Learning dialogs orchestrated with BookRoll: effects on engagement and learning in an undergraduate physics course

Abstract

With COVID-19 pandemic forcing academic institutions to shift to emergency remote teaching (ERT), teachers worldwide are attempting several strategies to engage their learners. Even though existing research in online learning suggests that effectiveness of the online session is more dependent on pedagogical design rather than technology feature, teachers may still focus on the intricacies of the technology. In this paper, we present the evolution of an active learning pedagogy, supported by technology (eBook reader—BookRoll, Analytics Dashboard—LAViEW), for an undergraduate physics classroom across a semester that was affected by the lockdown due to pandemic. The technology-enhanced pedagogy evolved in three phases—technology used in “Content Focus” mode, technology used in “Problem Focus” mode and technology used in “Learning Dialogue Focus” mode. The entire activities were designed and implemented within the technology-enhanced and evidence-based education and learning (TEEL) ecosystem, which supported integration of learning technologies with analytics system. Comparison of the student’s learning logs indicated that there was a sustained engagement in the learning activities conducted during the blended (before lockdown) and online mode (during lockdown). We had conducted one-way ANOVA to compare the post-test scores for each teaching phase and found statistically significant differences in the latter phases. A preliminary qualitative analysis of the learner artifacts generated as memos in BookRoll during each phase revealed that students were posing conceptual clarifications during the latter phases. These were also having greater alignment with the session agenda and showed construction of new knowledge based on the seed knowledge provided during the instructor–learner interaction sessions. The study provides key insights into how reflection and practice by both learner and teacher improves the acceptance of technology-enabled pedagogy.

Optimizing Management Information Systems Based on Efficiency and Quality Management

“…The development of management information systems in every educational institution is very important to be used in facing global competition for educational institutions which are required to provide information more massively, quickly, and accurately which has become part of the quality of service, so that it becomes an added value in the competition in the world of education (Sholechan, 2021). Developing an information system must be analyzed according to the needs by designing and implementing it using several appropriate methods and website platforms (Kannan et al, 2022) So it is easier for everyone to find information related to school institutions. Furthermore, it needs human resources to manage the website (Al-Faraday et al, 2018).…”