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Attention Retention: Ensuring Your Educational Content Is Engaging Your Students
Abstract
As teachers look for ways to improve practice and enhance student engagement, referral to the literature leads to a dichotomy between specific activity and heavy academic research on metadata and learning analytics. This paper is intended to tread the pathway between the two so that teachers can, using the findings, introduce video for flipped classes, or online teaching. Taking 5 iterations of an action research approach the authors present the techniques and principles for making an interactive video and clear examples of lesson design. The research was conducted at a Danish higher education institution in technical subjects, but the methods are applicable to most teaching situations. The outcomes are, that paying attention to the process of recording existing lecture content leads to interactive video. This new content can be embedded in a structured lesson design and can greatly improve educational outcomes and student engagement. The researchers’ goal was to create and sustain smart, rich and active learning environments in both online and in classroom environments, and utilize existing content across both platforms.
... Xiao, Pham and Wang, 2015), or to select the best learning materials and videos (e.g. Lau et al., 2018;Kravchenko and Cass, 2017). Within this group, some studies focused on the temporality of students' engagement with the learning material to issue recommendations for adaptive learning and improvement of the learning material (e.g. ...
... Some only used the video metrics without evaluating individual users' engagement (e.g. Kravchenko and Cass, 2017), and only two studies presented a different population. Kaw et al. (2019) investigated students "other than white male" and Ng and Xie (2017) showed that the FC was slightly more efficient with female students. ...
... Other examplesinclude specific tools used on students' mobile phones(Hsu, 2019), and an unnamed CLI (Command Line Interface) data extraction tool(Ayres et al., 2018).While a small majority of studies used only quantitative data as mentioned above, 21 studies used mixed methods and completed their use of LA with qualitative data. Such studies investigated the participants' experience through interviews (e.g.Hui et al., 2018;Kravchenko and Cass, 2017) or focus groups (e.g,Ayres et al, 2018;Kaw et al., 2019), or in-class observation based on the action research methodology(Isomöttönen and Tirronen, 2017). Some studies also investigated the lived experiences of students through self-reported opinion or motivation questionnaires(Marasco et al., 2018;Lau et al., 2018;Lei et al., 2017;Chu, Wang and Wang, 2019). ...
The Flipped Classroom (FC) is an instruction method, where the traditional lecture and homework sessions are inverted. Online material is given to students in order to gain necessary knowledge before class, while class time is devoted to application of this knowledge and reflection. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet, which has known a significant surge of popularity in the past decade. A marked recent trend in the FC is the increased use of Learning Analytics (LA) to support the development of the FC and students’ reflexive learning. The aim of this paper is to investigate the literature on applications of LA in FCs, and to determine the best practices and needs for technological development supporting LA in the FC by means of a scoping review. This literature review revealed that there is potential in using LA in the FC, especially as a means to predict students’ learning outcome and to support adaptive learning and improvement on the curriculum. However, further long‑term studies and development is necessary to encourage self‑directed learning in students and to develop the whole of the FC for a more diverse population of students. We anticipate an increased and expanded use of LA to come, with focus on predictive and prescriptive analytics providing more adaptive learning experience. We also anticipate that LA will expand beyond data mining to correlate student performance and online engagement with the aim to include a wider range of possibilities of interventions and adaptation of the learning experience.
... Xiao, Pham and Wang, 2015), or to select the best learning materials and videos (e.g. Lau et al., 2018;Kravchenko and Cass, 2017). Within this group, some studies focused on the temporality of students' engagement with the learning material to issue recommendations for adaptive learning and improvement of the learning material (e.g. ...
... Some only used the video metrics without evaluating individual users' engagement (e.g. Kravchenko and Cass, 2017), and only two studies presented a different population. Kaw et al. (2019) investigated students "other than white male" and Ng and Xie (2017) showed that the FC was slightly more efficient with female students. ...
... Other examplesinclude specific tools used on students' mobile phones(Hsu, 2019), and an unnamed CLI (Command Line Interface) data extraction tool(Ayres et al., 2018).While a small majority of studies used only quantitative data as mentioned above, 21 studies used mixed methods and completed their use of LA with qualitative data. Such studies investigated the participants' experience through interviews (e.g.Hui et al., 2018;Kravchenko and Cass, 2017) or focus groups (e.g,Ayres et al, 2018;Kaw et al., 2019), or in-class observation based on the action research methodology(Isomöttönen and Tirronen, 2017). Some studies also investigated the lived experiences of students through self-reported opinion or motivation questionnaires(Marasco et al., 2018;Lau et al., 2018;Lei et al., 2017;Chu, Wang and Wang, 2019). ...
... In this day and age, information and communication technology (ICT) is omnipresent in organisations (Kravchenko & Cass, 2018;Maurseth, 2018;McDowall & Kinman, 2017). The use of ICT is known to enhance the productivity and efficiency of organisations (Ayyagari et al., 2011). ...
... There was no measurable influence of technostress on psychological safety and learning. (Kravchenko & Cass, 2018;Maurseth, 2018;McDowall & Kinman, 2017). The use of ICT is known to enhance the productivity and efficiency of organisations (Ayyagari et al., 2011). ...
... Overload means that employees receive too much information and multitask regularly (Ayyagari et al., 2011). This implies a timeless relation due to the omnipresence of information technology (Kravchenko & Cass, 2018;Maurseth, 2018;McDowall & Kinman, 2017). From this research, the following hypothesis was formed: ...
Organisational ICT use may also have detrimental effects such as increased stress levels of employees. This research adopted a data analysis method (Path Least Squared Structural Equation Model (PLS-SEM)) based on the steps described by Hair et al. (2016): specify the structural model, specify the measurement model, and examine the data by means of determining statistical significance. When using PLS-SEM the research’ data analysis accounts for and maximises the amount of variance not explained by other variables.
The key contribution of this research is the influence of technostressors on psychological safety and learning by means of PLS-SEM analysis. A model was constructed based on the findings in the literature. The reason knowing the influence is enabling and enhancing
earning. In regard that some of the hypothesis do not adhere to results described
in the literature this research rejected the hypothesis. There was no measurable influence of technostress on psychological safety and learning.
The case study reveals the present state of the Literary tourism issue in the university setting at the Management of Tourism bachelor study programme. It demonstrates how to increase desired awareness and students’ knowledge of this cultural heritage topic while utilizing a tried-and-true scheme of content development within the frame of a blended learning concept. The scheme might be perceived as a didactic tool built on the heuristic method, Socratic debate and constructivist approach that meets the requirements of student involvement and motivation to create and retain knowledge.KeywordsContent developmentTourism managementLearning environmentSocratic methodStudy
The continual growth of antenna-based technologies has created an exponential demand for well-qualified workforce of antenna engineer/researchers, but the expertise for a smooth transition into job market is lagging. This study presents the effectiveness of using hybrid-flipped model integrated with educational technologies in a graduate Antenna Theory and Design course, and the influence it has on orienting students toward antenna research. This is important because graduate research in emerging technologies with good results will open the gateway for job and the prospect of a scholarship for higher education. The effectiveness of the proposed study is evaluated using the following metrics: (a) student response to the hybrid-flipped learning, (b) impact of educational technology on student learning, and (c) educational outcome toward antenna engineering research. Result of the study indicates that the number of students choosing antenna research increased from 14% in 2014–15 to 42% in 2015–16 and reaching to 70% in 2016–17, and the number of students for year 2017–18 is 77% Results of the study also reflect research in diverse antenna technologies with good research output to merit publication in journals of international repute.
This article presents the Critical Reading Topics approach, a pedagogical method employed to promote deep thinking in a variety of politics courses. Derived from principles articulated in active learning, critical thinking, backward design, and flipped classroom literature, this method utilizes Bloom’s Taxonomy as the scaffolding for students to create and evaluate pointed and relevant discussion topics written by themselves and their peers. By utilizing this method, faculty can increase students’ contemplation of the course texts, enhance students’ classroom contributions and quickly gauge the extent to which students understand the readings’ main ideas. This approach also enables students to gain authorship of the material, and it gives them additional in-class time to process the complex information they encounter. Evidence collected from six different political science courses is provided to document the approach’s effectiveness. Key findings include an improvement in the quality of relevant and focused discussion topics, a high percentage of students completing reading assignments with corresponding high quiz grades, and significant participation and recognition for all students, even those who are traditionally quiet in class.
Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities to a global audience. However, evidence suggests that only a small proportion of MOOC participants go on to complete their courses and relatively little is understood about the MOOC design and implementation factors that influence retention. This paper reports a survey study of 379 participants enrolled at university in Cairo who were encouraged to take a MOOC of their own choice as part of their development. 122 participants (32.2%) went onto to complete an entire course. There were no significant differences in completion rates by gender, level of study (undergraduate or postgraduate) or MOOC platform. A post-MOOC survey of students' perceptions found that MOOC Course Content was a significant predictor of MOOC retention, with the relationship mediated by the effect of content on the Perceived Effectiveness of the course. Interaction with the instructor of the MOOC was also found to be significant predictor of MOOC retention. Overall these constructs explained 79% of the variance in MOOC retention.
Pedagogically informed designs of learning are increasingly of interest to researchers in blended and online learning, as learning design is shown to have an impact on student behaviour and outcomes. Although learning design is widely studied, often these studies are individual courses or programmes and few empirical studies have connected learning designs of a substantial number of courses with learning behaviour. In this study we linked 151 modules and 111.256 students with students' behaviour (<400 million minutes of online behaviour), satisfaction and performance at the Open University UK using multiple regression models. Our findings strongly indicate the importance of learning design in predicting and understanding Virtual Learning Environment behaviour and performance of students in blended and online environments. In line with proponents of social learning theories, our primary predictor for academic retention was the time learners spent on communication activities, controlling for various institutional and disciplinary factors. Where possible, appropriate and well designed communication tasks that align with the learning objectives of the course may be a way forward to enhance academic retention.
The rapid progress of mobile, wireless communication and sensing technologies has enabled the development of context-aware ubiquitous learning (u-learning) environments, which are able to detect the real-world learning status of students as well as the environmental contexts. Accordingly, appropriate information can be provided to individual students in the right place and at the right time. However, researchers have indicated that, to support students to learn in real-world contexts in smart ways, more factors need to be taken into account when designing and developing learning systems. In this paper, the definition and criteria of smart learning environments are presented from the perspective of context-aware ubiquitous learning. A framework is also presented to address the design and development considerations of smart learning environments to support both online and real-world learning activities. Moreover, some emerging technologies that might facilitate the development of smart learning environments as well as the features and criteria of smart learning are addressed. Finally, research issues related to smart learning are provided.
Flipped classroom is an element of blended learning and it is the reverse of the traditional classroom.
The students do not listen to the lectures delivered in the classroom but outside the classroom through
online video lecture. The teachers record themselves explaining the subject or get videos from free
website such as Youtube to share with students to be watched outside the class. The flipped classroom
has several advantages; students become more motivated and confident while discussing in the
classroom because they have prepared by watching video lectures before coming to class, the
classroom activities become more student-centered rather than teacher-centered because the teachers
just act as facilitators. However, some disadvantages are also found in the flipped classroom It is a
new model of learning and not all teachers and students are ready to apply it. This paper will briefly
explain the use of flipped classroom as a new model of teaching-learning activity.
Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled ‘flipped’ are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom approach.
Cognitive load theory (CLT) originated in the 1980s and underwent substantial development and expansion in the 1990s by researchers from around the globe. As the articles in this special issue demonstrate, it is a major theory providing a framework for investigations into cognitive processes and instructional design. By simultaneously considering the structure of information and the cognitive architecture that allows learners to process that information, cognitive load theorists have been able to generate a unique variety of new and sometimes counterintuitive instructional designs and procedures.
In a time of change, higher education is in the position of having to adapt to external conditions created by widespread adoption of popular technologies such as social media, social networking services and mobile devices. For faculty members, there must be opportunities for concrete experiences capable of generating a personal conviction that a given technology is worth using and an understanding of the contexts in which it is best used. The paper examines approaches to educational professional development at The Open University, including recent initiatives related to faculty development in relation to mobile learning. The paper reflects on what can be learnt from these experiences and proposes a lifelong learning perspective which can help the higher education workforce to adapt. Faculty members have to commit to lifelong learning, remembering that ‘professional role model’ to students is one of the main roles of the teacher.
This paper proposes that Social Learning Analytics (SLA) can be usefully thought of as a subset of learning analytics approaches. SLA focuses on how learners build knowledge together in their cultural and social settings. In the context of online social learning, it takes into account both formal and informal educational environments, including networks and communities. The paper introduces the broad rationale for SLA by reviewing some of the key drivers that make social learning so important today. Five forms of SLA are identified, including those which are inherently social, and others which have social dimensions. The paper goes on to describe early work towards implementing these analytics on SocialLearn, an online learning space in use at the UK's Open University, and the challenges that this is raising. This work takes an iterative approach to analytics, encouraging learners to respond to and help to shape not only the analytics but also their associated recommendations.
The literature base on technology professional development for teachers reveals that there is a long way to go in understanding methods of effective practice with respect to the various impacts of these activities on teaching and learning. In the No Child Left Behind era, with programs like Preparing Tomorrow’s Teachers to Use Technology, the Fund for the Improvement of Post Secondary Education, and E-rate (the schools and library portion of the Universal Service Fund) that have been targeted as No Demonstrated Results, we need to move to a more systematic study of how technology integration occurs within our schools, what increases its adoption by teachers, and the long-term impacts that these investments have on both teachers and students. In addition to the findings of a comprehensive literature review, this article also articulates a systematic evaluation plan that, if implemented, will likely yield the information needed to better understand these important educational issues.
Distance learning has gone through four generations over more than a century. Those four generations, though have elevated the level of interaction between the student and his distant instructor and classmates, are still lacking an essential component for effective teaching, namely customizing the delivery of a course in terms of the material and the style of teaching according to the student profile. In traditional classrooms, the human teacher utilizes his experience and intelligence to adapt the teaching method and style to meet the average student in the classroom.
This research has focused on improving the effectiveness and quality of web-based e-learning through adapting the course authoring and delivery to match each individual student skills and preferences. In this article, we shed lights on the vision and status of the eight-year Smart e-Learning environment project: The main objective of this project is to employ AI techniques to advance e-learning forward towards the fifth generation e-learning as we envision it. The idea is to embed instructional design theories as well as learning and cognition theories into e-learning environments to provide a more intelligent and, hence, more effective one-to-one e-learning environments. This article only gives a high level overview; however, the more interested reader will be referred to articles describing the work in more technical details.
Discussion of constructivist learning environments and the instructor's role focuses on interaction in electronic learning (elearning) environments. Highlights include learning-centered environments; situated learning; pre-learning activities; active learning; interactive learning; interaction with content, peers, and instructor; feedback and evaluation; and reflection. (LRW)
In this article, the implications of constructivism for instructional systems design (ISD) are summarized as five principles
that integrate the affective and cognitive domains of learning. In contrast to current views, it is suggested that constructivist
philosophy offers instructional designers an alternative set of values that may significantly influence the emphasis of ISD
methods without undermining the coherence and consistency of the ISD model. Distinguishing characteristics of the two approaches
are described, based on a review of recent literature. The article concludes with the assertion that the influence of constructivist
philosophy on ISD should be to focus attention on critical enabling objectives traditionally overlooked by instructional designers.
Interactive video in an e-learning system allows proactive and random access to video content. Our empirical study examined the influence of interactive video on learning outcome and learner satisfaction in e-learning environments. Four different settings were studied: three were e-learning environments—with interactive video, with non-interactive video, and without video. The fourth was the traditional classroom environment. Results of the experiment showed that the value of video for learning effectiveness was contingent upon the provision of interactivity. Students in the e-learning environment that provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings. However, students who used the e-learning environment that provided non-interactive video did not improve either. The findings suggest that it may be important to integrate interactive instructional video into e-learning systems.
Purpose
To provide a thorough analysis of the role of the internet in survey research and to discuss the implications of online surveys becoming such a major force in research.
Design/methodology/approach
The paper is divided into four major sections: an analysis of the strengths and potential weaknesses of online surveys; a comparison of online surveys with other survey formats; a discussion on the best uses for online surveys and how their potential weaknesses may be moderated; and an overview of the online survey services being offered by the world's largest research firms.
Findings
If conducted properly, online surveys have significant advantages over other formats. However, it is imperative that the potential weaknesses of online surveys be mitigated and that online surveys only be used when appropriate. Outsourcing of online survey functions is growing in popularity.
Practical implications
The paper provides a very useful source of information and impartial advice for any professional who is considering the use of online surveys.
Originality/value
The paper synthesizes the vast literature related to online surveys, presents original material related to survey methodology, and offers a number of recommendations.
Cognitive load theory suggests that effective instructional material facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward preliminaries to learning. One example of ineffective instruction occurs if learners unnecessarily are required to mentally integrate disparate sources of mutually referring information such as separate text and diagrams. Such split-source infonnation may generate a heavy cognitive load, because material must be mentally integrated before learning can commence. This article reports findings from six experiments testing the consequences of split-source and integrated information using electrical engineering and biology instructional materials. Experiment 1 was designed to compare conventional instructions with integrated instructions over a period of several months in an industrial training setting. The materials chosen were unintelligible without mental integration. Results favored integrated instructions throughout the 3-month study. Experiment 2 was designed to investigate the possible differences between conventional and integrated instructions in areas in which it was not essential for sources of information to be integrated to be understood. The results suggest that integrated instructions were no better than split-source infonnation in such areas. Experiments 3, 4, and 5 indicate that the introduction of seemingly useful but nonessential explanatory material (e.g., a commentary on a diagram) could have deleterious effects even when presented in integrated format. Experiment 6 found that the need for physical integration was restored if the material was organized in such a manner that individual units could not be understood alone. In light of these results and previous findings, suggestions are made for cognitively guided instructional packages.
Many MOOCs rely on instructivist pedagogies, in which teaching follows a top-down transmission model. Whether they follow a behaviourist, cognitivist or constructivist path, teachers guide or dictate activities as well as provide information that learners use in learning. In most cases, learners are not treated as sources of knowledge but as recipients or, at best, constructors of it. This is a waste of the vast pools of skills and knowledge that inevitably exist in any large collection of learners and is diametrically opposed to the principles behind earlier but now less commonplace connectivist MOOCs (cMoocs). Such cMOOCs, at least in principle, benefit from scale – they gain value the more people there are engaged in them because, though they coalesce around shared events and resources that resemble the instructivist patterns of publication, learners generate and design their own learning paths, discussing, debating, sharing their learning in rich networks and clusters of networks. As part of a strategy to explore different approaches to MOOC delivery, we developed a site using the Elgg social media framework in order to attempt to gain benefits of social sharing to support learning. Participating in the Digital Age, a six-week Australian MOOC (PDA MOOC), self-referentially was concerned with learning to be a digital citizen while using participatory tools to do so. In this paper we report on the theoretical foundations of the design, its technical implementation, and the benefits and disadvantages of the approach when the course was run. © 2015, Universidad Nacional de Educacion a Distancia. All rights reserved.
Smart education creates unique and unprecedented opportunities for academic and training organizations in terms of higher standards and innovative approaches to (1) learning and teaching strategies—smart pedagogy, (2) unique highly technological services to local on-campus and remote/online students, (3) set-ups of innovative smart classrooms with easy local/remote student-to-faculty interaction and local/remote student-to-student collaboration, (4) design and development of Web-based rich multimedia learning content with interactive presentations, video lectures, Web-based interactive quizzes and tests, and instant knowledge assessment. This paper presents the outcomes of an ongoing research project aimed to create smart university taxonomy and identify main features, components, technologies and systems of smart universities that go well beyond those in a traditional university with predominantly face-to-face classes and learning activities.
Massive Open Online Courses (MOOCs) have experienced rapid expansion and gained significant popularity among students and educators. Although the broad acceptance of MOOCs, there is still a long way to go in terms of satisfaction of students' needs, as witnessed in the extremely high drop-out rates. Working toward improving MOOCs, we employ the Grounded Theory Method (GTM) in a quantitative study and explore this new phenomenon. In particular, we present a novel analysis using a real-world data set with user-generated online reviews, where we both identify the student, course, platform, and university characteristics that affect student retention and estimate their relative effect. In the conducted analysis, we integrate econometric, text mining, opinion mining, and machine learning techniques, building both explanatory and predictive models, toward a more complete analysis. This study also provides actionable insights for MOOCs and education, in general, and contributes to the related literature discovering new findings. © (2013) by the AIS/ICIS Administrative Office All rights reserved.
This article examines a review of literature related to online learning and teaching. The authors provide a brief historical perspective of online education as well as describe the unique aspects of online teaching and learning. The barriers to online teaching, the new faculty roles in online learning environments, and some implications for online learning and teaching are also provided. This article is intended to stimulate reflections on effective strategies to enhance faculty success in their transition from traditional pedagogical platforms to online learning and teaching.
For hundreds of years verbal messages - such as lectures and printed lessons - have been the primary means of explaining ideas to learners. In Multimedia Learning Richard Mayer explores ways of going beyond the purely verbal by combining words and pictures for effective teaching. Multimedia encyclopedias have become the latest addition to students' reference tools, and the world wide web is full of messages that combine words and pictures. Do these forms of presentation help learners? If so, what is the best way to design multimedia messages for optimal learning? Drawing upon 10 years of research, the author provides seven principles for the design of multimedia messages and a cognitive theory of multimedia learning. In short, this book summarizes research aimed at realizing the promise of multimedia learning - that is, the potential of using words and pictures together to promote human understanding.
Problem-based learning has been described for use in medical education and is thought to be a superior approach to traditional didactic methods. We describe the use of PBL as an innovative approach to the education and training of social workers on an interdisciplinary health care team. An actual PBL case is described, and a discussion of the advantages and disadvantages to this approach is presented. The use of PBL on interdisciplinary teams helps educate social workers to work effectively on teams, and educates other professionals about the social work role and how to utilize social work services effectively.
There are many papers that present the problems of educational videos: need of a high number of resources to create them, excess of information in the majority of videos, gaps of information between videos and the rest of materials of the courses, etc. This paper introduces the concept 'low-cost educational video', which attempts to solve to a large extent the problems that have been identified in the educational videos. To this end, an empirical research is conducted with 487 students and various lecturers and professors in three undergraduate degrees: Mechanical Engineering, Industrial Engineering and Management (in face-to-face as well as semi-distance modalities), and Aeronautical Engineering at the Universitat Politècnica de Catalunya (Spain). In order to achieve this goal, we introduce the process and the required resources for the creation and the diffusion of these low-cost educational videos. The results are analysed taking a literature-based questionnaire as a starting point and within the principles of good practice in higher education framework. The main research findings revealed an improved student motivation and an increase of the perceived efficiency in the learning and teaching processes, without substantially raising costs.
Although online courseware often includes multimedia materials, exactly how different video lecture types impact student performance has seldom been studied. Therefore, this study explores how three commonly used video lectures styles affect the sustained attention, emotion, cognitive load, and learning performance of verbalizers and visualizers in an autonomous online learning scenario by using a two-factor experimental design, brainwave detection, emotion-sensing equipment, cognitive load scale, and learning performance test sheet. Analysis results indicate that, while the three video lecture types enhance learning performance, learning performance with lecture capture and picture-in-picture types is superior to that associated with the voice-over type. Verbalizers and visualizers achieve the same learning performance with the three video types. Additionally, sustained attention induced by the voice-over type is markedly higher than that with the picture-in-picture type. Sustained attention of verbalizers is also significantly higher than that of visualizers when learning with the three video lectures. Moreover, the positive and negative emotions induced by the three video lectures do not appear to significantly differ from each other. Also, cognitive load related to the voice-over type is significantly higher than that with by the lecture capture and picture-in-picture types. Furthermore, the cognitive load for visualizers markedly exceeds that of verbalizers who are presented with the voice-over type. Results of this study significantly contribute to efforts to design of video lectures and also provide a valuable reference when selecting video lecture types for online learning.
This paper presents an analysis of how affordances of ICT-rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education (promoting cognitive change, formative assessment and lifelong learning) are examined to see how they may be supported and enhanced by affordances of ICT-rich environments. The affordances that I have identified support learning through four main effects: promoting cognitive acceleration; enabling a wider range of experience so that students can relate science to their own and other real-world experiences; increasing students' self-management; and facilitating data collection and presentation. ICT-rich environments already provide a range of affordances that have been shown to enable learning of science but integrating these affordances with other pedagogical innovations provides even greater potential for enhancement of students' learning.
This paper sets the debates of the other papers in the context of a benchmark in time that is after four decades of deliberations about the relationship between ICT and education. The environment for and deliberations about this relationship has been one of rapid change in perspectives, most characterised as a shift of focus from the technology to learning. While contemplating the future however, a number of enduring issues remain, including understanding how learning occurs, learning with or about the technology, and the role of the teacher and professional development. The papers address these issues, as well as exploring national policies and software learning environments; all reflect on the growing complexity of the situation and the conundrum of failure to achieve ‘lift-off.’ Key phrases for debates in the future include lifelong learning, the commonplace of ICT in society, the digital world of the young, and the digital ethical dilemmas. In addition I suggest that the key word of change could be paid more attention.
Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic
idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires
too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the
use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably
and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and
the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related
issues. It concludes by presenting a research agenda for future studies of cognitive load.
KeywordCognitive load theory
Hybrid learning, or blended learning, has become an interesting learning delivery method in recent years. Many universities have sought to develop their own hybrid learning courses as another option for students and instructors who prefer to replace some portion of traditional face-to-face meeting time with online instruction. This paper provides some pragmatic guidance for establishing hybrid learning courses in universities. The authors focus on the use of information technology, as well as the development and the design of the course content. The paper also illustrates a case study of hybrid learning courses at NJIT. The research results showed no significant difference between the performance of the students who took a course in hybrid mode versus the performance of those who took the identical course in distance learning mode. Some positive feedback in terms of perceived benefit from the hybrid course instruction and course materials was obtained from the students. The student learning styles were also investigated. The results demonstrated that the majority of students who participated in the hybrid learning course are active/sensing/sequential/visual learners. Most of them preferred visual presentations to verbal explanations. The research results also revealed the difference between learning styles of students with high performance, and those with low performance.
The process of knowledge acquisition which has the strongest truth claim is the research process of natural science, based on testing hypotheses to destruction. But the application of this process to phenomena beyond those for which it was developed, namely, the natural regularities of the physical universe, is problematical. For research into social phenomena there is increasing interest in "action research" in various forms. In this process the researcher enters a real-world situation and aims both to improve it and to acquire knowledge. This paper reviews the nature and validity of action research, arguing that its claim to validity requires a recoverable research process based upon a prior declaration of the epistemology in terms of which findings which count as knowledge will be expressed.
this paper is to provide a clear link between the theoretical principles of constructivism and the practice of instructional design and the practice of teaching. We will begin with a basic characterization of constructivism identifying what we believe to be the central principles in learning and understanding. We will then identify and elaborate on eight instructional principles for the design of a constructivist learning environment. Finally, we will exam what we consider to be one of the best exemplars of a constructivist learning environment -- Problem Based Learning as described by Barrows (1985, 1986, 1992) at the Southern Illinois University Medical School and at the Problem Based Learning Institute for high school teachers .
Becoming an Effective Teacher. Cengage Learning
- T Fetherston
Education and Knowledge Society
- T Van Weert
- T Weert van
Lessons from the cyberspace classroom: the realities of online teaching
- R Paloff
- K Pratt
Taxonomy of Educational Goals
- B Bloom
- D Krathwohl
- B Masia
Concepts, Methods and Skills for Research and Intervention
- C Agyris
- R Putnam
- D Maclain-Smith
Nine video tips for a better flipped classroom
- D Raths
Designing for active learning in technology-rich contexts
- H Beetham
Answering the call: Flipping the Classroom to Prepare Practice-Ready Attorenys
- A B Matamoros
- AB Matamoros