Research trends in meaningful learning research on e‐learning and online education environments: A review of studies published in <scp>SSCI</scp>‐indexed journals from 2003 to 2012

Tsai, Chia‐Wen; Shen, Pei-Di; Chiang, Yi-Chun

doi:10.1111/bjet.12035

Cited by 15 publications

(12 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The need for meaningful learning during e-learning and blended learning has been mentioned (Tsai, Shen, & Chiang, 2013). Yunianta, Yusof, Othman, and Octaviani (2012) argue that the five dimensions of Howland et al (2013) can be used to analyse how different kinds of e-learning activities contribute to meaningful e-learning.…”

Section: Meaningful Integration Of Rlosmentioning

confidence: 99%

Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme

Koh

2017

AJET

View full text Add to dashboard Cite

E-learning quality depends on sound pedagogical integration between the content resources and lesson activities within an e-learning system. This study proposes that a meaningful learning with technology framework can be used to guide the design and integration of content resources with e-learning activities in ways that promote learning experiences, characterised by five dimensions: active, constructive, intentional, authentic, and collaborative. The pedagogical uses of these meaningful learning dimensions to support the design and integration of reusable learning objects as content resources will be explicated and exemplified through three cases related to the instruction of theories, principles, and professional skills respectively in a graduate programme. Design notes and surveys of students' perception of learning experiences are used as data sources to understand how the five meaningful learning dimensions are being implemented by instructors and perceived by students. The strategies for supporting meaningful learning with reusable learning objects in higher education contexts are discussed.

show abstract

Section: Meaningful Integration Of Rlosmentioning

confidence: 99%

Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme

Koh

2017

AJET

View full text Add to dashboard Cite

show abstract

“…While much of this learning has traditionally been associated with the physicality of classroom-based settings, the advent of online or blended learning has grown rapidly in recent years through the design, development and delivery of course content, advances in technology (Abrami et al 2011) and with web-based learning platforms (Paechter and Maier 2011;Puzziferro and Shelton 2008;Tsai et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Transitioning Design and Technology Education from physical classrooms to virtual spaces: implications for pre-service teacher education

Best

MacGregor

2015

Int J Technol Des Educ

View full text Add to dashboard Cite

Technology-mediated teaching and learning enables access to educational opportunities, irrespective of locality, ruruality or remoteness. The design, development and delivery of technology enhanced learning in pre-service teacher education programs is therefore gaining momentum, both in Australia and internationally. Much research regarding online, or blended learning, has focussed on theoretically-founded learning areas, with less attention directed toward fundamentally practical learning areas, such as Design and Technology Education. Situated within the Bachelor of Education (Early Childhood Education, Primary, and Primary/Middle) degrees at the University of South Australia, Australia, this study captures the design, development and delivery of a blended Design and Technology course with first and third year pre-service teachers. Drawing on course learning analytics, pre-service teacher responses, and the reflective practice of teaching academics, this paper highlights the facilitators and challenges in transitioning to a blended model of curriculum delivery that addresses the contexts of the Australian Curriculum: Technologies.

show abstract

“…This study highlights some of the human factors that shape interaction between moderators and test users in a Web-conference test environment. Given evidence in the online learning literature of the relationship between interaction and perceived effectiveness, user satisfaction, and engagement [ 38 ], it is important to better understand how interaction patterns observed in moderated remote testing might affect interpretation of usability results and ultimately influence design decisions made as a result. A more rigorous research program in the field of moderating usability testing for eHealth interventions could lead to improved training, the development of better testing tools/platforms, and more refined usability measures.…”

Section: Discussionmentioning

confidence: 99%

Sociotechnical Human Factors Involved in Remote Online Usability Testing of Two eHealth Interventions

Wozney¹,

Baxter²,

Fast³

et al. 2016

JMIR Human Factors

View full text Add to dashboard Cite

BackgroundResearch in the fields of human performance technology and human computer interaction are challenging the traditional macro focus of usability testing arguing for methods that help test moderators assess “use in context” (ie, cognitive skills, usability understood over time) and in authentic “real world” settings. Human factors in these complex test scenarios may impact on the quality of usability results being derived yet there is a lack of research detailing moderator experiences in these test environments. Most comparative research has focused on the impact of the physical environment on results, and rarely on how the sociotechnical elements of the test environment affect moderator and test user performance. Improving our understanding of moderator roles and experiences with conducting “real world” usability testing can lead to improved techniques and strategiesObjectiveTo understand moderator experiences of using Web-conferencing software to conduct remote usability testing of 2 eHealth interventions.MethodsAn exploratory case study approach was used to study 4 moderators’ experiences using Blackboard Collaborate for remote testing sessions of 2 different eHealth interventions. Data collection involved audio-recording iterative cycles of test sessions, collecting summary notes taken by moderators, and conducting 2 90-minute focus groups via teleconference. A direct content analysis with an inductive coding approach was used to explore personal accounts, assess the credibility of data interpretation, and generate consensus on the thematic structure of the results.ResultsFollowing the convergence of data from the various sources, 3 major themes were identified: (1) moderators experienced and adapted to unpredictable changes in cognitive load during testing; (2) moderators experienced challenges in creating and sustaining social presence and untangling dialogue; and (3) moderators experienced diverse technical demands, but were able to collaboratively troubleshoot with test users.ConclusionsResults highlight important human-computer interactions and human factor qualities that impact usability testing processes. Moderators need an advanced skill and knowledge set to address the social interaction aspects of Web-based usability testing and technical aspects of conferencing software during test sessions. Findings from moderator-focused studies can inform the design of remote testing platforms and real-time usability evaluation processes that place less cognitive burden on moderators and test users.

show abstract

Research trends in meaningful learning research on e‐learning and online education environments: A review of studies published in SSCI‐indexed journals from 2003 to 2012

Cited by 15 publications

References 14 publications

Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme

Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme

Transitioning Design and Technology Education from physical classrooms to virtual spaces: implications for pre-service teacher education

Sociotechnical Human Factors Involved in Remote Online Usability Testing of Two eHealth Interventions

Contact Info

Product

Resources

About