Education Commons^™

Perceptions Of Sport Science Students On The Potential Applications And Limitations Of Blended Learning In Their Education: A Qualitative Study, Justin Keogh, Lisa Gowthorp, Michelle Mclean

Justin Keogh

Perceptions Of Sport Science Students On The Potential Applications And Limitations Of Blended Learning In Their Education: A Qualitative Study, Justin Keogh, Lisa Gowthorp, Michelle Mclean

Lisa Gowthorp

Perceptions Of Sport Science Students On The Potential Applications And Limitations Of Blended Learning In Their Education: A Qualitative Study, Justin Keogh, Lisa Gowthorp, Michelle Mclean

Michelle McLean

Learning Assessments: Designing The Future, Geoff N. Masters

Prof Geoff Masters AO

Processes for assessing student learning are undergoing fundamental transformation.This presentation will consider three developments which can be expected to shape how student learning is assessed in the future. First is fundamental change in how assessment is conceptualised and approached, with a focus on monitoring learning. Second is growing interest in the assessment of a broader range of skills and attributes than those addressed in most current assessment efforts. Third is advances in technology which are opening the door to new ways of gathering information about student learning, including through records of real-time interactions in online learning environments. In ACER’s Centre …

Effects Of Learner-Instructor Relationship Building Strategies In Online Video Lessons, Yanghee Kim, Jeffrey Thyne

Yanghee Kim

Although research has demonstrated that an increased rapport between instructors and learners can positively relate with increased learning gains, perhaps mediated by the positive attitudes toward the course and self-efficacy beliefs in the coursework, little has been done to test what instructional strategies might increase this rapport in online video-based instruction. This study compared online video-based instruction that made use of relationship-building strategies with online video-based instruction that did not use those strategies. The two instructions were identical in every other way. The results showed that the attitudes of the college students were positively affected by the relationship building strategies …

A Socratic Café For Critical Inquiry, Jody Piro, Gina Anderson

Jody Piro

This presentation will explore the completed research inquiry that developed from our overt attempt to promote critical thinking in an online forum. The implications for advancing critical inquiry in online formats for interdisciplinary university content areas will be addressed. The objectives of this session are twofold: 1) to introduce participants to the nine intellectual standards (Elder & Paul, 2007) used to analyze the critical thinking and Socratic questioning in our research, and 2) to discuss the structuring of critical analysis in participants' own classrooms. Participants can expect to participate in a cooperative learning activity to practice the use of Intellectual …

Promoting And Evaluating Online Learner-Instructor Relationships, Yanghee Kim, R Burdo, T Chen

Yanghee Kim

Emotions that a learner brings to the learning context can influence engagement, self-regulation, and achievement. Recently, researchers have called for examination on the impact of learner emotions in online learning environments. This study examines how to incorporate learner/instructor relationship aspects in online instruction and promote affective relationships with the learners. Participants enrolled in a college statistics course took a weeklong video-based module covering Normal Distribution. Learner attitudes, learner self-efficacy, learner/instructor relationship, and learning gains were evaluated. The relationship building strategies were found to have positive impacts on learner attitudes and self-efficacy. The inclusion of the relationship building strategies, however, did …

Promoting And Evaluating Online Learner-Instructor Relationships, Yanghee Kim, R Burdo, T Chen

Yanghee Kim

Emotions that a learner brings to the learning context can influence engagement, self-regulation, and achievement. Recently, researchers have called for examination on the impact of learner emotions in online learning environments. This study examines how to incorporate learner/instructor relationship aspects in online instruction and promote affective relationships with the learners. Participants enrolled in a college statistics course took a weeklong video-based module covering Normal Distribution. Learner attitudes, learner self-efficacy, learner/instructor relationship, and learning gains were evaluated. The relationship building strategies were found to have positive impacts on learner attitudes and self-efficacy. The inclusion of the relationship building strategies, however, did …

Implications Of Implementing A Hybrid Learning Approach At The University Of Guyana, Kerwin A. Livingstone

Kerwin A. Livingstone

Online learning and teaching is pervading higher education (HE) and many Universities are faced with the challenge of incorporating technology in education to meet the needs of students. The objective of this paper is to examine the implications of introducing a hybrid learning approach at the University of Guyana. A rationale has been established as to why this need is so germane. Literature has been reviewed and discussed, concerning face to face (F2F), online and blended instruction and the pertinence of these in current HE pedagogies. Special emphasis is paid to the transformative potential of blended learning to confront HE …

The Effect Of The Visual Gender Of An Embodied Agent: A Cross-Cultural Comparison, Yanghee Kim, A Guiz, A Silveryarg, M Haake, T Chen, N Kim

Yanghee Kim

This study explored if the visual gender representations (androgynous, male, or female) of an embodied agent would influence students’ perceptions of their agent and their attitudes toward the agent as their conversational partner. The study also explored if students’ gender and cultural background would interact with the agent’s visual gender to influence their perceptions and attitudes. Participants were 208 early-teen students sampled from US and South Korea. The results revealed that student gender was a significant factor for influencing students' perceptions and attitudes and that the students showed positive attitudes toward an androgynous agent more than toward a gendered agent …

Can A Pedagogical Agent Help Reduce Mathematics Anxiety?, Q. Wei, Yanghee Kim

Yanghee Kim

No abstract provided.

Reinvigorating Educational Design For An Online World, Meg O'Reilly

Dr Meg O'Reilly

With changes to higher education being significantly impacted by the rapid pace of technological evolution in the new millennium, there is a need to find greater humanity in the course development process. As traditional mediators and creative collaborators in the process of course design, educational designers are well positioned to bring spirit and soul to their work with academic staff. This paper explores the need for reinvigorating teaching and learning relationships through creative, post-egoist meaningful approaches to educational design in times of enormous technological and workplace change.

Improving Medical Students’ Learning Outcomes: Teaching A Web-Assisted Elective Course For 4th Year Medical Students, Misa Mi, Marlene A. Porter, Jolene M. Miller, Jodi Jameson, Gerald R. Natal

Gerald R Natal

Since 1997, the Mulford Health Science Library at the University of Toledo Health Science Campus (formerly the Medical College of Ohio) has been offering a 3-credit-hour elective course for 4th year medical students. The goal of the course is to provide students with skill sets that are important for them to develop as current students and future health care practitioners.

The purpose of this poster is to demonstrate the process of redesigning the elective as a learner-centered course; and to evaluate the effectiveness of the course on students’ learning and learning outcomes.

Creating Pedagogical Agents As Social Models In An Online Learning Environment Mathgirls, Yanghee Kim, B. Xu, A. Sharif

Yanghee Kim

This paper introduces the learning environment MathGirls for high school girls learning fundamentals of algebra. Grounded in social cognitive theories of learning, MathGirls utilizes pedagogical agents to create a girl-friendly virtual learning environment. The design constituents of pedagogical agents are reviewed. These constituents are likely to influence building agent/learner relations. The agent design and system architecture of the MathGirls environment are developed to integrate some of the design constituents. Empirical findings from MathGirls deployment in classrooms support the efficacy of the presence of pedagogical agents in shaping affective and cognitive characteristics of the learner. The paper concludes with the discussions …

Mathgirls: Toward Developing Girls’ Positive Attitude And Self-Efficacy Through Pedagogical Agents, Yanghee Kim, Q Wei, B Xu, Y Ko, V Ilieva

Yanghee Kim

MathGirls is a pedagogical-agent-based environment designed for high-school girls learning introductory algebra. Since females are in general more interested in interactive computing and more positive about the social presence of pedagogical agents, the environment provides a girl-friendly social learning environment, where pedagogical agents encourage the girls to build constructive views of learning math. This study investigated the impact of agent presence on changes in the girls’ math attitude, their math self-efficacy, and their learning; on the girls’ choice of their agents; and, on their perceptions of agent affability. The results revealed that the girls with an agent developed a more …