No abstract

With technology-enhanced learning playing an increasingly important role in higher education, university students are enjoying unprecedented benefits while likely experiencing technostress due to increased requirements and different academic expectations of technology-enhanced learning. This study aimed to develop a psychometric scale to measure university students’ levels of technostress in technology-enhanced learning. An initial technostress scale was developed drawing on the person-environment fit theory and prior research on technostress. In total 620 students were recruited from two public universities in China. Three rounds of study were performed to validate the initial technostress scale using factor analysis, the Rasch model, and multilevel linear regression. The finalised technostress scale with 8 items demonstrated robust psychometric properties, including high internal consistency, validity, uni-dimensionality, and measurement invariance across students of different demographics. The development of the technostress scale is an important step in identifying maladapted students and preserving their wellbeing so as to increase their constructive and active participation in technology-enhanced learning.

No abstract

<span>The purpose of this paper is to present the qualitative findings relating to fourteen preservice teachers' development and translation of their technological pedagogical knowledge (TPK) into their classroom practices throughout the first year of their teacher preparation program. It was found that all fourteen participants demonstrated a gain in both technological and pedagogical knowledge, and registered positive changes both in their pedagogical beliefs and their beliefs in using information and communication technology (ICT) to engage their students in active meaning making after an ICT course and an intervention workshop on reflection. There was, however, great variation in the ways that they used ICT in their first field placements: from using ICT as a presentation tool to complement or support their teaching, to engaging their students in using ICT as a cognitive tool to extend their students' learning and knowledge construction. This variation was largely related to whether the participants could synergise their constructivist-oriented beliefs, technological knowledge and pedagogical knowledge. It seems that only the preservice teachers who demonstrated student-centric pedagogies and reflected on student learning showed more advanced development of TPK. Recommendations for engaging preservice teachers in reflection with a focus on student learning are discussed.</span>

The motivation for this paper is derived from the fact that there has been increasing interest among researchers and practitioners in developing technologies that capture, model and analyze learning and teaching experiences that take place beyond computer-based learning environments. In this paper, we review case studies of tools and technologies developed to collect and analyze data in educational settings, quantify learning and teaching processes and support assessment of learning and teaching in an automated fashion. We focus on pipelines that leverage information and data harnessed from physical spaces and/or integrates collected data across physical and digital spaces. Our review reveals a promising field of physical classroom analysis. We describe some trends and suggest potential future directions. Specifically, more research should be geared towards a) deployable and sustainable data collection set-ups in physical learning environments, b) teacher assessment, c) developing feedback and visualization systems and d) promoting inclusivity and generalizability of models across populations. CCS CONCEPTS• Human-centred computing~Visualization design and evaluation methods •Information systems~Data analytics KEYWORDSFace-to-face classroom analysis, co-located learning, physical learning analytics, educational data mining, educational technologies We utilized a three-pronged approach to select studies for review. First, relevant journals and conference proceedings, such as journals and proceedings of known conferences targeted at showcasing advancements and innovation in the field of learning sciences and learning analytics, were shortlisted and searched using a targeted search strategy. We include the following journals:

No abstract

This research examined the effects of structured group supervision (SGS) on counsellors’ self-efficacy, counselling competency, and job involvement in Singapore. Twenty-one counsellors participated in six, 3-hour SGS sessions over 12 weeks with one qualified counselling supervisor. The counsellors had at least six months’ experience working as counsellors in schools or educational-related settings, such as student care centres. A single-group, before-after design was adopted. Pre- and posttest questionnaires were administered — Counselling Self-Efficacy Scale (CSES), Counsellor's Competence Self-Evaluation Scale (CCSS), and Job Involvement Scale (JIS) — to examine counsellor self-efficacy, counselling competency, and job involvement respectively. Paired-sample t tests were used to examine the impact of SGS on the three measures, whereas the Pearson correlation was used to examine the relationships among them. It was found that there was (a) a significant increase in mean scores for pre- and posttest scores for counsellor self-efficacy and counselling competency, but not for job involvement after SGS; and (b) a significant positive correlation among the three variables. With a better understanding of the SGS and the impact on counsellors, supervision practices can be improved and school counsellors can become more competent and confident.

Background With the availability and capabilities of varied technologically enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically enhanced learning activities has not been fully examined, particularly to determine the effects of instructional sequences for effective learning outcomes. Objective The objective of this study was to investigate whether the instructional sequences of a blended learning approach can improve students’ learning outcomes on interprofessional competencies. Methods A randomized controlled study was conducted with 40 interprofessional health care teams. These teams undertook three technologically enhanced learning activities—Web-based instruction (WI), virtual reality (VR), and simulation exercise (SE)—after random assignment to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR, and SE-WI-VR). Pretests and posttests were conducted to evaluate the students’ learning outcomes on interprofessional competencies. Results A total of 198 participants from the three groups completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy ( P <.05) and attitudes ( P <.001) toward interprofessional team care about 1 month after the interprofessional learning activity. Although no significant difference was found ( P= .06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy posttests, participants in the SE-WI-VR group reported significantly lower ( P <.05) posttest scores than those in the WI-SE-VR group. The majority of the participants (137/198, 69.1%) selected the instructional sequence “WI-VR-SE” as their top preference. Conclusions This study shows that the instructional sequence of a blended learning approach can have a significant impact on students’ learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. We recommend that future studies focus on scaffolding students’ learning when planning instructional sequences for technologically enhanced learning activities within blended learning environments.