Learning Dialogs Orchestrated with BookRoll: Effects on Engagement and Learning in an Undergraduate Physics Course

Autor/inn/en	Kannan, Vijayanandhini; Warriem, Jayakrishnan M.; Majumdar, Rwitajit; Ogata, Hiroaki
Titel	Learning Dialogs Orchestrated with BookRoll: Effects on Engagement and Learning in an Undergraduate Physics Course
Quelle	In: Research and Practice in Technology Enhanced Learning, 17 (2022), Artikel 28 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Majumdar, Rwitajit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1793-7078
DOI	10.1186/s41039-022-00203-0
Schlagwörter	Physics; Undergraduate Students; COVID-19; Pandemics; Distance Education; Educational Change; Teaching Methods; Active Learning; Science Instruction; Technology Uses in Education; Evidence Based Practice; Technology Integration; Learning Analytics; Comparative Analysis; Computer Software; Teacher Student Relationship; Reflection; Teacher Attitudes; Student Attitudes; College Faculty; Learning Activities; Online Courses; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Physik; Distance study; Distance learning; Fernunterricht; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Schülerverhalten; Fakultät; Lernaktivität; Online course; Online-Kurs; Unterrichtserfolg
Abstract	With COVID-19 pandemic forcing academic institutions to shift to emergency remote teaching (ERT), teachers worldwide are attempting several strategies to engage their learners. Even though existing research in online learning suggests that effectiveness of the online session is more dependent on pedagogical design rather than technology feature, teachers may still focus on the intricacies of the technology. In this paper, we present the evolution of an active learning pedagogy, supported by technology (eBook reader--BookRoll, Analytics Dashboard--LAViEW), for an undergraduate physics classroom across a semester that was affected by the lockdown due to pandemic. The technology-enhanced pedagogy evolved in three phases--technology used in "Content Focus" mode, technology used in "Problem Focus" mode and technology used in "Learning Dialogue Focus" mode. The entire activities were designed and implemented within the technology-enhanced and evidence-based education and learning (TEEL) ecosystem, which supported integration of learning technologies with analytics system. Comparison of the student's learning logs indicated that there was a sustained engagement in the learning activities conducted during the blended (before lockdown) and online mode (during lockdown). We had conducted one-way ANOVA to compare the post-test scores for each teaching phase and found statistically significant differences in the latter phases. A preliminary qualitative analysis of the learner artifacts generated as memos in BookRoll during each phase revealed that students were posing conceptual clarifications during the latter phases. These were also having greater alignment with the session agenda and showed construction of new knowledge based on the seed knowledge provided during the instructor-learner interaction sessions. The study provides key insights into how reflection and practice by both learner and teacher improves the acceptance of technology-enabled pedagogy. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01