Content and instructional design of MOOCs on information literacy

Dreisiebner, Stefan

doi:10.1108/ils-08-2018-0079

Cited by 13 publications

(8 citation statements)

References 38 publications

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“…This degree of motivation contrasts with that of the students who followed the traditional model, which barely exceeded 40% ( p < 0.0001). Historically, the teaching of science has used teaching methodologies consisting of the unidirectional transmission of knowledge by the teacher to the student, with the textbook as the only teaching resource and especially classic and repetitive contents(Abenza, 2010; Fernandes et al , 2018); however, recent research (Butt, 2014; Dreisiebner, 2019; Newman et al , 2015; Ruiz-Primo et al , 2011; Zawilinski et al , 2016) indicates that this type of teaching is not the most appropriate to achieve desired learning outcomes, mainly due to the demotivation and poor attitude to learning presented by students who follow this type of teaching. Thus, new pedagogical models that motivate students and encourage positive emotions and attitudes towards learning are necessary.…”

Section: Resultsmentioning

confidence: 99%

Effect of flipped teaching on the performance and perceptions of pre-service teachers on a biology course

Reinoso

Iglesias

Fernández

2021

ILS

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Purpose The purpose of this paper is to analyse student performance and perceptions when a flipped classroom setting is used, in comparison with the traditional model. Design/methodology/approach The inverted learning model or “flipped classroom” is a pedagogical approach that attempts to reverse the traditional teaching and learning process, making the student the protagonist of their own learning, and is characterised by the theoretical contents being taught “outside the classroom”, allowing students to spend more class time carrying out other types of more practical activities that encourage much more active learning, such as enquiry exercises, problem solving, collaborative projects and so on. The study was conducted on a biology course of the Primary Education Bachelor’s Degree during the 2017/2018 academic year (n = 240). Findings The results revealed that better learning outcomes were achieved by students when the flipped classroom methodology was proposed. It has also been found that student perceptions of the teaching approach were more positive when the flipped model was followed. The flipped classroom methodology also seems to foster student participation and motivation more effectively than traditional teaching formats, mainly because the active learning activities that are carried out in this new educative approach manage to involve the students in their own learning processes. Originality/value Despite the enhanced popularity of flipped classroom research in multiple educational contexts and the growing number of studies published in recent years, there is little empirical evidence regarding the effect of the flipped classroom on learning outcomes and satisfaction in pre-service teachers.

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Section: Resultsmentioning

confidence: 99%

Effect of flipped teaching on the performance and perceptions of pre-service teachers on a biology course

Reinoso

Iglesias

Fernández

2021

ILS

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“…is media technology beyond time and space has dissolved the distance between people. is is an era of mutual "union," but also an era of mutual "integration" [9,10]. Society has become a flat, consuming, mass collective without a center.…”

Section: Media Convergence and Digitalmentioning

confidence: 99%

Teaching Practice for Digital Media Design in the Context of Media Integration

Chen¹,

Jiang²

2022

Mobile Information Systems

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In the current digital environment, various media are greatly integrated, and the traditional teaching is facing difficulties. Especially in the epidemic environment, the traditional classroom has been difficult to meet the needs of teaching. Therefore, this study aims to design a video teaching system for classroom teaching by using the digital media technology in the media fusion environment, so as to meet the needs of students’ digital learning in the new era. For dry teaching design, this study focuses on the analysis of video teaching in classroom teaching and adds subtitles for classroom video materials to facilitate students to learn. For the principle of media integration, this study uses the combination of digital media and various media to achieve the purpose of teaching design. The experimental results of this study demonstrate that the time of video segmentation is between 130 s and 170 s, and the overall segmentation accuracy is above 95% and up to 100%, indicating that the functional use of the system in this study is satisfactory. For the function of adding subtitles, the overall accuracy rate of the system is above 97%, and the highest rate is 100%, which fully shows that the system can provide good support in the learning process.

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“…There are a lot of MOOCs on information skills, mostly of the xMOOC type, with a low level of interaction between students or gamified elements, which cover a wide variety of topics such as fake news, information skills for children, gender stereotypes, Google search engine extensions, research methods, Internet security, self-organization, among others, with durations ranging from 3 to 12 weeks with an average of 7 weeks (Dreisiebner, 2019).…”

Section: Moocs and Il Developmentmentioning

confidence: 99%