Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies
... The COVID-19 pandemic further accelerated this transformation, compelling universities to adopt remote learning solutions on an unprecedented scale (Dhawan, 2020). The challenges and opportunities presented by this rapid digitalization have sparked significant academic interest, prompting scholars to explore the implications of digital technologies on pedagogical practices, student engagement, and educational equity (Laurillard, 2021). ...
... The integration of digital technologies in higher education has been extensively examined through various theoretical frameworks. Siemens (2019) introduced the concept of Connectivism, which argues Laurillard (2021) developed the Conversational Framework, which highlights the interaction between teachers, students, and technology, positing that digital tools can enhance dialogue and feedback loops in the learning process. Digital technologies have significantly altered pedagogical approaches in university education. ...
... The balance between digital tools and traditional teaching methods is a key consideration in the effective integration of technology in education. Laurillard (2021) argues that while digital tools can enhance learning, they should complement rather than replace traditional methods. The study's findings indicate that both teachers and students value the interactive and flexible nature of digital tools but recognize the importance of maintaining traditional educational practices, such as face-to-face interaction and hands-on learning, to develop critical thinking and practical skills. ...
This article investigates the transformative impact of digital technologies on university education, particularly in light of the accelerated adoption driven by the COVID-19 pandemic. The study aims to explore how these technologies have reshaped teaching and learning processes, focusing on their effectiveness, the challenges they present, and their future potential. The research is grounded in a thorough literature review, coupled with empirical data gathered from interviews with university teachers and students, and enhanced by insights from AI systems. The findings reveal a generally positive reception of digital tools, with significant benefits in enhancing student engagement, providing flexible access to educational resources, and supporting diverse learning modalities. However, the study also identifies key challenges, including the digital divide, the need for continuous faculty training, and the rapid pace of technological change. Additionally, the potential of emerging technologies such as artificial intelligence (AI), virtual reality (VR), and augmented reality (AR) to further personalize and enrich the educational experience is highlighted. The article concludes that while digital technologies offer substantial opportunities for innovation in higher education, their successful integration requires strategic planning, robust policy frameworks, and sustained investment in infrastructure and professional development.
... According to Laurillard (2002), the lecture is probably the oldest and most common teaching method in schools and universities and is considered an effective way to present material to the students. The lecture can be an effective tool in schools, allowing an instructor to provide an overarching theme that organizes the material in an illuminating and exciting way (Laurillard 2002). ...
... According to Laurillard (2002), the lecture is probably the oldest and most common teaching method in schools and universities and is considered an effective way to present material to the students. The lecture can be an effective tool in schools, allowing an instructor to provide an overarching theme that organizes the material in an illuminating and exciting way (Laurillard 2002). However, teachers must shape the lecture for the specific audience of students who will hear it and encourage them to take an active and immediate part in learning the material (Laurillard, 2002). ...
... The lecture can be an effective tool in schools, allowing an instructor to provide an overarching theme that organizes the material in an illuminating and exciting way (Laurillard 2002). However, teachers must shape the lecture for the specific audience of students who will hear it and encourage them to take an active and immediate part in learning the material (Laurillard, 2002). Lectures are essential to see as helping students learn to think about a particular subject rather than primarily transferring knowledge from instructor to student (Laurillard, 2002). ...
The study investigated how schoolteachers and administrators perceive innovative and engaging teaching practices in Southeastern U.S. high schools. Perceptual data was collected from high school teachers to determine whether they believe their professional development adequately prepares them to use innovative and engaging instructional practices in their science courses. The study gathered perceptions of high school science teachers and school administrators regarding the presence and impact of innovative scientific techniques. This study also collected teachers' perceptions of their professional development in preparing them to use innovative teaching strategies. While the participants’ schools and school levels were purposefully selected, faculty participants were randomly selected for interviews.
... Moreover, while existing platforms like DingTalk may be multifunctional, they may only have educational tools dedicated to listening. Laurillard(2002) said that many digital platforms tend to spread content rather than interactive learning, making it difficult for teachers to create tasks that promote more profound levels of participation worldwide. As is often the case in informal learning environments, the ability to provide immediate feedback enables students to recognize their mistakes in real-time and prevents them from better understanding general listening (2023). ...
... Digital literacy training is also important for educators to effectively create and utilize listening tasks. Laurillard(2002) encourages teachers to build an ongoing feedback system, including partnership work and frequent student enrollments, to maintain student participation and increase motivation. ...
... The research confirmed that the digital platforms that have designed interactive and fun auditory tasks can be integrated into many of the challenges in auditory education. As Laurillard (2002) notes, many digital platforms focus more on content delivery than on fostering deep learning, making it difficult for teachers to create activities that actively engage students in the listening process. ...
This study explores how digital platforms such as DingTalk can be used to teach and learn English listening skills as one of the tools for blended learning instructions. These platforms offer synchronous and asynchronous learning methods and provide students with a flexible and interactive platform that promotes real-time communication, peer feedback, and self-paced learning. Although this platform has shown potential benefits for improving listening comprehension using constructivist and social learning theories, drawbacks include technological limitations, insufficient platform features for listening instruction, effective instructional design, and students' need for digital literacy. This article highlights the importance of Dingtalk as one of the tools for blended teaching and learning and the issues to be addressed so this platform can be used to help students' English listening skills. The changes in the dominance of technology in education, like AI and AR, need to be considered for blended learning. The findings suggest that to help students' learning outcomes using this digital platform, educational institutions and teachers need to adapt to the needs of their students continuously.
... The issues surrounding institutional innovation and sustainability in higher education are many and varied (Laurillard 2002). Many models and frameworks exist to inform the process of guiding and sustaining innovation at institutional (Savoie-Zajc, 1993;McClusky, 2001 ;Pelletier, 1994 ;Charlier & Peraya, 2003 ;Peraya & Viens, 2003) and individual levels (Reigeluth & Fricks, 1999). ...
... Educators first need training on new approaches to education and then need a strong and continuous administrative and technical support, and so do students. Staff development courses become thus important in transforming teachers' ideas of learning (Laurillard, 2002;Lonka & Bolander, 2002). Next, it becomes essential that teaching, learning and technology be always monitored for high quality. ...
This paper proposes a framework, both theoretical and practical, that attempts to provide information and scaffolding mainly to university staff but also to policy makers who currently face the initiative of implementing innovation, in all its forms, in the education system. It aims at helping all the different actors, from university managers to university lecturers, involved in the teaching and learning process to answer the following questions: “How do I analyse, guide, and sustain innovation in Higher Education?”, “What kind of information do I need at each stage of the innovation process to make decisions that serve my goals?”, “How do I process the data generated?”, and “How do I feed the results back into the process?”
... Particularly, it is important to doctoral students that academic institutions develop clear strategic plans for AI adoption that include both short-term and long-term goals (Hou et al., 2012). This involves not only choosing the right technological tools but also addressing the broader impact on the academic culture and individual learning processes (Laurillard, 2013). Effective planning helps align AI adoption with institutional goals and student learning objectives. ...
... Furthermore, doctoral students need academic institutions to develop and continuously update ethical guidelines to govern the use of AI technologies that address privacy, bias, and integrity of research. Making these guidelines transparent and accessible to all stakeholders in the academic community is important for maintaining trust and ethical standards in the use of AI technologies (Laurillard, 2013). No doubt, establishing support systems will aid students in navigating the complexities of AI adoption. ...
The adoption of artificial intelligence (AI) in academia is an emerging field of interest. However, there is scant literature that explores the phenomenon of AI adoption by graduate students in doctoral education. This study employs collaborative autoethnography to explore and better understand the nuances of how doctoral students experience AI technologies within academic pursuits. A critical analysis of data revealed that the collective researcher-participant experiences offered the primary overarching theme of adoption strategy, with four distinct subthemes: adoption fear, adoption resistance, adoption feasibility, and adoption ethics. The findings suggest a balanced approach to AI adoption depends on the development of comprehensive strategies that are informed by a deep understanding of both the technological capabilities and the human factors involved. We urge both doctoral students and educators involved in doctoral programs to think critically about these identified themes. For doctoral students, this analysis offers valuable insights into challenges associated with integrating AI technologies into formal learning environments, potentially enhancing a management strategy for their doctoral studies. Educators tasked with integrating and evaluating AI technologies for doctoral coursework may develop a deeper understanding of the challenges their students may encounter during the adoption process.
... Pedagogical research regarding teaching and learning in Higher Education (HE) has led to a number of assumptions that support a vision of educational quality that includes the adoption of networked learning (NWL) approaches (Ramsden, 1992;Laurillard, 1993;Laurillard, 2012). The more recent teaching and learning paradigms in HE imply consistent changes to the traditional approach based on lecturing. ...
... Pedagogical research regarding teaching and learning in Higher Education (HE) has led to a number of assumptions that support a vision of educational quality that includes the adoption of networked learning (NWL) approaches (Ramsden, 1992;Laurillard, 1993;Laurillard, 2012). The more recent teaching and learning paradigms in HE imply consistent changes to the traditional approach based on lecturing. ...
The definition of quality of networked learning (NWL) has been developed a decade ago by the E-Quality Network (2002); according to it, quality NWL should be achieved by promoting interconnected learning in technologically enhanced learning environments. Since that moment, new concepts that could be connected to the conceptual framework for eQuality emerged, including NWL as complex practice requiring design interventions; the idea of operating in contextualized learning cultures; and the need of thinking on interconnections as reflective, dialogic and inclusive relations. This constitutes today a clear framework for practice and research on quality models in terms of both planning strategies and evaluating impacts; however, the contributions in this sense can be considered fragmentary and scarce. In HE, there is still a long way to go in order to implement quality NWL, as part of a broader picture of quality teaching in HE. Factors linked to this problem are the current institutional culture in HE, that privileges attention on research more than on pedagogical practices; leading to naif pedagogical interventions based on the academics conceptions of good teaching, frequently linked to traditional approaches. In this article the authors contend that to promote quality NWL as part of quality teaching, collaborative design for learning represents an effective strategy. This strategy is denominated "the mediated quality process" on the basis of the theoretical contribution of socio-cultural constructivism as well as the advances of the professional learning.and development field, and of quality in eLearning systems. A case study is introduced, where collaborative processes of designing for learning are explored; specifically, the interactions between the members of an academic staff to improve a blended course, as re-design operation, are analyzed. In such process, the academics negotiate values attached to the pedagogical practices and assumptions about good teaching, as well as the role of NWL within it. In fact, collaboration seems to trigger a number of discussions that support a process of negotiating the own quality perspective on pedagogical practices including NWL. In time, this process lead towards integrated, expanded quality perspective that supports academics engagement within a quality culture. The dimensions of the "mediated quality" identified are hence a) to improve the participants knowledge/understanding of quality NWL in a broader context of quality teaching; b) to experience the new quality principles; c) to analyze/reflect on the quality achieved d) to implement concrete innovations to the own practices according to the jointly achieved quality principles.
... Multimedia applications that link to external content further enrich the learning experience (Laurillard, 2013). Interactive multimedia is especially effective in language learning, providing immersive environments for practicing speaking, listening, and writing (Chiu & Churchill, 2016). ...
This study investigated the effectiveness of interactive multimedia incorporating local cultural content and Project-Based Learning (PBL) on the writing skills of junior high school students. Utilizing a quasi-experimental design with a non-equivalent control group, the research involved pre-tests and post-tests for both experimental and control groups. The experimental group engaged with the Pontdaloka application, an interactive multimedia tool enriched with Pontianak's local cultural elements, while the control group utilized traditional PowerPoint presentations. Data analysis using independent sample t-tests revealed a significant improvement in students' writing skills in the experimental group, with a significant value (2-tailed) of 0.003, t-score of 3.043, and t-table of 1.671. These findings suggest that interactive multimedia combined with local cultural content and PBL enhanced students' writing skills more effectively than conventional teaching methods. The study underscores the importance of integrating local culture in educational media to create engaging and relevant learning experiences, thereby improving academic performance and fostering a deeper appreciation for cultural heritage.
... ▪ Narrative media (lectures, print, video, television), ▪ Interactive media (hypermedia, web resources, interactive television), ▪ Adaptive media (simulations, virtual environments, educational games), ▪ Communicative media (computer-mediated conferences, digital document discussion environments), ▪ Productive media (microworlds, collaborative microworlds, modelling). (2000), Sims (1997) and Laurillard (2002) continue to be relevant for learning design and the professional development of academics. Universities that adopt a learning organization approach towards technological change and offer professional development focusing on the distinct interactive affordances of (evolving) instructional technologies are better equipped to address technological challenges. ...
In the beginning... In 2005, six years after the term 'e-learning' was devised, I authored a paper titled "Staff use of e-learning and graduate competencies for the knowledge economy: A study of the misalignment between rhetoric and practice" (2005). Incidentally, 'e-learning' became 'elearning' without the hyphen in the early 2000s as online learning became widespread. This paper examined the dominant rhetoric of this initial period of elearning adoption by higher education (HE) institutions and the professional development of academics. At the time, the rhetoric was alarmist. For example, the Commission of the European Communities (2000) warned about addressing the skills gap in elearning and information and communication technology (ICT) skills as a precondition for participation in the global knowledge economy (KE). It was argued that participation in the KE has numerous advantages, such as increasing individuals' knowledge, boosting economic competitiveness and generating employment opportunities. Likewise, the consultation paper 'Towards a Unified eLearning Strategy' by the Department for Education and Skills (United Kingdom) (2003) explicitly outlined the interrelationships between skills, education, and KE and the British government's commitment to incorporating the e-agenda into HE curricula through a systematic approach and nationally integrated strategies. A report by the Education Network Australia also addressed similar themes (2003). A closely aligned issue of this initial period of elearning adoption was the identification of academics as a critical group that required training and support to acquire the appropriate knowledge and competencies. A recurring issue still relevant today is the significance of These papers are for internal discussion within CESA on topics related to the CESA Mission.
... The move towards more student-centred approaches has implications for staff development. Firstly, it may require training on learning pedagogy (Lonka &Bolander, 2002 andLaurillard, 2002). Secondly, it requires support for the teachers, some of whom may be less IT literate than their students, in the use of information technologies (Tenbush, 1998 andCravener, 1999). ...
The virtual learning environment for undergraduate medicine at the University of Newcastle (‘the NLE’), was established by 1998 and currently supports over 1,400 students and over 1,600 contributing staff. The NLE and wider managed learning environment is continually developed and refined in response to changes in curriculum and policy requirements, including support for learning over a wide geographical area. The purpose of this paper is to report on the design and integration issues of the NLE with reference to these changes. We provide usage data and critically examine the implications of the integrated approach at Newcastle and relate this to student learning.
... Among researchers in educational applications of computing, Laurillard (2002) addresses issues of usability from a pedagogical perspective, focusing on three aspects: user interface, design of learning activities, and checking whether learning objectives have been met. Hale & French (1999) considered the assessment of Web design based on what they described as 'learning principles': reducing conflict and frustration; repetition of concepts using variations in technique; positive reinforcement; active student participation; organization of knowledge; learning with understanding; cognitive feedback; individual differences; and motivation. ...
Technical knowledge is insufficient when designing and testing websites for e-learning. At the Open University, usability has been at the heart of a project aimed at enabling academic course developers to participate on an equal footing with other professionals in addressing website usability. Our investigations have included interviews with key staff, a review of usability literature, case studies, usability tools, workshops, an investigation of student and tutor experiences, and an analysis of student ratings for websites. We outline our concept of ‘pedagogical usability’, a set of key cosiderations for improving the experience of web-based learning.
... They highlight the main key actors in such pedagogical engagement are the students and educators; technology, thus, can never secure such engagement but shape the possibility for this to happen. Innovatively, Laurillard (2002) provides a model for rethinking university teaching because of technology intrusion and close the polarisation to be blended or hybrid learning with technology. Vaughan and Garrison (2005) creatively argue that the thoughtful integration of traditional face-to-face classroom (spontaneous verbal discourse) and online (reflective text-based discourse) learning opportunities is not an alternate mode of learning and teaching delivery. ...
There are digital divides for pupils in Southeast Asia, especially in the aspect of AI for assessment and feedback. From digital tools to AI, the related research communities remain solo for delivering educational robots with machine learning capabilities from STEM (Science, Technology, Engineering & Maths) discipline. Huge work has been committed for Educational Technology (EdTech) researchers for a crossed disciplinary effort (STEM with educational theory), including British Council funded PIE for women programme, aiming to bridge the gap and to promote equality. A series of educational robotics projects, e.g. AIdagogy in AF (Assessment & Feedback), acts as academic-led outreach strategy between two universities from UK and Malaysia, for inclusive schools’ trials across the two nations: the UK technology origins from EUREKA Robotics Centre with Robot EUREKA, JD Robots and Robot Xiaolongbao for in-class personalised coding learning with assessment and feedback, coupled with the Malaysia home-built STEM robots by the STEM Lab from University Malaysia Pahang Al-Sultan Abdullah. Action research methods with rapid prototype development were adapted for the work for selected underprivileged communities including Muslim & Christian, and Malaysian & British pupils, in particularly girls. Pilot experiments were conducted in Wales, England and Malaysia for user acceptance with effective results from both students and teachers, as part of a larger scale rolled out between 2022-2029 for the Global PIE for Women programme, this work is a pilot for community learning to other partnering universities in Malaysia, Indonesia, Pakistan and Wales: our work-in-progress and future work are reflected reviewed and enhanced with recommendations for other to reference from.
... Two instances of so-called ABC Workshops were organized, in June and October 2019. The design workshop concept is based on the Arena Blended Connected Curriculum (ABC) -workshop concept (Perovic, 2015), and the instructional design principles by Laurillard (2002Laurillard ( , 2013, and furthermore, was adapted and modified for training use by pedagogical experts from The Centre for University Teaching and Learning at the University of XXX, who also acted as trainers in the two events. ...
... Although we consulted students, academics, professional services staff and the Students' Union to really understand what the university community needed from the building, I feel that the library is one of many discrete learning spaces rather than part of an integrated campus wide ecosystem of learning spaces. learn with one another appears to be an effective way of demonstrating LD relevance and usefulness (Hood, 2024) to the wider community and remain committed to LD core values (ALDinHE, 2024 (Laurillard, 2002) and reflect on their learning. I would like to suggest that the Writing Cafés are more effective if they are timetabled and delivered in collaboration with the subject specialists to ensure the LD provision is appropriately contextualised. ...
Learning Development is emerging as a transformative force in the constantly evolving landscape of Higher Education (HE) requiring LD to adapt to the technological, cultural and pedagogical changes while embracing cultural diversity and weaving values into their pedagogical practices in the physical and virtual spaces that are available to them. Learning spaces play a crucial role in education, impacting student engagement, comfort and overall learning outcomes and therefore, it is crucial for LD to thoughtfully design diverse spaces for “Working in partnership with students and staff to make sense and get the most out of HE” one of ALDinHE’s (2024) Five Values of Learning Development and “promote engagement in learning and equity of opportunity for all to reach their potential” (PSF 2023). The poster illustrates how the campus-based LD office and ClassCollaborate for 1:1 and group tutorials in one UKHEI were intentionally designed to develop agentic, empowered learners who engage in meaningful conversations with the tutor and/or their peers, co-construct knowledge and navigate HE through respectful dialogue to make sense of their academic journey, thrive and achieve their goals. These dynamic, sustainable spaces are underpinned by Vygotsky's Social Constructivism (1978) and Laurillard's Conversational Framework (2002) demonstrating Teaching Presence (TP) and Social Presence (SP) fostering critical thinking essential for learning and Cognitive Presence (CP). LD spaces where TP, SP and CP, the interrelated elements of Garrison, Anderson, and Archer’s (2001) Community of Inquiry (CoI) theoretical framework interact, are inclusive places for creating deep and meaningful (collaborative-constructivist) learning experiences taking into account diverse learning needs including social justice issues. It is noteworthy that spaces influence how learning developers facilitate learning and how students learn on a case by case basis and the CoI can be a blueprint for designing future physical and virtual spaces for LD promotion.
... Al-Huneidi and Schreurs (2012) of the blend of online educational tools required for running an active learning model ). Laurillard (2002) developed this framework based on the Conversation theory underpinning of Pask (1975) and Ramsden (2003). ...
The study arises from a context in which many informal and formal experimental studies report the best practices of the use of instructional strategies in the flipped classroom learning in
different fields of studies. But none of the studies dedicated to reporting on the above represent the needs of the cohort of blended technology teachers. The success of flipped learning is based on the proper amalgamation of the elements included in the instructional framework, which has usually proved to be true. The premise underlying this study is that adopting of elements of
instructional framework shaping the effectiveness of instructional strategies in flipped learning of technology teachers. It could be fundamental to selecting of the implementation models
needed to facilitate the effective implementation of instructional strategies in flipped classroom learning technology teachers. This study stems out from the afore-said significant need to better
understand the effectiveness of instructional strategies in flipped learning of technology teachers.
Underpinning the study is an instructional framework consisting of ideas found in selecting of instructional strategies mainly in constructivist theory and predominant theories of learning. The review of relevant literature enabled the identification of two instructional strategies (Self-Directed Learning – SDL and Self-Regulated Learning) and subsequent two implementation models (Staged Self-Directed Learning Model – SSDL and COPES Topology) in flipped classroom learning. Thus, a non-randomized, quasi-experimental pre-test and post-test design with mixed-method research methodology was employed in the study context. It was privileged to study the major study question with two extreme cases found in the population – what is the most effective instructional strategy for technology teachers in flipped classroom learning? The effectiveness of the two selected instructional strategies was statistically tested in the first phase and the statistical power of the two implementation models was decided via two scales measured with the data derived from five rating Likert-scale questionnaires in the second phase.
The study added new insights into the instructional framework, proposed five norms for instructional activity selection in blended professional courses, proposed a new framework for blended learning and postulated two didactical procedures for self-paced learning. The interesting major finding of the study is that SDL is the statistically efficient instructional strategy, compared to SRL, in determining cognitive achievements of pre-service and in-service technology teachers in flipped classroom learning. The two implementation models have an adequate predictive power of the variability of dependent variables.
... Since their inception in 1960, chatbots have been used increasingly across diverse applications (Kuhail et al., 2022). In particular, their integration into educational settings gained traction as pedagogical agents in the early 1970s (Laurillard, 2013). However, research on chatbots in education has primarily focused on language learning and computer-assisted instruction, with less emphasis on broader academic support services until 2005. ...
... ICT is increasingly being adopted in University teaching and learning worldwide (N. Jones & O'Shea, 2004;Laurillard, 2002;Orlando, 2013;Samra, 2013), predominantly because it is believed to offer teachers, students and administrators greater flexibility in terms of pace, time, place, entry and exit (Inglis, Ling, & Joosten, 1999;Mustafa & Fatma, 2013). The increasing use of the internet as a tool to facilitate data transmission and exchange has changed the way that learning materials are presented by tertiary educators (Chard, 2006). ...
This thesis was conducted in response to the ongoing issues in education reform with the increasing use of Information and Communication Technology (ICT) for the development of active learning in Vietnamese higher education. This study aims to explore the ways that active learning can be adopted by Vietnamese University students who are studying within an ICT-enhanced blended learning environment in Australia, a developed Western country with a long history of providing ICT-supported learning opportunities for students in higher education. This study undertook a qualitative case study approach, drawing on the development of hybrid active learning practices among Vietnamese international students in an ICT-enhanced blended learning environment at an Australian University. Berry’s models of acculturation processes (Berry, 2005) were employed as an organising theoretical framework for exploring Vietnamese students’ cross-cultural learning experiences. The potential for active learning amongst Vietnamese international students in the Australian learning environment was analysed using theories on active learning and a constructivist approach. The data was collected through semi-structured interviews with nine Vietnamese international students and a review of their course documents. The results of this study show that there is a potential for active learning among Vietnamese students studying in an ICT-enhanced blended learning environment in Australia. This study has found, and subsequently argues, that active or passive learning is influenced by educational context, rather than being determined by students’ personal characteristics or their cultural heritage. However, it did not claim that the students who were educated in Confucian cultural contexts can adopt the new culture and become active learners immediately. The study has demonstrated the difficulties that the participants experienced while becoming more active in their learning in the new ICT based setting. It has also confirmed that in order to develop active learning characteristics, students need to be facilitated and supported by an educational environment in which knowledge content, learning environment, teaching approaches and assessments are carefully designed with a thoughtful integration of ICT to engage students in more effective study
... According to Albirini (2006), ICT encompasses various tools and applications that can be used to support learning, such as computers, the internet, educational software, and e-learning platforms. The use of ICT in education allows for broader access to learning resources (Pelgrum & Law, 2003), more flexible learning (Redecker, 2009), and more intensive interaction between lecturers and students (Laurillard, 2002). For example, e-learning platforms such as Moodle or Blackboard enable lecturers to upload learning materials, assign tasks, and communicate with students online (Moodle, 2013). ...
This study investigates the impact of Information and Communication Technology (ICT) on students' learning motivation in English language learning at higher education institutions. As the digital era evolves, ICT plays a pivotal role in enhancing education by offering broader access to learning resources and promoting student engagement. The research focuses on how ICT usage influences learning motivation, particularly in English, where motivation is critical for academic and professional success. Data were collected from 30 students through questionnaires, measuring motivation levels before and after ICT implementation. Regression analysis revealed a significant positive relationship between ICT usage and learning motivation, with 54.4% of motivation variability explained by ICT use. The study found that ICT increased students' interest, active participation, and accessibility to learning materials. Despite its benefits, challenges such as unequal access to technology and varying digital literacy levels were identified. The study concludes with recommendations for improving ICT integration through training, infrastructure development, and continuous evaluation. These findings contribute to the understanding of ICT’s role in fostering motivation in English language learning, offering insights for educators and policymakers to design more effective learning environments.
... Чтобы успешно проходить процесс обучения, приходилось опираться на теорию «диалоговой структуры обучения» британского исследователя в области образования Д. Лориллард. В соответствии с содержанием диалоговых структур обучения процесс обучения разделен в основном на четыре части цикла: 1) общение с преподавателем; 2) демонстрация преподавателя; 3) общение со сверстниками; 4) демонстрация сверстников [17]. ...
Рассматривается применение модели смешанного обучения, основанного на методологии team-based learning (TBL) в высшем педагогическом образовании. Представлены характеристики метода TBL, определены компетенции, которыми должны обладать преподаватели для эффективного применения данной модели смешанного обучения. Описан опыт применения модели к базовому курсу педагогического образования «Специфика и нормы профессиональной этики учителя» в соответствии с требованиями инновационного учебного процесса в Китае. Модель смешанного обучения адаптирована к образовательной практике, представлены конкретные пути ее реализации. Результатом исследования стали рекомендации и идеи по применению моделей смешанного обучения на основе TBL в педагогике высшей школы.
The application of digital technologies in education leads to the use of innovations in teaching and learning models. Each teaching method has its own features and advantages and plays a unique role in the teaching process, it should be noted that the Team-based learning (hereinafter TBL) teaching method. The application of blended learning model, which is based on TBL methodology, in higher teacher education is considered. The characteristics of the TBL learning method are presented, and the competences that teachers need to possess to ensure effective application of the blended learning model based on the TBL method in pedagogical courses are defined. An attempt is made to apply it to the basic course of teacher education (“Specifics and norms of teacher’s professional ethics”) in accordance with the requirements of innovations in the educational process. Exploring the concept and existing practice of the model, a model of blended learning adapted to the educational discipline and specific ways of its implementation were proposed. The research resulted in recommendations and ideas for the application of TBL-based blended learning models in the field of pedagogical science. The blended learning design framework and implementation process developed in our study can guide all teachers when conducting or optimizing blended learning.
... For example, designs which explicit align with a particular pedagogical perspective such as constructivism or pedagogical patterns which have a prescribe format and are based on an underlying theoretical perspective based on the work of Alexander (see for example Alexander et al, 1977;Goodyear, 2005). Vocabularies (see for example Conole, 2008a) and abstract representations such as design schema (see for example Conole, 2008b) and pedagogical models, such as Laurillard's conversational framework (Laurillard, 2002) are also examples of representations that are based on theoretical perspectives. Whilst clearly this is not a perfect classification it does give some indication of the breadth of types of representation that are possible. ...
This paper provides an overview of the range of representations that can be used to describe learning designs. It provides a definition for learning designs and demonstrates how the different representations can be used for different levels of granularity and to foreground different aspects of the design process.
... Diane Laurillard (Laurillard, 2001) mapped different learning mediating technologies and looked upon these related to which tasks or activities these technologies will be able to support and categorised them into six different categories. As a mapping technique, Grainne Conole (Conole, 2007, pp. ...
This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part of future scope of work.
... The development of digital teaching strategy has not only changed the presentation of teaching content, but also the form of teacher-student interaction, which helps to achieve more personalized learning experiences. The application of digital media and interactive e-learning based on big data platforms in the teaching process can promote the sharing of educational resources, achieve collaborative learning, support the development of more efficient and effective educational models (Laurillard, 2002;. The digital teaching form, especially the blended learning mode, is superior to traditional teaching in promoting students' knowledge mastery and improving learning outcomes. ...
... For instance, a previous study noted that lectures are particularly effective for transmitting factual knowledge and providing clear, structured content [42]. Additionally, another study highlighted that traditional lectures can be beneficial when complemented with other teaching methods, such as discussions and practical applications [43]. ...
Introduction
The flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science.
Methods
A quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings.
Results
The flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution.
Conclusion
The flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education.
Trial registration
Not applicable.
... Development of a future labor force is very important to the survival of industry and the socioeconomic stability of every country. Employers in the jewelry industry expect art and design jewelry graduates to be knowledgeable about current trends of designing and manufacturing technologies of jewelry which benefit industry (Laurillard, 2011). Stakeholders in the jewelry industry expect institutions of higher learning to meet 9 the vigorous and modern design and manufacturing processes of current jewelry making and operational methods. ...
... Theories referred by Clow (2012) include Kolb's (1984) Experiential Learning Cycle which refers to the work of Dewey and Piaget, Schön (1983), and Argyris and Schön's (1974) work on reflective practice. He also refers to Laurillard's (2002) Conversational Framework. Other educational literature mentioned are approaches to learningdeep, surface, or strategicreferring to the work of Richardson (2000) and Trigwell and Prosser (2004), as well as a reference to closed and open-loop control systems in "engineering theory" (Clow, 2012, p. 136). ...
Data, and specifically student data, has always been an integral part of good teaching as well as providing evidence for strategic and operational planning, resource allocation, pedagogy, and student support. As Open, Distance, and Digital Education (ODDE) become increasingly datafied, institutions have access to greater volumes, variety, and granularity of student data, from more diverse sources than ever before. This provides huge opportunity for institutions, and specifically educators and course support teams, to better understand learning, and provide more appropriate and effective student support.
With the emergence of learning analytics (LA) in 2011, the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs, gained momentum, both as research focus and practice. Since then, LA have become institutionalized in many higher education institutions, mostly in residential institutions located in the Global North, and established a prolific presence in research on student learning in digitized environments. While LA has become institutionalized in the Open University (UK), it remains an emerging research focus and practice in many ODDE institutions across the world.
This chapter considers the implications of LA for ODDE research and practice by first providing a brief overview of the evolution of LA, and specifically the theoretical influences in this evolution. A selection of major research findings and discourses in LA are then discussed, before the chapter is concluded with some open questions for a research agenda for LA in ODDE.
... Friesen (2010), however, points out that university lectures are rarely based purely on oral expression, and that they usually contain visual and textual communication, as well as references to other media. Laurillard (2002) suggests that in lecture mode the teacher is able to control events, which substantiates the strong foothold that lecturing has in teaching. The educational experts agree that smaller, less than 40 student classes are friendlier for the learning (McKeachie 1980). ...
This article examines modern methods for higher education digital pedagogy in a lecture room. Over the last ten years, technology has changed lecturing in many different ways. Most of the students entering the university are in their twenties and therefore are seen as experienced in, and capable of, utilizing modern tools for communication. The research data for this paper was drawn up from two university courses which utilized several digital tools alongside other traditional lecture room teaching methods. The essential purpose of this paper is to increase understanding of students' habits and needs concerning digital media use during the lectures. Course teachers have numerous ways to engage the students in the lecture situation, and during the course. Although educational technology is available, with low costs for mobile devices and Internet browser environments, the traditional face-to-face discussions are still relevant. Learning goals should define the expectations which are placed on the different tools. Course teachers should also be reminded that tool registration, as well as trial tests, are time-consuming. In addition, their operation in a teaching situation might require robust guidance or teaching assistants. This paper especially examines five tools for lecture/course activation - image wall, web-based voting, small group discussions, project blogs and online video.According to the results, students can be extremely active users of digital tools and media in some fields and yet uninterested in other uses of digital resources. 28 out of 30 respondents had a mobile device with them, but less than half felt the device was suitable and natural for lecture activities. Even if the students have a mobile device while attending the lecture room, a majority of them find teacher-guided digital activities laborious and extraneous. 26 respondents would participate in the lectures whether or not the recordings are available. All university students may need technical support, for discussions, and with enthusiasm for the use of educational technology, regardless of their age or whether they own a mobile device. Learning cannot be outsourced to discussion forums or blog platforms, but they can serve as excellent resources for learning community communication and as support for the learning process.
... The two papers in question point to the differences which are beginning to transpire in the LA epistemic network, with the emergence of centres of expertise that reflect different educational philosophies; one (Stanford's) eager to develop a 'data-driven science of learning' 2 that enthusiastically marries educational research and computer science. The other (the OU's), showing a degree of intellectual alignment with the tradition of 'socially sensitive' British educational research, with its emphasis on conversations, dialogue and contexts (Laurillard, 2002;Wegerif, 2007;Crook, 1996). ...
This paper draws on Actor-Network Theory to argue that methods used for the classification and measurement of online education are not neutral and objective but are involved in the creation of the educational realities they claim to measure. The paper examines Cluster Analysis (CA) as a ‘performative device’ that, to a significant extent, creates the educational entities it claims to objectively and neutrally represent through the emerging body of knowledge of Learning Analytics (LA). In the conclusion, the paper suggests that those concerned with social justice in educational technology need not limit themselves to denouncing structural inequalities and ideological conflicts. At the opposite end of the ‘critical spectrum’ there is the opportunity to analyse in a more descriptive fashion how hegemonic discourses in education are legitimated through techniques and devices.
... Overall the concept of Learning Design has been used to describe a technical architecture for support and sharing learning designs or describing structured sequences of information and learning activities (Conole, 2007). In the past 20 years many educational researchers have been developing the notion of learning design (Beetham (2007), Conole, 2012Dalziel, 2003;Goodyear et al., 2004;Laurillard, 2002). It has been a shared concern for many educational researchers that the infusion of Information and Communication Technologies (ICT) into education often lead to instructive practices within standardised curricula. ...
This paper explores various strands of ‘Learning Design’ and the understandings of Learning Design that have been developing or are emerging across research fields. We aim to understand the differences and similarities that have developed within various areas, such as Technology Enhanced Learning (TEL), networked learning, designs for learning and draw out their development and branching to understand potentially different ontological or epistemological roots they draw on. Further, we wish to inquire into how the area of ‘Learning Design’ relate to or distances itself from the philosophy and values of networked learning.
... Several models exist to support the integration of IT into teaching and learning, but these tend to operate at an individual course or module level. The ADDIE five step model (Dick, 2001), Laurillard's Conversational framework (Laurillard, 2002), SAMR (Puentedura, 2006), TROHA (Troha, 2007), and Salmon's Carpe Diem (Salmon, 2011) constitute a sample of the models that can be used to guide the implementation of IT in education. The ADDIE instructional design model involving five stages, namely, analysis, design, development, implementation, and evaluation provides a framework to implement IT into distance learning. ...
Infrastructure for open, distance, and digital education (ODDE) needs to have the capability to dynamically develop to accommodate varying models for the delivery of the curriculum and the changing needs of students and institutions. The capability to dynamically develop can be instilled within the institutional infrastructure for ODDE which includes areas such as information technology (IT), emerging technologies, marketing and recruitment, student prospect lead management, registration, educational materials, libraries, and student supports. Organizationally, infrastructures to support affordability, scalability, sustainability, and support must be developed. Open questions and directions for future research on institutional infrastructure for ODDE along with implications for ODDE practice that arise from this research are included.
... It has been widely concluded that the traditional lecture is the least effective way to communicate with learners (Laurillard, 2013;Bligh, 1985). For this reason, there has been an increasing focus on active learning approaches which can processes and outcomes in higher education (Kuh, 2008). ...
... Building on Pask's work, Laurillard developed the Conversational Framework (Laurillard 2002), which includes conversation at two levels: actions and descriptions. At the level of actions, a learner and one or more partners discuss a practical activity or model of the world. ...
... The idea of cracking the code of how Artificial Intelligence works in education is inspired by Wayne Hugo's book, Cracking the code to educational analysis(Hugo, 2013) in which he, drawing on Bernstein, develops a coding system for understanding the phenomenon of education. 2 E.g.,Laurillard (2002) proposes a conversational framework; Mehlenbacher (2010) gives a critical review on instructional design and technology;Waghid et al. (2016) describes EdTech as a democratic process;(Waghid et al., 2016) andBosman and Strydom (2021) theorises blended learning as a practical knowledge. ...
To contribute to cracking the theoretical AI in education code, interviews with academic advisors at a European university were analysed using a dialogic-relational translation device to develop a sociomaterial framework for building EdTech and AIEd theory. The four personas (Consultant, Coach, Counsellor, Collaborator) emerging from the data analysis represent the mental models of academic advisors regarding using technology in their practice. These personas could be used to understand the underlying dynamic of the academic advising practice, for developing personalised training, or to design future human-centred AI-infused academic advising systems. The dialogic-relational framework could also be adapted to create translation devices to analyse and build EdTech and AIEd theory regarding other educational teaching-learning-assessment practices.
... Η θεωρία της πολυμεσικής μάθησης προτείνει μια σειρά από αρχές που είναι σημαντικό να ακολουθούνται έτσι, ώστε τα τεχνολογικά μέσα να δημιουργούν ένα εκπαιδευτικό περιβάλλον που θα βελτιώνει την κατανόηση του διδακτικού αντικειμένου (Mayer, , 2005. Η Laurillard (2002) προσεγγίζει τη διδασκαλία και τη μάθηση στην ανώτατη εκπαίδευση ως απόρροια μιας διαδικασίας επαναλαμβανόμενης συνομιλίας. Συνεπώς, τα τεχνολογικά μέσα θα πρέπει να ταξινομούνται ανάλογα με τον βαθμό στον οποίο υποστηρίζουν τις διαπροσωπικές και εσωτερικές μορφές διαλόγου που λαμβάνουν χώρα στην εκπαιδευτική διαδικασία και περιλαμβάνουν τις «διαλεκτικές», τις «προσαρμοστικές», τις «διαδραστικές» και τις «αναστοχαστικές» διαδικασίες (Laurillard, 2012). ...
Η παρούσα εργασία αναφέρεται στη σχεδίαση, υλοποίηση και αποτίμηση εκπαιδευτικού υλικού για τη διδασκαλία της Αλληγορίας του Σπηλαίου της Πλατωνικής Πολιτείας, η οποία αποτελεί μία από τις ενότητες των αρχαίων ελληνικών ομάδας προσανατολισμού ανθρωπιστικών σπουδών στη Γ’ τάξη του Γενικού Λυκείου. Το εκπαιδευτικό υλικό σχεδιάστηκε εναρμονιζόμενο με τη μεθοδολογία της εξ αποστάσεως εκπαίδευσης, το μοντέλο West-Λιοναράκης (2001), τη γνωστική θεωρία πολυμεσικής μάθησης του Mayer (2001) και το συνομιλιακό μοντέλο της Laurillard (2002), ακολουθώντας τις προδιαγραφές του μαθήματος, όπως αυτές τίθενται μέσα από το ΔΕΠΠΣ και το ΑΠΣ για το μάθημα των αρχαίων ελληνικών. Το εκπαιδευτικό υλικό εφαρμόστηκε στην πράξη κατά την επαναληπτική διδασκαλία της εν λόγω ενότητας μέσω της μεθοδολογίας της συμπληρωματικής εξ αποστάσεως εκπαίδευσης και αποτιμήθηκε από μαθητές, φιλόλογους και κριτικούς αναγνώστες, οι οποίοι είχαν εμπειρία στην εξΑΕ . Σκοπός της αποτίμησης της αξιοποίησης του υλικού ήταν να επισημανθούν τα δυνατά του σημεία αλλά και τυχόν αδυναμίες , προκειμένου να βελτιωθεί , ώστε να καλύψει τις μαθησιακές ανάγκες των μαθητών. Τα ευρήματα της ερευνητικής διαδικασίες αποσκοπούσαν επίσης στον εμπλουτισμό του πεδίου της σχολικής εξΑΕ .
... στο Γιαγλή, Γιαγλής & Κουτσούμπα, 2010. Η μάθηση αυτή προωθείται μέσα από τη συνειδητή και προσωπική προσπάθειά του και υποστηρίζεται πρωτίστως, από το πολυμορφικό εκπαιδευτικό υλικό (EY), το οποίο σχεδιάζεται και αναπτύσσεται σύμφωνα με συγκεκριμένες αρχές (Keegan, 2001;Laurillard, 2002;Λιοναράκης, 2001;Μανούσου, Χαρτοφύλακα, Γκιόσος, & Κουτσούμπα, 2020). Κατά τη διάρκεια της ατομικής μαθησιακής πορείας, τρεις διαδικασίες είναι αναπόσπαστα συνδεδεμένες με την εφαρμογή ενός αποτελεσματικού συστήματος εξΑΕ, τουλάχιστον στο πλαίσιο του Ελληνικού Ανοικτού Πανεπιστημίου (ΕΑΠ): οι Ομαδικές Συμβουλευτικές Συναντήσεις (ΟΣΣ), η εξ αποστάσεως επικοινωνία του εκπαιδευομένου με τον Κ-Σ και η αξιολόγηση των εκπαιδευτικών δραστηριοτήτων που εκπονεί ο εκπαιδευόμενος (Λιοναράκης, 1998· Νικολάκη, Κουτσούμπα & Λυκεσάς, 2013). ...
Σκοπός της παρούσας εργασίας είναι η μελέτη των Γραπτών Εργασιών, στο πλαίσιο της εξ Αποστάσεως Εκπαίδευσης, μέσα από το παράδειγμα της εξαμηνιαίας Θεματικής Ενότητας ΕΤΑ52 «Εκπαιδευτικό Υλικό και σχεδιασμός Διδασκαλίας και Μάθησης», του Μεταπτυχιακού Προγράμματος Σπουδών ΕΤΑ, της Σχολής Ανθρωπιστικών Επιστημών, του Ελληνικού Ανοικτού Πανεπιστημίου. Ειδικότερα, η εργασία στοχεύει στο: (α) να προτείνει έναν αναθεωρημένο, λεπτομερή οδηγό αξιολόγησης των Γραπτών Εργασιών που έχουν ως ζητούμενο την ανάπτυξη έντυπου εκπαιδευτικού υλικού, κατάλληλου για τη μέθοδο της εξ αποστάσεως εκπαίδευσης, βάσει του μοντέλου West & Lionarakis και (β) να κατηγοριοποιήσει τις αστοχίες που εντοπίζονται στις Γραπτές αυτές Εργασίες συνδέοντάς τις με το ακαδημαϊκό υπόβαθρο των εκπαιδευομένων που τις εκπόνησαν. Για τη συγκεκριμένη έρευνα χρησιμοποιήθηκαν οι Γραπτές Εργασίες 47 φοιτητών, εγγεγραμμένων στη Θεματική Ενότητα ΕΤΑ52. Ο παρών οδηγός αξιολόγησης εμπλουτίστηκε με πιο λεπτομερή κριτήρια αξιολόγησης, ενώ η ομαδοποίηση των αστοχιών και η σύνδεσή τους με το ακαδημαϊκό υπόβαθρο των φοιτητών, έγινε μέσω Δένδρου Απόφασης. Η δημιουργία ενός αναλυτικότερου οδηγού αξιολόγησης προτείνεται ώστε να εξασφαλιστεί ένας μεγαλύτερος βαθμός αξιοπιστίας στην αξιολόγηση των Γραπτών Εργασιών, ενώ η μοντελοποίηση των αστοχιών μέσω του Δένδρου Απόφασης αποτελεί μία μέθοδο έγκαιρης πρόβλεψης των εξατομικευμένων μαθησιακών αδυναμιών των εκπαιδευομένων, πριν την εκπόνηση της Γραπτής Εργασίας εξαμήνου.
... Pada era digital saat ini, teori pembelajaran juga mulai mengeksplorasi bagaimana teknologi dapat digunakan untuk mendukung atau bahkan merombak metode pembelajaran tradisional. Laurillard, dalam "Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies", menawarkan kerangka kerja konversasional untuk memahami bagaimana teknologi dapat memfasilitasi pembelajaran yang lebih interaktif dan adaptif (Laurillard, 2013). ...
Buku ini adalah panduan komprehensif yang menjelaskan berbagai model pembelajaran yang digunakan dalam konteks pendidikan. Buku ini membahas berbagai konsep dan prinsip yang mendasari pembelajaran, serta bagaimana menerapkan model-model pembelajaran tersebut. Buku ini memberikan wawasan yang mendalam tentang berbagai model pembelajaran yang dapat digunakan oleh pendidik dan pembelajar untuk meningkatkan pengalaman belajar.
... Equally, researchers suggest that not only should learning be active, it should also be social (Davis et al., 2010) and relational (Ramsden, 2003), giving students time to voice their ideas and interact with others (Laurillard, 2013). ...
The chapter describes a framework used to guide teaching staff in universities as they attempt to respond to emerging trends in the capabilities universities seek to develop and the students they seek to serve. The framework was developed in New Zealand through a national project involving five universities responding to a need to prepare graduates for uncertain futures. It draws on a range of theoretical perspectives to identify four summarising shifts in practice to guide academics in their course design and teaching. The chapter begins by describing trends in what and who universities are teaching. A conceptual analysis of selected learning theories is offered and the implications for shifts in practice are captured. The framework aims to support teachers as they shift their mindsets from disciplinary knowledge and traditional age students to generic capabilities development in a more mature and diverse student body. It encourages teachers to deliver aligned curricula that: enthuse learners, enable them to prepare by exploring their learning journey and then to expand and exhibit their capabilities. The academic development strategies adopted to promulgate the framework are described and evaluation outcomes are shared. Finally, the chapter discusses the implications for higher education institutions role in preparing graduates for their futures.
У методичному пораднику розкрито ключові аспекти для впровадження змішаного навчання в закладах вищої освіти, зокрема педагогічного профілю, щодо моделей змішаного навчання, дизайну освітнього процесу, практичних аспектів забезпечення ефективної взаємодії компонентів змішаного навчання. Особливу увагу приділено інтеграції сучасних цифрових платформ, використанню штучного інтелекту, хмарних сервісів, дотриманню принципів безпеки в цифровому освітньому середовищі. Важливим доповненням до порадника є QR-коди, які відкривають доступ до інтерактивних матеріалів, відеогайдів, чек-листів, та інших практичних аспектів, що значно розширюють можливості змішаного навчання. Розробка методичного порадника здійснена у межах реалізації проєкту (2022.01/0098) «Максимізація ефективності ресурсів змішаного навчання в закладах вищої педагогічної освіти у воєнний час та повоєнного відновлення України» за грантової підтримки Національного фонду досліджень України. Порадник стане незамінним помічником для викладачів ЗВО, зокрема педагогічного профілю, які прагнуть підвищити ефективність змішаного навчання та адаптувати його до сучасних викликів.
This paper sets out to examine the implications of the academic use of digital text among learners in higher education. Working from the perspective that the study and production of texts - in whatever form - is a defining academic activity, it seeks theoretical and evaluative insight into the effects of the shift in learning contexts from printed to online, digital text. It begins by demonstrating how the metaphors of stability and mutability can be applied to the two forms, and moves on to examine the accounts given by students of their experiences of working with digital text. The paper ends by offering some alternative perspectives on these accounts, each of which suggests that the cultural shift from the print paradigm to the digital mode is one which is rendered problematic by many of the discourses we engage in when we describe the tasks of learning, teaching and scholarship.
This paper explores the paradox that occurs between institutional expectations and expectations held by student regarding the use of social media in support of learning in higher education settings. Specifically, the example is given of a disagreement that took place in a recent conversation in a distributed medical education programme in Canada. The current body of research regarding the incongruity of expectations about integrating social media into a higher education institution framework suggests that a widening gap is emerging and that conflict is taking place. The example from Canada exemplifies the difference that exists in people’s understandings and expectations of how social media can be employed for benefit in education. The paper looks at the principles of social media and the potential impact on many of society’s institutions, including government, commerce, media and education. Interestingly, higher education seems to have fallen behind in adopting and adapting to the new social media reality. The key points of social constructivist thinking are then examined with special attention to the following five points: learning requires active participation by the learner; previous experience is important when reinforcing new learning; individual knowledge construction requires a social interaction element; negotiation within the learning environment is essential; and, learning best takes place within a socio-cultural context. These principles are then addressed in relation to the social media principles of active participation, collaboration and that of reflection. Finally, three points are expanded as to potential sources and reasons why conflict may occur when trying to integrate a popular social media perspective into the established higher education setting. These are: existing hierarchical structure of higher education institutions; accreditation and quality concerns; and, formal and informal learning. Social media is more than computer application and programs and the technology behind them it is about transformation. At its core, social media is a collection of ideas about community, openness, flexibility, collaboration, transformation and it is all user-centred. If education and educational institutions can understand and adopt these principles, perhaps there is a chance for significant change in how we teach and learn in formal and informal settings. The challenge is to discover how to facilitate this change.
With the explosive growth of educational data, learning analytics has emerged as a new and important field of study. Among them, the evaluation and prediction of students’ academic performance have attracted much attention. It aims to identify potential academic risks and achievements by analyzing students’ performance. Although scholars at home and abroad have conducted in-depth theoretical and practical research on this topic, there is still a lack of a comprehensive summary of these research results. This paper systematically reviews the research hotspots, limitations, and main research directions for assessing and predicting learning outcomes through technical means through systematic literature retrieval. During the literature review process, the paper uses Bloom’s taxonomy of educational objectives, learning theories, and social cognitive theories as tools to analyze and describe research findings at different levels. The study found that current assessments and predictions of learning outcomes are mainly focused on the knowledge space, emphasizing the analysis of students’ learning behaviors, while there is less emphasis on the assessment and prediction of students’ potential characteristics such as abilities and levels of thinking. However, in recent years, the number of research results focusing on students’ deep-level characteristics has been gradually increasing. Finally, the paper points out the potential issues and research directions that may arise in the field of learning outcome prediction in the future, providing a prospect for subsequent research.
Interest is a supreme factor which propels the process of learning, directs both academic and professional enhancement and finally an indispensable component of academic success. To provide a fruitful learning experience and keep the learners self-motivated and deeply involved throughout the learning process, the entire education system should focus on the interests of the students. The primary drive of the interest is the ‘need’ of the students. Hence, it is quintessential to do a need analysis of the learners for the effective instructional design. Through a descriptive survey study, the English needs of professional education (Engineering, Law and Teacher Education) students were studied and categorized under five dimensions viz. Aural oral skills-related needs, Reading and writing skills-related needs, Academic-related needs, Employment-related needs and Social-related needs. Based on their needs, a detailed description of instructional techniques was also suggested in this chapter. Attributes of such techniques are skill oriented learning, efficient integration of technology, informal learning, gamification and utility based instruction.
Este estudio examina la implementación de la metodología PACIE (Presencia, Alcance, Capacitación, Interacción y E-learning) en entornos de aprendizaje colaborativo en línea, con el objetivo de evaluar su efectividad en mejorar la interacción entre estudiantes y docentes. Se utilizó un enfoque de revisión bibliográfica para analizar estudios previos y evaluar los desafíos y beneficios asociados a la aplicación de esta metodología en la educación virtual. Los resultados muestran que PACIE fomenta una mayor participación estudiantil, facilita la colaboración entre pares y mejora el rendimiento académico, especialmente cuando se integra una presencia activa del docente. Sin embargo, se identifican limitaciones importantes relacionadas con la infraestructura tecnológica, particularmente en regiones con menor acceso a internet. La discusión destaca la necesidad de adaptar esta metodología a diferentes contextos educativos y reforzar la capacitación docente en el uso de herramientas tecnológicas. En conclusión, PACIE se presenta como una metodología sólida y adaptable que, con las condiciones tecnológicas adecuadas, puede transformar la experiencia de aprendizaje en línea, impulsando la interacción y el desarrollo de habilidades colaborativas.
Cette communication explore le rôle essentiel de la communication pédagogique dans le domaine des sciences de gestion, en se concentrant sur les entrepreneurs experts et les doctorants. Un cadre théorique est établi autour des principales théories de la communication pédagogique, telles que le constructivisme et le socioconstructivisme, et l'impact des technologies de l'information et de la communication (TIC) sur l'apprentissage est également examiné.
L'application "Or en Pépites" est présentée comme un outil innovant conçu pour répondre aux besoins spécifiques des utilisateurs. Ses fonctionnalités incluent des modules de formation interactifs, une newsletter informative, des vidéos explicatives et des podcasts de témoignages. Ces éléments multimédias favorisent un apprentissage autonome et pratique, essentiel dans un environnement académique et entrepreneurial en constante évolution.
Les implications pratiques de l'application sont discutées, mettant en avant la nécessité pour les entrepreneurs et les doctorants d'accéder à des contenus actualisés, d'appliquer les connaissances théoriques à des situations réelles et de développer des compétences critiques.
Enfin, bien que l'application montre un potentiel significatif, il est souligné qu'il est crucial de mener des recherches supplémentaires pour évaluer son efficacité et son impact sur l'apprentissage. La communication conclut que l'intégration d'outils technologiques comme "Or en Pépites" représente une opportunité prometteuse pour enrichir l'éducation en sciences de gestion, en encourageant une approche réflexive face aux défis contemporains.
Education at all levels is usually forward-looking; it is important for the learner to keep pace with the dynamic and fast-changing environment. Student-centered approaches to education have begun to gain traction in our day and age. Pakistan is no exception in this regard.
In this study, the researchers tried to find out students’ perceptions about e-learning and f2f learning at university level. Proper statistical techniques were used for collecting, standardizing and analyzing the data. Quantitative research approach was adopted. The population was comprised of all the university students studying in the Punjab, Pakistan. Multistage sampling technique was used to select a sample from the population. A total of 150 students were included in the study as sample.
In order to determine the students’ perceptions about e-learning and f2f learning, the researchers developed the tool. The data was analyzed using the Statistical Package for Social Sciences (SPSS) software.
Results concluded that students have positive perceptions about f2f learning as compared to e-learning. It was determined that a significant difference does not exist in overall male and female students’ perceptions. Additionally, no significant difference exists on the basis of locale.
It is recommended that qualitative approach should also be used for better understanding of the phenomenon. It is also recommended by the researchers to conduct additional research with a bigger sample size. Future studies may be able to support or reject the results of this study.
Σε συνεργατικά περιβάλλοντα μάθησης είναι σημαντικό να δομείται κατάλληλα η συνεργασία ώστε να επιτυγχάνονται παραγωγικές αλληλεπιδράσεις. Στο περιβάλλον μάθησης ……….., όπου η μάθηση επιτυγχάνεται μέσα από την εκπόνηση δραστηριοτήτων, έχουν υιοθετηθεί αρχές δόμησης της συνεργασίας που επικεντρώνονται στη διαμόρφωση του μοντέλου συνεργασίας που ακολουθούν τα μέλη των ομάδων και στη δόμηση του διαλόγου. Το εργαλείο επικοινωνίας υποστηρίζει τόσο την ελεύθερη όσο και τη δομημένη μορφή διαλόγου με διαφορετικά μέσα - υποστηρικτικές πρότυπες φράσεις της μορφής δήλωσης ενέργειας και αρχικής φράσης. Ο εκπαιδευτικός μπορεί να σχεδιάσει τις συνεργατικές δραστηριότητες και να ορίσει/προσαρμόσει κατάλληλα τα μέσα επικοινωνίας. Τα αποτελέσματα των δύο μελετών που διεξήχθησαν σε φοιτητές της τριτοβάθμιας εκπαίδευσης, έδειξαν ότι οι φοιτητές χρησιμοποίησαν αποτελεσματικά τον δομημένο διάλογο, είχαν πιο συνεκτικές συνομιλίες και αναγνώρισαν την προστιθέμενη αξία του δομημένου διαλόγου.
Higher Education Institutions have started embracing technologies to bring effectiveness to the classrooms. Gone are the days of traditional classrooms where teaching was done mainly through teacher centric method. NEP-2020 also talks about the use of innovative pedagogies by incorporating novel technologies in the classroom. Moreover, educational institutions worldwide have experienced an online learning environment in the recent past due to the sudden outbreak of the COVID-19 pandemic and social distancing. As the nature and mode of teaching learning environment in schools are rapidly changing, teacher education institutions need to adapt to emerging situations to keep pace with the new developments. The execution of blended learning demands innovativeness in pedagogy as well as variations in curriculum. The article is an attempt to explore the various digital technologies that are being employed worldwide for classroom discussions and group activities for blended classrooms. It can be concluded that there is a dire need to bring changes by emphasizing new pedagogies for better interaction and collaboration among pupil teachers.
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