Assessment may help patients and families decide which materials to use and encourage developers to improve materials overall.

A Framework for Developing Pre-Service Teachers’ Web 2.0 Learning Design Capabilities

2012 ◽  
pp. 58-76 ◽  
Author(s):  
Matt Bower
Keyword(s):  
Web 2.0 ◽  
Student Learning ◽  
Educational Practice ◽  
Learning Technologies ◽  
Learning Technology ◽  
Learning Design ◽  
Design Framework ◽  
Effective Learning ◽  
The Relationship ◽  
The Web

This chapter presents and evaluates a Web 2.0 Learning Design Framework that can be used to develop pre-service teachers’ learning design capabilities. The framework integrates the TPACK model of educational practice, Anderson and Krathwohl’s Taxonomy of learning, teaching and assessing, and different types of constructive and negotiated pedagogies, with a range of contemporary Web 2.0 based learning technologies. Pre-service teachers in a second year learning technology subject felt that the framework helped them to better understand the relationship between technology, pedagogy, and content, as well as create more effective learning designs for their students. Examples of student learning designs are used to illustrate the way that pre-service teachers applied the framework. Students’ reflective responses to the framework are also used to explain how the Web 2.0 Learning Design Framework can be more effectively used to develop pre-service teachers’ Web 2.0 learning design capabilities.

Exploring new elements of the student approaches to learning framework: The role of online learning technologies in student learning

2017 ◽  
Vol 20 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Robert A Ellis ◽  
Ana-Marie Bliuc
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Learning Technologies ◽  
Learning Context ◽  
Learning Framework ◽  
Student Approaches To Learning

As online learning technologies are becoming an integral part of the learning experience at university, the quality of student learning is increasingly shaped by their experience of using these new artefacts. In many cases, the research frameworks investigating the contribution of online learning technologies to quality outcomes are yet to have explicitly identified their role and contribution. Adopting a Student Approaches to Learning perspective, the study described in this article analyses how online learning technologies are qualitatively situated in relation to inquiry by investigating associations among approaches to online learning technologies, perceptions of the learning context, and academic achievement. The findings indicate that there are consistent and distinct patterns of associations between the different aspects of the learning experience that reveal the role of online learning technologies in the student experience of learning. The findings suggest that qualitative differences in how students use online learning technologies and differences in how they perceive online learning technologies are logically related to the quality of outcomes. The discussion highlights an appropriate role and location of online learning technologies in the Student Approaches to Learning framework in order to help researchers, students, teachers and university leaders better understand their contribution to qualitatively different experiences of learning. It suggests principles for a more effective design of learning tasks based on the results which indicated deeper engagement both online and in-class.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF TEKNIK PEMESINAN BUBUT

2020 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Philip Nababan ◽  
Efendi Napitupulu ◽  
R Mursid
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Interactive Learning ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Field Trials ◽  
Student Responses ◽  
Analysis Techniques ◽  
Qualitative Descriptive

Abstrak: Penelitian ini bertujuan untuk: (1) Mengetahui tanggapan siswa terhadap kualitas media pembelajaran interaktif pada pembelajaran Teknik Pemesinan Bubut. (2) Mengetahui keefektifan media pembelajaran interaktif pada pembelajaran Teknik Pemesinan Bubut pada siswa program keahlian Teknik Pemesinan. Jenis penelitian ini adalah penelitian pengembangan. Data tentang kualitas produk pengembangan ini dikumpulkan dengan angket dan dianalisis dengan teknik analisis deskriptif kualiatatif. Hasil penelitian menunjukkan bahwa; (1) uji ahli materi pelajaran Teknik Pemesinan Bubut berada pada kualifikasi sangat baik (88,92%), (2) uji ahli desain pembelajaran berada pada kualifikasi sangat baik (85,21%), (3) uji ahli rekayasa perangkat lunak berada pada kualifikasi sangat baik (84,03%), (4) uji coba perorangan berada pada kualifikasi sangat baik (88,75%), (5) uji coba kelompok kecil berada pada kualifikasi sangat baik (91,35%) dan (5) uji coba lapangan berada pada kualifikasi sangat baik (88,31%). Hasil pengujian hipotesis membuktikan bahwa terdapat perbedaan antara hasil belajar siswa yang menggunakan media pembelajaran interaktif  dengan hasil belajar siswa yang menggunakan buku teks. Hal ini ditunjukkan dengan hasil pengolahan data diperoleh  thitung sebesar 4,68 dan ttabel sebesar 1,67 pada taraf kepercayaan 95 persen. Maka diperoleh bahwa thitung> ttabel. Disimpulkan bahwa  hasil belajar siswa yang menggunakan media pembelajaran interaktif dengan efektifitas sebesar 72,77 %. lebih tinggi dari hasil belajar siswa yang diajar dengan pembelajaran menggunakan buku teks dengan efektifitas sebesar 62,13%. Kata Kunci: media pembelajaran interaktif, teknik pemesinan bubut Abstract: This study aims to: (1) Determine student responses to the quality of interactive learning media on learning Lathe Machining Techniques. (2) Knowing the effectiveness of interactive learning media on learning of Machining Lathe in students of Machining Engineering expertise program. This type of research is development research. Data about the quality of this development product was collected by a questionnaire and analyzed by qualitative descriptive analysis techniques. The results showed that; (1) Lathe machining engineering subject matter expert test is in very good qualification (88.92%), (2) learning design expert test is in very good qualification (85.21%), (3) software engineering expert test is in in very good qualifications (84.03%), (4) individual trials were in very good qualifications (88.75%), (5) small group trials were in very good qualifications (91.35%) and (5 ) field trials are in very good qualifications (88.31%). Hypothesis testing results prove that there are differences between student learning outcomes using interactive learning media with student learning outcomes using textbooks. This is indicated by the results of data processing obtained by tcount of 4.68 and ttable of 1.67 at a confidence level of 95 percent. Then it is obtained that tcount> ttable. It was concluded that student learning outcomes using interactive learning media with an effectiveness of 72.77%. higher than student learning outcomes taught by learning to use textbooks with an effectiveness of 62.13%. Keywords: interactive learning media, lathe machining techniques

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