Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

Does increasing communication through visual learning environments enhance student perceptions of lecturers?

The current study was conducted in an effort to examine whether increased levels of communication using visual learning environments (VLEs) alters student perceptions of lecturers. Eighty-six MSc students in Computing Science participated by using She and Fisher’s (2002) Teacher Communication Behavior Questionnaire (TCBQ). In addition to using the questionnaire, data from the electronic class site were used to make assessments about the quality and quantity of communication. Two types of classrooms were evaluated: a) a control condition in which the lecturer did not alter any communication aspect of the module, and b) the experimental condition in which the lecturer posted weekly discussion topics. Significant differences were found by cultural background and gender of the students. The bulletin board postings in the experimental condition were more heavily content-based than the control condition ones. The consistency in discussion topic of the experimental condition postings, both bulletin board and email, were more fluid than in the control condition

Does increasing communication through virtual learning environments enhance student perceptions of lecturers?

The current study was conducted in an effort to examine whether increased levels of communication using visual learning environments (VLEs) alters student perceptions of lecturers. Eighty-six MSc students in Computing Science participated by using She and Fisher’s (2002) Teacher Communication Behavior Questionnaire (TCBQ). In addition to using the questionnaire, data from the electronic class site were used to make assessments about the quality and quantity of communication. Two types of classrooms were evaluated: a) a control condition in which the lecturer did not alter any communication aspect of the module, and b) the experimental condition in which the lecturer posted weekly discussion topics. Significant differences were found by cultural background and gender of the students. The bulletin board postings in the experimental condition were more heavily content-based than the control condition ones. The consistency in discussion topic of the experimental condition postings, both bulletin board and email, were more fluid than in the control condition

The Effect of ePortfolio Satisfaction on Students’ Learning Motivation and Internet Self-efficacy

This study aims to investigate the effect of e-Portfolio satisfaction on students’ learn­ing motivation and Internet self-efficacy toward the use of e-Portfolio. The data collected for this study occurred over 3 months. Participants were 450 students taking the course of common at an university. The counting of 443 questionnaires was received. The findings revealed that there were positive correlations between learning motivation, Internet self-efficacy, and e-Portfolio satisfac­tion. For gender, the result showed that there were no significant Internet self-efficacy differences between gender. Besides, there were the significant differences in learning motivations and in Internet self-efficacy between the two groups. Furthermore, the multistep regression analysis in­dicated that the learning motivation was the significant predictor of Internet self-efficacy, and In­ternet self-efficacy was the significant predictor of e-Portfolio satisfaction. Based on the findings, educators and researchers needed to pay attention to these influences and take these factors into consideration in e-Portfolio. The study concludes by assessing the overall gains and shortcomings of the reform effort toward using the e-Portfolio to help student self-learning

Learning satisfaction of undergraduates in single-sex-dominated academic fields in Taiwan

AbstractThe present study investigated relationships between undergraduates’ learning satisfaction, academic identity, self-esteem and feeling of depression and loneliness in Taiwan. Data were from a national survey in Taiwan. Participants were 15,706 third-year undergraduates (8719 female, 6987 male). The results showed that, after controlling for undergraduates’ academic performance and attitudes toward university and department, (1) learning satisfaction of females in male-dominant fields was negatively correlated with their feeling of depression, (2) learning satisfaction of males in female-dominant fields was positively correlated with their academic identity and self-esteem, and (3) learning satisfaction of undergraduates in non-dominated fields was positively correlated with their academic identity and self-esteem but also negatively correlated with their feelings of depression

English for Specific Programs (ESP), With and Without Computer-Assisted Language Learning (CALL), for Taiwanese College Students

Computer-assisted Language Learning (CALL) has become a trend for languages learners studying in schools and home. CALL enables English language learners to learn in flexible time and places, to study using the technology in the digital environment. English for Specific Purposes (ESP) learners, some ESP learners in Taiwan need to study particular English areas, so CALL can assist in improving ability. However, when ESP learners learn, CALL effectiveness can become a problem. The topic area was to explore the effectiveness of CALL approaches for different types of ESP programs, with applications in Taiwan in order to understand the effectiveness of CALL programs. In addition, other factors, such as learners\u27 characteristics, socio-cultural and national individuality of primary language, instructor characteristics, instructional design uniqueness and environment for learning were also explored. This research study used a quantitative, causal-comparative (exploratory) and correlational (explanatory) design. The correlational design tested hypotheses about the explanatory relationship among background demographic characteristics, attitudinal characteristics, instructional learning environment, and ESP course satisfaction for Taiwanese college students participating in ESP programs with CALL, and ESP programs without CALL. Three surveys of attitude/motivation test battery (AMTB), constructivist learning environment survey (CLES), course interaction, structure, and support (CISS) were used in the research. The accessible population was 236 participants, resulting in a response rate of 92.37%. The participants were college students in two colleges in Taiwan. According to this study, students\u27 relationship of student background demographic characteristics, attitudinal characteristics, instructional learning environment, and student satisfaction in the ESP with and without CALL had significant difference. The study provided evidence that Taiwanese students still prefer learning English without CALL programs and a recommendation for future study

Internet Addiction among Greek University Students: Demographic Associations with the Phenomenon, Using the Greek Version of Young's Internet Addiction Test

Internet addiction (IA) is a new disorder described in 1996 by the psychologist Kimberly Young. The aim of this paper is to estimate the percentage of IA among Greek university students. Results of a sample survey among 1876 Greek university students, 18-27 years old, are presented. The questionnaire consisted of eight questions from Young’s Diagnostic Test for Internet Addiction (YDTIA) as well as an inventory including demographic factors and questions about academic performance, computer and Internet use. YDTIA had a good reliability and diagnostic accuracy, tested with Cronbach’s alpha (0.71) and sensitivity analysis. Results show that the percentage of IA (5-8 YDTIA criteria) is 11.6%, while problematic Internet users were (3-8 YDTIA criteria) 34.7%. Men were more likely to be addicted to the Internet than women, and Internet addicted students were associated with poorer academic performance. Multiple logistic regression showed that significant predictors of IA included increased hours of daily Internet use, increased hours visiting chat rooms, sex pages and blogs, male gender, divorced status, poor grades, and accessing the Internet outside of the home. The results of this study will allow health officials to recognise students who are Internet addicted or on the verge of becoming addicted and stress risk factors indicating a need for intervention in order to prevent the appearance of IA

User behaviors toward mobile video adoption in Taiwan: A qualitative study

This study was designed to examine users' usage behaviors toward mobile video adoption in Taiwan. A modified UTAUT (Unified Theory of Acceptance and Use of Technology) model was designed to be the theory basis to develop questionnaires and open-ended questions. Data were gathered from six participants from iOS and Android users, two experts, and one focus group with five members. The study was conducted from February to April, 2011. The findings in this study supported those in the literature review: Effort Expectancy and Perceived Playfulness factors had positive influence to users' usage behaviors. Facilitating Conditions and Performance expectancy also had positive effect to users' usage behaviors toward mobile video app adoption. Network quality issue was the concern and should be added in the model. Moreover, several implications and suggestions for mobile video app adoption were discussed in the study. --mobile video,Unified Theory of Acceptance and Use of Technology model (UTAUT),mobile video adoption,Taiwan

Students’ internet access, internet self-efficacy, and internet for learning physics: gender and grade differences

This paper aims to analyze the differences between internet facilities, internet usage purposes, internet selfefficacy (ISE), and internet perceptions in learning physics, regarding students’ gender and grade. A total of 798 senior high school students were surveyed randomly from 10 schools in the urban area of Lampung Province, Indonesia. The data were analyzed with Chi-square tests, t-test and ANOVA test for parametric, and Mann-Withney test and Kruskal-Wallis test for nonparametric. The results showed that by gender, female students were better at the ownership of computers and internet access via mobile phones. For the purpose of accessing internet, they were also identified more frequently in using internet for academic purposes, social media, and doing physics homework. Additionally, females were better at the perception about the benefit of the internet in learning physics. Besides, males were higher in using internet for entertainment and accessing physics’ video and animation. For experience and frequency in accessing internet and ISE, there were no significant gender differences found. Meanwhile, the differences were found between grades in some general usage as well as in ISE. Overall, the higher the students’ grade, the greater the percentage of students who use them, except in internet perceptionPeer Reviewe

A study on the effect of a web-based teaching module and gender on accounting students’ ethical judgements

Accounting educators face the increasingly important task of teaching ethics. Yet, there is little empirical evidence on the effectiveness of different ethics instructional methods on accounting students’ ethical judgements. This study examines whether the ethical decision making of accounting students differs (1) between those instructed through a web-based teaching module and those adopting a more traditional textbook-focused approach, and (2) between gender. A total of 156 students from a second-year financial accounting course participated in the study, with 90 students utilising the web-based module which was designed based on Rest’s (1979) model on ethics development. The other 66 students were instructed through a more traditional teaching approach based on regular class discussions using the ethical problems presented in the textbook. Subsequently, when presented with a whistle-blowing situation, the results of the study suggest that the attitudes and judgements of students instructed through the web-based module were more ethical than those utilising the traditional textbook module. Further, gender was found to impact ethical judgements but only among students who were exposed to the web-based module. The implications of the findings on accounting ethics education are discussed