Catálogo de publicaciones - revistas

<jats:p>This study investigated the effects of note-taking styles on college students’ learning achievement and cognitive load in a 6-week lecture-based computer network course. Forty-two students were randomly assigned into one of three groups, which consisted of collaborative note-taking, laptop note-taking, and traditional longhand note-taking. The results showed that students in the collaborative note-taking group did better on learning achievement and cognitive load than students in the other two groups. Particularly, students in the collaborative note-taking group had a significantly higher rate of learning achievement and a significantly lower level of extraneous load than students in the longhand note-taking group. Implications for practice or policy: College students can improve their learning achievement more effectively through collaborative note-taking style than individual note-taking style. College students can reduce extraneous load and improve germane load levels through collaborative note-taking. Instructors and administrators should encourage college students to take more collaborative notes during classroom instruction. </jats:p>

<jats:p>Many volumes have been devoted to intuitive but misguided ideas about how learning works. This is as true in the use of educational technologies in higher education as it is in other related fields of educational research. As we (hopefully) emerge from the COVID-19 pandemic, educational technologies are poised to feature more heavily in post-secondary education into the future. There is a substantial incentive for bad actors to provide oversimplified solutions to complex problems. These neat solutions may seem attractive to sector and institutional leaders looking for solutions to the morass of wicked problems the pandemic has inflamed. The pages of this journal and others provide a venue for world-class research on the use of educational technologies in higher education. Despite this enormous volume of high-quality work, misconceptions and oversimplified notions of learning with technology persist. Much has been made of weird ideas about learning but, with higher education facing an increasingly uncertain digitally-mediated future, there is significant risk that these ideas could have a profound influence on the global higher education sector into the future.</jats:p>

<jats:p>The COVID-19 pandemic has forced teachers to implement fully online teaching. This study reviewed the popular technologies that are used in online learning, as well as the advantages and difficulties of applying fully online courses for formal education. Based on this research background, this study proposed a nested scaffolding design of an online course for 215 college students in China with the help of six technological tools, which effectively replaced face-to-face interactions and significantly improved the usage of the supporting learning platform. The inner-outer learning cycles supported by the technological tools improved the quality of the scaffolding conversations, reduced the scaffolding time cost that teachers had to expend and enhanced the effectiveness of the individualised scaffolding instructions. Implications for practice or policy: First-year students’ learning outcomes can be improved by the scaffolding support from Web 2.0 resource URLs, a small private online course, and EducCoder resources. Course leaders should construct at least 3–5 stage-wise evaluations to deconstruct the big learning process into several observable learning cycles, making the Kolb (1984) cycles controllable. Assessors may need to consider involving various exercises, such as quizzes, online experiments and synthesised tasks to facilitate students’ learning. </jats:p>

<jats:p>During the COVID-19 pandemic, online learning became a major alternative to college science, technology, engineering, and mathematics (STEM) courses in postsecondary education. Faculty members, although subject matter experts, often lack pedagogical knowledge and training on how to effectively teach new generations of students online, or incorporate appropriate technologies. Faculty teaching online courses needed a new guiding framework to balance domain goals and emerging technologies. We present grounded design for STEM courses to align domain goals and instructional methods and technologies while reflecting instructors’ pedagogical beliefs and addressing cultural and pragmatic issues. It is critical to provide students with aligned STEM learning experience and engagement via defensible theories and research-evidenced pedagogy in online and blended courses while technological, cultural, and pragmatic considerations are also addressed. We suggest grounded design as the conceptual and design framework for designing online and blended courses and discuss the assumptions, approaches, and examples. We provide practical guidelines to apply grounded design to online and blended learning environments and suggest future research. This article can assist both novice and seasoned STEM faculty to connect theory and research to teaching practices and optimise their online and blended courses. Implications for practice University STEM instructors can use grounded design framework for online, blended, and technology-enhanced teaching. Instructors should begin the course design by aligning the domain goals with optimal psychological and pedagogical foundations. When choosing technology to support online learning, instructors should align it with learning goals and needs of students, and consider cultural and pragmatic foundations. </jats:p>

<jats:p>Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum. </jats:p>

<jats:p>In this special issue of the Australasian Journal of Educational Technology, we take a step back from the events of the last 2 years and the changes that we have seen in the education arena, to remember that which has remained constant – how students learn best. Developing teaching and learning pedagogy based on lasting education theory and practice makes the past of education relevant to the present and future and creates a context where innovation can be scaled and taken further, from a single instance of impact to many. In this editorial, we present an argument for going back to our roots and present examples of the effective use of established theories of learning that continue to advance online education practice. We discuss the scaling of educational best practice to more students and more institutions, and we provide recommendations for creating sustainable and lasting future practice.</jats:p>

<jats:p>In recent years, universities have intensified their use of technologies and implemented various modes of flexible teaching. This study sought to demonstrate that students prefer flipped learning with combined forms of synchronous and asynchronous learning that foster constructivist learning practices. To this aim, two case studies (N = 221) for online teaching at two face-to-face universities during the 2020–2021 academic year are presented. Results show that students appreciate flipped models of learning that foster social constructivist practices, autonomous access and consultation of resources, self-regulation of time management and consciousness of learning needs. Such virtual self-paced learning results in more productive and interactive real-time classes. This combination of autonomous learning and synchronous instruction is preferred by students attending online and hybrid modes of teaching. Overall, this study demonstrates that the flipped classroom adapts well to online and hybrid modes of teaching with first-year undergraduate students. To effectively foster social constructivism through the flipped classroom in university contexts, course design should consider both synchronous and asynchronous learning spaces, amplifying opportunities to learn autonomously and to collaborate and get feedback in synchronous contexts. Implications for practice or policy Student satisfaction with teaching may increase in online education if characteristics for flexibility are incorporated. Teachers can foster social constructivist practices through flipped classroom by designing synchronous and asynchronous instruction to be self-regulated, student-centred, collaborative and flexible. Institutional rules may limit teacher abilities to apply flexible modes of learning. </jats:p>

<jats:p>The move to online learning triggered by COVID-19 lockdowns in 2020 and 2021 necessitated a rapid movement to effectively design synchronous digital learning environments. In such environments research suggests that a flipped approach to teaching and learning is most appropriate in learning environments mediated by technologies. This article examines the experiences of two teacher educators in dealing with online learning environments in a time of change and examines the shift to a flipped approach in teaching literacy units that are part of a postgraduate initial teacher education degree at a university in Melbourne, Australia. The article presents a collaborative autoethnography of the experiences of the teacher educators, shared as a set of curated narrative vignettes, and analyses the thinking that supports the implementation of flipped learning. These practice narratives are understood through the lens of collaborative learning theory which emphasises negotiated meanings and knowledge creation within groups. In post-COVID times this article points to future possibilities for a flipped learning approach in hybrid or mixed learning environments and offers a conceptual process model for designing learning in response to change. Implications for practice or policy: Teacher educators may need to reconsider learning design for online and hybrid environments. Universities may need to be more open to student-centred pedagogies such as flipped learning. Leaders and policymakers in higher education should give more attention to student agency and active learning in educational delivery. </jats:p>

<jats:p>What makes impactful online professional development for rural teachers learning creativity and arts integration? In this paper, we describe the results of a mixed method-study that tested a new hybrid online and in-person teacher training experience with K-12 teachers in the Northwestern region of the United States of America in 2019–2020. The study focused on the creative development of rural educators and their preparation to integrate creativity and the arts across the curriculum. Rural schools face challenges in providing ongoing professional learning opportunities to teachers, especially in complex areas, such as creativity and arts integration. However, professional learning opportunities in this area are either lacking or minimally available for many teachers due to a variety of barriers. The results reveal innovations about networked learning approaches to teaching complex topics and practices, such as creativity, which make online learning more experiential and connected for relevance and engagement. As others have found, networked learning can offer transformative experiences. In addition to detailed findings, this paper presents several expanded design principles and specific techniques to make online learning experiences creative and expansive. Implications for practice or policy: Networked learning for educators should be interactive, self-reflective and creative using diverse media and modalities. Professional development developers should focus on instructional routines to help teachers build confidence in their skill building. Professional development developers should consider the creative engagement framework as a guide for the design of teacher training. Teacher outcomes in online professional development should be cohort-based to build peer-to-peer connection and encourage creative risk-taking and collaboration. </jats:p>

<jats:p>One Australian public university is radically changing the way it delivers higher education, introducing a 6-week immersive scheduling delivery model across all units and courses. Despite the emerging success of block and immersive models for raising the performance of diverse student cohorts, the design factors underpinning positive outcomes are underexplored. This paper presents a mixed methods study of the impact and value of student engagement with interactive and responsive online content modules and synchronous classes in an immersive scheduling model. The findings indicate that behavioural engagement with online learning modules has a positive effect on academic success and is a significant predictor of a higher final score. Qualitative data indicate several attributes of high-quality online learning modules that students appear to associate with engagement and deeper learning in the immersive model: interactivity, media richness, constructive alignment, flexibility and responsiveness. Synchronous class attendance did not impact final scores; however, students nonetheless valued the opportunity to form safe and supportive communities of inquiry during classes. This study demonstrates that in times of increasing demand for more flexible learning, immersive scheduling models that are founded on active learning principles and embed interactive, responsive, media-rich online learning modules can improve student engagement and performance. Implications for practice or policy: Higher education practitioners should integrate interactive, responsive, media-rich and constructively aligned online learning modules into curricula. Synchronous active learning classes that create safe communities of inquiry should be offered alongside options for asynchronous participation. Low levels of engagement with online learning modules should prompt follow-up from educators to raise engagement and bolster academic achievement. Immersive delivery models are effective curriculum innovations that, when designed with interactive online modules, can support improved academic achievement. </jats:p>