| 1. |
- Hrastinski, Stefan, Professor, 1980-, et al.
(författare)
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Examining the Development of K-12 Students' Cognitive Presence over Time : The Case of Online Mathematics Tutoring
- 2023
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Ingår i: ONLINE LEARNING. - : The Online Learning Consortium. - 2472-5749. ; 27:3, s. 252-270
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we focus on the cognitive presence element of the Community of Inquiry (CoI) framework. Cognitive presence consists of four categories: Triggering Event, Exploration, Integration, and Resolution. These categories have been described as phases following an idealized logical sequence, although the phases should not be seen as immutable. Few studies have empirically examined how the four categories develop over time during the inquiry process. This article uses learning analytics methods to study transitions between the categories in K-12 online mathematics tutoring. It was statistically most probable that the tutoring sessions started with Triggering Event (95%) and then transitioned to Exploration (51%). The transitions from Exploration to Integration (18%) and Integration to Resolution (21%) achieved statistical significance but were less likely. In fact, it was more likely that the tutoring sessions transitioned from Integration to Exploration (39%) and Resolution to Exploration (36%). In conclusion, the findings suggest that the idealized logical sequence is evident in the data but that other transitions occur as well; especially Exploration recurs throughout the sessions. It seems challenging for students to reach the Integration and Resolution categories. As the CoI framework is commonly adopted in practice, it is important that tutors and educators understand that the categories of cognitive presence will often not play out in idealized ways, underlining their role in supporting how the inquiry process unfolds. In order to gain an improved understanding of the inquiry process, future research is suggested to investigate how the presences and categories of the CoI framework develop over time in different educational settings.
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| 2. |
- Agélii Genlott, Annika, 1968-, et al.
(författare)
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Disseminating digital innovation in school : leading second-order educational change
- 2019
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Ingår i: Education and Information Technologies. - : Springer. - 1360-2357 .- 1573-7608. ; 24:5, s. 3021-3039
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Tidskriftsartikel (refereegranskat)abstract
- Using digital technology effectively in schools requires profound changes in traditional teaching and learning activities. Pedagogical innovations often start small-scale and developing good ideas into shared practice across schools is challenging in many ways, especially if the innovation requires second-order change, i.e. challenges to fundamental beliefs about teaching and learning. This study investigates how a validated pedagogical method requiring integrated Information and Communication Technology (ICT) use and second-order change can be disseminated and sustained over time. We surveyed 92 primary school teachers who at different times over a 5-year period participated in a training course designed to implement an innovative technology-supported teaching method, Write To Learn, across an entire city. We found that organized teacher development programs can drive second-order change, but this requires considerable, active, and sustained effort from leaders at both school and district level. Additional factors include immediate and extended social systems and handling diversity among teachers. The results are useful for both practitioners and researchers since they contribute to a deeper understanding of the opportunities and challenges involved in disseminating effective ICT-based methods that requires profound changes of thinking about teaching and learning to guide the transformation of teaching practice.
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| 3. |
- Agélii Genlott, Annika, 1968-, et al.
(författare)
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Leading dissemination of digital, science-based innovation in school–a case study
- 2021
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Ingår i: Interactive Learning Environments. - : Informa UK Limited. - 1049-4820 .- 1744-5191. ; , s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- Digitalizing school is a process that comes with challenges. It requires strategic leadership and transformational change to work processes. Nevertheless, some succeed, and it is useful to understand what makes for success. This paper studies the challenges of leading digitalization of education in a city which decided to implement an IT-supported method for teaching literacy in primary schools. The method required transformational change; teachers not only had to learn to use technologies, they also had to review their pedagogy. This study is guided by the Diffusion of Innovation theory and draws on interviews with school principals. We find that the critical factors relate to the communication channel, the social system within and across schools, and the time perspective.
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| 4. |
- Albiz, Julius, et al.
(författare)
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Guiding Visual Attention on 2D Screens : Effects of Gaze Cues from Avatars and Humans
- 2023
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Ingår i: Proceedings - SUI 2023: ACM Symposium on Spatial User Interaction. - : Association for Computing Machinery (ACM).
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Konferensbidrag (refereegranskat)abstract
- Guiding visual attention to specific parts of an interface is essential. One powerful tool for guiding attention is gaze cues, that direct visual attention in the same direction as a presented gaze. In this paper, we explored how to direct users' visual attention on 2D screens using gaze cues from avatars and humans. For this, we conducted a lab experiment (N = 30) based on three independent variables: (1) stimulus shown either as avatars or human faces, (2) target direction with a target appearing left or right from a stimulus, and (3) gaze validity indicating whether a stimulus' gaze was directed towards a target (valid gaze) or not (invalid gaze). Our results show that participants' total and average fixation on a target lasted longer in the presence of the human image than the avatar stimulus when a target appeared on the right side and when a stimulus' gaze was towards the target. Moreover, participants' average fixation was longer on the human than avatar stimulus gazing in the opposite direction from a target than towards it.
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| 5. |
- Baars, Martine, et al.
(författare)
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Mobile Learning to Support Self- Regulated Learning : A Theoretical Review
- 2022
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Ingår i: International Journal of Mobile and Blended Learning. - : IGI Global. - 1941-8647 .- 1941-8655. ; 14:4
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Forskningsöversikt (refereegranskat)abstract
- This paper discusses the possibilities of using and designing mobile technology for learning purposes coupled with learning analytics to support self-regulated learning (SRL). Being able to self-regulate one's own learning is important for academic success but is also challenging. Research has shown that without instructional support, students are often not able to effectively regulate their own learning. This is problematic for effective self-study and stands in the way of academic success. Providing instructional support for both metacognitive processes such as planning, monitoring, and reflection and cognitive processes such as learning strategies can help students to learn in a self-regulated way more optimally. Mobile learning provides opportunities to provide 'just in time' support for both cognitive and metacognitive processes. To provide insights into how mobile learning can support SRL, this theoretical review discusses selected studies that have used mobile learning to support SRL in different domains.
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| 6. |
- Baars, Martine, et al.
(författare)
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Supporting metacognitive and cognitive processes during self-study through mobile learning
- 2023
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Ingår i: Metacognition and Education. - : Informa UK Limited. ; , s. 147-166
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Being able to self-regulate one’s own learning is important for academic success, but was also found to be challenging and difficult for students. This is problematic for effective self-study and stands in the way of academic success. Metacognitive processes such as planning, monitoring and reflection are crucial to successful self-regulated learning. Yet, research has shown that without instructional support, students are often not able to effectively regulate their own learning. In relation to this, students often do not use the right learning strategies (e.g. summarising and self-testing) when engaging in self-regulated learning. Yet, providing instructional support for both metacognitive processes such as planning, monitoring and reflection, and cognitive processes such as learning strategies, can help students to learn in a self-regulated way more optimally. In this chapter, the possibilities of using and designing mobile technology for learning purposes coupled with learning analytics to support both metacognitive and cognitive processes during self-regulated learning are discussed. Finally, future trends and implications for practice and research are also provided.
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| 7. |
- Bond, Melissa, et al.
(författare)
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The current state of using learning analytics to measure and support K-12 student engagement : A scoping review
- 2023
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Ingår i: LAK23. - New York, NY : Association for Computing Machinery (ACM). - 9781450398657 ; , s. 240-249, s. 240-249
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Konferensbidrag (refereegranskat)abstract
- Student engagement has been identified as a critical construct for understanding and predicting educational success. However, research has shown that it can be hard to align data-driven insights of engagement with observed and self-reported levels of engagement. Given the emergence and increasing application of learning analytics (LA) within K-12 education, further research is needed to understand how engagement is being conceptualized and measured within LA research. This scoping review identifies and synthesizes literature published between 2011-2022, focused on LA and student engagement in K-12 contexts, and indexed in five international databases. 27 articles and conference papers from 13 different countries were included for review. We found that most of the research was undertaken in middle school years within STEM subjects. The results show that there is a wide discrepancy in researchers’ understanding and operationalization of engagement and little evidence to suggest that LA improves learning outcomes and support. However, the potential to do so remains strong. Guidance is provided for future LA engagement research to better align with these goals. © 2023 ACM
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| 8. |
- Buvari, Sebastian, et al.
(författare)
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A student-centered learning analytics dashboard towards course goal achievement in STEM education
- 2023
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Ingår i: Responsive and Sustainable Educational Futures. - : Springer Nature. ; , s. 698-704
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Konferensbidrag (refereegranskat)abstract
- Online learning has become an everyday form of learning for many students across different disciplines, including STEM subjects in the setting of higher education. Studying in these settings requires students to self-regulate their learning to a higher degree as compared to campus-based education. A vital aspect of self-regulated learning is the application of goal-setting strategies. Universities act to support students’ goal-setting through the achievement of course learning outcomes, which work both as a promise and metric of academic achievement. However, a lack of clear integration between course activities and course learning outcomes leaves a dissonance between students’ study efforts and the course progress. This demo study presents a student-centered learning analytics dashboard aimed at assisting students in their achievement of course learning goals in the setting of STEM higher education. The dashboard was designed using a design science methodological approach. Thirty-seven students have contributed to its development and evaluation during different stages of the design process, including the conceptual iterative design and prototyping. The preliminary results show that students found the tool to be easy to use and useful for the achievement of the course goals.
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| 9. |
- Bälter, Olle, 1962-, et al.
(författare)
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Effective Feedback for Faster Learning
- 2019
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Ingår i: KTH SoTL 2019. - Stockholm : KTH Royal Institute of Technology.
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Konferensbidrag (refereegranskat)abstract
- Background and purpose The Open Learning Initiative (OLI) at Carnegie Mellon University and Stanford University showed already in 2008 (Lovett, Meyer & Thille) that by using the OLI methodology, teaching and learning time could be reduced with 50% with maintained results. One key in this methodology is to use online questions with answer-depending feedback. In this workshop we will work with you to formulate OLIinspired questions for your course. Work done/work in progress We have previously worked with online quizzes in several forms (Bälter, Enström & Klingenberg, 2013) and analyzed learning data from OLI courses (Bälter, Zimmaro & Thille, 2018). The online learning material where the questions and feedback is embedded is in campus courses used in flipped classroom settings. In 2017 we ran a pilot of preparatory course in programming based on a Stanford course with OLI methodology in the OpenEdX environment. During the fall semester 2018 questions with answer-depending feedback was added to the course material in an online introductory programming course given in Canvas at KTH. Results/observations/lessons learned While a full implementation of the entire OLI methodology requires infrastructure that is not in place at KTH yet (event handler, analytic engine), the actual learning for the students takes place in the interaction with the questions and their feedback and this part can already be implemented in Canvas at KTH. Take-home message Well-formulated questions with forward focused feedback can dramatically speed up both teaching and 1 2 1 1 2 Page 25 KTH SoTL 2019 (A-K) learning. This workshop brings that speed to your course with practical exercises based on your own course.
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| 10. |
- Castro, Mayara Simões de Oliveira, et al.
(författare)
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Understanding peer feedback contributions using natural language processing
- 2023
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Ingår i: Responsive and sustainable educational futures. - : Springer Nature. ; , s. 399-414
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Konferensbidrag (refereegranskat)abstract
- Peer feedback has been widely used in computer-supported collaborative learning (CSCL) setting to improve students’ engagement with massive courses. Although the peer feedback process increases students’ self-regulatory practice, metacognition, and academic achievement, instructors need to go through large amounts of feedback text data which is much more time-consuming. To address this challenge, the present study proposes an automated content analysis approach to identify relevant categories in peer feedback based on traditional and sequence-based classifiers using TF-IDF and content-independent features. We use a data set from an extensive course (N = 231 students) in the setting of engineering higher education. In particular, a total of 2,444 peer feedback messages were analyzed. The CRF classification model based on the TF-IDF features achieved the best performance. The results illustrate that the ability to scale up the automatic analysis of peer feedback provides new opportunities for student-improved learning and improved teacher support in higher education at scale.
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