Learning by design: bringing poster carousels to life through augmented reality in a blended English course

Alizadeh, Mehrasa; Mehran, Parisa; Koguchi, Ichiro; Takemura, Haruo

doi:10.14705/rpnet.2017.eurocall2017.680

Cited by 5 publications

(4 citation statements)

References 3 publications

(3 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The bulk of this interaction was related to communicating with team members in order to prepare for the poster presentation; however, the students also occasionally asked and answered each other's questions related to the course content or technical problems. More details on this phase of the study can be found in Alizadeh, Mehran, Koguchi, and Takemura, (2017) They were also in touch with the instructor and teaching assistants via email and discussion boards. A constant attempt was made to respond to student inquiries as soon as possible, the majority of which were related to submitting speaking assignments.…”

Section: Discussionmentioning

confidence: 99%

Evaluating a blended course for Japanese learners of English: why Quality Matters

Alizadeh

Mehran

Koguchi

et al. 2019

Int J Educ Technol High Educ

Self Cite

View full text Add to dashboard Cite

With the increase in the number of blended courses in higher education over the past few years, it is now increasingly important to assure the quality of online education by evaluating blended (or hybrid) courses from various aspects such as consistency of learning objectives with assessment, learning materials and technology used, and pedagogical and technical support among others. This article describes the evaluation phase of a blended course of English for general academic purposes (EGAP) targeting second-year undergraduate Japanese students mostly from the Faculties of Law, Letters, Economics, and Human Sciences at Osaka University. In this study, the researchers adopted an inclusive approach to blended course evaluation. In order to ensure the course quality from the outset, the Fifth Edition of Quality Matters Higher Education Course Design Rubric was utilized as the major reference. As part of the evaluation process, students' perception on the usefulness of the course was also measured quantitatively and qualitatively through an attitudinal survey instrument and open ended reflection questions. Eventually, to add an outsider positionality, the blended course was peer-reviewed by a certified reviewer from Quality Matters (QM) after having been self-reviewed by the researchers. The findings of the evaluation survey demonstrated students' overall satisfaction with the course, and their responses to the open-ended questions provided further insight into the educational and technical difficulties they encountered. The QM peer review also yielded a score of 70 out of 99, resulting in failure to meet the essential standards. However, comments from the peer reviewer guided the refinements and improvement of the course design, and the course currently meets all the requirements of the Higher Education Course Design Rubric (Fifth Edition) upon amendment. This study discusses the implications for design, development, and evaluation of English-as-a-foreign-language blended courses and provides practical tips for online/blended course designers. Further refinements to the existing course can be made in the future by implementing it several times with various groups of students.

show abstract

Section: Discussionmentioning

confidence: 99%

Evaluating a blended course for Japanese learners of English: why Quality Matters

Alizadeh

Mehran

Koguchi

et al. 2019

Int J Educ Technol High Educ

Self Cite

View full text Add to dashboard Cite

show abstract

“…The digital poster (Alizadeh, Mehran, Koguchi, & Takemura (2017) is also known as online poster (Hodgson, 2010), virtual poster (Basque, Dao, & Contamine, 2008), multimedia poster (Roessing, 2014), electronic poster (Masters et al, 2015), and glog (Bender & Walker, 2013). It is a flexible online poster that combines text, photos, music, videos, hyperlinks, and data attachments into a single presentation (Dzekoe, 2013).…”

Section: Digital Postersmentioning

confidence: 99%

Digital Posters to Engage EFL Students and Develop Their Reading Comprehension

Ahmad¹

2019

JEL

View full text Add to dashboard Cite

This study investigates the effect of digital posters on the reading comprehension and engagement of EFL students. Thirty-three 3rd-year EFL college students were divided into a control group (n = 17) and an experimental group (n = 16). Both groups were pretested on reading comprehension and engagement before the experiment and then posttested after it. For 12 weeks, participants in the control group received their regular instruction while those in the experimental group used digital posters. Using digital posters went through six steps: orientation, preparation, production, presentation, evaluation, and reflection. While Mann-Whitney U Test showed no significant differences between the two groups in the pretest of reading comprehension (U = 118.00; p > 0.05) or engagement (U = 102.00; p > 0.05), it showed significant differences between them in the posttest of reading comprehension (U = 70.00, p < 0.05) and engagement (U = 57.00, p < 0.05). This led the researcher to reach the conclusion that digital posters significantly improved the reading comprehension and engagement of EFL students.

show abstract

“…Both of my reasons, therefore, were in keeping with the theme of exploring diversity, in this case between interviewer and interviewee. In preparing my interview questions, I referred to Alizadeh, Mehran, Koguchi, and Takemura (2017) and Hawkinson, Mehran, and Alizadeh (2017).…”

Section: Interview 1: Mehrasa Alizadeh (Matthew Y Schaefer)mentioning

confidence: 99%

Diversity Through Interaction: An Interview Forum

Turner¹

2019

PCP

View full text Add to dashboard Cite

This paper accompanies an explorative and interactive forum that featured interviews with invited conference speakers Mehrasa Alizadeh, Dat Bao, and Judith B. O’Loughlin, in the presence of a live audience. Each interviewee was selected so that speakers from a variety of disciplinary backgrounds within applied linguistics could be represented, with the interviews designed to explore diverse interests so as to establish commonalities, promote mutual understanding, and create a space for new insights to emerge between practitioners in the field. The paper opens with a description of the aims, rationale, and format of the session, followed by reflective accounts of each of the interview exchanges. It concludes by addressing the themes and insights that emerged during this interactive session, as a way to evaluate the potential of forums with a dialogic emphasis. このフォーラムは、三人の招待されたスピーカー（Mehrasa Alizadeh, Dat Bao, and Judith B. O’Loughlin）のインタビューを取り上げたものでる。始めにそれぞれのスピーカーをインタビューし、その後、三人で討論しもらった。その結果が研究者たちの助けとなるよう、応用言語学のそれぞれの違った専門分野の専門家がお互いから何を学ぶか、共通点は何かを観察した。本論文は、このフォーラムの全員の参加者の意見を反映したものである。

show abstract

Learning by design: bringing poster carousels to life through augmented reality in a blended English course

Cited by 5 publications

References 3 publications

Evaluating a blended course for Japanese learners of English: why Quality Matters

Evaluating a blended course for Japanese learners of English: why Quality Matters

Digital Posters to Engage EFL Students and Develop Their Reading Comprehension

Diversity Through Interaction: An Interview Forum

Contact Info

Product

Resources

About