Virtual School Meanderings

April 27, 2022

[ET&S] TOC Alert: Educational Technology & Society 2022, Vol. 25, No. 2

Note this new issue notice that has several items that may be of interest to readers.  There doesn’t appear to be any K-12 online and blended learning specific articles in this issue.

Educational Technology & Society TOC Alert

Dear Subscriber,

The latest issue of “Educational Technology & Society” is now available on the ET&S Journal Web Site.

The articles of the current issue is made available here. The following is the Table of Content of the issue:

2022, Vol. 25, Issue 2

Special Issue on “Creative Learning in Authentic Contexts with Advanced Educational Technologies”

Guest Editor(s): Rustam Shadiev, Wu-Yuin Hwang and Gheorghita Ghinea

Full Length Articles

A Programming Disposition Scale for High School Students
            Chiu-Fan Hu, Yu-Tzu Lin, Cheng-Chih Wu and Hsueh-Chih Chen

How Roles in Collaboration Respond to the Exchange of Device-Student Ratio Under the Impact of External Scripts?
 Wenhui Liu and Cixiao Wang

Influences of Online Synchronous VR Co-Creation on Behavioral Patterns and Motivation in Knowledge Co-Construction
 Hsin-Yun Wang and Jerry Chih-Yuan Sun

An Eye Tracking Based Investigation of Multimedia Learning Design in Science Education Textbooks
 Tugba Altan and Kursat Cagiltay

Online Community Building in Distance Education: The Case of Social Presence in the Blackboard Discussion Board versus Multimodal VoiceThread Interaction
            Julian Chen and Tatiana Bogachenko

 

Editorial Note

Creative Learning in Authentic Contexts with Advanced Educational Technologies
 Rustam Shadiev, Wu-Yuin Hwang and Gheorghita Ghinea

Special Issue Articles

Authentic Learning, Creativity and Collaborative Digital Storytelling: Lessons from a Large-Scale Case-Study
            Nicoletta Di Blas

Open-Ended Tasks Promote Creativity in Minecraft

            Yue Fan, H. Chad Lane and Ömer Delialioğlu

Examining the Effect of Socially Engaged Art Education with Virtual Reality on Creative Problem Solving
            Hyojung Kim, Hyo-Jeong So and Ju-Yeon Park

Using the Online Self-Directed Learning Environment to Promote Creativity Performance for University Students
            Xinquan Jin, Qiang Jiang, Weiyan Xiong, Xingzhu Pan and Wei Zhao

Creative Situated Augmented Reality Learning for Astronomy Curricula
            Chia-Chen Chen, Hong-Ren Chen and Ting-Yu Wang

Effectiveness of Remote-Control Cars and Authentic Learning in Strengthening Creative Thinking and Problem-Solving Abilities
            Ting-Ting Wu and Wei-Shan Liu

Please do not reply to this email as you will not receive any reply from this e-mail address.

If you have any questions, please contact us at journal.ets@gmail.com.


Editorial Office,

Educational Technology & Society
ET&S website: https://www.j-ets.net

April 19, 2022

Online Learning – “Simplicity is Key”: Literacy Graduate Students’ Perceptions of Online Learning

I received several citation notices from one of my open scholarship networks that looked like this:

  • March 2022
  • Online Learning 26(1)
  • DOI: 10.24059/olj.v26i1.3288
  • License CC BY 4.0

This was actually a full issue of Online Learning posted by one of the editors, so the first specific article was:

Ann Van Wig, Shuling Yang, Chelsey Bahlmann Bollinger, Xiufang Chen, Tala Karkar Esperat, Kathryn Pole, Nance Wilson

Abstract

Even before COVID-19, literacy graduate coursework was increasingly offered online, replacing the traditional campus-based courses This study investigated how graduate literacy students perceive coursework in an online learning environment. This understanding is important because (a) student perceptions regarding online learning are critical to motivation and learning; and (b) faculty designing courses need to consider student voice in course development. This survey research queried literacy master’s degree candidates their perceptions prior to and after taking online classes, their confidence levels using technology, and about the technological tools that have impacted their learning. Results indicated initial perceptions of online learning changed positively after engagement in coursework, but course design influenced collaboration and engagement. Statistical significance was found in changes in initial perceptions of online learning to a more positive overall feelings toward online learning. The results of this study raise important considerations for implementing online coursework for literacy graduate students.

Keywords

graduate, technology, student perceptions, online education, literacy

Online Learning – Implementing blended first-year chemistry in a developing country using online resources

I received several citation notices from one of my open scholarship networks that looked like this:

  • March 2022
  • Online Learning 26(1)
  • DOI: 10.24059/olj.v26i1.3288
  • License CC BY 4.0

This was actually a full issue of Online Learning posted by one of the editors, so the second specific article was:

Charisse Tongson Reyes, Sara Helen Kyne, Gwendolyn Angela Lawrie, Christopher David Thompson

Abstract

Decades of rapid development in information and communication technologies (ICTs) have resulted in tremendous global evolution in computer and online instruction. Many developing countries, however, are still struggling to successfully integrate ICTs in their teaching and learning practices, subsequently leading to slower rates of adapting digital learning pedagogies. To understand how blended instruction might operate in higher education in a developing country, this study explored students’ perspectives on the implementation of blended learning in a first-year chemistry program delivered in the Philippines. Through the resource-based learning framework, multiple types of online learning resources were employed for blended delivery of topics on periodic trends, chemical bonding, Lewis structures, molecular shape and polarity through the learning management system, Moodle. To understand the students’ experiences, a mixed methods approach was employed through a survey, focus groups, and learning analytics. Despite the scarcity of technological resources (such as access to a reliable internet connection) 57.5% of 447 student respondents favoured blended learning because of the flexibility, wider access to different types of interactive learning resources, variety of learning activities, and perceived increase in learning productivity. While the majority of respondents (75.7%) had ICT skills sufficient for education, much fewer had access to computers (19.7%). 40.0% of students self-reported that they preferred a traditional mode of instruction primarily due to the perceived difficulty of chemistry as subject matter and the students’ perceived need for a physically-present teacher to explain concepts face-to-face and to respond to questions that would arise anytime during the learning period.

Keywords

blended learning, first-year chemistry, resource-based learning

Online Learning – Manifestations of Cognitive Presence in Blended Learning Classes of the Philippine K-12 System

I received several citation notices from one of my open scholarship networks that looked like this:

  • March 2022
  • Online Learning 26(1)
  • DOI: 10.24059/olj.v26i1.3288
  • License CC BY 4.0

This was actually a full issue of Online Learning posted by one of the editors, so the first specific article was:

Juliet Aleta Rivera Villanueva, Petrea Redmond, Linda Galligan

Abstract

Through an exploratory case study, this research sought to determine the applicability of the Community of Inquiry in the K–12 setting. There are research gaps to leverage support for blended learning and flexible learning options to benefit Filipino youth and school-leavers under the Alternative Delivery Mode of the Philippine K–12 system. This study was driven by the following research questions: How is cognitive presence manifested in the blended learning interactions? In what ways do the interactions of cognitive presence with the other presences characterize learning community building? Three blended learning classes were examined based on data collected through surveys, student focus group discussions, teacher interviews, class observations and archived data. Through constant comparison analysis and descriptive statistics, evidence revealed cognitive presence across its categories in the form of connectedness, collaborative work, trust and reciprocation, and shared views on technology by K–12 teachers and learners. The analysis affirmed “regulating learning” as the intersection of cognitive presence and teaching presence. Implications for practice and recommendations for further research are discussed through the study’s proposed modifications on the cognitive presence categories, indicators, and the survey instrument for the K–12 setting where teacher-directed pedagogies or collaborative inquiry processes have not been thoroughly co-opted.

Keywords

Cognitive presence, blended learning, Community of Inquiry, Philippines, K-12, shared metacognition, self-regulation

April 2, 2022

Turkish Online Journal of Distance Education – TOJDE – New Issue Published

I received this new issue alert this past week.

 
 

Dear User,

The 2022 issue of Turkish Online Journal of Distance Education is published. You can see it on https://dergipark.org.tr/tr/pub/tojde/issue/69182

Best Regards,

Turkish Online Journal of Distance Education

 

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The actual articles in this issue include:

Articles

Araştırma Makalesi

1. FROM THE EDITOR

Araştırma Makalesi

2. PROFILING LEARNING PREFERENCES OF DISTANCE EDUCATION STUDENTS BASED ON NEURAL NETWORK ANALYSIS

Araştırma Makalesi

3. HOW TO IMPROVE THE QUALITY OF ONLINE EDUCATION FROM ONLINE EDUCATION DIRECTORS’ PERSPECTIVES

Araştırma Makalesi

4. A TEN-YEAR BIBLIOMETRIC NETWORK REVIEW ON MASSIVE OPEN ONLINE COURSES (MOOCs) RESEARCH: 2011-2020

Araştırma Makalesi

5. THE RELATIONSHIP BETWEEN UNIVERSITY STUDENTS’ ATTITUDES TOWARD ONLINE EDUCATION AND THEIR STRESS DURING COVID-19 PANDEMIC

Araştırma Makalesi

6. A SYSTEMATIC REVIEW STUDY ON EDUCATIONAL TECHNOLOGY AND DISTANCE EDUCATION: THE CASE OF TURKEY

Araştırma Makalesi

7. THE BUTTERFLY EFFECT OF THE DISTANCE LEARNING MA PROGRAM ON CHARACTER AND VALUE EDUCATION AT ANADOLU UNIVERSITY

Araştırma Makalesi

8. STUDENT BARRIERS TO ONLINE LEARNING AS PREDICTORS OF PERCEIVED LEARNING AND ACADEMIC ACHIEVEMENT

Araştırma Makalesi

9. WHEN TECHNOLOGY-BASED LEARNING IS THE ONLY OPTION: EVALUATING PERCEIVED USEFULNESS OF SOCIAL MEDIA

Araştırma Makalesi

10. AUTOMATED FEEDBACK AND TEACHER FEEDBACK: WRITING ACHIEVEMENT IN LEARNING ENGLISH AS A FOREIGN LANGUAGE AT A DISTANCE

Araştırma Makalesi

11. SOCIAL MEDIA UTILIZATION AND ITS IMPACT ON MALE MEDICAL STUDENTS’ LEARNING DURING COVID-19 PANDEMIC

Araştırma Makalesi

12. EFFICIENCY IN OPEN AND DISTANCE EDUCATION: A RESEARCH AT ANADOLU UNIVERSITY

Araştırma Makalesi

13. SECOND LIFE IN ART AND DESIGN FROM STUDENTS’ PERSPECTIVE: A CASE STUDY

Araştırma Makalesi

14. THEMATIC ANALYSIS OF ARTICLES ON FLIPPED LEARNING IN MATHEMATICS EDUCATION

Araştırma Makalesi

15. EXPLORING CORRELATION BETWEEN METACOGNITIVE ONLINE READING STRATEGY USE AND ONLINE READING COMPREHENSION OF EFL STUDENTS

Araştırma Makalesi

16. IMPACT OF CRITICAL THINKING INSTRUCTION THROUGH FLIPPED TEACHING ON IRANIAN EFL LEARNERS’ LISTENING COMPREHENSION

Kitap İncelemesi

17. BOOK REVIEW LEARNING IN THE DIGITAL AGE

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