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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Thematic analysis,Learning Theory,Learning Analytics
- چکیده:
- چکیده انگلیسی: Background: Studies have shown that there is a gap between theory and practice in the use of learning analytics in educational settings. Some researchers attribute this gap to not taking learning theories into consideration in the use of learning analytics in educational contexts. This study was conducted to address the role of learning theory in applying learning analytics in educational contexts. Methods: This is a qualitative study and the study design is content analysis. Thematic analysis was used as the research method. Data for this study was collected through an interview with 14 experts in the fields of learning analytics and learning theory who were selected purposefully. Theoretical saturation method was used to determine the sample size. Content analysis techniques were used to analyze data and content validity index (CVI) and Cohen’s kappa coefficient were performed to measure the validity and reliability of the findings. Results: Data analysis was performed to identify three main roles for learning theory in learning analytics including underpinning role, guiding role, and sense-making role. Conclusion: The results suggest that first, learning theory should underlie learning analytics (where to begin). Second, application of learning analytics in educational settings should be guided by learning theory (what and how to do), and third, learning analytics’ reports should be interpreted based on the learning theory implications for education (answer to question why).
- انتشار مقاله: 15-07-1398
- نویسندگان: Seyyed Kazem Banihashem,Khadijeh Aliabadi,Saeid Pourroostaei Ardakani,Mohammad Reza Nili AhmadAbadi,Ali Delavar
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Education,Technology,Learning
- چکیده:
- چکیده انگلیسی: Context Learning analytics is considered as the third wave in educational technology and it is a new and promising field of study. This study was conducted to clarify benefits and challenges of learning analytics in education. Methods Cooper’s systematic literature review was used as the research method. This method has five steps as follows: a) formulation of the problem, b) collection of data, c) evaluation of the appropriateness of the data, d) analysis and interpretation of relevant data, and e) organization and presentation of the results. Based on the study selection process, 36 articles were finally selected to be analyzed. Results The results showed that ethics and privacy were one of the most important challenges of learning analytics in education along with the lack of attention to theoretical foundations and scope and quality of data. The results also showed that learning analytics could bring remarkable benefits for education, such as increased engagement of students, improvement of learning outcomes, identification of students at risk, providing real - time feedback, and personalization of learning. Conclusions Based on the results, it can be concluded that learning analytics offer new insights in education, however, there are ethical, educational, and technical issues in the use of learning analytics in education.
- انتشار مقاله: 11-10-1348
- نویسندگان: Seyyed Kazem Banihashem,Khadijeh Aliabadi,Saeid Pourroostaei Ardakani,Ali Delaver,Mohammadreza Nili Ahmadabadi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Learning,Distance education,Learning Theory,Connectivism,Learning Implications
- چکیده:
- چکیده انگلیسی: Background: According to the connectivism learning theory, learning has a different form in the digital age compared to the industrial age, where traditional learning theories were applied. Thus, this study aimed at identifying and discovering implications of connectivism learning theory for distance education. Methods: The present study was a qualitative research. Population of this study was all the documents that were published in Iran during 2007 and 2015. Based on this search, about 100 valid published academic materials including papers, books, websites, conferences, and other academic materials were recognized. Because of the large overlap of these materials, by using purposive sampling, 10 cases were selected as the research sample. In this study, Mayring’s deductive qualitative content analysis method was used to extract implications of connectivism learning theory for distance education. According to the deductive model of qualitative content analysis, research question was identified in the first step. In the second step, valid and relevant publications and texts were determined. In the third step, aspects of theoretical analysis and categories were defined. In the fourth step, encoding of analysis units was done to infer the subcategories. In the fifth step, the main categories were extracted based on their most consistency with the subcategories; and in the final step, results were interpreted and quantitative assessment (e.g., frequencies) was done. Results: The results of this study referred to 9 connectivism implications as follow: networked teacher, networked students, networked learning, ecosystem, information and knowledge stream, connection and interaction, pluralism, and value measuring. Conclusion: Findings of this study may be useful and helpful for instructional and learning designers in e-learning environments.
- انتشار مقاله: 11-10-1348
- نویسندگان: Seyyed Kazem Banihashem,Khadijeh Aliabadi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Thematic analysis,Learning Theory,Learning Analytics
- چکیده:
- چکیده انگلیسی: Background: Studies have shown that there is a gap between theory and practice in the use of learning analytics in educational settings. Some researchers attribute this gap to not taking learning theories into consideration in the use of learning analytics in educational contexts. This study was conducted to address the role of learning theory in applying learning analytics in educational contexts. Methods: This is a qualitative study and the study design is content analysis. Thematic analysis was used as the research method. Data for this study was collected through an interview with 14 experts in the fields of learning analytics and learning theory who were selected purposefully. Theoretical saturation method was used to determine the sample size. Content analysis techniques were used to analyze data and content validity index (CVI) and Cohen’s kappa coefficient were performed to measure the validity and reliability of the findings. Results: Data analysis was performed to identify three main roles for learning theory in learning analytics including underpinning role, guiding role, and sense-making role. Conclusion: The results suggest that first, learning theory should underlie learning analytics (where to begin). Second, application of learning analytics in educational settings should be guided by learning theory (what and how to do), and third, learning analytics’ reports should be interpreted based on the learning theory implications for education (answer to question why).
- انتشار مقاله: 15-07-1398
- نویسندگان: Seyyed Kazem Banihashem,Khadijeh Aliabadi,Saeid Pourroostaei Ardakani,Mohammad Reza Nili AhmadAbadi,Ali Delavar
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Education,Technology,Learning
- چکیده:
- چکیده انگلیسی: Context Learning analytics is considered as the third wave in educational technology and it is a new and promising field of study. This study was conducted to clarify benefits and challenges of learning analytics in education. Methods Cooper’s systematic literature review was used as the research method. This method has five steps as follows: a) formulation of the problem, b) collection of data, c) evaluation of the appropriateness of the data, d) analysis and interpretation of relevant data, and e) organization and presentation of the results. Based on the study selection process, 36 articles were finally selected to be analyzed. Results The results showed that ethics and privacy were one of the most important challenges of learning analytics in education along with the lack of attention to theoretical foundations and scope and quality of data. The results also showed that learning analytics could bring remarkable benefits for education, such as increased engagement of students, improvement of learning outcomes, identification of students at risk, providing real - time feedback, and personalization of learning. Conclusions Based on the results, it can be concluded that learning analytics offer new insights in education, however, there are ethical, educational, and technical issues in the use of learning analytics in education.
- انتشار مقاله: 11-10-1348
- نویسندگان: Seyyed Kazem Banihashem,Khadijeh Aliabadi,Saeid Pourroostaei Ardakani,Ali Delaver,Mohammadreza Nili Ahmadabadi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Learning,Distance education,Learning Theory,Connectivism,Learning Implications
- چکیده:
- چکیده انگلیسی: Background: According to the connectivism learning theory, learning has a different form in the digital age compared to the industrial age, where traditional learning theories were applied. Thus, this study aimed at identifying and discovering implications of connectivism learning theory for distance education. Methods: The present study was a qualitative research. Population of this study was all the documents that were published in Iran during 2007 and 2015. Based on this search, about 100 valid published academic materials including papers, books, websites, conferences, and other academic materials were recognized. Because of the large overlap of these materials, by using purposive sampling, 10 cases were selected as the research sample. In this study, Mayring’s deductive qualitative content analysis method was used to extract implications of connectivism learning theory for distance education. According to the deductive model of qualitative content analysis, research question was identified in the first step. In the second step, valid and relevant publications and texts were determined. In the third step, aspects of theoretical analysis and categories were defined. In the fourth step, encoding of analysis units was done to infer the subcategories. In the fifth step, the main categories were extracted based on their most consistency with the subcategories; and in the final step, results were interpreted and quantitative assessment (e.g., frequencies) was done. Results: The results of this study referred to 9 connectivism implications as follow: networked teacher, networked students, networked learning, ecosystem, information and knowledge stream, connection and interaction, pluralism, and value measuring. Conclusion: Findings of this study may be useful and helpful for instructional and learning designers in e-learning environments.
- انتشار مقاله: 11-10-1348
- نویسندگان: Seyyed Kazem Banihashem,Khadijeh Aliabadi
- مشاهده