Abstract
Wide spread of digital technologies in higher education raises a need to
examine the added value of the technological tools for promoting high-quality
teaching and active learning. The study examined, during four semesters, the
characteristics of pedagogic design of a technology-enhanced academic
course. We analyzed how the course enabled expressing student voice and
promoting self-regulated learning, as well as to what extent these
characteristics are expressed in cognitive, emotional and social aspects of
learning perceived by students. Qualitative analysis of reflective learning
diaries written by 78 graduate students as part of the course assignment was
conducted. The analysis of the learning diaries revealed many statements
describing student-voice (n=222). In terms of Mitra (2007), most of them
related to the basic level of student-voice - "listening" (n=173). However, a
considerable amount of statements reflected the advanced levels of studentvoice: "cooperation" (n=16) and "leadership" (n=33). In addition, many
statements described self-regulated learning (n=168) and were mapped into
three out of four categories of Pintrich's (2004) SRL framework: cognitive
regulation (n=80), motivation and emotion (n=21), and behavior (n=75). There
were no statements contextual regulation. In addition, many statements
described aspects of perceived-learning. (n=432). Some of them reflected the
cognitive perceived-learning (n=157) indicating students' reflective ability to
analyze their learning process. Among emotional perceived-learning (n=272),
some statements reflected positive (n=171) and others - negative emotions
(n=101). Regarding the social aspect (n=103), most of the statements described
positive social learning (n=77), while few reflected negative social learning
(n=22). The finding may contribute to the design of teaching-learningassessment processes in technology-enhanced courses in higher education and
training.
examine the added value of the technological tools for promoting high-quality
teaching and active learning. The study examined, during four semesters, the
characteristics of pedagogic design of a technology-enhanced academic
course. We analyzed how the course enabled expressing student voice and
promoting self-regulated learning, as well as to what extent these
characteristics are expressed in cognitive, emotional and social aspects of
learning perceived by students. Qualitative analysis of reflective learning
diaries written by 78 graduate students as part of the course assignment was
conducted. The analysis of the learning diaries revealed many statements
describing student-voice (n=222). In terms of Mitra (2007), most of them
related to the basic level of student-voice - "listening" (n=173). However, a
considerable amount of statements reflected the advanced levels of studentvoice: "cooperation" (n=16) and "leadership" (n=33). In addition, many
statements described self-regulated learning (n=168) and were mapped into
three out of four categories of Pintrich's (2004) SRL framework: cognitive
regulation (n=80), motivation and emotion (n=21), and behavior (n=75). There
were no statements contextual regulation. In addition, many statements
described aspects of perceived-learning. (n=432). Some of them reflected the
cognitive perceived-learning (n=157) indicating students' reflective ability to
analyze their learning process. Among emotional perceived-learning (n=272),
some statements reflected positive (n=171) and others - negative emotions
(n=101). Regarding the social aspect (n=103), most of the statements described
positive social learning (n=77), while few reflected negative social learning
(n=22). The finding may contribute to the design of teaching-learningassessment processes in technology-enhanced courses in higher education and
training.
| Translated title of the contribution | Distant Immediacy: : Online Collaborative Learning to Promote Listening to Student Voice, Self-regulated Learning and |
|---|---|
| Original language | Hebrew |
| Title of host publication | האדם הלומד בעידן הטכנולוגי: |
| Subtitle of host publication | כנס צ'ייס השלושה עשר למחקרי טכנולוגיות למידה |
| Publisher | האוניברסיטה הפתוחה ושה"ם |
| Pages | 121-129 |
| Number of pages | 9 |
| Volume | 13 |
| State | Published - 2018 |
| Event | האדם הלומד בעידון הטנולוגי : כנס צ'ייס השלושה עשר לחקר חדשנות וטכנולוגיות למידה - האוניברסיטה הפתוחה, רעננה, Israel Duration: 20 Feb 2018 → 21 Feb 2018 https://www.openu.ac.il/innovation/chais2018/program.html |
Conference
| Conference | האדם הלומד בעידון הטנולוגי |
|---|---|
| Country/Territory | Israel |
| City | רעננה |
| Period | 20/02/18 → 21/02/18 |
| Internet address |
IHP publications
- IHP
- Active learning
- College students
- Computer-assisted instruction
- Learning
- Self-culture
- Team learning approach in education