Technology Pedagogy and Education

Deng, Ruiqi

doi: 10.1080/1475939X.2023.2246981pmid: N/A

Video lectures in massive open online courses (MOOCs) provide an opportunity to not only deliver instructional content but also engage learners. While there are many different styles of video lectures, it is not clear how video styles affect learner engagement. This study analysed and critiqued different typologies of video styles and classified MOOC video styles on a speaker-centric to media-centric spectrum. A total of 1372 survey responses were used for data analysis. The findings indicated that the ‘media-centric’ and ‘balanced’ video styles enhanced learner engagement to varying degrees in MOOCs of different study areas. In contrast, the ‘speaker-centric’ video style offered no advantages for promoting engagement in any MOOC study area. Effect sizes ranged from .03 to .07, indicating that video styles had a small to medium effect on engagement. These findings can provide new insights into the design of video lectures for different study areas in MOOCs.

Chen, Wenli; Zhang, Si; Pi, Zhongling; Tan, Jesmine S. H.; Wen, Yun; Looi, Chee-Kit; Yeo, Jennifer; Liu, Qingtang

doi: 10.1080/1475939X.2023.2256348pmid: N/A

This study investigates the role of a collaboration script, the Funnel Model, in supporting students’ computer-supported collaborative scientific argumentation, and how the students appropriated the collaboration script in scientific argumentation. In this exploratory case study, a class of 33 Secondary grade four students went through four phases of computer-supported collaborative argumentation activity scripted by the Funnel Model: individual ideation, intra-group synergy, inter-group critique and intra-group refinement. Multiple sources of data were collected including student-generated artefacts online at different phases of collaboration, and the post-intervention interviews with the students. The results show that the Funnel Model facilitated students’ computer-supported collaborative argumentation. The students’ levels of content mastery, motivation, classroom culture and time allocated for classroom participation affect students’ appropriation of the script for effective collaborative argumentation.

Bjerknes, Anne-Line; Opdal, Lars; Canrinus, Esther T.

doi: 10.1080/1475939X.2023.2258134pmid: N/A

This study explores the impact of screencast feedback on maths tests for junior and high school students. While prior research emphasises the influence of feedback on learning, its effectiveness varies with type and delivery. Although studies in higher education observe improved precision and emotional connections through screencast feedback, its applicability in secondary education remains understudied. The authors surveyed 99 students, collecting responses via an 11-item questionnaire after the students had received feedback. Through thematic analysis, they found 72% favoured video feedback due to its clarity, depth and personal touch. Conversely, 17% preferred written feedback for efficiency. These findings underscore the benefits of screencasting feedback, highlighting its comprehensibility and individualised nature. Given the rise of digital learning, educators are encouraged to adopt screencasting as a valuable tool for enhancing feedback in academic settings.

Flores, Maria Assunção; Barros, Alexandra; Veiga Simão, Ana Margarida; Pereira, Diana; Gago, Marília; Fernandes, Eva Lopes; Ferreira, Paula da Costa; Costa, Luís

doi: 10.1080/1475939X.2023.2270491pmid: N/A

This article draws on data from a broader research study focusing on Portuguese teachers’ perceptions and experiences of remote teaching during the COVID-19 pandemic. In total, 2638 teachers participated in the study. Data were collected through an online survey which included both closed- and open-ended questions. Findings suggest that, overall, teachers experienced a positive adaptation process and were able to teach according to what they had planned. However, difficulties were also found. These relate to reconciling work with family life and extra workload in the context of remote teaching. In addition, findings show that pupils from lower socioeconomic backgrounds presented a lower level of participation in learning tasks. Differences as a function of gender and age were identified. Implications of the findings are discussed.

Shafirova, Liudmila; Cassany, Daniel

doi: 10.1080/1475939X.2023.2271931pmid: N/A

Though text formats still dominate in educational contexts, the use of student-produced videos in the classroom is gaining popularity. Here the authors analyse how high school teachers in Catalonia, Spain, implemented video production tasks in their classrooms and the various challenges they faced during the process. The main data collection methods were semi-structured interviews and an online questionnaire to which 1561 teachers responded. The challenges most often cited by teachers are a lack of technological resources, insufficient time to complete more complex video projects, and insufficient training of teachers. Teacher comments also point to concerns about how to make student-produced videos available to different audiences and an imperfect understanding of the ethical procedures. Among suggested solutions to these challenges are the promotion of video-sharing collaboration among teachers, the clear articulation of ethical norms for video production, and the allocation of more time in the school curriculum for video production.

Schou-Juul, Frederik; Jensen, Søren Sindberg; Schaffalitzky de Muckadell, Caroline

doi: 10.1080/1475939X.2023.2288005pmid: N/A

Research from around the world has shown that COVID-19 emergency remote teaching in schools has generally struggled to maintain student satisfaction and engagement: students lacked social relatedness, a sense of belonging and ownership of school activities. This study examines the idea of using a dialogic teaching approach in synchronous online video-learning environments. The aim was to deliver proof of concept that dialogic tools can increase student satisfaction with emergency remote teaching. The authors designed and implemented 58 online dialogues and compared student satisfaction with this learning environment to student satisfaction with ‘normal’ emergency remote teaching and with traditional physical teaching. They found that dialogic online teaching achieved high student satisfaction that was comparable to student satisfaction with physical teaching. This result is relevant not only for emergency and regular remote teaching because online dialogue can be used to supplement asynchronous written dialogue in any remote teaching and learning environment.

Silva, M. P. R. I. R.; Rupasingha, R. A. H. M.; Kumara, B. T. G. S.

doi: 10.1080/1475939X.2023.2288015pmid: N/A

Today, in every academic institution as well as the university system assessing students’ performance, identifying the uniqueness of each student and finding solutions to performance problems have become challenging issues. The main purpose of the study is to predict how student performance changes as a result of their behaviours, hobbies, extracurricular activities and different university activities. This study collected data from graduates via the online and supervised machine learning algorithms used to solve the problem. After pre-processing data, classification algorithms were applied, namely Random Forest, Multi-Layer Perceptron, Support Vector Machine, Naïve Bayes and Decision Tree. The results show that the Multi-Layer Perceptron is the best algorithm considering the highest accuracy and lowest error values. An ensemble learning algorithm was then applied by combining those five algorithms. The best results were obtained using it, and according to the final results, ensemble learning increases the accuracy rather than each classifier.

Abdulmunem, Rania A. M.

doi: 10.1080/1475939X.2023.2292088pmid: N/A

The study aimed to assess the effectiveness of digital participatory training based on virtual classrooms in developing teaching skills among pre-service teachers. A quasi-experimental approach was employed using a teaching skills checklist as the measurement tool. The sample included 46 students from the Child Education Department, intentionally divided into experimental (22) and control (24) groups. The findings indicate that participatory digital training based on virtual classrooms significantly enhanced the teaching skills and interaction among pre-service teachers. The study emphasised the importance of digital environments and emerging technologies such as virtual classrooms in pre-service teacher training. This approach has potential as an innovative solution for teacher training, particularly in light of social distancing measures and the impact of the COVID-19 pandemic on traditional learning. The researcher recommends embracing digital transformation in education by incorporating virtual classrooms as a global requirement to overcome the effects of prolonged global pandemics.