Inquiry learning behaviors captured through screencasts in problem-based learning

This study examined the types of learning behaviors students demonstrated while performing inquiry tasks. It also explored the relationship between the learning behaviors and students’ domain knowledge. We observed fourteen students in five groups during a ninth-grade biology course. Three types of learning behaviors (inquiry, collaborative, and minimally productive behaviors) were identified and time on each type was measured. The results suggest that students demonstrated different patterns according to the types of learning behaviors. Correlation analysis revealed that learning outcomes had a strong positive correlation with the inquiry behaviors but a strong negative correlation with the minimally productive behaviors. The results suggest that attention should be paid to facilitate the more meaningful inquiry behaviors while reducing minimally productive behaviors

Examining the Impact of Student-Generated Screencasts on Middle School Science Students’ Interactive Modeling Behaviors, Inquiry Learning, and Conceptual Development

Student activities involving screencast production can serve as scaffolds to enhance inquiry behavior, heighten explanation development, and encourage the connection of conceptual ideas developed by eighth grade science students engaged in interactive computer modeling. Screencast recordings enabled students to simultaneously combine their narrative explanations with a visual record of their computer modeling activity. Students (n=210) generated numerous screencasts and written explanations during an online exploration regarding global climate change. The quasi-experimental design used in this study prompted student groups in four classrooms to screencast their final explanations concerning their modeling activity, while groups in the four control classrooms used a text entry tool to provide their explanations. Results indicated that student groups constructing screencast explanations spent 72% more time with the model (t=7.13, p<.001, d=2.23) and spoke an average of 131 words compared to the 44 written by control classroom groups (t=3.15, p=.002, d=0.99). Screencast groups were 42% more likely to describe their inquiry behavior activity when prompted by two design components developed to measure on-task behavior (t=2.89, p=.003, d=0.90). Knowledge integration was also heightened as 24% of the screencast groups provided scientifically normative ideas to support their explanations compared to less than 5% of the text entry groups

Using Mobile Technology to Engage Middle School Students in the Scientific Practice of Argumentation via Screencasting

This case study examined the use of mobile devices in supporting data collection and argumentation in the sixth grade science classroom. Mobile devices were used for data collection during laboratory activities and for constructing screencasts of science arguments. Findings revealed that students exhibit little planning when collecting digital data. Students used the digital data to add visual interest to their screencasts, support observations, and support inferences. Students who used the screencasting application’s narration and annotating tools were more likely to create appropriate and sufficient science arguments than their peers. One of the low achieving students in this study was able to create a sophisticated scientific argument through the use of annotation and narration, indicating the potential for screencasting as a viable alternative for struggling students to convey their conceptual understanding of scientific principles. Both students and the classroom teacher viewed the use mobile devices for creating screencasts of scientific arguments to be valuable. Other findings included that some students avoided narrating their screencast out of anxiety and that workflow issues arose due to the sharing of iPads

Higher Education Students’ Voice in Experiencing Problem Based Learning

This paper is aimed at describing the students’ perception of the implementation of problem-based learning during the Materials Development course in the eve semester 2018. The participants were 58 students of English pre-service teachers.  The data were collected through the 58 reflective writings at the end of the course, and the observation recording during the group discussion. Through qualitative analysis, there are five positive themes, and two negative themes found in the reflective writings. This study found that among three characteristics of Problem based learning, most of the students perceived positively in stimulating critical thinking and devoting authentic experiences. Whereas, there are also some students who perceived problem-based learning as challenging, especially in technical obstacles such as; the appearing of the lecturer’s stress during discussion session; not engaging friends in a group

How the Affordances Provided by a Technology-Enhanced Learning Intervention Can Impact the Self-Awareness and Self-Regulation of Students Taking a Community College Foundational Mathematics Course

Awareness of how one learns, and the ability to regulate one’s learning for Ontario community college students taking a foundational mathematics course can be enhanced by a learning intervention which relies on the affordances of information and communication technology (ICT). An abundance of research was found on each these aspects independently, yet a deficiency in the literature exists that intertwines these facets. This non-sequential mixed-methods study utilized the affordances provided by an investigator-designed learning intervention. Seventeen students in a Mathematics Foundations for Technology (MFT) course participated in a learning intervention which consisted of surveys, the creation of studynote and screencast artefacts, scaffolded learning materials delivered via interactive software and pen-based tablet PC computing, and coursework maintained on the learning management system (LMS). Surveys gathered information regarding demographics, learning styles, attitude towards learning mathematics with technology, and ability to self-regulate. Students had the opportunity to experience and design artefacts, which were shared and tracked through the LMS. Reflective and active learners created studynote (a one-page document) and screencast (an audio and visual recording) artefacts, respectively. Six students participated in semi-structured interviews. Little statistically significant data was obtained over the six-week intervention. Student comments illustrated that to create an artefact, they set goals and structured their environment, planned task strategies and managed their time. When artefacts were shared via the LMS, students evaluated and compared their product with others, and determined if further help should be sought. All of these elements contributed to a transformation in self-regulation skill. Findings were illustrated through a model which demonstrated how the wide scope of resources within a learning intervention, afforded through the use of ICT, can be streamlined to benefit students. This narrowing requires students to be able to identify their learning preferences to guide their choice of resource. Recommendations for future research demonstrate that a greater understanding of how students prefer to learn, and can regulate their learning while using ICT, will afford a pathway for those who are hesitant or struggle in mathematics

A Design-Based Research Study Examining The Impact Of Collaboration Technology Tools In Mediating Collaboration

ABSTRACT A DESIGN-BASED RESEARCH STUDY EXAMINING THE IMPACT OF COLLABORATION TECHNOLOGY TOOLS IN MEDIATING COLLABORATION by KECIA J. WADDELL December 2015 Advisor: Dr. Monica W. Tracey Major: Instructional Technology Degree: Doctor of Philosophy Interactive collaboration technologies have expanded users\u27 capabilities to collaborate and have driven pedagogical paradigm shifts toward more learner-centered and interactive teaching and learning. Online learners may be not sufficiently prepared for the level of collaboration fluency expected by a globally competitive digital distributed knowledge economy. This is largely due in part by how collaboration technologies is used towards impacting learning goals and outcomes in practice by online learners themselves or by deliberate instructional design of the online environment. The purpose of this design-based research study was three-fold: (1) examine collaboration by exploring the perceptions of adult online learners regarding collaboration technology use and of a series instructional intervention videos that supported tool use; (2) track the iterative design, development, implementation, and evaluation of instructional screencasts designed to demonstrate and support the use of dynamic text editor functions and multimedia features for authentic collaboration learning tasks and learner-driven discussion board communication in two online discussion forum platforms: Blackboard Learn (BB) and Google Groups (GG); and (3) determine the impact of the instructional intervention on our educational problem identified as a behavior: organic learner-driven online discussion board collaboration. Participants were purposive sample of online learners enrolled in five graduate-level instructional technology online courses. Quantitative survey and qualitative reflective journal data was gathered in a three phased feedback loop. Findings indicated that collaboration is first a mindset supported not only by collaboration technology tools or learner technological self-efficacy, but by deliberate instructional design mediated by the cultural environment and the social context of the activity system

Interacting at a Distance: Creating Engagement in Online Learning Environments

Effective online instruction requires understanding not only interaction but also how to facilitate interaction through technology (Moore & Kearsley, 2012). Specifically, Moore and Kearsley (2012) categorize these types of interactions as learner with content, interaction with instruction [or] interaction with other learners (p. 132). This chapter examines each of these interaction types and suggests ways to incorporate them into online learning environments (OLEs). The chapter provides techniques and approaches that will be beneficial to both instructional design practitioners and online instructors. It seeks to assuage some of the concerns that faculty have about OLEs and provides ideas and activities that can be implemented by course designers or instructors in OLE projects

Research on Teaching and Learning Mathematics at the Tertiary Level:State-of-the-art and Looking Ahead

This topical survey focuses on research in tertiary mathematics education, a field that has experienced considerable growth over the last 10 years. Drawing on the most recent journal publication as well as the latest advances from recent high quality conference proceedings, our review culls out the following five emergent areas of interest: mathematics teaching at the tertiary level; the role of mathematics in other disciplines; textbooks, assessment and students’ studying practices; transition to the tertiary level; and theoretical-methodological advances. We conclude the survey with a discussion of some potential ways forward for future research in this new and rapidly developing domain of inquiry

Instructors’ Perspectives Of Giving Audio And Video Feedback: Can You Hear Me Now?

This study investigated university instructors’ perspectives, values and processes of giving assignment feedback to students using written, audio and video formats and examined samples of feedback in these formats for differences in amount of content, language complexity and tone of feedback. The instructors represented different campus disciplines and a variety of campus, online and hybrid environments, and their classes included undergraduate and graduate students and ranged from small to large class sizes. This qualitative study applied Media Naturalness Theory to a phenomenological and discourse analysis of instructor interviews and feedback samples. The interview data revealed intentionality in selecting different feedback formats and three major factors affecting instructors’ choices of feedback formats: 1) educational purpose of the feedback, 2) the interpersonal relationship between instructor and students, and 3) efficiency of time and effort. Differentiation within these themes also impacted the choice of feedback formats. Instructors usually chose to use written or audio formats on minor assignment types such as discussion postings or short papers, while using combinations of audio and video narrations with written comments for major assignments. Most instructors appreciated the options that technology provided for them when giving feedback to students, but they also noted challenges in using different feedback formats. Feedback samples from instructors were analyzed for tone, language complexity and amount of content in the different types of feedback formats. The number of words in different feedback formats varied considerably, as did the tone and language complexity. The more expansive formats of audio and video presented the most information with regard to word counts, tone and complexity. The feedback samples were also reviewed to discern how closely instructors’ actual practice matched their perceptions and values of the different feedback formats. Findings have implications for instructors’ practices when giving feedback and further research regarding audio and video technologies for feedback, and formative and summative feedback effects

Open

"Affordable education. Transparent science. Accessible scholarship. These ideals are slowly becoming a reality thanks to the open education, open science, and open access movements. Running separate—if parallel—courses, they all share a philosophy of equity, progress, and justice. This book shares the stories, motives, insights, and practical tips from global leaders in the open movement.