Online teaching and technological affordances: An experimental investigation into the impact of modality and clarity on perceived and actual learning

Limperos, Anthony M.; Buckner, Marjorie M.; Kaufmann, Renee; Frisby, Brandi N.

doi:10.1016/j.compedu.2014.12.015

Cited by 89 publications

(58 citation statements)

References 46 publications

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“…While the "here and now" conditions expressed more positive attitudes towards the learning experience after the experiment, the computer-based learning cohort earned higher scores on a post-test. Limperos, Buckner, Kaufmann, and Frisby (2015) tested the impact of modality (text vs. audio + text) on learning outcomes. They found that the multimodal format (audio + text) led to better learning outcomes than receiving text alone.…”

Section: Interactive Multimedia Methodsmentioning

confidence: 99%

Activating learning at scale: A review of innovations in online learning strategies

Davis

Chen

Hauff

et al. 2018

Computers & Education

122

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Taking advantage of the vast history of theoretical and empirical findings in the learning literature we have inherited, this research offers a synthesis of prior findings in the domain of empirically evaluated active learning strategies in digital learning environments. The primary concern of the present study is to evaluate these findings with an eye towards scalable learning. Massive Open Online Courses (MOOCs) have emerged as the new way to reach the masses with educational materials, but so far they have failed to maintain learners' attention over the long term. Even though we now understand how effective active learning principles are for learners, the current landscape of MOOC pedagogy too often allows for passivityleading to the unsatisfactory performance experienced by many MOOC learners today. As a starting point to this research we took John Hattie's seminal work from 2008 on learning strategies used to facilitate active learning. We considered research published between 2009 and 2017 that presents empirical evaluations of these learning strategies. Through our systematic search we found 126 papers meeting our criteria and categorized them according to Hattie's learning strategies. We found large-scale experiments to be the most challenging environment for experimentation due to their size, heterogeneity of participants, and platform restrictions, and we identified the three most promising strategies for effectively leveraging learning at scale as Cooperative Learning, Simulations & Gaming, and Interactive Multimedia.

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Section: Interactive Multimedia Methodsmentioning

confidence: 99%

Activating learning at scale: A review of innovations in online learning strategies

Davis

Chen

Hauff

et al. 2018

Computers & Education

122

View full text Add to dashboard Cite

show abstract

“…Affordance theory has been widely applied in the design of educational artifacts and digital learning tools (Dalgarno & Lee, 2010;Mavrikis, Noss, Hoyles, & Geraniou, 2012). An increasing number of educational technology researchers have explored various information and communication technologies (ICTs) related interventions to uncover the mechanisms of how the affordances of educational technologies could be used to facilitate learning engagement (Willis, Davis, & Chaplin, 2013) and performances improvement (Limperos, Buckner, Kaufmann, & Frisby, 2015). For example, based on affordance enrichment perspective, Weidlich and Bastiaens (2019) designed an online learning environment that affords social presence to improve learning performance, which significantly improved learners' satisfaction and learning achievement.…”

Section: British Journal Of Educational Technology Vol 51 No 5 2020mentioning

confidence: 99%

The affordances of AI‐enabled automatic scoring applications on learners’ continuous learning intention: An empirical study in China

Fu¹,

Gu²,

Yang³

2020

Brit J Educational Tech

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Traditional educational giants and natural language processing companies have launched several artificial intelligence (AI)‐enabled digital learning applications to facilitate language learning. One typical application of AI in digital language education is the automatic scoring application that provides feedback on pronunciation repeat outcomes. This research is motivated by the usage of automatic scoring‐empowered digital learning tools by language learners, and set out to uncover the influencing mechanisms of AI‐enabled automatic scoring application affordances on learners’ continuous learning intention. Specifically, based on affordance theory, we found several automatic scoring application affordances through in‐depth interviews. Considering the current lack of investigations on the mechanisms underlying automatic scoring application and its implications for learners’ learning behaviors, we built a model to examine the role of automatic scoring application affordances on cognitive/emotional engagement and following continuous learning intention. We further examined the moderation role of in‐job learners and student learners on the above relationships. The model was tested using a survey of 260 Chinese foreign language learners who used AI‐empowered learning tools to facilitate their language learning practices. This study explores why learners continuously use AI‐enabled automatic scoring applications by identifying the affordances that differentiate it from traditional educational technologies. Practitioners could take the identified affordances into account when designing AI‐enabled language learning applications.

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“…A common benefit of online learning noted in the literature is that it is often more student-centered and requires active student engagement, which is an evidence-based practices in counselor education (Malott et al, 2014). A challenge is that communication seen as more difficult and time consuming (Limperos et al, 2015;Kruger-Ross & Waters, 2013).…”

Section: Teaching Environmentsmentioning

confidence: 99%

“…Among best practices identified in the literature are the need for effective communication, feedback, connection, and ethical practice (Bridges & Frazier, 2018;Malott et al, 2014). Communication is a key factor for promoting learning in counselor education courses, especially clarity and the meaningful use of language (Dixon, 2014;Limperos et al, 2015: Malott et al, 2014. According to Trepal et al (2007), counselors must consider their unique use of language to effectively convey thoughts, feelings, and nonverbal behaviors online.…”

Section: Best Practices In Online Counselor Educationmentioning

confidence: 99%

“…Defining the online academic experience includes using courses that typically deliver 80% or more of educational content through a technology-based platform (Allen et al, 2016;Keengwe & Kidd, 2010). Such courses require that educators use a unique pedagogical style that is both synchronous and asynchronous (ACES Technology Interest Network, 2017;Limperos et al, 2015).…”

Section: Evolving Perceptions Of Students and Facultymentioning

confidence: 99%

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The Experiences of Counselor Educators Transitioning to Online Teaching

Hale

Bridges

2020

JERAP

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A growing trend in counselor education is to accommodate technological change with more online academic opportunities. Slow to emerge in the counselor education literature is information about how instructors have negotiated the change. This study highlights the experiences of six counselor educators from across the United States who transitioned from teaching counseling courses in the classroom to teaching them online. Four themes of common experience emerged from the data: (a) high expectations and low support from university leaders, (b) limits to transitional enthusiasm among counseling faculty, (c) solutions for transitional success, and (d) support essential for the transition. Results of this study confirm a need for greater attention to the transitional process and increased opportunities for experience and university support.

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Online teaching and technological affordances: An experimental investigation into the impact of modality and clarity on perceived and actual learning

Cited by 89 publications

References 46 publications

Activating learning at scale: A review of innovations in online learning strategies

Activating learning at scale: A review of innovations in online learning strategies

The affordances of AI‐enabled automatic scoring applications on learners’ continuous learning intention: An empirical study in China

The Experiences of Counselor Educators Transitioning to Online Teaching

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