ActiveLeaRn Project: Facilitating student engagement with digital media in higher education
27/6/2017
Stage 1: Exploration of the research fieldUsing the software Leximancer, we are analysing 10,706 journal articles from 26 international journals that relate to the fields educational technology, instructional design or distance education. By using the text mining tool, we can create concept maps that identify thematic areas, key concepts and research trends across the last ten years. Figure below: Concept map of overall scope of the 26 journals, 2007-2016 (n = 10,706) Our research questions are:
What is my role in this stage?
Stage 2: Systematic ReviewA systematic review is "a review of research literature using systematic and explicit, accountable methods” (Gough, Oliver & Thomas, 2012, p. 2). It involves a lengthy amount of time at the beginning to organise a search strategy, figuring out exactly how you're going to conduct a search that will yield the results you want. Our research question is:
Once we have finalised our search strategy, we are going to search in four major databases (Web of Science, Scopus, ERIC and PsycINFO) with our search string. We will then go through and screen all of the articles to assess whether or not they should be included in the review, using a set of very stringent conditions for inclusion. Given that our initial searches have returned some 13,000 results, this stage may take a considerable amount of time, but thankfully we will be using EPPI Reviewer 4.0, which is software especially designed to handle systematic reviews. The result of our systematic review will hopefully be a synopsis of conditions through which universities can support and facilitate student engagement and successful learning. What is my role in this stage?
Stage 3: Communicative validation with e-learning expertsThe results of the study will be validated through qualitative research, in order to examine whether the statements identified by the content analysis and systematic review can be confirmed with practical examples. Interviews will be conducted with academics, who currently work (or did work) with digital learning projects at universities in Duisburg Essen and Oldenburg. Focus groups will also be conducted with academics from various faculties (for example Arts, Sciences, Engineering, Medicine) who use eLearning in their teaching. What is my role in this stage? To be honest, I'm not sure yet - we are currently trying to finish off Stage 1 and have already started Stage 2, which I imagine will keep me very busy for some time, but I will definitely keep you updated! How does this project link to my PhD?I am also looking at student engagement within my PhD, however with more of a focus on K-12. I will also be conducting a content analysis and systematic review as part of my PhD, as I have undergone training and it makes sense for me to apply these skills. I also really enjoy both research methods... I will use the systematic review search strategy to inform my own, with the search and screening process mirroring the project. After more information about the ActiveLeaRn project?Please don't hesitate to contact me or email Professor Michael Kerres or Professor Olaf Zawacki-Richter. Feel free to also connect with us on Research Gate. ReferencesGough, D., Oliver, S., & Thomas, J. (2012). Introducing systematic reviews. In D. Gough, S. Oliver, & J. Thomas (Hrsg.), An introduction to systematic reviews (S. 1–16). London [u.a.]: SAGE.
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. http://doi.org/10.1080/03075079.2011. 598505
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If you're anything like my colleagues and I, the thought of sifting through the latest research whilst managing the daily load of a teacher can be daunting. So here is a run-down of recent research by Lo & Hew, who analysed 15 empirical studies of K-12 flipped classrooms.
1. Open up teacher-student communication prior to flipping Students will need to understand how a flipped model can be effective and explain your goals, as well as the procedures/routines you want to establish. Also use this time to allow students to express any concerns they may have. 2. Demonstrate how it works to students before you implement Consider introducing the model gradually, explaining during lesson-time how the resources and tools to be used outside of lesson-time work. Provide clear instructions to students for collaborative group work and allow students in-class time to revise instructional videos if necessary. 3. Keep videos short and personal Research suggests keeping videos to between 3-4 minutes long, but definitely not longer than 6 minutes per video. Use an informal style with students (e.g. "you" and "I") and appear in the video if you can, as this heightens a students' sense of engagement with the content. Consider using a Power-Point embedded presentation, such as screencast, as it can assist note-taking and guide students through the video. 4. Keep the same level of workload Estimate the amount of time you would usually give for homework and maintain the same amount, despite the new flipped format. This will help avoid complaints about extra pressure at home. Research suggests no more than 20 minutes of video per 'lecture' or homework session. 5. Provide an online discussion forum Create an online forum for students to pose questions whilst engaging in learning outside of the classroom and encourage class members to respond, rather than relying on the teacher. 6. Build teacher knowledge of the flipped classroom approach Create professional networks in your school or within your district, to share your knowledge and experiences. Raise awareness within your school community on the impact that the approach is having. 7. Prepare flipped materials progressively A flipped course certainly isn't built in a day; start small and keep building. Network with other teachers to see if you can share resources or team teach and conduct 'shared flipping'. However, keep in mind the importance of you 'featuring' in your videos or resources. 8. Support students who have limited resources Consider providing your resources on the school intranet or on a DVD or flash drive, so that students without a stable internet connection at home can still access the learning. If students do not have a computer or compatible TV/DVD system, look into after-hours access to the local public library or at the school. 9. Use an LMS with gamification to monitor and motivate learning By using a Learning Management System (LMS) with quiz functionality, student resource use and learning uptake can be monitored. By using an LMS such as Moodle or Edmodo, teachers can allocate badges or points as students achieve certain milestones in their learning, which has been shown to increase motivation. Some teachers have allocated points, for example, when students actively engage in discussion forums. 10. Involve your IT department and leadership team It is important for your leadership team and IT department to be aware of what you're aiming to achieve, so that they can best support you. Involve them where possible in meetings about your flipped classroom and don't be afraid to ask for help 11. Consider team teaching for the in-class activities One teacher could provide remedial help for students who need further understanding of the materials (re-teaching), and the other teacher can assist the second group explore the materials more deeply (exploration). Suggestions for future research
The above research was summarised from: Lo, C., & Hew, K. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1-22. |
AuthorMelissa is an EPPI-Reviewer Support Officer at University College London and a researcher. She worked for 10 years as a high school teacher in country South Australia, followed by three years as a Research Associate at the Carl von Ossietzky Universität Oldenburg, Germany. Categories
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