Investigating the socio-constructivist dimension of online interactions: the case of synchronous audio-graphic conferencing systems

This study explores the quality of interactive patterns in audio-graphic conferencing environments and learners' involvement in interaction. Supporters of this technology claim that online interactions support socio-constructivist language learning. However, the existing literature does not indicate whether the quality of interaction required for realising constructivist principles of learning can affectively be ensured in such environments. The study is based on the Open University's online audio-graphic tuition environment, Lyceum. It investigates the verbal and written interactions of adult Open University students learning French. The data is analysed by different models of analysis pertaining to different socio-constructivist and cognitive models of analysis. The results show that students use high forms of thinking to engage in a cyclical rather than a linear process of knowledge construction. However, there is no evidence that this process is supported by the audio-graphic system itself. The tutor's style and task design play a more important role in supporting the learning process

Leveraging Douyin for Enhanced Learning Motivation: A Study on Educational Strategies and Student Attitudes

This study investigates the integration of Douyin, known globally as TikTok, in educational settings to enhance student learning motivation. The research aims to understand how the use of Douyin, a platform predominantly used for entertainment, can be effectively repurposed for educational purposes. The study is structured around several key areas: student engagement, self-regulation, teacher facilitation, peer collaboration, personalized learning, and student attitudes towards using Douyin in an educational context. A mixed-method approach is employed, involving both quantitative and qualitative data collection through surveys, interviews, and observational studies. The quantitative data assesses the impact of Douyin on various learning motivation factors, while qualitative data provides in-depth insights into student and teacher experiences. The findings suggest that when used strategically, Douyin can significantly enhance student engagement, promote active learning, and foster a positive learning environment. The study also highlights the importance of teachers’ roles in facilitating effective use of Douyin and the influence of student attitudes on learning outcomes.This research contributes to the growing body of knowledge on digital technology in education, offering practical implications for educators seeking to integrate social media platforms like Douyin into their teaching practices

The ecology of interactive learning environments: Situating traditional theory

In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, – behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human learning and development in interactive learning environments is proposed. Such an inclusive paradigm organizes the fundamental theoretical assumptions of behaviourism (i.e. automated learning), cognitivism (i.e. recall, understanding, analysis, synthesis, evaluation, creativity, problem solving) and constructivism (i.e. private and shared meaning). Based on review of the literature, behaviourism is best conceptualized as a learning theory; constructivist theoretical assumptions are best applied to cognitive development including private online experience (cognitive constructivism) and shared online experience (social constructivism). Cognitivism is a particularly relevant theoretical orientation in understanding both human learning and development in interactive learning environments

Project:Filter - using applied games to engage secondary schoolchildren with public policy

Applied games present a twenty-first-century method of consuming information for a specific purpose beyond pure entertainment. Objectives such as awareness and engagement are often used as intended outcomes of applied games in alignment with strategic, organizational, or commercial purposes. Applied games were highlighted as an engagement-based outcome to explore noPILLS, a pan-European policy research project which presented policy pointers and suggested methods of interventions for reducing micropollution within the wastewater treatment process. This paper provides an assessment of a video game which was developed for the purpose of public engagement with policy-based research. The video game, Project:Filter, was developed as a means of communicating noPILLS to secondary school children in Scotland as part of a classroom-based activity. Knowledge development and engagement were identified using Interpretative Phenomenological Analysis to evidence topical awareness, depth of understanding, and suggested methods of intervention. Analysis of observations also provided insights into challenges surrounding logistics, pedagogy, social interactions, learning, and gender as contributing factors to the schoolchildren’s experiences of Project:Filter. The intention of this paper is two-fold: firstly, to provide an example of developing video games from policy-based research; and secondly, to suggest methods of phenomenological assessment for identifying play-based engagement

Learning Theories and Historical Events Affecting Instructional Design in Education: Recitation Literacy Toward Extraction Literacy Practices

SAGE Open, October-December , pp. 1–9How learning occurs has been a question pondered by the masses since formal education began thousands of years ago. Understanding the process has included many paradigm shifts in thought and practice. A thorough look at one major paradigm shift occurred in the past century, which has led to a plethora of ideas when identifying best practices to encourage learning. A look into this transformation will exact a better understanding of learning and how it best arises, leading to designing instruction that greater impacts the learner

A structural equation modeling approach to factors that contribute to the impact mymathlab has on commitment and integration of technology

Learning with educational technology in higher education is rapidly increasing and shows promise of providing cost effective instructional delivery to a wide audience. Information technology scholars have begun to explore multiple antecedent variables leading to successful learning with technology. Yet, the ideal conditions or barriers have not been fully explored. The current study attempted to link certain personality characteristics and technology acceptance constructs within a nomological network that could predict factors that might influence student integration and commitment to educational technology. Data were gathered using a survey collection approach at a large southern Research I university. Students are required to actively engage in a computer-mediated learning environment that consists of an interactive software program, MyMathLab, and a math lab that provides faculty and peer support. Students responded to two surveys designed to capture their initial perceptions of the value of educational technology and measures of stable personality constructs. A second survey collected attitudinal responses directly related to their learning experiences with MyMathLab. Data were analyzed using Partial Least Squares (PLS) Structural Equation Modeling approach. The researcher specifies a predictive model of variables and, subsequently, examines the measurement and structural components of the model. The overall strength and statistical significance of the path relationships within the constructs are given by R2 and t-test statistics. The results suggest that affective measures of computer self-efficacy impact a student’s willingness to experiment with technology. In addition, students who feel comfortable with the level of complexity within MyMathLab, and who see the advantages to using the program, are more likely to integrate the system into their normal school routine. Another finding relates to the connection between integration and commitment. At the level of commitment, students moved beyond basic acceptance to a willingness to explore the technology further. Overall, the variables of the model explained 43.5% of the total variance in Commitment. An exploratory study of this nature can help educators gain a better understanding of potential curricular and instructional interventions that could be incorporated into computer-mediated learning environments

Students, the Net Generation and Digital Natives:Accounting for Educational Change

This chapter examines a number of different terms and popularized accounts of young people who are now at the stage in their lives of engaging in university education across the world. Three of the more common terms that have been used to describe this cohort of young people are the Net generation (Tapscott 1998, 2009), Digital Natives (Prensky 2001; 2001a: 2009) and Millennials (Howe and Strauss 2000; Oblinger & Oblinger 2005). This chapter critically examines the argument, common to writers using both terms: that the existence of an environment infused with digital and networked technologies, combined with an active engagement in these new technologies, leads directly to a sharp generational break. The chapter goes on to examine the determinist nature of the argument and the way this has been related to one particular pedagogical approach; collaborative learning. It examines the wider social and technological context and in particular the ideas of networked individualism and networked sociality. Finally the chapter concludes by examining which aspects of the Digital Native and Net Generation arguments are worth taking forward and by identifying those aspects of the arguments that need to be abandoned