Can Personalized Nudges Improve Learning in Hybrid Classes? Experimental Evidence From an Introductory Undergraduate Course

O’Connell, Stephen D.; Lang, Guido

doi:10.1080/15391523.2017.1408438

Cited by 22 publications

(13 citation statements)

References 17 publications

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“…There was also no impact on MCQ performance. Previous research has shown that reminder emails can increase weekend study time, cognitive effort during study and exam performance (O’Connell & Lang, 2018 ). We see no improvement in the MCQ tests here, but it is possible later effects would have emerged in a real examination.…”

Section: Discussionmentioning

confidence: 99%

“…Those in the R − group did not receive these messages. Given previous research suggesting that email reminders increase study time at weekends only (O’Connell & Lang, 2018 ), and that our students attended subsequent teaching activities (seminars or practicals) the following Monday or Tuesday, we deemed Fridays the ideal day to send reminders.…”

Section: Methodsmentioning

confidence: 99%

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Effects of captions, transcripts and reminders on learning and perceptions of lecture capture

Dommett

Dinu²,

Tilburg

et al. 2022

Int J Educ Technol High Educ

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Lecture capture is popular within Higher Education, but previous research suggests that students do not always optimally select content to review, nor do they make the most of specific functions. In the current study conducted in the 2019/20 academic year, we used a repeated-measures crossover design to establish the effects of transcripts with closed captioning, and email reminders, on use (self-reported and system analytics), perceptions of lecture capture and student performance, as measured by multiple-choice question (MCQ) tests designed to assess the module learning outcomes. System analytics (N = 129) and survey data (N = 42) were collected from students alongside qualitative data from semi-structured interviews (N = 8). We found that students value lecture capture highly, but do not access it extensively during the teaching period. The availability of transcripts and closed captions did not impact the amount of capture use or performance on MCQ tests, but did result in more positive perceptions of capture, including increased likelihood of recommending it to others. The use of email reminders referring students to specific segments of capture and reminding them of the functionality had no impact on any measure, although qualitative data suggested that the content of reminders may be used in revision rather than during the teaching period, which fell outside the period we investigated. Collectively, these data suggest that the use of captions and transcripts may be beneficial to students by allowing dual processing of visual and audio content, and a searchable resource to help consolidate their learning but there is little evidence to support reminders.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Effects of captions, transcripts and reminders on learning and perceptions of lecture capture

Dommett

Dinu²,

Tilburg

et al. 2022

Int J Educ Technol High Educ

View full text Add to dashboard Cite

show abstract

“…Online learning can make students feel lost and isolated. Our student feedback also leads us to the second and third components of this section: we must consider how (a) our units can motivate students to learn (O'Connell & Lang, 2018; Sun et al, 2018) and (b) the unit supports students. Using structure, instructions, and formative tasks to provide achievable goals and a sense of progression is crucial to developing the skills necessary to thrive online (Cho & Shen, 2013; see also comments on transactional distance, above).…”

Section: Flexibility Motivation and Supportmentioning

confidence: 99%

Transitioning into and improving online History teaching

Shannahan

Fredericks

2022

J. of Class. Teach.

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Relatively little literature specific to the discipline of History aims to translate theory into practice in regard to designing effective online and flipped learning experiences. This article synthesises current literature into practical advice and reflects on previous experience as an aid to historians (a) tasked with developing online or flipped units or (b) who have transitioned online and are seeking ways to improve. Feedback from students and learning analytics from a flipped unit at a large Australian university underpin the paper's advice. Student feedback and behaviour, coupled with the reflections of the unit's designers, encourage (1) prioritising effective educational media and recording practices over the production of digital material with the longest shelf life, (2) explicit consideration of unit structure and support offered to students, (3) readings which consider the student perspective, (4) enthusiasm about the delivery format, and (5) the overarching importance of constructive alignment.

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“…This expansion of IT has offered both educators and students a motivating environment and introduced blended learning to enhance learning skills and explore effective educational approaches (Engelbertink et al, 2020;Nguyen et al, 2015). It offers students access to content at any time with minimal effort (Delialioglu & Yildirim, 2007), integrates learning into life, helps them learn by doing and discovery (Lapitan et al, 2021;Napier & Smith, 2009), and allows students to participate in different learning activities (e.g., online synchronous classes, remote lectures, self-assessment, and sharable content and collaborative techniques) (Arispe & Blake, 2012;Dang et al, 2019;Di Marco et al, 2017;Doering & Veletsianos, 2008;Lapitan et al, 2021;O'Byrne & Pytash, 2015;O'Connell & Lang, 2018;Olapiriyakul & Scher, 2006;Ranganathan et al, 2007;Van Doorn & Van Doorn, 2014;Zhou et al, 2020).…”

Section: It Integration In Education and The Tablet Projectmentioning

confidence: 99%

Factors Impacting Teachers’ Continued IT Adoption in Pre-College Education

2022

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Aim/Purpose: This study was designed to examine the extent to which high school teachers intend to continue using the tablet PC in their teaching within the context of the Tablet Project initiative in Kuwait. It explores what drives their adoption intention. Background: Blended learning offers teachers the potential to adopt IT to augment their instructions and refocus their content, target group, context, and ethical facets; explore new modes of education and consider effective methods to educate students; and experience more flexibility in both course design and delivery method. To reap the potential benefits of integrating IT in education, the Ministry of Education in Kuwait introduced the “Tablet Project” in public high schools during the 2015–2016 academic year; three years later, it was unclear whether the teachers would continue using the tablet PCs in their teaching. Methodology: The research model adapts constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technological, Pedagogical, and Content Knowledge (TPACK) models. It includes facilitating conditions (FC), social influence (SI), and teaching efficacy (TE) as predictors of teachers’ behavioral intentions (BI) to continue using the tablet PC in future teaching. The model also proposes a moderating effect of gender, age, and tablet PC experience on BI. To test the research hypotheses, a data set was collected from 206 teachers and analyzed using the partial least squares structural equation modeling (PLS-SEM) method. Contribution: This study provides empirical evidence on important predictors of continuous IT adoption in teaching activities and identifies lessons that could guide initiatives aimed to embed IT in the pre-college education system in Kuwait as well as other similar systems. It contributes results to advance theories and models aimed to explain and predict sustainable IT adoption in education systems across cultures. Findings: While TE arises as a non-significant predictor of BI, SI emerges as the strongest predictor of BI. FC is the second significant predictor of BI, although its direct effect on BI is non-significant. Gender, age, and tablet PC experience have non-significant moderating effects on BI. These results provide significant statistical support for the predictive power of the model, as it explains approximately 50% of the variance in BI. Recommendations for Practitioners: Since this research is directly connected to the reality of IT adoption in teaching in the Kuwaiti high school system, the findings should be of value for the Kuwaiti educational system and future teachers’ professional development initiatives. They should inform future actions and strategies aimed at successfully integrating IT in pre-college education in Kuwait and other similar countries. Recommendation for Researchers: The findings add to the ongoing research effort aimed to develop a better understanding of the intention to continue using IT in instruction and its influential factors across cultures (e.g., Arabian culture), especially since most earlier TPACK studies were carried out in Asian countries and the US. Our findings also confirm the value of UTAUT constructs (i.e., SI and FC) in explaining and predicting the intention to continue using IT by high school teachers, as the research model explains approximately 50% of the variance in the teachers’ BI. Impact on Society: This research offers empirical evidence that adds much-needed nuance to the discourse on teachers’ IT adoption intention and behavior and informs policies and strategies in support of initiatives aimed to integrate IT into education. The provision of a technical and organizational ecosystem that is conducive to sustainable IT integration in the Kuwaiti education system must be part of a more comprehensive initiative to digitize the entire education system. Education policy makers should embrace a digital mindset to adopt IT and transform the teaching, learning, and managerial processes in the system. Future Research: Future research could replicate this study and compare the results, employ other research methods (e.g., focus-group discussions and observations) to investigate teachers’ IT adoption in various educational contexts, adapt research models that include other predictors, and investigate and produce results on students’ perspectives regarding their initial and continuous adoption of the tablet PC within the Tablet Project context.

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Can Personalized Nudges Improve Learning in Hybrid Classes? Experimental Evidence From an Introductory Undergraduate Course

Cited by 22 publications

References 17 publications

Effects of captions, transcripts and reminders on learning and perceptions of lecture capture

Effects of captions, transcripts and reminders on learning and perceptions of lecture capture

Transitioning into and improving online History teaching

Factors Impacting Teachers’ Continued IT Adoption in Pre-College Education

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