E-learning spaces and the digital university

Pates, Dominic; Sumner, Neal

doi:10.1108/ijilt-10-2015-0028

Cited by 18 publications

(13 citation statements)

References 8 publications

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“…In the "Chaoxing Fanya" platform with the PST framework learning space, various subsystems of teaching management, teaching organization, and teaching evaluation were highly integrated. Generally, the teaching space was designed by observing the principle of pedagogics-space-technology (PST) [22]. "Chaoxing Fanya" platform integrated the "Xuexitong APP".…”

Section: "Chaoxing Fanya" Platform Supports the "Internal-driving And...mentioning

confidence: 99%

Analysis of the Effects of the "Pedagogy - Space - Technology" Framework on University Student’s Learning Efficiency

Chen

2022

Int. J. Emerg. Technol. Learn.

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In the background of the global COVID-19 pandemic, the popularization of intelligent online teaching platforms dominated by advanced teaching technologies is accelerated. Pedagogy-Space-Technology (PST) framework learning space provides students high-quality teaching resources, the overall learning efficiency of students is dissatisfying because students lack intrinsic motivation to learn. Based on existing “intelligent teaching platforms of the PST framework” and combining with the principle of improving internal drive force of students through external guiding strategies, an experiment was designed in this study. The course Technical Analysis of the Financial Markets launched as an open online optional course for Chinese six undergraduate universities in 2021, and was chosen as the research example. Experimental data in 16 weeks were collected to analyze the effects of the PST framework learning space on overall intrinsic learning ability, staged academic performances, and online learning behaviors and improvement degree of intrinsic independent learning ability of students. The students’ independent learning ability is generally improved, but their attitude improvement is not obvious. The academic performances of students are generally improved, especially for students with low intrinsic independent learning ability. The online learning behaviors of students with low intrinsic independent learning ability are not dissatisfying, but their independent learning ability is improved significantly. In this study, the relationship between the PST framework learning space and learning efficiency of students was disclosed from the perspective of the internal-driving and external-guiding teaching model. The obtained conclusion provides a way for university teachers to provide students with emotional support, design multiple teaching technological activity combined strategies, offer external guidance with timely and high-efficiency feedbacks, and improve learning efficiency.

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Section: "Chaoxing Fanya" Platform Supports the "Internal-driving And...mentioning

confidence: 99%

Analysis of the Effects of the "Pedagogy - Space - Technology" Framework on University Student’s Learning Efficiency

Chen

2022

Int. J. Emerg. Technol. Learn.

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“…(doing/having an experience) practice, which has been commented on (Blackwell and Blackmore, 2003;Pates and Sumner, 2016;and Walker et al, 2016), yet Walker et al cite Edinburgh Napier University who reward and recognise academic innovation explicitly and link it to promotion, motivating educators to review their practice. A more open culture like this, would benefit the academic community and the sector as a whole.…”

Section: Concrete Experiencementioning

confidence: 99%

11. Cambridge Analytica, Facebook, and Understanding Social Media Beyond the Screen

Sujon

2019

Social Media in Higher Education

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Sam designs and delivers a broad range of teaching activities from innovative, credit-bearing, assessed units to development of academic skills support within programmes for students and staff. Sam has a flair for creating effective learning environments and encouraging creative active learning interactions, and has a keen interest in developing the groups with whom she works. Her areas of specialist interest are: skills development during transition into higher education, and the application of digital pedagogy. She is a Senior Fellow of the Higher Education Academy and the Call for Papers Officer for the Librarians Information Literacy Annual Conference, and you can find her at @manclibrarian on Twitter.

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“…In sum, learners' not only gaining knowledge from peers but learning from other ICT resources such as social media, digital or some virtual learning platforms. Thus, an adequate and compatible technology-enabled learning ambience is obligatory for learners which coined as "next generations learning space" (Byers, 2015;Hod, 2017;Leonard, Fitzgerald, Bacon, & Munnerley, 2017;Pates & Sumner, 2016). https://doi.org/10.15405/epms.2019.12.14 Corresponding Author: Nooriati Taib Selection and peer-review under…”

Section: Problem Statementmentioning

confidence: 99%

Evaluating The Affordances Of Transitional Space As Social Learning Space At Polytechnic

Ramu¹

2019

The European Proceedings of Multidisciplinary Sciences

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Presently, the vast evolution affiliated with academia in Malaysia encounter the expository needs of advance perspectives of new learning theory so-called as a connectivism learning theory for the digital age. Consequently, the entire conceptualisation of new learning space that designated as social academic learning space derived from this new learning theory. For this reason, there is a requisite to explore the actualisation of affordances of student social learning space (SLS) apart from conventional lesson time on campus. Accordingly, this research elicits an evaluation of the actualised affordance of the SLS associated with the behavioural of learners. This study analysed the physical attributes of the SLS and the architecture of the learning environments which immeasurably impacted the behavioural responses of the learners. Eighty full-time students form Ungku Omar Polytechnic were interviewed and observed to obtain the learners' behavioural responses, space utilisation and learners' perceptions towards SLS. The responses were analysed using content analysis and grouped into:(i) type of activities, (ii) actualized affordances, and (iii) reveals notes. Results from this research recommended that transitional space that labelled as transitions between two destinations is effectively perceived by learners as efficient and conducive SLS.

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E-learning spaces and the digital university

Cited by 18 publications

References 8 publications

Analysis of the Effects of the "Pedagogy - Space - Technology" Framework on University Student’s Learning Efficiency

Analysis of the Effects of the "Pedagogy - Space - Technology" Framework on University Student’s Learning Efficiency

11. Cambridge Analytica, Facebook, and Understanding Social Media Beyond the Screen

Evaluating The Affordances Of Transitional Space As Social Learning Space At Polytechnic

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