Research in Learning Technology https://journal.alt.ac.uk/index.php/rlt en-US <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> enquiries@alt.ac.uk (ALT journal team) emma.csemiczky@openacademia.net (Emma Csemiczky (production enquiries and support)) Tue, 11 Jan 2022 13:18:49 -0800 OJS 3.1.2.4 http://blogs.law.harvard.edu/tech/rss 60 Providing dementia education with augmented reality: a health sciences and medicine feasibility pilot study https://journal.alt.ac.uk/index.php/rlt/article/view/2668 <p>Understanding the key physiology and anatomy of the brain, and the mechanisms underlying dementia, represents essential components within a medical curriculum. This study assessed the implementation feasibility of an augmented reality (AR) three-dimensional (3D) brain visualisation learning mode and the knowledge improvements in medical students when compared to a text-based pamphlet. The pamphlet group learnt from a double-sided information pamphlet, while the AR group used an AR app. In AR, participants held a cube in front of the camera on the tablet, rendered on-screen as a 3D brain model, and received a narrated lesson containing the same information as the pamphlet verbatim. Both resources were also evaluated for perceived usefulness via pre-post tests and written survey. A total of 24 students participated in the study. A significant overall difference in knowledge scores (<em>p</em>&nbsp;&lt; 0.001) was found for all participants but without significant differences between groups. Prior education was a significant covariate for pre-post change (<em>p</em>&nbsp;= 0.016) across all participants but had no impact on group outcomes. Positive feedback was received on both resources where the majority perceived them as easy to use, enjoyable, and helped develop their knowledge of dementia. Both the text-based pamphlet and AR delivery modes improved knowledge, although neither was significantly superior to the other. However, the AR lesson was perceived highly for learning, and has the potential for implementation within a medical programme.</p> Cindy Jones, Daniel Khalil, Karanjot Mander, Alexandra Yeoh, Christian Moro Copyright (c) 2022 Cindy Jones, Daniel Khalil, Karanjot Mander, Alexandra Yeoh, Christian Moro http://creativecommons.org/licenses/by/4.0 https://journal.alt.ac.uk/index.php/rlt/article/view/2668 Mon, 02 May 2022 01:18:29 -0700 Online submission, feedback and grading of assessment: what do academic staff really think? https://journal.alt.ac.uk/index.php/rlt/article/view/2458 <p>The move to institution-wide adoption of online submission, feedback and grading is increasing significantly within the Higher Education sector. This transition is predominantly driven by the need to improve the student assessment experience, but some institutions now also cite the need to improve the staff assessment experience. Existing studies, however, provide seemingly contradictory evidence surrounding this online marking experience. This article adopts a mixed methods approach to explore academic staff preferences of the assessment experience within a UK-based institution following adoption of online submission, feedback and grading during 2017–2018. It finds that although the majority of colleagues prefer to mark and provide feedback online, the process of marking electronically is highly individual. Online marking is not just a single practice but a set of varied, rich approaches, influenced by individual marker perceptions, preferences and previous experiences, and is often highly emotive. Changes to existing marking practices are seen simultaneously as both challenging and liberating by cohorts of markers. Drawing on the results of a detailed staff survey, this article identifies seven themes that are influential to that experience. These findings have significant implications for how institutions manage change to large-scale adoption of online marking.</p> Emma Mayhew, Vicki Holmes, Madeline Davies, Yota Dimitriadi Copyright (c) 2022 Emma Mayhew, Vicki Holmes, Madeline Davies, Yota Dimitriadi http://creativecommons.org/licenses/by/4.0 https://journal.alt.ac.uk/index.php/rlt/article/view/2458 Fri, 29 Apr 2022 03:58:36 -0700 Students’ experiences of synchronous online tuition in health and social care https://journal.alt.ac.uk/index.php/rlt/article/view/2713 <p>This article considers the online tutorial experiences of 10 female undergraduate students studying a health and social care module at a large UK-based university that specialises in distance learning. The research uses the Community of Inquiry as a theoretical framework and takes an experience-centred narrative approach, using Voice-Centred Relational Method to analyse diaries and interviews. The analysis uncovers how tutorial experiences are embedded in the social and cultural contexts of students’ lives and are fitted around their caring roles. These students experience variation in tutorial design and in the tutors’ characteristics. They value friendly, empathetic tutors who enable students’ contributions and respond encouragingly. Students avoid using microphones in tutorials for multiple reasons but enjoy taking an active part via other tools. They appreciate hearing peers’ perspectives and prefer small group sizes. A sense of community is missing, particularly for students with fewer supportive friends, colleagues, or family members. They long to see people’s faces and build relationships. An awareness of students’ contexts and preferences can help educators to enable positive tutorial experiences.</p> Kathy Chandler Copyright (c) 2022 Kathy Chandler http://creativecommons.org/licenses/by/4.0 https://journal.alt.ac.uk/index.php/rlt/article/view/2713 Wed, 06 Apr 2022 11:27:55 -0700 Online microlearning and student engagement in computer games higher education https://journal.alt.ac.uk/index.php/rlt/article/view/2680 <p>Microlearning, in which lecture recordings are segmented into parts, saw renewed focus as a means of maintaining student engagement amid the challenging conditions of the COVID-19 pandemic. While many institutions shifted to remote provision with segmented lecture recordings, there is a lack of consensus about the length that these segments should be in order to best maintain engagement. Using a self-reported system of Likert-based diagnostics, 135 videos in use at Solent University’s computer games area were analysed. Ninety-four students were asked to agree or disagree with statements in the format ‘I understand X’, each tailored to the subject material of the video in question. Repeated questions before and after the video allowed for a change in confidence to be measured, as an indicator of engagement. The resulting 4198 responses showed an optimum range of 5–8 min overall. However, the year of study emerged as a significant factor in this regard – with an optimum range for first years at 6–12 min, and for second and third years at under 8 min. There is a need for institutional-level change in this area, as many institutions currently recommend use of lecture video segments far longer than either figure.</p> Connor McKee, Konstantinos Ntokos Copyright (c) 2022 Connor McKee, Konstantinos Ntokos http://creativecommons.org/licenses/by/4.0 https://journal.alt.ac.uk/index.php/rlt/article/view/2680 Wed, 09 Mar 2022 02:59:57 -0800 Smartphones as digital instructional interface devices: the teacher’s perspective https://journal.alt.ac.uk/index.php/rlt/article/view/2639 <p>Globally, many nations have put in place policies on technology enhanced teaching and learning in an effort to keep abreast with the rapid advancement in technology. However, the use of technology in education has been slow in many third world countries, inclusive of Zimbabwe. COVID-19 restrictions inadvertently accelerated the adoption of digital instructional interface devices (DIIDs). Smartphones are preferred DIIDs because of their popularity amongst children as well as teachers. However, their successful penetration as DIIDs is largely dependent on teachers’ dispositions as key agents of curriculum implementation. Zimbabwe is known to have a 52% smartphone penetration rate for all citizens. The study was therefore carried out to determine the penetration rate of smartphones in science teachers, and also to probe teachers’ views on learners being allowed unlimited access to smartphones. The study adopted descriptive survey design from a quantitative research approach. Data was collected from 179 science teachers through a self-developed electronic questionnaire that was administered through the Kobo Toolbox online survey application. Results show that the smartphone penetration rate in science teachers is 87%. Multitasking and indecent exposure are the main forms of learner deviance that make teachers more reluctant to accept smartphones as DIIDs. In the presence of school-wide and classroom policies that cater for both merits of smartphone use and ease of policy enforcement, Zimbabwe science teachers are however ready to fully embrace smartphones as useful DIIDs.</p> Terrence Manyeredzi, Vongai Mpofu Copyright (c) 2022 Terrence Manyeredzi, Vongai Mpofu http://creativecommons.org/licenses/by/4.0 https://journal.alt.ac.uk/index.php/rlt/article/view/2639 Tue, 11 Jan 2022 13:18:14 -0800