Catálogo de publicaciones - revistas

<jats:p>The gradual shift to online modes of learning in higher education institutions over the past 2 decades accelerated drastically on a global scale between 2020 and 2022. Students and educators, who have initially grappled with the shift, have now become accustomed to online teaching; however, there are concerns about the quality of learning that has resulted. To enable a sustainable and effective online pedagogy, educators may need to learn about fostering higher-order thinking skills, which can be challenging even for experienced educators. To conceptualise effective online pedagogy, the community of inquiry (CoI) framework emphasises cognitive presence (CP), which focuses on the higher-order thinking process. The CoI is the most widely researched framework in online pedagogy, yet contemporary CoI literature lacks collective evidence of factors that influence CP. This scoping review of the CoI literature explores the factors that influence the higher-order thinking that is indicative of CP. Inclusion criteria included evidence of CP in online learning contexts and published between January 2000 and March 2022, providing a total of 121 studies. Results suggest that teaching presence, structure of learning activities and student characteristics all influence CP. Implications for practice or policy: Higher education students enrolled in online courses should be taught how to learn effectively in an online mode. Online course educators must embed learning tasks that foster self-regulation and higher-order skills in students. Online course design should include authentic tasks for students to apply new knowledge to real-life scenarios. Educators must be offered ample professional development activities to build their skills in online pedagogy. Institutions should encourage translation of online educational research to practice. </jats:p>

<jats:p>Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics’ EI is sparse, some studies have suggested that lecturers’ EI greatly influences teaching and learning. This study used the concept of EI to understand students’ perceptions of how lecturers’ EI impacted their learning and engagement in an online learning environment. We conducted four online focus group interviews of 14 students pursuing a bachelor’s degree at two campuses of an Australian university, one in Melbourne and the other in Malaysia. Four main themes were identified using thematic analysis. Students discussed their perceptions and experiences on (a) vulnerabilities, coping and empathy; (b) relationships with lecturers, trust and safety; (c) communication, tone and voice; and (d) managing emotions of lecturers. Our findings suggest that lecturers’ EI impacted students’ learning and engagement in online learning spaces. However, the impact differs between Australia and Malaysia due to cultural differences. Drawing on the findings, we present online education good practices grounded in the theory of EI. Lecturers delivering online courses should consider employing these practices for effective teaching. Implications for practice or policy: Higher educational institutions need to support lecturers in developing the necessary EI skills to engage students in online learning. Lecturers need to make meaningful attempts to develop positive relationships with students in online forums to support students’ engagement. Lecturers working in online learning environments need to support students to develop friendships and connections with their peers. Lecturers need to include regular discussion breaks during online lectures to allow students to share their opinions and experiences. </jats:p>

<jats:p>In higher education, designing online courses aligned with students’ preferences impacts learning effectiveness. Our research aimed to investigate which learning design elements can affect the quality of online learning. To achieve this, we followed a systematic literature review, identified current trends and conducted an online survey outlining university students’ opinions. The results revealed that students’ preferences agree with universal learning design principles, acting as course quality determinants. These elements relate to the structure, appearance, content, interactivity of the course and support in the online setting. We recommend that courses are well organised and include authentic resources, activities and assessments, divided consistently into smaller, topic-based chunks that resemble experiences drawn from real life. The objectives need to be communicated while the expected behaviours are known to students. The respective workload must be equally distributed across the course spectrum in an environment that balances collaborative and self-paced learning. Students must be familiar with the technology, which is also an easy-to-access gate. Lastly, it is suggested that technical and pedagogical support is constantly present so that participants efficiently work in the online context. Implications for practice or policy: In collaboration with educators, instructional designers can use the quality indicators that emerged through the study when designing and evaluating higher education courses. Instructional designers and educators may prioritise learners' autonomy, aligning course requirements with students' sense of control. Instructional designers and educators can distribute students’ workload equally throughout the course, without strict deadlines, to improve the learning experience. Educators may promote collaborative assignments but moderately balance them with an individual-based assessment mode. </jats:p>

<jats:p>One of the main challenges regarding online teaching involves creating spaces in which learners establish and maintain connections with the teacher, other learners and the content. By exploring the concept of care in online learning, we aim to address this challenge. Framed by Noddings' (2013) ethics of care, this qualitative case study explored effective course design elements and instructional behaviours in an online course to identify practices that suggest the presence of care. Data collected through student feedback and peer observations provide insights into effective pedagogical practices, and our analysis reveals that these practices overlap with some of the four components of Noddings’ care-centred model of education: modelling, dialogue, practice, and confirmation. Our study suggests that what makes an online course effective might be the invisible care elements underlying its design and implementation. Implications for practice and policy: Online education experience can be enhanced by applying care-centred pedagogies into online settings to guide course design and instruction. Educators can incorporate care principles into courses without putting excessive emphasis on emotions, which may be more preferable at higher education levels. </jats:p>

<jats:p>Whether the use of lecture capture technology helps improve student performance is a contested area of research. In most cases, the answer relies on the degree to which online recordings supplement or substitute for live or live-streamed lecture delivery. We present a parameter, the technical rate of substitution, which captures this information holding student performance constant. We introduce a method to estimate this measure, which we applied to a pilot sample of students in a first-year quantitative methods class. We find imperfect substitutability: live lectures are, in the context of our sample, a less resource-intensive technology than the corresponding online recording to produce a set exam score. Our main contribution is the proposed parameter and the method to derive it. Its calculation significantly facilitates comparison and consolidation of previous research and provides valuable insights on the relative effectiveness of different learning platforms to inform instructor best practice and higher education policy. Implications for practice or policy: Instructors can use our measure to evaluate their students’ effective use of online learning technologies. Course designers can use the measure to select the right mix of online and offline delivery methods. Educators can use the measure to determine the most effective platform for delivering introductory, substantive or review material. Our method helps researchers compare and generalise results from existing studies of the relative performance of online and offline educational technologies. </jats:p>

<jats:p>While online teaching involves a range of contemporary digital tools, there are strong indicators for an ongoing place for video in a new digital learning world. For example, the use of video during the pandemic, to urgently translate on-campus lectures to online content, refocussed the argument on the role of video into the next phase of digital learning. Beyond a much-appreciated tool of convenience, what is video’s pedagogical role in higher education? This article draws from the literature, including reviews, theory, and case examples, to offer a typology to represent the role of video in university teaching practices, including intentional reasons to employ video beyond passive viewing. The typology is offered in three role types: functional purpose, academic focus (or knowledge type), and pedagogical strategy. It is recommended that university educational practitioners (including teachers, developers, and designers) consider video as multidimensional, and consult all three role types when designing video-based learning experiences, to maintain the human design processes within the complexity of teaching and learning. The typology is dynamic and adaptable to further emerging contexts. Implications for practice or policy: A typology of video roles demonstrates the multidimensional nature of video as a university teaching and learning tool, and thus signals the inherent complexity in digital teaching design practice. The video typology is offered for university educators to consult for intentional video-based learning design choices including to prompt considerations beyond passive student viewing. The typology is open for further adaptation into the future, for example, upon application to new cases. </jats:p>

<jats:p>The term metaverse appeared for the first time in a novel published in 1992. Since the early 2000s, researchers have started to use this term to refer to digital technologies for learners to interact with other users with avatars. The term came to prominence in around 2020 due to the rebranding of Facebook. However, there was no consensus on what kind of technologies should belong to the metaverse and how to conceptualise the term. As such, this paper presents an exploratory review for conceptualising the metaverse based on 19 articles from the Web of Science database. This review focuses on the metaverse trend, how researchers in the past and present conceptualizing the term, and key technologies identified in the metaverse world. The findings identify the major types of technologies used in the metaverse studies and offers a sound theoretical foundation in terms of cognitive, social and teacher presence to understand what future potential of these technologies could bring to online learning. Five major types of technologies are identified which could map to four key elements of the metaverse (i.e., immersion, advanced computing, socialisation, decentralisation). At the end, a model is proposed to connect the key elements of the metaverse and its three presences in the community of inquiry that enhance students’ learning outcomes in the metaverse learning environment. Implications for practice or policy: Educators and researchers could rethink what types of technologies belong to the metaverse and how it has the potential to influence the education sector. Instructional designers could create meaningful learning experiences through the four key elements of the metaverse – immersion, advanced computing, socialisation and decentralisation. Policy-makers and educators could refer to the model of metaverse learning environment to guide their future policy and practices. </jats:p>

<jats:p>Information literacy is a core research topic in the field of library and information science. The developmental context of this field can be examined through a long-term retrospective analysis of relevant literature. This study explored the research trends and potential research issues in the top 100 most frequently cited articles on information literacy in higher education published from 2011 to 2020. In addition to a systematic review, this study employed bibliometric methods, including co-citation network analysis, to identify four main research streams in the field of information literacy in higher education: (a) the relationships among students’ information literacy beliefs, competencies, attitudes and behaviour; (b) teachers’, librarians’ and students’ perspectives on information literacy; (c) the relationship between students’ information literacy and epistemic beliefs; and (d) the web search behaviour of digital natives. Accordingly, potential directions for future research and practitioner notes related to information literacy in higher education are proposed herein as a reference for researchers, teachers and policymakers. Implications for practice or policy: For administrators of higher educational institutions, understanding the challenges of new digital technologies and providing training to develop information literacy skills are crucial. For teachers, designing teaching materials and pedagogy based on the latest information literacy standards and framework is useful. Collaboration with professionals from different disciplines is also useful for teachers to integrate information literacy into subject learning activities to cultivate the information literacy competencies of students. </jats:p>

<jats:p>Although previous research highlights the complementary relationship of learning design with TPACK, this is not the case for TPACK informing the development of digital learning design tools. In this paper, we present PeerLAND (Peer Evaluation of LeArNingDesigns). This learning design tool interweaves design and peer evaluation in an integrated process based on TPACK, promoting teachers' roles as designers and reviewers. It adopts a modular design approach to support teachers as designers explicitly represent their design ideas starting from pedadogical content knowledge and gradually cultivating all the TPACK knowledge domains. The learning design process ends with peer evaluation where teachers use TPACK-based criteria to provide constructive feedback to peers. We report on a study conducted in a teacher education context to evaluate PeerLAND. Specifically, we investigate: (i) how student teachers' knowledge develops through the learning design process supported by PeerLAND, and (ii) how they value peer evaluation through PeerLAND. Our findings suggest that putting TPACK into action through PeerLAND developed student teachers’ knowledge in every TPACK domain, except for content knowledge. Furthermore, peer evaluation is considered advantageous to student teachers for getting timely constructive feedback and refining their designs, and several ideas for improving the peer evaluation mechanism are proposed. Implications for practice or policy: PeerLAND is an online tool supporting the development and peer evaluation of technology-enhanced learning designs allowing teachers to work together and switch roles between designers and reviewers. The learning design process in PeerLAND is a ready to use, step by step process for training teachers in technology-enhanced learning design. It provides a replicable blueprint for organising curricula. </jats:p>

<jats:p>This paper investigates how psychological needs spurring self-determined motivation relate to collective efficacy for flourishing in online learning communities. Self-determination theory posits individuals experience intrinsic motivation to flourish at educational tasks because of targeted satisfaction of the three psychological needs: autonomy, relatedness, and competence. However, studies conducted to investigate collective, technology-assisted learning processes suggest competence and relatedness may play a pivotal role in online community engagement and knowledge-sharing. Moreover, informal gaming experiences may mirror the collaborative skills needed in online educational/professional communities. These insights suggest confidence in one’s abilities to contribute to a community, the perception of a strong, supportive social culture in the online classroom, and informal online experiences may lead to self-determined motivation enabling agents in distributed, technology-assisted classrooms to collectively flourish. Little work has been done to examine effects of need satisfaction on collective efficacy in using online technologies. To fill this research gap, we used structural equation modelling to investigate perceptions of 636 undergraduate students enrolled in classes within an education department at a midwestern university employing weekly asynchronous blogging. Our results suggest students’ experience with multiplayer gaming, and need satisfaction towards competence and relatedness correlate with higher collective efficacy in technology-assisted classrooms employing discussion forums. Implications for practice or policy: For instructors, student usership and design can spur motivation in online classrooms. For researchers, understanding student perceptions of collaboration using technology can help understand how to design better technology-assisted classrooms. The design of collaborative online educational communities should focus on creating positive social cultures and fostering competence for students. </jats:p>