From Pedagogy to Politeness: Aspects Regarding Feedback in Online Learning Context

The online learning environment has challenged the educational relationships over the last years. The medical safety has hidden us behind some monitors, devices or platforms that allowed us to continue our studies and our professional activities. From faces with or without associated names, we turned into names that accompany empty icons on the wall. Most often, we had to keep our cameras off. When we turned them on and shared our faces with the audience, we offered and received feedback much easier. The feedback has an important role in any human communication. More than that, in the educational field, the feedback contributes to the adjustments of the teaching – learning – evaluating process. On the positive side, the teacher gives feedback in order to reinforce the appropriate learning behaviour of the student and the student offers feedback to ensure the proper adjustment of the teaching behaviour. The pattern of giving and receiving feedback is simple and visible in all face-to-face communication that develops an educational activity. What happens in the online mediated education? What happens when faces see no faces? Our study investigates the feedback from the perspective of the online mediated educational relationships. Thus, we analyzed the responses of the students to some seminar tasks regarding the use of educational platforms and the role of feedback in the learning process. The target population consisted in 135 students enrolled in the certification program for teaching career. Our findings show that feedback as reinforcement communicative behaviour upgrades the politeness strategy and feedback as a pedagogical principle helps to replace the missing face-to-face interaction in online mediated learning.

Reframing Web Accessibility in Post-Secondary Education: Examining the Role of the Educator in the Curation and Creation of Accessible Digital Course Content

Web accessibility is emerging as a key issue and opportunity for educators in post-secondary institutions (Brown, 2018; Gronseth, 2018). Many factors affect web accessibility, yet little literature examines web accessibility factors relative to literacy, pedagogy, course culture, course content curation and information design for learning— areas that rest firmly within an educator’s domain. What facets are specifically relevant to post-secondary educators? The conference presentation, this proceeding, and a subsequent article for the OTESSA journal that addresses the broader construct of digital accessibility, invite critical engagement with web accessibility practices, accessible course content, and the digital accessibility of technology-mediated learning environments. Together and individually, they offer educators various points of entry that are relevant to praxis and seek to ignite discussions and interventions that build educators’ agency and self-efficacy to co-create accessible courses with students with (and without) disabilities.

Student Emotion in Mediated Learning: Comparing a Text, Video, and Video Game

Although serious games are generally praised by scholars for their potential to enhance teaching and e-learning practices, more empirical evidence is needed to support these accolades. Existing research in this area tends to show that gamified teaching experiences do contribute to significant effects to improve student cognitive, motivational, and behavioural learning outcomes, but these effects are usually small. In addition, less research examines how different types of mediated learning tools compare to one another in influencing student outcomes associated with learning and motivation. As such, a question can be asked in this area: how do video games compare to other types of mediated tools, such as videos or texts, in influencing student emotion outcomes? This study used an experimental design (N = 153) to examine the influence of different types of mass media modalities (text, video, and video game) on college students’ emotions in a mediated learning context. Research examining the impact of video games on instruction has begun to grow, but few studies appropriately acknowledge the nuanced differences between media tools in comparison to one another. Using a media-attributes approach as a lens, this study first compared these mediated tools along the attributional dimensions of textuality, channel, interactivity, and control. This study next tested the impact of each media type on thirteen emotion outcomes. Results showed that six emotion outcomes did not indicate differences between groups (fear, guilt, sadness, shyness, serenity, and general negative emotions). However, six of the tested emotion outcomes did indicate differences between groups with students experiencing higher levels of emotional arousal in both the text and video game conditions (in comparison to the video condition) for the emotions of joviality, self-assurance, attentiveness, surprise, hostility, and general positive emotions. Lastly, students also felt less fatigue in the video game condition. Overall, implications for e-learning suggest that when a message’s content is held constant, both video games and texts may be better in inducing emotional intensity and reducing fatigue than videos alone, which could enhance motivation to learn when teaching is mediated by technology.

Exploring Experiences of Accounting Student Teachers with Digitally Mediated Learning: A Phenomenological Perspective

Conducted against the backdrop of forced online learning imposed by the COVID-19 pandemic, this study sought to explore the learning experiences of accounting student teachers with digitally mediated learning. Anchored in phenomenological research design, focus group interviews were used to generate qualitative data from purposefully selected accounting student teachers while member checking was used for validation. Content analysis of data revealed sufficient concurrence in the phenomenological voices of students that they experienced anxiety, stress, isolation, demotivation and lack of contact with their classmates. In mitigation of these experiences, the study recommends that lecturers need to develop learning material with which students can interact meaningfully, and create and maintain a live, interactive virtual learning environment in which student learning is monitored and evaluated continuously. The students appreciated the flexibility of digitally mediated learning and its provision for real opportunities for learning beyond the physical learning environment. The study found that digitally mediated learning creates a platform for a creative, innovative and non-contact learning environment in the new educational dispensation of the COVID-19 pandemic era. It therefore calls for a radical paradigm shift in the pedagogical assumptions and practices of lecturers towards a student-centred virtual learning environment which thrives on digital technology.

Construction of College English Mobile Learning Model Based on Distributed Terminal

The quality of English teaching cannot be separated from the students’s accumulation and mastery of vocabulary, and sufficient vocabulary can ensure that students feel easy and comfortable in the language application. However, there are still some problems in teaching English vocabulary in colleges and universities, such as single presentation method, lack of real context, and other difficulties. With the rapid development of mobile Internet, the share of smart mobile devices among college students has increased, which in turn has laid the foundation for the development of new learning modes. The mobile terminal-mediated learning mode in English classroom teaching has become a hot topic of research nowadays, of which English vocabulary teaching has become a typical example. This paper is designed as a system model of edge computing, in which the user terminal device can connect wirelessly with each MECS and offload the tasks to be processed on the MECS, which helps the user terminal device to process and return the results to the user terminal device. The research in this paper also provides a basis for students’ independent and lifelong learning of English words and for schools’ information technology to serve English vocabulary teaching and learning.

Teachers Experiences on Blended Learning: a Case Study of a Group of Secondary School Teachers in Malaysia and Indonesia

The purpose of this study is to identify the experiences and challenges of teachers in using the blended learning method during the teaching and learning process. This study used a case study method with a qualitative approach. This case study was conducted through interview with 6 of respondents involves the group of secondary school teachers from Malaysia and Indonesia. The instrument used is open-ended questions. The collected data were analyzed using descriptive. The results showed that the blended learning environment was built with a combination of face-to-face and online sessions. This case study found common challenges that was faced by teachers are the students’ lack of devices and equipment. From the results, teachers explained how dissatisfied they were in order to deliver information towards their students. Teachers' experiences of engaging the students in a blended learning class by getting attention and students interest with fully applying technology. Practice with technology-mediated learning creates challenges that must be taken into account when planning and implementing integrated teaching and learning. The challenges that the teachers face in engaging the students in a blended learning class from 3 factors: First factor from environmental factors is lack of internet connection so that it hinders the blended learning process, second factors that come from students are lack of students' interest and student motivation, take a lot more time, students lazy during online class, students pay less attention and maintain consistency of participants in the class, and the last factor that comes from the teacher is unable to be assessed students task. However, it provides a good opportunity to enhance student learning using blended learning methods.

MANAGEMENT OF ICT-MEDIATED LEARNING: A CURRICULUM DESIGN PROPOSAL FROM UNIVERSIDAD NACIONAL DE CHIMBORAZO.

The current situation in the field of education demands teachers who are capable of functioning in new learning scenarios where the possibilities offered by ICT for information acquisition and communication processes are enormous. In this sense, it is necessary to have postgraduate programs that contribute to the development of digital skills in teachers. The main purpose of this work is to propose the curricular design for a Master's program in Education, Mention in Management of Learning Mediated by ICT, offered by Universidad Nacional de Chimborazo in Ecuador. For this, a qualitative research was undertaken in order to characterize and determine the most important features of each module of the curriculum. A documentary research design was applied through the PICOC method (Population, Intervention, Comparison, Outcome, Context). The result of this work was a curricular mesh that consists of 12 study modules wherein aspects such as: digital literacy for the new society were addressed; didactics in new digital environments; the design and development of content and digital resources for learning; new ways of learning and innovating in education; as well as research in educational technology.

Secondary Students’ Perceptions of Their Engagement in a Correcting Process

This study draws on mediated learning experience (MLE) theory to contextualize the correcting process within the sociocultural dimension of the teacher’s intervention and collaborative learning to facilitate student engagement with discovering, correcting, and rewriting practices. This correcting process was administered to eight mixed-ability groups of Vietnamese secondary students (n = 31) to investigate students’ perceptions of their engagement in the process from both quantitative and qualitative perspectives that have been under-researched so far. The statistical analysis of a closed-ended questionnaire shows that students strongly agreed with the practices and effectiveness of the process, accuracy improvement, approach preferences, and learning motivation. Eight students’ responses to semi-structured interviews elaborated on the benefits and disadvantages of group-correction and the significance of targeting errors, and on each correcting phase. While students’ responses satisfied MLE’s criteria, their perceptions of the limitations of group-correction somewhat qualified the way reciprocity occurred. The findings suggest offering students opportunities to act on language issues in their writing and confirm the usefulness of engagement with correction-feedback practices from which implications for L2 writing and further research are discussed.