169 research outputs found
Student Engagement in Aviation Moocs: Identifying Subgroups and Their Differences
The purpose of this study was to expand the current understanding of learner engagement in aviation-related Massive Open Online Courses (MOOCs) through cluster analysis. MOOCs, regarded for their low- or no-cost educational content, often attract thousands of students who are free to engage with the provided content to the extent of their choosing. As online training for pilots, flight attendants, mechanics, and small unmanned aerial system operators continues to expand, understanding how learners engage in optional aviation-focused, online course material may help inform course design and instruction in the aviation industry. In this study, Mooreâs theory of transactional distance, which posits psychological or communicative distance can impede learning and success, was used as a descriptive framework for analysis. Archived learning analytics datasets from two 2018 iterations of the same small unmanned aerial systems MOOC were cluster-analyzed (N = 1,032 and N = 4,037). The enrolled students included individuals worldwide; some were affiliated with the host institution, but most were not. The data sets were cluster analyzed separately to categorize participants into common subpopulations based on discussion post pages viewed and posts written, video pages viewed, and quiz grades. Subgroup differences were examined in days of activity and record of completion. Pre- and postcourse survey data provided additional variables for analysis of subgroup differences in demographics (age, geographic location, education level, employment in the aviation industry) and learning goals. Analysis of engagement variables revealed three significantly different subgroups for each MOOC. Engagement patterns were similar between MOOCs for the most and least engaged groups, but differences were noted in the middle groups; MOOC 1âs middle group had a broader interest in optional content (both in discussions and videos); whereas MOOC 2âs middle group had a narrower interest in optional discussions. Mandatory items (Mandatory Discussion or Quizzes) were the best predictors in classifying subgroups for both MOOCs. Significant associations were found between subgroups and education levels, days of activity, and total quiz scores. This study addressed two known problems: a lack of information on student engagement in aviation-related MOOCs, and more broadly, a growing imperative to examine learners who utilize MOOCs but do not complete them. This study served as an important first step for course developers and instructors who aim to meet the diverse needs of the aviation-education community
Sissejuhatava programmeerimise MOOCi Ôppijad: taustamuutujad, kaasatuse mustrid ja Ôpisooritus
VĂ€itekirja elektrooniline versioon ei sisalda publikatsiooneĂks vĂ”imalus personaalseks ja professionaalseks arenguks on osalemine vaba juurdepÀÀsuga e-kursustel (ingl massive open online courses, MOOCs). MOOCide osalejatel on suurem autonoomia vĂ”rreldes traditsiooniliste klassiruumides toimuvate tundidega. Samuti arvestades suurt osalejate hulka ja nende erinevat tausta, on kĂ”ikide Ă”ppijate kaasatus (ingl engagement) Ă”ppeprotsessis MOOCide korraldajatele vĂ€ljakutseks. Osalejate taustamuutujate (ingl background variables) mĂ”ju kaasatusele, mis omakorda vĂ”ib mĂ”jutada Ă”pisooritust (ingl performance), on jĂ€tkuvalt alauuritud valdkond.
Doktoritöö eesmĂ€rk oli uurida MOOCide osalejate taustamuutujaid ja nende mĂ”ju kursusele registreerumisele ning lĂ”petamise tĂ”enĂ€osusele, tuvastada lĂ”petajate seas kĂ€itumuslikke (ingl behavioural engagement) ja kognitiivseid (ingl cognitive engagement) kaasatuse rĂŒhmasid ning uurida neid taustamuutujate ja Ă”pisoorituse osas. Uurimuse fookuses oli MOOC âProgrammeerimisest maalĂ€hedaseltâ. Selle MOOCi osalejate ja lĂ”petajate taustamuutujad vĂ”rreldi MOOCidega âProgrammeerimise alused Iâ ja âProgrammeerimise alused IIâ. MOOCil âProgrammeerimisest maalĂ€hedaseltâ oli rohkem naisi ja neid, kelle haridustase oli madalam. LĂ”petajate osas selgus, et pĂ”hifookuses olnud MOOCil, ei olnud statistiliselt olulist erinevust nais- ja meeslĂ”petajate osakaalu ning erinevate tööhĂ”ive staatuste vahel. Suurem lĂ”petajate osakaal oli magistrikraadiga lĂ”petajate hulgas. VĂ€iksem lĂ”petajate osakaal oli nende Ă”ppijate puhul, kes ei ole varem programmeerimist Ă”ppinud. Samad tulemused lĂ”petajate kohta olid ka MOOCil âProgrammeerimise alused Iâ.
Uurides MOOCi âProgrammeerimisest maalĂ€hedaseltâ lĂ”petajate ja mittelĂ”petajate Ă”pisooritust, selgus, et nad vajasid testi sooritamiseks keskmiselt sama palju katseid. MittelĂ”petajatel oli programmeerimisĂŒlesannete lahenduste esitamiskordade arv suurem ja neil oli testipunktid madalamad.
LĂ”petajate kĂ€itumusliku ja kognitiivse kaasatuse analĂŒĂŒs nĂ€itas, et lĂ”petajad ei ole homogeenne rĂŒhm. KĂ€itumusliku kaasatuse puhul eristati lĂ€htudes tegevuste hulgast 4 rĂŒhma. Uurimuse tulemused nĂ€itasid, et MOOCil vĂ”ivad olla lĂ”petajad, kes teevad kĂ”iki tegevusi, aga ka need, kes teevad vaid mĂ”nda tegevust. Kognitiivse kaasatuse korral eristus 5 rĂŒhma, mille puhul kasutati abiallikaid erineva sagedusega. Tulemused nĂ€itasid, et lĂ”petajate erinevat sagedust erinevate abiallikate kasutamisel vĂ”ib pidada mĂ€rgiks pĂŒsivast soovist MOOC edukalt lĂ€bida. Samuti selgus, et abiallikate kasutamise vĂ”ib vĂ”tta aluseks kognitiivse kaasatuse tuvastamiseks ja mÔÔtmiseks MOOCidel. LĂ”petajate taustamuutujad ja Ă”pisooritused varieerusid eristatud rĂŒhmade vahel.
Doktoritöös esitatud tulemused aitavad uurijatel paremini aru saada MOOCi fenomenist ja kursuste korraldajatel pakkuda tulevikus kulutĂ”husamaid MOOCe. Uurimistulemustest vĂ”ib jĂ€reldada, et MOOCide korraldajad peavad pakkuma erinevaid tegevusi ja abiallikaid, mis oleksid suunatud konkreetsetele sihtrĂŒhmadele. See vĂ”ib hĂ”lbustada personaliseeritud Ă”ppimist ja Ă”ppijate tĂ”husat kaasatust Ă”ppeprotsessis.One opportunity to facilitate personal and professional development is to participate in massive open online courses (MOOCs). MOOCs participants have greater autonomy compared to traditional physical classes. In addition, considering the huge number of participants and diversity of their backgrounds, it is a challenge for MOOCs instructors to engage them all in learning. The impact of background variables on engagement, which in turn may influence performance, remains understudied.
The doctoral thesis aimed to study MOOCs participantsâ background variables and their impact on course enrolment and completion probability, and explore different behavioural and cognitive engagement clusters among completers in terms of background variables and performance. The thesis focused on a MOOC âAbout Programmingâ. The MOOC participantsâ and completersâ background variables were examined in comparison to MOOCs âIntroduction to Programming Iâ and âIntroduction to Programming IIâ. Females and those with a lower education level dominated in the MOOC âAbout Programmingâ. In this course, among completers there was no difference by gender and employment statuses. Masterâs degree holders were more likely to complete the MOOC, while inexperienced in programming were less likely to complete it. The same results about completers were found in the MOOC âIntroduction to Programming Iâ.
With regard to performance, no difference between the MOOC âAbout programmingâ completers and non-completers in the average number of attempts per quiz was found. But non-completers made on average more attempts per programming task and received lower scores per quiz.
The analysis of behavioural and cognitive engagement solely among completers indicated that they cannot be considered a homogeneous group. In terms of behavioural engagement, there were identified 4 groups based on the amount of activities a completer engaged with during the MOOC. The study results indicated that in a MOOC there can be completers who engage with all activities, as well as those who engage with only a few activities. In terms of cognitive engagement, there were identified 5 groups that were engaged with help sources at different frequency. The results indicated that the different frequency, with which completers use different help sources, can be considered as a sign of persistent desire to successfully complete the MOOC. In addition, it was revealed that the use of help sources can be applied as a basis for identifying and measuring cognitive engagement in the MOOC context. The background variables and performance of completers from different identified groups varied.
The results of the thesis can prove quite beneficial to the scientific literature to understand the phenomenon of MOOC. This comprehension in terms of a variety of background variables, engagement patterns and performance can be helpful for course instructors to develop cost-effective MOOCs and provide personalised learning where different course activities and help sources can be targeted at specific groups.
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Mazetec: A Scenario-Based Learning Platform
This work presents Mazetec, a scenario-based learning platform for delivering non-linear scenarios format asynchronously. It enables subject matter experts to create interactive, state-dependent case studies or courses with branching logic for online learning and knowledge testing. Mazetec is a complex web application designed to deliver decision-based or case-based educational scenarios and simulations in a time-limited, non-linear format. There are many e-learning systems in the open source and commercial markets, but while these systems may have similar functions, we have found none that are both domain independent and able to deliver state-dependent content asynchronous and non-linearly. Mazetec can serve as a standalone training system or serve as a supplementary activity provider to an existing course in an organization\u27s existing learning management system (LMS)
LMS DESIGN INTERVENTIONS FORENHANCING THE INTENTION TO CONTINUE USE
Learners, according to the literature, believe that the use of a Learning Management System increases self-regulated behaviour, but even so, a significant number of them have no positive intention to use one. The goal of this thesis is to investigate this mismatch and to propose and test the use of Perceived Learning Self-regulation and Perceived Cognitive Absorption as predictors of the intention to use an LMS and to design and test interventions that improve the Continued Intention to Use an LMS that enhances Perceived Learning Self-Regulation and Perceived Cognitive Absorption.
Three intervention tools were designed on a theoretical basis and then implemented: herd behaviour was the basis for Tracking Technology, goal setting was the basis for Visualised Competency, and social learning theory was the basis for Social Media. The intervention designs were based on data from interviews, focus group discussions and online collaboration with 10 teachers. They were implemented on a computer science module with 400 registered students. Two questionnaires were circulated to examine the effects of these interventions on the PLSR, PCA and CIU (151 students) and assess their opinions (149 students).
All three interventions increased students' perceived cognitive absorption and perceived learning self-regulation and increased their continued intention to use a learning management system. Moreover, perceived cognitive absorption was found to be a critical antecedent to perceived learning self-regulation, which plays a mediating role between perceived cognitive absorption and their continued intention to use a learning management system. The survey analysis reported a positive perception overall among the students of the proposed interventions and the LMS with the given technology. Interaction analysis showed the continuous and consistent use of the intervention by the learners.
The main contribution to knowledge here is a new framework for interventions that can improve students perceived cognitive absorption and thereby their continued intention to use an LMS. This research integrated the theories of experience flow, self-regulation, herd behaviour and goal setting to explain the potential effects of tracking technology, visualised competency, and social media on the perceived learning self-regulation and perceived cognitive absorption, which improved the continued intention to use a learning management system.
According to the Information System Success Model, positive attitudes and the perception of benefits can be significant predictors of the intention to use a certain technology. Thus, Perceived Learning Self-Regulation and Perceived Cognitive Absorption were used to propose predictors of studentsâ continued intention to use a learning management system, instead of their perception of and attitude to possible benefits. For this reason, the present research aimed to develop a framework that introduced, evaluated, and examined the impact of interventions on improving learners perceived cognitive absorption and perceived learning self-regulation as well as affecting learnersâ continued intention to use in LMS. To fulfil this aim, the main research question was, âHow to improve studentsâ Continued Intention to Use (CIU) an LMS by improving their perceived learning self-regulation and perceived cognitive absorption?â
The results suggest that all interventions had a significant effect on the perceived cognitive absorption, perceived learning self-regulation and continue intention to use the LMS. perceived cognitive absorption was found to be a critical antecedent to the perceived learning self-regulation, which plays the mediating role between perceived cognitive absorption and continue intention to use LMS. The survey analysis also reported overall positive perceptions among students of the use of these interventions and the LMS with the technology. By using interaction analysis, the intervention showed continuous and consistent use among learners.
The main contribution to knowledge, as noted above, is a new framework to propose interventions that can improve the perceived cognitive absorption, and in turn, the continue intention to use can be improved. This research integrated experience flow, self-regulation, herd behaviour and goal-setting theories to explain the potential effects of the tracking tool, visualised competency, and social media on the perceived learning self-regulation and perceived cognitive absorption, which improved the learners continue intention to use learning management system
Online and Distance Education for a Connected World
Learning at a distance and learning online are growing in scale and importance in higher education, presenting opportunities for large scale, inclusive, flexible and engaging learning. These modes of learning swept the world in response to the Covid-19 pandemic. The many challenges of providing effective education online and remotely have been acknowledged, particularly by those who rapidly jumped into online and distance education during the crisis.
This volume, edited by the University of Londonâs Centre for Online and Distance Education, addresses the practice and theory of online and distance education, building on knowledge and expertise developed in the University over some 150 years. The University is currently providing distance transnational education to around 50,000 students in more than 180 countries around the world. Throughout the book, contributors explore important principles and highlight successful practices in areas including course design and pedagogy, online assessment, open education, inclusive practice, and enabling student voice. Case studies illustrate prominent issues and approaches. Together, the chapters offer current and future leaders and practitioners a practical, productive, practice- and theory-informed account of the present and likely future state of online and distance higher education worldwide
Remote access laboratories for preparing STEM teachers: A mixed methods study
Banduraâs self-efficacy theory provided the conceptual framework for this mixed methods investigation of pre-service teachersâ (PSTs) self-efficacy to teach Science, Technology, Engineering and Mathematics (STEM) subjects. The Science Teaching Efficacy Belief Instrument-B (STEBI-B) was modified to create the Technology Teaching Efficacy Belief Instrument (T-TEBI). Pre-test and post-test T-TEBI scores were measured to investigate changes in PSTsâ self-efficacy to teach technology. Interviews and reflections were used to explore the reasons for changes in pre-service teachersâ self-efficacy. This paper reports results from a pilot study using an innovative Remote Access Laboratory system with PSTs
The student-produced electronic portfolio in craft education
The authors studied primary school studentsâ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe
Integration of Reciprocal Teaching-ICT Model To Improve StudentsâMathematics Critical Thinking Ability
This research examines the effectiveness on how mathematics teachers have begun to integrate
information and communication technology (ICT) with reciprocal teaching model to improve studentsâ
mathematics critical thinking ability into seventh junior high school classroom practice. This study was
experimental research with a quasi-experimental design. The samples of the study are 36 students for classroom
experiments and 36 students for classroom control. The instruments employed in this study were pre-test and
post-test. All the instruments are made in essays forms. The data were analyzed by using descriptive statistics.
Based on the research findings, it was gotten that (1) the development of teaching instructional multimedia of
the seven grade students of junior high school; (2) the improvement of studentsâ mathematics critical thinking
ability in experimental class; (3) the aspect of attractiveness shows that the developed instructional multimedia was very interesting; and (4) reciprocal learning has good impact on studentsâ mathematics critical thinking ability
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The Dialogic Nature Of Online Discourse: A Corpus Analysis Of Online Discussions
This thesis reports on an analysis of an 11-million-word corpus of online discussions in a public educational site to understand the dialogic nature of online discourse. Two observations raise concerns that information exchange, socialization and online deliberation might be compromised in online spaces. Firstly, while anyone is free to express themselves online, they may not receive replies from others nor engage in sustained conversations with others. Secondly, afforded by the hyperlinking function, anyone can also easily share sources of information online by posting URLs, contributing to the circulation of (mis)information. This thesis thus explores how internet users can engage in meaningful dialogue with each other in online spaces through particular discourse and URL-posting practices.
A corpus linguistic approach comprising keyword analysis and micro-analysis is adopted to investigate how conversations are initiated and unfold within threads. Three keyword analyses are reported: (1) initiating posts, i.e., posts that receive replies; (2) independent posts, i.e., posts that do not receive any replies; and (3) the replies themselves. Based on these keyword analyses and informed by the theoretical concepts of dialogic space and intersubjectivity, linguistic features and discourse practices characterizing the two types of posts and replies are identified and explored. Similarly, URL-posting practices are also investigated to explore their role in online discourse.
Findings show that users draw on different discourse practices to invite replies and sustain conversations with others, although there are times users respond to the content on the site instead of addressing others. Importantly, discourse practices that do not entertain othersâ voices are found to deter others from responding or hinder their conversations, especially in the case of disagreement. In fact, disagreement provides an opportunity for users to explore different voices and achieve mutual understanding when discourse practices facilitative of intersubjectivity are utilized. Finally, although most users are positive towards URL-posting, the posting of URLs is seen to either facilitate or hamper their conversations, depending on usersâ posting and discourse practices.
Overall, this thesis highlights the role of various discourse practices in creating a dialogic space. A dialogic space allows multiple voices to be entertained in processes of intersubjectivity, such that users can engage with each otherâs subjectivities, whether they agree or disagree. Together, these findings highlight usersâ agency as enacted through language in online spaces and show that the discursive construction of online dialogic space should be one aspect of digital literacies of which internet users be made aware
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