ethanporcaro/eric-fulltext-meta huggingface dataset:
Using LMS Log Data to Explore Student Engagement with Coursework Videos
Author: Maloney, Suzanne
Date: 2022-12-00
Type: Journal Articles
Subjects: Learning Analytics,Video Technology,Learning Management Systems,Comparative Analysis,Student Behavior,Learner Engagement,Measurement Techniques,Time Management,Data Interpretation,Undergraduate Students,College Faculty,Learning Processes,Learning Activities

Driven by the increased availability of Learning Management System data, this study explored its value and sought understanding of student behaviour through the information contained in activity level log data. Specifically, this study examined analytics data to understand students' engagement with online videos. Learning analytics data from the Moodle[superscript TM] and Vimeo® platforms were compared. The research also examined the impact of video length on engagement, and how engagement with videos changed over the course of a semester when multiple video resources were used in a course. The comparison in platform learning analytics showed differences in metrics thus offering a caution to users relying on unidimensional metrics. While the results support the notion that log data do provide educators with an opportunity for review, the time and expertise in extracting, handling, and using the data may stifle its widespread adoption.
Pre-School Teachers&apos; Attitudes towards Mathematical Pedagogical Content Knowledge, Mathematics, and Mathematics Teaching
Author: Taskin, Rabia Betül
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Pedagogical Content Knowledge,Mathematics Instruction,Early Childhood Education,Mathematics Education,Foreign Countries,Age Differences,Teacher Characteristics

This study was carried out to examine the relationship between preschool teachers' mathematical pedagogical content knowledge (MPCK), their attitudes towards mathematics (ATM), and their attitudes towards mathematics teaching (ATMT). The research method was designed according to the relational survey model, one of the quantitative research methods. The study group consisted of 365 pre-school teachers working in pre-school educational institutions affiliated with the Ministry of National Education. The research data were obtained using the &quot;General Information Form&quot;, &quot;Knowledge Scale of Pedagogical Content in Preschool Mathematics&quot; and &quot;Scale of Attitudes for the Teaching of Mathematics&quot;. The obtained data were analyzed using the SPSS 22 package program. Firstly, as a result of the research, it was found that the ATM and ATMT levels of the teachers participating in the research were above average. In addition, findings showed that the levels of knowledge of mathematical pedagogical content were below average in some content areas (counting) and above average in some content areas (pattern, order, shape, spatial dimensions and comparison, and total score). Second, although the age of the teachers did not affect the levels of ATM and ATMT, on the contrary, it did affect the levels of MPCK. Third, the seniority variable was found to affect ATM and MPCK levels but did not affect ATM. Finally, low positive correlations were found between the levels of MPCK, ATM, and ATMT. These research findings were discussed in light of the relevant literature and suggestions were made.
Defining and Exploring Broadband Connections and Education Solutions in Canada&apos;s North
Author: Soanes-White, Tammy
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Internet,Access to Education,Distance Education,Geographic Location,Postsecondary Education,Technology Uses in Education,Satellites (Aerospace)

The use of technology and need for connection across distance permeates all education environments; nowhere is this more important than in Canada's Northwest Territories. Broadband and telecommunications issues within the Northwest Territories are complex due to its vast geographical area and community dispersion, making connectivity and accessibility inconsistent. Due to these conditions, the North relies on a variety of broadband solutions to improve Internet speeds and access to education at a distance. This paper analyzes the impacts that broadband capacity and Internet access have on remote education by examining geographic information system data, which offers a framework that connects spatial and temporal data to analyse accessibility of remote education. Characteristics such as spatial location of communities, infrastructure (road systems),and the overlay of various broadband options will illustrate constraints and (dis)connectivity in various regions and inform readers about the complexity of remote connections. Analysis of current upload and download speeds from various regions and their impact on access to education supports geospatial data and analysis that the digital divide in remote regions of Canada has increased and is widening. Improving equitable access to postsecondary education will require a greater reliance on technology-enabled practices to improve learning opportunities. [This paper was presented at the virtual symposium: Rethinking Online Education in the Knowledge Society with Emerging Technology jointly hosted by the Chongqing Open University, China, Athabasca University, Canada, and Beijing Normal University, China.]
It&apos;s Happy Hour Somewhere: Videoconferencing Guidelines for Traversing Time and Space
Author: Palalas, Agnieszka
Date: 2022-00-00
Type: Journal Articles
Subjects: Videoconferencing,Guidelines,Electronic Learning,Higher Education,Well Being,Instructional Design

Time seems to be moving at lightning speed with busyness unsustainably being &quot;celebrated&quot; and not allowing for sufficiently deep interaction with learning content, others, and the experience of which we are part, including our interactions in videoconferencing sessions. One benefit of videoconferencing is that it can address time and distance boundaries. With this advantage also comes a challenge - the pressures of time and time not being used purposefully often negatively impact the online learning experience and the digital wellness of its participants. Considering that, the reported study inquired: what are the videoconferencing guidelines in relation to temporal space to support digital wellness in online learning in higher education? Drawing on a systematic review of the relevant literature of the last decade, temporal guidelines have been distilled to promote the design of videoconferencing-based learning that is conducive to successful learning while maintaining digital well-being. The article organizes the literature review findings according to the categories identified through the secondary data analysis of its three preceding studies. Based upon 42 articles that met the inclusion and exclusion criteria in the first phase of the research design, we negotiated and determined thirteen temporal guideline themes described as time management, essentialism, purposefulness, agility, social presence, attention, inclusion, cooperation, respect, technology preparedness, creativity, evaluation, and safety. Further research is recommended to explore the various aspects of design in more depth and tackle the less frequently addressed themes of creativity, evaluation, and safety, focusing on pedagogy and human-centred approaches.
Removing Learning Barriers in Self-Paced Online STEM Education
Author: Yan, Hongxin
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Individualized Instruction,Educational Strategies,Barriers,Self Concept,At Risk Students,Mastery Learning,STEM Education,Formative Evaluation

Self-paced online learning provides great flexibility for learning, yet it brings some inherent learning barriers because of the nature of this educational paradigm. This review paper suggests some corresponding strategies to address these barriers in order to create a more supportive self-paced online learning environment. These strategies include: (1) increasing students' self-awareness of learning; (2) identifying struggling students; and (3) facilitating mastery learning. Focusing on Science, Technology, Engineering, and Mathematics (STEM) disciplines' delivery of self-paced online learning, this paper reviewed the role of formative assessment for learning. It is proposed that systematically designing and embedding adaptive practicing in STEM courses would be an effective learning design solution to implement these strategies. By examining the goals and context of adaptive practicing requested in this study, the feature requirements are depicted for such an adaptive practicing model. The models and techniques that can be used for adaptive assessment were then reviewed. Based on the review results, this paper argues that a reinforcement learning-based adaptive practicing model would be the best option to meet those feature requirements. Finally, we point out a research gap in this field and suggest a future research direction for ourselves and other researchers.
Making Sense of Crisis: Instructional Designers&apos; Experiences with Emergency Remote Teaching
Author: Moreno, Rhia
Date: 2022-12-00
Type: Journal Articles
Subjects: Instructional Design,School Personnel,Experience,Emergency Programs,Distance Education,COVID-19,Pandemics,Electronic Learning,Teacher Collaboration,College Faculty

Following the transition to e-learning due to COVID-19, instructional designers (IDs) went into action to prepare faculty for distance education using new technologies and pedagogical approaches. The purpose of this qualitative study was to interpret how five members of an ID team at a U.S. higher education institution made sense of their experiences designing and implementing faculty-training courses to aid the emergency remote transition. Using sensemaking theory (Weick, 1988), this study explored their collective meaning-making process through collaborative multistep narrative and thematic analysis. The themes progressed on a storyline depicting their immediate action in response to the crisis, their felt emotions considering the challenges they encountered, their interpretations of collaboration and implementation, and their retrospective feelings of success. Implications of findings will contribute to continuity planning to inform future iterations of faculty-training courses as well as approaches to change and/or crisis impacting online instructional innovation within higher education.
Theoretical Development of Connectivism through Innovative Application in China
Author: Chen, Li
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Theories,Educational Innovation,Internet,Electronic Learning,MOOCs,Distance Education,Network Analysis,Content Analysis,Models,Technology Uses in Education,Computer Networks,Epistemology,Interaction

Connectivism, a learning theory that reveals a new learning in the Internet environment, has become a popular academic topic at the forefront of online learning. The MOOC Research Team at the Distance Education Research Centre at Beijing Normal University designed and developed the first massive open online course in China, adapting a connectivist (cMOOC) approach. Using the data collected from six offerings of the cMOOC over 3 years, the big data paradigm was used for data analysis including complex network analysis, content analysis, text mining, behaviour sequence analysis, epistemic network analysis, and statistical and econometric models. This paper summarizes the findings of the patterns of connectivist learning, including a) the basic characteristics and evolutional patterns of complex networks, b) the characteristics and modes of knowledge production, c) the patterns of instructional interactions, and d) the relationships between &quot;pipe&quot; (connection) and content and between facilitators and learners. It is expected that the outcome of this study could make contributions to understanding the changes of online learning in depth and further promote the theoretical development and practical application of a connectivist approach.
The Interconnectivity of Heutagogy and Education 4.0 in Higher Online Education
Author: Kim, Jeanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Determination,Student Centered Learning,Higher Education,Educational Change,Critical Thinking,Social Emotional Learning,Interpersonal Competence,Lifelong Learning,Educational Trends,Active Learning,Self Efficacy,Metacognition,Learning Strategies,Cooperative Learning,Digital Literacy

Industry 4.0 advancements in technology are creating a dynamic and fast changing world that affects how we live and work. Educators need to rethink existing teaching approaches to better prepare learners for future careers that Industry 4.0 will create. The World Economic Forum defined a new education model, called Education 4.0, which contains eight major changes to redefine learning in the new economy. Heutagogy, or self-determined learning, is an approach that promotes critical thinking, social-emotional skills, and life-long learning. These skills are necessary for Education 4.0. The purpose of this paper is to recommend the principles of heutagogy as an effective teaching and learning approach to meet the needs of Education 4.0. The approach of the study examines existing literature on Education 4.0 and heutagogy. A conceptual model that interconnects heutagogy to the four learning principles of Education 4.0 will be offered as a key finding to answer the research question: How does heutagogy in higher online education meet the needs of Education 4.0? The paper provides a base for further research and discussion into how heutagogy and other approaches can support the needs of Education 4.0 to prepare learners for a changing world.
Teaching Architectural Technology Knowledge Using Virtual Reality Technology
Author: Lu, Yi
Date: 2022-00-00
Type: Journal Articles
Subjects: Architectural Education,Computer Software,Knowledge Level,Computer Simulation,Technology Uses in Education,Construction Management,College Students

Construction detail (CD) knowledge is one of the leading learning components in architectural technology (AT) study. The traditional pedagogical method adopts a series of two-dimensional drawings to explain three-dimensional objects. The interactive and immersive features of virtual reality (VR) technology attract attention from the educational sector. While architectural design education has begun exploring integrating VR tools in the classroom, especially in the early design stage, AT is one of the very few subjects that have experimented with VR. This research, undertaken from within a larger, ongoing project, aimed to explore if VR could assist in teaching AT knowledge, especially CD. The project has two phases: phase 1 created several VR lessons that explained specific AT knowledge, using a VR technology currently available for educational purposes; phase 2 adopted a mixed method approach to investigate learners' experience with the VR lessons created. This paper focuses on the experience in building up a VR learning environment in phase 1. The initial findings after phase 1 showed that the VR technology adopted in this project was not a perfect tool in creating a VR experience in the CD field but could still offer students degrees of virtual reality learning experience.
Dynamic Evolution Analysis of Social Network in cMOOC Based on RSiena Model
Author: Xu, Yaqian
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Networks,Network Analysis,MOOCs,Internet,Theory Practice Relationship,Foreign Countries,Identification (Psychology),Interaction,Cooperative Learning,Facilitators (Individuals),Group Dynamics

The network is a key concept which has been highly valued in connectivism. Research about the static characteristics of social networks in connectivist learning has been carried out in recent years, however, little knowledge exists regarding the principles of network evolution from a dynamic perspective. This article chose the first connectivist massive open and online course (cMOOC) in China, &quot;Internet plus Education: Dialogue between Theory and Practice&quot; as the research object, using the dynamic analysis method of social networks which is based on stochastic actor-oriented models, to reveal the influence of the individual attributes and network structural attributes on the dynamic evolution of social networks in a cMOOC. We found that: 1) the learners with the same sex, the same social identity, and the same type of behaviour tendency found it much easier to interact with each other; 2) there is a heterogeneous phenomenon with course identity, meaning that compared to communicating with other learners, learners are more inclined to reply to a facilitator; and 3) the reciprocity and transitivity have significant effects on social network evolution. This study is valuable for understanding the network evolution and has implications for the improvement of cMOOC design, in turn improving the online learning experience for cMOOC learners.
Designing Knowledge Dissemination in a Digital Era -- Analysing TED Talks&apos; Multimodal Orchestration
Author: Jiang, Jingxin
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Public Speaking,Discourse Analysis,Speech Communication,Information Dissemination,Lecture Method,Nonverbal Communication,Semiotics,Scientific and Technical Information,Heuristics,Instructional Design,Multimedia Instruction

Online learning has gained increasing attention during the COVID-19 pandemic. Teachers face social exigencies to design ways of knowledge dissemination in online instruction. We posit that understanding how knowledge can be represented in successful online academic genres can inform teachers on how they can design students' online learning experiences. This study examined how scientific knowledge is disseminated in one of the most widespread academic genres, TED Talks, which share discoursal similarities with other academic genres such as online lectures. This study adopted a systemic functional multimodal discourse analysis approach to explore how a presenter used speech, images, and gestures to disseminate knowledge. The analysis shows that a presenter orchestrates speech, images, and gestures strategically to clarify the scientific ideas and engage the audience. Based on understanding how the three semiotic modes are used to disseminate scientific knowledge in accessible and engaging ways, this paper discusses how insights on multimodal orchestration can function as a heuristic tool to inform design in online learning.
Relationship between Metacognition and Online Community of Inquiry in an Online Case-Based Course
Author: Sadaf, Ayesha
Date: 2022-12-00
Type: Journal Articles
Subjects: Online Courses,Case Method (Teaching Technique),Communities of Practice,Graduate Students,Instructional Design,Metacognition,Correlation,Student Attitudes,Student Characteristics,Group Discussion,Computer Mediated Communication

This study explored students' perceived metacognition (self-regulation and co-regulation) in relation to the online presence within the Community of Inquiry (CoI) framework in an online case-based instruction (CBI) course. Forty-seven online graduate students enrolled in an instructional design course participated in the study. Data were collected through CoI survey instrument and shared metacognition questionnaire online survey. The findings revealed that students perceived cognitive presence is higher and less variable among three online presences and metacognition in online CBI. The correlation between two interdependent dimensions of metacognition (self-regulation and co-regulation) was significantly high. Also, co-regulation showed stronger relationships with the three online presences (social, teaching, and cognitive) than self-regulation. Additionally, social presence demonstrated the strongest association with both self-regulation and co-regulation, followed by cognitive presence. These results suggest that students with higher perceived social presence tend to have high metacognition. However, students with higher perceived teaching presence are relatively less likely (or unlikely) to have higher metacognition as teaching presence was found to be the most variable among students, which means that teaching presence was perceived differently.
Artificial Intelligence in the Fourth Industrial Revolution to Educate for Sustainable Development
Author: Ally, Mohamed
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Sustainable Development,Electronic Learning,Lifelong Learning,Inclusion,Equal Education,Educational Quality,Educational Benefits

There has been increasing interest in the use of Fourth Industrial Revolution technologies such as artificial intelligence to help achieve the Sustainable Development Goals. Recently, multilateral organizations have sponsored initiatives to make countries aware of the benefits of using artificial intelligence for sustainable development and to educate citizens to improve quality of life. This paper explores aspects of employing artificial intelligence for sustainable development, with a focus on lifelong learning, and inclusive and equitable quality education. Data are drawn from a thematic review of 32 academic peer-reviewed journal articles and interviews with six international experts. Findings include examples of benefits and challenges of artificial intelligence to address sustainable development and education.
Student Perceptions of Hybrid Courses in Higher Education
Author: Unger, Sanne
Date: 2022-12-00
Type: Journal Articles
Subjects: Student Attitudes,Blended Learning,College Students,Private Colleges,Assignments,Class Activities,Cooperative Learning,Active Learning

Online open-ended and closed-ended surveys were conducted in 2014-2016 among 191 students at a small, private university located in South Florida. Our main goals were to evaluate student perceptions of in-class and out-of-class assignments in hybrid courses, determine what students value most about these modes of learning, and recommend ways to maximize advantages and minimize disadvantages of each. We discovered that students value instant feedback and interacting with their peers when they are in class as in-class assignments were rated significantly higher than out-of-class assignments (p &lt; 0.05) and higher ratings were significantly associated with responses associated with student-student interaction (p &lt;0.05). However, the time and place constraints of in-class work limits their ability to formulate their thoughts. Out-of-class assignments were appreciated for their flexibility of pace, time, and place, although students reported time-management problems as well. Like for in-class work, students valued the opportunity of reading their peers' answers as higher assignment ratings for out-of-class assignments were significantly associated with students' ability to read the responses of others. Although participants did not report an effect from specific learning differences, having to write for out-of-class work (as opposed to speaking in class) was reported as a hurdle. We discuss strategies for improving in-class and out-of-class assignments based on our study results.