Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: the mediation effect of hardiness

Lin, Xiaoyue; Tang, Dandan; Shen, Weipeng; Liang, Zhong Mei; Yan-er, Tang; Tsai, Chin Chung

doi:10.1080/09500693.2020.1755475

Cited by 16 publications

(11 citation statements)

References 36 publications

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“…As the findings revealed by Lin et al (2020), various types of media can support the learners. Our previous research proved that employing mobile devices and social networks allowed users to interact in different contexts (Lin, Deng, et al, 2019).…”

Section: Design Of a Mobile Ar‐integration Contextual Interactive Hea...mentioning

confidence: 80%

Effects of contextual interactive healthcare training on caregivers of patients with suspected COVID‐19 infection: Anxiety, learning achievements, perceived support and self‐efficacies during quarantine

Lin

Liang²,

Chan³

et al. 2022

Computer Assisted Learning

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Background: The contextual and interactive learning research was motivated by the need to enhance the healthcare training effect of caregivers of patients with suspected COVID-19 infection during quarantine. However, there is a lack of effective approaches to integrating mobile contextual learning into interactive learning.Objectives: Therefore, this study developed a mobile augmented reality-integration contextual interactive healthcare training system, and then investigated the effects of the proposed system on anxiety, learning effects, perceived support and self-efficacies.Methods: To validate the effectiveness of the system, we conducted a quasiexperiment with a sample of 91 caregivers of patients with suspected COVID-19 infection.Results and conclusions: Results showed that the experimental group with the developed system was superior to the control group with e-pamphlet instruction in mobile devices, in terms of learning effect, perceived support, self-efficacies and reduction of anxiety during quarantine. Therefore, the mobile contextual interactive healthcare training system could be useful to improve caregivers' self-efficacies as well as their ability to care for patients in the context of COVID-19 infection prevention.Implications: This is one of the few studies of the effective approach for technologyenhanced healthcare education in the COVID-19 pandemic. Some corresponding suggestions are proposed: implementing mobile contextual interactive training activities to enhance caregivers' knowledge, skills and self-efficacies; involving social interactions to relieve caregivers' anxiety; providing professional communications and support while facing difficulties in taking care of patients with suspected COVID-19 infection.

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Section: Design Of a Mobile Ar‐integration Contextual Interactive Hea...mentioning

confidence: 80%

Effects of contextual interactive healthcare training on caregivers of patients with suspected COVID‐19 infection: Anxiety, learning achievements, perceived support and self‐efficacies during quarantine

Lin

Liang²,

Chan³

et al. 2022

Computer Assisted Learning

Self Cite

View full text Add to dashboard Cite

show abstract

“…The above studies indicated that it is necessary for teachers to foster students' perceptions of the usefulness of AI before promoting their willingness to learn more about it. This finding may contradict Lin et al, who suggested that it is critical for teachers to equip students with technical knowledge before applying it [13]. As previous studies have shown contradictory findings regarding the most important points regarding how to teach AI well, there is an urgent need to explore how to help teachers improve their AI teaching practice [2].…”

Section: Literature Review 21 Teachers' Design Experience Of Technolo...mentioning

confidence: 93%

“…Previous research revealed that teachers' design experience of technology education might be helpful for designing effective instruction to overcome teaching barriers [9][10][11]. The existing effective design experience of technology education includes problem-based learning, cooperative learning, and task-driven learning, which focus on students' ability to master basic information knowledge and skills [12,13]. Dagli and Tokmak explored computer science teachers' design experience (i.e., analytical discussion, posing alternatives, and cooperative learning) to help students promote successful computer programming by mastering the necessary computational thinking skills rather than only memorizing the programming syntax [12].…”

Section: Literature Review 21 Teachers' Design Experience Of Technolo...mentioning

confidence: 99%

“…Dagli and Tokmak explored computer science teachers' design experience (i.e., analytical discussion, posing alternatives, and cooperative learning) to help students promote successful computer programming by mastering the necessary computational thinking skills rather than only memorizing the programming syntax [12]. Lin et al noted the importance of teachers' design experience (i.e., TESI framework) in flexibly adjusting the complexity level of learning tasks to achieve the curriculum goals related to technology-embedded organizing, managing, supporting, scheduling, implementation, and exploration [13].…”

Section: Literature Review 21 Teachers' Design Experience Of Technolo...mentioning

confidence: 99%

“…Previous researchers have pointed out several kinds of design frames from teachers' perspectives regarding innovative lesson design, such as pedagogical frames, knowledge-based design frames, process-based design frames, contextual design frames, idea development frames, perception frames, enactment frames, and institutional frames [7,8,16]. It has been investigated how to teach effectively with the support of design frames [7,13,17].…”

Section: Design Frames From Teachers' Perspectivesmentioning

confidence: 99%

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Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective

Lin

Chen

Chan³

et al. 2022

Sustainability

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Teaching artificial intelligence (AI) is an emerging challenge in global school education. There are considerable barriers to overcome, including the existing practices of technology education and teachers’ knowledge of AI. Research evidence shows that studying teachers’ experiences can be beneficial in informing how appropriate design in teaching sustainable AI should evolve. Design frames characterize teachers’ design reasoning and can substantially influence their AI lesson design considerations. This study examined 18 experienced teachers’ perceptions of teaching AI and identified effective designs to support AI instruction. Data collection methods involved semi-structured interviews, action study, classroom observation, and post-lesson discussions with the purpose of analyzing the teachers’ perceptions of teaching AI. Grounded theory was employed to detail how teachers understand the pedagogical challenges of teaching AI and the emerging pedagogical solutions from their perspectives. Results reveal that effective AI instructional design should encompass five important components: (1) obstacles to and facilitators of participation in teaching AI, (2) interactive design thinking processes, (3) teachers’ knowledge of teaching AI, (4) orienteering AI knowledge for social good, and (5) the holistic understanding of teaching AI. The implications for future teacher AI professional development activities are proposed.

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The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: the mediation effect of hardiness

Cited by 16 publications

References 36 publications

Effects of contextual interactive healthcare training on caregivers of patients with suspected COVID‐19 infection: Anxiety, learning achievements, perceived support and self‐efficacies during quarantine

Effects of contextual interactive healthcare training on caregivers of patients with suspected COVID‐19 infection: Anxiety, learning achievements, perceived support and self‐efficacies during quarantine

Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

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