Using learning analytics to explore self‐regulated learning in flipped blended learning music teacher education

Montgomery, Amanda; Mousavi, Amin; Carbonaro, Mike; Hayward, Denyse V.; Dunn, William R.

doi:10.1111/bjet.12590

Cited by 77 publications

(88 citation statements)

References 24 publications

(38 reference statements)

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“…Continued work is also needed on theory development and linking theory to practice (Castañeda & Selwyn, ; Jameson special issue of BJET, forthcoming; Latchem, ), despite an increased focus in the 2000s as a result of the development of online learner‐centred environments, reflected in the methodological analysis by West and Borup (), and the appearance of framework – development – teachers – technology in the 2010–18 concept map. Research throughout the decades has increasingly focused on the role of feedback and self‐assessment in providing opportunities for deeper student self‐reflection, with continued research into learning analytics showing its potential to provide further insight (eg, Montgomery et al , ), however far more research is needed into its effectiveness (see Sønderlund, Hughes & Smith, ).…”

Section: Conclusion Recommendations and Future Researchmentioning

confidence: 99%

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Bond¹,

Zawacki‐Richter²,

Nichols³

2018

Brit J Educational Tech

147

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Reflecting on 50 years of educational technology research, a content and authorship analysis was conducted of 1777 research article titles and abstracts, published in the British Journal of Educational Technology (BJET) from 1970 to Issue 3, 2018. A textmining tool (Leximancer) was used to identify key concepts and themes emerging throughout each of the five decades, which were then compared to those found in a previous analysis of Computers & Education, as well as the most cited BJET publications in each decade. The framework of West and Rich (2012) was then used to provide guidance on BJET's rigour, impact and prestige. Common themes in BJET throughout the past 50 years have included the evolution of teaching and learning in distance education, the emergence of instructional design, misunderstanding between practitioners and learning designers, issues of pre and in-service teacher education and technology uptake by educators and students, including the confidence to do so, the technology skills of educators and students, as well as a lack of institutional support to provide space and time for training and integration to occur. The authorship analysis revealed an encouraging increase in international identity over time, with 60% of articles in BJET published by an author outside of the UK over the past 50 years, and 79% in the past decade. Despite this, contributions from South America, the Middle East and Africa are vastly underrepresented, and authors from these regions need further support from the field. Suggested future research areas include finding alternative models of educator professional development, further exploration of the role of theory and policy, as well as the rise of co-authorship and collaborative research. © 2018 British Educational Research AssociationRevisiting five decades of educational technology research 13Approaching this important milestone prompted the editorial team and the authors of this paper to consider the contribution that BJET has made to the field, but also to question the identity of the journal and in particular to ponder how "British" the British Journal of Educational Technology actually is. In a recent editorial (Hennessy, Girvan, Mavrikis, Price, & Winters, 2018), the editors Practitioner NotesWhat is already known about this topic• The British Journal of Educational Technology (BJET) is one of the most established and prestigious in the field, with its 50th anniversary this year. • An increasing number of bibliometric and content analyses of educational technology journals are being published, in order to gain an understanding of the history and development of the field, but research gaps exist in understanding author country of origin, gender and (academic) position. • The topics 'online learning' and 'learning environments' became widely published topics in BJET after 2008.posited that "BJET remains remarkably international despite its name" (p. 3), with UK contributions totalling 16% of articles in 2017, and the rest hailing from 19 different countries. Upon clos...

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Section: Conclusion Recommendations and Future Researchmentioning

confidence: 99%

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Bond¹,

Zawacki‐Richter²,

Nichols³

2018

Brit J Educational Tech

147

View full text Add to dashboard Cite

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“…Second, the benefits of the results of various studies on the implementation of the EFL teacher professional development model applying a blendedlearning approach have been widely adopted by several institutions to systematically develop their EFL teachers' professionalism. Therefore, many seminal studies have examined the implementation of blended professional development from different angles such as creativity and effectiveness (Arifani et al, 2019), knowledge integration and innovative activities (Berger, Eylon, & Bagno, 2008), psychological learning needs (Wong, 2019), teacher readiness (Hung, Chou, Chen, & Own, 2010), flipped blended learning (Montgomery, Mousavi, Carbonaro, Hayward, & Dunn, 2019), systematic meta-aggregative review (Philipsen et al, 2019), pedagogical content knowledge (Van Driel & Berry, 2012;Philip et al, 2019), scaffolding (Belland et al, 2015), and technological pedagogical content knowledge (Alayyar, Fisser, & Voogt, 2012).…”

Section: Introductionmentioning

confidence: 99%

EFL Teacher Blended Professional Training: A Review of Learners’ Online and Traditional Learning Interactions Quality

Arifani

Suryanti

Wicaksono

et al. 2020

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An increasing number of researchers have adopted blended learning approaches for the purpose of EFL teachers' professional development. Current empirical study has been sparse regarding the investigation of interaction quality. This study attempts to address those weaknesses, with the objectives of systematically identifying the quality of interactions in both blended and traditional contexts. A sample of 1000 EFL students from various secondary schools at a provincial level was randomly assigned to rate 120 EFL teachers who attend a year blended professional training program using an online (OLIQ) and traditional (TLIQ) learning interaction quality scales to draw the perceived interaction qualities. After distributing the questionnaires, the data were analysed by applying structural equation modelling (SEM). The findings indicated that the one-year blended teacher professional development program showed a significant influence on their traditional and online teaching interaction qualities. Student-Content (SC) dimension became the highest marker of interaction quality in online instruction settings, while Emotional Support (ES) became the highest marker of interaction quality in the traditional face-to-face instruction settings. Some practical recommendations in light of the findings are offered, such as in terms of online material development and online feedback and assessment.

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“…Often students ask the problems they face to their lecturers. In this context, a lecturer is tested for his ability to solve problems correctly (Owston, York and Malhotra, 2018;Simarmata et al, 2018;Montgomery et al, 2019). The learning process in the field of vocational education is indeed formed from unique phenomena that exist in life.…”

Section: Critical Thinking and Collaboration As Characteristics Of Thmentioning

confidence: 99%

Analysis of the Necessity for Heutagogical Approach Through 4Cs Skills as Innovation for Vocational Lectures in the Education 4.0

Putra¹,

Syafrudie²,

Yunos³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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This study aims to: (1) analyze the level of need for the heutagogical approach through 4Cs on aspects of creativity; (2) analyze the level of needs of the heutagogical approach through 4Cs in the communication aspect; (3) analyze the level of needs of the heutagogical approach through 4Cs in aspects of critical thinking; and (4) analyze the level of need for the heutagogical approach through 4Cs in the collaboration aspect. This study uses a qualitative method. Data collection techniques with interviews, literature review, documentation, and observation. Informants included lecturers, students, and stakeholders at the State University of Malang and used a sampling technique namely purposive sample. Data analysis techniques used are data reduction, data interpretation, and triangulation. Conclusions from this study indicate that: (1) the level of need for aspects of creativity includes the ability to: develop ideas (83.6%), express creative ideas (81.2%), adapt to new environments (88.2%), and creative independence (88.4%); (2) the level of need for communication aspect includes the ability to convey information (79.8%), express ideas (82.2%), accept opinions (84.2%), master various communication techniques (78.1%); (3) the level of need for Critical Thinking aspects including the ability to: evaluate (90.1%), identify problems (89.2%), solve problems (92.2%), distinguish facts from assessment (82.8%); and (4) the level of need for the Collaboration aspect includes the ability to: cooperate (89.6%), full responsibility (84.2%), respect differences (82.2%), discuss (87.6%).

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Using learning analytics to explore self‐regulated learning in flipped blended learning music teacher education

Cited by 77 publications

References 24 publications

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

EFL Teacher Blended Professional Training: A Review of Learners’ Online and Traditional Learning Interactions Quality

Analysis of the Necessity for Heutagogical Approach Through 4Cs Skills as Innovation for Vocational Lectures in the Education 4.0

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