With a large-scale online K-12 teacher professional development course as the research context, this study examined the effects of facilitating feedback on online learners' cognitive engagement using quasi-experiment method. A total of 1,540 discussion messages from 110 learners (65 in the experimental group and 45 in the control group) were both quantitatively and qualitatively analyzed. Results revealed that facilitating feedback significantly impacted learners' cognitive engagement: (1) the level of cognitive engagement presented in treatment group was significantly higher than that of control group; (2) cognitive engagement levels of original postings increased overtime in the treatment group, while decreased in the control group; (3) the difference in discussion quantities between two groups was not significant. Effective feedback strategies and the importance of facilitating feedback in creating quality online instruction were discussed.
This study explored two different ways for K‐12 school teachers to access educational makerspace through virtual fieldtrips. K‐12 school teachers from rural areas of the Southeast USA were divided into two groups. The experimental group (n = 48) drove telepresence robots to take their fieldtrip, while the comparison group (n = 23) watched the same fieldtrip through a recorded video. Analyses of the quantitative and qualitative data, collected through surveys and written reflections, showed that the experimental group reported significantly higher scores in embodiment, social presence and engagement (ie, behaviour, emotion and cognition) than the comparison group, and that actual driving the robots for the virtual fieldtrips was highlighted as a favored experience. Educational significance and implications are discussed.
What is currently known about this topic
With makerspaces gaining increasing attention in K‐12 education, professional development (PD) opportunities are needed to help teachers understand makerspaces and related technologies.
Teachers in rural areas are faced with the challenges of accessing makerspace resources and opportunities, especially during the COVID‐19 pandemic.
Little research has explored teacher makerspace PD in rural areas.
Maker resource deficiency in rural areas and the COVID‐19 pandemic call for an alternative approach to the makerspace PD, particularly for teachers in rural areas.
What this paper adds
Explored the use of telepresence robots for rural teachers to access an authentic makerspace through virtual fieldtrips.
Examined the effects of virtual fieldtrip to access makerspaces on K‐12 teachers' embodiment, social presence and engagement.
Examined the aspects of the telepresence fieldtrip that were most valuable to K‐12 teachers.
Investigated the factors that contribute to teachers' engagement in a virtual fieldtrip.
Implications for practitioners
Telepresence robot was an effective tool that enabled teachers in rural areas to explore authentic makerspaces through a virtual trip over distance.
To help teachers conceptualize the idea of makerspace, it is important to allow teachers to move in the physical makerspace and interact with the environment.
To design an engaging fieldtrip that triggers active learning, more attention should be given to how to develop the emotional aspect of a fieldtrip experience.
Embodiment plays an important role in virtual fieldtrips. When teachers have a higher level of embodiment, they are more likely to be emotionally and cognitively engaged in a fieldtrip experience.
This study focused on the integration of technologies in regular science teaching within the pedagogical framework of modeling-based instruction (MBI), a well-established
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