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dc.contributor.author | Kannan, Vijayanandhini | en |
dc.contributor.author | Warriem, Jayakrishnan M. | en |
dc.contributor.author | Majumdar, Rwitajit | en |
dc.contributor.author | Ogata, Hiroaki | en |
dc.contributor.alternative | 緒方, 広明 | ja |
dc.date.accessioned | 2022-10-04T04:10:54Z | - |
dc.date.available | 2022-10-04T04:10:54Z | - |
dc.date.issued | 2022 | - |
dc.identifier.uri | http://hdl.handle.net/2433/276554 | - |
dc.description.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. | en |
dc.language.iso | eng | - |
dc.publisher | Springer Nature | en |
dc.rights | © The Author(s) 2022.This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. | en |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | - |
dc.subject | Learning dialogs | en |
dc.subject | Learner-centric MOOCs (LCM Model) | en |
dc.subject | Learning and evidence analytics framework (LEAF) | en |
dc.subject | Technology-enhanced and evidence-based education and learning (TEEL) platform | en |
dc.subject | Active learning | en |
dc.subject | Emergency remote teaching | en |
dc.subject | Physics education | en |
dc.title | Learning Dialogues orchestrated with BookRoll: Effects on Engagement and Learning in an Undergraduate Physics course | en |
dc.type | journal article | - |
dc.type.niitype | Journal Article | - |
dc.identifier.jtitle | RPTEL | en |
dc.identifier.volume | 17 | - |
dc.relation.doi | 10.1186/s41039-022-00203-0 | - |
dc.textversion | publisher | - |
dc.identifier.artnum | 28 | - |
dc.identifier.pmid | 35911173 | - |
dcterms.accessRights | open access | - |
datacite.awardNumber | 20K20131 | - |
datacite.awardNumber | 20H01722 | - |
datacite.awardNumber | 22H03902 | - |
datacite.awardNumber | 16H06304 | - |
datacite.awardNumber.uri | https://kaken.nii.ac.jp/ja/grant/KAKENHI-PROJECT-20K20131/ | - |
datacite.awardNumber.uri | https://kaken.nii.ac.jp/ja/grant/KAKENHI-PROJECT-20H01722/ | - |
datacite.awardNumber.uri | https://kaken.nii.ac.jp/ja/grant/KAKENHI-PROJECT-22H03902/ | - |
datacite.awardNumber.uri | https://kaken.nii.ac.jp/ja/grant/KAKENHI-PROJECT-16H06304/ | - |
dc.identifier.pissn | 1793-7078 | - |
jpcoar.funderName | Japan Society for the Promotion of Science | en |
jpcoar.funderName | Japan Society for the Promotion of Science | en |
jpcoar.funderName | Japan Society for the Promotion of Science | en |
jpcoar.funderName | 日本学術振興会 | ja |
jpcoar.awardTitle | GOAL Project: SMART AI Support with Student's Learning and Wellbeing Data | en |
jpcoar.awardTitle | Knowledge-Aware Learning Analytics Infrastructure to Support Smart Education and Learning | en |
jpcoar.awardTitle | GOAL project: AI-supported self-directed learning lifestyle in data-rich educational ecosystem | en |
jpcoar.awardTitle | 教育ビッグデータを用いた教育・学習支援のためのクラウド情報基盤の研究 | ja |
出現コレクション: | 学術雑誌掲載論文等 |
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