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1.
Learning analytics (LA) offers new opportunities to enrich feedback practices in higher education, but little is understood about the ways different LA can enhance feedback practices for educators and students. This systematic literature review maps the current state of implementation of LA to improve feedback practices in technology-mediated learning environments in higher education. We used strict inclusion criteria to select relevant studies that have investigated the role of LA on feedback practices. To identify common features of LA for feedback studies, we coded relevant publications using an analytical framework that identifies four key dimensions of LA systems: what (types of data), how (analytic methods), why (objectives), and how educators and students are served by LA (stakeholders). Based on findings, we propose a conceptual framework that can guide the implementation of LA for feedback systems and also suggest future empirical research in this area. 相似文献
2.
Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n?=?95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners’ self-regulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners’ self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments. 相似文献
3.
Direct instruction approaches, as well as the design processes that support them, have been criticized for failing to reflect contemporary research and theory in teaching, learning, and technology. Learning systems are needed that encourage divergent reasoning, problem solving, and critical thinking. Student-centered learning environments have been touted as a means to support such processes. With the emergence of technology, many barriers to implementing innovative alternatives may be overcome. The purposes of this paper are to review and critically analyze research and theory related to technology-enhanced student-centered learning environments and to identify their foundations and assumptions. 相似文献
4.
Gerti Pishtari María J. Rodríguez-Triana Edna M. Sarmiento-Márquez Mar Pérez-Sanagustín Adolfo Ruiz-Calleja Patricia Santos Luis P. Prieto Sergio Serrano-Iglesias Terje Väljataga 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1078-1100
Mobile and Ubiquitous Learning (m/u-learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u-learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u-learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes. 相似文献
5.
Learning Analytics (LA) and adaptive learning are inextricably linked since they both foster technology-supported learner-centred education. This study identifies developments focusing on their interplay and emphasises insufficiently investigated directions which display a higher innovation potential. Twenty-one peer-reviewed studies are identified via a systematic review and classified based on the dimensions of a proposed framework. The findings of the review suggest that interesting work has been carried out during the last years on the topic. We conclude with a need for more research on the topic in specific learning domains and settings. Recommendations include: a clear strategy for adaptation augmented by LA, the combination of on-task with pre-task measures, and the combination of system-controlled adaptation with user-controlled adaptation. Future trends include the emergence of constructivist-collaborative environments that provide insightful models of complex student behaviour. 相似文献
6.
This article describes the development and validation of the Inventory of Teaching and Learning (ITAL) as a new measure of
teacher perceptions of science and mathematics learning environments. The ITAL was initially developed and administered in
2004 and has subsequently been revised annually. The ITAL is administered using a confidential web-based procedure to large
samples of K–12 teachers in Georgia as part of an external evaluation of an NSF-funded effort to improve K–16 science and
mathematics education. Results of extensive Principal Components Analyses of the 2006 and 2007 ITAL databases are reported
to support the replicated measurement structure of this new measure. Alpha reliabilities for three ITAL dimensions of teaching
and learning for the 2007 ITAL administration with a sample of 3,012 teachers were: 0.95 for Inquiry-Based, 0.90 for Standards-Based
and 0.85 for Traditional. Implications of the research findings for future research and evaluation studies involving teacher
perceptions of science and mathematics and other learning environments are described. 相似文献
7.
Self-Regulated Learning in Technology-Enhanced Learning Environments: lessons of a European peer review 总被引：1，自引：0，他引：1
KARL STEFFENS 《European Journal of Education》2006,41(3-4):353-379
This article first describes the state-of-the-art of model building and empirical research in the field of self-regulated learning (SRL) and then focuses on self-regulated learning in Technology-Enhanced Learning Environments (TELEs). We present recent research results obtained in a European project (TELEPEERS) in the context of which we evaluated TELEs in a peer review manner with respect to their potential for supporting self-regulated learning. In addition, data were obtained on a sample of TELEPEERS students working in these environments and comparative analyses were made across the European project partners. 相似文献
8.
Chun-Min Wang 《Educational Media International》2013,50(1):63-76
Learning design research (LDR) is establishing itself as a separate and specialised field of educational research. Worldwide, technology-mediated learning experiences in higher and further education are on the increase. LDR investigates their success in providing effective outcomes-based and personalised learning experiences. This paper reports on a meta-ethnographic review study of a subsection of current LDR to document current conceptualisations, preferred methodologies and possible themes and struggles. The findings suggest that LDR often uses an ad hock approach to Learning Design conceptualisation. It is concluded that the current ontological and epistemological disparity presents a great hindrance to the advancement of LDR. 相似文献
9.
《International Journal of Educational Research》2004,41(6):445-465
The goal of this chapter is to outline a theoretical and empirical perspective on how learners’ conceptions of educational technology might influence their learning activities and thereby determine the power of computer-based learning environments. Starting with an introduction to the concept of powerful learning environments we outline how recent developments in information and communication technologies might be used to implement these environments technologically. In the next step we refer to several exemplary empirical studies to argue that the power of computer-based learning environments will largely depend on very detailed aspects of the learning activities within these environments. In order to design these environments so that they elicit effective learning activities, it is necessary to analyze the factors that determine learners’ goals and their choices of processing strategies. The focus of this paper is on one of these factors, namely on learners’ instructional conceptions with regard to educational technology and its use in instruction. Up to now, there has been nearly no research conducted within the educational community addressing the issue of how this particular type of instructional conceptions determine learning activities. Therefore, we review several relevant findings from neighboring fields like epistemological beliefs, attitude research, human computer interaction, or cognitive modeling. We use this review to demonstrate that there are numerous findings outside the educational technology community that deserve much more resonance in this community than they currently receive. 相似文献
10.
Learning environment research has a long history of significant relationships between the learning environment and student outcomes. This study investigated relationships between the learning environments of mathematics courses in a teacher education program and two outcomes, mathematics teaching self-efficacy and beliefs about mathematics. These two outcomes have been repeatedly shown to influence the future teaching practices of preservice teachers but, to date, their relationships with learning environment have been investigated neither with preservice teachers nor at all in the United Arab Emirates or wider Gulf region. The learning environment was found to be significantly related to preservice teachers’ mathematics teaching self-efficacy and beliefs about mathematics. Learning environments perceived more favourably by preservice teachers were associated with higher self-efficacy for teaching mathematics, but also with more-traditional beliefs, making these findings important for higher education institutes and teacher educators.
相似文献11.
This article presents in summary a selection of the work conducted by OECD in the field of technology and education, which has been an on-going focus of OECD work since the 1980s. Recently, much of this has been under the heading of ‘New Millennium Learners’, but it has also included the widening of student achievement surveys towards digital literacy; reviews of e-learning in higher education, surveys on Open Education Resources (OER); technology as a source of innovation; and analyses of the digital resources market and educational technology patents. The article proposes the more holistic focus on ‘learning environments’ through which to analyse the very diverse ways in which technology can be integrated into education and as a design framework. This is drawn from a report of the OECD Innovative Learning Environments (ILE) project to be published in 2013, itself based on 40 case studies from different countries and regions. It suggests that contemporary learning environments should be: i) Innovating the ‘pedagogical core’; ii) Engaging the ‘Design/Redesign Leadership Circle’; iii) Widening connections and capacity through partnerships; and iv) Promoting 21st century effectiveness (based on the principles derived from the 2010 ILE learning research review). The article then applies this framework to show how technology shapes learning environments in many different ways. The article questions over-reliance on individuals navigating successfully to access non-formal learning opportunities and rejects the argument that learning institutions should simply adapt more adequately to available technologies. Instead, technology should be fully exploited in well-designed learning environments. 相似文献
12.
As a result of multi-disciplinary research on learning, a consistent and comprehensive body of knowledge on effective learning environments is currently emerging (OECD 2010). While this evidence is increasingly influencing the academic and policy discourse on the improvement and innovation of schools, its impact on the design principles of effective initial teacher education has been limited so far. In this paper, the seven transversal learning principles published in the 2010 OECD publication The Nature of Learning: Using Research to Inspire Practice serve as a framework for systematic reflections on how learning research on effective learning environments can inform initial teacher education and how the seven transversal learning principles can contribute to greater coherence and alignment in initial teacher education programs. We consider the implications of The Nature of Learning and other research on teacher education, alongside international examples of next practice, concluding that initial teacher education should model effective student learning. 相似文献
13.
《Teaching and Teacher Education》2005,21(7):799-816
The aim of this study was to determine the types of choices secondary teachers make when arranging learning environments and to determine how these choices change within the context of educational reforms aimed at the stimulation of New Learning. Interviews held with 15 Dutch secondary teachers showed three aspects of learning environments to which these choices of teachers are primarily related: (1) the division of teacher and learner roles, (2) learning goals, and (3) learning materials. The same three aspects emerged when teachers were specifically asked about arranging learning environments that stimulate New Learning. The interviews showed, however, that teachers have different conceptions of the instructional choices that will stimulate New Learning. In addition, teachers appeared to be thinking mostly in terms of learning products and not in terms of learning processes as a learning goal. Furthermore, teachers showed hardly any attention for arranging cooperative learner roles. For the successful transformation of education in the direction of New Learning, therefore, more support for teachers is recommended. 相似文献
14.
George Koutromanos Alivisos Sofos Lucy Avraamidou 《Educational Media International》2013,50(4):253-271
This paper provides a review of the literature about the use of augmented reality in education and specifically in the context of formal and informal environments. It examines the research that has been conducted up to date on the use of those games through mobile technology devices such as mobile phones and tablets, both in primary and secondary education. The review of the relative literature was carried out in the period 2000 to early 2014 in ScienceDirect and ERIC. The outcomes of this review illustrated a set of studies that provide evidence of positive outcomes regarding student learning. These studies, which focused mainly on the natural sciences and took place within informal learning environments, used both qualitative and quantitative data collection methods. The earliest study that was conducted about this topic used personal digital assistants, while the more recent one used smart (mobile) phones and tablets. The services of augmented reality focused on markers/quick response codes, virtual items, global positioning system services as well as on platforms for game creation. The findings of the literature review are discussed in relation to research approaches that are needed for augmented reality games to be played either in formal or informal learning environments. 相似文献
15.
Chad D. Ellett Karen S. Loup RIta R. Culross Joanne H. McMullen John K. Rugutt 《Journal of Personnel Evaluation in Education》1997,11(2):167-192
This study was informed by three bodies of important literature: (1) research on faculty teaching performance and course evaluation in higher education, (2) research on students' personal (constructivist-based) views of characteristics of teaching and learning environments, and (3) human efficacy. The article describes the development and validation of a new measure designed to assess students' perceptions of the extent to which higher education learning environment characteristics enhance students' personal learning. Results of factor analyses of the Student Assessment of Teaching and Learning (SATL) and criterion-related validity analyses are reported for 2,190 students in 145 separate classes. Criteria used for analysis are (1) measures of students' perceptions of constructivist-based, personal learning environments and students' self-efficacy beliefs, (2) course emphasis on higher-order thinking skills and personal and applied knowledge, and (3) two summative judgments of overall course quality. Implications of the findings are discussed in light of using student rating information for formative evaluation purposes and using students' reflections on personal learning as an element of assessing the quality of teaching and learning in higher education settings. This latter view is contrasted to procedures that are more traditionally used to evaluate faculty, teaching, and course characteristics. 相似文献
16.
Learning outcomes as a concept has encountered a revival since the beginning of the Bologna process in 1999. The concept itself has a longer history with its roots in the behaviourist tradition of the 1960s. The goal of this review is to study how the historical roots of learning outcomes are noted in current research articles since the launch of the Bologna process and whether the concept of learning outcomes is used critically or uncritically. The review of 90 articles shows that the behaviourist tradition is still evident in the 21st century research with 29% of the articles directly and 11% indirectly referring uncritically to the respective publications or to the behaviourist epistemology. Only a minority of the articles, i.e. 8%, was found to be critical towards the behaviourist meaning of learning outcomes. 相似文献
17.
Clark A. Chinn 《Instructional Science》2017,45(1):123-135
18.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):370-384
Three‐dimensional virtual world (3DVW) have been adopted extensively in the education sector worldwide, and there has been remarkable growth in the application of these environments for distance learning. A wide variety of universities and educational organizations across the world have utilized this technology for their regular learning and teaching programs. The current study conducts a systematic review of the published studies relevant to the application of 3DVWs in higher education. A search of the literature was carried out in eight high‐ranking scientific digital libraries. Following scrutiny according to inclusion and exclusion criteria, 165 papers out of 1402 publications were selected for review from a variety of disciplines over a 10‐year time period. The systematic review process were summarised, a number of paper reviews were conducted and results in conjunction with applicability of 3DVWs in higher education were extracted. In this study, various application areas of 3DVWs in higher education were found and classified into 13 main categories. Additionally, implications for research and practice are presented to provide new directions for further research and practice in the field. 相似文献
19.
A serious game, which is designed for learning purposes rather than recreational purposes, has been applied for digital game-based Learning. This study investigated the effects of graphic organizers in a serious game, “The Transistor”, on learning outcomes and attitudinal perceptions. A total of 99 participants were randomly assigned to three groups: non-organizer group, advance organizer group, and post organizer group. The results revealed that participants using a post organizer, which was presented after the game for review, outperformed those using a non-organizer and an advance organizer on both learning outcomes (recall test scores and recycling intention) and attitudinal perceptions (perceived enjoyment, perceived usefulness, and satisfaction). These findings implied that a post-graphic organizer could enhance the instructional value of a serious game. More detailed implications, limitations, and suggestions for future research are discussed. 相似文献
20.
The Strengthening Foundations of Learning (SFL) project is an early years CPD intervention and part of the wider Preparing for Life (PFL) Initiative in an area of urban disadvantage in Dublin, Ireland. Working within the context of the Aistear curriculum framework, and building on research evidence on the importance of practitioners to quality Early Childhood Education (ECE), the primary aim of the project is to improve the quality of early years practice. The two-year project provides a complex training and mentoring programme to educators in order to deliver ‘the best outcomes for children’. This paper presents findings from the evaluation of the ‘learning environment’ strand. The findings indicate that the embedded nature of CPD used in the SFL project has resulted in positive changes in early years practice and pedagogical language. Mid-term results suggest that participants are providing improved early learning environments and responding to learning opportunities in a more focused and informed way. 相似文献