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Article
Publication date: 30 November 2023

Kamaludeen Samaila and Hosam Al-Samarraie

The flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire…

Abstract

Purpose

The flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire basic knowledge before class hours. Pre-class video lectures are common for students to access knowledge before class hours. However, students often do not watch the pre-class videos or do so only immediately before class hours due to poor engagement and supporting strategies, which can have detrimental effects on their learning achievement. To address this issue, embedding quiz questions into pre-class recorded videos may increase the completion of pre-class activities, students' engagement and learning success. This study examines the effect of a quiz-based flipped classroom (QFC) model to improve students' learning achievement and engagement in a computer science course.

Design/methodology/approach

The study involved 173 participants divided into experimental and control groups. The experimental group consisted of 78 students who used the QFC model, while the control group consisted of 73 students who used the conventional flipped classroom (CFC) model.

Findings

The 10-week experiment showed that the QFC model effectively improved students' learning achievement and engagement (both behavioral and agentic) compared to the CFC model.

Practical implications

Embedding quiz strategy into the pre-class video demonstrated the potential support to enhance the efficacy of the CFC model. Based on the results of this research, the authors recommended that flipped educators can use the quiz strategy to minimize pre-class issues (especially students' disengagement).

Originality/value

This research adds to the existing literature by evaluating the effect of the newly proposed model on students' learning outcomes and engagement. This study's results can guide colleges and universities intending to implement a blended learning or flipped learning model. The research also gives design, content and course implementation guidelines, which can help engage students to achieve their learning objectives.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 8 September 2023

Xiancheng Ou, Yuting Chen, Siwei Zhou and Jiandong Shi

With the continuous growth of online education, the quality issue of online educational videos has become increasingly prominent, causing students in online learning to face the…

Abstract

Purpose

With the continuous growth of online education, the quality issue of online educational videos has become increasingly prominent, causing students in online learning to face the dilemma of knowledge confusion. The existing mechanisms for controlling the quality of online educational videos suffer from subjectivity and low timeliness. Monitoring the quality of online educational videos involves analyzing metadata features and log data, which is an important aspect. With the development of artificial intelligence technology, deep learning techniques with strong predictive capabilities can provide new methods for predicting the quality of online educational videos, effectively overcoming the shortcomings of existing methods. The purpose of this study is to find a deep neural network that can model the dynamic and static features of the video itself, as well as the relationships between videos, to achieve dynamic monitoring of the quality of online educational videos.

Design/methodology/approach

The quality of a video cannot be directly measured. According to previous research, the authors use engagement to represent the level of video quality. Engagement is the normalized participation time, which represents the degree to which learners tend to participate in the video. Based on existing public data sets, this study designs an online educational video engagement prediction model based on dynamic graph neural networks (DGNNs). The model is trained based on the video’s static features and dynamic features generated after its release by constructing dynamic graph data. The model includes a spatiotemporal feature extraction layer composed of DGNNs, which can effectively extract the time and space features contained in the video's dynamic graph data. The trained model is used to predict the engagement level of learners with the video on day T after its release, thereby achieving dynamic monitoring of video quality.

Findings

Models with spatiotemporal feature extraction layers consisting of four types of DGNNs can accurately predict the engagement level of online educational videos. Of these, the model using the temporal graph convolutional neural network has the smallest prediction error. In dynamic graph construction, using cosine similarity and Euclidean distance functions with reasonable threshold settings can construct a structurally appropriate dynamic graph. In the training of this model, the amount of historical time series data used will affect the model’s predictive performance. The more historical time series data used, the smaller the prediction error of the trained model.

Research limitations/implications

A limitation of this study is that not all video data in the data set was used to construct the dynamic graph due to memory constraints. In addition, the DGNNs used in the spatiotemporal feature extraction layer are relatively conventional.

Originality/value

In this study, the authors propose an online educational video engagement prediction model based on DGNNs, which can achieve the dynamic monitoring of video quality. The model can be applied as part of a video quality monitoring mechanism for various online educational resource platforms.

Details

International Journal of Web Information Systems, vol. 19 no. 5/6
Type: Research Article
ISSN: 1744-0084

Keywords

Book part
Publication date: 20 November 2023

Tahani Aldosemani

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by…

Abstract

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by focusing on interactive activities, discussions, and collaboration. It also allows learners to collaborate effectively and flexibly as a community, providing peer support and opportunities for authentic dialogue and learning experiences. HyFlex course design provides the opportunity for transformative learning through its ability to offer personalized educational experiences to individuals. It facilitates greater customization of the learning experience, allowing individual learners to access tailored educational modules, offer personalized educational experiences to individuals, and effectively develop and build independent and critical thinking skills. This conceptual review, supported by implications from HyFlex literature and triangulated with experts' views undertaking a Delphi study, facilitates understanding the current state of research in HyFlex course design and future application strategies. Existing research has identified HyFlex courses as a promising means of engaging students in active learning. Allowing students to learn through flexibly predesigned mixed online and in-person experiences enables higher levels of student autonomy and supports students in taking more ownership of their learning. This approach can facilitate an understanding of how HyFlex courses can improve active learning practices in higher education. The review study findings identify the reported alignment issues and challenges, suggest four strategies and actions for policymakers and stakeholders, and provide a suggested research agenda for bridging identified research gaps.

Future research can provide evidence of the benefits of HyFlex course design and how flexible course design can address the challenges of traditional face-to-face courses, such as reduced student engagement, lack of student-centered approaches, and limited support for different learning styles. Further research can focus on strategies that can be used to promote active learning in HyFlex courses. Moreover, research can investigate how this kind of course design can equip educators with the skills and knowledge needed to design and implement effective and meaningful active learning experiences. Finally, research can assess the potential impact of HyFlex course design on student outcomes, including performance, satisfaction, and engagement.

Details

Active and Transformative Learning in STEAM Disciplines
Type: Book
ISBN: 978-1-83753-619-1

Keywords

Article
Publication date: 6 June 2022

Tetiana Hranchak, Nicholas Dease and Irene Lopatovska

This study aims to determine college/university students’ mobile phone practices to understand key user preferences and set a baseline understanding for the development of…

318

Abstract

Purpose

This study aims to determine college/university students’ mobile phone practices to understand key user preferences and set a baseline understanding for the development of prospective library informational mobile services.

Design/methodology/approach

This study is based on the results of an online-survey method. The authors recruited students majoring in the Information Science program in School of Information at Pratt Institute (USA) (74 participants) and in Kyiv National University of Cultural and Arts (Ukraine) (89 participants).

Findings

The general trends in the use of mobile technologies by American and Ukrainian students were identified. Key components of library mobile services are offered. Such services may include information and reference service via messengers; development of library mobile applications of audio and video content; access to educational, scientific, popular science literature and fiction; and supplementing online services with library chatbots.

Research limitations/implications

This study was limited to only students majoring in information science at university; however, the data obtained helps outline several general trends common to student youth who are actively working with information.

Practical implications

The obtained results will be useful in the practical activities of libraries and other information institutions for the development of a comprehensive information service based on mobile technology.

Originality/value

This study contributes to understanding how to improve library informational service considering users habits and preferences. Libraries management and librarians can use the findings as a basis for prioritizing the improvement of library informational mobile service.

Details

Global Knowledge, Memory and Communication, vol. 73 no. 1/2
Type: Research Article
ISSN: 2514-9342

Keywords

Open Access
Article
Publication date: 29 September 2023

Antara Mahanta Barua and Sruti Sruba Bharali

The purpose of the case study is to investigate the perception of computer science learners at Krishna Kanta Handiqui State Open University (KKHSOU) regarding the use of…

Abstract

Purpose

The purpose of the case study is to investigate the perception of computer science learners at Krishna Kanta Handiqui State Open University (KKHSOU) regarding the use of gamification and to identify the challenges in implementing gamified teaching-learning processes in open and distance learning (ODL) institutions.

Design/methodology/approach

The case study was carried out by observing the views of the learners on the use of gamification in distance learning and studying the participation level of computer science learners before and after the gamification environment was added to a specific topic through the learning management system (LMS). The pre-game and post-game effects on learners' participation against various factors using t-tests were also investigated in this study.

Findings

The study reveals that gamification had a positive and highly significant influence on the learners' participation and engagement in the e-content provided via the LMS. The post-gamification mean score (5.62) was higher than the pre-gamification mean score (2.36), and the overall paired t-test (5.301) value was significant at the 1% level of significance. Some of the challenges faced during the study were communication with the learner, lack of technical skills of the learner, duration of study, etc.

Originality/value

This study will help in understanding the perception and effect of gamification on computer science learners in ODL mode in India. The study succeeded in demonstrating that the use of gamified elements results in increased learner participation.

Details

Asian Association of Open Universities Journal, vol. 18 no. 3
Type: Research Article
ISSN: 1858-3431

Keywords

Article
Publication date: 21 February 2024

Lei Wen and Danya Mi

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent…

Abstract

Purpose

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience.

Design/methodology/approach

This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps).

Findings

It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase.

Originality/value

These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students’ satisfaction through improving their perceived online learning experience.

Details

Quality Assurance in Education, vol. 32 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 15 January 2024

Nancy Bouranta and Evangelos Psomas

Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices…

Abstract

Purpose

Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study.

Design/methodology/approach

A research study was conducted in the Greek public primary and secondary schools. 522 teachers fully completed a structured questionnaire. Descriptive statistics, exploratory factor analysis and structural equation modeling were applied to analyze the data.

Findings

The findings reveal that administration-related innovation practices, teaching-related innovation practices and online teaching/learning practices are implemented to some extent in primary and secondary schools in Greece, but there is still scope for continued development. The online teaching/learning practices set the foundations for further developing a culture of fully adopting other educational innovation practices in these schools to improve education.

Originality/value

Limited research concerning educational innovation practices has focused on primary and secondary schools. The need for more studies on teaching and learning innovations that have resulted from the COVID-19 crisis is highlighted by the literature. The results of this study support the fact that online teaching/learning implemented in primary and secondary schools is positively associated with administration-related and teaching-related innovation practices, concluding that this forced change in the educational process can act as a catalyst for more changes and innovative actions.

Details

International Journal of Educational Management, vol. 38 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 22 November 2023

Sophia Magaretha Brink

The objective of the study was to explore which COVID-19 teaching and learning methods, that enhanced accounting students' learning experience, should be applied at a residential…

Abstract

Purpose

The objective of the study was to explore which COVID-19 teaching and learning methods, that enhanced accounting students' learning experience, should be applied at a residential university after the pandemic.

Design/methodology/approach

A qualitative exploratory approach within an interpretive paradigm was applied. A total of 15 semi-structured interviews were conducted with accounting students and the data were analysed using thematic analysis.

Findings

This study shows how pre-COVID-19 accounting education can be adapted by learning from the teaching and learning experiences gained during the pandemic and that there are various teaching and learning methods that can be applied in the post-COVID-19 period to enhance students' learning experience. These blended active teaching and learning methods include: the flipped classroom, discussion forum, electronic platform (to ask questions during class), key-concept videos and summary videos. Introducing these teaching and learning methods comes with challenges and the study provides recommendations on how to overcome foreseen obstacles. The contribution of the research is that it informs accounting lecturers' decision-making regarding which teaching and learning methods to apply in the aftermath of COVID-19 to enhance students' learning experience.

Originality/value

It is uncertain which teaching and learning methods employed during the COVID-19 pandemic should be applied at a residential university to enhance the teaching and learning experience after the pandemic. Accounting lecturers might return to their pre-COVID-19 modus operandi, and the valuable experience gained during the pandemic will have served no purpose.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 22 March 2024

Lei Wen, Danya Mi and Daehyun Moon

This study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020.

Abstract

Purpose

This study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020.

Design/methodology/approach

Due to the COVID-19 pandemic, numerous universities and colleges worldwide transitioned from face-to-face instruction to online delivery during spring 2020. We find some evidence in line with prior literature that COVID-19 affected student learning experience from various aspects.

Findings

Thanks in part to effective teaching techniques implemented by the instructor during the transition, including online lecture videos recorded by the instructor, online class materials, early posting of answer keys, frequent communication through emails and bonus points for watching lecture videos, students still perceived their learning outcomes positively in general.

Originality/value

These teaching techniques can be used to enhance student learning experience and satisfaction during class modality transitions in unforeseen circumstances, for both hybrid and online business courses.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 4 December 2023

Stella Y. Kim and Florence Martin

The current study examined several aspects of validity evidence for the Faculty Readiness to Teaching Online (FRTO) scale.

Abstract

Purpose

The current study examined several aspects of validity evidence for the Faculty Readiness to Teaching Online (FRTO) scale.

Design/methodology/approach

Data were collected from 307 faculty in higher education. Construct validity was evidenced through an exploratory factor analysis and a reliability coefficient. Differential validity was explored using the differential item functioning analysis to explore potential bias in items due to gender and age. In addition, convergent validity was tested by correlating FRTO with years of teaching online, the primary modality of instruction and whether there is required training in online teaching by the institution.

Findings

The findings from validation showed that new factors emerged and also demonstrated differences based on instructors gender and age, as well as based on teaching experience and primary modality of teaching.

Originality/value

The findings confirmed the previous study's results (Martin et al., 2019) and provided some modifications to the instrument. The factor structure did not conform to the original four factors proposed in the instrument; instead, the newly loaded factors were course design and facilitation, course technologies, course expectations and resources and time management. The revised instrument can be presented and discussed at online teaching professional development programs to help faculty understand the core competencies they need to better instruct students.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

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