| 1. |
- Al-Adwan, Ahmad Samed, et al.
(författare)
-
Unlocking future learning : Exploring higher education students' intention to adopt meta-education
- 2024
-
Ingår i: Heliyon. - London : Elsevier. - 2405-8440. ; 10:9
-
Tidskriftsartikel (refereegranskat)abstract
- Despite the potential of meta-education to transform higher education, there remains a scarcity of research investigating students' adoption intentions. This study aimed to identify factors influencing students' intentions to adopt meta-education using an extended Decomposed Theory of Planned Behavior model (DTPB). Data was collected via an online survey of 596 higher education students from Jordan who were purposefully selected. Structural equation modeling using partial least squares analysis revealed attitude, social influence, and perceived behavioral control as key antecedents of adoption intention. Furthermore, newly added variables including perceived enjoyment, herd behavior, student autonomy, and student innovativeness showed efficiency in explaining variance in attitude, social influence, and perceived behavioral control. Overall, the extended model provided meaningful insights on factors driving students' willingness to adopt meta-education. The study contributes to theory by extending the decomposed TPB model in the context of emerging educational technologies. It also provides practical implications for policymakers and educators aiming to encourage meta-education adoption. © 2024
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
- Smedley, Jo, Professor, 1960-, et al.
(författare)
-
Feeding forward on feedback : encouraging student engagement
- 2022
-
Ingår i: The 3rd Annual STEM Teaching Conference 2022. ; , s. 34-35
-
Konferensbidrag (refereegranskat)abstract
- Feedback from tutor marked assessments (TMA's) are a major component of the distance student learning experience. However, a significant proportion of students do not pick up their marked TMA’s and hence miss out on these invaluable insights to inform their ongoing learning. In 2019, this represented around 10% for all 19J modules across the University – so around 40,000 uncollected scripts which is an enormous amount of work from tutors. An eSTEem funded research project (Calvert and Morris, 2020) and limited to statistics modules within STEM, focused on gaining insight into the reasons why students do not take access their feedback and use this in their subsequent learning and assessments. Common reasons for failure to pick up included forgetfulness, unawareness of availability, fear of reading negative comments and lack of student learning engagement.During the online session, the technological approaches to monitor assignment pick-up will be demonstrated. Additionally, participants will be encouraged to research details of the pick-up rate on their modules, consider opportunities to implement such technological approaches and encourage timely forward activities with their students.Reference:Calvert, C. and Morris, C. (2020). “Improving student use of feedback on marked TMAs”. An OU eSTEem funded project Final Report, August 2020. Available at https://openuniv.sharepoint.com/sites/units/lds/scholarship-exchange/documents/student use of tma feedback.pdf [Accessed on 24/1/22].
|
|
| 9. |
- Smedley, Jo, Professor, 1960-
(författare)
-
Guest editorial
- 2020
-
Ingår i: Global Knowledge, Memory and Communication. - Bingley : Emerald Group Publishing Limited. - 2514-9342. ; 69:1/2, s. 1-4
-
Tidskriftsartikel (refereegranskat)
|
|
| 10. |
- Smedley, Jo, Professor, 1960-
(författare)
-
Guest editorial
- 2020
-
Ingår i: Global Knowledge, Memory and Communication. - Bingley : Emerald Group Publishing Limited. - 2514-9342. ; 69:1/2, s. 1-4
-
Tidskriftsartikel (refereegranskat)
|
|
