How research informs educational technology decision-making in higher education: the role of external research versus internal research

Hollands, Fiona M.; Escueta, Maya

doi:10.1007/s11423-019-09678-z

Cited by 29 publications

(25 citation statements)

References 24 publications

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“…Due to the rapid advances in Information and Communication Technology (ICT) in the world, there is growing attention to combine technologies into the classrooms to prepare learners to meet the needs of a progressively technological-dependent culture (Bond). The presence of technology and its constant advances have been disclosed into society by shifting the way how people cooperate with technology itself and through technology devices (Hollands & Escueta, 2020;Gonzalez-Acevedo, 2016). Warni, Aziz, and Febriawan (2018) believe that technology allows students to study independently and cooperate with their peers.…”

Section: Introductionmentioning

confidence: 99%

A meta-analysis on educational technology in English language teaching

2021

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As more various types of computer-assisted language learning (CALL) programs have been incorporated into language classrooms over the recent decades, it has become more important to uncover whether, to what extent, and under which moderator variables CALL can be yield more effective outcomes than traditional language instruction. The issue of education is one of the most important materials addressed by technology. Instead, meta-analysis is a statistical and quantitative method that leads us to a general conclusion by integrating the results of different researches. In this study, researchers worked on the impact of educational technology in English language teaching by studying 67 articles and theses (from 1000 studies that were relevant in title and abstract). All articles and theses were included from 2009 to 2020 and 7 articles were excluded from this study due to insufficient information. Furthermore, two instruments, SPSS (mainly its sub-branch Kruskal-Wallis test) and CMA were used to calculate and evaluate data in this research. The total effect size calculated for studies under both fixed and random models was statistically significant and also the study of effects by year of publication, instruments used in research and research methods showed that their effect size was significant. Teaching English with the help of technology has an effective effect size and has shown the success of this technology in language learning.

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Section: Introductionmentioning

confidence: 99%

A meta-analysis on educational technology in English language teaching

2021

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“… Dusek (2006) defined technology as “the application of scientific or other knowledge to practical tasks by ordered systems that involve people and organizations, productive skills, living things, and machines” (p. 35). Nowadays, technology, with its continuous developments, has changed learning strategies and teaching methodologies ( Hollands and Escueta, 2020 ). Technologies have developed resources, opportunities, and educational contexts, facilitating the formation of self-directed educational practice ( Reinders and White, 2011 ).…”

Section: Review Of Literaturementioning

confidence: 99%

The Effect of Educational Technology on EFL Learners’ Self-Efficacy

Zhang

2022

Front. Psychol.

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This paper aimed at investigating the related studies on educational technology and its effect on English as a Foreign Language (EFL) learner self-efficacy. Earlier studies have proved the positive and significant relationship between learner self-efficacy and educational technology use. Investigations have revealed that improving learners’ dynamic mindsets, online interaction, self-assessment, academic knowledge, and positive affectivity can increase learner self-efficacy. Moreover, the provision of the encouraging context can help develop learners’ self-efficacy in technology-supported education. Furthermore, the study presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of learner self-efficacy in technology-supported educational contexts and its role in L2 education.

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“…Although XR offers unique properties that are well suited for teaching and learning, reviews have determined that their design and development often do not take into account learning theory and research findings in the learning sciences literature (e.g. Hollands and Escueta, 2020;Radianti et al, 2020). Too often, XR is chosen by educators for its novelty or "cool" factor, but many studies have shown that students sometimes actually learn worse in XR.…”

Section: Debunking Myths About Xr As a Silver Bullet For Learningmentioning

confidence: 99%

E3XR: An Analytical Framework for Ethical, Educational and Eudaimonic XR Design

Lee

Hu-Au

2021

Front. Virtual Real.

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A rapidly growing number of educators and students now embrace XR as a powerful technology with affordances that can support many benefits, including highly immersive learning experiences, empathy and perspectives on social issues; XR can be designed in ways that can provide new pathways to success and opportunity. Yet the mirror image is also true -- XR can be designed in ways that lead to increased risk, perpetuation of inequities and other harmful impacts to individuals and society. We need ways to analyze XR in terms of ethical aspects, educational efficacy and whether it supports or hinders human flourishing (i.e., eudaimonia). In this paper, we discuss XR as a double-edged sword that can be leveraged for positive or negative outcomes, whether intentionally or unintentionally; that is, we highlight various opportunities and benefits at hand, but also risks and possible negative impacts. We introduce E3XR, a framework that serves as an analytical lens to determine the ethics, learning theory and human flourishing aspects of an XR design. For each component of this framework, we review relevant literature and consider the threats and opportunities that can be evaluated. Finally, we conclude with a discussion of the significance of this work and implications for designers and educators.

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How research informs educational technology decision-making in higher education: the role of external research versus internal research

Cited by 29 publications

References 24 publications

A meta-analysis on educational technology in English language teaching

A meta-analysis on educational technology in English language teaching

The Effect of Educational Technology on EFL Learners’ Self-Efficacy

E3XR: An Analytical Framework for Ethical, Educational and Eudaimonic XR Design

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