This study presented at AECT 2015 was a part of my dissertation of instructors' using e-Textbooks in higher education. It examined instructors in public universities in east south central of the U.S.
ASCILITE Webinar: A review of five years of implementation and research in al...Bart Rienties
Date and time: Wednesday 20 September 2017 at 5pm AEST
Abstract: The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, we have been unpacking the complexity of instructional practices, as well as providing empirical evidence of how learning designs influence student behaviour, satisfaction, and performance. This seminar will discuss the implementation of learning design at the OU in the last 5 years, and reviews empirical evidence from several studies that have linked learning design with learning analytics. Recommendations are put forward to support future adoptions of the learning design approach, and potential research trajectories.
https://ascilite.org/get-involved/sigs/learning-analytics-sig/
www.bartrienties.nl
Enhancing (in)formal learning ties in interdisciplinary management courses: a...Bart Rienties
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master’s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were “balanced” by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur “automatically” in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education. DOI: 10.1080/03075079.2016.1174986. Impact factor: 1.037.
Full version is available at: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1174986
SRHE2016: Multilevel Modelling of Learning Gains: The Impact of Module Partic...Bart Rienties
Jekaterina Rogaten1
, Bart Rienties1
, Denise Whitelock1
, Simon Cross1
, Allison Littlejohn1
, Rhona
Sharpe2
, Simon Lygo-Baker3
, Ian Scott2
, Steven Warburton3
, Ian Kinchin3
1The Open University UK, UK,
2Oxford Brooks University, UK,
3University of Surrey, UK
Research Domain: Learning, teaching and assessment (LTA)
In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in
appropriate and valid measurement approaches of learning gains in Higher Education. Usually
learning gains are measured using pre-post testing, but this study examines whether academic
performance can be effectively used as proxy to estimate students’ learning progress. Academic
performance of 21,192 online learners from two major faculties was retrieved from university
database. A three-level growth-curve model was estimated and results showed that 16% to 46% of
variance in students’ initial academic performance, and 51% to 77% of variance in their subsequent
learning gains was due to them studying at a particular module. In addition, the results illustrate that
students who studied in modules with initial high student achievements exhibited lower learning gains
than students learning in modules with low initial student achievements. The importance of
assessment and learning design for learning gains are outlined.
www.abclearninggains.com @learninggains
AI in Education Amsterdam Data Science (ADS) What have we learned after a dec...Bart Rienties
The Open University UK (OU) has been implementing learning analytics and learning design on a large scale since 2012. With its 170+ students and 4000+ teaching staff, the OU has been at the forefront of testing, implementing, and evaluating the impact of learning analytics and learning design on students outcome and retention. A range of reviews and scholarly repositories (e.g., Web of Science) indicate that the OU is the largest contributor to academic output in learning analytics and learning design in the world. However, despite the large uptake of learning analytics at the OU there are a range of complex issues in terms of buy-in from staff, data infrastructures, ethics and privacy, student engagement, and perhaps most importantly how to make sense of big and small data in a complex organisation like the OU. During his talk Bart will be presenting on the implementation and learnings.
ASCILITE Webinar: A review of five years of implementation and research in al...Bart Rienties
Date and time: Wednesday 20 September 2017 at 5pm AEST
Abstract: The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, we have been unpacking the complexity of instructional practices, as well as providing empirical evidence of how learning designs influence student behaviour, satisfaction, and performance. This seminar will discuss the implementation of learning design at the OU in the last 5 years, and reviews empirical evidence from several studies that have linked learning design with learning analytics. Recommendations are put forward to support future adoptions of the learning design approach, and potential research trajectories.
https://ascilite.org/get-involved/sigs/learning-analytics-sig/
www.bartrienties.nl
Enhancing (in)formal learning ties in interdisciplinary management courses: a...Bart Rienties
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master’s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were “balanced” by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur “automatically” in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education. DOI: 10.1080/03075079.2016.1174986. Impact factor: 1.037.
Full version is available at: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1174986
SRHE2016: Multilevel Modelling of Learning Gains: The Impact of Module Partic...Bart Rienties
Jekaterina Rogaten1
, Bart Rienties1
, Denise Whitelock1
, Simon Cross1
, Allison Littlejohn1
, Rhona
Sharpe2
, Simon Lygo-Baker3
, Ian Scott2
, Steven Warburton3
, Ian Kinchin3
1The Open University UK, UK,
2Oxford Brooks University, UK,
3University of Surrey, UK
Research Domain: Learning, teaching and assessment (LTA)
In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in
appropriate and valid measurement approaches of learning gains in Higher Education. Usually
learning gains are measured using pre-post testing, but this study examines whether academic
performance can be effectively used as proxy to estimate students’ learning progress. Academic
performance of 21,192 online learners from two major faculties was retrieved from university
database. A three-level growth-curve model was estimated and results showed that 16% to 46% of
variance in students’ initial academic performance, and 51% to 77% of variance in their subsequent
learning gains was due to them studying at a particular module. In addition, the results illustrate that
students who studied in modules with initial high student achievements exhibited lower learning gains
than students learning in modules with low initial student achievements. The importance of
assessment and learning design for learning gains are outlined.
www.abclearninggains.com @learninggains
AI in Education Amsterdam Data Science (ADS) What have we learned after a dec...Bart Rienties
The Open University UK (OU) has been implementing learning analytics and learning design on a large scale since 2012. With its 170+ students and 4000+ teaching staff, the OU has been at the forefront of testing, implementing, and evaluating the impact of learning analytics and learning design on students outcome and retention. A range of reviews and scholarly repositories (e.g., Web of Science) indicate that the OU is the largest contributor to academic output in learning analytics and learning design in the world. However, despite the large uptake of learning analytics at the OU there are a range of complex issues in terms of buy-in from staff, data infrastructures, ethics and privacy, student engagement, and perhaps most importantly how to make sense of big and small data in a complex organisation like the OU. During his talk Bart will be presenting on the implementation and learnings.
Type and Use of Innovative Learning Environments in Australasian Schools .Tec...eraser Juan José Calderón
Type and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1
Wesley Imms, Marian Mahat, Terry Byers & Dan Murphy
• What types of learning environments are in use
in Australian and New Zealand schools?
• What types of teaching approaches happen in these?
• What types of learning do they facilitate?
Presents justification for dissertation study looking at five different types of learner-content interaction in self-directed electronic professional development in science education
EVALUATING CLASSROOM PRACTICE: A CRITICAL ANALYSIS OF APPROACHES TO EVALUATIO...Tom Power
This study builds on and contributes to work in teacher education and educational technology, in international development contexts. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al. 2013) and educational technology programmes (Power et al. 2014), that show evidence of impact on teaching practice or learning outcomes. These both illustrate the importance of a strong focus on improving the quality of classroom practice in programme design, and both indicate some of the key characteristics of effective programme support for teachers. But in both reviews, the studies reviewed present problems of evidence. Such evidential problems arise in relation to reporting changes in: attitudes and understanding; teaching and learning practices; and learning outcomes.
In this article, we draw particular attention to evidence of classroom practice: in terms of extensiveness, of methodology, and of understanding the relationships between the variables considered. As such, the purpose of this article is to provide insight into three inter-related issues: the methodological challenges - of rigour, systematic observation, and extensiveness; the practical challenges - of human capacity for research activity, geographical remoteness, and cost; and the evidence requirements of different audiences - donors, policy makers, practitioners and the academic and research communities. This is done by considering these three issues, through a case study of English in Action, a large scale teacher education programme in Bangladesh, in which Educational Technology plays a central role in supporting both teacher professional development, and new classroom practices.
There are several implications from the recent reviews and the case study, that lead us to argue for greater development of evaluation approaches for classroom practice, based upon rigorous, systematic observation (using standardised observations, of objective behaviors). Such approaches must be capable of deployment at scale, and reliable implementation through relatively inexperienced field researchers, available and affordable in country. This may suggest certain kinds of large scale quantitative observation, that are rare in the global north. Is there an opportunity, for a collective accumulation of data, to deepen our basic understanding of classrooms and the actors within them?
Learning design meets learning analytics: Dr Bart Rienties, Open UniversityBart Rienties
8th UK Learning Analytics Network Meeting, The Open University, 2nd November 2016
1) The power of 151 Learning Designs on 113K+ students at the OU?
2) How can we use learning design to empower teachers?
3) How can Early Alert Systems improve Student Engagement and Academic Success? (Amara Atif, Macquarie University)
4) What evidence is there that learning design makes a difference over time and how students engage?
Keynote address Analytics4Action Evaluation Framework: a review of evidence-...Bart Rienties
Bart Rienties is a Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK. He is programme director Learning Analytics within IET and Chair of Analytics4Action project, which focuses on evidence-based research on interventions on OU modules to enhance student experience. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He successfully led a range of institutional/national/European projects and received several awards for his educational innovation projects.
The power of learning analytics to measure learning gains: an OU, Surrey and ...Bart Rienties
Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict students’ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Keynote H818 The Power of (In)formal learning: a learning analytics approachBart Rienties
A special thanks to Avinash Boroowa, Simon Cross, Lee Farrington-Flint, Christothea Herodotou, Lynda Prescott, Kevin Mayles, Tom Olney, Lisette Toetenel, John Woodthorpe and others…A special thanks to Prof Belinda Tynan for her continuous support on analytics at the OU UK
The power of learning analytics for UCL: lessons learned from the Open Univer...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale. In this seminar, we will discuss lessons learned from various learning analytics applications at the OU.
An investigation of_factors_influencing_student_use_of_technology_in_k-12_cla...Cathy Cavanaugh
The purpose of this research was to examine the effects of teachers’ characteristics,
school characteristics, and contextual characteristics on classroom
technology integration and teacher use of technology as mediators of student
use of technology. A research-based path model was designed and tested
based on data gathered from 732 teachers from 17 school districts and 107
different schools in the state of Florida. Results show that a teacher’s level
of education and experience teaching with technology positively and significantly
influence his/her use of technology. Teacher use of technology
strongly and positively explains classroom technology integration and
student use of technology. Further, how a teacher integrates technology
into the classroom explains how frequently students use technology in a
school setting. The findings provided significant evidence that the path
model is useful in explaining factors affecting student use of technology
and the relationships among the factors.
Discussant SRHE Symposium "A cross-institutional perspective on merits and ch...Bart Rienties
In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in
appropriate and valid measurement approaches of learning gains in Higher Education. Learning gains
are defined as growth or change in knowledge, skills, and abilities of learners over time. While the UK
government and other organisations like HEFCE expect tremendous opportunities for learning gains
to “objectively” measure the value added of higher education across institutions, empirical evidence of
the robustness, reliability, and validity of learning gains literature outside the UK is mixed. At SRHE,
we will discuss the affordances, lived experiences, and limitations of using different measurements,
conceptualisations, and methodologies of learning gains. We aim to set an evidence-based agenda of
how HEIs can effectively start to measure and implement notions of learning gains, while at the same
time discussing potential limitations and caveats.
www.abclearninggains.com @learninggains
Awareness, Perspectives and Practices on the Multifaceted Educational Pedagog...Jomar Aban
This study utilized a quantitative descriptive way using a structured questionnaire to analyze the awareness, perspectives and initiatives of instructors and students to the six educational pedagogies namely: cooperative learning, inquiry-based learning, lecture method, mastery learning, learning with emphasis to communication skills, and project-based method. It was found that the College of Education is not an exception to the high awareness and practice of lecture method over the other alternative student-centered educational pedagogies even at this modern era of learning and education. Age, highest educational attainment, number of hours of seminars attended, and frequency of access to web, journals and books played a significant role in the awareness of respondents to the different educational pedagogies wherein the greater the age, the higher the educational attainment, the more number of hours of seminars attended, and the higher the frequency of access, significantly increases the awareness of the respondents. In general, faculty development improves as an instructor ages, such as his/her educational attainment, the increase in the number of hours of the seminars that he/she has attended and his/her frequency to access to the internet, journals and books.
HOW TO CITE: Aban, J. L. and Aban, J. L. (2015). Awareness, Perspectives and Practices on the Multifaceted Educational Pedagogies in Don Mariano Marcos Memorial State University, Philippines. International Council of Education for Teaching (ICET), 59th World Assembly - Challenging Disparities in Education. Naruto University of Education, Japan. June 19-21, 2015. pp 447-458.
Using Learning analytics to support learners and teachers at the Open UniversityBart Rienties
In this seminar Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be in these Covid19 times.
https://www.kent.ac.uk/cshe/news-events.html
Inaugural lecture: The power of learning analytics to give students (and teac...Bart Rienties
Join us at the Berrill Theatre and online on Tuesday 30 January 2018, 6-7pm for the Inaugural Lecture of Professor Bart Rienties, in which he will talk about the power of learning analytics in teaching and learning. Bart Rienties is Professor of Learning Analytics at the Institute of Educational Technology (IET) at The Open University. He is programme director Learning Analytics within IET and head of Data Wranglers, whereby he leads of group of learning analytics academics who conduct evidence-based research and sense making of Big Data at the OU.
As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects and received a range of awards for his educational innovation projects.
Bart is World Champion Transplant cycling Team Time Trial 2017, the first academic with a transplant to be promoted to full professor, and a keen explorer of life.
In The power of learning analytics to give students (and teachers) what they want!, Bart will describe how his research into learning analytics is enabling him to predict which learning strategy might work best for each student, and provide different, unique experiences for each depending on what they want. In particular, he will explore how student dispositions like motivation, emotion, or anxiety encourages or hinders effective online learning, and how we may need to adjust our approaches depending on individual differences.
Event programme:
18:00 - 18:45 – The power of learning analytics to give students (and teachers) what they want!
18:45 - 19:00 – Q&A
19:00 - 19:45 – Drinks Reception
There will be time for questions and comments. We very much hope you will be able to attend what promises to be an inspiring event and have your say.
Keynote EARLI SIG17 The power of learning analytics: a need to move towards n...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. According to Tempelaar, Rienties, and Giesbers (2015, p. 158) “a broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process”. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale (Rienties, Cross, & Zdrahal, 2016; Tempelaar et al., 2015; Tobarra, Robles-Gómez, Ros, Hernández, & Caminero, 2014).
Increased availability of large datasets (Arbaugh, 2014), powerful analytics engines (Tobarra et al., 2014), and skilfully designed visualisations of analytics results (González-Torres, García-Peñalvo, & Therón, 2013) mean that institutions may now be able to use the experience of the past to create supportive, insightful models of primary (and even real-time) learning processes (Arnold & Pistilli, 2012; Ferguson & Buckingham Shum, 2012; Papamitsiou & Economides, 2014). Substantial progress in learning analytics research relating to identifying at-risk students has been made in the last few years using a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning, predictive modelling, social network analysis).
In this EARLI SIG17 keynote, I will argue that one of the largest challenges for learning analytics and wider educational research still lies ahead of us, and that one substantial and immediate challenge is how to put the power of learning analytics into the hands of researchers, teachers and administrators. While an increasing body of literature has become available regarding how institutions have experimented with small-scale interventions (Papamitsiou & Economides, 2014), to the best of our knowledge no comprehensive conceptual model, nested within a strong evidence-base, is available that describes how researchers, teachers and administrators can use learning analytics to make successful interventions in their own practice. In this keynote, I will use the development of a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is being currently tested and validated at the largest university in Europe (in terms of enrolled learners), namely the UK Open University (OU, Calvert, 2014), as an example of the complexity of different, interlinked methodological and conceptual approaches.
Meaningful Conversations about EdTech: Transforming Student LearningBradford Wheeler
Co-Presenter: Meaningful Conversations about EdTech: Transforming Student Learning. Professional and Organizational Development (POD) Network 2016, November 10; Louisville, KY.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
Type and Use of Innovative Learning Environments in Australasian Schools .Tec...eraser Juan José Calderón
Type and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1
Wesley Imms, Marian Mahat, Terry Byers & Dan Murphy
• What types of learning environments are in use
in Australian and New Zealand schools?
• What types of teaching approaches happen in these?
• What types of learning do they facilitate?
Presents justification for dissertation study looking at five different types of learner-content interaction in self-directed electronic professional development in science education
EVALUATING CLASSROOM PRACTICE: A CRITICAL ANALYSIS OF APPROACHES TO EVALUATIO...Tom Power
This study builds on and contributes to work in teacher education and educational technology, in international development contexts. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al. 2013) and educational technology programmes (Power et al. 2014), that show evidence of impact on teaching practice or learning outcomes. These both illustrate the importance of a strong focus on improving the quality of classroom practice in programme design, and both indicate some of the key characteristics of effective programme support for teachers. But in both reviews, the studies reviewed present problems of evidence. Such evidential problems arise in relation to reporting changes in: attitudes and understanding; teaching and learning practices; and learning outcomes.
In this article, we draw particular attention to evidence of classroom practice: in terms of extensiveness, of methodology, and of understanding the relationships between the variables considered. As such, the purpose of this article is to provide insight into three inter-related issues: the methodological challenges - of rigour, systematic observation, and extensiveness; the practical challenges - of human capacity for research activity, geographical remoteness, and cost; and the evidence requirements of different audiences - donors, policy makers, practitioners and the academic and research communities. This is done by considering these three issues, through a case study of English in Action, a large scale teacher education programme in Bangladesh, in which Educational Technology plays a central role in supporting both teacher professional development, and new classroom practices.
There are several implications from the recent reviews and the case study, that lead us to argue for greater development of evaluation approaches for classroom practice, based upon rigorous, systematic observation (using standardised observations, of objective behaviors). Such approaches must be capable of deployment at scale, and reliable implementation through relatively inexperienced field researchers, available and affordable in country. This may suggest certain kinds of large scale quantitative observation, that are rare in the global north. Is there an opportunity, for a collective accumulation of data, to deepen our basic understanding of classrooms and the actors within them?
Learning design meets learning analytics: Dr Bart Rienties, Open UniversityBart Rienties
8th UK Learning Analytics Network Meeting, The Open University, 2nd November 2016
1) The power of 151 Learning Designs on 113K+ students at the OU?
2) How can we use learning design to empower teachers?
3) How can Early Alert Systems improve Student Engagement and Academic Success? (Amara Atif, Macquarie University)
4) What evidence is there that learning design makes a difference over time and how students engage?
Keynote address Analytics4Action Evaluation Framework: a review of evidence-...Bart Rienties
Bart Rienties is a Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK. He is programme director Learning Analytics within IET and Chair of Analytics4Action project, which focuses on evidence-based research on interventions on OU modules to enhance student experience. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He successfully led a range of institutional/national/European projects and received several awards for his educational innovation projects.
The power of learning analytics to measure learning gains: an OU, Surrey and ...Bart Rienties
Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict students’ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Keynote H818 The Power of (In)formal learning: a learning analytics approachBart Rienties
A special thanks to Avinash Boroowa, Simon Cross, Lee Farrington-Flint, Christothea Herodotou, Lynda Prescott, Kevin Mayles, Tom Olney, Lisette Toetenel, John Woodthorpe and others…A special thanks to Prof Belinda Tynan for her continuous support on analytics at the OU UK
The power of learning analytics for UCL: lessons learned from the Open Univer...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale. In this seminar, we will discuss lessons learned from various learning analytics applications at the OU.
An investigation of_factors_influencing_student_use_of_technology_in_k-12_cla...Cathy Cavanaugh
The purpose of this research was to examine the effects of teachers’ characteristics,
school characteristics, and contextual characteristics on classroom
technology integration and teacher use of technology as mediators of student
use of technology. A research-based path model was designed and tested
based on data gathered from 732 teachers from 17 school districts and 107
different schools in the state of Florida. Results show that a teacher’s level
of education and experience teaching with technology positively and significantly
influence his/her use of technology. Teacher use of technology
strongly and positively explains classroom technology integration and
student use of technology. Further, how a teacher integrates technology
into the classroom explains how frequently students use technology in a
school setting. The findings provided significant evidence that the path
model is useful in explaining factors affecting student use of technology
and the relationships among the factors.
Discussant SRHE Symposium "A cross-institutional perspective on merits and ch...Bart Rienties
In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in
appropriate and valid measurement approaches of learning gains in Higher Education. Learning gains
are defined as growth or change in knowledge, skills, and abilities of learners over time. While the UK
government and other organisations like HEFCE expect tremendous opportunities for learning gains
to “objectively” measure the value added of higher education across institutions, empirical evidence of
the robustness, reliability, and validity of learning gains literature outside the UK is mixed. At SRHE,
we will discuss the affordances, lived experiences, and limitations of using different measurements,
conceptualisations, and methodologies of learning gains. We aim to set an evidence-based agenda of
how HEIs can effectively start to measure and implement notions of learning gains, while at the same
time discussing potential limitations and caveats.
www.abclearninggains.com @learninggains
Awareness, Perspectives and Practices on the Multifaceted Educational Pedagog...Jomar Aban
This study utilized a quantitative descriptive way using a structured questionnaire to analyze the awareness, perspectives and initiatives of instructors and students to the six educational pedagogies namely: cooperative learning, inquiry-based learning, lecture method, mastery learning, learning with emphasis to communication skills, and project-based method. It was found that the College of Education is not an exception to the high awareness and practice of lecture method over the other alternative student-centered educational pedagogies even at this modern era of learning and education. Age, highest educational attainment, number of hours of seminars attended, and frequency of access to web, journals and books played a significant role in the awareness of respondents to the different educational pedagogies wherein the greater the age, the higher the educational attainment, the more number of hours of seminars attended, and the higher the frequency of access, significantly increases the awareness of the respondents. In general, faculty development improves as an instructor ages, such as his/her educational attainment, the increase in the number of hours of the seminars that he/she has attended and his/her frequency to access to the internet, journals and books.
HOW TO CITE: Aban, J. L. and Aban, J. L. (2015). Awareness, Perspectives and Practices on the Multifaceted Educational Pedagogies in Don Mariano Marcos Memorial State University, Philippines. International Council of Education for Teaching (ICET), 59th World Assembly - Challenging Disparities in Education. Naruto University of Education, Japan. June 19-21, 2015. pp 447-458.
Using Learning analytics to support learners and teachers at the Open UniversityBart Rienties
In this seminar Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be in these Covid19 times.
https://www.kent.ac.uk/cshe/news-events.html
Inaugural lecture: The power of learning analytics to give students (and teac...Bart Rienties
Join us at the Berrill Theatre and online on Tuesday 30 January 2018, 6-7pm for the Inaugural Lecture of Professor Bart Rienties, in which he will talk about the power of learning analytics in teaching and learning. Bart Rienties is Professor of Learning Analytics at the Institute of Educational Technology (IET) at The Open University. He is programme director Learning Analytics within IET and head of Data Wranglers, whereby he leads of group of learning analytics academics who conduct evidence-based research and sense making of Big Data at the OU.
As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects and received a range of awards for his educational innovation projects.
Bart is World Champion Transplant cycling Team Time Trial 2017, the first academic with a transplant to be promoted to full professor, and a keen explorer of life.
In The power of learning analytics to give students (and teachers) what they want!, Bart will describe how his research into learning analytics is enabling him to predict which learning strategy might work best for each student, and provide different, unique experiences for each depending on what they want. In particular, he will explore how student dispositions like motivation, emotion, or anxiety encourages or hinders effective online learning, and how we may need to adjust our approaches depending on individual differences.
Event programme:
18:00 - 18:45 – The power of learning analytics to give students (and teachers) what they want!
18:45 - 19:00 – Q&A
19:00 - 19:45 – Drinks Reception
There will be time for questions and comments. We very much hope you will be able to attend what promises to be an inspiring event and have your say.
Keynote EARLI SIG17 The power of learning analytics: a need to move towards n...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. According to Tempelaar, Rienties, and Giesbers (2015, p. 158) “a broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process”. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale (Rienties, Cross, & Zdrahal, 2016; Tempelaar et al., 2015; Tobarra, Robles-Gómez, Ros, Hernández, & Caminero, 2014).
Increased availability of large datasets (Arbaugh, 2014), powerful analytics engines (Tobarra et al., 2014), and skilfully designed visualisations of analytics results (González-Torres, García-Peñalvo, & Therón, 2013) mean that institutions may now be able to use the experience of the past to create supportive, insightful models of primary (and even real-time) learning processes (Arnold & Pistilli, 2012; Ferguson & Buckingham Shum, 2012; Papamitsiou & Economides, 2014). Substantial progress in learning analytics research relating to identifying at-risk students has been made in the last few years using a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning, predictive modelling, social network analysis).
In this EARLI SIG17 keynote, I will argue that one of the largest challenges for learning analytics and wider educational research still lies ahead of us, and that one substantial and immediate challenge is how to put the power of learning analytics into the hands of researchers, teachers and administrators. While an increasing body of literature has become available regarding how institutions have experimented with small-scale interventions (Papamitsiou & Economides, 2014), to the best of our knowledge no comprehensive conceptual model, nested within a strong evidence-base, is available that describes how researchers, teachers and administrators can use learning analytics to make successful interventions in their own practice. In this keynote, I will use the development of a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is being currently tested and validated at the largest university in Europe (in terms of enrolled learners), namely the UK Open University (OU, Calvert, 2014), as an example of the complexity of different, interlinked methodological and conceptual approaches.
Meaningful Conversations about EdTech: Transforming Student LearningBradford Wheeler
Co-Presenter: Meaningful Conversations about EdTech: Transforming Student Learning. Professional and Organizational Development (POD) Network 2016, November 10; Louisville, KY.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
Presentation by Michael Diedring (Secretary General of the European Council on Refugees and Exiles) on the occasion of the conference on Immigration – a source of wealth and duties for Europe organised by the EESC, the Council of Europe and the French Economic, Social and Environmental Council in Brussels on 15 March 2013.
Managing Director Barney Phillips expresses how using Clarity Go since the beginning of the year has saved him hours, giving him time to press on with other jobs.
The Development and Factor Structure of the Faculty Perceptions of Statistics (FPS) Scale........................................ 1
Laura Taylor, Kirsten Doehler and Jessalyn Smith
Teachers who Attract or Repel: A Glimpse at Student Expectations of their Tertiary-Level Teachers .................... 21
Dr Stephen Joseph
The Effects of Goal Type, Learning Interest, and Task Difficulty on Learning English Words ................................ 32
Pengcheng Zhang and Zhe Wang, Olusola Adesope
An ICT Approach for Implementing Emerging Technologies for Teaching and Learning in Low Resource
Communities: Lessons Learnt from Namibia .................................................................................................................. 47
Shehu M and Jere N.R
Descriptive Study on Grade 2 Pupils Relationship Behavior and School Adjustment As Perceived By Teachers:
The Case of Jimma Zone, Oromia ...................................................................................................................................... 65
Fisseha Mikre and Nasser Aba-Milki
The Magnitude of Teacher Expectation Effects: Differences in Students, Teachers and Contexts ............................ 76
Zheng Li
Principles and Practices of ESP Course Design—A Case Study of a University of Science and Technology .......... 94
Chin-Ling Lee
Escalating Ability to Write Papers: To Make Use of Direct Instruction....................................................................... 106
Ismail Marzuki
Students’ Attitudes and English Language Performance in Secondary Schools in Tanzania ................................. 117
Gilman Jackson Nyamubi, Ph.D
This presentation was given by Stéphan Vincent-Lancrin at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
A Comparison of Student Achievement & Retention in an Introductory Math Coursetcc07
Powerpoint presentation for TCC 07 poster session: A Comparison of Student Achievement & Retention in an Introductory Math Course Delivered in Online, Face-to-Face and Blended Modalities
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
In this study, the attitudes of the academic staff working in NamıkKemal University (NKU) towards distance education were examined according to different variables. Within this scope, the distance education attitude scale developed by Ağır et al. was used. 283 out of 955 academic staff working in NKU participated in this research in 2015. The data obtained from the research were analyzed by using SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. In the evaluation of the data; numbers, percentages, mean and standard deviation were used as the descriptive statistical methods. T-test was used in the comparison of the quantitative continuous data between two independent groups, while One-Way ANOVA was used in the comparison of the quantitative continuous data between more than two independent groups. In order to determine the differences after the ANOVA, Scheffe’s test was used as the complementary post-hoc analysis. The obtained findings were evaluated at the confidence interval of 95% and at the significance level of 5%. It was determined in the study that the attitude level of the participants as to “the positive aspects of distance education” proved to be moderate (2,851 ± 0,716); whereas the attitude level as to “the negative aspects of distance education” proved to be weak (2,430 ± 0,757); and the attitude level as to “the advantages of distance education” proved to be high (3,618 ± 0,713).While age and gender were seen to have not affected the attitudes towards distance education, the academic title was seen to have affected these attitudes. The obtained statistical data and findings contributed to the studies regarding the foundation and constitution of Distance Education Center (DEC) as well as raising awareness for DEC
Universal design for learning and course development in online educationSirui Wang
This presentation was prepared for faculty professional development in developing online courses. Guided by Universal Design for Learning principles, instructor and instructional designer should work collaboratively to produce quality online courses that inspire learners' online learning experience.
Energizing PowerPoint With Audio and AnimationSirui Wang
This presentation is designed for first-year faculty training in using PowerPoint to create lectures and deliver content. Basic skills of integrating audio, video, and animation into traditional PowerPoint slides have been introduced. A formal process of producing efficient lecture slides has also been discussed. Useful resources of producing, editing, and sharing of audio, video, and animation have also been included in this presentation.
Video that matters enhancing student engagement through interactive oct14Sirui Wang
This is presentation focused on video-centric program for online education. Using interactive video lecture to enhance students' active learning experience in online environment is crucial in online education.
This short presentation introduced the ecosystem of learning and training as faculty training approach. Integration of technology and instructional designer's role in this system have also been emphasized.
Windows Movie Maker is a free and easy-guided movie editing software for beginners. WMM has also been popular in creating ePorfolio and digital storytelling. This tutorial leads users to create a short digital story by using basic functions and a few effects in WMM.
Pixlr is a simple online photo editing tool which fulfills most of the editing needs. In this tutorial, a before-and-after comparison of each tool makes the editing more intuitive and gives the users a quick choice.
This report compared the differences of various instructional design model, and discussed the learning theories that might influence learning process and learning design.
This presentation introduced why IDer needs to include audio in instructional design, and provided some clues of how to use audios in teaching and learning.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How libraries can support authors with open access requirements for UKRI fund...
A study of the demographic differences of instructors in using e-Textbooks in higher education
1. A Study of the
Demographic Differences
of Instructors in Using
E-Textbooks in Higher
Education
SiruiWang, Ph.D.
The University of Southern Mississippi/ Colorado State University
AECT, November 5, 2015
2. Introduction
• E-Textbooks
In this research, this refers to a textbook in its digital form or textbook converted into
certain digital format or in a computer file format to be displayed on a computer screen or
read on a computer through a network or viewed on a dedicated portable device or read on
all types of computers or formatted for display on eBook readers (Cavanaugh, 2005; Chen,
Crooks, & Ford, 2013; Dalton & Palincsar, 2013; Daniel &Woody, 2013; Lamothe, 2011; Rao,
2003;Tripathi, & Jeevan, 2007).
• E-Textbooks and Education
o Flexible
o Interactive
o Accessible
(Alliance for Excellent Education, 2013; Duffey & Fox, 2012; Ihmeideh, 2014; Mardis,
Everhart, Smith, Newsum, & Baker, 2010; Moody, 2010; Roskos, Burstein, Shang, & Gray,
2014;Tsang,Yuen, Li, & Cheung, 2013)
• Diffusion of InnovationTheory
The process by which an innovation is “communicated through certain channels over time
among the members of a social system” (Rogers, 2003, p. 6).
3. State of the problem
• Incomplete adoption of e-Textbooks in education. Using e-Textbooks in
teaching in higher education is still far from its confirmation stage.
o In the U.S., 19 states neither proposed any policies or guidelines of adopting or using
digital content, nor included digital content in learning material (State Education Policy
Center, 2012).
• A contrary between students and instructors in using e-Textbooks in class.
Instructors displayed unsupportive attitudes and showed lower intentions of
using e-Textbooks in teaching (Kissinger, 2011), which opposed by students'
higher expectations on using e-Textbooks for more interactive and
collaborative learning opportunities in higher education (Center for Digital
Education, 2013)
4. Research Question
Based upon the purpose of this study, which is to explore the factors that affect
instructors using e-Textbooks in teaching by comparing the demographic differences
between adopter and non-adopters in higher education, the research question is:
• How do demographics (state, gender, age, academic rank, and study field) differ
between instructors using e-Textbooks (adopters) and those who are not using e-
Textbooks (non-adopters) in teaching in higher education? (Five Hypotheses)
o Five hypotheses were associated with the research question:
Hypothesis 1:There is a difference between adopters and non-adopters of using e-Textbooks in
terms of state of residence.
Hypothesis 2:There is a difference between adopters and non-adopters of using e-Textbooks in
terms of gender.
Hypothesis 3:There is a difference between adopters and non-adopters of using e-Textbooks in
terms of age group.
Hypothesis 4:There is a difference between adopters and non-adopters of using e-Textbooks in
terms of academic rank.
Hypothesis 5:There is a difference between adopters and non-adopters of using e-Textbooks in
terms of study fields.
5. Methodology
• Research Design
Quantitative research method (Hopkins, 2008; Muijs, 2004)
Categorical data analysis (Chi-Square test of Independence)
Questionnaire (Almobarraz, 2007; Hannan, 2007; Jebeile & Reeve, 2003; Moore
& Benbasat, 1991)
• Research Setting
Alabama, Kentucky, Mississippi, andTennessee (east south central in the U.S.)
• Participants
Instructors in public universities who were teaching in educational-related
programs in the college of education
o lecturers, assistant professors, associate professors, full professors, and other
instructors who were teaching
6. Findings…
• Response Rate: 39 public universities (8 in MS, 14 in AL, 8 in KY, and 9 inTN),
2309 survey through email invitation, 366 responses (70 from MS, 118 from
AL, 85 from KY, and 93 fromTN).
• Gender ratio: 34.4% male vs. 52.7% female
• Participants’ ethnicity consisted of 78.9%White, 12.1% Black, 5.3% Asian,
0.6 % Latin, 0.3% Native-American, and 1.2% others
7. Frequency of How Often Instructors Use
E-Textbooks inTeaching
N=7
N=27
N=16
N=109
N=188
Always
Very Often
Fairly Many Times
Occasionally
Never
0 50 100 150 200
9. RESEARCH QUESTION - HYPOTHESIS 1
• Hypothesis 1:There is a difference between adopters and non-adopters of using
e-Textbooks in terms of state.
• StatisticalTest: Pearson’s chi-square test
• There was no statistically significant difference between adopters and non-
adopters of using e-Textbooks in higher education related to state, χ2 (3, N = 347)
= .843, p = .839
• Findings indicated instructors from any of the four states might or might not use
e-Textbooks in teaching in higher education.
10. Results of Chi-squareTest and Descriptive Statistics for E-Textbook Adoption by State
Note. χ2 = 0.843, df = 3. Numbers in parentheses indicate column percentages.
RESEARCH QUESTION - HYPOTHESIS 1
11. RESEARCH QUESTION - HYPOTHESIS 2
Hypothesis 2:There is a difference between adopters and non-adopters of
using e-Textbooks in terms of gender.
StatisticalTest: Pearson’s chi-square test
There was no statistically significant difference between adopters and non-
adopters of using e-Textbooks in higher education related to gender, χ2 (1, N
= 319) = 0.006, p = .940
Findings indicated both male and female instructors had similar preferences
regarding using or not using e-Textbooks in teaching.
12. RESEARCH QUESTION - HYPOTHESIS 2
Results of Chi-squareTest and Descriptive Statistics for E-Textbook
Adoption by Gender
e-TextbookAdoption
Gender
Male Female
Adopters 53 (39.3%) 82 (60.7%)
Non-adopters 73 (39.7%) 111(60.3%)
Note. χ2 = 0.006, df = 1. Numbers in parentheses indicate column percentages.
13. RESEARCH QUESTION -HYPERTHESIS 3
Hypothesis 3:There is a difference between adopters and non-adopters of
using e-Textbooks in terms of age group.
StatisticalTest: Pearson’s chi-square test
There was no statistically significant difference between adopters and non-
adopters of using e-Textbooks in teaching related to age, χ2 (4, N = 319) =
2.797, p = .592
Findings indicated there were young instructors who are using or not using e-
Textbooks, while instructors who were older are also using or not using e-
Textbooks in teaching.
14. RESEARCH QUESTION -HYPERTHESIS 3
Results of Chi-squareTest and Descriptive Statistics for E-Textbook Adoption by Age
e-Textbook
Adoption
Age Group
20-29 30-39 40-49 50-59 60 or above
Adopters 6 (4.4%) 22 (16.3%) 38 (28.1%) 35 (25.9%) 34 (25.2%)
Non-adopters
6 (3.3%) 42 (22.8%) 43 (23.4%) 50 (27.2%) 43 (23.4%)
Note. χ2 = 2.797, df = 4. Numbers in parentheses indicate column percentages.
15. RESEARCH QUESTION -HYPOTHESIS 4
• Hypothesis 4: There is a difference between adopters and non-adopters of using
e-Textbooks in terms of academic ranking.
• StatisticalTest: Pearson’s chi-square test
• There was no statistically significant difference between adopters and non-
adopters of using e-Textbooks in teaching relating to their academic ranking, χ2
(4, N = 319) = 1.919, p = .751
• Findings indicated instructors at any academic level might use or not use e-
Textbooks in teaching.
16. e-Textbook
Adoption
Academic Ranking
Instructor Assistant
Professor
Associate
Professor
Professor Other
Adopters
11 (8.1%) 54 (40.0%) 39 (28.9%) 25 (18.5%) 6 (4.4%)
Non-adopters
18 (9.8%) 74 (40.2%) 43 (23.4%) 42 (22.8%) 7 (3.8%)
Results of Chi-squareTest and Descriptive Statistics for E-Textbook Adoption
by Academic Ranking
Note. χ2 = 1.919, df = 4. Numbers in parentheses indicate column percentages.
RESEARCH QUESTION -HYPOTHESIS 4
17. RESEARCH QUESTION -HYPOTHESIS 5
• Hypothesis 5:There is a difference between adopters and non-adopter of
using e-Textbooks in terms of study field in education.
• Statistical Test: Crosstabulation
• Findings indicated most instructors (both adopters and non-adopters of e-
Textbooks) in this study had their study fields in Curriculum and Instruction
and Educational Leadership and Administration.
18. Study field in Education E-TextbookAdoption
Adopters Non-Adopter
Child and Family Studies 2 (1.3%) 8 (3.8%)
School Counselling 2 (1.3%) 8 (3.8%)
Curriculum and Instruction 36 (22.8%) 44 (20.7%)
Educational Leadership andAdministration 27 (17.1%) 23 (10.8%)
Educational Studies and Research 12 (7.6%) 20 (9.4%)
InstructionalTechnology and Design 12 (7.6%) 9 (4.2%)
Library and Information Science 9 (5.7%) 1 (0.5%)
Music Education 0 (0.0%) 1 (0.5%)
Psychology 8 (5.1%) 16 (7.5%)
Special Education 13 (8.2%) 19 (8.9%)
Descriptive Statistics for E-Textbook Adoption by Study Field (N =319)
RESEARCH QUESTION -HYPOTHESIS 5
19. DISCUSSION
• 1.The adoption of e-Textbooks in higher education did not vary by states.The inconsecutiveness of the state
educational policies between pre K-12 education and higher education might be the culprit.The SEPC report
stated to include digital content and e-Textbooks in through pre K-12 education by state educational policies, but
did not clearly involve higher education in that process, which might lead to a less emphasis of using e-Textbooks
in higher education than pre K-12 education.
• 2.Younger instructors did not express a higher tendency in using e-Textbooks in teachingthan older ones;
instructors who were with higher academic ranks did not play their role as pioneers in using e-Textbooks in
teaching. Several reasons might pay for the situation. For instance, “no e-Textbook available” in their teaching
subject areas makes it impossible for instructors to use e-Textbooks, even if they had the intention. Students’
unresponsiveness made instructors hard to use e-Textbooks. Without supports from students or e-Textbooks
publishers in the social system, instructors could only abandon e-Textbooks, regardless of their age or social
status.
• 3. It is promising to promote instructors to use e-Textbooks in Curriculum & Instruction and Educational
Leadership & Administration, since which have the most people of using e-Textbooks. So, the interpersonal
communication channel could be broadened in higher education, and the adoption rate of using e-Textbooks in
other areas in teaching could be increased. It also suggests a direction for those colleges and institutions that
intend to use e-Textbooks but were unaware of where to start.
• In a sum, the adoption of digital content and e-Textbooks in higher education was not influenced by states’
policies, adopters’ gender, age, academic ranking, or their study fields.
20. Implication and Recommendations
There are some factor would affect instructors interest in using e-
Textbooks in teaching in higher education, such as the availability of e-
Textbooks, students’ corporations, institutions’ supports, etc.
Institutions have the responsibilities to assist instructors to adopt and
spread any innovation in education, technically and economically, and
make e-Textbooks compatible to the existing learning environment and
current standards.
E-Textbooks publishers should not only contribute to exploit features of
e-Textbooks, but also consider a proper method to extend the life of e-
Textbooks for users.
Instructional technologists and designers should work with faculty
collaboratively on course design.
21. REFERENCE
Almobarraz,A. (2007). Perceived attributes of diffusion of innovation theory as predictors of internet adoption among the faculty
members of Imam Mohammed Bin Saud University. Dissertation for University of NorthTexas.
Alliance for Excellent Education. (2013). What is digital learning? Retrieved from
http://www.all4ed.org/digitallearning/what-is-digital-learning
Cavanaugh,T. (2005). The digital reader: using ebooks in k-12 education. Eugene, OR: International Society forTechnology in
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