Research in Learning Technology
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794
(FIVE YEARS 105)

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(FIVE YEARS 4)

Published By Association For Learning Technology

2156-7077, 2156-7069

2022 ◽  
Vol 30 ◽  
Author(s):  
Terrence Manyeredzi ◽  
Vongai Mpofu

Globally, many nations have put in place policies on technology enhanced teaching and learning in an effort to keep abreast with the rapid advancement in technology. However, the use of technology in education has been slow in many third world countries, inclusive of Zimbabwe. COVID-19 restrictions inadvertently accelerated the adoption of digital instructional interface devices (DIIDs). Smartphones are preferred DIIDs because of their popularity amongst children as well as teachers. However, their successful penetration as DIIDs is largely dependent on teachers’ dispositions as key agents of curriculum implementation. Zimbabwe is known to have a 52% smartphone penetration rate for all citizens. The study was therefore carried out to determine the penetration rate of smartphones in science teachers, and also to probe teachers’ views on learners being allowed unlimited access to smartphones. The study adopted descriptive survey design from a quantitative research approach. Data was collected from 179 science teachers through a self-developed electronic questionnaire that was administered through the Kobo Toolbox online survey application. Results show that the smartphone penetration rate in science teachers is 87%. Multitasking and indecent exposure are the main forms of learner deviance that make teachers more reluctant to accept smartphones as DIIDs. In the presence of school-wide and classroom policies that cater for both merits of smartphone use and ease of policy enforcement, Zimbabwe science teachers are however ready to fully embrace smartphones as useful DIIDs.


2021 ◽  
Vol 29 ◽  
Author(s):  
Daniel J. Belton ◽  
Sue Folley ◽  
Sophie McGown

Learning technologies have the potential to transform Higher Education, although multifaceted demands on staff time, confidence and training in using new technologies, and a lack of support can make this transformation difficult. The University of Huddersfield recently transitioned to a new virtual learning environment (VLE), which provided the opportunity to change the way staff view and use the new VLE for teaching and learning. As part of this project, three off-site retreats were run to help staff to reflect on and develop their teaching practice to better support student learning in the digital space and develop advanced online resources that support the democratisation of learning, close differential attainment gaps and give every student the best chance of success. Although much is written about different models of practice, there is a lack of theory and conceptualisation around changing practice. Examining the motivations and experiences of staff who participated provides insight into the challenges of implementing change on an institutional level, whilst examining their setup and design highlights ways to support staff during this process. Using participant feedback and experiences to underpin this research, we explore the immediate and ongoing outcomes of these off-site retreats to help transform the University’s approach to technology-enhanced learning.


2021 ◽  
Vol 29 ◽  
Author(s):  
Herianto ◽  
Insih Wilujeng

The use of interactive multimedia has the potential to create a high-quality learning environment. The key elements of various media, user control over information delivery and interactivity can be used to improve the learning process by creating an integrated learning environment. This study aims to determine the increase in students’ attention, relevance, confidence and satisfaction (ARCS) before and after using interactive science learning multimedia. This study collected data from 30 students aged 12–13 years from a junior high school in Yogyakarta City, Indonesia. Data collection was done using learning motivation questionnaires. Data analysis techniques used paired sample t-test. The results of this study are that the learning motivation aspects of ARCS after using interactive science learning multimedia have increased significantly. However, the relevance aspect of students’ learning motivation did not increase significantly.


2021 ◽  
Vol 29 ◽  
Author(s):  
Maggie A. Mosher ◽  
Adam C. Carreon

This systematic literature review was conducted to explore the social validity of augmented reality (AR), virtual reality (VR), and mixed reality (MR) as a means of providing social skill instruction to students with autism spectrum disorder (ASD). Forty-one articles met the inclusion criteria, including five studies utilizing AR and the remaining 36 utilizing VR for social skill interventions. No studies implemented MR. The targeted skills of the studies included emotion recognition, relationship skills, social awareness, cooperation, and executive functioning. The intervention was considered effective in 63% of studies, not effective in 10% of studies, and mixed results in 27% of studies. The social validity indicators reported by researchers ranged from two to 14 of 17 determined categories. Findings indicate the primary socially valid reasons for utilizing AR/VR for social skill instruction were high student motivation toward the intervention and a positive attitude toward the technology. Findings indicate that increasing the role of parents, educators, and students as both social skill selectors and treatment agents and adding valid and reliable skill measures may improve the effects of an intervention. Sustainability may increase by providing training to both treatment agents and participants. AR has the potential to improve generalization and VR provides a practice environment for performance deficits. Combining these technologies may provide a more effective social skill intervention.


2021 ◽  
Vol 29 ◽  
Author(s):  
Yuewei Shi ◽  
Xi Lin

Online learning has become a prevailing trend among adult learners. Therefore, this study investigated the learning time preference and the relationship between the course completion and learning activities among adult learners based on data from one online learning platform. Results indicate that a periodical fluctuation of participating online course study exists among adult learners. Additionally, the activity of posting on the discussion board is a main learning activity factor that influences their online course completion. It is expected that this study would help online learning system designers, education administrators and instructors to better understand the characteristics of adult learners and their learning activities to provide better accessibility and flexibility in online learning environments for them.


2021 ◽  
Vol 29 ◽  
Author(s):  
Shelli Casler-Failing

A multiple case study was conducted to investigate how Lego robotics instruction incorporated into a middle grades mathematics methods course could inform pre-service teachers’ (PSTs) TPACK through the lens of Social Constructivist Theory. The qualitative data analysis revealed that when instruction on Lego robotics technology is integrated into semester long mathematics methods courses, PSTs are able to improve their TPACK knowledge in regard to the robotics. Overall, the findings suggest instruction of educational technology tools should be incorporated into methods courses over a longer duration of time, and in depth, to better support the development of PSTs’ TPACK. To meet the demands of the teacher shortages while simultaneously supporting the needs of school districts, this research provides preliminary evidence of the need to incorporate content-specific technology into all methods courses.


2021 ◽  
Vol 29 ◽  
Author(s):  
Michael Flavin

This article analyses students’ thoughts and feelings about online assessment. This article uses Disruptive Innovation theory as a lens through which to analyse students’ responses to online assessment, in a case study of a Leadership course. The sources of data for this article comprise annual course evaluation surveys, a one-off assessment survey and a focus group. Qualitative content analysis with a directed approach is used to analyse the data. The results show students are capable of undertaking a range of online assessments but are, in general, reluctant to utilise the innovative possibilities of different forms of online assessment. This article adds to our understanding of online assessment by placing it within a distinct theoretical framework, offering explanations for why students may not be seeking-out innovative forms of assessment.


2021 ◽  
Vol 29 ◽  
Author(s):  
Fikret Korur ◽  
Sevda Yerdelen-Damar ◽  
Havva Sağlam

In this study, the Integrated Scale of Technology Use in Physics (ISTUP) was developed to determine students’ frequency of technology use, their perceptions about the effects of technology use on physics interest and achievement, and their preferences of technological tools and applications in learning physics. The scale was administered two different times to 670 high school students in total who took physics courses. Exploratory and confirmatory factor analyses were conducted to validate the scale. The results of the study suggest that the ISTUP is a valid and reliable scale. Students’ frequency of technology use in learning physics corresponded to ‘sometimes’. Students perceived that technology use had slightly positive effect on their interest and achievement. Findings regarding the interrelations between students’ preference for technological tools and applications were also discussed.


2021 ◽  
Vol 29 ◽  
Author(s):  
Kehinde Clement Lawrence ◽  
Olubusayo Victor Fakuade

During the escalating coronavirus disease-2019 (COVID-19) pandemic, attempting to contain its spread, a large number of educational institutions shut down face-to-face teaching and learning activities globally due to a complete lockdown. This lockdown revealed emerging vulnerabilities of education systems in the low- and middle-income countries of the world, with Nigeria being no exception. Given these concerns, this research study assessed parental involvement, learning participation and the commitment to online learning of adolescent learners during the COVID-19 lockdown in Nigeria. An online survey questionnaire was employed to examine the level of online learning commitment and the contributory roles of each of the factors to online learning commitment of adolescent learners. In total, 1407 adolescents (male = 38.8%; female 61.2%) aged between 12 and 20 years (mean = 15: SD = 4.24) responded to the online survey, which was open for 2 months. Data were analysed using descriptive statistics of frequency distribution and inferential statistics of multiple regression. The findings revealed that the commitment level of adolescent learners to online learning was high. The findings further yielded a coefficient of R = 0.439 and R2 = 0.192 variance in the prediction of the outcome measure. Parental involvement contributed 32% (β = 0.322, p < 0.05) and learning participation contributed 23% (β = 0.234, p < 0.05) towards online learning. The study concludes that parental involvement and learning participation played a significant and positive role in the commitment of adolescent learners towards online learning during the COVID-19 lockdown in Nigeria. The authors suggest that parents be encouraged to synergise with the digitalised revolution, while the need for further in-depth research on the subject is emphasised in the suggestions for future research.


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