Course evaluation: reconfigurations for learning with learning management systems

The introduction of online delivery platforms such as learning management systems (LMS) in tertiary education has changed the methods and modes of curriculum delivery and communication. While course evaluation methods have also changed from paper-based in-class-administered methods to largely online-administered methods, the data collection instruments have remained unchanged. This paper reports on a small exploratory study of two tertiary-level courses. The study investigated why design of the instruments and methods to administer surveys in the courses are ineffective measures against the intrinsic characteristics of online learning. It reviewed the students' response rates of the conventional evaluations for the courses over an eight-year period. It then compared a newly developed online evaluation and the conventional methods over a two-year period. The results showed the response rates with the new evaluation method increased by more than 80% from the average of the conventional evaluations (below 30%), and the students' written feedback was more detailed and comprehensive than in the conventional evaluations. The study demonstrated the possibility that the LMS-based learning evaluation can be effective and efficient in terms of the quality of students' participation and engagement in their learning, and for an integrated pedagogical approach in an online learning environment.     

The role of learning theory in multimodal learning analytics

This study presents the outcomes of a semi-systematic literature review on the role of learning theory in multimodal learning analytics (MMLA) research. Based on previous systematic literature reviews in MMLA and an additional new search, 35 MMLA works were identified that use theory. The results show that MMLA studies do not always discuss their findings within an established theoretical framework. Most of the theory-driven MMLA studies are positioned in the cognitive and affective domains, and the three most frequently used theories are embodied cognition, cognitive load theory and control–value theory of achievement emotions. Often, the theories are only used to inform the study design, but there is a relationship between the most frequently used theories and the data modalities used to operationalize those theories. Although studies such as these are rare, the findings indicate that MMLA affordances can, indeed, lead to theoretical contributions to learning sciences. In this work, we discuss methods of accelerating theory-driven MMLA research and how this acceleration can extend or even create new theoretical knowledge.

Practitioner notes

What is already known about this topic

• Multimodal learning analytics (MMLA) is an emerging field of research with inherent connections to advanced computational analyses of social phenomena.
• MMLA can help us monitor learning activity at the micro-level and model cognitive, affective and social factors associated with learning using data from both physical and digital spaces.
• MMLA provide new opportunities to support students' learning.

What this paper adds

• Some MMLA works use theory, but, overall, the role of theory is currently limited.
• The three theories dominating MMLA research are embodied cognition, control–value theory of achievement emotions and cognitive load theory.
• Most of the theory-driven MMLA papers use theory ‘as is’ and do not consider the analytical and synthetic role of theory or aim to contribute to it.

Implications for practice and/or policy

• If the ultimate goal of MMLA, and AI in Education in general, research is to understand and support human learning, these studies should be expected to align their findings (or not) with established relevant theories.
• MMLA research is mature enough to contribute to learning theory, and more research should aim to do so.
• MMLA researchers and practitioners, including technology designers, developers, educators and policy-makers, can use this review as an overview of the current state of theory-driven MMLA.

     

在线学习准备度对大学生在线学习投入度的影响

在线学习投入是保证"停课不停学"期间在线教学质量的重要条件。对大学生开展调查,运用描述统计和回归分析法对疫情期间大学生在线学习准备度的现状、大学生在线学习投入度的现状进行分析,可以发现在线学习准备度对大学生在线学习投入度的影响以及在线学习自我效能感、感知教师支持、在线学习平台体验在其中的中介作用。结果表明:大学生在线学习准备不足;大学生在线学习投入整体不高;大学生在线学习准备度对大学生在线学习投入度具有显著影响;在线学习自我效能感、感知教师支持、在线学习平台体验在在线学习准备度和在线学习投入度之间存在中介效应。因此,可以从技术支持维度、在线学习资源设计维度、教师支持维度着手提升学生的在线学习投入度。     

Valuing and evaluating student-generated online multimodal texts: rethinking what counts

Teachers are currently urged to integrate information and communication technologies into classroom learning experiences, and many enthusiastically do so, yet traditional print‐based assessment modes still dominate. In this paper we put forward the position that the production of digitally mediated texts cannot be assessed against traditional printbased assessment criteria. In support of this position, we explore the nature of multimodal text production and propose relevant assessment criteria for determining quality.     

Supporting academic workloads in online learning

Academic workloads in online learning are influenced by many variables, the complexity of which makes it difficult to measure academic workloads in isolation. While researching issues associated with academic workloads, professional development stood out as having a substantive impact on academic workloads. Many academics in applied health degrees commence their educational careers as specialists or experts within their profession, rather than as professional educators. New educators may have limited access to professional development when orientating to their new role. The available professional development focuses on technological and presentation aspects, rather than pedagogy in practice, increasing workloads and adding complexity without the understanding. This study argues that academics become empowered to better understand and manage their workloads through the implementation of targeted professional development, as well as the use of clear institutional frameworks for instructional design. A framework for course design (LATARE) is presented as part of this study.     

International students using online information resources to learn: complex experience and learning needs

This paper reports the findings of a qualitative study that investigated 25 international students’ use of online information resources for study purposes at two Australian universities. Using an expanded critical incident approach, the study viewed international students through an information literacy lens, as information-using learners. The findings are presented in two complementary parts: as a word picture that describes their whole experience of using online information resources to learn; and as a tabulated set of critical findings that summarises their associated information literacy learning needs. The word picture shows international students’ resource use as a complex interplay of eight interrelated elements: students; information-learning environment; interactions (with online resources); strengths-challenges; learning-help; affective responses; reflective responses; and cultural-linguistic dimensions. In using online resources, the international students experience an array of strengths and challenges, and an apparent information literacy imbalance between their more developed information skills and less-developed critical information use. The critical findings about information literacy needs provide a framework for developing an inclusive informed learning approach that responds to international students’ complex information using experiences and needs. While the study is situated in Australia, the findings are of potential interest to educators, information professionals and researchers worldwide who seek to support learning in culturally diverse higher education contexts.     

Changes in self-efficacy and task value in online learning

This study was designed to investigate whether course content self-efficacy, online technologies self-efficacy, and task value change over the course of a semester. Sixty-nine participating students from four classes provided data through two instruments: (1) the self-efficacy instrument and (2) the task value instrument. Students’ self-efficacy and task value measures were collected three times during the semester (i.e., beginning of semester, mid-term, and final). Data were analyzed using repeated measures of variance. Findings of repeated measures indicate that course content self-efficacy and online technologies self-efficacy fluctuated, but task value remained unaffected during the course of the semester. Educational implications of the results and suggestions for future research are discussed.     

网络学习中的人际交互研究

网络学习的出现产生了网络学习群体。学习者以信息技术为中介进行人际交互,并在人际交互中进行知识意义的建构。网络学习中的人际交互具有积极主动和交互层面广等特点。这种积极、广泛的人际交互对于掌握网络学习方法及对传统课堂教学都有不少有益的启示。     

网络环境下专业英语视听说教学模式探索

专业英语视听说课程以学习理论为基础,探索并实现了网络环境下视听说三位一体的立体化教学模式,在教学内容、教学手段、教学过程、教学管理和教学评估各方面都有所创新,课程优势与特色明显,有效促进了学生专业英语的综合应用能力的提高。     

Round or rectangular tables for collaborative problem solving? A multimodal learning analytics study

The current knowledge of the effects of the physical environment on learners’ behaviour in collaborative problem-solving tasks is underexplored. This paper aims to critically examine the potential of multimodal learning analytics, using new data sets, in studying how the shapes of shared tables affect the learners’ behaviour when collaborating in terms of patterns of participation and indicators related to physical social interactions. The research presented in this paper investigates this question considering the potential interplay with contextual aspects (level of education) and learning design decisions (group size). Three dependent variables (distance between students, range of movement and level of participation) are tested using quantitative and qualitative analyses of data collected using a motion capture system and video recordings. Results show that the use of round tables (vs rectangular tables) leads to higher levels of on-task participation in the case of elementary school students. For university students, different table shapes seem to have a limited impact on their levels of participation in collaborative problem solving. The analysis shows significant differences regarding the relationship between group size and the distance between students, but there is no substantial evidence that group size affects the level of participation. The findings support previous research highlighting the importance of studying the role of the physical environment as an element of learning design and the potential of multimodal learning analytics in approaching these studies.     

在线学习环境中课程完成原因探析(英文)

很多提供在线课程的教育机构所面临的一大挑战就是开发能够提高学生动机的教学策略,从而提高课程和项目的完成率.本研究利用Eastmond(1994)开发的"基于计算机会议的成人远程学习框架"(Adult Distance Study through Computer Conferencing,简称ADSCC),探讨了学习者的准备情况、在线特征、与计算机媒介传播(Computer Mediated Communication,tuj tq CMC)相关的学习方法等因素是否会影响虚拟学习环境中学生自备课程完成情况.研究结果表明,以上因素与课程完成情况有着显著的正相关.同时研究还发现,自我动机、对技术的信任,以及技术的易用等是在线学习环境中课程完成的主要原因.     

大学生在线学习投入对学习绩效的影响研究——以西部某新建师范院校为例

以群体动力学理论为基础,以西部某新建师范院校在校本科生为研究对象,构建了在线学习投入对学习绩效的解释结构模型。研究表明:群体动力学理论的基本假设对开展在线学习行为研究具有一定的适用性和拓展性;大学生参加在线学习的内部动机越强,其情感投入、学习绩效越高;情感投入度越高,其行为投入、认知投入度越高;增强线上交互有助于强化情感投入;增强情感投入有助于强化内部动机对认知投入的影响和线上交互对行为投入的影响;增强认知投入和行为投入,有助于强化情感投入对学习绩效的影响。因此,高校应进一步规范课程引入、强化选课指导、优化学习空间,以增强大学生在线学习的内部动机,提升线上交互质量。     

Evaluating intelligent interfaces for post-editing automatic transcriptions of online video lectures

Video lectures are fast becoming an everyday educational resource in higher education. They are being incorporated into existing university curricula around the world, while also emerging as a key component of the open education movement. In 2007, the Universitat Politècnica de València (UPV) implemented its poliMedia lecture capture system for the creation and publication of quality educational video content and now has a collection of over 10,000 video objects. In 2011, it embarked on the EU-subsidised transLectures project to add automatic subtitles to these videos in both Spanish and other languages. By doing so, it allows access to their educational content by non-native speakers and the deaf and hard-of-hearing, as well as enabling advanced repository management functions. In this paper, following a short introduction to poliMedia, transLectures and Docència en Xarxa (Teaching Online), the UPV’s action plan to boost the use of digital resources at the university, we will discuss the three-stage evaluation process carried out with the collaboration of UPV lecturers to find the best interaction protocol for the task of post-editing automatic subtitles.     

Networked learning: design considerations for online instructors

The considerable increase in web-based knowledge networks in the past two decades is strongly influencing learning environments. Learning entails information retrieval, use, communication, and production, and is strongly enriched by socially mediated discussions, debates, and collaborative activities. It is becoming critical for educators to better understand and become skilled at utilizing online networks and their affordances to improve the quality of learning experiences for their students. Along the same lines, networked learning could be seen as an effort to respond to the advances in electronic networks by putting the focus on the students and paying close attention to their educational needs, learning preferences, and social interactions. The aim of this paper is to review and synthesize empirical research on networked learning for online higher education courses and offer suggestions for future studies based on the gaps found in the literature. Implications of networked learning for instructional design are also discussed.     

Exploring differences in online professional development seminars with the community of inquiry framework

Four sessions of two professional development seminars were offered to members of an organization. The seminars were voluntary, free of charge, and participants did not receive credit for their attendance. Participation rates and exit survey ratings for the four sessions varied. After the seminars, an analysis using the community of inquiry framework was conducted to better understand what occurred in the dialogue of the seminars to understand whether patterns of facilitator actions related to the amount of participation and exit survey ratings. The design of the seminars, the activities in the seminars, and the importance of the facilitator to plan and then help foster interaction in voluntary professional development seminars are discussed relative to the community of inquiry model.     

Leveraging personality information to improve community recommendation in e-learning platforms

E-learning platforms are becoming more and more important and they are gradually changing people’s learning ways. In the e-learning platforms, users actively create and join their favorite communities to share their questions and ideas. With the increase of users of e-learning platforms, the number of communities is increasing dramatically. In this context, it has become difficult for users to find learning communities that match their interests and preferences. Therefore, how to effectively recommend the learning community for users has become an urgent need. However, compared to learning item recommendation, there is relatively limited work on learning community recommendation, and the existing research on community recommendation often ignores the personality information. Personality is considered one of the primary factors that influence human behavior and social relationships, as it affects how people react and interact with others. Several studies have demonstrated that people with similar personality tend to have similar interests. Furthermore, homophily theory also states that social interactions between similar individuals occur at a higher rate than among dissimilar ones. Since interests and interactions are important driving forces for users to join the learning communities, personality has an important impact on users’ choices of communities. Therefore, this paper aims at shedding some light on the impact of personality information on the accuracy of community recommendations. Particularly, we propose three enhanced matrix factorization models based on the Big Five personality framework. To evaluate the effectiveness of our proposed models, we conducted extensive experiments on myPersonality datasets. The results prove that the personality information can improve the performance of the learning community recommendation model and alleviate the data sparsity problem.