How Ideology And Pedagogy Impact Technology Adoption In The Classroom, A Causal-Comparative Study

As the world changes from an industrial driven society to one more focused on services and knowledge, the drive for change within higher education is mounting from both students and employers. With the availability of the vast majority of the world’s knowledge available to an ever-increasing populace via the Internet, students and employers alike are no longer satisfied with the three r’s – reading, writing, and arithmetic. Instead, employers are expecting graduates to be knowledgeable of the three C’s – collaboration, communication, and creative problem solving to negotiate a progressively complex global market. Through advances in cognitive science, we now have a better understanding of how individual learners construct and retain new knowledge. At odds with this understanding of how individuals learn is the continued use of the lecture class format where an instructor is the center of the classroom. The lecture class format or Socratic Method has not only demonstrated a lack of effectiveness compared to other methods such as active-learning which places the student at the center of the classroom but may even disenfranchise students leading to lower test scores and retention issues. Yet, when higher education institutions attempt more productive methods of learning based on the ideas of constructivism such as active-learning or student-centered learning the efforts fail as instructors naturally revert back to the lecture method for a variety of reasons. Where technology has enabled change in other areas of our lives such as social media, entertainment, and retail it has yet to make as profound of an effect in higher education. Understanding to what extent certain curricular ideologies may predict the adoption of technology in the classroom may be beneficial in emboldening change from the Socratic Method to a more student-centered learning experience. Other benefits may include improvements in the return on investments made by higher education institutions as well as shortened technology deployment timelines improving opportunities to keep up with rapidly changing technology trends. Using a combination of two survey instruments, the Schiro Curriculum Ideology Instrument (2013) and the iTEaCH Instrument (Choy, 2013), this causal-comparative research study analyzed data collected from both full-time and part-time faculty at a private liberal arts institution. Through the application of a one-way ANOVA and Tukey-Kramer post hoc test, the results identified statistically significant differences among several of the curriculum ideology types and the adoption of technology in the classroom. Insight into the relationship between curriculum ideology and technology adoption can be used both by technologists and pedagogical specialists as part of technology deployments to improve not only the use of technology in the classroom but also enabling faculty seeking opportunities to change the classroom dynamic focusing more on students and opportunities for individual learning

Methodologies for the Automatic Location of Academic and Educational Texts on the Internet

Traditionally online databases of web resources have been compiled by a human editor, or though the submissions of authors or interested parties. Considerable resources are needed to maintain a constant level of input and relevance in the face of increasing material quantity and quality, and much of what is in databases is of an ephemeral nature. These pressures dictate that many databases stagnate after an initial period of enthusiastic data entry. The solution to this problem would seem to be the automatic harvesting of resources, however, this process necessitates the automatic classification of resources as ‘appropriate’ to a given database, a problem only solved by complex text content analysis. This paper outlines the component methodologies necessary to construct such an automated harvesting system, including a number of novel approaches. In particular this paper looks at the specific problems of automatically identifying academic research work and Higher Education pedagogic materials. Where appropriate, experimental data is presented from searches in the field of Geography as well as the Earth and Environmental Sciences. In addition, appropriate software is reviewed where it exists, and future directions are outlined

Methodologies for the Automatic Location of Academic and Educational Texts on the Internet

Traditionally online databases of web resources have been compiled by a human editor, or though the submissions of authors or interested parties. Considerable resources are needed to maintain a constant level of input and relevance in the face of increasing material quantity and quality, and much of what is in databases is of an ephemeral nature. These pressures dictate that many databases stagnate after an initial period of enthusiastic data entry. The solution to this problem would seem to be the automatic harvesting of resources, however, this process necessitates the automatic classification of resources as ‘appropriate’ to a given database, a problem only solved by complex text content analysis. This paper outlines the component methodologies necessary to construct such an automated harvesting system, including a number of novel approaches. In particular this paper looks at the specific problems of automatically identifying academic research work and Higher Education pedagogic materials. Where appropriate, experimental data is presented from searches in the field of Geography as well as the Earth and Environmental Sciences. In addition, appropriate software is reviewed where it exists, and future directions are outlined

Fostering Evidence-Based Education with Learning Analytics: Capturing Teaching-Learning Cases from Log Data

Evidence-based education has become more relevant in the current technology-enhanced teaching-learning era. This paper introduces how Educational BIG data has the potential to generate such evidence. As evidence-based education traditionally hooks on the meta-analysis of the literature, so there are existing platforms that support manual input of evidence as structured information. However, such platforms often focus on researchers as end-users and its design is not aligned to the practitioners’ workflow. In our work, we propose a technology-mediated process of capturing teaching-learning cases (TLCs) using a learning analytics framework. Each case is primarily a single data point regarding the result of an intervention and multiple such cases would generate an evidence of intervention effectiveness. To capture TLCs in our current context, our system automatically conducts statistical modelling of learning logs captured from Learning Management Systems (LMS) and an e-book reader. Indicators from those learning logs are evaluated by the Linear Mixed Effects model to compute whether an intervention had a positive learning effect. We present two case studies to illustrate our approach of extracting case effectiveness from two different learning contexts – one at a junior-high math class where email messages were sent as intervention and another in a blended learning context in a higher education physics class where an active learning strategy was implemented. Our novelty lies in the proposed automated approach of data aggregation, analysis, and case storing using a Learning Analytics framework for supporting evidence-based practice more accessible for practitioners

The Age of Online Learning: Best Practice in the Evaluation of Online Education

With the impact of the pandemic still reverberating throughout universities worldwide, and with an increased attention being paid to online learning, this report aims to:• Uncover the challenges faced by the higher education sector responding to the pandemic, notably through the delivery of emergency remote teaching and video conferencing;• Provide a brief historical overview of the growth of distance learning linked to technological development and current trends;• Discuss and present some of the key components of successful online teaching;• Provide an overview for the rationale and guiding principles for a new evaluative framework for online learning

Capturing organisational knowledge from educational enhancement: identifying patterns for curriculum innovation

On-line and blended learning is much fêted, particularly by university management as part of the solution to many issues currently facing higher education. However, experienced academics lack examples of suitable pedagogically engaging on-line activities, and remain sceptical or resistant to change. This paper describes a case study of an initiative taken by a newly formed centre with responsibility for introducing such change within a university. It uses a single module to demonstrate a range of on-line activities blended with conventional face-to-face approaches which may then be presented to staff as reusable patterns with generic applicability. At the same time we show how these approaches can meet the requirements of the university management

Online Educational Outcomes Could Exceed Those of the Traditional Classroom

An axiom of online education is that teachers should not mechanically translate existing courses into an online format. If so, how should new or ongoing courses be reshaped for the online environment and why? The answers come both from the opportunities offered by the structure of online education and from a body of research from cognitive psychology and cognitive science that provides insight into the way people actually learn. Freed from the time and space constraints inherent in face-to-face higher education settings as well as the deeply ingrained expectations of both teachers and students, online education provides a more flexible palette upon which evidence-based ideas about learning can be integrated into course structure and design. As a result, online education can potentially deliver learning experiences and outcomes that are superior to typical face-to-face classrooms. The ability to integrate experiences that stimulate real, long lasting learning represents one of online education’s greatest potential benefits

Online Educational Outcomes Could Exceed Those of the Traditional Classroom

An axiom of online education is that teachers should not mechanically translate existing courses into an online format. If so, how should new or ongoing courses be reshaped for the online environment and why? The answers come both from the opportunities offered by the structure of online education and from a body of research from cognitive psychology and cognitive science that provides insight into the way people actually learn. Freed from the time and space constraints inherent in face-to-face higher education settings as well as the deeply ingrained expectations of both teachers and students, online education provides a more flexible palette upon which evidence-based ideas about learning can be integrated into course structure and design. As a result, online education can potentially deliver learning experiences and outcomes that are superior to typical face-to-face classrooms. The ability to integrate experiences that stimulate real, long lasting learning represents one of online education’s greatest potential benefits

Ethical and professional issues: Reflections on course evolution, innovation and student engagement.

At INSPIRE 2013 we outlined our efforts to develop a core first year undergraduate course entitled ‘Computing Technology in Society’. A primary course objective is to demonstrate the potential impact that ever more complex, interconnected digital systems may have on the both the individual and on society in general. This provides the backdrop against which we endeavour to foster an ethos in which students are encouraged to establish a personal ethical position in relation to the application and deployment of digital systems. Here we reflect on further progress in developing this course with particular reference to ongoing curriculum development, student evaluation and, most crucially, student engagement. Additionally, we outline developments relating to our integration of technologies into the educational experience. We draw on our experience with the CTIS course to consider broader ramifications of technology infusion, particularly in relation to increased VLE integration and the streaming/recording of lectures.n/