Technology-Enhanced Learning for Graduate Students: Exploring the Correlation of Media Richness and Creativity of Computer-Mediated Communication and Face-to-Face Communication

Chao, Shan Hui; Jiang, Jinzhang; Hsu, Chia-Hsuan; Chiang, Yi Te; Ng, Eric; Fang, Wei-Ta

doi:10.3390/app10051602

Cited by 15 publications

(7 citation statements)

References 69 publications

(83 reference statements)

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“…In online learning settings, teachers are required to manage student contributions equally in expressing their thoughts, feelings, and opinions regarding the topics studied. Card and Horton [19] stated that the information technology used as a medium for online language learning is not always able to ensure twoway communication, both between student-student and student-teacher. Wang and Woo [20] also revealed that there are many possible interactions in face-to-face learning.…”

Section: Resultsmentioning

confidence: 99%

Assessing Arabic Teachers’ Assessment Methods in Evaluating Students’ Literacy

Riwanda¹,

Nor²,

Ridha³

et al. 2022

Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)

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Learning Arabic online during the COVID-19 pandemic is full of challenges. Educators are required to be selective in choosing assessment methods relevant to the four Arabic language competencies and suitable for use online. This study aims to determine the online assessment methods and assessment media used by Arabic language teachers to evaluate their students' literacy in Arabic learning. This research is survey research. This study involved 87 Arabic teachers from 45 Public Madrasah Aliyah (Islamic Public Senior High School) in South Kalimantan. Data collection techniques used in this study were questionnaires and interviews. The data from close-ended questionnaires were analyzed and presented in descriptive methods. The data from open-ended was analyzed by reviewing each response, discovering themes in the verbatim statement, coding, and grouping the topics. The results of this study indicate that the assessment methods most often used by teachers are multiple-choice, true-false, short answer, and performance. The assessment method most students respond to is multiple-choice, true-false, and short answers. The assessment methods that students respond to the least are performance, products, interviews, and short answers.

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Section: Resultsmentioning

confidence: 99%

Assessing Arabic Teachers’ Assessment Methods in Evaluating Students’ Literacy

Riwanda¹,

Nor²,

Ridha³

et al. 2022

Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)

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“…This demonstrated that pedagogic choice could influence cognitive exchange. The authors advocating for virtual learning suggested dialogue generated virtually was as rich as in person dialogue in accessing content, creativity, and critical thinking (Bosley and Young, 2006; Chao et al, 2020; Donnelly, 2013). This is useful when criticality supports cognitive exchange (Choi, 2009).…”

Section: Literature Review Strategymentioning

confidence: 99%

A systematic literature review of cognitive exchange in higher degree visual art education

Heaton

Kuan

2023

Arts and Humanities in Higher Education

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This literature review paper presents ways cognitive exchange occurs in higher degree visual art education. It also attempts to demystify concerns regarding the value and presence of cognitive exchange in art education, this is because cognitive exchange is not considered in art education with the same breadth or depth as in higher education. Cognitive exchange research in higher degree visual art education is limited but there has been a surge in interest about cognitive functioning in higher education. It is therefore timely to consider how cognitive exchange is understood across visual art practices at this level. This paper presents a two phased systematic review, where cognitive exchange literature in the higher degree context is considered alongside such literature in art education. Four spaces: the individual, social, pedagogic, and policy orientated are discussed to present cognitive exchange practices in higher degree visual art education. The spaces and forms of cognitive exchange profiled, provide a knowledge contribution to disciplines that intersect with the arts and humanities. This is because they mobilize where and how cognitive exchange forms, they present opportunities and uses for cognitive exchange and help suggest ways to support its growth.

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Section: Advantages and Limitations Of Online Teaching In A Network Environmentmentioning

confidence: 99%

“…Research by Chao, Jiang, Hsu, Chiang, Ng, and Fang [33] indicates how students of appropriate ICT competencies in a networked environment have better achievement in dimensions of originality, creativity, and flexibility than in classical live f2f teaching. Computer-mediated communication is perceived as a wealth of linguistic multicultural diversity and communication signs [33]. Networking generates the attitude that knowledge is stored in (network) "friends" [19], so Kop [34] as a prerequisite for e-learning cites the ability and skill of the individual to join an online community and build a sense of belonging to that community.…”

Section: Advantages and Limitations Of Online Teaching In A Network Environmentmentioning

confidence: 99%

“Miss having in-person classes” – university studying during COVID-19 pandemic

Visković

2021

Obraz. nauka

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Introduction. Managing the formal education system during COVID-19 has become an unwanted challenge for the academic community. Without suffi time for preparations, different models of distance education were applied. The aim was to ensure the continuity of teaching, to encourage the process of distance learning, and to enable their evaluation.Aim. This study aimed to analyse the opinions of students from the Department of Early Childhood Education (hereafter ECE) at the Faculty of Humanities and Social Sciences (hereafter Faculty), University of Split, on their study conditions during the COVID-19 from March 2020. It was assumed that learning in an online environment encourages the development of new learning strategies. Family and work status and residence of students (in the place of study or outside it) were taken as predictor variables in assessing the quality and conditions of the study.Methodology and research methods. The research was conducted online at the end of the 2020 academic year when students gathered online teaching experiences. The Google Apps tool was used in the data collection process. The Ethics Committee of the Faculty at the University of Split gave its consent to the implementation of this research. During online teaching, all students are informed about the purpose and course of research. Research included 68,75 % students (n = 156) studying at the ECE Department. The following aspects were investigated: forms and frequencies of distance learning; the possibility of students’ response to study obligations (due to closed libraries); difficulties, advantages and possibilities of conducting online teaching; students’ dissatisfaction with the quality of the organisation and implementation of online teaching, and opportunities for quality development.Results. Findings identified difficulties in the lack of ICT competencies of both students and teachers, mixed-use of different platforms, workload and lack of adequate literature. Students assessed the greater availability of teaching materials and more reachable teachers as positive, and experience of discussions on social networks as one of the useful ways of distance learning. By exchanging the content of teaching materials, they developed new learning strategies and showed possible new adaptations to learning using social networking. Students’ dissatisfaction with online teaching could be interpreted by their subjective reasons and contextual conditions.Scientific novelty. The data processed in this research are triangulated with worldwide research on study conditions during lockdowns. It can be concluded that regardless of the previous lockdowns basic use of ICT (sending and receiving seminar tasks over e-mail), most higher education institutions were not ready for an overall transition to online teaching. The findings point to the need for systematic research into the possibilities of applying new technologies in the study process (learning, availability of relevant sources, networking of scientists, and quality exchange of information).Practical significance. Given that before the COVID-19 at this Faculty there was no similar research, nor experience with any online teaching forms, it is difficult to determine the extent of the change. Nevertheless, it is possible to conclude that the teaching staff did not have adequate ICT competencies for the implementation of quality online teaching. The quality of teaching in this research was contributed by more reachable teaching staff and their willingness to cooperate. In the changed living conditions as a consequence of the pandemic, it is possible to expect further changes in the way of studying. The insight and analysis of students’ opinions through this research could contribute to the development of the quality of the teaching process in any given crisis.

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Technology-Enhanced Learning for Graduate Students: Exploring the Correlation of Media Richness and Creativity of Computer-Mediated Communication and Face-to-Face Communication

Cited by 15 publications

References 69 publications

Assessing Arabic Teachers’ Assessment Methods in Evaluating Students’ Literacy

Assessing Arabic Teachers’ Assessment Methods in Evaluating Students’ Literacy

A systematic literature review of cognitive exchange in higher degree visual art education

“Miss having in-person classes” – university studying during COVID-19 pandemic

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