Empowering learners with personalised learning approaches? Agency,equity and transparency in the context of learning analytics     

Yi-Shan Tsai  Carlo Perrotta  Dragan Gašević 《Assessment & Evaluation in Higher Education》2020,45(4):554-567

Abstract

The emergence of personalised data technologies such as learning analytics is framed as a solution to manage the needs of higher education student populations that are growing ever more diverse and larger in size. However, the current approach to learning analytics presents tensions between increasing student agency in making learning-related decisions and ‘datafying’ students in the process of collecting, analysing and interpreting data. This article presents a study that explores staff and student experience of agency, equity and transparency in existing data practices and expectations towards learning analytics in a UK university. The results show a number of intertwined factors that have contributed to the tensions between enhancing a learner’s control of their studies and, at the same time, diminishing their autonomy as an active agent in the process of learning analytics. This article argues that learner empowerment should not be automatically assumed to have taken place as part of the adoption of learning analytics. Instead, the interwoven power relationships in a complex educational system and the interactions between humans and machines need to be taken into consideration when presenting learning analytics as an equitable process to enhance student agency and educational equity.  相似文献   

Collaboratively developing instructional activities of conceptual change through the Internet: Science teachers' perspectives   总被引：1，自引：0，他引：1  

Chin-Chung Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(5):619-622

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Erratum     

Hsiao-Lin Tuan  Chi-Chin Chin  Chi-Chung Tsai  Su-Fey Cheng 《International Journal of Science and Mathematics Education》2007,5(4):765-765

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A review of using partial least square structural equation modeling in e-learning research     

Hung-Ming Lin  Min-Hsien Lee  Jyh-Chong Liang  Hsin-Yi Chang  Pinchi Huang  Chin-Chung Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1354-1372

Partial least squares structural equation modeling (PLS-SEM) has become a key multivariate statistical modeling technique that educational researchers frequently use. This paper reviews the uses of PLS-SEM in 16 major e-learning journals, and provides guidelines for improving the use of PLS-SEM as well as recommendations for future applications in e-learning research. A total of 53 articles using PLS-SEM published in January 2009–August 2019 are reviewed. We assess these published applications in terms of the following key criteria: reasons for using PLS-SEM, model characteristics, sample characteristics, model evaluations and reporting. Our results reveal that small sample size and nonnormal data are the first two major reasons for using PLS-SEM. Moreover, we have identified how to extend the applications of PLS-SEM in the e-learning research field.  相似文献   

The correlation between epistemological beliefs and preferences toward Internet-based learning environments     

Chin-Chung Tsai  Shih-Chyueh Chuang 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):97-100

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Grade Level Differences in High School Students’ Conceptions of and Motives for Learning Science     

Wang  Ya-Ling  Tsai  Chin-Chung 《Research in Science Education》2019,49(5):1213-1229

Research in Science Education - Students’ conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare...  相似文献   

Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning     

Silvia Wen-Yu Lee  Chin-Chung Tsai 《International Journal of Science Education》2016,38(15):2327-2345

This study investigated the relationships among college students’ epistemic beliefs in biology (EBB), conceptions of learning biology (COLB), and strategies of learning biology (SLB). EBB includes four dimensions, namely ‘multiple-source,’ ‘uncertainty,’ ‘development,’ and ‘justification.’ COLB is further divided into ‘constructivist’ and ‘reproductive’ conceptions, while SLB represents deep strategies and surface learning strategies. Questionnaire responses were gathered from 303 college students. The results of the confirmatory factor analysis and structural equation modelling showed acceptable model fits. Mediation testing further revealed two paths with complete mediation. In sum, students’ epistemic beliefs of ‘uncertainty’ and ‘justification’ in biology were statistically significant in explaining the constructivist and reproductive COLB, respectively; and ‘uncertainty’ was statistically significant in explaining the deep SLB as well. The results of mediation testing further revealed that ‘uncertainty’ predicted surface strategies through the mediation of ‘reproductive’ conceptions; and the relationship between ‘justification’ and deep strategies was mediated by ‘constructivist’ COLB. This study provides evidence for the essential roles some epistemic beliefs play in predicting students’ learning.  相似文献   

Exploring the effects of web-mediated socially-shared regulation of learning and experience-based learning on improving students’ learning     

Chia-Wen Tsai  Pei-Di Shen  I-Chun Chiang  Wen-Yu Chen  Yi-Fen Chen 《Interactive Learning Environments》2018,26(6):815-826

The application of online learning and educational technologies in higher education has changed teaching methods, the channels of delivering learning materials, and modes of communication between teachers and students. This study is aimed to improve learning effects and investigate, via quasi-experiments, the effects of web-mediated socially-shared regulation of learning (SSRL) and experience-based learning (ExBL) on improving students’ learning results. The experimental design in this study was a 2 (SSRL vs. non-SSRL)?×?2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes in a one-semester course titled “Applied Information Technology: Data Processing” at university level were chosen for this study. Based on the analysis carried out in this study, students who received the treatments of web-mediated SSRL and/or ExBL did not have significantly better computing skills in using Excel. The reasons for these insignificances and implications thereof are discussed in this paper. Nevertheless, students in the SSRL and non-ExBL class had significant increases in scores for their learning motivation at the end of semester compared with the beginning.  相似文献   

Differentiating the Sources of Taiwanese High School Students’ Multidimensional Science Learning Self-Efficacy: An Examination of Gender Differences     

Tzung-Jin Lin  Chin-Chung Tsai 《Research in Science Education》2018,48(3):575-596

The main purpose of this study was to investigate Taiwanese high school students’ multi-dimensional self-efficacy and its sources in the domain of science. Two instruments, Sources of Science Learning Self-Efficacy (SSLSE) and Science Learning Self-Efficacy (SLSE), were used. By means of correlation and regression analyses, the relationships between students’ science learning self-efficacy and the sources of their science learning self-efficacy were examined. The findings revealed that the four sources of the students’ self-efficacy were found to play significant roles in their science learning self-efficacy. By and large, Mastery Experience and Vicarious Experience were found to be the two salient influencing sources. Several gender differences were also revealed. For example, the female students regarded Social Persuasion as the most influential source in the “Science Communication” dimension, while the male students considered Vicarious Experience as the main efficacy source. Physiological and Affective States, in particular, was a crucial antecedent of the female students’ various SLSE dimensions, including “Conceptual Understanding,” “Higher-Order Cognitive Skills,” and “Science Communication.” In addition, the variations between male and female students’ responses to both instruments were also unraveled. The results suggest that, first, the male students perceived themselves as having more mastery experience, vicarious experience and social persuasion than their female counterparts. Meanwhile, the female students experienced more negative emotional arousal than the male students. Additionally, the male students were more self-efficacious than the females in the five SLSE dimensions of “Conceptual Understanding,” “Higher-Order Cognitive Skills,” “Practical Work,” “Everyday Application,” and “Science Communication.”  相似文献   

Beyond cognitive and metacognitive tools: the use of the Internet as an 'epistemological' tool for instruction     

Chin-Chung Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):525-536

This paper argues that Internet‐based instruction should not be only perceived as a cognitive tool or a metacognitive tool; rather, it can be perceived and used as an epistemological tool. When the Internet is used as an epistemological tool for instruction, learners are encouraged to evaluate the merits of information and knowledge acquired from Internet‐based environments, and to explore the nature of learning and knowledge construction. This paper further asserts that Internet‐based instruction is perceived as a way to help learners develop advanced epistemologies. On the other hand, developmentally advanced epistemological beliefs can facilitate the practice of Internet‐based instruction.  相似文献