Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE...
-
Upload
quan-nguyen -
Category
Education
-
view
189 -
download
3
Transcript of Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE...
![Page 1: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/1.jpg)
Click to edit Master title style
UNRAVELLING THE DYNAMICS OF INSTRUCTIONAL PRACTICE: A LONGITUDINAL STUDY ON LEARNING DESIGN AND VLE ACTIVITIES
LAK17 QUAN NGUYEN, BART RIENTIES, LISETTE TOETENEL
@QuanNguyen3010
![Page 2: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/2.jpg)
Click to edit Master title style
@QuanNguyen3010
![Page 3: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/3.jpg)
LEARNING DESIGN
04LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
Figure 2: A Learning Design Conceptual Map. Retrieved from Dalziel et al. (2016)
Figure 1: Music notationRetrieved from Wikipedia Jan 18th, 2016
![Page 4: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/4.jpg)
LEARNING ANALYTICS
04 (Gasevic, 2015, 2016; Wise, 2015; Kirschner, 2016)
LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
![Page 5: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/5.jpg)
A MARRIAGE OF LEARNING DESIGN & LEARNING ANALYTICS
TYPOLOGY OF SMART CITY TECHNOLOGYBASED ON THE OBJECTIVES OF THEIR USE
04
Learning
analytics
Learning
design
Explicit feedback
Pedagogical context
(Lockyer et al., 2013; Lockyer & Dawson, 2011; Persico & Pozzi, 2015; Mor et al., 2015)
LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
![Page 6: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/6.jpg)
ALIGNING LEARNING DESIGN AND LEARNING ANALYTICS
TYPOLOGY OF SMART CITY TECHNOLOGYBASED ON THE OBJECTIVES OF THEIR USE
04 (Persico & Pozzi, 2015; Lockyer et al., 2013; Bakharia et al., 2016)
LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
![Page 7: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/7.jpg)
EMPIRICAL EVIDENCE
04
Sample Findings9 undergrad blended modules, 4139 students
Instructional conditions across disciplines and course to avoid over-estimation or underestimation of the effect of LMS behavior on academic success (Gasevic et al., 2016)
151 modules, 111,256 students
LD activities had significant impacts on VLE behavior, student satisfaction, and retention (Rienties & Toetenel, 2016)
30 teachers The learning design process is influenced by factors related to student, teachers, and context (Bennett et al., 2015)
LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
![Page 8: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/8.jpg)
RESEARCH QUESTIONS
RQ1: How are learning designs configured across modules over time?
LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
RQ2: How do different learning activities interact with each other across modules over time?
RQ3: How do learning designs affect VLE behaviour over time?
![Page 9: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/9.jpg)
METHODOLOGY - INSTRUMENTS
04
OULDI VLEAssimilative Time spent per weekFinding information Time spent per visitProductiveInteractiveExperientialCommunicationAssessment
LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
![Page 10: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/10.jpg)
METHODOLOGY - INSTRUMENTS
04
OULDIAssimilativeFinding informationProductiveInteractiveExperientialCommunicationAssessment
LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
![Page 11: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/11.jpg)
METHODOLOGY - ANALYSIS
04
Fixed effect modelVisualization Social network analysis
RQ1: How are learning designs configured across modules over
time?
RQ2: How do different learning activities interact
with each other across modules?
RQ3: How do learning designs affect VLE behaviour over time?
LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
@QuanNguyen3010
![Page 12: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/12.jpg)
RQ1: How are learning designs configured across modules over time?
LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
Tableau 10.1
@QuanNguyen3010
![Page 13: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/13.jpg)
RQ1: How are learning designs configured across modules over time?
04LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
@QuanNguyen3010
![Page 14: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/14.jpg)
RQ2: How do different learning activities interact across modules?
04LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
@QuanNguyen3010
![Page 15: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/15.jpg)
RQ3: How do learning designs affect VLE behaviour over time?
04
(1) (2) (3) (4)VLE_per_visit OLS FE_
weekFE_
moduleFE_module_
week Assessment .51*** .51*** .03 .04 (.08) (.08) (.06) (.06)Information .25 .32 -.05 .007 (.35) (.35) (.24) (.24)Communication 2.16*** 2.16*** .69*** .68*** (.35) (.35) (.26) (.26)Productive .49*** .52*** -.34*** -.32** (.16) (.16) (.13) (.13)Experiential -.13 -.13 -.55 -.53 (.53) (.53) (.37) (.36)Interactive .50 .48 .17 .14 (.34) (.34) (.24) (.24)Constant 20.19*** 20.11*** 22.74*** 19.29*** (.40) (0.40) (0.31) (1.28) Observations 1,114 1,114 1,114 1,114Adj R-squared 0.07 0.08 0.60 0.63
(1) (2) (3) (4)VLE_per_week OLS FE_
weekFE_
moduleFE_module_
week Assessment 2.96*** 2.35*** -.49 -.98 (.79) (.83) (.74) (.75)Information 4.442 5.192 .30 .72 (3.60) (3.60) (3.10) (3.04)Communication 16.53*** 16.40*** 4.32 3.79 (3.60) (3.57) (3.39) (3.31)Productive .74 1.73 -5.63*** -4.42*** (1.61) (1.60) (1.66) (1.64)Experiential -4.14 -3.92 -8.81* -8.43* (5.44) (5.40) (4.77) (4.67)Interactive 12.02*** 12.44*** 6.03* 6.17** (3.50) (3.47) (3.13) (3.06)Constant 102.2*** 101.8*** 122.7*** 99.40*** (4.12) (4.06) (3.98) (16.40) Observations 1,114 1,114 1,114 1,114Adj R-squared 0.04 0.08 0.36 0.40
Baseline: Assimilative; Unstandardized betas; Standard errors in parentheses; *** p<0.01, ** p<0.05, * p<0.1
LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
@QuanNguyen3010
![Page 16: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/16.jpg)
RQ3: How do learning designs affect VLE behaviour over time?
04
AssessmentFinding info
Communication
Productive
Experiential
Interactive
VLE per
week
VLE per visit
.68 ***
-.32**
-4.42**
-8.43*
6.17**
LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
Adj-R2 = 0.63
Adj-R2 = 0.40
@QuanNguyen3010
![Page 17: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/17.jpg)
04LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
Figure 2: A Learning Design Conceptual Map. Retrieved from Dalziel et al. (2016)
Behavior
Performance
Process
OutputInput
Learning design
ALIGNING LEARNING DESIGN AND LEARNING ANALYTICS
![Page 18: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/18.jpg)
IMPLICATIONS
04LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
Learning
analytics
Learning
design
Research
Educators Learners
![Page 19: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/19.jpg)
Click to edit Master title style
@QuanNguyen3010
![Page 20: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/20.jpg)
ACKNOWLEDGEMENT
Prof. Bart Rienties Prof. Denise Whitelock Prof. Zdenek Zdrahal Lisette Toetenel
& OULDI team
![Page 22: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/22.jpg)
LIMITATIONS & FUTURE RESEARCH
TYPOLOGY OF SMART CITY TECHNOLOGYBASED ON THE OBJECTIVES OF THEIR USE
04
• Include SNA metrics• Enlarge sample size (400+ modules) multi-level
modelling• Breakdowns in each type of activities• Breakdowns VLE log-data according to each type of
activities Analysis at students’ level• Alternative to OULDI taxonomy• Other outcomes (grades, dropouts, satisfaction)
LITERATURE REVIEW METHODOLOGY RESULTS FUTURE RESEARCH
![Page 23: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/23.jpg)
ANY QUESTIONS?
![Page 24: Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities](https://reader036.fdocuments.in/reader036/viewer/2022062903/58d0fb2b1a28abc00b8b611b/html5/thumbnails/24.jpg)
BONUSES
01
02
03
TYPOLOGY OF SMART CITY TECHNOLOGYBASED ON THE OBJECTIVES OF THEIR USEBUILDING A SMART CITYSTAGES OF SMART CITY DEVELOPMENT, SUCCESS EVALUATION
04CRITICISM OF SMART CITIESOBSTACLES TO THE TREND TOWARDS THE INTERCONNECTED CITY
Nguyen, Q., Rienties, B., Toetenel, L., Ferguson, F., & Whitelock, D. (Accepted). Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates. Computers in Human Behavior.
@QuanNguyen3010