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Knowledge map-based online micro-learning: impacts on learning engagement, knowledge structure, and learning performance of in-service teachers

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Abstract

Online teacher professional development is widely regarded as a promising way to improve the quality of teachers and the effect of teaching. Micro-learning, which has the potential to fit the learner’s personalized learning needs through a variety of small educational resources and flexible learning opportunities, could be an efficient way for the online teacher professional development. However, the scattered knowledge points and fragmented learning time in micro-learning may limit the learner’s comprehension and the construction of knowledge. In this study, a knowledge map-based online micro-learning system was developed to solve this problem. To verify the effectiveness of the proposed system, a quasi-experiment was conducted during a three-week online course for teachers’ professional development. A total of 42 in-service Mandarin teachers participated in the course, and were divided into two equal groups. An experimental group learned by using a knowledge map tool while a control group learned the same contents in the form of the conventional list type. The results indicate that the experimental group outperformed the control group in terms of learning engagement, and showed a clearer and more complete knowledge structure. Furthermore, micro-learning coupled with knowledge maps was found to improve the teachers’ learning performance.

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... For example, some scholars analyze teachers' participation frequency in online learning activities, including the number of videos watched, the frequency of participation in forums, and the number of interactions with others, to explore teachers' participation status in OTPD (Beisiegel et al., 2017;Bonafini, 2017;Zhang et al., 2017). In addition, in order to improve the quality of teachers' participation in OTPD, some researchers explored incentive and intervention strategies that could improve teachers' efficacy (Ansley et al., 2021;Reeves & Chiang, 2018) and learning performance (Biasutti et al., 2019;Jiménez & O'Shanahan, 2016;Ma et al., 2021). Although there have been various studies related to teachers' participation in OTPD. ...
... Therefore, high participation quality is a predictor of continuing motivation, commitment, and overall performance (Shernoff & Hoogstra, 2001). Considering the positive role of participation quality in teacher professional development, scholars have focused on the quality of teacher participation (Ma et al., 2021;Prestridge, 2017). For example, Chen et al. (2009) analyzed teachers' online synchronous discussions on mathematics teaching and found that most messages were at the level of simple information processing involving less cognitive and metacognitive skills, and the quality of teachers' participation was low. ...
... Second, this study bridges a research gap in the existing literature by exploring the relationship between the participation frequency and participation quality in OTPD. Previous studies have evaluated the frequency and quality of teacher participation in online professional development (Zhang et al., 2017;Trust et al., 2016;Ma et al., 2021). However, few studies have focused on the patterns of teacher participation in OTPD and the relationship between the participation frequency and participation quality of teachers. ...
Article
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Online teacher professional development (OTPD) opportunities are made available to teachers and draw increasing research attention. As the key characteristics of teachers’ participation in OTPD, the frequency and quality of participation are increasingly concerned. However, the relationship between teacher participation frequency and participation quality is still unclear. Addressing this problem not only helps reveal teachers’ participation patterns in OTPD, but also provides support for promoting teachers’ online professional learning and improving OTPD organization and management. To identify teachers’ participation patterns and the relationship between participation frequency and participation quality in OTPD, this study analyzed 5,064 log records of 415 teachers using lag sequential analysis, t-test, and Chi-square test. The findings indicated that teachers preferred shallow participation behaviors, such as sharing resources and experience, and seldom carried out deep participation/engagement behaviors (e.g., proposing knowledge topics, establishing teaching and research practices). Teachers with higher participation frequency had lower participation quality in OTPD and tended to repeat shallow participation behaviors. Finally, the study proposed some suggestions for better supporting teachers’ participation in online professional development, such as strengthening the links between information sharing activities, knowledge construction activities, and teaching and research practices.
... The results of the data analysis show that the CRT-loaded microlearning module is valid and feasible to be used as a learning medium for trigonometric comparison material to improve mathematical problem-solving ability. The CRTloaded microlearning module supports the characteristics of 21st-century students, namely liking the freedom to learn, being comfortable with an environment connected to the internet, and having a short attention span and also supports learning because it is adjusted to the learning style and ability level of students (Giurgiu, 2017;Ma et al., 2023;Nikou & Economides, 2018;Shail, 2019;Zarshenas et al., 2022). The CRT-based microlearning modules have undergone a validation process to ensure their suitability (Díaz Redondo et al., 2021;Fidan, 2023;Ma et al., 2023;Zarshenas et al., 2022). ...
... The CRTloaded microlearning module supports the characteristics of 21st-century students, namely liking the freedom to learn, being comfortable with an environment connected to the internet, and having a short attention span and also supports learning because it is adjusted to the learning style and ability level of students (Giurgiu, 2017;Ma et al., 2023;Nikou & Economides, 2018;Shail, 2019;Zarshenas et al., 2022). The CRT-based microlearning modules have undergone a validation process to ensure their suitability (Díaz Redondo et al., 2021;Fidan, 2023;Ma et al., 2023;Zarshenas et al., 2022). Validation is an important step taken in the development of learning media including modules, because it is related to the quality of the module. ...
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The aim of this research is to find out how the implementation of the development of a microlearning module containing Culturally Responsive Teaching at Candi Singasari can improve students' problem solving abilities. The development model in this study refers to the ADDIE development model. The study involved one media expert, one material expert, and the research subjects taken came from class X students in Malang class X students. Data collection was carried out through observation, interviews, and questionnaires analyzed using qualitative and quantitative methods. The average total validation score from experts is 91.4%, which indicates that the Containing Culturally Responsive Teaching loaded microlearning module is very valid. The overall average product trial results reached 83.8% which is included in the valid category. The results of the Paired Sample t-test and Post test were 0.000 <0.05, so there is an effect of the microlearning module containing Containing Culturally Responsive Teaching on improving mathematical problem solving abilities and an increase in mathematical problem solving abilities before and after the use of the microlearning module containing Containing Culturally Responsive Teaching by looking at the average value of the pre-test 6.1694 and post-test 24.2788. So it can be concluded that the Containing Culturally Responsive Teaching loaded microlearning module has been successfully developed and validated so that it is suitable for use to improve mathematical problem solving abilities in the material of trigonometry comparisons in right triangles.
... In addition, microlearning has been discussed as a cost-effective strategy for corporate training (Beste, 2021). Further, microlearning has been used in K-12 settings for teacher professional development (Ma et al., 2021;Shamir-Inbal & Blau, 2020;Xiao et al., 2020). ...
... The key rationale for implementing microlearning in K-12 teacher professional development was to increase knowledge construction (Ma et al., 2021) and stimulate self-regulated learning (Shamir-Inbal & Blau, 2020;Xiao et al., 2020). ...
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In recent years, publications on microlearning have substantially increased, as this topic has received extensive attention from scholars in the instructional design and technology discipline. To better characterize and understand microlearning, there is a need for comprehensive bibliometrics assessments of the literature on microlearning. To this end, this bibliometric study collected 208 relevant publications on microlearning from the Scopus database, published in diverse contexts. Using quantitative topic modeling and qualitative content analysis methods, we identified four major themes in these publications, namely: (1) design of microlearning; (2) implementation of microlearning as an instructional method strategy and an intervention; (3) evaluation of microlearning; and (4) the utilization of mobile devices for microlearning. Based on the study findings, we discuss the significance of the study and provide implications for research and practice, particularly in fostering rigorous inquiry on the topic of microlearning, expanding the context of research to include K-12 settings, and focusing on mobile-based microlearning. Link to article: https://rdcu.be/cXWmw
... In DGBL, progress bars, badges, leaderboards, and learning journey maps are used to embody a learner's progress and provide positive feedback. In this way, a long learning journey can be divided into short trips so learners can have clear, reachable goals and are encouraged by each milestone they achieve (Ma et al., 2021) However, progress visualisation embodiments, such as progress bars, badges, etc., have been shown to be short-lived as they function more as "extrinsic incentives" that are effective in promoting performance, rather than intrinsic motivation and enjoyment of the task. Further research is needed to understand the nuances of their design and implementation, such as "timing, visual presentation, phrasing, or fulfilment logic", to enhance motivation and performance (Groening & Binnewies, 2019 Intrinsic motivation is generally more effective, and blending progress visualisation with competition and collaboration may increase motivation for young learners. ...
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This study builds on previous work investigating the efficacy of a novel framework for the design of interactive learning activities based on Digital Game-Based Learning (DGBL). The work presented here provides further explanation of the setup from the previous experiment with the novel framework, DGBL-AA, by considering the provision of a game that a learner can ‘observe’ as an audience, with parameters related to a linked learning activity. Using a quasi-experimental approach, we analyse children’s reactions and perceptions of a game they observe as spectators. While the previous work was grounded in the same principles, this paper finalises the name DGBL-AA and elaborates on the details of the framework. It articulates the underlying principles that facilitate the framework's generalisation across traditional classroom education, GBL, DGBL, and life scenarios, typically phenomena seen in sports. The paper identifies the primary challenges in DGBL and sets specific goals for the framework to address these issues. The experiments and the Frogs game, developed specifically for this study, illustrate the framework's adaptability and offer insights into its potential for widespread implementation. This study evaluates the framework's impact on learning outcomes and student engagement. Our findings suggest that the framework significantly enhances the educational experience, as evidenced by quantitative and qualitative data from the experiments. The experimental group demonstrated higher engagement and better performance compared to the control group. However, there was no significant difference between the competition and collaboration modes of the Frogs game. Future research directions include developing additional games with various progress visualisations to further assess the framework's efficacy. We also aim to explore the long-term effects of the framework on student achievement and motivation. Eventually, a virtual world that allows people to observe and motivate their learning could be created. This could involve implementing the framework in different subjects, age groups, and educational settings to validate its versatility and robustness.
... This dilemma has prompted educators to explore new ways of teaching and learning. Given this context, microlearning has swiftly risen to prominence, challenging the specific constraints by breaking down learning into smaller, more manageable units [3][4][5]. These bite-sized units are more flexible [6,7], easily accessible [8] through various devices such as mobile [6,9,10], computer and other learning tools. ...
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Microlearning, characterized by its concise and targeted learning content, has emerged as a dynamic pedagogical approach. However, its effectiveness on learning outcomes is subject to mixed research findings, and there’s limited understanding of the underlying factors influencing these outcomes. To address this gap, we collected both quantitative and qualitative data from life-long learners who were taking micro credentials modules hosted on Canvas. This study identified and categorized specific content and learner-level factors into contextual (media richness), behavioral (interaction and engagement), cognitive (comprehensiveness) and affective (motivation, self-concept, and satisfaction), affecting learning outcomes drawing from multiple theories such as the Expectancy-Disconfirmation, constructivism, Self-determination, Situation(al) Awareness, Cognitive Multimedia Learning, and Andragogy. The study introduced a novel framework to investigate factors affecting microlearning outcomes. We utilized SmartPLS v4 for quantitative analysis and ATLAS.ti v24 for qualitative analysis. Quantitative findings revealed significant influence of media richness on interactivity, engagement, satisfaction, and comprehension. Interactivity significantly influenced engagement, and engagement, in turn, shaped learner satisfaction and self-concept. Additionally, comprehension significantly affected both learning outcomes and satisfaction. However, interactivity, engagement, and satisfaction did not significantly affect learning outcomes, suggesting areas for improvement in microlearning module design. Qualitative analysis identified specific challenges like limited peer interaction, pace of instruction, and comprehension difficulties with complex content. However, it also highlighted positive aspects such as flexibility and accessibility. This research provides valuable implications for curriculum designers, tools developers and educators to developed personalized microlearning.
... This suggests that using a knowledge map suitable for employees to search/retrieve in a more efficient and effective way is the most important factor in the success of KMS (Fote et al., 2020). From a manager's perspective, a good knowledge map not only enables knowledge workers to gain knowledge and better understand the domain concept, but can also facilitate the spread, sharing and creation of knowledge (Albassam, 2019;Ning, et al., 2023). The mapping of information and knowledge flow processes at the level of the entire organisation, between departments or independent organisational units is possible thanks to Social Network Analysis (SNA). ...
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The appropriate localisation and mapping of knowledge resources in an enterprise is a necessary element for efficient knowledge management. This requires appropriate motivation on the part of employees and a number of actions on the part of managers. Looking to address this very issue, what follows presents an analysis of the process of mapping and locating knowledge resources in a selected company: one of the branches of an international company belonging to the automotive industry, located in Poland, was selected as the research object. The results of the research were used to develop proposals for solutions to improve the knowledge management system. Therefore, the aim of this publication is to diagnose the functioning of the knowledge transfer system on the example of the selected enterprise, based on an initial proprietary pilot study.
... The main goal of [29] was to construct a knowledge map for the purpose of personalized university education. KGs can be applied to micro-learning [37]. Some researchers have constructed a knowledge base to assist in the decision-making process for the adaptation of micro open educational resources. ...
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With the rapid development of advanced technologies, such as artificial intelligence and deep learning, educational informatization has entered a new era. However, the explosion of information has brought numerous challenges. Knowledge graphs, as a crucial component of artificial intelligence, can contribute to the quality of teaching. This study proposes an educational knowledge graph based on course information named CourseKG for precision teaching. Precision teaching seeks to individualize the curriculum for each learner and optimize learning efficiency. CourseKG aims to establish a correct and comprehensive curriculum knowledge system and promote personalized learning paths. CourseKG can address the issue that current general-purpose knowledge graphs are not suitable for the education field. Particularly, this study proposes a framework for educational entity recognition based on the pre-trained BERT model. This framework captures relevant information in the educational domain using the BERT model and combines it with the BiGRU and multi-head self-attention mechanism to extract multi-scale and multi-level global dependency relationships. In addition, the CRF is used for character-label decoding. Further, a relationship extraction method based on the BERT model, which integrates sentence features and educational entities and estimates the similarity between knowledge pairs using cosine similarity, is proposed. The proposed CourseKG is verified by experiments using real-world C programming course data. The experimental results demonstrate the effectiveness of CourseKG. Finally, the results show that the proposed CourseKG can significantly enhance the precision teaching quality and realize multi-directional adaptation among teachers, courses, and students.
... Dynamic interactions such as comments were facilitated among medical professionals at all levels of training (e.g., attending, residents, and medical students). Other formats of community learning include posts and responses on online discussion boards (Ma et al., 2023), such as Facebook groups where learners can compete with peers on knowledge learned, support each other's learning, and validate shared experiences (Fagerstrøm et al., 2017;Hahn & Gombodoo, 2019). In addition, the form of participation is more inclusive in the microlearning context. ...
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Children on the spectrum often require both formal services and natural unpaid support from caregivers. Recent autism surveillance study in the US has reported an increase in racially/ethnically diverse autistic children (Maenner et al. in MMWR Surveillance Summaries 72(2):1, 2023). Standing at the intersection of race, disability and sometimes immigration status, racially/ethnically diverse autistic children and their caregivers face a plethora of barriers in accessing services and support. The time and effort devoted to learning this knowledge and managing services and support is significant (Brewer in Social Science & Medicine 215:61–68, 2018). As a result, families with low resources often struggle to maintain attendance once recruited to participate in parent training interventions (Carr et al. in Autism 20(6):643–652, 2016; Kasari et al. in Pediatrics, 134(1):e72–e79, 2014). Furthermore, these structural challenges can lead to elevated caregiver stress (DeLambo et al. in Journal of Developmental and Physical Disabilities 23:129–141, 2011; Martinez & Turnage in Issues in Mental Health Nursing 43(11):1030–1040, 2022), which in turn impacts their ability to learn new strategies and manage services (Marin et al. in Neurobiology of Learning and Memory 96(4):583–595, 2011). In the current paper we propose the adoption of using microlearning concept to breakdown culturally responsive interventions into bite-sized chunks to reach caregivers juggling with caregiving and other structural challenges. We present the process of adapting Parents Taking Action, a community-based culturally appropriate intervention targeting racially/ethnically diverse families of young autistic children, using the microlearning approach. We further discuss how the microlearning concept can be applied and its limitations.
... Two studies showed positive results that knowledge maps are helpful for online assessments to get a deeper insight into a student's knowledge structure about a specific topic [9], [10]. Ma et al. [11] conducted a quasi-experiment on in-service teachers. The experiment showed that knowledge map-based online micro-learning largely improved their learning performance and engagement and helped them form a more systematic knowledge structure. ...
... As [33] emphasizes, "a systematic and integrative approach for building effective pedagogical and performance support." In this line, [34] addressed mobile teaching in the university context through applications based on microcontent. They concluded that motivation for the use of apps contributes to the acquisition of IL knowledge/skills in university students. ...
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This paper aims at develop, implement and evaluate the effectiveness of the MobIlCaps mobile application. On the basis of cognitive, constructivist and connectivist theories, it has been developed on an instructional design model, based on the user experience. In the context of mobile teaching in higher education, an innovative application is proposed for the self-learning of information literacy by students of Social Sciences. With the collaboration of both teachers and students, the application was developed, following the ADDIE model, through the phases of analysis, design, development, implementation and evaluation. The last phase provided the improvement proposals for the optimization of the final version of the tool, a progressive open access website. The application is organized into six capsules that follow the framework of ACRL (2015): learn, search, evaluate, create, research and disseminate. It includes multimedia resources in the form of microcontents that highlight readability, organization and visualization as characteristics. The app focuses on the user and is a relevant instrument to facilitate teaching The different analyses, followed by proposals for improvement and revisions, led to the achievement of a very useful application for students, teachers and library
... Such knowledge maps can be used to analyze and summarize information efficiently and thereby enhance the learning experience. Evidence suggests that creating or referring to summarized data enhances the ability to recall the summarized information [10], [11]. Additionally, knowledge maps are more effective than text passages in assisting learners to recollect central ideas and details [12]. ...
Article
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Massive open online courses offer a valuable platform for efficient and flexible learning. They can improve teaching and learning effectiveness by enabling the evaluation of learning behaviors and collection of feedback from students. The knowledge map approach constitutes a suitable tool for evaluating and presenting students' learning performance levels. This study proposes an artificial intelligence–based knowledge assessment system that integrates knowledge maps to determine students' familiarity with and mastery of course contents. This study employs a structural approach encompassing data collection, data pre-processing, model training, testing, and evaluation. In detail, the system can then customize the knowledge maps and recommend videos according to the knowledge nodes. Students consequently dedicate additional time to studying concepts with which they are unfamiliar and adjust their learning efforts accordingly. After teachers and teaching assistants have captured students' performance metrics and idiosyncratic weaknesses through knowledge maps, teachers can modify the teaching materials. Through the use of education data mining and learning analytics, our system can benefit both teachers and online learners. We hope that the proposed system provides a more personalized and intelligent online learning environment within which students can learn in a more efficient and flexible manner.
... Diversos estudios han resaltado la necesidad de que los docentes reciban una buena formación, debido a que profesores mejor preparados pueden ser más innovadores en términos de sus habilidades y perspectivas de enseñanza, lo que ayuda a su vez a educar mejor a sus estudiantes (Ma et al., 2021). En este contexto, es que la FID juega un rol clave, ya que constituye la base sobre la que se construirá la práctica docente de los futuros profesionales de la educación, teniendo el potencial de mejorar las formas de enseñanza y aprendizaje, y fortalecer el mejoramiento de la calidad educativa (Cabello et al., 2020). ...
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... Overall, the data provide initial indications that 'anonymous' participation and short learning inputs (in combination with lack of time) could possibly promote a superficial examination of course content. Small portions are suitable for working on learning content flexibly, even in short time windows (Decker et al., 2015;Fennelly-Atkinson & Dyer, 2021;Gessler & Ahrens, 2019;Ma et al., 2021), but could also tempt participants to work on these incidentally and superficially. However, this hypothesis needs to be investigated in further research. ...
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Popularity of videos for classroom instruction has increased over the years due to affordability and user-friendliness of today’s digital video cameras. This prevalence has led to an increase in flipped, K-12 classrooms countrywide. However, quantitative data establishing the appropriate video length to foster authentic learning is limited, particularly in middle-level classrooms. We focus on this aspect of video technology in two flipped science classrooms at the middle school level to determine the optimal video length to enable learning, increase retention and support student motivation. Our results indicate that while assessments directly following short videos were slightly higher, these findings were not significantly different from scores following longer videos. While short-term retention of material did not seem to be influenced by video length, longer-term retention for males and students with learning disabilities was higher following short videos compared to long as assessed on summative assessments. Students self-report that they were more engaged, had enhanced focus, and had a perceived higher retention of content following shorter videos. This study has important implications for student learning, application of content, and the development of critical thinking skills. This is particularly paramount in an era where content knowledge is just a search engine away.
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Despite the emergence of massive open online courses (MOOCs) and the field of MOOC research, we have a limited understanding of the specific needs of different learner groups and how MOOCs can successfully address those needs. Video lectures and demonstrations are a central learning component of MOOCs. This paper contributes to the research community by examining the use of MOOC videos for two groups of learners. In particular, we explore whether there is an observable difference between specialists' and non‐specialists' video‐watching activity. We analyse data collected from three MOOCs on the edX platform. Our findings indicate that while age and educational background impacts the level of video activity, there is no significant difference between specialists and non‐specialists. We conclude that the MOOC format may be suited to non‐specialist groups, allowing them to self‐direct their learning and utilise videos as educational resources.
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p class="3">With the advances in mobile network technology, the use of portable devices and mobile networks for learning is not limited by time and space. Such use, in combination with appropriate learning strategies, can achieve a better effect. Despite the effectiveness of mobile learning, students’ learning direction, progress, and achievement may differ. Thus, the enhancement of learners’ opinions on the usability and interactivity during mobile learning are challenging issues to overcome. This study developed a sharing mind map-oriented mobile learning system integrated with valuable information preserved in a digital archiving system. In addition to the functions of traditional mind maps, this system also enabled students to complete and record relevant information that they had found onto the mind map and further improve the integrity of their own knowledge. To investigate the effectiveness of this teaching approach, this study added digital archive data and used mind map sharing to help learners develop knowledge. By using the proposed approach, students were able to perform self-assessment on learning content, choose appropriate learning directions, and progress according to their level of learning. At the same time, they could collaboratively learn with peers to engage themselves more deeply in their learning. That is, their learning motivation could be constantly triggered through the observations and sharing of mind maps from one to another. This study selected sixth graders as its research subjects in two classes at the school where one researcher works. There were 31 and 30 valid samples in the experimental group and control group, respectively, with a total of 61 students. The experimental group was conducted by using sharing mind map with corresponding geographical archived information to investigate the effectiveness of sharing mind map (SMM) in mobile learning; on the other hand, the control group was conducted by using a traditional learning approach. The outcomes indicate that students’ learning performance could be enhanced by using archived information SMM mobile learning.</p
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This paper reports on teachers' views on concept mapping: its applicability; reliability; advantages and; difficulties. A close-ended questionnaire was administered to 50 purposefully selected secondary school mathematics teachers from Sekhukhune District, Limpopo, South Africa. The findings indicate that mathematics teachers generally perceive that concept map: is useful; effective; is a practical tool for teaching mathematical concepts; represents and organises knowledge; helps retention and recall of concepts learnt and; provides feedback on the understanding of the concepts learnt. An important implication of this study is that there is a need for teachers to incorporate the concept mapping in the formative assessment process.
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Approximately 10 % of learners complete Massive Open Online Courses (MOOCs); the absence of peer and professor support contributes to retention issues. MOOC leaders often form groups to supplement in-course forums and Q&A sessions, and students participating in groups find them valuable. Instructors want to assist in the formation of groups, creating multi-national collaborations, an asset possible in MOOCs that is generally sacrificed when students form their own groups. Little is known about how people from various cultures prefer to communicate with each other, or about the value of groups formed by MOOC leaders. To understand MOOC leaners’ grouping preferences, we administered a pre-course online survey to volunteers registered in the “Creativity, Innovation, and Change” MOOC offered by Penn State University via Coursera and assigned volunteers to groups based on their preferences. We also examined whether assigning learners to groups based on their preferences enhanced their performance or completion of the course. This paper reports MOOC learners’ preferences for different modes of online communication with group members (asynchronous text posts, synchronous text chats, or synchronous video and audio). Statistically significant relationships were found between learners’ preferred communication modes and their level of English proficiency, gender, level of education, and age. Although placing learners in groups based on their preferences and introducing them to each other did not improve course performance or completion, our findings on preferred communication modes, combined with more formal instruction of how to function as group members may prove to enhance learning and engagement in MOOCs.
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Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.
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Aircraft is a typical transportation facility and its development need to refer to the existing knowledge. With the rapid increase of knowledge, a knowledge map may deliver excess knowledge to users that they cannot manage at once, thereby causing the problem of knowledge overload. Hence, a novel method for adaptive knowledge map construction was proposed to solve this problem. First, the knowledge was semantically annotated and stored with the domain ontology and a knowledge model that integrates context. Then, user requirement was described by the context of product design, and knowledge nodes that met users’ requirement could be extracted from the knowledge retrieval technology on the basis of context similarity. Finally, the connection between knowledge nodes was constructed with a composite connection model, and the knowledge map was visualized using a hierarchical approach. To verify the effectiveness of the proposed method, the constructed knowledge map was applied in an airplane wing design to assist users in browsing the knowledge base. Results indicate that the proposed method can change the displayed contents according to user requirement and identify the displayed knowledge nodes at a highly acceptable level, the constructed knowledge map can guide users efficiently, and the knowledge overload can be reduced significantly.
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Mobile micro-learning is an effective form of informal learning which can meet the personalized needs of language learners. In the ultra-video era, micro-video and micro-audio with short vivid contents, consistent with the current people’s viewing habits, have become a hot focus. With the development of mobile communication technology, mobile media terminal also shows a trend of diversification, but how to combine micro-learning with micro-video and micro-audio closely, in order to learn English scientifically and effectively for learners, is a major problem. Students are at a learning stage, more eager to experiment with new things, and the mobile media tools are used widely among them. Based on the theory of mobile micro-learning, this study analyzes the advantages of the micro-video and micro-audio, and then focuses on the strategies in making or selecting micro-video and micro-audio. Through the data analysis, the author tries to get information about the actual situation of college students’ mobile learning. Based on the current situation, the author chooses to use cell phones which are widely used and easy to operate as the hardware platform. By analyzing and designing video and audio contents, some practical methods are offered. Through the study, the author hopes to help learners practice listening and speaking more effectively, and promote the teaching reform of English listening and speaking in China.
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In this study, the researchers investigate the effects of an integrated mind mapping and problem-posing approach on students' in-field mobile learning performance in an elementary school natural science course. A total of 86 sixth graders in three classes were assigned as follows: one class, with 29 pupils, for the mind-mapping and problem-posing mobile learning; another class, with 28 pupils, for the problem-posing mobile learning; and the other class, with 29 pupils, for the conventional tour-based mobile learning. From the experimental results, it was found that the students who learned with the problem-posing mobile learning strategy showed significantly better learning achievements than those who learned with the mind-mapping and problem-posing integrated strategy, indicating that the simpler problem-solving strategy was more suitable for application in in-field learning than the more complicated strategy that engaged students in both the learning tasks of posing problems and developing mind maps.
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The article relates a theoretical and conceptual research, whose main objective was to develop a model to guide the production of educational microcontent to be used in virtual learning envi- ronment with mobility, from interconnections between Pedagogy, Communication and Semiotics. It discusses technologies and mobile devices, mobile learning, microlearning, microcontent and hypermedia, educational microcontent and hybrid languages. It highlights the challenges related to the introduction of mobile devices in educational practices. It considers the physical constraints and the fragmented nature of mobile interaction, under which microcontent is, at the same time, accessible and gifted with pedagogical elements. Educational microcontent is analyzed from the hypermedia perspective, considering the dominance of hybrid languages in digital media. A me- thodology of educational microcontent production for virtual learning environment is presented, considering the predominance of hybrid languages. This methodology is constituted by the pro- cesses: pedagogical architecture and architecture of languages, which represent the main flows of activities and tasks. The research conclusions indicate that: a) the model developed presents the conceptual and theoretical elements essential to the production of microcontent education for mobile learning; b) the concepts and grounds presented in the research are considered preliminary conceptual and theoretical elements; c) the developed model provides grants to developing new research proposals and has the potential to encourage new academic research projects; d) the model has the possibility of being used in didactic-pedagogical projects that focus, for example, collaborative learning and co-authorship.
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In this study, an integrated collaborative learning and knowledge map approach was developed for online teacher professional development. An online teacher education environment based on that approach was constructed. To investigate the interaction between the knowledge map and collaborative learning strategies on teachers’ learning performance and self-efficacy of group learning, a 2 × 2 experiment was acted out. The study subjects were 179 in-service teachers from primary schools in China. The participants were divided into four groups to learn theories and cases of educational research methods using different online learning strategies (individual learning or collaborative learning) and knowledge map strategies (using a knowledge map or not). The results revealed two notable findings. First, both the knowledge map and collaborative learning strategies were significantly conducive to enhance the teachers’ learning performance. Second, the interaction between the two kinds of strategies showed that the knowledge map strategy was potential to promote the self-efficacy of group learning among teachers who used the collaborative learning strategy. Thus, we conclude that the collaborative construction of group knowledge map could be an effective approach to promote teachers’ knowledge construction and provide visual interaction support for teachers’ online professional development.
Book
Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data-systematically obtained and analyzed in social research-can be furthered. The discovery of theory from data-grounded theory-is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications. In Part I of the book, "Generation Theory by Comparative Analysis," the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data," the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, "Implications of Grounded Theory," Glaser and Strauss examine the credibility of grounded theory. The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena-political, educational, economic, industrial- especially If their studies are based on qualitative data. © 1999 by Barney G. Glaser and Frances Strauss. All rights reserved.
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To situate students in authentic English learning and practicing contexts so as to facilitate their writing performance, in this study, a mind mapping-based contextual gaming approach was proposed. A quasi-experiment was implemented by recruiting two English tourism classes of students from a university of science and technology in northern Taiwan. One class was scheduled to learn with the proposed approach, and the other was arranged to learn with the conventional contextual gaming approach. The students’ writing performance, learning perceptions and generative uses were measured to evaluate the effectiveness of the proposed approach. It was found that, compared to the control group students; the experimental group students who learned with the proposed learning approach had better writing performance in the aspects of fluency and elaboration with a small effect size. Additionally, it was found that most students considered the game to be beneficial and interesting, and they were in favor of the mind mapping strategy. Moreover, it was also found that the proposed learning approach is more likely to help students produce positive thoughts and feelings, generate diverse ideas, create a sense of exoticism and express actions or intent of actions. Finally, the limitations of the study and some suggestions for improvement of this proposed gaming learning environment and approaches are provided.
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Teachers face multifaceted challenges regarding access to quality professional development. Although technology is increasingly utilized to address this concern, access alone does not ensure effective OTPD. Therefore, the purpose of this study was to examine teachers' perceptions of the design and implementation of a job-embedded OTPD experience. Supported by adult learning theory and social constructivism, this qualitative multi-case study utilized within-case and cross-case analysis to examine results. These findings, presented through teachers’ voices, included explicit and empirical evidence of six OTPD design and implementation features that address multiple gaps in the extant literature and contribute to an OTPD framework.
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Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional development for technological pedagogical content knowledge (TPACK). This study describes how teachers’ conceptions of pedagogical change can be supported through the use of different kinds of TPACK design scaffolds—a meaningful learning rubric, lesson design heuristics and TPACK Activity Types. The impact of these design scaffolds on the TPACK confidence and lesson design confidence of 47 teachers and instructors who were attending a graduate course in educational technology were assessed through pre and post course surveys. Expert ratings of technology-integrated lesson plans designed at the beginning and end of the course were also used to determine the extent of pedagogical change enacted. It was found that these design scaffolds had positive effects on teachers’ TPACK confidence and were useful for helping the teachers to articulate pedagogical change in their lesson designs. Participants’ feedback for improving the TPACK design scaffolds as well as guidelines for using these to support pedagogical change through TPACK professional development programmes are discussed.
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During the last years online education, in particular Massive Open Online Courses (MOOCs), has contributed to spread and popularize educational methodologies such as peer-review, automatic assessment, self-paced courses, self-evaluation, etc. Although these techniques can benefit face-to-face courses, most of them are not yet widely used in these courses. In this paper we present our experience integrating MOOC-like techniques in a face-to-face first year undergraduate course. We describe the academic and institutional context of the project, how we designed and adapted the methodologies to our face-to-face course, the software tools that we have used and developed to support and integrate such methodologies and, finally, we discuss some lessons learned from the experience that can be useful to potential users of these methodologies in face-to-face courses.
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Mobile‐based micro‐learning has gained a lot of attention lately, especially for work‐based and corporate training. It combines features of mobile learning and micro‐learning to deliver small learning units and short‐term learning activities. The current study uses the lens of the Self‐Determination Theory of motivation and proposes a series of Mobile‐Based micro‐Learning and Assessment (MBmLA) homework activities to improve high school students' motivation and learning performance in science. An experiment was conducted to evaluate the effectiveness of the proposed approach. One hundred and eight students of a senior‐level high school in Europe were randomly assigned into either a control condition (conventional paper‐based homework approach) or an experimental (MBmLA approach) condition. The study carried out for a period of 5 weeks. From the experimental results, it was found that, in comparison to the conventional paper‐based approach, the proposed MBmLA approach enhanced students' basic psychological needs of self‐perceived autonomy, competence, and relatedness and improved students' exam performance in terms of factual knowledge. Moreover, students self‐reported greater learning satisfaction with the mobile‐based microassessment and micro‐learning homework tasks. Implications on educational practices as well as future research are discussed.
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This study focused on the relationships between knowledge mapping construction methods and learning performance. The different knowledge mapping methods (by experts vs. by self-learners) were assumed to achieve different learning performance levels. The results of this study show that neither different knowledge map construction methods nor learning styles significantly influenced individual learning performance. Either of the knowledge map construction methods applied to the programming language learning and the learning scores are significantly higher than average. Learning style does not moderate knowledge map construction methods on learning scores. However, learning style is a significant moderator of knowledge map construction methods on learning satisfaction. Different knowledge map construction methods should be considered with different learning styles to significantly increase learning satisfaction. The results could be used to design effective programming language learning materials.
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Robust evidence of the effectiveness of professional development for teachers is limited. This study tested a pedagogy-based, collaborative PD approach for impact on the quality of teaching. A cluster randomised controlled trial involving eight teachers at each of 24 schools found significant positive effects on teaching quality (d = 0.4), independent of school type (primary/secondary), school location (urban/rural), and years of teaching experience. These effects were sustained six months later. Qualitative data are used to illustrate mechanisms underpinning the success of the intervention. This study illuminates how to support teacher learning for measurable positive impacts on teaching quality and teacher morale.
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Given their importance in assessing the objectives of computing programs, capstone projects have been included in the present curriculum. Through these projects, the issues in software development practice are directly experienced by the students. This paper provided students with a full picture of these issues by using concept maps. To present a comprehensive rubricbased documentation of this project, this paper employs a conceptual map instructional approach and finds a significant overlap between the management issues associated with the project management life cycle and the technical issues associated with the software development life cycle. Although these issues must be treated separately, they must be related with each other in software project reporting. A questionnaire survey is employed to measure the students' attitude and motivation (i.e., drivers of teaching) towards using proposed concept map to support project documentation. The survey findings indicate that the learning motivation and attitude of students can be improved by employing the proposed teaching approach.
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The massive open online course (MOOC) is emerging as the new paradigm for modern education. The success of MOOCs depends on learners’ continued usage. Drawing upon the information systems success model (IS success model) and technology acceptance model, a theoretical model for studying learners’ continuance intentions toward participation in MOOCs was developed. Based on survey data from 294 respondents, structural equation modeling was employed to assess the model. The results of this analysis indicate that system quality, course quality, and service quality were significant antecedents of the continuance intention of individuals, and the effect of course quality and service quality were mediated by perceived usefulness. The results contribute to the extant literatures in the context of MOOCs learning by identifying the critical quality factors, and provide managerial guidelines for MOOCs utilization and generalization. The implications of the present findings for research and managerial practice are discussed.
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In view of the discrepancies in teacher training and teaching practice, this paper put forward a context-adaptive teacher training model in a ubiquitous learning (u-learning) environment. The innovative model provides teachers of different subjects with adaptive and personalized learning content in a u-learning environment, implements intra- and inter-group collaboration to facilitate knowledge construction and in-depth study, and promotes reflection with the help of the supervising teacher's review and summarization. To test the effect, the model was applied to a general teacher training. Participants were then given questionnaires and interviews were conducted to assess the effectiveness of the model and attitude. Results showed that the model promoted teachers’ learning effectively, achieved the combination of teacher training and teaching practice. Moreover, teachers held positive attitude toward the model.
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The theory of spatial thinking is relevant to the learning and teaching of many academic domains. One promising method to facilitate learners' higher-order thinking is to utilize a web map mind tool to assist learners in applying spatial thinking to cooperative problem solving. In this study, an environment is designed based on the theory of spatial thinking and developed to help learners engage in project-based learning that utilizes the proposed web map mind tool for tour planning. The participants were 66 college students, and a quasi-experimental research design was employed. This study examined the differences in the learning performance and project performance between participants using the web map mind tool (the experimental group) and ordinary Internet search engines (the control group). The results indicate the experimental group performed significantly better than the control group in terms of both learning performance and project performance. In addition, we found that the students in the two groups held a positive learning attitude toward the project activity of tour planning. In terms of students' attitude toward the use of a mind tool, this study only conducted a survey for the experimental group. The results indicated that learners in the experimental group held a positive attitude toward the use of the web map mind tool.
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Teacher Professional Development (TPD) is critical for educational improvement in higher education. However, one of the main concerns in TPD is that the traditional workshop format constrains active participation and the consequent creation of usable knowledge for teaching. In response to this challenge, we developed a series of teacher-centred online Teacher Professional Development (oTPD) programmes using a problem-based learning approach. We created opportunities for participants to engage in the oTPD programmes and to construct usable knowledge that could be immediately applied in their own class contexts. The study presents examples of oTPD, findings, and lessons learned for successful implementation of teacher-centred oTPD programmes in higher education. This study will be particularly beneficial to the practitioners who plan to implement oTPD programme for university teachers.
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In this study, a collaborative game-based learning environment is developed by integrating a grid-based Mindtool to facilitate the students to share and organize what they have learned during the game-playing process. To evaluate the effectiveness of the proposed approach, an experiment has been conducted in an elementary school natural science course to examine the students' performance in terms of their learning attitudes, learning motivation, self-efficacy and learning achievements. From the experimental results, it is found that the Mindtool-integrated collaborative educational game not only benefits the students in promoting their learning attitudes and learning motivation, but also improves their learning achievement and self-efficacy owing to the provision of the knowledge organizing and sharing facility embedded in the collaborative gaming environment.
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This article describes the genesis and development of concept mapping as a useful tool for science education. It also offers an overview of the contents of this special issue and comments on the current state of knowledge representation. Suggestions for further research are made throughout the article.
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This article described the experiences of an inservice professional development program for teachers with a focus on online synchronous discussions. Transcripts of six online synchronous discussions containing 3600 messages from an online teacher professional development course were analyzed. In addition, the researchers interviewed 10 participating teachers in order to understand their perceptions toward online synchronous discussions. According to the online discourse data, the online synchronous discussions served not only as a learning tool, but also an avenue for teachers to request and provide information, socialize and support each other. The analyses also revealed that the teachers posted more social messages in the beginning and the end of discussion, and most messages did not involve any cognitive and metacognitive skills. Moreover, the interview results showed that the information exchange during online synchronous discussion was not effective for some participating teachers. Based on the interview data, synchronous discussions appeared to hold little advantage when compared to face-to-face discussions for several participating teachers that we interviewed. The problem may be resulted from lack of self-regulated skills by the participants or from the role played by the moderator.
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This research investigated the application of knowledge maps in e-learning materials design and hypothesized that knowledge maps would be more effective than e-learning in general at improving the performance and satisfaction of e-learning. In order to test the hypotheses, we conducted an experiment with 175 participants and randomly assigned them into knowledge map-based and browse-based groups. Both groups of participants needed to acquire specific skills and knowledge to write the target ADO.NET program. In the end of each training session subjects received an assessment to understand their learning score, satisfaction level, and computer self-efficacy. Our statistical analysis result showed that knowledge map-based learning group outperformed browse-based group in these three measurements. Thus, the proposed hypotheses were supported. We concluded that if knowledge map-based materials design approach were employed novice users would acquire the ADO.NET programming in a more effective manner. In addition, the satisfaction and computer self-efficacy of users could be improved substantially as a result of knowledge map-based materials design approach.Thus, we propose that if knowledge maps are employed to adequately present the relationships of learning contents that knowledge could be better understood and learning performance could be improved.
Chapter
For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience. They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows. All those concerned with the improvement of education will find something of interest in Learning How to Learn.
Micro learning: A modernized education system
  • O Jomah
  • A K Masoud
  • X P Kishore
  • S Aurelia
Problems and issues in the use of concept maps in science assessment
  • M A Ruiz-Primo
  • R J Shavelson
Exploring the communication preferences of mooc learners and the value of preference-based groups: Is grouping enough? Educational Technology Research and Development
  • Q Zhang
  • K L Peck
  • A Hristova
  • K W Jablokow
  • V Hoffman
  • E Park
  • R Y Bayeck
Models, methods, concepts & applications of the analytic hierarchy process (International series in operations research & management science)
  • T L Saaty
  • L G Vargas
A sharing mind map oriented approach to enhance collaborative mobile learning with digital archiving systems. The International Review of Research in Open and Distributed Learning
  • J H Chang
  • P S Chiu
  • Y M Huang
TPACK design scaffolds for supporting teacher pedagogical change
  • J H L Koh
The personalized online training model based on the diagnoses of the teachers, instructional plan
  • J Li
  • N Ma