The Impact of an Online Learning Program on Teaching and Learning Strategies

Livingston, Kay; Condie, Rae

doi:10.1207/s15430421tip4502_7

Cited by 22 publications

(17 citation statements)

References 8 publications

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“…In its various forms automated assessment is both welcomed and resisted by various stakeholders in the educational setting. For example, Livingston and Condie (2006) describe their implementation of an online learning program in secondary schools in Scotland. They report that the students readily utilised the system, whereas teachers did not.…”

Section: Adoption and Resistance Of Automated Assessment In Educationmentioning

confidence: 99%

Investigating Factors Affecting the Uptake of Automated Assessment Technology

2011

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Executive SummaryAutomated assessment is an emerging innovation in educational praxis, however its pedagogical potential is not fully utilised in Australia, particularly regarding automated essay grading. The rationale for this research is that the usage of automated assessment currently lags behind the capacity that the technology provides, thus restricting the pedagogical benefits for students, job satisfaction for staff, and quality assurance and financial benefits for universities. The exploration of the different perspectives of stakeholders regarding their needs and expectations of automated assessment shows the high-stake game of surviving and thriving. Inter alia, students value education as a means to gain employment, educators' value education as their means of employment, and universities value education as their means of existence. The various facets of this interplay are described, including the value of knowledge and learning (pedagogical considerations); society's system for measuring worth and exchanging value (economic considerations); sociotechnological evolution and emerging innovations in educational assessment, and the adoption and resistance thereof.We contribute to the field a national survey that investigated and reveals potential reasons for this sub-optimal utilisation by exploring the candid perceptions of Australian university students and teachers regarding automated assessment. Students and staff from Australian universities were invited to participate in an anonymous online survey. Two hundred and sixty five people completed the survey. The analysis utilised a mixedmethod approach, combining quantitative and qualitative research paradigms. We present a sub-set of the survey results; this sample's use of automated

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Section: Adoption and Resistance Of Automated Assessment In Educationmentioning

confidence: 99%

Investigating Factors Affecting the Uptake of Automated Assessment Technology

2011

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“…Little is known about whether they will be replicated in the case of emergency remote teaching. Existing studies concerning online teaching or learning focus mainly on identifying the most significant technical skills such as those needed to use the specific software application, or on dealing with difficulties with particular software and using it in student assessment of learning, as illustrated for instance in Hampel and Stickler's ( 2005 ) skills pyramid (see also Livingston and Condie, 2006 ; Compton, 2009 ). However, research has not yet attempted to investigate how teachers' circumstances, behaviors, and attitudes affect their perception of students' coping with online delivery.…”

Section: Introduction: Background Literaturementioning

confidence: 99%

“…However, research has not yet attempted to investigate how teachers' circumstances, behaviors, and attitudes affect their perception of students' coping with online delivery. Moreover, remote learning entails specific problems that may influence teaching and learning quality and effectiveness, such as the deficit of "live, " "face-to-face" contact felt by both students and teachers (e.g., Stodel et al, 2006;Arroyo et al, 2015;Barnard-Ashton et al, 2017; Janse van Rensburg, 2018; 1 ); lack of adequate technological affordances to efficiently deliver the program, provide support to participants, and satisfy their learning needs; and inadequate teacher and student competencies to use the technological solutions (Garrison et al, 1999;Pawan et al, 2003;Livingston and Condie, 2006). These deficits can result in increased feelings of insecurity, confusion, and threat among learners, as well as feelings of doubt and fear of failure among teachers (Arroyo et al, 2015;Janse van Rensburg, 2018) influencing how they perceive their students and, in consequence, how they teach them.…”

Section: Introduction: Background Literaturementioning

confidence: 99%

Teachers' Perception of Student Coping With Emergency Remote Instruction During the COVID-19 Pandemic: The Relative Impact of Educator Demographics and Professional Adaptation and Adjustment

Jelińska

Paradowski

2021

Front. Psychol.

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The outbreak of the COVID-19 pandemic has upended lives and thrown the taken for granted into disarray. One of the most affected groups were teachers and students, faced with the necessity of school closures and—where logistically feasible—an urgent shift to emergency remote instruction, often with little prior notice. In this contribution, based on an online survey involving participants from 91 countries, we offer a perspective bridging the two groups, by investigating the role of teachers' demographics and professional adaptation to emergency remote teaching in their perception of how their students were coping with the novel situation. The resultant model explains 51% of variance, and highlights the relative weights of the predictor variables. Given the importance of teacher perceptions in the effectiveness of their instruction, the findings may offer valuable guidelines for future training and intervention programs.

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“…Ranging from lesson modules to full courses, from streaming videos to open textbooks, OER have been cited for their potential to serve as an equitable alternative to the rising costs and increasing commercialization of education by making available high-quality teaching and learning resources that can be freely used, shared, and modified by educators to suit local instructional needs [10][11][12][13][14][15]. Because the use of OER invites engagement with curriculum materials, it offers opportunities for teachers to build their capacities as educators and content creators, contributing to the development of a participatory culture of learning, and to the alignment of curriculum with local education standards [16][17][18][19][20]. To support these possibilities for the use of OER in underresourced schools-from access to needed resources, to reuse and implementation in local classrooms-the literature from the field has called attention to several factors.…”

Section: Introductionmentioning

confidence: 99%

Addressing the Local in Localization: A Case Study of Open Textbook Adoption by Three South African Teachers

Jimes

Weiss

Keep

2013

OLJ

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This article presents a case study of the adoption and use of open textbooks by three high school teachers in the KwaZulu-Natal province of South Africa. The textbooks, collaboratively authored and distributed through the South African-initiative, Siyavula, are available online and are openly licensed, allowing teachers to freely use, modify, print, and share them with peers. Building on prior research conducted on the Siyavula project, the study consisted of interviews with teachers in South Africa to assess their reasons for adopting open textbooks, and their experiences using Siyavula’s open textbooks in the classroom. The study revealed that beyond the cost-savings and flexible printing possibilities afforded by using open textbooks, the teachers’ adoption and use of the open textbooks were tied to the local nature of the textbooks, as well as the localization opportunities made possible through open licensing. Specifically, the study revealed the importance of content rooted in the cultural and geographic contexts in which teachers teach—for example, through authentic scenarios and accessible texts for students and teachers to work with. Moreover, because the Siyavula textbooks were collaboratively written by local field experts and scholars, the content was viewed by the teachers as higher quality than proprietary textbooks, which often have few authors and are disseminated by large publishing companies. Furthermore, the study found that localization of the textbooks involved not only to the ability to modify and annotate the content to meet classroom needs, but also the ability to meet local socioeconomic constraints, including technological and budgetary limitations. The findings also indicated that the textbooks’ collaborative authorship and possibilities for user modifications facilitated communication about enhancements to the textbook between the textbook authors and the teacher users. On the whole, the findings support nascent, prior research revealing that when open educational resources (OER) are created, developed and evaluated through processes drawing upon individuals who live and work within the context in which the OER are being created for, the end result is more useable. The results of the study support the need for further research in other settings globally, centering on, for example, the role of collaborative authorship in relation to perceived quality of content.

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The Impact of an Online Learning Program on Teaching and Learning Strategies

Cited by 22 publications

References 8 publications

Investigating Factors Affecting the Uptake of Automated Assessment Technology

Investigating Factors Affecting the Uptake of Automated Assessment Technology

Teachers' Perception of Student Coping With Emergency Remote Instruction During the COVID-19 Pandemic: The Relative Impact of Educator Demographics and Professional Adaptation and Adjustment

Addressing the Local in Localization: A Case Study of Open Textbook Adoption by Three South African Teachers

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