Scenario for Analysing Student Interactions and Orchestration Load in Collaborative and Hybrid Learning Environments

Martín, Adrián Carruana; Ortega‐Arranz, Alejandro; Alario-Hoyos, Carlos; Amarasinghe, Ishari; Hernández‐Leo, Davinia; Kloos, Carlos Delgado

doi:10.1007/978-3-031-20218-6_21

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…Currently Engageli supports the assignment of documents of two types: Google Docs (text) and Google Sheets (spreadsheet). The assignment of independent documents per group automatically according to preset group settings to facilitate the implementation of collaborative activities has been previously implemented in other platforms (Alario-Hoyos et al, 2022). Nevertheless, Engageli facilitates both the distribution and withdrawal of shared documents by the instructor.…”

Section: Shared Documents: Synchronous Resolution Of Activitiesmentioning

confidence: 99%

“…Hybrid educational scenarios require more attention as they place an additional overload on instructors to orchestrate such educational scenarios. especially in the case of using collaborative activities with a certain complexity (Carruana-Martín, et al, 2022). These include the above mentioned activities where onsite and online students needed to communicate to solve problems (either combining or without combining onsite and online students).…”

Section: Onsite-online Collaboration: Hybrid Education Deployedmentioning

confidence: 99%

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The Asian Conference on Education & International Development 2024 Official Conference Proceedings

2024

ACEID Official Conference Proceedings

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University attrition rate is increasing around the world and there is a consequence for the student who is dropping out, the university, and society as a whole including costs, psychological issues associated with the perceived feeling of failure, and issues around employability and job satisfaction (Sosu & Pheunpha, 2019). The university attrition rate is increasing in Mongolia too. About 80% of the students who study at the Teachers' School, Mongolian National University of Education (MNUE) are from the country of Mongolia and most of them come to the capital city to do their tertiary education. Due to the differences between rural and urban lifestyles, and expectations of tertiary education, the dropout rate is increasing especially at the beginning of the first semester. There is an urgent need to better understand the need to drop out of the university and find ways to support these students to adjust to university life and life outside the university. This study aims to explore the issues associated with adjusting to university studies and its relationship with attrition. It used the SPSS-20 program to collect data from 80 first-year students. The findings revealed that the students needed support in many aspects of their studies, including support with time management, stress management, and well-being. The study suggests policymakers and university managers to develop a plan to better support students to seamlessly transition into the university and life outside the university during the first half of the first semester.

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Section: Shared Documents: Synchronous Resolution Of Activitiesmentioning

confidence: 99%

Section: Onsite-online Collaboration: Hybrid Education Deployedmentioning

confidence: 99%

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

2024

ACEID Official Conference Proceedings

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“…Three experiments developed in SSHLEs that included collaborative learning situations were designed. Specifically, a collaborative learning flow pattern (CLFP) called jigsaw [19] was used in two of these experiments, which were adapted from [20], with the objective of measuring the workload and teacher agency in SSHLEs. The jigsaw pattern involves dividing a topic into subtopics, assigning each student a subtopic in which to become an expert, and then grouping experts of each subtopic together to teach each other the various subtopics.…”

Section: Designmentioning

confidence: 99%

A Study of Student and Teacher Challenges in Smart Synchronous Hybrid Learning Environments

Carruana Martín,

Alario-Hoyos,

Delgado Kloos

2023

Sustainability

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The COVID-19 pandemic has led to the growth of hybrid and online learning environments and the trend of introducing more technology into the classroom. One such change could be the use of smart synchronous hybrid learning environments (SSHLEs), which are settings with both onsite and online students concurrently, where technology plays a key role in sensing, analyzing, and reacting throughout the teaching and learning process. These changing environments and the incorporation of new technologies can place a greater workload on participants and reduce teacher agency. In light of this, this paper aimed to analyze the workload and teacher agency across various SSHLEs. The NASA-TLX model was used to measure the workload in several scenarios. Questionnaires and interviews were used to measure teacher agency. The results obtained indicated that the workload of the teacher tended to be high (between 60 and 70 points out of 100 for the NASA-TLX workload), especially when they lacked experience in synchronous hybrid learning environments, and the workload of the students tended to have average values (between 50 and 60) in the SSHLEs analyzed. Meanwhile, the teacher agency did not appear to be altered but showed potential for improvement.

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Student and teacher impact on the use of telepresence classrooms

Martín,

Alario-Hoyos,

Moreno-Marcos

et al. 2024

Educ Inf Technol

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Hybrid learning environments saw significant growth due to the COVID-19 pandemic but persist beyond it, one example is the telepresence classroom. This classroom allows the connection of two classrooms in distance locations into a singular one. The technology in a telepresence classroom includes a camera, multiple projectors, microphones, and speakers to emulate a single learning space despite the distance, potentially overcoming some of the challenges presented by hybrid settings. However, the telepresence classroom presents technological and logistical complexities for the teachers. Thus, it is essential to understand the impact on the teacher agency, as well as on the workload of both students and teachers. Therefore, two collaborative learning sessions were conducted, utilising the collaborative learning flow pattern (jigsaw) in the telepresence classroom. From these experiments, the teacher and students workload was measured using the NASA-TXL questionnaire and supplemented with the Epistemic Network Analysis model to pinpoint key actions impacting the workload. The teacher agency was also assessed with another questionnaire. Finally, an interview was conducted with the teacher to gather more insights regarding the workload and agency. Results revealed a teacher workload score of 65.33 and 67.33, while student averages stood at 49.03 and 58.65 on a 0-100 scale. The data collected also served to identify potential factors influencing the workload, such as available time or the need for increased effort. Potential factors affecting teacher agency, such as decision-making challenges and tool limitations, were also identified.

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Scenario for Analysing Student Interactions and Orchestration Load in Collaborative and Hybrid Learning Environments

Cited by 3 publications

References 13 publications

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

A Study of Student and Teacher Challenges in Smart Synchronous Hybrid Learning Environments

Student and teacher impact on the use of telepresence classrooms

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