Advances in Teaching and Learning Minitrack

Permanent URI for this collection

The Advances in Teaching and Learning Technologies minitrack encourages research contributions that deal with learning theories, cognition, tools and their development, enabling platforms, communication media, distance learning, supporting infrastructures, user experiences, research methods, social impacts, and/or measurable outcomes as they relate to the area of technology and its support of improving teaching and learning. Appropriate usage environments range from same-time, same-place to anytime, anywhere that increase interactions among the learners and the teacher/facilitator. Special interest continues to focus on innovative ways of using social media to facilitate learning and its application to early childhood education. This mini-track is intended to include all aspects of teaching and learning technologies from the original inceptions of theories and tools through the measurement of learning outcomes.


Minitrack Co-Chairs:

David H. Spencer (Primary Contact)
New Jersey Institute of Technology
Email: dspencer@njit.edu

Timothy Ellis
Nova Southeastern University
Email: ellist@nova.edu

Eric Santanen
Bucknell University
Email: esantane@bucknell.edu

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Recent Submissions

Now showing 1 - 5 of 15
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    Using Journals to Assess Non-STEM Student Learning in STEM Courses: A Case Study in Cybersecurity Education
    ( 2017-01-04) Kessler, Gary ; Dardick, Glenn ; Holton, Douglas
    Embry-Riddle Aeronautical University offers a \ minor course of study in cybersecurity as an option in \ our undergraduate Homeland Security program. \ Since the students are, by and large, social scientists, \ the focus of the program is to build hyper-awareness \ of how cybersecurity integrates within their \ professional aspirations rather than to provide \ cybersecurity career-level proficiency. Assessing \ student learning of the technical aspects cannot be \ performed using traditional tests, as they would not \ properly measure what the students are learning in a \ practical sense. Instead, we employ journals and self-reflection \ to ask the students to express and \ demonstrate their learning. Although somewhat \ harder to grade, the journals have huge benefits to \ the learning environment as well as to actual \ learning.
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    Towards a Sentiment Analyzing Discussion-board
    ( 2017-01-04) Thoms, Brian ; Eryilmaz, Evren ; Mercado, Glo ; Ramirez, Benjamin ; Rodriguez, Jose
    In this paper we present the design and construction of a sentiment analyzing discussion board, which was used to support learning and interaction within an existing online social networking (OSN) system. More specifically, this research introduces an innovative extension to learning management software (LMS) that combines real-time sentiment analysis with the goal of fostering student engagement and course community. In this study we perform data mining to extract sentiment on over 6,000 historical discussion board posts. This initial data was analyzed for sentiment and interaction patterns and used for guiding the redesign of an existing asynchronous online discussion board (AOD). The redesign incorporates a sentiment analyzer, which allows users to analyze the sentiment of their individual contributions prior to submission. Preliminary results found that the proposed system produced more favorable outcomes when compared to existing AOD software.
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    Task-technology Fit Aware Expectation-confirmation Model towards Understanding of MOOCs Continued Usage Intention
    ( 2017-01-04) Ouyang, Yuanxin ; Tang, Cui ; Rong, Wenge ; Zhang, Long ; Yin, Chuantao ; Xiong, Zhang
    Massive Open Online Courses (MOOCs) have been playing a pivotal role among the latest e-learning initiative and obtain widespread popularity in many universities. But the low course completion rate and the high midway dropout rate of students have puzzled some researchers and designers of MOOCs. Therefore, it is important to explore the factors affecting students’ continuance intention to use MOOCs. This study integrates task-technology fit which can explain how the characteristics of task and technology affect the outcome of technology utilization into expectation-confirmation model to analyze the factors influencing students’ keeping using MOOCs and the relationships of constructs in the model, then it will also extend our understandings of continuance intention about MOOCs. We analyze and study 234 respondents, and results reveal that perceived usefulness, satisfaction and task-technology fit are important precedents of the intention to continue using MOOCs. Researchers and designers of MOOCs may obtain further insight in continuance intention about MOOCs.
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    Social Media in Educational Practice: Faculty Present and Future Use of Social Media in Teaching
    ( 2017-01-04) Esteve Del Valle, Marc ; Gruzd, Anatoliy ; Haythornthwaite, Caroline ; Paulin, Drew ; Gilbert, Sarah
    This paper presents results from a questionnaire (n=333) designed to gain an understanding of instructor motivations and experience with social media use in educational practice. Data on overall use of social media, and instructors’ use of social media in classes are applied to assess factors leading to present and future use of social media in teaching, using a framework based on the Unified Theory of Acceptance and Use of Technology (UTAUT2) model. Our findings show use in teaching is driven by factors associated with UTAUT’s Performance Expectancy construct, i.e., personal engagement with social media, and Moderating Condition of age, with older participants making greater use of social media in teaching. Other constructs associated with use are Habit (experience teaching online), Social Influence (colleagues using social media), Effort Expectancy (awareness of barriers, staying informed), Facilitating Conditions (institutional technology support) and Moderating Conditions (teaching at a two-year college).
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    Reducing Computer Anxiety in Self-Paced Technology Training
    ( 2017-01-04) Gupta, Saurabh
    Industry reports continue to highlight the importance and growth of e-learning. However, researcher, trainers and trainees all agree that e-learning is different in terms of the level of personalization and anxiety that it brings, and its impact on outcomes. This paper presents a research model to reframe the dominant theory in technology training, i.e. Socio-Cognitive theory and its impact on learning, including the impact of perceived anxiety and team-based learning. Results from an empirical study are presented. Results show that teams based e-learning can reduce perceived anxiety and thus, improve training outcomes. Theoretical and practical implications are also presented.