Volume 54, Issue 1.
Media consumption can influence viewer perceptions and attitudes. Recent research on media’s effect on college students has failed to address gender differences. Using Mere Repeated Exposure Theory (traditionally used in marketing research), this study aims to answer three research questions regarding college media consumption and college perceptions: What types of fictional college media do college students consume? How does college media consumption differ by gender? How does fictional college media consumption relate to perceived college expectations? Results suggest that college students who consume high amounts of fictional college media are more likely to have positive attitudes towards partying and socializing in college. High consumers of college media, however, do not believe that college media influences their college perceptions. Men are more likely to socialize in college and are more aware than women that college media influences their college perceptions. Women are more likely to believe that college is difficult regardless of media consumption.
This project focuses on the design and implementation of an online professional development platform tailored to teachers’ needs to improve and promote their intercultural knowledge. Drawing upon the framework of virtual communities of practice, the project escapes from traditional professional development programmes. Although a total of 103 teachers participated in the project, in the implementation phase we carried out observations and interviews with a sub-sample of 40 teachers. Research findings indicate the generation of new knowledge regarding new pedagogical practices with respect to intercultural education as well as an increased collaboration among all involved stakeholders. Through the active involvement in the INTERACT platform, teachers became reflective practitioners by having opportunities to raise their voice and share views on their intercultural practices.
This paper is concerned with the educational value of Facebook and specifically how it can be used in formal educational settings. As such, it provides a review of existing literature of how Facebook is used in higher education paying emphasis on the scope of its use and the outcomes achieved. As evident in existing literature, Facebook has been used mainly for social networking purposes through the establishment and collaboration of social groups in educational settings. However, a set of recent studies has exemplified how Facebook can provide an empowering means for achieving educational goals and supporting students develop crucial skills (e.g., writing, networking, collaborating) by serving as members in various learning communities. Concluding, we argue that Facebook can provide a valuable pedagogical tool that enhances student learning. Hence, future research towards further exploring Facebook’s use in educational settings is warranted for the purpose of producing scientific evidence about the ways in which Facebook could be utilized to enhance learning.
Although online education is popularized, it is in a developing stage that continues to struggle with communicating and engaging with students. The question remains on how students can be better engaged in online educational materials that are presented in asynchronous media, especially in lecture videos. Thus, using engagement theory, the present study explored how online lecture videos can be improved by incorporating entertainment education. Using a public lecture video found on YouTube, an online survey (N = 133) was conducted to identify digital storytelling techniques and their effects. Results revealed that these techniques that are often utilized in entertainment became meaningful components to increase student engagement and learning outcomes. However, they can also negatively affect instructor credibility, which could suggest the need to increase instructors’ skills. The implications for the development of lecture videos using entertainment and its potential to positively impact online education are discussed.
Even though the flipped classroom is an increasingly popular method in education, a literature search shows a gap in research on this method in higher education. This article describes an experiment with two central questions: (1) How do students and lecturers assess the effectiveness of the FC method? And (2) What are crucial design elements? To be able to answer these questions we designed an experiment within a large-size, interdisciplinary, course. For three years we carefully monitored and evaluated the course. A mixed-method approach was used to collect data. Our findings show a positive contribution of the FC approach to the learning experience of students. We also found that a strong link between theory and practice is essential in the course design; combined with active learning we were able to involve students and stimulate them to reach a deeper level of understanding. Moreover, we believe that the FC approach offers opportunities to have a large interdisciplinary group, with different learning needs, work together on higher attainment levels.
Information communication technology (ICT) is becoming increasingly important in our daily lives and in our educational system. There is a growing demand on educational institutions to use ICT to teach the skills and knowledge students need for the digital age. The adoption and integration of ICT into teaching and learning environment provides more opportunities for teachers and students to work better in a globalised digital age. ICT has the potential to play an increasingly important role in education be it in classroom, administration and online instruction or other activities. There is tremendous potential for teachers and students to harness the power of ICT to improve the quality of teaching and learning in the classroom. The purpose of this study is to identify the factors that may influence teachers’ decision to adopt and integrate ICT in teaching and learning process. The study is chosen because of the strategic importance of ICT in education in general and particularly, its great potential, to transform the ways in which teaching is carried out in the classroom. It provides opportunities for greater flexibility, interactivity and accessibility for engaging teaching and learning at the individual, group and societal levels. There are a lot of studies in the area, but very little empirical research has been conducted to examine this phenomenon from the teachers perceptive. In order to achieve the study objectives, in-depth case studies, conceptualised within the grounded theory method will be used to generate thick description and explanation of the phenomenon. The diffusion theory and the technology acceptance model will provide the theoretical foundation for this study.
Technological devices are widely used in various forms and for various purposes with educational systems. Teachers are required to not only use technology with the utmost efficiency, but to also act as role models for students in terms of appropriate use of technology. However, many teacher candidates are not aware of the educational use of technology classroom; hence, technology must be especially integrated into undergraduate teacher training programs through courses and field experience. Various methods, techniques, tools, and equipment are utilized in order to improve the efficiency of teaching and learning processes in the classroom, of which digital storytelling is one of them. The use of digital stories in education is beneficial both for teachers and students. For this reason, this research investigates the use of digital stories in mathematics education as well as the opinions and experiences of mathematics teacher candidates about creating, using, and evaluating digital stories. Data of the study were collected via semistructured interviews, transcribed, and content analyzed. The results of the study showed that prospective math teachers preferred GoAnimate program to create digital stories due to its ease of use, design, and the characters and visuals it suggests. Furthermore, the prospective teachers were found to aspire to use digital stories in their future careers.
The integration of digital game-based learning environment (DGBLE) enhanced by technology in recent years has been hampered by its complexity and difficulty in realistically addressing teachers’ instructional needs. The pedagogical gap between what teachers think a DGBLE can deliver and what DGBLE can actually offer remains substantial. To preliminarily address the gap, this present qualitative study adopted an end-user-development lens to understand how K-12 teachers as novice end users interpret and design game features in their DGBLEs. The design ideas, situated in teaching scientific subjects, were collected from 19 pre-service teachers in a public university in the United States by semi-structured interviews based on game features identified in the literature. The data analysis, grounded in the ARCS (attention, relevance, confidence, satisfaction) motivational design model, employed the direct content analysis method and revealed the distribution of motivational support among participants’ DGBLEs design ideas. The finding suggested that participants were more likely to incorporate intrinsic motivational support than extrinsic support in their design. This trend could compromise the motivational support of DGBLEs when students need additional extrinsic motives toward the end of learning processes. Further, the study illuminates the importance of incorporating end users’ perspectives early on in the DGBLE design process.
Leaders in education are often the sole person in their particular role in a school, and have thus frequently struggled with professional isolation. In recent years, social media tools such as Facebook and Twitter have created new opportunities for educators, including instructional leaders, to expand their professional learning networks (PLN) to include a wider array of people, spaces, and tools. This manuscript presents the findings of a qualitative study of 400 instructional leaders’ perceptions of their PLNs. Instructional leaders in our sample included principals, superintendents, librarians, and technology or curriculum specialists, coaches, and facilitators. Data were collected from a convenience sample via an anonymous online survey. Respondents described diverse, multifaceted networks composed of people, spaces, and tools. They reported that their PLNs supported their growth as learners, educators, and leaders. Participants asserted that their PLN activities positively impacted their learning and practice in a number of different ways. PLN impacts were described in terms of particular knowledge and skills, but also in relation to dispositions and community. We discuss our findings in relation to the extant literature. These findings have implications for defining the present and future of instructional leaders’ professional learning.
The purpose of this case study was to explore the experiences of 31 third graders who experienced learning in a Station Rotation blended learning setting over the period of one semester in the United State. These students participated in student focus group interviews and completed student questionnaires during the middle and the end of the semester. The student focus group interviews were first transcribed and coded. The students’ responses from the questionnaires were then coded and compared with the findings from the student focus group interviews. The results revealed five positive themes (variety of activities, technology, learning, fun, and getting help) and two negative themes (challenging work and technology). These emerged themes from the student focus interviews and the student questionnaires explain the perceptions the students had about the Station Rotation blended learning model. Finally, discussion for current study as well as recommendations for future research were provided.
This study (N = 427) examined perceived attitudinal learning gains (i.e., cognitive, affective, and behavioral learning) related to the course topic by comparing a self-paced version of a Massive Open Online Courses (MOOC) with a fixed-scheduled version. Independent samples t-tests revealed that those in a self-paced classroom were more likely to perceive higher levels of attitudinal learning gains and satisfaction than those in a fixed-scheduled MOOC. Those enrolling in the self-paced course also identified significantly more diverse reasons for enrolling. Learners in both courses identified course videos as the most impactful instructional component. Implications for the design of self-paced MOOCs are discussed.