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SENTIMENT ANALYSIS
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There are positive views in various categories apart from
[ 5 ]“tutorials”, [ 6 ]“fun activities” and [ 9 ] “group” work
Source: nVivo
Are students’ views positive or negative about fun in online learning?](https://image.slidesharecdn.com/oeglobalokada-201123215756/85/OLAF-Online-Learning-and-Fun-20-320.jpg)
Uploaded byAlexandra Okada
OLAF - Online Learning and Fun
The document summarizes research on the value of fun in online learning. It describes open studies conducted with over 1,000 participants across multiple countries. Quantitative survey results showed most students felt learning should involve fun, happiness, and enjoyment. Qualitative findings linked fun to activities, content, and positive engagement. While some saw fun as distracting, most views were positive. Analysis related students' epistemic beliefs about constructivist learning to valuing fun. Recommendations encourage integrating enjoyable real-world activities, personalized learning, and a variety of interactive resources to promote student satisfaction and retention in online education.
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OLAF - Online Learning and Fun
- 1. Dr Alexandra Okada OnlineLearning and FunLAF Rumpus we explore fun
- 2. Teaching and learningcannot take place outside of search, beauty, and joy. FREIRE, P.(2004). Pedagogy of Autonomy
- 3. Fun is animportant part of lived experience However, its meaning is underexplored by literature
- 4. 2010 2013 201520112018 2018 2018 McManus & Furnham Lesser et.al. Tews et.al. Blythe and Hassenza hl Dichotomy Work x Leisure Unnecessary distraction Turner Unsuitable in the serious HE Whitton & Langan Trivial experience Glaveanu enjoyable & self-motivating Bisson & Luckner performance 1996 2005 Prouty Koster Fluid state Feel good take risks fail forward Feel safe 2008 Ungar Reduction of stress. Crosnoe et al Ambivalent difficult No clear definition 2004
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- 6. Okada (2018) To increaseawareness of the ways of learning (epistemic beliefs) and fun to support students’ success in Higher Education. Our specific objetives are to: 1. Generate an open database with an open reflective tool for studies across the world 2. Co-create open participatory research based on learners’ needs 3. Raise the number of funded projects with open science about fun in learning 4. Innovate curriculum with open policies for enjoyment, diversity & equity OPEN RESEARCH PROJECT LAF aims 1
- 7. LAF Study 1 (Feb-Mar 2020): 4.500 students invited from OUUK 551 participants Study 2 (Jun- Jul 2020): 2.500 Open Learners invited 446 participants Source: http://www.open.ac.uk/blogs/rumpus/index.php/projects/olaf/ CoLearn OU-UK PUC-BR UAb-PT UNED-ES UNESA-ID PARTICIPANTS & PARTNERSHIPS South America – Europe – Asia 4 Studies in development (Oct - Nov 2020): UAb-PT UNED-ES PUC-BR UNESA-ID 2
- 8. Various factors willaffect educational systems; in particular, high dropout rates and low learning outcomes in schools and higher education. SOCIETAL NEEDS Source: Our world in Data 3 UNESCO (2020), WORLD BANK (2020)
- 9. A key priorityin Higher Education is to enhance student access, retention, attainment and progression 4 Source: Adapted from The Higher Education Academy (2015) 4 HIGHER EDUCATION PRIORITIES
- 10. Source: Adapted fromThe Higher Education Academy (2015) What is the value of fun in Online Learning during COVID-19? 4 Open Education Open Science Open Schooling Open Policy What are the factors and recommendations to support students’ enjoyment of online learning with fun? OLAF – OPEN RESEARCH QUESTIONS enjoyment with
- 11.
- 12. APPROACH RRI was createdby the European Commission to align Research & Innovation with societal needs, priorities and expectations responsibly 5 Source: RRIdata.com to shape a sustainable world and a desirable future for all RRI data . com
- 13. RRI approach 1. Responsiveness& Adaptive Responsive open reseach projects 2. Diversity & Inclusion Diverse participants in Education 3. Openess & Transparency Open reflexive tool & Open data 4. Anticipation & Reflexivity: Open findings & recommendations Principles LAF 6 Source: adapted from RRI - Tools
- 14. What are thelearners’ views about: the ways of learning & fun? . Open Network for researchers using WordPress & WhatsApp OpenLearn articles for learners with survey & findings 1 2 3 4Open Policy Open Science Open Schooling Open Education 7 Open journal paper for researchers Frontiers: Recommendations e-Curriculum: Value of Fun Open data & recommendations Reflexive Instrument Diverse partners Report & studies OLAF Policy Brief in development METHODOLOGY Sources: OECD reports (TALIS) 2008, 2013, 2018 Sheehy et.al (2019)
- 15. 1. Self-Reflective survey Students’epistemic beliefs 8 OPEN TOOLS 2. Open Activity (optional) What is your opinion about fun in online learning? Likert: 1- strongly disagree, 5- strongly agree
- 16. FINDINGS QUALTRICS SPSS 27NVIVO 12
- 17. To learn effectively, studentsmust enjoy their learning To learn effectively, students must be happy whilst learning Learning should involve fun Fun activities can get in the way of student learning I am enjoying studying this online module 76% 20% 3% 1% 1% 48% 8% 2% 1% 41% 48% 41% 9% 1% 1% 37% 26% 21% 11% 5% 47% 39% 5% 7% 2% DESCRIPTIVE STATISTICS Most of participants highlighted that learning should involve fun happiness and enjoyment However some participants indicated that fun can get in the way of learning. QUALTRICS 9 Do students value fun in learning?
- 18. CONTENT ANALYSIS 10 • Motivation,enjoyment, engagement, interest, • (Well-being) life, feel better, great, no stress / pressure • (Performance) knowledge, experience, achievement QUALTRICS What is fun in online learning?
- 19. CODE ANALYSIS 11 FUN LearningStudent Material Tutorials Activities Online 7 codes 79 categories nVivo What is the relation between fun and online learning? Fun was linked to actvities, content, teaching, tutorials, learning, materials ... Positive views (engaging, helpful, effective) and negative opinions (forced, unrelated)
- 20. 12 SENTIMENT ANALYSIS 1 2 3 4 5 67 8 9 There are positive views in various categories apart from [ 5 ]“tutorials”, [ 6 ]“fun activities” and [ 9 ] “group” work Source: nVivo Are students’ views positive or negative about fun in online learning?
- 21. How positive arestudents’ views about fun in online learning? POSITIVE SENTIMENT ANALYSIS Students’ positive views indicate that they found fun good, helpful It makes them feel good, engaged and enjoying their learning They are more interested, motivated, able to learn, with focus, passion, to achieve …
- 22. How negative arestudents’ views about fun in online learning? NEGATIVE SENTIMENT ANALYSIS Students’ negative views show that they found fun difficult, hard, forced, … In particular online, when they struggle, and need to focus, and have short time … It may result in distraction, annoying and worries …
- 23. PRINCIPAL COMPONENT ANALYSIS 13 (1)Funis relevant in socio-constructivist learning C1 Fun = (V19+V09+V03+V18+V02+V05+V04+V01+V08)/9 (2)There is NO fun in traditional transmissive learning C2 No fun = (V17+ V07+ V16 +V06 + -V21)/5 (1)Fun disturbs constructivist learning C3 Fun bad (hampers learning) = (V10+V20+V11)/3 Are students’ epistemic beliefs related to their views about fun?
- 24. MIXED METHOD ANALYSIS Optimallearning Socio-constructivist learning Constructivist learning Traditional learning Emancipatory learning 14 In what ways is Fun related to students’ epistemic beliefs?
- 25. 551 Self-reflective responses (LIKERT) Id,Date,previous education & qualification goal 206 Narratives 3 sets of Themes PCA indexes 21 shared Recommendations Qualtrics NVivo SPSS NVivo15 OPEN DATABASE WITH QUANTITATIVE AND QUALITATIVE CODES & FINDINGS Database reordered Based on PCA indexes and 3 sets of themes This enabled to consider diversity of issues, select students views and prepare recommendations
- 26. Consensual review method Threerepresentatives from teaching staff, course team and undergraduate student were invited to review the recommendations. Five types of feedback enabled reviewers to suggest improvements: 1.Reduce (too long, use short sentence), 2.Specify (very broad, use specific words), 3.Connect ( unrelated, focus more on the data ) 4.Simplify (complicated, use familiar vocabulary), 5.Clarify (confusing, revise the meaning). RECOMMENDATIONS
- 27. RRI Alignment between research-basedrecommendations with participants’ needs Participants’ Needs Practitioners Recommendations to enhance students’ confidence and satisfaction with online learning and fun are highly relevant in a world in which distance education has rapidly become a necessary practice in response to the global the pandemic.16 Research-based RECOMMENDATIONS
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- 29. Butterfly of fun Aconceptual & Practical framework built from mixed methods analysis interpreted under the lenses of Piaget, Vygotsky Csikszentmihalyi and Freire Freire Vygotsky Piaget Csikszentmihalyi valueFRAMEWORK Okada (2020)17
- 30. What are theOLAF recommendations for Students? Apply your learning to your real world by selecting activities that are enjoyable and useful in your life. Enjoy fun activities that makes you feel motivated, focused and engaged Be open-minded to interact with others may be helpful to overcome loneliness/isolation Make your online learning fun and pleasant by identifying the factors that affect your involvement Identify what in your learning is very difficult (causes anxiety) or very obvious (causes boredom) and discuss alternatives with your peers and teaching staff Study with autonomy, flexibility and good time management to enjoy work-life balance. Communicate with other students may be fun and supportive. 18
- 31. What are theOLAF recommendations for Teaching staff? Enhance students’ engagement with a variety of fun learning activities useful in their life. Allow students to discuss any topic (coffee chat) for them to find common interests Investigate students’ preferences and ways of learning to promote fun personalised online education Understand the needs and expectations expressed by students and propose choices. Design different types of activities for students to choose freely Plan icebreaking activities carefully with clear purpose as part of learning Teach with joy in forums or tutorials, with fun activities as it might enthuse students with the learning topic 19
- 32. What are theOLAF recommendations for course teams? Integrate "real life" activities with content that are useful and practical for meaningful online learning Offer a selection of material with interactive tasks (games, cards, maps, graphic, áudio, video, diagram, quizzes) Design a variety of engaging activities for individuals and groups based on their preferences. Create a personalised learning environment with adaptive fun materials to help students with different needs. Elaborate a course with a balanced mix of reading text, interactive resources and practical projects for students who find reading boring Support online learning experiences that are engaging and meaningful for students to gain skills and knowledge at their own pace Link free choice fun activities to small learning goals for students to see their progress 20 Source:rawpixel Creative Commons
- 33. Okada (2020) Butterflyof Fun. Effective and engaging online learning with fun is necessary to empower learners to shape a sustainable and enjoyable world
- 34. LAF Okada, A andSheehy, K (2020). The value of fun in online learning: a study supported by responsible research and innovation and open data. Revista e-Curriculum, 18(2) pp. 319–343. 30th June 2020 Okada, A.(2020). OLAF - Online learning and fun to enhance enjoyment and retention in higher education during covid-19 LSME 7th Internactional Conference about RRI. 19th August 2020 Okada, A.(2020). Distance education: do students believe it should be fun? OpenLearn Article Open University UK https://www.open.edu/openlearn/education-development/learning/distance-education-do-students-believe-it-should-be- fun. access: 12th May 2020. Okada, A and Sheehy, K (2020). Factors and Recommendations to support students' enjoyment of online learning with fun: a mixed method study during COVID-19 https://www.frontiersin.org/articles/10.3389/feduc.2020.584351/abstract November 2020 References Okada, A., Almeida, M., Barros,D; Gonzales,M. (2020) OLAF - Online learning and fun studies and network fun HUMANITAS International Conference 7 October 2020 Okada, A . (2020). The Value of Fun in Online Learning: A Mixed Method Study During COVID-19 19th November 2020 OEGlobal Conference
Editor's Notes
- #2 Thank you all for coming to this session Good morning to Stephen and all of you shubh prabhaat to Petala and everyone from India Bom dia for Brazilians I am Alexandra Okada from Brazil and I work with Open Education and RRI at the Open University in the UK Open Education is about open access to knowledge and ways to build knowledge But this is not enough for this contemporary age dominated by science and technology as well poverty and destruction RRI is the key approach for this decade; because it gives purpose and direction for open education It is about open learning and open science with and for society to cocreate a sustainable world and desirable future. We need to know what and how to create knowledge with Open Education for all as
- #9 Our role as RRI practitioners is to look at our work and to the world ans ask these two question What is a RRI research that is worth doing? So I work with a research group at the OU called Rumpus that explores fun and learning. And I am particularly interested in understanding what are the key chalenges in society That fun in online learning could be conected RRI is about this alignment bewteen research and innovation with societal priorities Hgher Education is a vital step to increase the number of RRI practioners across the world but the key problem is dropout So my rri question is how inovative approaches of online learning can improve students retention and performance
- #10 Our role as RRI practitioners is to look at our work and to the world ans ask these two question What is a RRI research that is worth doing? So I work with a research group at the OU called Rumpus that explores fun and learning. And I am particularly interested in understanding what are the key chalenges in society That fun in online learning could be conected RRI is about this alignment bewteen research and innovation with societal priorities Hgher Education is a vital step to increase the number of RRI practioners across the world but the key problem is dropout So my rri question is how inovative approaches of online learning can improve students retention and performance
- #11 Our role as RRI practitioners is to look at our work and to the world ans ask these two question What is a RRI research that is worth doing? So I work with a research group at the OU called Rumpus that explores fun and learning. And I am particularly interested in understanding what are the key chalenges in society That fun in online learning could be conected RRI is about this alignment bewteen research and innovation with societal priorities Hgher Education is a vital step to increase the number of RRI practioners across the world but the key problem is dropout So my rri question is how inovative approaches of online learning can improve students retention and performance
- #30 https://www.open.edu/openlearn/education-development/learning/distance-education-do-students-believe-it-should-be-fun http://oro.open.ac.uk/71012/4/48014-143481-1-PB.pdf