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Friday, August 3 • 11:00am - 12:00pm
Research Paper Panel: Online, Video and Mobile Learning Challenges

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Upload in Your Own words: Using Smartphones to Realize a Critical Approach to EFL Pedagogy
J.D. Swerzenski

Currently, 1 in 2 people around the world has internet access, most of them via smartphone. 1 in 3 are learning English, with over 80% of these students coming from Asia and the global south. Despite the incredible growth in these two trends, few steps have been taken to adapt EFL education methods around access to these devices. This article tests the efficacy of one such approach, working with university students in Bogotá, Colombia to create videos aimed at developing language proficiency and challenging cultural representations. Via a critical discourse analysis of their responses, the study hopes to highlight potential benefits and downsides offered by smartphones and other devices in developing language and critical expression skills.


A Video is Worth a Gagillion Words: Enhancing Student Skills and Self-Efficacy through a Video-Based Peer Review Assignment
Rabindra Ratan, Taj Makki, Stuart Braiman

In order to elucidate how to improve active learning and collaborative engagement in large and online course contexts, the present exploratory research employed a mixed-method study examining a video-based peer review assignment designed to help students advance their own video-creation skills and self-efficacy. Student participants (N = 255) responded positively to the platform and feedback process, but were critical of classmates’ engagement and own video skills. Video production competence beliefs increased from pre- to post-survey, especially for individuals with less previous video production experience. Further, students’ intent to use video persuasively increased from pre- to post-survey for those with less previous video-sharing experience. Overall, results suggest that education technology developers and practitioners could utilize similar approaches to facilitate active learning, but researchers should continue exploring the implications of such video-based assignments.

Identifying Shifting Roles, Expectations, and Practices in the Early Adoption of Challenge-Based Learning for Online Courses
Catherine Dornfeld Tissenbaum, Kemi Jona

Challenge-based learning situates learning in authentic contexts, with opportunities to meaningfully apply new knowledge and skills. However, the shift from traditional modes of instruction to challenge-based learning (CBL) introduces new roles, expectations, and practices for both instructors and students. In this design-based research study, we used an ethnographic lens to investigate feedback from instructors and students about their first semester with CBL. We identified common difficulties, strategies, and suggestions to incorporate into future design iterations of CBL courses, along with opportunities for deeper investigation into students' learning processes and development of agency within CBL courses.


Speakers
SB

Stuart Braiman

Innovation Strategist, TechSmith
KJ

Kemi Jona

Associate Dean, Northeastern Uuniversity
RR

Rabindra Ratan

Assistant Professor, Michigan State University
avatar for Catherine Dornfeld Tissenbaum

Catherine Dornfeld Tissenbaum

Northeastern University


Friday August 3, 2018 11:00am - 12:00pm
MIT Tang Center, E51-145 - Lecture Hall, Building E51 2 Amherst St, Cambridge, MA 02142, USA

Attendees (27)