Personalized and Adaptive Context-Aware Mobile Learning: Review,challenges and future directions

Education and Information Technologies - Due to the outbreak of COVID 19, digital learning has become the most efficient learning and teaching technique adopted across the world. The pervasiveness...     

Understanding distinctions in learning in hybrid,and online environments: an empirical investigation of the community of inquiry framework

This study of 723 college students seeks to assess the adequacy of the Community of Inquiry (CoI) framework for describing and explaining differences in learning outcomes in hybrid and fully online learning environments. Hypothesizing that the CoI model's theoretical constructs of presence reflect educational effectiveness in a variety of environments, this article seeks evidence of whether students in varying learning environments are likely to rank them differently with regard to teaching, social, and cognitive presence. The study utilizes factor-, hierarchical-regression-, and path analyses to determine the validity of the CoI constructs as well as to characterize the nature of relationships between them. Results suggest that the model is coherent and accounts for the small but significant differences recently reported in the literature regarding the superiority of hybrid environments relative to fully online environments (Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: US Department of Education, Office of Planning, Evaluation, and Policy Development). Recommendations for future research and practice are included.     

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.     

Emerging issues concerning the future directions of Australian senior science education: The Queensland experience

Australia's changing political, social and economic agendas have triggered a critical analysis of school curriculum. Part of this consideration has been concern over the future of science education within the context of senior schooling. Following the completion of the Senior Science Future Directions Project commissioned by the Queensland Board of Senior Secondary School Studies, fifteen issues were identified. These issues, grouped by the needs of the science disciplines, society and the individual student, are discussed with the view of understanding the future design of senior science syllabuses. Specializations: biology teacher education, science curriculum development. Specializations: professional development, curriculum design and evaluation. Specializations: professional development, science teaching.     

Researching shadow education: methodological challenges and directions

Research on shadow education has considerably increased in volume and has helped to improve understanding of the scale, nature, and implications of the phenomenon. However, the field is still in its infancy. Literature on shadow education reflects confusion over terms and parameters, and data suffer from challenges in securing evidence from actors who may be unwilling or unable to respond to enquiries in a clear manner. Particular care is needed in cross-national and cross-cultural comparisons. Nevertheless, the trajectory of improvement in both conceptualisation and instrumentation gives ground for confidence that shadow education will be progressively better documented and better understood.     

Orthographic knowledge: clarifications,challenges, and future directions

Orthographic knowledge is the understanding of how spoken language is represented in print. However, the terms used to describe the two levels of orthographic knowledge, lexical and sublexical orthographic knowledge, have been variably defined and inconsistently measured, potentially contributing to discrepancies in research findings. Dissimilarities in how orthographic knowledge has been operationally defined and measured and the associated differences in tasks used to assess that construct are discussed. As part of that discussion, we relate how some measures assess either implicit or more explicit levels of orthographic knowledge. Using current theories and the existing research, we next provide an argument for how initial development of sublexical orthographic knowledge occurs before lexical orthographic knowledge. Suggestions are provided for what researchers might do in the future to help move the field toward a better understanding of orthographic knowledge. Strategies for assessing orthographic knowledge in literacy research are offered.

     

Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class

Education and Information Technologies - This current study investigates the use of online role-playing, in an online discussion forum, in learning the community of inquiry framework – an...     

Current status of learner support in distance education: emerging issues and directions for future research

This study examines the literature on learner support with the aim of helping institutions of higher education plan and implement support services for distance learners. The following issues emerged as areas of particular importance to future research in distance learner support: 1) the lack of research on cost-effectiveness; 2) the lack of empirical research; and 3) the need for a learner-centered approach in designing and implementing learner support. These issues are discussed in detail to enhance our understanding the role of learner support in post-secondary level distance education programs. It is further argued that future research should focus more on developing and refining methods for cost-benefit analysis of learner support, developing a general framework of the learner support model in dual-mode institutions, and developing systematic methods to identify, analyze, synthesize, and assess the needs of distance learners.     

Academic motivation theories revisited: An interactive dialog between motivation scholars on recent contributions,underexplored issues,and future directions

In this article, I introduce the current special issue, which brings together leading scholars who either initiated or played subsequent central roles in the inception and development of five prominent theories of academic motivation: attribution theory, expectancy-value theory, social-cognitive theory, achievement goal theory, and self-determination theory. I begin by discussing the need for a special issue devoted to these theories and then summarize its overarching goals: (1) provide an outlet for leading theorists to update their work; (2) cast a spotlight on three underexplored and timely issues regarding motivation theory (diversity, methodology, and interventions); (3) have leading scholars discuss their recommendations for future directions; and (4) facilitate an interactive dialog between and among the theorists and three commentators who suggest alternative perspectives on the study of motivation. I conclude with an overview of the five theory articles and three commentaries included in this special issue.     

Literacy and development: Rationales,myths, innovations,and future directions

Literacy and economic development have existed as terms that are inextricably linked in the literature, often with little examination. As one looks more closely at the rationales for this relationship, it becomes clear that much more needs to be known about the functions and uses of literacy in everyday life, how literacy is linked to productive activity and how literacy is learned and taught across the life-span. In order to achieve both understanding and improved literacy programming, it is essential that better methods of assessment and program evaluation be put into place. This paper reviews prior experience in assessment, with special attention to the use of literacy surveys, as well as some of the problems with international literacy statistics. The paper concludes with a discussion of innovations in literacy and policy alternatives in the year 2000 and beyond. Also provided is an extended reference list on the published literature in this area.     

U3As in Australia and New Zealand: their value to the wider community,and new directions for future developments

Population ageing and growing competition for limited resources are likely to increase the onus on older adults to maximize their own well‐being. Recent literature speculates that it may be possible for older people to improve, or at least maintain, aspects of their health by engaging in stimulating mental activity. If that is the case, self‐funding adult education organizations like the University of the Third Age (U3A) are contributing, not only to the well‐being of members, but also to the national economy. U3A has grown strongly in Australia and New Zealand in recent years, and the value of its voluntary services to the community is calculated to be more than A$3 million annually. Despite their present rapid growth, the independent U3A groups may need to develop a more outward‐looking focus if they are to continue to meet the needs of existing members, and to provide different kinds of intellectually challenging programmes for newer ageing cohorts. One practical way of doing this would be through electronic networking between the U3A groups and similar adult education organizations, as well as by using the limitless resources on the World Wide Web. However, the hardware for electronic communication is expensive and purchases of this nature would be beyond the immediate resources of most U3A groups. A mechanism is outlined by which U3As may be able to attract one‐off funding for the purchase of computers or other resources which could help them to meet their educational objectives.     

Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample

This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the CoI as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors—one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the CoI measures for researchers, designers, administrators, and instructors.     

Review of current studies in instructional design theory in Korea: major trends and future directions

This article reviewed recent studies of instructional design theory in Korea to explore major trends and suggest future directions. Based on the analysis of 40 articles from the Journal of Educational Technology between 1994 and 2006, this study identified six trends: little emphasis on the conceptualization of instructional design theory; dominant interest in instructional design theories for higher-order thinking skills or self-regulated learning; special interest in instructional design theories for motivation and interactivity; emergent studies on the generic topic of instructional theories; heavy emphasis on instructional design theory for computer or Web environment; and sparse developmental research. Future directions of study for instructional design theory in Korea are suggested in response to issues arising from these trends.     

Challenges and issues in designing inquiry on the Web

The purpose of this study is to discuss major issues in designing inquiries on the web. Instructional designers face a lot of difficulties and challenges to deal with in the course of designing inquiry experiences for learners in the online environment, a complex and ill‐structured learning environment. Facilitating inquiry or using an inquiry‐based learning approach on the web has both advantages and disadvantages. Instructional designers need to acknowledge the design issues arising in each and every phase of the design process. Utilising appropriate design strategies, instructional designers can provide positive learning experiences for their online learners. For this purpose, three representative cases in the context of teacher professional development were examined and six major issues were identified as follows: (1) seeking a balance between a system‐generated guide and human facilitator, (2) visual representation of the inquiry process, (3) motivating learners with the right question, (4) engaging learners in various learning activities, (5) guiding the inquiry process with various scaffolds, and (6) maximising learning by coordinating resources, tools and the community of inquiry. This study explains each issue in great detail and provides possible guides for instructional designers to handle the issue.     

Nature,nurture and neuroscience: some future directions for historians of education

Following a short introduction this article is divided into three main sections. The first provides definitions and brief histories of the nature-nurture debate and of neuroscience. The second section shows how in recent decades neuroscientific research has impacted on the debate with particular reference to our understanding of human intelligence and IQ. The third section examines findings from futurology and transhumanism. The article concludes that current developments in the neurosciences and in technology have rendered the traditional nature-nurture debate obsolete and that historians of education have a duty to engage in the shaping of possible, probable and preferable futures.