Technology-enhanced Education Research Articles

Editorial

The articles in this issue of Social Work/Maatskaplike Werk cover topics related to the innovative utilisation of approaches and methodologies for teaching and learning in social work education and for intervention in social work practice. The first two articles examine the incorporation of technology-enhanced teaching and learning in social work education in the digital era. The first article provides insights into the emerging developments of the Fourth Industrial Revolution, especially for curriculum renewal to prepare prospective practitioners to operate in both online and offline environments. The second article describes how an authentic e-learning framework can provide a pedagogically improved method of course design for groupwork education.

Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help?

In order to exploit the potentials of digital technology in classrooms, it is necessary to enhance future teachers' situation-specific Technological Pedagogical Knowledge (TPK) as manifested in their professional vision (i.e., their noticing and knowledge-based reasoning of technology-enhanced classroom situations). To this end, we differentiate between formal quality (whether pre-service teachers display reasoning steps related to professional vision) and content quality (whether pre-service teachers make adequate use of scientific knowledge) of pre-service teachers' reasoning about technology-enhanced teaching. Based on empirical findings, we hypothesized that learning by mapping would facilitate the content quality and learning from worked examples would enhance both formal and content quality of pre-service teachers’ TPK-related professional vision. We tested these hypotheses with a sample of 252 pre-service teachers who first either read or mapped scientific texts and then either analyzed authentic technology-enhanced classroom cases or received worked examples on how to do so. Results from structural equation modeling demonstrated a positive association of learning with worked examples and content quality, but no relation to formal quality. Learning by mapping even showed rather negative associations with content quality. However, the quality of maps partly functioned as a significant predictor. Possible reasons and consequences are discussed.

Flip & Pair \u2013 a strategy to augment a blended course with active-learning components: effects on engagement and learning

Blended learning technique has adapted many new digitized tools to facilitate students with flexible and self-phased learning opportunities. The flipped classroom strategy, one of the blended learning models has been limited by low engagement of students in the online component. In the present study, we augment a Flip and Pair (F&P), an active-learning strategy into the blended learning course. Following the AB type single group quasi-experimental design, we evaluated the effects of F&P strategy on the student’s engagement and learning while orchestrating it for an undergraduate engineering physics course. Our results highlighted that there is a positive correlation between the engagement (computed based on learning logs of TEEL (Technology-enhanced and Evidence-based Education and Learning) platform in the F&P activities with that of the performance score (knowledge quizzes and final exam). F&P strategy had a better contribution compared to Flip and Traditional Teaching (F&TT) strategy with respect to both engagement and performance. Also, students exhibited a positive perception of learning and engagement. Based on our findings, we identified the key instructional measures that an instructor can follow to increase student engagement while using the F&P strategy.

Exploring differences in primary students\u2019 geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing

BackgroundThis paper compares the effects of two classroom-based technology-enhanced teaching interventions, conducted in two schools in sixth (age 11–12) grade. In one school, the intervention involves the use of a class set of 3D Printing Pens, and in another school the use of dynamic geometry environments, for inquiry-based learning of the relations among the number of vertices, edges, and faces of prisms and pyramids. An instrument was designed as guided by the van Hiele model of geometric thinking and administered to the two groups in the form of pretests, posttests, and delayed posttests to assess students’ prior knowledge before the intervention started, the learning outcomes obtained immediately after intervention, and the retention of knowledge after the interventions had been completed for a sustained period of time. The purpose of this study is to explore differences in geometry learning outcomes in two technology-enhanced environments, one that involves dynamic, visual representations of geometry and another that involves embodied actions of constructing physical 3D solids.ResultsThe results show that students using dynamic geometry improved at a higher rate than those using 3D Pens. On the other hand, students with the aid of 3D Pens demonstrated better retention of the properties of 3D solids than their dynamic geometry counterparts. Namely, the posttest results show that the dynamic geometry environment (DGE) group generally outperformed the 3D Pen group across categories. The observed outperformance by the DGE group on “advanced” implies that the DGE technology had a stronger effect on higher levels of geometric learning. However, the results from the ANCOVA suggest that the retention effect was more significant with 3D Pens.ConclusionsThis study has established evidence that the DGE instructions produced strong but relatively temporary geometry learning outcomes, while 3D Pen instructions can help solidify that knowledge. The results of this study further shed light on the effect of visual and sensory-motor experiences on school mathematics learning and corroborate previous work showing that the effects of gesture are particularly good at promoting long-lasting learning.

Effectiveness of technology-enhanced teaching and assessment methods of undergraduate preclinical dental skills: a systematic review of randomized controlled clinical trials

BackgroundTo investigate the effectiveness of technology-enhanced teaching and assessment methods of undergraduate preclinical skills in comparison to conventional methods.MethodsA comprehensive search strategy was implemented using both manual and electronic search methods, including PubMed, Wiley, ScienceDirect, SCOPUS, and the Cochrane Central Register of Controlled Trials. The search and selection of articles that met the inclusion criteria were carried out in duplicates. A Cochrane data extraction form for RCTs was used to extract the relevant information from all included articles. Risk of bias of all included articles was assessed independently by two authors using the Cochrane risk of bias tool.ResultsA total of 19 randomized controlled clinical trials met the inclusion criteria and were included in this review. The majority of the studies included in this review have a high risk of bias mainly due to incomplete data, lack of blinding of the examiners, and due to other biases, such as small sample sizes, not accounting for additional hours of training, and the lack of calibration of examiners grading the preparations. Conflicting results were reported in the included studies with regards to whether there were differences between the intervention and control groups in the outcome measure of quality of students’ performance. A meta-analysis could not be done for this study due to the heterogeneity among the included studies.ConclusionsTechnology-enhanced teaching and assessment tools used in preclinical skills training of undergraduate dental students have the potential to improve students’ performance. However, due to the conflicting outcomes reported in the 19 studies included in this systematic review and their high risk of bias, better quality studies are required to find a definitive answer to the research question of this systematic review.

1218-P: Interactive Insulin Teaching by Pharmacists Prior to Hospital Discharge

The primary objective of this study was to evaluate the impact on patient health outcomes of incorporating iPad insulin education videos into standardized pharmacist insulin teaching prior to inpatient discharge. Inclusion criteria comprised of hospitalized patients >18 years old with either new insulin orders or, if taking insulin prior to admission, a HbA1c ≥ 8.5%. Patients were excluded if they did not speak English or were discharged to a facility. From July 2018 to January 2019, control patients (n=180) received standard, bedside insulin-administration education from a trained pharmacist. From February to June 2019, intervention patients (n=114) received pharmacist-deployed educational videos on iPads that included the same content as the standard education. The primary outcome was the change in an eight-item survey administered pre- and post-education, assessing confidence in insulin administration and storage, hypoglycemia management, and sharps disposal on a scale of 1 to 5, with 5 indicating highest confidence. Secondary outcomes included 30-day hospital readmission and change in HbA1c post-discharge. Pharmacist-provided education significantly improved confidence across all survey items in both the intervention and control groups (mean (SD) increase = 0.57 (0.74), p < 0.01). There were no statistically significant differences between groups after adjusting for age, sex, race/ethnicity, and prior insulin use. Baseline HbA1c was similar in both groups (10.7 vs. 10.9, p= 0.51) and decreased within 4 months post-discharge (9.4 vs. 8.7, p= 0.09). The decrease did not differ between groups. Diabetes-related readmissions were similar between the two groups (14 vs. 13%, p= 0.93). Inpatient education by pharmacists prior to discharge improved patient confidence in insulin administration for both traditional and technology-enhanced education groups. Technology-enhanced insulin education may reduce pharmacist burden without negatively impacting patient outcomes. Disclosure J.M. Odom: None. A. Ghizzoni-Burns: None. M. Probst: None. M.W. Sutherland: None. M.L. Fair: None. S.L. Weber: None. Funding Prisma Health

Secondary school students build multiple skills in evaluating business opportunities via technology-enhanced learning activities

Developing knowledge, skills and positive attitude toward entrepreneurship for students in secondary education is an evolving process of particular importance to entrepreneurship education. There is a lack of evidence about effective entrepreneurship education methods at the lower level and upper secondary school settings despite the growing efforts of integrating entrepreneurship as a key competence into school curricula of various countries worldwide. This paper proposes a technology-enhanced teaching approach that focuses on helping students acquire multiple skills for identifying and evaluating business opportunities. The positive quantitative and qualitative results of a research study conducted in six (6) high schools involving 124 students aged 15–17 years on learning effectiveness and acceptability of the proposed approach are also presented.

A Study Exploring Students’ Usage Patterns and Adoption of Lecture Capture

Technology-enhanced teaching approaches are becoming increasingly common in higher education. One of these approaches, Lecture Capture (LC), is a tool which can be simply defined as audio and video recordings of classroom-based activities. Although the use of LC is increasing in higher education, its impact on teaching and learning, and the effectiveness of its use is controversial. The purpose of this study is to gain a better understanding of students’ patterns of use of LC, and to make suggestions for improvements. The results of this quantitative study reveal that students access and benefit from lecture recordings. However, findings indicate varying patterns of use according to faculty, level, year of study, and grades and suggest a need for further research into how this system can be adapted for different fields of study at undergraduate and graduate programs.

The Grounds for Higher Education Teachers to Engage in MOOC Development Projects

Abstract The conditions for higher education teachers operating in a technology-enhanced education setting and an open educational context – such as Massive Open Online Courses (MOOCs) – are different when compared to traditional teaching methods (e.g. in a lecture hall). This study investigates the grounds for 20 teachers at Swedish Higher education institutions to be involved in MOOC development projects. Six categories are found and described; including curiosity, merits, teaching development, flexibility, as well as the possibility to disseminate their research and expand their professional networks. Interviewees believed that the work was a viable way to strengthen their research portfolio, while also making a limited effort for teaching, enhancing the dissemination possibilities and strengthening their research networks.

The flipped classroom in ESL teacher education: An example from CALL

Abstract The flipped classroom is one of many technology-enhanced teaching strategies. In this approach, students are responsible for initial learning at home (often via instructional videos) and class time is used for problem-solving and activities to deepen understanding. Although research on and use of the flipped classroom in language education is growing, little work has examined its use in teacher education, particularly for language teachers. To address this gap, this study examined the flipped classroom through the eyes of pre-service language teachers to reveal what hinders them from or encourages them to adopt this approach. Data were collected from students in a Computer-Assisted Language Learning (CALL) course; they experienced two flipped class sessions (complementing the traditional instructor-led sessions) and completed a survey about their experiences. Semi-structured interviews were also conducted with a sub-set of students to examine their perceptions in greater depth. Three major themes emerged regarding benefits of the flipped classroom: learner autonomy, learning by doing with support, and preventing cognitive overload. Four challenges emerged: learners’ technology access and technical ability, technical support for instructors, ambiguous student responsibility, and an inability to provide immediate clarification. Three additional notable themes emerged: heightened awareness of peers in the classroom, different reactions to content-oriented versus technically-oriented instructional videos, and student workload. These themes are discussed in detail, along with suggestions for teacher training and professional development. Also considered is the need to establish guidelines for best practices in flipped classrooms and to develop high-quality approaches to flipping without a dependence on instructional videos.

Students’ Beliefs on Classroom Didactics of Second Language Teaching in the 21st Century

Abstract This paper is about the views and beliefs of students, participating in technology-enhanced CLIL (content and language integrated learning) teaching in the senior section of a Hungarian primary school, about the English language, language learning, English classes, and the activities of their teachers. The study is based on mixed methods and a verbal fluency test as well as structured interviews. This paper presents the findings of the structured interview in the case of N = 7 students. The processing of the structured interviews was done using qualitative content analysis, combining deductive and inductive logic. During deductive content analysis, a code list was set up, followed by an inductive exploration of text segments. The reliability of coding was ensured by intercoding. According to the results, students taking part in technology-enhanced CLIL teaching saw language learning as a speech-based process. As for teaching activities, it was found that there were differences between problem-centred and activity-based technology-enhanced teaching and traditional methods based on a classical methodology. 1

Computer-aided detection tool development for teaching chest radiograph pattern recognition to undergraduate radiography students: A context needs and capability analysis.

BackgroundMedical imaging (MI) education has experienced a shift aligned with the advances in technology and the role played by radiographers in pattern recognition. This has led to increased use of technology-enhanced teaching and simulated learning approaches (e.g. computer-aided detection [CAD] tools) which also support the increasing requirement to develop pattern-recognition skills at undergraduate level. However, the development of these approaches need to be explored and planned carefully to be context-relevant.AimThe aim of this study was to explore and describe the need for and capability of a CAD tool for teaching chest radiography pattern recognition in an undergraduate radiography programme.SettingThe setting was a university that offers MI education.MethodThe study employed a qualitative descriptive design with an interpretive research paradigm. Purposive sampling was used to recruit information-rich participants for a focus group interview. Information-rich participants were considered to be those who were involved in teaching clinical skills, such as those required in pattern recognition, to radiography students. Data were transcribed verbatim and analysed in a step-by-step approach.ResultsThree main themes emerged: (1) a structured approach to enhance implicit skills is critical in the CAD tool design; (2) an authentic tool which is able to simulate real-world experiences in image analysis is essential; and (3) a tool which encourages self-directed learning using a wide variety of pathological conditions would be ideal.ConclusionThe results of this study are essential in guiding radiography educators in designing CAD tools for teaching chest radiography pattern recognition.

SMART CLASSROOM, INTERNET OF THINGS AND PERSONALIZED TEACHING

Nowadays, information and communication technologies (ICT) and the Internet of Things (IoT) are already ubiquitous in the field of education. They began significantly to change the way of teaching and learning. A large-scale online survey in Bulgarian schools shows that in most classrooms different innovative tools are available which allow technology-enhanced teaching. The next step is to integrate these resources and tools into a smart environment and to manage them through a control system. The authors provide a conceptual framework for the development of an integrated technology-rich learning environment that is supervised by a control module within a contemporary smart classroom. In particular, the paper presents in detail a technical solution for ensuring the communication process between students and the teacher as well as allowing the involvement of parents in the educational process. Additionally, some use cases of the smart classroom are outlined, along with discussions on the potential benefits for teachers, learners and parents.

MICROLECTURE/LAB HYBRID CLASS FOR BRIDGING THE GAP BETWEEN THEORIES AND APPLICATIONS IN TEACHING ENGINEERING SUBJECTS

There is a paradigm shift taking place in the academy, in which the focus is moving from faculty, their teaching to learners and their learning. Efforts to improve the learner’s learning include a variety of innovative pedagogical approaches (such as first-year design courses, cooperative learning, problem base learning, technology-enhanced education, and distance learning). As engineering educators are leading the way in many of these areas, it is also important to recognize the role of learners in this transformation process. Most engineering lecturers who teach engineering mechanics, especially Statics and Dynamics are used to teach this subject in a theoretical manner. This research suggests a teaching method that could reduce or eliminate the gap between theories and applications in teaching engineering mechanical subjects through achieving a lecture/lab hybrid classroom environment where a portable lab illustration along with micro lecture method is implemented for learners’ engagement (learners-centered learning) and better teaching technique that covers both the visual/practical and the auditory/theory learning styles. In the micro lecture, the lecturer is available for learners at home through videos or internet-based lectures and class time is used to complete assignments by moving the instruction to the homework to the class. Learners are given more ‘one-on-one’ time with their lecturer to work their assignments and the role of the academic staff changes from a lecturer to an instructor. During class time, the portable lab toolkits are used to illustrate the main concepts of the given subject further. The instructor asks the learners to start an experiment by discussing with their peers and make a prediction of the outcome of that experiment. Thus, the learners’ preconceptions relevant to the phenomenon are studied. Secondly, learners perform the experiment and are asked to compare the outcome and prediction. If the outcome and prediction did not match, they would have to reflect on their observations.
 Keywords: Portable lab, Flipped classroom, Technology-enhanced education, Problem based learning, Cooperative learning

Institutional investor attitudes to technology-enhanced university vertical campuses in the digital era

Universities internationally have recently increased their campuses to attract a broader coverage of students in a very competitive university education market (e.g. international students). This has seen many universities establish a Central Business District (CBD) office presence via vertical campuses in addition to their traditional campuses. To take advantage of the digital era, a key ingredient in this university space is smaller technology-enhanced teaching spaces in these vertical campuses rather than traditional large lecture theatres. Universities have considered a range of options to access this vertical campus office space, with the attractiveness of universities as major office space tenants and university education assets now being critically assessed as a potential real estate sector for investors; for example, included in a real estate fund. Using an extensive stakeholder survey of Australian universities, pension funds, real estate funds and appraisers, critical issues in the successful operation and management of vertical campus office assets are assessed for these various stakeholders in the vertical campus office asset management process in the digital age. Specific strategic and practical management issues for these vertical campus office assets as a real estate sector in this fourth Industrial Revolution and universities as major office space tenants are highlighted.

Untethered Lecture Capture: A Qualitative Investigation of College Student Experiences

Untethered Lecture Capture (ULC), a technology-enhanced teaching strategy, permits faculty to be freely mobile in the classroom (untethered) while simultaneously teaching and creating audiovisual m...

Jeong-Bae Son, Teacher development in technology-enhanced language teaching

Jeong-Bae Son, <i>Teacher development in technology-enhanced language teaching</i>

University Teachers as Developers of Technology-Enhanced Teaching—Do Beliefs Matter?

Previous research has identified a well-established link between teachers' beliefs and the practical implications of technology-enhanced learning (TEL). Until recently, there have been few studies of teachers' beliefs regarding their own role as developers of TEL in higher education. In this study, 18 university teachers' reflective writings on their role as developers of TEL were analyzed. All the teachers had developed their teaching methods for the instructional use of information and communication technologies (ICT). The findings of qualitative thematic analysis indicated four divergent teachers' roles: (1) active developers, (2) adaptive developers, (3) cautious developers, and (4) reluctant developers. These findings can be used to train teachers in educational change. (Keywords: Teacher beliefs, teacher roles, teaching development, technology-enhanced learning, university teaching, higher education)

Towards Automatic Generation of Serious Maze Games for Education

Serious games based on video mazes can be easily and effectively applied for learning purposes with the goal of facilitating technology-enhanced education. In order to practice game-based learning for various curriculums, educators need software platforms for automatized construction and flexible customization of such games. This article presents an open software platform named Maze Builder built on Unity 3D, which is especially designed for automatic generation and easy modification of maze video games. We discuss the maze game design process, the platform architecture and its data model, the results obtained from the performance tests, and a practical experiment conducted with teachers using the platform for generating maze games with educational tasks embedded into maze rooms. The initial results acquired from these experiments are very positive and encouraging with regard of the usability of the Maze Builder platform by domain specialists who are not IT professionals.ACM Computing Classification System (1998): D.2.6, D.2.10, K.8.0.

Sustainable Higher Education and Technology-Enhanced Learning (TEL)

The field of education is not immune to advances in sophisticated information and communication technology (ICT). Going beyond the ICT-hype, the objective of this paper is to examine to what extent and how technology-enhanced teaching and learning (TEL) can enhance teaching and learning and, hence, turn them into levers of sustainable socio-economic growth and development. To address these questions, a multidimensional survey was developed and distributed internationally to lecturers/professors active in the field of higher education. The initial point of departure for this study was consistent with the well-referenced in the literature thesis that TEL has profound value added in view of enhancing the teaching and learning process. Yet, as the outcomes of the survey underpinning the discussion in this paper suggest, there is much more is at stake than that. Indeed, it is argued that several conditions need to be fulfilled if technology is to serve as a benefit, and not an obstacle to teaching and learning, and thus boost the delivery of quality education. This paper outlines them.