Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review

Rodríguez‐Triana, María Jesús; Prieto, Luis P.; Vozniuk, Andrii; Boroujeni, Mina Shirvani; Schwendimann, Beat A.; Holzer, Adrian; Gillet, Denis

doi:10.1504/ijtel.2017.084489

Cited by 54 publications

(19 citation statements)

References 63 publications

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“…Later, observers must be aware of the context where the teaching and learning processes take place including, among others, the subjects and objects involved. Again, this need for context awareness can be satisfied with the details provided in the LD artefacts [31]. Finally, going one step further, the context and the design decisions may guide the analysis of the observations [6,32].…”

Section: Supporting Teaching Practice Through Learning Design and Clamentioning

confidence: 99%

A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review

2019

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Learning Design, as a field of research, provides practitioners with guidelines towards more effective teaching and learning. In parallel, observational methods (manual or automated) have been used in the classroom to reflect on and refine teaching and learning, often in combination with other data sources (such as surveys and interviews). Despite the fact that both Learning Design and classroom observation aim to support teaching and learning practices (respectively a priori or a posteriori), they are not often aligned. To better understand the potential synergies between these two strategies, this paper reports on a systematic literature review based on 24 works that connect learning design and classroom observations. The review analyses the purposes of the studies, the stakeholders involved, the methodological aspects of the studies, and how design and observations are connected. This review reveals the need for computer-interpretable documented designs; the lack of reported systematic approaches and technological support to connect the (multimodal) observations with the corresponding learning designs; and, the predominance of human-mediated observations of the physical space, whose applicability and scalability are limited by the human resources available. The adoption of ICT tools to support the design process would contribute to extracting the context of the observations and the pedagogical framework for the analysis. Moreover, extending the traditional manual observations with Multimodal Learning Analytic techniques, would not only reduce the observation burden but also support the systematic data collection, integration, and analysis, especially in semi-structured and structured studies.

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Section: Supporting Teaching Practice Through Learning Design and Clamentioning

confidence: 99%

A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review

2019

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“…Since IBL requires teachers to follow each individual learning path (Dobber et al, 2017;Kirschner et al, 2006;Zacharia et al, 2015), the greater the number of students, the more learning paths have to be followed simultaneously. The physical space where the learning takes place (inside/outside the classroom) also conditions teachers' visual awareness about the learning process (Rodríguez-Triana et al, 2017). Finally, collaborative activities, while highly beneficial, especially for IBL (Pedaste, Mäeots, et al, 2015), may be highly demanding in terms of teacher orchestration (Alavi & Dillenbourg, 2012;Holstein et al, 2019).…”

Section: Event 1 (Online Survey)mentioning

confidence: 99%

“…In addition, due to the student-driven nature of the inquiries, part of the learning activity may happen outside the classroom (and outside a controlled technological setting (Mulholland et al, 2012)). Thus, there is a clear need to make learning designs and technologies compatible with blended learning (Rodríguez-Triana et al, 2017).…”

Section: Teacher Needs In Orchestrating Ibl and Suitability Of Ada Solutionsmentioning

confidence: 99%

“…The most influential factor conditioning the adoption of our ADA solutions was the tension between the limited time, attention, and effort that teachers have and the increased demands that IBL approaches place on their shoulders. As pointed out in learning analytics reviews (Rodríguez-Triana et al, 2017;Schwendimann et al, 2016), the design of ADA solutions should adjust to the timing, cognitive, and interaction demands of each moment. During the learning activity, the emphasis is on regulation and intervention, with little time and attention for processing data.…”

Section: Design Guidelines For Solutions That Align Design and Analytics For Iblmentioning

confidence: 99%

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ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration

Rodríguez‐Triana¹,

Prieto²,

Dimitriadis³

et al. 2021

JLA

Self Cite

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Orchestrating technology-enhanced learning is a difficult task, especially in demanding pedagogical approaches like inquiry-based learning (IBL). To foster effective teacher adoption, both the complexity of designing IBL activities and the uncertainty about the student learning path during enactment need to be addressed. Previous research suggests that aligning learning design and learning analytics can be an effective way to provide such orchestration support. This paper reports on a design-based research (DBR) project to explore teachers’ orchestration needs in Go-Lab (a technological ecosystem for IBL used by thousands of primary and secondary school teachers around the world), and on how solutions that align learning design and analytics can fulfill such needs. The analysis of data from multiple events (including surveys, case studies, workshops with teachers, and platform usage analyses) led to a catalogue of IBL orchestration needs that can be tackled by aligning learning design and analytics, as well as a list of guidelines for technology development aiming to support IBL orchestration. These two contributions can support the creation of future learning analytics–enhanced IBL environments that are both pedagogically grounded and usable by teachers in authentic settings.

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“…6 In this approach, in addition to regular classes, some electronic classes are also held during a semester, and the students are not forced to be present at a definite place at a definite time and can interact with their instructors and other learners via the Internet. 7 Providing pure online education to a heterogeneous group of learners with different intellectual and experience backgrounds may not be effective enough. The aim of blended learning is to create opportunities for students to use both the real and virtual environments to enhance their learning.…”

Section: Introductionmentioning

confidence: 99%

<p>Determination and Comparison of the Factors Related to Effective Blended Learning in Medical Sciences from the Viewpoints of Instructors and Learners</p>

Mirmoghtadaie

Kohan²,

Rasouli

2020

AMEP

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According to rapid growth of innovation in use of technologies in education and learning, blended learning has become an effective method in the student's education. The purpose of this study was to extract the factors related to effective blended learning and compare the viewpoints of students and instructors in this regard. Methods: Mixed method model was used in this study. A content analysis approach was employed in the qualitative phase of the study. Seven faculty members and eight master's students of medical sciences selected through purposive sampling participated in the qualitative phase. Individual semi-structured interviews were conducted for data collection. In the quantitative phase, appropriate and relevant items were designed based on the main concepts of theoretical and practical definitions that were extracted in the qualitative phase. Results: The results of the qualitative phase were 5 categories and 40 subcategories, including student's capabilities, teacher merits, technological aspects, pedagogic topics and supportive environment. Discussion: The results of the questionnaire analysis showed no significant difference in student capabilities and supportive environment between the viewpoints of students and faculty members while there were significant differences in other categories. Although new technologies have offered promising opportunities, they do not result in effective education. The results of the present study suggest that a major revision in student and instructor admission and provision of required technical facilities can promote the status of this type of education. On the other hand, instructor empowerment programs in this field can enhance the effectiveness of virtual education.

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Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review

Cited by 54 publications

References 63 publications

A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review

A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review

ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration

<p>Determination and Comparison of the Factors Related to Effective Blended Learning in Medical Sciences from the Viewpoints of Instructors and Learners</p>

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