| 1. |
- Abdelgalil, Mohammed Saqr, et al.
(författare)
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The longitudinal trajectories of online engagement over a full program
- 2021
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Ingår i: Computers and education. - : Elsevier BV. - 0360-1315 .- 1873-782X. ; 175
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Tidskriftsartikel (refereegranskat)abstract
- Student engagement has a trajectory (a timeline) that unfolds over time and can be shaped by different factors including learners' motivation, school conditions, and the nature of learning tasks. Such factors may result in either a stable, declining or fluctuating engagement trajectory. While research on online engagement is abundant, most authors have examined student engagement in a single course or two. Little research has been devoted to studying online longitudinal engagement, i.e., the evolution of student engagement over a full educational program. This learning analytics study examines the engagement states (sequences, successions, stability, and transitions) of 106 students in 1396 course enrollments over a full program. All data of students enrolled in the academic year 2014-2015, and their subsequent data in 2015-2016, 2016-2017, and 2017-2018 (15 courses) were collected. The engagement states were clustered using Hidden Markov Models (HMM) to uncover the hidden engagement trajectories which resulted in a mostly-engaged (33% of students), an intermediate (39.6%), and a troubled (27.4%) trajectory. The mostly-engaged trajectory was stable with infrequent changes, scored the highest, and was less likely to drop out. The troubled trajectory showed early disengagement, frequent dropouts and scored the lowest grades. The results of our study show how to identify early program disengagement (activities within the third decile) and when students may drop out (first year and early second year).
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| 2. |
- Agélii Genlott, Annika, 1968-, et al.
(författare)
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Closing the gaps : Improving literacy and mathematics by ict-enhanced collaboration
- 2016
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Ingår i: Computers and education. - : Elsevier. - 0360-1315 .- 1873-782X. ; 99, s. 68-80
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Tidskriftsartikel (refereegranskat)abstract
- Literacy and mathematics are necessary skills that for different reasons unfortunately not everybody acquires sufficiently. In OECD countries there is also a gender gap; boys lag behind girls in literacy but often outperform girls in mathematics (OECD, 2012). ICT (Information and communication technologies) may contribute useful tools to address both these problems but in order to effectively create better educational conditions there is yet a need to develop effective methods that combine ICT with key factors for learning. This research contributes to this by measuring effects of the “Write to Learn” (WTL) method. WTL lets children from 1st grade use several ICT tools to write texts and subsequently discuss and refine them together with classmates and teachers using digital real-time formative feedback and assessment. The central learning factor addressed, in mathematics as well as in literacy, is the written communication allowing the learners to interact with peers and teachers. WTL draws on methods from socio-cultural theory, including continuous social interaction and written real-time formative feedback among peers, using shared electronic forums for collaboration, thereby providing social meaning and increased learning of literacy and mathematics, among both boys and girls.The study uses quantitative methods and two control groups, one using traditional method (no ICT) and one using technology individually (without integrated social interaction and formative feedback), to compare results from 502 students in grade 3 national tests in mathematics and literacy. WTL yields by far best results; higher average score both in literacy and mathematics, smaller gender gap, and significantly better results for the under-achievers. The ITU method performs worst, which shows that ICT use must be well integrated into the pedagogy to be useful.
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| 3. |
- Agelii Genlott, Annika, 1968-, et al.
(författare)
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Improving literacy skills through learning reading by writing: The iWTR method presented and tested
- 2013
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Ingår i: Computers and education. - : Elsevier. - 0360-1315 .- 1873-782X. ; 67, s. 98-104
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Tidskriftsartikel (refereegranskat)abstract
- Learning to read and write is a basic skill that unfortunately not everybody acquires sufficiently. Lack of teachers and time in school are some of the reasons, but in addition the enormous rise in informational activities due to the Internet and other information technology-enabled opportunities has made literacy skills increasingly important to ever more people. This means literacy education must be improved so more children in the world get better chances. In order to contribute to developing better methods for learning to read and write in early years this study tests a new method developed to improve reading and writing learning in early ages. The ICT (Information and communication technologies) supported “Integrated Write to Learn” (iWTR) method lets children in 1st grade use computers and other ICT tools to write texts and subsequently discuss and refine them together with class mates and teachers. Handwriting is postponed to 2nd grade. While the traditional method requires students to go through two development processes in parallel, a cognitive (learning to read and) a motor (learning to write with a pencil), iWTR works with one process at a time, first cognitive development, then (from grade 2) motor skills training. iWTR extends previous WTR methods by more social work methods using a web site and peer comment for providing social meaning and feedback.The method was tested using two test groups and two control groups (total n = 87) by systematically measuring performance in reading and writing using standard tests in combination with observations and student evaluation to assess social and individual effects of work methods.The results show that while reading skills were improved considerably the biggest improvement concerned writing skills. Students in the test group wrote longer texts with better structure, clearer content, and a more elaborate language.
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| 4. |
- Aghaee, Naghmeh, 1986-, et al.
(författare)
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ICT-supported peer interaction among learners in Bachelor's and Master's thesis courses
- 2016
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Ingår i: Computers and education. - : Elsevier BV. - 0360-1315 .- 1873-782X. ; 94, s. 276-297
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Tidskriftsartikel (refereegranskat)abstract
- Peer interaction and collaborative learning through the use of ICT (Information and Communication Technology) is used to an increasing extent in higher education. Universities attempt to motivate learners (students) to support their peers to enhance the quality of learning outcomes. This study monitors how an ICTSS (ICT-based Support System) facilitates peer interaction in the Bachelor’s and Master’s thesis process. The aim of the study was to investigate learners’ perception of usefulness of an ICTSS for peer interaction and the influencing factors on the quality of the peer interaction. The ICTSS was developed at an institution in Sweden (the institution’s name has been removed during the double-blind review). The system facilitates peer interaction in three ways: peer reviews, active participation, and final opposition. The study employed a mixed-method approach, which included an online survey followed by in-depth interviews. The target groups were learners at the Bachelor’s and Master’s level in computer science and information systems. The findings showed that learners perceived the peer interaction useful to enhance the quality of the thesis outcomes. However, there are influencing factors affecting the quality of peer interaction, in different phases of the thesis process. Examples of these factors are the quality of thesis manuscripts, supervisors’ control and grading of the process, clear instructions and guidelines, learners’ understanding of the peer interaction and why it takes place, previous training and learners’ motivation to perform peer reviews. Following these factors, the study developed a set of strategic suggestions from both pedagogical and technical aspects to enhance the peer interaction in the thesis process. Considering these suggestions makes the use of the ICTSS more effective to enhance the quality of thesis learning outcomes.
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| 5. |
- Alvarez, Claudio, et al.
(författare)
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Collboard : Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards
- 2013
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Ingår i: Computers and education. - : Elsevier. - 0360-1315 .- 1873-782X. ; 63, s. 368-379
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Tidskriftsartikel (refereegranskat)abstract
- Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of specific NMLs in classrooms: collective intelligence, distributed cognition and transmedia navigation. Collboard encompasses successive individual and collaborative work phases that prompt active student participation and engagement. It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space. We report on the conceptual design of Collboard, its different technological and software components, as well as our findings from experiences we conducted in a Swedish school with 12 students from a 7th grade maths class. Findings from the experience provide an indication that Collboard can be well integrated in classroom teaching, and that it can foster the development of collective intelligence, distributed cognition and transmedia navigation in different knowledge domains. (C) 2013 Elsevier Ltd. All rights reserved.
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| 6. |
- Amhag, Lisbeth, et al.
(författare)
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Collaborative Learning as a Collective Competence when Students Use the Potential of Meaning in Asynchronous Dialogues
- 2009
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Ingår i: Computers and education. - : Elsevier. - 0360-1315 .- 1873-782X. ; 52:3, s. 656-667
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to examine and to describe how student teachers engaged in courses in web-based learning environments over a period of 40 weeks develop a collective competence to collaborate. The collective competence of collaboration is defined as the level of learning ability a group of students express when using dialogues as a tool for their own and other’s learning in a web-based learning environment. The students’ contributions to the course assignments, the group responses and the collaborative discussions and dialogues were analysed and interpreted based on Bakhtin’s and Rommetveit’s theories on dialogic interactions and meaning potentials. The results describe three different levels at which students use dialogues as a tool for learning when they collaborate within the group.
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| 7. |
- Bergdahl, Nina, 1971-
(författare)
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Engagement and disengagement in online learning
- 2022
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Ingår i: Computers and education. - Oxford : Elsevier BV. - 0360-1315 .- 1873-782X. ; 188
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Tidskriftsartikel (refereegranskat)abstract
- It can be challenging for teachers to engage students online; to know whether students are engaged or not. Online engagement can be perceived differently than in-class engagement. Research has shown that teacher perceptions of student engagement affect how they interact with students as well as students' grades. It is critical to understand how teachers perceive engagement, not least in an online setting, to inform practices and research. This study explores Swedish teachers' understanding of student online engagement and disengagement. A Mixed Method Grounded Theory study was designed as an intervention with an interview-diary-interview format. Twenty interviews with teachers (n = 10) who regularly teach hybrid, remote or distance classes in K-12 education were analysed using descriptive statistics and content analysis. The results show that teachers express understanding at the macro and micro level of engagement and would report different combinations of engagement and disengagement at different levels of engagement. The results informed an engagement model with a complex construct without inherent boundaries; teachers rated student engagement both below and above the suggested scale. The contribution to theory with included models is discussed.
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| 8. |
- Bergdahl, Nina, et al.
(författare)
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Engagement, disengagement and performance when learning with technologies in upper secondary school
- 2020
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Ingår i: Computers and education. - : Elsevier BV. - 0360-1315 .- 1873-782X. ; 149
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Tidskriftsartikel (refereegranskat)abstract
- Students need to engage in order to learn. As digitalisation changes the conditions for learning, it is essential to consider how student engagement might be affected. This study explores the relationship between students' level of engagement in technology-enhanced learning (TEL) and academic outcomes. More specifically, we developed and validated an instrument LET (Learner–Technology–Engagement) using principal component analysis and confirmatory factor analysis, and distributed this to second and third year upper secondary school students. We then matched student responses (n = 410) with their school grades. Using a bivariate correlation test, a one-way ANOVA test, and a post hoc test, we analysed the associations between low-, average-, and high-performance students and their reported engagement and disengagement when learning with technologies. The analysis reveals that high-performance students find it easier to concentrate when working with learning technologies than do average and low performers. We also found significant correlations between low grades and reported time spent on social media and streaming media for other purposes than learning (e.g., YouTube). There were also significant correlations between a decrease in students’ performance and the occurrence of unauthorised multi-tasking via learning technologies while in class: the lower the grades, the more frequently students reported using digital technologies to escape when lessons were boring. Conclusively: high-performance students seem to develop strategies to use digital technologies in supportive and productive ways. Thus, in order for schools to use digital technologies to ensure that disadvantaged students do not remain disadvantaged when learning with technologies and to not replicate problems in analogue classroom interactions, insights how different performance groups engage and disengage in TEL is critical for learning.
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| 9. |
- Bergström, Peter, 1975-, et al.
(författare)
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Who's got the power? : Unpacking three typologies of teacher practice in one-to-one computing classrooms in Finland
- 2022
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Ingår i: Computers and education. - : Elsevier. - 0360-1315 .- 1873-782X. ; 178
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Tidskriftsartikel (refereegranskat)abstract
- This study explores teachers’ practice and aims to understand the complexity of and the differencebetween teacher-centred teaching and student-centred learning in the one-to-one computingclassroom. Generally, prior research has examined moving from teacher-centred teaching tostudent-centred learning. Here, we scrutinise one-to-one computing practices in Grades 1–6 inFinland by analysing how power and control emerge from the way teachers organise the physicalclassroom and communicate in practice. We target variations in practical classroom orchestrationas well as in how teachers reason about their practice. A mixed-method analysis was conducted intwo phases, including 15 classroom observations and subsequent teacher interviews. First, aquantitative analysis displayed three clusters of ways teachers distributed power and control intheir classroom orchestration. Second, the clusters were integrated in a qualitative analysis of theinterviews. The findings show that the variations of teacher practice depended on their beliefs andhigher-order learning goals related student autonomy in the use of material resources. It alsoshowed a variation in the way teachers scaffolded students’ individual work and createdcollaborative learning opportunities. In the one-to-one computing classroom, this emerges fromissues that teachers can control inside school regarding the use and organisation of material resources.However, another factor that made teachers adapt their practice was the integration ofheterogeneous student groups into their classrooms.
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| 10. |
- Bälter, Olle, et al.
(författare)
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The effect of short formative diagnostic web quizzes with minimal feedback
- 2013
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Ingår i: Computers and education. - : Elsevier. - 0360-1315 .- 1873-782X. ; 60:1, s. 234-242
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Tidskriftsartikel (refereegranskat)abstract
- To help students gauge their understanding of basic concepts and encourage good study habits, we administered short online quizzes that use generic questions in the crucial first few weeks of a course. The purpose of the study was to investigate whether the combination of these web quizzes with generic questions with only binary feedback (right or wrong) would be beneficial for students' learning. We implemented these quizzes in three classes in two different subjects at two different universities, one in Sweden and one in the USA. The students' views on the quizzes' effect on their learning was investigated with surveys and interviews.Almost all students appreciated having these quizzes and 38% of them changed their view on how much they knew of the material covered in the course. Furthermore, over 20% of the students reported altering their study habits as a consequence, in particular studying harder or earlier.In conclusion, this study indicated that short quizzes using generic questions with limited correct/incorrect feedback on each question, have positive effects when administered early in courses.The combination of generic questions and short quizzes could be of value for those contemplating automatic formative assessment, particularly if there is some hesitation with respect to the resources needed for constructing and validating the automatic feedback.
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