A review of the role of information communication technology and course design in transitional education practices

Rienties, Bart; Kaper, W.H.; Struyven, Katrien; Tempelaar, Dirk; Gastel, Leendert van; Vrancken, Sanne; Jasinska, Magdalena; Virgailaitė-Mečkauskaitė, Eglė

doi:10.1080/10494820.2010.542757

Cited by 35 publications

(30 citation statements)

References 35 publications

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“…Although researchers (Lawless & Pellegrino, 2007;Löfström & Nevgi, 2008;Rienties, et al, 2011;Rienties, Kaper, et al, 2012;Rienties & Townsend, 2012) A crucial point that we would like to emphasise is that for most academics the design of the online professionalization environment was completely different from any previous professionalization or training experience. In our opinion, this is one of the first studies that has tried to capture the impact of online professionalization programs for teachers (Alvarez, et al, 2009;Renninger, et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, research has suggested that content knowledge often determines the pedagogical approach taken and the adoption of particular technologies (Kinchin, 2012;Mishra & Koehler, 2006). For example, in a review of 118 remedial blended and online course designs, Rienties et al (Rienties, Kaper, et al, 2012) found that teachers from 22 countries consistently aligned their content with their pedagogical approach. However, the use of technology in these 118 courses was not found to be correlated to the teachers' content or pedagogical approach.…”

Section:  Insertmentioning

confidence: 99%

“…As also argued in the next section, many academics primarily identify their own identity based upon their (research) discipline, and how pedagogy is used to deliver and share knowledge and skills with their students (Hanson, 2009;Lueddeke, 2003). In addition, higher education is characterised by a wide diversity of pedagogical approaches, with some academic staff having a student-centred approach, while others primarily adopt a teacher-centred approach (Kinchin, 2012;Lueddeke, 2003;Rienties, Kaper, et al, 2012). Furthermore, most academic staff engaged in our study already had substantial teaching experience.…”

Section:  Insertmentioning

confidence: 99%

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The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology

Rienties¹,

Brouwer²,

Lygo‐Baker³

2013

Teaching and Teacher Education

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293

169

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Section: Discussionmentioning

confidence: 99%

Section:  Insertmentioning

confidence: 99%

Section:  Insertmentioning

confidence: 99%

See 1 more Smart Citation

The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology

Rienties¹,

Brouwer²,

Lygo‐Baker³

2013

Teaching and Teacher Education

Self Cite

293

169

View full text Add to dashboard Cite

show abstract

“…The present study took place in an online summer course for prospective bachelor students of an International Business degree program at an Institute for Higher Education in the Netherlands (Rienties, Kaper, et al, 2012;Rienties, Tempelaar, Waterval, Rehm, & Gijselaers, 2006). The primary aim of this course was to bridge the gap in economics prior knowledge and the requirements for the degree program (Rienties et al, 2006).…”

Section: Settingmentioning

confidence: 99%

“…Mostly international students participated in the summer course as they did not have economics in their secondary education, whilst most Dutch students followed economics in secondary education and thus did not need a online summer course. In Europe, and in particular in the Netherlands, providing remedial education during the summer period is common (Brants & Struyven, 2009;Rienties, Kaper, et al, 2012).…”

Section: Settingmentioning

confidence: 99%

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

Rienties

Tempelaar

Giesbers

et al. 2012

Interactive Learning Environments

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Abstract:A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner, influences the communication and interaction patterns in an online PBL environment. Given the complexity of CMC, we expected that autonomous learners would be more willing to contribute to cognitive discourse.In time, we expected that control-oriented learners would develop a preferential attachment to contribute to discourse from autonomous learners.Data was gathered from 37 autonomous and 39 control-oriented learners who posted 1669 messages. Using a dynamic multi-method approach of content analysis of cognitive and social discourse, social network analysis, and measures of academic motivation, we find some preliminary evidence that motivational orientation influences communication and social interaction patterns amongst learners. From the beginning, most control-oriented learners develop a preference to connect to and communicate with autonomous learners, although a separate team-analysis indicates that group dynamics also influence how learners develop

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Academic identity, confidence and belonging: The role of contextualised admissions and foundation years in higher education

O’Sullivan

Bird

Robson

et al. 2019

British Educational Res J

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This article presents a cross‐national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year‐long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well‐established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed‐method approach. Questionnaires and in‐depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non‐traditional students.

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A review of the role of information communication technology and course design in transitional education practices

Cited by 35 publications

References 35 publications

The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology

The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

Academic identity, confidence and belonging: The role of contextualised admissions and foundation years in higher education

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