Research in Learning Technology en-US <p>Authors contributing to <a href="" 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="" target="_blank" rel="noopener"></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> (ALT journal team) (Emma Csemiczky (production enquiries and support)) Wed, 04 Jan 2023 04:08:30 -0800 OJS 60 Viewing open education within the Technological, Pedagogical, Content Framework: illustrating educator knowledge, skills and dispositions <p>Without interrogation, educators may reproduce hegemonic materials and learning opportunities that are simply easier to access in open educational practices (OEP). Thus, we argue that to effectively engage in OEP, educators must not only possess knowledge, skills and dispositions related to their discipline, but also related to open education, CC licensing, open pedagogy, digital tools that facilitate OEP, and intentionality and care in negotiating openness with students. While there are various frameworks for open education, none have been applied to explain what knowledge, skills and dispositions are needed to engage in OEP. In this manuscript, we seek to conceptualise and provide examples of OEP within the Technological, Pedagogical, Content Knowledge Framework (TPACK) through the intersections of content, technology, and pedagogy with equity, intentionality, and care at the forefront.</p> Jennifer Van Allen, Stacy Katz Copyright (c) 2023 Jennifer Van Allen Van Allen, Stacy Katz Wed, 29 Mar 2023 00:00:00 -0700 Achieving online dialogic learning using breakout rooms <p>The use of breakout rooms is an increasingly used tool in online teaching. This study uses Laurillard’s (2013) Conversational Framework to evaluate the effectiveness of breakout rooms in achieving learning through peer-to-peer dialogue in large-scale teaching. Data were collected through online surveys, comprising Likert ratings and open questions, to undergraduate students (<em>n</em>&nbsp;= 115) and tutors (<em>n</em>&nbsp;= 9) at Aberdeen Business School (Robert Gordon University) reflecting on Year 1 studies in the 2020–2021 academic year. Key findings indicate that breakout rooms can be successful in achieving effective learning through peer-to-peer dialogue. However, this is highly dependent on the participation by students, which was variable. In order to facilitate effective breakout rooms, tutors need to ensure they set a clear task, with evidence suggesting a perception gap between tutors and students on how effectively this was done, and regularly visit breakout rooms to encourage participation and provide support.</p> Shonagh Douglas Copyright (c) 2023 Shonagh Douglas Fri, 24 Mar 2023 00:00:00 -0700 Developing resilience online: Evaluation of synchronous and asynchronous resilience interventions for Filipino college students <p>This study evaluated two forms of a resilience intervention amongst college students during the COVID-19 pandemic. Utilising a randomised controlled trial design, it examined the impact of a synchronous and asynchronous resilience interventions versus a control group that did a journaling intervention. Outcomes measured included coping behaviour, non-reactivity, wellbeing, stress, depression and anxiety. Participants consisted of Filipino college students randomly assigned to three groups: synchronous online resilience group (<em>n</em>&nbsp;= 135), asynchronous resilience group (<em>n</em>&nbsp;= 121) and control group (<em>n</em>&nbsp;= 127). Results revealed that students who went through the online synchronous resilience reported a significant reduction in depression at post-intervention compared to those who went through an asynchronous intervention. Post-intervention scores for nonreactivity were also higher in the synchronous group compared to both asynchronous and journaling groups. Effect sizes were small to moderate. This study suggests that online resilience interventions are viable means to address the mental health needs of students, especially in countries with limited mental health resources.</p> Maria Regina H. Hechanova, Rosanne M. Jocson, Arsenio S. Alianan, Jr., Junix Jerald I. Delos Santos, Jason O. Manaois, Gilda A. Gomez, Gina R. Lamzon Copyright (c) 2023 Maria Regina H. Hechanova, Rosanne M. Jocson, Arsenio S. Alianan, Jr., Junix Jerald I. Delos Santos, Jason O. Manaois, Gilda A. Gomez, Gina R. Lamzon Fri, 24 Feb 2023 06:39:16 -0800 Are teachers ready to immerse? Acceptance of mobile immersive virtual reality in secondary education teachers <p>The increasing mainstream adoption of immersive virtual reality (iVR) in education has triggered research about key variables explaining acceptance of iVR by teachers. In this study we adopted the UTAUT2 acceptance model as a theoretical framework enriched with the variable personal innovativeness. 379 Flemish secondary education teachers watched a video about iVR learning experiences, after which an online survey concerning their perceptions was administered. General linear modeling was performed to test the hypotheses. Results indicate performance expectancy, social influence, facilitating conditions, hedonic motivation and personal innovativeness to be significantly associated with behavioural intention to use. No moderating effect of age, gender or experience was observed. The results account for 54% of the variance in behavioural intention to use. The findings help to understand which factors are key in the acceptance of mobile iVR by secondary education teachers and might help defining successful iVR implementation strategies.</p> Carl Boel, Tijs Rotsaert, Martin Valcke, Yves Rosseel, Dieter Struyf, Tammy Schellens Copyright (c) 2023 Carl Boel, Tijs Rotsaert, Martin Valcke, Yves Rosseel, Dieter Struyf, Tammy Schellens Mon, 13 Feb 2023 09:30:47 -0800 Emergency remote CAD teaching using licensed software in apparel during the COVID-19 pandemic: a collaborative learning approach <p>Computer-Aided Design (CAD) training has become essential in apparel education as it is widely applied in design and development activities in the industry. This study presents how physical CAD teaching converted to remote delivery during the emergency COVID-19 pandemic using online technologies. This study evaluated five distinct methods adopted in this period: online Zoom sessions, pre-recorded practical demonstrations, guided hand-outs, online collaborative learning methods and forum discussions using Moodle. TeamViewer application was utilised for real-time remote access and support during teaching. This study instrumented two online questionnaires intended to assess the effectiveness of online hands-on sessions and collaborative learning in a remote online environment. This study was conducted with 58 participants at a recognised Sri Lankan state university. More importantly, the results confirmed the feasibility of collaborative engagement within the online learning environment. This study discovered students’ preferences for synchronous teaching and learning approaches. Also, it revealed the limitations of remote CAD teaching using online technologies. Finally, this study underlined the success of the collaborative learning approach and students’ perspectives on flipped classroom model for apparel CAD training.</p> Ranapanada Kelum Jayamali De Silva, Anuradha Peramunugamage Copyright (c) 2023 Ranapanada Kelum Jayamali De Silva, Anuradha Peramunugamage Fri, 10 Feb 2023 02:24:21 -0800 I do, I understand: engaging distance and campus students in sustainability through active learning <p>Distance online learning connects students to education opportunities without having to be present at the institution offering the learning module. This case study involved development of a dual on-campus and distance course into a fully online course. It required a student-focused approach and an innovative application of learning technologies, additional resources and learning frameworks to encourage student engagement, independent learning and growth of critical-thinking skills. Changes to the design of the teaching approach and the use of technology improved the quality and quantity of interaction and communication between staff–students and students–students and facilitated a hands-on learning experience for online students interacting asynchronously. Student engagement with the course material, other students and teachers increased compared to previous years. Additional resource videos, learning and assessment guides (written and video), and online field trips helped develop critical-thinking skills and connectedness of learning to real-world applications. Recommendations are provided of learning approaches that could be used by other educators in different subject courses.</p> Sarah J. Wakes, Linda A. Dunn Copyright (c) 2023 Sarah J. Wakes, Linda A. Dunn Thu, 12 Jan 2023 11:19:51 -0800 Predicting the secondary school students’ intention to use e-learning technologies <p>Technology acceptance studies are interesting because they are practical and theoretically helpful in explaining the adoption and intention to use a particular technology. There is a large amount of research on e-learning and other technologies in the literature, but there is limited evidence to explain why secondary school students’ intention to use e-learning. This study explains secondary school students’ intentions to use e-learning with an extended Technology Acceptance Model (TAM). TAM is a useful theory to explain how people adopt new technologies in different fields. Data were collected from 2739 secondary school students in Turkey (Mage = 11.95). Confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to test the conceptual model. The results are consistent with the original TAM model. The most critical variable affecting secondary school students’ intention to use e-learning technologies is enjoyment. The results show that there may be differences in the intention to use e-learning technologies for secondary school students in different cultures and contexts.</p> Ekrem Bahçekapılı Copyright (c) 2023 Ekrem Bahçekapılı Wed, 04 Jan 2023 04:06:30 -0800