Teaching technology-mediated collaborative learning for trainee teachers

In a knowledge driven society, secondary education should let students develop appropriate and meaningful skills to live, think and work. To this aim, teachers require specific knowledge and competences about technology-mediated collaborative learning strategies while overcoming preconceptions and general sense of inadequacy towards these learning approaches. This exploratory study focuses on a learning path based on the “Trialogical” Learning Approach to consider the role of technology mediated collaborative learning in the educational development and classroom practices of trainee teachers. A multi-methods approach was used to analyse the collected data. Results indicate a good level of active participation in the activities leading to a general perception of effective learning. Participants report having acquired knowledge and skills, which will improve their professional practice. The positive value of introducing collaboration and technology in the learning path is highlighted

Online Teaching Survey 2020-21: Reflections from NTU Psychology

   This is a report of student and staff experiences of teaching and learning at NTU Psychology during the 2020-2021 academic year, when we were in the midst of the global Covid-19 pandemic and the UK government imposed strict social distancing measures. In light of this, a period of emergency response teaching was required by institutions across the UK, and staff and students needed to adopt technology-mediated approaches to teaching for the duration of the academic year, in which there was very little in-person delivery possible. This report summarises the perspectives of 54 staff and 584 students involved in undergraduate and postgraduate courses during this time. These perspectives relate to the challenges of teaching and learning online, thoughts on different methods of online teaching, and accessing support. We also make recommendations relevant to the delivery of online modules/courses.</p

The impact of lecture chunking format on university student vigilance: Implications for classroom pedagogy

Consistent with capacity theories of attention, attention can be sustained to the extent that spare mentalresources remain available. The traditional lecture in higher education has received criticism for being toolong to hold a student’s attention. This is based on several author’s claims that there is a measurabledecrement in student attention after approximately 10-15 minutes of sustained content delivery. Thepresent research aimed to investigate if providing small, separate units of an asynchronous lecture is ableto enhance motivation for task engagement through perceived achievability of the learning outcomes, andconsequently, enhance sustained attention amongst postgraduate university students. Utilising a quasiexperimental design, 51 postgraduate psychology students were recruited by opportunistic sampling froma cognitive psychology lecture on an MSc Psychology course, and given the option to watch either a long,single-video version of a lecture, or the same lecture delivered as smaller separate video chunks. Keyfindings indicate that presenting the material as smaller separate video units increased the perceivedachievability of the learning outcomes and reduced the number of attention lapses experienced, but notthe duration of those lapses, all measured via self-report single-item measures. The shorter separate videoscondition also saw greater levels of break taking compliance. Looking at the sample as a whole using ahierarchical regression analysis, whilst controlling for student mind wandering tendencies as measured bythe Mind Excessively Wandering Scale (MEWS), taking breaks was a significant negative predictor ofattention lapses. Taken together, this suggests taking breaks is an integral part of sustained attention, andthat chunking lectures into separate video units increases break taking compliance. Therefore, whendesigning online asynchronous learning material, lecturers should consider the value of chunking learningmaterial for its potential direct and indirect effect on sustained attention.</p

The impact of lecture chunking format on university student vigilance: Implications for classroom pedagogy

Consistent with capacity theories of attention, attention can be sustained to the extent that spare mentalresources remain available. The traditional lecture in higher education has received criticism for being toolong to hold a student’s attention. This is based on several author’s claims that there is a measurabledecrement in student attention after approximately 10-15 minutes of sustained content delivery. Thepresent research aimed to investigate if providing small, separate units of an asynchronous lecture is ableto enhance motivation for task engagement through perceived achievability of the learning outcomes, andconsequently, enhance sustained attention amongst postgraduate university students. Utilising a quasiexperimental design, 51 postgraduate psychology students were recruited by opportunistic sampling froma cognitive psychology lecture on an MSc Psychology course, and given the option to watch either a long,single-video version of a lecture, or the same lecture delivered as smaller separate video chunks. Keyfindings indicate that presenting the material as smaller separate video units increased the perceivedachievability of the learning outcomes and reduced the number of attention lapses experienced, but notthe duration of those lapses, all measured via self-report single-item measures. The shorter separate videoscondition also saw greater levels of break taking compliance. Looking at the sample as a whole using ahierarchical regression analysis, whilst controlling for student mind wandering tendencies as measured bythe Mind Excessively Wandering Scale (MEWS), taking breaks was a significant negative predictor ofattention lapses. Taken together, this suggests taking breaks is an integral part of sustained attention, andthat chunking lectures into separate video units increases break taking compliance. Therefore, whendesigning online asynchronous learning material, lecturers should consider the value of chunking learningmaterial for its potential direct and indirect effect on sustained attention.</p

Exploring secondary age students’ judgements of banter versus bullying: The role of audience, setting, and reciprocation

In the context of friendships, banter can be a way of building and maintaining cohesion (Dynel, 2008). Although banter may appear aggressive in nature, in the context of relationships it is frequently interpreted as friendly (Plaster &amp; Sayers, 2007). However, there is evidence that a fine and subject line of acceptability exists between behaviour that is considered to be banter versus bullying (Betts &amp; Spenser, 2017; Buglass et al., 2021; Steer et al., 2020). Our previous research has identified that the presence of audience can influence how behaviour is viewed. This research aims to understand secondary school age students’ perceptions of banter type behaviours. Specifically, the study explored the type of behaviour (i.e., a written/verbal interaction versus sharing images), the setting (i.e., offline versus face-to-face), the presence of an audience [no audience versus audience], and reciprocation of behaviour (i.e., no reciprocation versus reciprocation). This work builds directly on our previous data collection with teachers (osf.io/a2cne) by administering the same measures to secondary age students

The acceptance of distance education by Italian university teachers during the Covid-19 lockdown

This study explores within the Italian university context the differences emerging in the acceptance of Distance Education (DE). 112 university teachers from various Italian universities participated in a survey, which included an adapted version of the TAMPST (Technology Acceptance Measure for Preservice Teachers). Results highlight differences in the intention to maintain DE in the future with reference to previous DE experiences, teaching flexibility, and specific training received. This latter aspect was found to influence participant perceptions of the DE facilitating conditions offered by their institutions. Limitations and practical implications of the results are discussed, together with directions for future research.</jats:p

Understanding banter: A systematic review of literature to conceptualise the behaviours that characterise banter

This registration is for a systematic review exploring the behaviours that characterise online and offline bante