Research in Learning Technology
https://journal.alt.ac.uk/index.php/rlt
Association for Learning Technologyen-USResearch in Learning Technology2156-7069<p>Authors contributing to <a href="https://journal.alt.ac.uk/index.php/rlt" target="_blank" rel="noopener"><em>Research in Learning Technology</em></a> retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (<a href="http://creativecommons.org/licenses/by/4.0/" target="_blank" rel="noopener">http://creativecommons.org/licenses/by/4.0/</a>) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that <span style="text-decoration: underline;">appropriate credit</span> is given, that a link to the license is provided, and that you <span style="text-decoration: underline;">indicate if changes were made</span>. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.<br><br><br></p>Educators’ understandings of digital classroom tools and datafication: perceptions from higher education faculty
https://journal.alt.ac.uk/index.php/rlt/article/view/3040
<p>Research has shown that critical data literacies development for educators is seldom a core component of most campus conversations about datafication, even as extractive, datafied systems become pervasive throughout the higher education sector. This article outlines findings from an international, qualitative, Comparative Case Study (CCS) of university professionals teaching online during the COVID-19 pandemic. It overviews beliefs and barriers shaping educators’ responses to datafication and focuses specifically on their perceptions of faculty development opportunities related to digital classroom tools and to datafication more broadly. The article presents insights into how faculty understands higher education’s contemporary datafied infrastructure and highlights participants’ voices about faculty professional development and critical data literacies. Based on our findings, we recommend formal faculty development and broader professional learning conversations as a means of enhancing faculty awareness and agency within the higher education sector.</p>Samantha SzcyrekBonnie StewartErica Miklas
Copyright (c) 2024 Samantha Szcyrek, Bonnie Stewart, Erica Miklas
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2024-03-142024-03-143210.25304/rlt.v32.3040Enhancing the online learning experience of Chinese college students: an investigation of facilitation strategies and their mixed association with student satisfaction
https://journal.alt.ac.uk/index.php/rlt/article/view/3020
<p>Facilitation strategies play a critical role in helping instructors teach effectively in an online environment. However, there is a lack of research on how different facilitation strategies impact the online learning experience. To address this gap, our study surveyed 5980 college students from two universities in China and analysed the associations between facilitation strategies and student satisfaction using multivariate and logistic regression analyses. Our findings reveal that facilitation strategies aimed at managerial and technical purposes have different effects on student satisfaction with instructors compared to their satisfaction with their own achievement and engagement. Additionally, we found that student group discussion had a negative association with student satisfaction, potentially due to a preference for hierarchical learning in Confucian-heritage culture. In contrast, after-class learning materials were positively associated with student satisfaction. These findings offer important implications for pedagogical practices that aim to enhance the online learning experience for Chinese students on a large scale.</p>Shixin FangYi LuGuijun ZhangWenjuan Qin
Copyright (c) 2024 Shixin Fang, Yi Lu, Guijun Zhang, Wenjuan Qin
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2024-03-072024-03-073210.25304/rlt.v32.3020Learning experience design of verbal prompts in virtual reality-based training for autistic children
https://journal.alt.ac.uk/index.php/rlt/article/view/3129
<p>This study aimed to explore the design and development of verbal prompts in virtual reality (VR)-based social skills training for autistic children. Autism indicates a category with neurodiversity that influences individuals’ capability to engage in social and cognitive tasks. This complex neurodevelopmental condition manifests in a wide array of patterns, featuring unique experiences of each individual. This study explored both advantages and challenges encountered when autistic children interact with verbal prompts in multi-user, desktop VR-based social skills training. Our explanatory case study involved VR-based learning experiences of four autistic children. We used a qualitative thematic analysis to analyse the study participants’ interaction patterns with verbal prompts in the VR-based training. Our research can contribute to both theoretical knowledge and practical design guidelines for the creation of verbal prompts in desktop VR-based training programmes tailored for autistic children.</p>Jewoong Moon
Copyright (c) 2024 Jewoong Moon
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2024-03-072024-03-073210.25304/rlt.v32.3129Digital competences of teachers in Lebanon: a comparison of teachers’ competences to educational standards
https://journal.alt.ac.uk/index.php/rlt/article/view/3203
<p>The impact of digitalisation on everyday life has necessitated the need for learners to acquire digital competence as part of their education. In order to prepare students to become digital citizens, it has become necessary for teachers to acquire and implement digital competence in the classroom. This study applied the DigCompEdu framework to Lebanese schools and teachers to examine the digital competences of teachers and their alignment with Ministry of Education & Higher Education (MEHE) standards. This study followed a cross-sectional descriptive design and involved 170 in-service teachers in Lebanese schools. This study found that whilst schoolteachers’ practice meets all MEHE indicators, there is a significant need for training to schoolteachers in using digital tools and resources to promote collaboration in the learning process. The findings highlighted the importance of digital competences in schools and the need for ongoing training and support for teachers in this area.</p>Levon MomdjianMarni ManegreMar Gutiérrez-Cólon
Copyright (c) 2024 Levon Momdjian, Marni Manegre, Mar Gutiérrez-Cólon
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2024-03-072024-03-073210.25304/rlt.v32.3203The mediating role of technostress in the relationship between social outcome expectations and teacher satisfaction: evidence from the COVID-19 pandemic in music education
https://journal.alt.ac.uk/index.php/rlt/article/view/3086
<p>The COVID-19 pandemic has prompted significant changes in education, including a widespread transition from traditional, in-person instruction to online learning, which has also affected music conservatories. This study investigates the relationship between social outcome expectations and teacher satisfaction with remote education (SRE) among conservatory music professors during the pandemic. Rooted in the Social Cognitive Theory (SCT), the study examines whether technostress mediates this relationship and whether the intention to use information and communication technology (ICT) moderates it. A cross-sectional survey was conducted among 108 Italian conservatory teachers through an online self-report questionnaire. The results indicate a negative indirect effect of social outcome expectations on teacher satisfaction through technostress. However, surprisingly, the direct effect was positive and stronger. The study suggests that social expectations lead to technostress. Still, they also present an opportunity for music educators to embrace the challenge of remote education and increase their satisfaction with it.</p>Ferdinando ToscanoTeresa GalantiVeronica GiffiTeresa Di FioreMichela CortiniStefania Fantinelli
Copyright (c) 2024 Ferdinando Toscano, Teresa Galanti, Veronica Giffi, Teresa Di Fiore, Michela Cortini, Stefania Fantinelli
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2024-01-292024-01-293210.25304/rlt.v32.3086Spatial learning using Google Streetview in an online wayfinding task
https://journal.alt.ac.uk/index.php/rlt/article/view/3067
<p>The use of navigation applications changed the way people find their way in an unfamiliar environment. A combination of maps, images and textual route instructions shown (or with audio) on one screen guides the user to the destination but may sometimes be overwhelming. This article investigated the spatial knowledge participants acquired after being presented with different types of route instructions, human and computer-generated, in an online wayfinding task using Google Streetview (without the 2D map) of an unfamiliar environment. The results showed a significant difference in the wayfinding performance for deviations from computer-generated instructions, whilst there was no difference in the time spent and the scene recall. Sketch maps revealed both route-like and survey-like characteristics. But most sketch maps are characterised by high route-likeness. Furthermore, this study showed a significant effect of the environmental layout on the participant’s performance based on deviations incurred during wayfinding. The results of this study have implications for improving navigation system instructions and design as well as for learning with geospatial technologies.</p>Vanessa Joy A. Anacta
Copyright (c) 2024 Vanessa Joy Anacta
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2024-01-262024-01-263210.25304/rlt.v32.3067Enhancing postgraduate students’ learning outcomes through Flipped Mobile-Based Microlearning
https://journal.alt.ac.uk/index.php/rlt/article/view/3110
<p>This study examines the effects of implementing a Flipped Mobile-Based Microlearning (FMM) approach on postgraduate students’ accessibility, engagement, knowledge retention, overall learning experience and academic achievement. A quantitative multiple methods approach was employed, utilising a two-group quasi-experimental design and a survey questionnaire to gather data. The results suggest that the FMM approach may have positive effects on accessibility, engagement, knowledge retention, overall learning experience and final exam scores when compared to the traditional learning approach. The findings support the efficacy of integrating FMM, highlighting its potential for enhancing the learning process and academic outcomes. These results have implications for educational practice and research, emphasising the value of technology-enhanced learning approaches, active and interactive learning experiences and the promotion of student motivation and attitudes towards learning. This study underscores the broader applicability of FMM and suggests its potential for improving educational outcomes across different educational levels and subject areas.</p>Abdulrahman M. Al-Zahrani
Copyright (c) 2024 Abdulrahman M. Al-Zahrani
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2024-01-232024-01-233210.25304/rlt.v32.3110