Bringing Out-of-School Learning into the Classroom : Self- versus Peer-Monitoring of Learning Behaviour

Based on classroom management fostering autonomy support and intrinsic motivation, this study examines effects of reciprocal peer-monitoring of learning behaviours on cognitive and affective outcomes. Within our study, 470 German secondary school students between 13 and 16 years of age participated in a multimodal hands- and minds-on exhibition focusing on renewable resources. Three groups were separated and monitored via a pre-post-follow up questionnaire: the first conducted peer-monitoring with the performance of specific roles to manage students’ learning behaviours, the second accomplished a self-monitoring strategy, while the third group did not visit the exhibition. In contrast to the latter control group, both treatment groups produced a high increase in short- and long-term knowledge achievement. The peer-monitored group scored higher in cognitive learning outcomes than the self-monitored group did. Interestingly, the perceived level of choice did not differ between both treatment groups, whereas peer-monitoring increased students’ perceived competence and simultaneously reduced the perceived level of anxiety and boredom. Peer-monitoring realised with the performance of specific roles seems to keep students “on task” without lowering indicators for students’ intrinsic motivation. Herewith, we are amongst the first to suggest peer-monitoring as a semi-formal learning approach to balance between teacher-controlled instruction and free-choice exploration

‘The best app is the teacher’ introducing classroom scripts in technology-enhanced education

A quasi-experimental study was set up in secondary education to study the role of teachers while implementing tablet devices in science education. Three different classroom scripts that guided students and teachers' actions during the intervention on two social planes (group and classroom level) are compared. The main goal was to investigate which classroom script leads to the best results regarding progress in domain-specific knowledge and inquiry skills. Besides student achievement, students' experiences towards the role of the teacher and students' perceptions towards learning with tablets within the three conditions were investigated. In the first condition, the classroom script included learning activities that were balanced between the group and the classroom level. In the second condition, the learning activities occurred predominantly on the group level. The third condition entailed the classroom script as the control condition in which the learning activities were situated only on the classroom level, with the tablet used in a traditional way or as ‘book behind glass’. Results show that students perform better on domain-specific knowledge in the conditions where the teacher intervened on the classroom level. Regarding the acquisition of inquiry skills, students performed best in the condition where the learning activities were balanced between the group and the classroom level. Moreover, students who perceived more structure achieved better. These results indicate that the role of the teacher cannot be ignored in technology-enhanced learning. Moreover, these results seem to suggest that one of the best apps remains the teacher

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

The adoption of Web 2.0 tools in teaching and learning by in-service secondary school teachers: the Mauritian context.

Doctoral Degree. University of KwaZulu-Natal, Durban.With the current rapid increase in use of Web 2.0 tools by students, it is becoming necessary for teachers to understand what is happening in this social networking phenomenon, so that they can better understand the new spaces that students inhabit and the implications for students’ learning and investigate the wealth of available Web 2.0 tools, and work to incorporate some into their pedagogical and learning practices. Teachers are using the Internet and social networking tools in their personal lives. However, there is little empirical evidence on teachers’ viewpoints and usage of social media and other online technologies to support their classroom practice. This study stemmed from the urgent need to address this gap by exploring teachers’ perceptions, and experience of the integration of online technologies, social media, in their personal lives and for professional practice to find the best predictors of the possibility of teachers’ using Web 2.0 tools in their professional practice. Underpinning the study is a conceptual framework consisting of core ideas found in the unified theory of acceptance and use of technology (UTAUT) and technology pedagogy and content knowledge (TPACK) models. The conceptual framework, together with a review of relevant literature, enabled the formulation of a theoretical model for understanding teachers’ intention to exploit the potential of Web 2.0 tools. The model was then further developed using a mixed-method, two-phase methodology. In the first phase, a survey instrument was designed and distributed to in-service teachers following a Postgraduate Certificate in Education course at the institution where the researcher works. Using the data collected from the survey, exploratory factor analysis, correlational analysis and multiple regression analysis were used to refine the theoretical model. Other statistical methods were also used to gain further insights into teachers’ perceptions of use of Web 2.0 tools in their practices. In the second phase of the study, survey respondents were purposefully selected, based on quantitative results, to participate in interviews. The qualitative data yielded from the interviews was used to support and enrich understanding of the quantitative findings. The constructs teacher knowledge and technology pedagogy knowledge from the TPACK model and the constructs effort expectancy, facilitating conditions and performance expectancy are the best predictors of teachers’ intentions to use Web 2.0 tools in their professional practice. There was an interesting finding on the relationship between UTAUT and TPACK constructs. The constructs performance expectancy and effort expectancy had a significant relationship with all the TPACK constructs – technology knowledge, technology pedagogy knowledge, pedagogical content knowledge (PCK), technology and content knowledge and TPACK – except for content knowledge and pedagogical knowledge. The association between the TPACK construct PCK with the UTAUT constructs performance expectancy and effort expectancy was an unexpected finding because PCK is only about PCK and has no technology component. The theoretical contribution of this study is the model, which is teachers’ intention of future use of Web 2.0 tools in their professional practice. The predictive model, together with other findings, enhances understanding of the nature of teachers’ intention to utilise Web 2.0 tools in their professional practice. Findings from this study have implications for school infrastructure, professional development of teachers and an ICT learning environment to support the adoption of Web 2.0 tools in teaching practices and are presented as guiding principles at the end of the study

An Investigation of the Impact of Student Satisfaction on Student Outcomes Among Undergraduate Students in a Blended Learning Environment in University A

The purpose of this study was to examine the impact of student satisfaction on student outcomes among undergraduate students in a blended learning environment in University A. It was a quantitative predictive correlational design, with predictor variables satisfaction with course, sex, age and race/ethnicity, and criterion variable end-of-course score. The Corona Virus pandemic highlighted the central role of blended and online learning in educational processes globally. The technological revolution in education characterized by the infusion of digital technologies in classrooms, indicates that blended learning will continue to feature prominently in educational settings. Student satisfaction in blended learning redounds to the benefit of students and educational institutions since it could contribute to improved pedagogical and curricular practices, goodwill, enhanced reputation, and increased enrollment. Participants for this study were drawn from a convenience sample of 330 undergraduate students enrolled in a blended general education course at University A. Data collection procedures for predictor variables were accomplished through the online administration of the Satisfaction with Blended eLearning Systems (BELS) Questionnaire, while criterion variable data was garnered from student records. Applying multiple linear regression analysis, a statistically significant relationship was found between the linear combination of satisfaction with course, sex, age, race/ethnicity and end-of-course score. However, satisfaction with course emerged as the only significant predictor of the end-of-course score. Course satisfaction in blended learning settings influences performance. Further investigations are needed in other tertiary level institutions in the Caribbean, across different disciplines, and different blended learning delivery methods