196 research outputs found
The influence of the learning environment on students' mathematical achievement
Образовање је процес у коме друштво преноси акумулирано знање, вештине и вредности с генерације на генерацију. Активно учешће ученика и студената у друштву је један од главних циљева образовања. Учење математике је много више од самог примања информација, тако да многобројни фактори утичу на ученичка и студентска знања из математике. Како би креирали квалитетну наставу и поспешили усвајањe знања, неопходно је испитати много различитих сегмената. Зато су веома важна и значајна истраживања проблема у настави математике и математичког образовања. Разумевање начина на који модерне технологије могу пружити додатну помоћ студентима да лакше усвајају знања, од пресудне важности а развој традиционалних система за учење и креирања дигиталних наставних материјала. Наставни процес је, од почетка пандемије изазване вирусом Ковид-19, претрпео нагле и велике промене у целом свету. Захваљујући достигнућима информационо комуникационих технологија настава је организована „на даљину“. Окружење за учење је имало велики утицај на организовање и извођење наставног процеса за товреме. Имајући то у виду, у дисертацији је приказано истраживање које пружа емпиријске доказе и испитује утицај различитог окружења за учење на постигнућа студената у оквиру основног курса математике. Испитано је и под којим околностима и у којој мери испитаници постижу боље резултате на сумативним и ормативним проценама знања. За истраживање тема коришћене су квалитативне и квантитативне методе истраживања које користе релевантне статистичке технике. Истраживање је рађено у циљу испитивања и идентификације тренутног стања (у којој мери испитаници исправно интерпретирају стечена знања из математике) као и откривања потенцијалних когнитивних конфликата како би се радило на њиховом превазилажењу и унапређењу наставног окружења и наставних материјала. У околностима споменуте пандемије било је важно детаљније испитати и перцепције студената као и њихову мотивацију и искуство током учења на даљину у тако измењеном образовном окружењу. Иако доприноси раније литературе јасно указују да је мотивација студената позитивно повезана са њиховим понашањем, академским постигнућем и перцепцијом окружења за учење, тренутно постоји потреба за бољим разумевањем како су брзе и неопходне промене учења изазване пандемијом повезане са унутрашњом мотивацијом студената. Мотивација и разумевање студентских перцепција имају значајан утицај на квалитет процеса учења, јер утичу на ангажовање студената у учењу, помажу просветним радницима да преиспитају принципе дизајна учења и даље унапређују и развијају наставне планове и програме. У дисертацији је приказано и друго истраживање које испитује да ли су демографске карактеристике студената утицале на њихову перцепцију о димензијама мотивације (труд(напор)/важност, вредност/корисност и интересовање/уживање). Такође, разматрано је и испитивање свести студената (позитивне и негативне аспекте) о образовним променама и модификацијама које нису добро познате, као и о недостатку емпиријских доказа у савременој литератури. Стога, ово истраживање има за циљ да допринесе том разумевању истражујући перцепцију студената.Obrazovanje je proces u kome društvo prenosi akumulirano znanje, veštine i vrednosti s generacije na generaciju. Aktivno učešće učenika i studenata u društvu je jedan od glavnih ciljeva obrazovanja. Učenje matematike je mnogo više od samog primanja informacija, tako da mnogobrojni faktori utiču na učenička i studentska znanja iz matematike. Kako bi kreirali kvalitetnu nastavu i pospešili usvajanje znanja, neophodno je ispitati mnogo različitih segmenata. Zato su veoma važna i značajna istraživanja problema u nastavi matematike i matematičkog obrazovanja. Razumevanje načina na koji moderne tehnologije mogu pružiti dodatnu pomoć studentima da lakše usvajaju znanja, od presudne važnosti a razvoj tradicionalnih sistema za učenje i kreiranja digitalnih nastavnih materijala. Nastavni proces je, od početka pandemije izazvane virusom Kovid-19, pretrpeo nagle i velike promene u celom svetu. Zahvaljujući dostignućima informaciono komunikacionih tehnologija nastava je organizovana „na daljinu“. Okruženje za učenje je imalo veliki uticaj na organizovanje i izvođenje nastavnog procesa za tovreme. Imajući to u vidu, u disertaciji je prikazano istraživanje koje pruža empirijske dokaze i ispituje uticaj različitog okruženja za učenje na postignuća studenata u okviru osnovnog kursa matematike. Ispitano je i pod kojim okolnostima i u kojoj meri ispitanici postižu bolje rezultate na sumativnim i ormativnim procenama znanja. Za istraživanje tema korišćene su kvalitativne i kvantitativne metode istraživanja koje koriste relevantne statističke tehnike. Istraživanje je rađeno u cilju ispitivanja i identifikacije trenutnog stanja (u kojoj meri ispitanici ispravno interpretiraju stečena znanja iz matematike) kao i otkrivanja potencijalnih kognitivnih konflikata kako bi se radilo na njihovom prevazilaženju i unapređenju nastavnog okruženja i nastavnih materijala. U okolnostima spomenute pandemije bilo je važno detaljnije ispitati i percepcije studenata kao i njihovu motivaciju i iskustvo tokom učenja na daljinu u tako izmenjenom obrazovnom okruženju. Iako doprinosi ranije literature jasno ukazuju da je motivacija studenata pozitivno povezana sa njihovim ponašanjem, akademskim postignućem i percepcijom okruženja za učenje, trenutno postoji potreba za boljim razumevanjem kako su brze i neophodne promene učenja izazvane pandemijom povezane sa unutrašnjom motivacijom studenata. Motivacija i razumevanje studentskih percepcija imaju značajan uticaj na kvalitet procesa učenja, jer utiču na angažovanje studenata u učenju, pomažu prosvetnim radnicima da preispitaju principe dizajna učenja i dalje unapređuju i razvijaju nastavne planove i programe. U disertaciji je prikazano i drugo istraživanje koje ispituje da li su demografske karakteristike studenata uticale na njihovu percepciju o dimenzijama motivacije (trud(napor)/važnost, vrednost/korisnost i interesovanje/uživanje). Takođe, razmatrano je i ispitivanje svesti studenata (pozitivne i negativne aspekte) o obrazovnim promenama i modifikacijama koje nisu dobro poznate, kao i o nedostatku empirijskih dokaza u savremenoj literaturi. Stoga, ovo istraživanje ima za cilj da doprinese tom razumevanju istražujući percepciju studenata.Education is a process through which society transfers accumulated knowledge, skills, and values from one generation to another. Active participation of students in society is one of the main goals of education. Learning mathematics is much more than just receiving information, so numerous factors influence students' knowledge of mathematics. In order to create quality teaching and facilitate knowledge acquisition, it s necessary to examine various segments. Therefore, research on the problems in mathematics education is very important and significant. Understanding how modern technologies can provide additional assistance to students in easier knowledge cquisition is crucial for the development of traditional learning systems and the creation of digital teaching materials. Since the beginning of the COVID-19 pandemic, the educational process has undergone sudden and significant changes worldwide. Thanks to the achievements of information and communication technologies, education has been organized "remotely." The learning environment had a significant impact on the organization and implementation of the teaching process during that time. With that in mind, the dissertation presents research that provides empirical evidence and examines the influence of different learning environments on students' achievements in basic mathematics courses. It also investigates under which circumstances and to what extent the participants achieve better results in summative and formative assessments. The research topic was examined using qualitative and quantitative research methods that employ relevant statistical techniques. The research was conducted to explore and identify the current state (to what extent the participants correctly interpret acquired knowledge in mathematics) as well as to discover potential cognitive conflicts in order to work towards overcoming them and improving the learning environment and teaching materials. In the context of the mentioned pandemic, it was important to examine in more detail the perceptions of students, as well as their motivation and experience during distance learning in such an altered educational environment. Although previous literature clearly indicates that student motivation is positively related to their behavior, academic achievement, and perception of the learning environment, there is currently a need for better understanding of how rapid and necessary learning changes caused by the pandemic are associated with students' intrinsic motivation. Motivation and understanding of student perceptions have a significant impact on the quality of the learning process, as they influence student engagement in learning and assist educators in re-evaluating learning design principles and further improving and developing instructional plans and programs. The dissertation also presents another study that examines whether students' demographic characteristics influenced their perception of motivation dimensions (effort/importance, value/usefulness, and interest/enjoyment). Additionally, it explores students' awareness (positive and negative aspects) of educational changes and modifications that are not well-known, as well as the lack of empirical evidence in contemporary literature. Therefore, this research aims to contribute to that understanding by investigating students' perceptions
Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward
No abstract available
The yin & yang of digital technologies: a case study exploring the impact of a digital wellbeing intervention on higher education staff
A growing focus on the concept of ‘digital wellbeing’, has emerged over the last decade in the literature across a range of sectors including: human-computer interaction; sociology; and education (Calvo & Peters, 2018; Gui, Fasoli & Carradore, 2017; Biggins & Holley, 2020). Across the literature, digital wellbeing is broadly understood as the positive/negative impact of digital technologies on wellbeing and in the author’s context as an academic developer in higher education, the term articulates a key challenge in respect of supporting staff to embed digital technologies in work practices. The author observed staff struggling with balancing the benefits of digital technologies against the challenges that digital technologies can present to workplace wellbeing. To address this concern, a case study was designed to explore the impact of a digital wellbeing intervention on staff in a higher education context. The findings demonstrate the positive impact of the intervention on participants’ capability to manage the challenges presented by digital technologies. The intervention also re-focused participants’ attention on the benefits of digital technologies in the higher education workplace. This study makes several contributions to the literature. The development of a theoretical model of digital wellbeing in the workplace can support future research on digital wellbeing in the workplace. The study offers evidence of the impact of an intervention on behaviour change and analyses the contextual factors impacting digital wellbeing. The study offers insights on remote
working during the specific context of the Covid-19 pandemic, which can inform future support for staff engaging in remote and hybrid working. By including staff in non-teaching roles, the study highlights the need to support all staff in higher education in respect of digital wellbeing. Finally, the digital wellbeing intervention materials are now available through creative commons for use and/or adaptation to support digital wellbeing
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Trust and Explanation in Artificial Intelligence Systems: A Healthcare Application in Disease Detection and Preliminary Diagnosis
The way in which Artificial Intelligence (AI) systems reach conclusions is not always transparent to end-users, whether experts or non-experts. This creates serious concerns on the trust that people would place in such systems if they were to be adopted in real-life contexts. These concerns become even bigger when individuals’ well-being is at stake, as in the case of AI technologies applied to healthcare. An emerging research area called Explainable AI (XAI) looks at how to solve this problem by providing a layer of explanation which helps end-users to make sense of AI results. The overall assumption behind XAI research is that explicability can improve end-users’ trust in AI systems. Trusting AI applications may have strong positive economical and societal impact, especially because AI is increasingly demonstrating improved performance in reducing the cost of carrying out highly complex human tasks. However, there are also the over-trusting and under- trusting issues that need to be addressed. Non-expert users have been shown to often over-trust or under-trust AI systems, even when having very little knowledge of the technical competence of the system. Over-trust can have dangerous societal consequences when trust is placed in systems of low or unclear technical competence. Meanwhile, under-trust can hinder AI systems adoption in our every day life.
This doctoral research studies the extent to which explanations and interactions can help non- expert users properly calibrate trust in AI systems, specifically AI for disease detection and preliminary diagnosis. This means reducing trust when users tend to over-trust an unreliable system and increasing trust if the system can be shown to work well. Four user studies were conducted using data collection methods that included literature review, semi-structured interviews, online surveys, and focus groups, following both qualitative and quantitative research approaches and involving medical professionals, AI experts, and non-experts (considered as primary users of the AI system). Through these four user studies, new key features of meaningful explanation were defined, concrete guidelines for designing meaningful explanation were proposed, a new tool for quantitative measurement of trust between humans and AI was generated, and a series of reflections on the complex relationship between explanation and trust were presented.
This doctoral work makes three fundamental contributions to knowledge, that can shape future research in Explainable AI in healthcare. First, it informs how to construct explanations that non-expert users can make sense of (meaningful explanations). Second, it contextualises current XAI research in healthcare, informing how explanations should be designed for AI assisted disease detection and preliminary diagnosis systems (Explanation Design Guidelines). Third, it proposes the first validated survey instrument to measure non-expert users trust in AI healthcare applications. This user-friendly survey method can help future XAI researchers compare results and potentially accelerate the development of more robust XAI research. Finally, this doctoral research provides preliminary insights into the importance of the interaction modality of explanations in influencing trust. Audio-based conversational interaction has been identified as a more promising way to provide health diagnosis explanations to patients than more static, hypertext-based interactions; audio-based conversational XAI interfaces positively affect the ability of laypersons to appropriately calibrate trust to a greater extent than less interactive interfaces. These preliminary findings can inform and promote future research on XAI by shifting the focus of current research from explanation content design to explanation delivery and interaction design
Online Çalgı Eğitiminde Değerlendirme
Model olarak nitel karakterli olan bu araştırma veri toplama tekniği açısından doküman incelenmesi desenindedir. Bu araştırmanın amacı, online çalgı eğitiminde değerlendirmenin önemini ve gerekliliklerini ortaya koyarak, çalgı eğitimcilerine online eğitimde kullanılabilecek değerlendirme uygulamaları hakkında geniş bir perspektif sunabilmektir. Araştırmanın problem cümlesi; “online çalgı eğitiminde değerlendirmenin önemi nedir ve kullanılabilecek değerlendirme uygulamaları nelerdir?” şeklindedir. Bu nedenle “online çalgı eğitiminde değerlendirme” ile ilgili ulusal ve uluslararası alanyazın taraması yapılarak, araştırmaya ait genel bir içerik belirlenmiştir. Elde edilen veriler incelenen dokümanlardan alıntılar yapılarak betimlenmiştir. Araştırma sonucunda; yüz yüze eğitim ile online eğitim arasında uygulama farklılıkları olduğundan değerlendirme biçimlerinin de birbirinden farklı olduğu; yüz yüze çalgı eğitiminde dersin içeriğine göre tek bir değerlendirme yöntemi yeterli olabilirken online çalgı eğitiminde hem eğitim-öğretim sürecinin hem de değerlendirme sürecinin farklı yöntemlerle gerçekleştirilebildiği; yüz yüze eğitimde, sınıf ortamında öğretmenin öğrenciyi doğrudan gözlemleyebildiği; değerlendirme yapmak amacıyla veri toplama işleminin online eğitime göre daha sade olabildiği ancak online çalgı eğitiminde, öğrenciyi eğitimi süresince ve süreç sonunda gözlemleyebilecek başta ses ve video dosyası olmak üzere birden fazla dosyaya ihtiyaç duyulduğu tespit edilmiştir. Araştırmanın sonuçlarına yönelik önerilerin bazıları şu şekildedir: Online çalgı eğitiminin değerlendirilmesi yalnızca sonuç odaklı değil hem süreç hem de sonuç odaklı bütüncül bir yaklaşımla yapılmalıdır; online çalgı eğitiminde yüz yüze etkileşim mümkün olmadığı için, değerlendirme aşamasında uygun değerlendirme araçları kullanılmalıdır; eğitimin başında tanıma ve yerleştirme amaçlı değerlendirme yapılmalıdır; online çalgı eğitiminde değerlendirme aşamasının da planlanması gereklidir; online çalgı derslerinin sağlıklı ve verimli sürüp sürmediğini belirlemek amacıyla süreç değerlendirme yapılmalıdır; gerekli düzenlemeler yapılarak süreç sonunda ürün değerlendirme yapılmalıdır. E-portfolyo, akran değerlendirme ve öz değerlendirme yöntemlerinden de faydalanılmalıdır
A Self-Regulated Learning Approach to Educational Recommender Design
Recommender systems, or recommenders, are information filtering systems prevalent today in many fields. One type of recommender found in the field of education, the educational recommender, is a key component of adaptive learning solutions as these systems avoid “one-size-fits-all” approaches by tailoring the learning process to the needs of individual learners. To function, these systems utilize learning analytics in a student-facing manner.
While existing research has shown promise and explores a variety of types of educational recommenders, there is currently a lack of research that ties educational theory to the design and implementation of these systems. The theory considered here, self-regulated learning, is underexplored in educational recommender research. Self-regulated learning advocates a cyclical feedback loop that focuses on putting students in control of their learning with consideration for activities such as goal setting, selection of learning strategies, and monitoring of one’s performance.
The goal of this research is to explore how best to build a self-regulated learning guided educational recommender and discover its influence on academic success. This research applies a design science methodology in the creation of a novel educational recommender framework with a theoretical base in self-regulated learning. Guided by existing research, it advocates for a hybrid recommender approach consisting of knowledge-based and collaborative filtering, made possible by supporting ontologies that represent the learner, learning objects, and learner actions. This research also incorporates existing Information Systems (IS) theory in the evaluation, drawing further connections between these systems and the field of IS. The self-regulated learning-based recommender framework is evaluated in a higher education environment via a web-based demonstration in several case study instances using mixed-method analysis to determine this approach’s fit and perceived impact on academic success. Results indicate that the self-regulated learning-based approach demonstrated a technology fit that was positively related to student academic performance while student comments illuminated many advantages to this approach, such as its ability to focus and support various studying efforts. In addition to
contributing to the field of IS research by delivering an innovative framework and demonstration, this research also results in self-regulated learning-based educational recommender design principles that serve to guide both future researchers and practitioners in IS
and education
Methods for Affective Content Analysis and Recognition in Film
The research presented in this thesis resulted from the growing attention on the effects of emotion on users, raising questions about their potential application to computational systems.
This research investigates the best methods for determining affective scoring for video content, specifically films. This resulted in the affective video system (AVS) framework, AVS dataset and AVS systems being developed, leading to several contributions to knowledge about the best affective methods and systems.
This work presents the necessary theory to understand the subject area. It builds as the thesis matures, laying a pathway in the form of a methodology framework for viewing affective problems and systems, moving into a subsequent study reviewing the well-recognised affective methods such as the International Affective Picture System (IAPS) and how its well-defined processes and procedures could be adapted for a more modern approach using video content. The research then studies the most critical perceivable features from video clips for users, which were analysed using the repertory grid approach.
This led to the above contributions being combined to create the AVS system and database, which is a unique database comprising the affective scores for various film clips. This research concluded with the presentation of the best regression methods resulting from this research and its datasets and a summary of this performance, and discussions of the results in terms of other research in this area
Lived experience of recovering from mental distress: people from Chinese cultural backgrounds living in Australia
This study explores the lived experiences of mental distress among people from Chinese cultural backgrounds in the Australian social context, through an intersectionality lens based on social constructionism and critical race theory on mental health. It also delves into how these people have responded to challenges in mental distress and navigated their roles and identities during their recovery journeys.
The study explores the social determinants of mental distress, participants’ help-seeking patterns, complex perspectives on recovery, and discusses the roles of social workers in supporting Australian Chinese people’s recovery. By conducting 19 in-depth semi-structured interviews and applying thematic analysis, this qualitative study reveals three major themes: (1) power imbalances and mental health; (2) heterogeneity and help-seeking patterns; (3) contested notions of recovery.
Although this study applied social constructionism and critical race theory on mental health to explore the recovery pathways of mental distress, participants were impacted by both biomedical perspectives and cultural interpretations of mental distress and shame. The findings reveal that much more attention is needed to build supports for Chinese people experiencing distress in Australia, whose voices are rarely heard in mainstream mental health conversations.
This study outlines implications for Australian policies and Australian mental health care systems, mental health service providers and practitioners, informal supports, Australian social work practice, and potential further research. The research found that the Australian social context and the Chinese cultural context intersected in the participants’ complex lived experiences of mental distress, with implications for how power dynamics, identities and roles can be understood during experiences of distress and recovery
THE EFFECT OF USING QUICK RESPONSE CODES ON STUDENTS’ ACTIVENESS AND MOTIVATION IN LEARNING ENGLISH AT MA MASMUR PEKANBARU
ABSTRAK
Yurika Darlis (2023) : Pengaruh Penggunaan kode QR pada keaktifan dan
motivasi siswa dalam Pelajaran Bahasa Inggris di
MA Masmur Pekanbaru
Perkembangan teknologi membawa inovasi dalam segala aspek kehidupan
termasuk pendidikan. Kode QR (Quick Response) adalah salah satu inovasi
tersebut. Fokus utama dari penelitian ini adalah untuk mengetahui apakah ada
pengaruh yang signifikan dari penggunaan Quick Response Codes pada keaktifan
dan motivasi siswa dalam belajar bahasa Inggris di kelas sebelas MA Masmur
Pekanbaru. Penelitian ini menggunakan metode pre-experimental, dengan desain
one group pretest and one group posttest design. Sampel penelitian ini adalah
siswa kelas 2 MA Masmur Pekanbaru yang berjumlah 21 siswa, sehingga peneliti
menggunakan teknik purposive sampling. Teknik pengumpulan datanya adalah
komposisi observasi checklist dan angket. Teknik analisis data di MA Masmur
menggunakan uji t sampel berpasangan dengan menggunakan SPSS versi 29.
Temuan penelitian ini menyimpulkan bahwa penggunaan Quick Response
Codes meningkatkan keaktifan dan motivasi siswa dalam belajar bahasa Inggris.
Hal ini dibuktikan dengan rata-rata skor keaktifan siswa pada pra-angket adalah
54,62 dan pasca-angket adalah 68,71, motivasi siswa pada pra-angket adalah
56,67 dan pasca-angket adalah 70. Hasil penelitian ini menunjukkan bahwa ada
perbedaan yang signifikan antara hasil angket pra dan pasca angket terhadap nilai
siswa. Nilai t-test lebih tinggi dari nilai t-tabel (6,609>1,725) pada keaktifan siswa
dan (21,728>1,725) pada motivasi siswa. Pertanyaan penelitian terjawab bahwa
QR Code efektif dalam pembelajaran bahasa Inggris dan meningkatkan keaktifan
dan motivasi siswa.
Kata Kunci: Kode QR, Keaktifan, Motivas
Conceptualising the problematic nature of feedback in higher education:Mapping the path to enabling student engagement
The aim of this thesis is to provide a framework that integrates the literature on the problems with student feedback engagement with student perspectives to provide an institutional roadmap to effective development of student engagement with feedback. Much of the current feedback research explores individual issues and problems with feedback without considering how these problems impact on each other. There is comparatively little available research on the impacts of institutional structures and policies and their impacts on feedback delivery and engagement, with little appreciation of the interplay between tutor teaching practices, student feedback engagement and what institutions do. Using a three-stage pragmatic mixed methods process, the research sought to identify, from the literature, the problem factors that inhibit assessment feedback engagement in higher education. It then identified the problem factors with feedback engagement from the student point of view. Finally, linkages between each of the eight problem factors identified were considered to conceptualise the interplay between the problem factors. The framework for enabling student development through feedback engagement was developed as the main output of this research. The significance of this study is that the framework presents a multilayered viewpoint on the linkages between the problems with feedback engagement, including student, staff, and institutional factors, giving readers a framework off which to hang future research, staff development, and institutional policies
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