This study investigated the effectiveness of a blended learning approach—involving the thesis, an... more This study investigated the effectiveness of a blended learning approach—involving the thesis, analysis, and synthesis key (TASK) procedural strategy; online Edmodo discussions; online message labels; and writing models—on student argumentative writing in a Hong Kong secondary school. It also examined whether the application of digital game mechanics increased student online contribution and writing performance. Three classes of Secondary 4 students (16to 17-year-olds) participated in the 7-week study. The first experimental group (n = 22) utilized the blended learning + gamification approach. The second experimental group (n = 30) utilized only the blended learning approach. In the control group (n = 20), a teacher-led direct-instruction approach on the components of argumentation was employed. Data sources included students’ preand post-test written essays, students’ online Edmodo postings, and student and teacher interviews. We found a significant improvement in students’ writing...
Gamification has often been used to stimulate learner engagement via intangible rewards, such as ... more Gamification has often been used to stimulate learner engagement via intangible rewards, such as virtual points and virtual badges, rather than material goods or benefits. However, not all learners value such intangible rewards; some express their desire to redeem intangible rewards for utilitarian resources or benefits. Although tangible rewards have long been considered a key gamification mechanism in commercial loyalty programs, few studies have explicitly explored its effectiveness in the context of gamified education. To address this gap, the present study used a randomized controlled trial approach to examine the effects of tangible rewards that are redeemed through intangible rewards on students' intrinsic motivation, behavioural and cognitive engagement, and learning performance in a fully online gamified flipped class. Each student was randomly assigned either to the tangible rewards group (EG = 28) or the intangible rewards group (CG = 29). The students in EG significa...
Information and communication technologies (ICTs) are inundating the daily lives of children (Tap... more Information and communication technologies (ICTs) are inundating the daily lives of children (Tapscott, 1998). Although the issue of appropriateness of computers and ICT in early childhood education (ECE) still lingers (e.g., Cordes & Miller, 2000, 2004), most research supports the benefits of ICT for young children’s social and cognitive development (for review, see Sarama & Clements, 2002; Subrahmanyam, Kraut, Greenfield, & Gross 2000; Yelland & Siraj–Blatchford, 2002). Early childhood educators are now moving away from asking the simple question of whether technology is developmentally appropriate for young children. Rather, they are more concerned with how ICT can be effectively used to facilitate children’s learning and development. Addressing these questions is the topic of this special issue. The overwhelming response to our initial Call for Papers reflects increasing interest in this topic. Although we received many submissions, space limitations enabled us to include only seven articles. We would like to thank all who submitted manuscripts, thereby contributing greatly to this important volume. We would also like to thank the many reviewers for generously volunteering their time and expertise. Without their support, this special issue would not have been possible. In this short introduction, we desire to achieve three goals: provide an overview of the context for this special issue, introduce the articles in this volume, and identify some key areas and issues needing continued research.
Australasian Journal of Educational Technology, 2017
Most studies on traditional asynchronous online discussion suggest that facilitating dialogue, th... more Most studies on traditional asynchronous online discussion suggest that facilitating dialogue, that is, commenting forum activities, result in better learning and performance. However, due to open entry and diverse learner backgrounds, learner behaviour in massive open online courses (MOOCs) may be different. Viewing forum messages, which involves fewer mental and physical actions as well as less cognitive processing, rather than posting forum massages, might better match the learner’s study purpose. In this study, we investigated the effects of three common types of online MOOC discussion forum activities (viewing, voting and commenting) on student peer learning (peer reviews) and performance (quiz scores). We used stepwise regression models to analyse two data samples of a humanity and art MOOC provided by a private university in the United States for exploring factors influencing peer learning and performance. The results indicate that peer learning and performance were primarily...
Evolving information and communication technology (ICT) reshapes people’s reading activities by p... more Evolving information and communication technology (ICT) reshapes people’s reading activities by popularizing digital reading. Past studies focused on the relationships between students’ frequency of ICT use and reading performance but neglected the possible interrelationships between students’ ICT-related psychological factors, school contextual factors, and reading performance. This study applied the Self-determination Theory (SDT) to explore the relationships between students’ ICT-related psychological factors (perceived interest, autonomy, competence, and social interaction in using ICT) and reading performance. The possible moderation effects of schools’ contextual variables (schools’ support in ICT devices and schools’ support in teachers’ capacity to integrate technology in teaching) were also investigated. Data from 222,293 secondary students from 10,103 schools in 47 economies who participated in the Program for International Student Assessment (PISA) 2018 were analyzed usin...
2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 2017
The concepts of conducting flipped classroom are basically the same, yet the teachers still consi... more The concepts of conducting flipped classroom are basically the same, yet the teachers still consider it too difficult to switch from traditional lecture to flipped classroom, due to the lack of practical model. This paper mainly evaluates three different technological courses that adopted the flipped classroom approach for one semester in The University of Hong Kong, according to the “Seven Principles for Good Practice in Undergraduate Education” proposed by Chickering and Gamson. The guidelines of good practices gleaned from the cases and suggestions for improvements proposed by authors in flipped classroom design is described, according to the seven principles. It is hoped that the findings in this paper can inspire on-campus teachers in the teaching and learning design in flipped classroom.
This paper reports the key findings of a questionnaire survey aimed at exploring the critical asp... more This paper reports the key findings of a questionnaire survey aimed at exploring the critical aspects of information technology (IT) integration in Singapore schools. The survey is the first part (Phase 1) of a larger study funded by the Ministry of Education (MOE), Singapore, to analyse where and how IT mediates pupils ’ higher order thinking skills in schools. 328 schools (87.2 % of the target population of 376 schools) responded to the questionnaire. Based on the findings, three recommendations are made concerning: 1. IT-integration models for Singapore schools; 2. Exploring new strategies for pupil IT competency development in selected government and government aided schools; and 3. IT competency standards for teachers and pupils. Background of main study The primary motivation for integrating IT in education is the belief that it supports pupils in their own constructive thinking, allows them to transcend their cognitive limitations, and engages them in cognitive operations tha...
2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 2018
Industrial/Engineering training act as a supportive role in developing students' working skil... more Industrial/Engineering training act as a supportive role in developing students' working skills. However, traditional training only involves face-to-face learning environments. Therefore, enforcing learning among students with different learning speed would be difficult. In this work-in-progress paper, we proposed adopting the Flipped Classroom approach to an engineering training course (Internet of Things module). Students can have a flexible laboratory schedule in exploring on acquired technical skills. For streamlining the learning process, the “First Principles of Instruction” framework had been used for guiding the design of learning activities. Ways of adopting the framework for learning activity design had been described in details.
Proceedings of the 2019 4th International Conference on Distance Education and Learning, 2019
Online learning has become one of the most widely adopted learning methods by many learners world... more Online learning has become one of the most widely adopted learning methods by many learners worldwide. TED Talks, one of the largest and most successful online video-lecture platforms, has unique features that can attract audiences from multicultural background. Through analyzing 10 of the TED videos with the highest hits, this research aims to identify the specific features of the most popular videos in terms of 1) the rhetorical techniques applied in the video content and 2) the format of the speaker's gestures. An understanding of these rhetorical techniques and speaker gestures can provide useful and practical suggestions to other instructors who are interested in attracting their students' attention in online lecture videos. 12 rhetorical techniques were identified, among which contrast and list were the most commonly used. Moreover, using body language can emphasize the core point of the speech, keeping audience concentrated and enlightened. The most commonly used body gesture by speakers when delivering their talks was open-body gestures, including movements by hands, arms, and whole body. Therefore, if teachers want to motivate their students in online courses, in order to generate greater learning outcomes, they could design the video content embracing those two rhetorical devices and apply open-body gestures while recording the course, especially hands gestures.
This study investigated the effectiveness of a blended learning approach—involving the thesis, an... more This study investigated the effectiveness of a blended learning approach—involving the thesis, analysis, and synthesis key (TASK) procedural strategy; online Edmodo discussions; online message labels; and writing models—on student argumentative writing in a Hong Kong secondary school. It also examined whether the application of digital game mechanics increased student online contribution and writing performance. Three classes of Secondary 4 students (16to 17-year-olds) participated in the 7-week study. The first experimental group (n = 22) utilized the blended learning + gamification approach. The second experimental group (n = 30) utilized only the blended learning approach. In the control group (n = 20), a teacher-led direct-instruction approach on the components of argumentation was employed. Data sources included students’ preand post-test written essays, students’ online Edmodo postings, and student and teacher interviews. We found a significant improvement in students’ writing...
Gamification has often been used to stimulate learner engagement via intangible rewards, such as ... more Gamification has often been used to stimulate learner engagement via intangible rewards, such as virtual points and virtual badges, rather than material goods or benefits. However, not all learners value such intangible rewards; some express their desire to redeem intangible rewards for utilitarian resources or benefits. Although tangible rewards have long been considered a key gamification mechanism in commercial loyalty programs, few studies have explicitly explored its effectiveness in the context of gamified education. To address this gap, the present study used a randomized controlled trial approach to examine the effects of tangible rewards that are redeemed through intangible rewards on students' intrinsic motivation, behavioural and cognitive engagement, and learning performance in a fully online gamified flipped class. Each student was randomly assigned either to the tangible rewards group (EG = 28) or the intangible rewards group (CG = 29). The students in EG significa...
Information and communication technologies (ICTs) are inundating the daily lives of children (Tap... more Information and communication technologies (ICTs) are inundating the daily lives of children (Tapscott, 1998). Although the issue of appropriateness of computers and ICT in early childhood education (ECE) still lingers (e.g., Cordes & Miller, 2000, 2004), most research supports the benefits of ICT for young children’s social and cognitive development (for review, see Sarama & Clements, 2002; Subrahmanyam, Kraut, Greenfield, & Gross 2000; Yelland & Siraj–Blatchford, 2002). Early childhood educators are now moving away from asking the simple question of whether technology is developmentally appropriate for young children. Rather, they are more concerned with how ICT can be effectively used to facilitate children’s learning and development. Addressing these questions is the topic of this special issue. The overwhelming response to our initial Call for Papers reflects increasing interest in this topic. Although we received many submissions, space limitations enabled us to include only seven articles. We would like to thank all who submitted manuscripts, thereby contributing greatly to this important volume. We would also like to thank the many reviewers for generously volunteering their time and expertise. Without their support, this special issue would not have been possible. In this short introduction, we desire to achieve three goals: provide an overview of the context for this special issue, introduce the articles in this volume, and identify some key areas and issues needing continued research.
Australasian Journal of Educational Technology, 2017
Most studies on traditional asynchronous online discussion suggest that facilitating dialogue, th... more Most studies on traditional asynchronous online discussion suggest that facilitating dialogue, that is, commenting forum activities, result in better learning and performance. However, due to open entry and diverse learner backgrounds, learner behaviour in massive open online courses (MOOCs) may be different. Viewing forum messages, which involves fewer mental and physical actions as well as less cognitive processing, rather than posting forum massages, might better match the learner’s study purpose. In this study, we investigated the effects of three common types of online MOOC discussion forum activities (viewing, voting and commenting) on student peer learning (peer reviews) and performance (quiz scores). We used stepwise regression models to analyse two data samples of a humanity and art MOOC provided by a private university in the United States for exploring factors influencing peer learning and performance. The results indicate that peer learning and performance were primarily...
Evolving information and communication technology (ICT) reshapes people’s reading activities by p... more Evolving information and communication technology (ICT) reshapes people’s reading activities by popularizing digital reading. Past studies focused on the relationships between students’ frequency of ICT use and reading performance but neglected the possible interrelationships between students’ ICT-related psychological factors, school contextual factors, and reading performance. This study applied the Self-determination Theory (SDT) to explore the relationships between students’ ICT-related psychological factors (perceived interest, autonomy, competence, and social interaction in using ICT) and reading performance. The possible moderation effects of schools’ contextual variables (schools’ support in ICT devices and schools’ support in teachers’ capacity to integrate technology in teaching) were also investigated. Data from 222,293 secondary students from 10,103 schools in 47 economies who participated in the Program for International Student Assessment (PISA) 2018 were analyzed usin...
2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 2017
The concepts of conducting flipped classroom are basically the same, yet the teachers still consi... more The concepts of conducting flipped classroom are basically the same, yet the teachers still consider it too difficult to switch from traditional lecture to flipped classroom, due to the lack of practical model. This paper mainly evaluates three different technological courses that adopted the flipped classroom approach for one semester in The University of Hong Kong, according to the “Seven Principles for Good Practice in Undergraduate Education” proposed by Chickering and Gamson. The guidelines of good practices gleaned from the cases and suggestions for improvements proposed by authors in flipped classroom design is described, according to the seven principles. It is hoped that the findings in this paper can inspire on-campus teachers in the teaching and learning design in flipped classroom.
This paper reports the key findings of a questionnaire survey aimed at exploring the critical asp... more This paper reports the key findings of a questionnaire survey aimed at exploring the critical aspects of information technology (IT) integration in Singapore schools. The survey is the first part (Phase 1) of a larger study funded by the Ministry of Education (MOE), Singapore, to analyse where and how IT mediates pupils ’ higher order thinking skills in schools. 328 schools (87.2 % of the target population of 376 schools) responded to the questionnaire. Based on the findings, three recommendations are made concerning: 1. IT-integration models for Singapore schools; 2. Exploring new strategies for pupil IT competency development in selected government and government aided schools; and 3. IT competency standards for teachers and pupils. Background of main study The primary motivation for integrating IT in education is the belief that it supports pupils in their own constructive thinking, allows them to transcend their cognitive limitations, and engages them in cognitive operations tha...
2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 2018
Industrial/Engineering training act as a supportive role in developing students' working skil... more Industrial/Engineering training act as a supportive role in developing students' working skills. However, traditional training only involves face-to-face learning environments. Therefore, enforcing learning among students with different learning speed would be difficult. In this work-in-progress paper, we proposed adopting the Flipped Classroom approach to an engineering training course (Internet of Things module). Students can have a flexible laboratory schedule in exploring on acquired technical skills. For streamlining the learning process, the “First Principles of Instruction” framework had been used for guiding the design of learning activities. Ways of adopting the framework for learning activity design had been described in details.
Proceedings of the 2019 4th International Conference on Distance Education and Learning, 2019
Online learning has become one of the most widely adopted learning methods by many learners world... more Online learning has become one of the most widely adopted learning methods by many learners worldwide. TED Talks, one of the largest and most successful online video-lecture platforms, has unique features that can attract audiences from multicultural background. Through analyzing 10 of the TED videos with the highest hits, this research aims to identify the specific features of the most popular videos in terms of 1) the rhetorical techniques applied in the video content and 2) the format of the speaker's gestures. An understanding of these rhetorical techniques and speaker gestures can provide useful and practical suggestions to other instructors who are interested in attracting their students' attention in online lecture videos. 12 rhetorical techniques were identified, among which contrast and list were the most commonly used. Moreover, using body language can emphasize the core point of the speech, keeping audience concentrated and enlightened. The most commonly used body gesture by speakers when delivering their talks was open-body gestures, including movements by hands, arms, and whole body. Therefore, if teachers want to motivate their students in online courses, in order to generate greater learning outcomes, they could design the video content embracing those two rhetorical devices and apply open-body gestures while recording the course, especially hands gestures.
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