共查询到20条相似文献，搜索用时 54 毫秒
1.
Anh Nguyet Diep Chang Zhu Celine Cocquyt Maurice De Greef Tom Vanwing 《Studies in Continuing Education》2013,35(3):326-346
ABSTRACTOnline interaction has been associated with positive outcomes, academically and psychologically. Regarding the latter, social connectedness has been recognised as an important outcome on the basis of its link to subjective well-being and course satisfaction. In adult educational settings, how online interaction can foster social connectedness has not been widely examined. The study investigates how (1) adult learners’ online participation operationalised as discussion contribution, collaborative facilitation, and social interaction, and (2) their perceived online interaction quality are related to their feeling of social connectedness. The role of online interaction quality related to the three types of online participation and social connectedness is also examined. A questionnaire was developed to collect data from adult learner participants in Belgium (N?=?170). Multiple regressions and mediation analysis were conducted. The result shows that collaborative facilitation and online interaction quality significantly contribute to adult learners’ perceptions of social connectedness. Furthermore, the finding reveals that online interaction quality fully mediates the relationship between discussion contribution, social interaction, and social connectedness. Thus, the implications for research and instructional design are discussed. 相似文献
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Digital technologies have been used for measurement purposes and whether the test medium influences the user is an important issue. The aim of this study is to investigate students?? performances and duration differences between online and paper?Cpencil tests. An online testing tool was developed and administered in order to determine the differences between the traditional paper?Cpencil tests and online tests concerning students?? performances and the duration on tests. This tool enables to add questions that utilize an online database and which are in the form of multiple choice (with 5 or 4 options), true?Cfalse, matching, filling in the blanks, with multiple answers, with short answers, with long answers, and it also enables to prepare tests and to turn them into paper?Cpencil test mode. Performance test was applied with both online and paper?Cpencil modes on junior students at one of the universities in Turkey. Besides, the online testing tool developed within the context of the study was evaluated by instructors with respect to usability, relevance to the purpose and design. Instructor and student questionnaires are developed to determine the opinions on the online testing tool and online tests. Results showed that there was no significant differences between the performances on online and paper?Cpencil tests. On the other hand, the time they spent on the online test has been longer than the time they spent on paper?Cpencil test. Students found the online testing tool easy to use and stated that online test medium is more comfortable than paper?Cpencil tests. However, they complained about external noises, tiredness, and focusing problems regarding the online examination mediums. Generally, instructors have also appreciated the online testing tool??s design and they agree on the fact that it serves for its purposes. 相似文献
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Sue Middleton 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):511-525
The academic study of Education1 (as a social, historical, and theoretical phenomenon) is complicated by the fact of our immersion in it. This paper combines Said's idea of “contrapuntal reading” with Bourdieu's notion of reflexivity to explore what happens when students on an Education course directly confront the fact of their everyday involvement in their object of study, Education. How do the questions raised by post-colonial and other critical social writers “appear” from such a position? How does the fact of our involvement complicate our theoretical or scientific knowledge of these? By means of an episodic, narrative form of writing, this paper describes a life history pedagogy for teaching a compulsory “social issues” course online to New Zealand pre-service teacher education students. As data I draw on online conversations with and between students as they engage in the production of contextualized life history interview narratives. 相似文献
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Learning Environments Research - The Collaborative Online International Learning (COIL) Virtual Exchange Project (VEP) emerged as a pedagogically-innovative and low-cost initiative to... 相似文献
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Chang Ching-Yi Panjaburee Patcharin Lin Hui-Chen Lai Chiu-Lin Hwang Gwo-Haur 《Educational technology research and development : ETR & D》2022,70(1):185-204
Educational technology research and development - Fostering students’ abilities to deal with practical problems is an important objective of professional training. To enable students to have... 相似文献
7.
Jin Liu Xiuyan Guo Ruiqin Gao Paul Fram Yu Ling He Zhang 《Assessment & Evaluation in Higher Education》2019,44(6):835-847
Peer assessment can be conducted online with rapid development of online learning technology. The current study was conducted empirically to investigate peer rating accuracy and student learning outcomes in online peer assessments, comparing compulsory and voluntary peer assessment. Section 1 (N?=?93) was assigned to the voluntary group and Section 2 (N?=?31) was assigned to the compulsory group. The results showed the voluntary group scored significantly higher than the compulsory group in the final task of the course, while there was no significant difference on the final task score increase. Students who participated in the voluntary group provided more accurate scores (i.e. peer rater accuracy) than those who participated in the compulsory group. The peer score leniency/severity rating, comparing peer assigned scores with the teacher assigned scores, were generally consistent with the peer rater accuracy results. The current study offers insights for researchers who are interested in studying the effect of online peer assessment activities. The results are also of interest for instructors who may want to conduct peer assessments in online courses and are choosing between compulsory and voluntary formats. 相似文献
8.
Media reports frequently frame youth as foolish but also uniquely vulnerable when it comes to social media. However, adult framings of teen online activities and teens’ reported experiences regularly differ due to the privileging of adult concerns. In this paper, we take a youth-centered approach to teen online activities exploring the constitutive processes of social media and the micro-, meso-, and macro-level discourses associated with youth social media use. Through in-depth interviews with 55 culturally and socio-economically diverse young people, we examine the contradictions and tensions that organize teens’ experiences online, as well as the discursive resources they draw on to navigate online life. Our research showcases a multi-level discursive analysis that enables scholars to see how discourses intertwine to organize communication online, foregrounding theoretical implications about how young people resist and reify certain discourses about social media, as well as how identity and imagined audiences are maintained online. 相似文献
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Roslynn Quirk 《教育心理学》2015,35(4):430-448
Given their ubiquitous presence as witnesses to school-yard bullying, the role of the ‘bystander’ has been studied extensively. The prevalence and behaviour of bystanders to cyberbullying, however, is less understood. In an anonymous, school-based questionnaire, 716 secondary school students from South-East Queensland reported whether they had witnessed traditional and/or cyberbullying, and how they responded to each type. Overlap in bystander roles between online and offline environments was examined, as was their relationship to age and gender. Students who witnessed traditional bullying were more likely to have witnessed cyberbullying. Bystanders’ behaviour was sometimes similar in both contexts of traditional and cyberbullying, mainly if they were outsiders but half of the 256 students who reported witnessing both traditional and cyberbullying, acted in different roles across the two environments. The implications of the findings are discussed in the context of previous research on cyberbullying and traditional-bystanders. Future research should further explore the role of bystanders online, including examining whether known predictors of traditional-bystander behaviour similarly predict cyber-bystander behaviour. 相似文献
11.
There is an increasing development of courses and course components taught through teaching and learning dialogues online yet there is little secure knowledge regarding the educational quality of these dialogues. Drawing on contemporary sociocultural research, this paper adapts a well‐established analytical framework (see Mercer, 1995) that has been developed to understand face‐to‐face educational dialogues to the context of asynchronous electronic conferencing. The work reported is derived from an in‐depth case study of a tutorial group of 11 students enrolled on a course within the Open University's MA in Open and Distance Education. The course was taught online to an international cohort of students from wide‐ranging academic backgrounds. The analyses of electronic conference archives presented here focus on understanding the students' online collaborative work and the ways in which they constructed meaning, negotiated shared understanding and supported each other in the process of learning at a distance. The implications of the findings for educational practice are considered. 相似文献
12.
Subjective age (SA) indicates how old a person feels. SA has been found to be a marker of an individual’s physical and psychological functioning and openness for new aging experiences. Thus, it can be generally considered as beneficial in promoting healthy aging. We hypothesized that the younger a person feels, the more likely he or she will use the Internet. We evaluated two secondary analyses based on two cross-sectional and representative telephone surveys of 1790 participants (n = 1299, age ≥ 70 years; n = 491, age ≥ 65 years) in Switzerland. Univariate and multivariate analyses, controlled for a number of relevant confounders, confirmed the relationship between lowered SA and heightened Internet use. Given that we were able to analyze two relatively large and representative data sets, we regard our findings, although based on cross-sectional studies, as rather robust. Longitudinal research is required to examine the causal direction of this relationship. 相似文献
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Online teaching has been capitalized to maintain normal educational activities since the outset of the pandemic. However, the wide adoption of emergency remote teaching may present challenges to teachers in terms of performing their instructional work. Hence, this study aimed to deeply explore the affecting factors of teachers' adoption of online instruction during emergencies through a qualitative research design. Semi-structured interviews and document analysis were utilized to collect data with nine higher education teachers at nine Chinese universities. Eight categories of factors emerged from this study that influenced the participants' adoption of online instruction, namely, facilitating conditions, technology self-efficacy, characteristics of learners, teaching administration, pedagogical factors, resistance to change, time issues, and security issues. A framework for developing teachers’ competencies for online instruction is proposed based on the results. 相似文献
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Rebecca Eynon Lars-Erik Malmberg 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):569-583
This paper uses nationally representative survey data of adults Internet use in Britain to examine current patterns in the uptake of lifelong learning via the Internet. We develop and test a model that accounts for structure, agency and outcomes using structural equation modelling to address two questions: (1) how structure (as measured by age, gender, SES, Education and ACORN) is related to personal and capital enhancing outcomes of learning online; and (2) how agency (as measured by digital skills and engagement with online learning) mediates this relationship. We demonstrate that social structure remains an important factor in understanding patterns of uptake and outcomes of online learning, alongside an individual’s agentic behaviours. We suggest that countries such as the UK, which have become overly focused on individual interventions to increase the uptake of lifelong learning via the Internet, are going in the wrong direction. Such interventions have failed in the past, and we suggest that they will continue to do so unless policy makers reconceptualise lifelong learning and the Internet in ways that take social structures into account. 相似文献
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Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has
occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education.
It is essential to examine individual perceptions and relationships in order to understand how students behave in relation
to others. This paper investigates how students of higher education participate in online seminars and why they participate
in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were
used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that
the participation of students varied between aspects such as exchanging information, managing tasks and providing social support
and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors
were identified and it was also suggested how these inhibitors can be addressed. 相似文献
17.
This study examined the effect of distributed questioning on learning and retention in a college lecture course. A total of 48 question pairs were presented over four exams. The 16 question pairs associated with each of the three blocks of the course appeared on the block exams, and all 48 appeared on the final exam. The two questions in each pair were related to each other, so that knowing the answer to one question usually implied knowing the answer to the other. One question in each pair was included in an experimental condition, in which questions were presented online, in class, or both online and in class, before appearing in exams. These conditions were counter‐balanced across the sample. The control questions appeared only in exams. Providing a question online in advance of class, as well as in class, had a significant long‐term effect on the probability of knowing the answers to both experimental and control questions when they appeared in exams. These results demonstrate that coordinated online and in‐class instruction can significantly improve exam performance. These results are consistent with the hypothesis that distributed instruction creates more robust memory traces, rather than the hypothesis that it creates additional memory traces. 相似文献
18.
Purarjomandlangrudi Afrooz Chen David 《Educational technology research and development : ETR & D》2020,68(5):2635-2657
Educational technology research and development - One of the most pressing issues in online learning systems that have contributed to the failure of online education and student dropout is the lack... 相似文献
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ABSTRACTOnline platforms enable free-form, spontaneous, unbridled political expression, blurring the public and private, the written and spoken, and the norms of formal and casual speech. Consequently, they pose new opportunities and challenges to civic interactions, necessitating a reconfiguration of the norms informing civic exchanges. In this paper, we introduce a relational account of civility attuned to emerging modes of civic interactions online, one which goes beyond prescribing specific modes of speech and conduct. We suggest three characteristics of civility in digital contexts: commitment to ongoing and just dialogue, seeking a diverse audience with a shared goal, and horizontal accountability. We then make the case for schools’ vital role in cultivating digital civility. Rather than introducing new curricular content, we argue for reframing existing school engagement with online communication to support the development of digital civility, in light of the shifting forms of participation that typify youth civic engagement today. 相似文献
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Sexting is one of the recurring causes of concern in public discussion of young people and network media. This paper builds on findings from a survey with 1269 Finnish female respondents aged 11–18 conducted using a popular online community for girls on their experiences of and views on online messages concerning sex and sexuality. Sixty-five per cent of respondents had received messages related to sex from either adults or minors while 20% had also sent such messages themselves. The paper asks how girls experience and make sense of sexual messaging and what motivates them to engage in such interactions. Specific attention is paid to the distinction between unwanted and wanted messages. While messages from unknown people identified as adult were often discussed as unpleasant or ‘creepy’, sexual messaging, role-play, cybersex experiments and discussions related to sex among peers were defined as fun and pleasurable. Girls display notable resilience and describe coping strategies connected to unwanted messaging but equally frame sexual messaging and role-play as issues of choice motivated by curiosity and pleasure. The paper addresses sexual messaging as a form of sexual play and learning, and argues for the importance of contextual analysis in understanding its forms and potentialities. 相似文献