https://journal.alt.ac.uk/index.php/rlt/issue/feed Research in Learning Technology 2020-01-27T23:15:12+00:00 ALT journal team enquiries@alt.ac.uk Open Journal Systems https://journal.alt.ac.uk/index.php/rlt/article/view/2279 Migration and transformation: a sociomaterial analysis of practitioners’ experiences with online exams 2020-01-27T16:33:17+00:00 Stuart Allan stuart.allan@ebs.hw.ac.uk <p>Many institutions are making the move from pen and paper to online examinations, but the literature offers relatively few critical reflections on the ramifications of such a shift. This research presents evidence of the ways in which the social and human practices of online exams are deeply entangled with the material and technological, and cautions against the reinscribing of essentialist or instrumentalist assumptions about technology in assessment practices. Through semi-structured interviews with eight practitioners in Norway, the Netherlands, the UK and Ireland, it analyses the impact, dimensions and limitations of two main discourses:&nbsp;<em>migration</em>, whereby exam technologies are assumed to be neutral instruments used independently by humans to realise their preordained intentions; and&nbsp;<em>transformation</em>, whereby the essential and inalienable qualities of technologies can be released to ‘transform’ or ‘enhance’ assessment. Its findings indicate that: (1) exam technologies are neither inherently neutral nor essentially transformational; (2) implementation projects underpinned by the migration discourse can be much more complex and resource-intensive than anticipated; and (3) ‘transformative’ change may be value-laden and driven by assumptions. Given the complex and entangled nature of online exams, practitioners are encouraged to think creatively about how assessment strategies align with educational goals, to consider the limitations of current discourses and to analyse critically the relational and performative roles of digital technologies.</p> 2020-01-27T16:14:49+00:00 Copyright (c) 2020 Stuart Allan https://journal.alt.ac.uk/index.php/rlt/article/view/2323 Have a question? Just ask it: using an anonymous mobile discussion platform for student engagement and peer interaction to support large group teaching 2020-01-22T13:53:17+00:00 Elaine Tan elaine.tan@newcastle.ac.uk Adrian Small Elaine.tan@ncl.ac.uk Paul Lewis elaine.tan@newcastle.ac.uk <p>This article analyses the pilot of an anonymous question and answer mobile application with a large cohort of undergraduate students (460) enrolled on an Operations Strategy Management module. The mobile application allowed students to pose anonymous questions to both peers and staff, create replies and vote on questions posted by other users. The aim of the pilot was to evaluate how this application could be used to enhance communication, engagement and student learning both inside and outside of class time to overcome some of the challenges presented by large cohort teaching. An initial evaluation was undertaken exploring both the analytics attached to the platform and a thematic analysis of the posts. The initial findings of the pilot were positive, with the majority of students installing and regularly accessing the application with use increasing over time. The questions posed demonstrated engagement beyond surface-level memorisation of module content, and there were indications that the application could be beneficial in supporting student community awareness and interaction within large cohorts.</p> 2020-01-22T00:00:00+00:00 Copyright (c) 2020 Elaine Tan, Adrian Small, Paul Lewis https://journal.alt.ac.uk/index.php/rlt/article/view/2308 E-learning educational atmosphere measure (EEAM): a new instrument for assessing e-students’ perception of educational environment 2020-01-21T13:15:26+00:00 Atekeh Mousavi at-mousavi@farabi.tums.ac.ir Aeen Mohammadi aeen_mohammadi@tums.ac.ir Rita Mojtahedzadeh r_mojtahedzadeh@tums.ac.ir Mandana Shirazi mandana.shirazi@ki.se Hamed Rashidi hamedrashidi.ma@gmail.com <p>Universities assess their academic learning environment to improve students’ learning. Students’ experience in e-learning environment is different from face-to-face educational environment. So, in this study a specific valid and reliable instrument was devised for assessing perception of e-students from educational environment, that is, educational atmosphere. Firstly, we devised the primary instrument based on factors constituting educational atmosphere. Then Instrument’s content and construct validity were assessed. Also, Cronbach’s alpha and test–retest were used for studying the internal consistency and reliability of the instrument respectively. The final instrument named ‘e-learning educational atmosphere measure’ (EEAM) consisted of 40 items covering six factors, including programme effectiveness, teaching quality, ethics and professionalism, learner support, safety and convenience, and awareness of the rules, which accounted for 68.53% of variances. Content validity ratio was more than 0.51 and content validity index score of all questions was above 0.81. Test–retest reliability was 0.85 (<em>p</em>&nbsp;= 0.001) and Cronbach’s alpha was 0.943. Assessing educational atmosphere in e-learning settings by EEAM could provide managers and investors with useful information to settle an effective education system by prioritising the necessary changes.</p> 2020-01-21T12:56:05+00:00 Copyright (c) 2020 Atekeh Mousavi, Aeen Mohammadi, Rita Mojtahedzadeh, Mandana Shirazi, Hamed Rashidi https://journal.alt.ac.uk/index.php/rlt/article/view/2258 Patterns in students’ usage of lecture recordings: a cluster analysis of self-report data 2020-01-27T23:15:12+00:00 Daniel Ebbert daniel.ebbert@uni-muenster.de Stephan Dutke stephan.dutke@uni-muenster.de <p>Students’ usage of lecture recordings can be characterised by usage frequency, repetitiveness and selectivity in watching, lecture attendance, and social context and location in which students watch the lecture recordings. At the University of Münster (Germany), the lecture recording service was evaluated over three semesters. The data were combined and used for a cluster analysis with the aim of being able to describe the students’ distinct usage patterns. The cluster analysis was performed using partitioning around medoids with Gower distance. Five clusters of students were identified, which differed mainly on the amount of lecture recordings watched, whether the lecture recordings were watched completely or partially, whether the recordings were watched once or multiple times, and the number of lectures the students missed. The five clusters are interpreted as representing different ways of utilising lecture recordings. The clustering provides a basis for investigating the usage of lecture recordings in the context of different approaches to learning and learning strategies.</p> 2020-01-09T16:07:24+00:00 Copyright (c) 2020 Daniel Ebbert, Stephan Dutke https://journal.alt.ac.uk/index.php/rlt/article/view/2329 Analysing construction student experiences of mobile mixed reality enhanced learning in virtual and augmented reality environments 2020-01-16T23:12:28+00:00 Nikolche Vasilevski nvasilev@bond.edu.au James Birt jbirt@bond.edu.au <p>Mixed reality (MR) and mobile visualisation methods have been identified as important technologies that could reimagine spatial information delivery and enhance higher education practice. However, there is limited research on the impact of mobile MR (MMR) within construction education and improvement of the learners’ experience. With new building information modelling (BIM) workflows being adopted within the architecture, engineering and construction industry, innovative MMR pedagogical delivery methods should be explored to enhance this information-rich spatial technology workflow. This paper outlines qualitative results derived through thematic analysis of learner reflections from two technology-enhanced lessons involving a lecture and a hands-on workshop focussed on MMR-BIM delivered within postgraduate construction education. Seventy participants across the two lessons recruited from an Australian university participated to answer the research question: ‘Does applied mobile mixed reality create an enhanced learning environment for students?’ The results of the analysis suggest that using MMR-BIM can result in an enhanced learning environment that facilitates unique learning experiences, engagement and motivation. However, the study outcome suggests that to understand the processes leading to these learning aspects, further empirical research on the topic is required.</p> <p><em>This paper is part of the special collection Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More papers from this collection can be found <a href="https://journal.alt.ac.uk/index.php/rlt/mmr">here</a>.</em></p> 2020-01-16T11:08:56+00:00 Copyright (c) 2020 Nikolche Vasilevski, James Birt