The role of teaching presence and student participation in Spanish blended courses

Rubio, Fernando; Thomas, Joseph W.; Qin, Li

doi:10.1080/09588221.2017.1372481

Cited by 42 publications

(37 citation statements)

References 27 publications

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“…. and it lends support to most instructors' intuition that among all types of online learning behaviors, engaging with a course on a reliable and regular basis, especially in blended language courses, is what accounts for successful learning in the course" (Rubio et al [46], p. 245). Online language instruction allows for more use of online instructional tools, which demands that instructors align their language assessment practices to meet their instructional practices.…”

Section: Discussionmentioning

confidence: 75%

The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea

Chung

Choi

2021

Sustainability

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The COVID-19 pandemic has posed challenges to educational systems around the world. In particular, language learning environments being impacted by the pandemic has resulted in a shift from traditional in-person to online language teaching. This paper examines the case of an English language program in South Korea to investigate how the sudden transition to online language teaching has influenced language instructors’ teaching and assessment practice. The current study also examines the level of satisfaction of instructors and students with the changing form of English language teaching and assessment practices. Results showed that a professional learning community was formed by instructors to engage in regular communication as an attempt to develop new forms of assessment practices that were process-oriented and formative. Instructors also assigned multimodal projects to promote sustainable assessments where students could actively utilize target language forms and structures. Students were highly satisfied with new forms of language assessment practices, whereas instructors’ level of satisfaction towards their language assessment practices were somewhat low. Findings provided educators with language assessment suggestions that can offer language instructors ideas to deliver more creative and sustainable language assessment strategies that can promote self-regulated learning and sustainable development.

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Section: Discussionmentioning

confidence: 75%

The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea

Chung

Choi

2021

Sustainability

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“…However, going through these descriptions, we also found that studies could displayed a combination of blended instruction and blended distribution; i.e. when a section of the course is provided fully f2f, followed by the remainder offered fully online [79] or reversed: a course is delivered fully online and then fully f2f [49]. We also identified that the BL was used in ways beyond these categories.…”

Section: Theoretical Underpinningsmentioning

confidence: 86%

“…Another type of input to learning was explored by [89], grounded their study in the Dispositional Learning Analytics (DLA) infrastructure, used previous publications on assistant conversational agents, and theories on cognitive load in microblogging. Using the foundation of the Community of Inquiry framework, which prioritises teacher presence, and active participation, [79] used trace data to operationalise active participation, as the number of: messages sent, documents uploaded, chat sessions attended, as well as data collected to analyse teacher presence. 4.…”

Section: Table 2 Blended Learning Definitionsmentioning

confidence: 99%

Learning Analytics for Blended Learning: A Systematic Review of Theory, Methodology, and Ethical Considerations

Bergdahl

Nouri

Karunaratne

et al. 2020

iJAI

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<p>Learning Analytics (LA) approaches in Blended Learning (BL) research is becoming an established field. In the light of previous critiqued toward LA for not being grounded in theory, the General Data Protection and a renewed focus on individuals’ integrity, this review aims to explore the use of theories, the methodological and analytic approaches in educational settings, along with surveying ethical and legal considerations. The review also maps and explores the outcomes and discusses the pitfalls and potentials currently seen in the field. Journal articles and conference papers were identified through systematic search across relevant databases. 70 papers met the inclusion criteria: they applied LA within a BL setting, were peer-reviewed, full-papers, and if they were in English. The results reveal that the use of theoretical and methodological approaches was disperse, we identified approaches of BL not included in categories of BL in existing BL literature and suggest these may be referred to as hybrid blended learning, that ethical considerations and legal requirements have often been overlooked. We highlight critical issues that contribute to raise awareness and inform alignment for future research to ameliorate diffuse applications within the field of LA.</p>

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“…Past research on face-to-face instructional delivery demonstrates that students' participation is positively related to their achievement in a course (Rocca, 2010), and that participation mediates the positive association found between attendance and achievement (Kim et al, 2019). The extant literature on the relation between participation and achievement in the context of blended learning is mixed; whereas some studies demonstrate a positive association between these two variables (Rubio et al, 2018), other research shows that only some forms of online participation are significantly related to student achievement (Cheng & Chau, 2016).…”

mentioning

confidence: 99%

Participation is Predictive of Individual, but Not Group, Work in the Context of a Blended General Education Course

et al. 2020

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Past research on face-to-face instructional delivery demonstrates that students’ participation is positively related to their achievement in a course (Rocca, 2010), and that participation mediates the relation between attendance and achievement (Kim et al., 2019). Given that blended learning is on the rise in higher education (Johnson et al., 2016), it is of growing interest to explore whether this positive association between participation and achievement holds in the context of blended learning. Here we investigated whether students’ participation was (a) predictive of their overall grade in the course and (b) differentially predictive of their grades on three different types of assessments: tests (test and quiz), written assignments (argumentative letter and critical essay), and oral activities (debate). The results of our regression analyses showed that participation grades were predictive of learning achievement in the course with respect to overall grade (R2=0.364; ß=0.365), test grade (R2=0.164; ß==0.327), and written grade (R2=0.212; ß=0.278). Participation was not predictive of oral grades as a whole; however, further analyses showed that students’ participation predicted the individual (vs. group-based) component of the oral grade (R2=0.045; ß=0.113). Thus, our findings demonstrate that students’ participation grades are predictive of their grades on assessments that are independent but not group-based, at least in the context of the blended course investigated in this study.

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The role of teaching presence and student participation in Spanish blended courses

Cited by 42 publications

References 27 publications

The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea

The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea

Learning Analytics for Blended Learning: A Systematic Review of Theory, Methodology, and Ethical Considerations

Participation is Predictive of Individual, but Not Group, Work in the Context of a Blended General Education Course

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