Differential impact of learning path based versus conventional instruction in science education

I’m really proud to announce the third article of my PhD research has been published in Computers & Education.

This article ,’Differential impact of learning path based versus conventional instruction in science education‘, analyzes the differential impact of the instructional formats on learning outcomes, considering variations in group setting and group composition. Given the focus on science learning, gender was also considered. Multilevel analysis was applied, and the results show empirical evidence for superior performance for both boys and girls in the learning path condition as compared with that in the conventional condition. In addition, when girls collaborate, they perform best within same-sex groups, whereas boys achieve better results in mixed-gender groups. The implications of the findings are important for tackling the gender gap in science learning. The findings can lead to guidelines for teachers who want to implement learning paths within an optimal learning environment design.

If you use the article, please cite as:

De Smet, C., De Wever, B., Schellens, T., & Valcke, M. (2016). Differential impact of learning path based versus conventional instruction in science education. Computers & Education, 99, 53-67.

 

A Qualitative Study on Learning and Teaching With Learning Paths in a Learning Management System

The fourth article of my PhD research has been published in the Journal of Social Science Education (JSSE). A nice bonus: JSSE provides immediate open access to its content!

This article, ‘A Qualitative Study on Learning and Teaching With Learning Paths in a Learning Management System‘, presents the findings of a qualitative study (carried out between 2011 and 2013) about the adoption and implementation of learning paths within a Learning Management System (LMS). Sixteen secondary school biology teachers of the GO! Network in Flanders (an urbanized region in Belgium) were involved in the study and questioned via semi-structured interviews. Two research questions are addressed: (1) what are the perceived conditions at school and at teacher level affecting the use of learning paths? (2) how are these conditions related to the expected outcomes? Research results show teachers are satisfied with learning paths as an educational tool, but reflect mixed feelings as to the impact on student learning outcomes. Clear barriers are identified at the school and teacher level, thwarting the implementation of learning paths in secondary education. The availability of a reliable and accessible ICT infrastructure, the quality of technical and pedagogical support, teacher professional development and the mastery of teacher Information and Communication Technology competencies, among others, were found to be essential.

If you use the article, please cite as:

De Smet, C., Valcke, M., Schellens, T., De Wever, B., & Vanderlinde, R. (2016). A Qualitative Study on Learning and Teaching With Learning Paths in a Learning Management System. Journal of Social Science Education, 15(1), 27-37.

The design and implementation of learning paths in a learning management system

The second article of my PhD research has been published in Interactive Learning Environments (2014).

This article, ‘The design and implementation of learning paths in a learning management system’, investigates whether a particular design and implementation of learning paths has a beneficial impact on learning outcomes, and gender as a co-variables. It reports on the results of empirical research about using learning paths in a secondary education setting. The quasi-experimental study took place in the context of a biology course.  Twenty-nine different classes, involving 360 secondary school students, were selected at random to participate in particular research conditions of the study. All biology teachers (N = 8; 3 males, 5 females) teaching in the third grade of the six participating schools were willing to take part in the study. A 2 x 2 factorial research design was adopted. Learning activities (1) differed in design and (2) were either undertaken individually or collaboratively. Gender was considered as a critical co-variables given the focus on science learning. Multilevel analyses were applied to study the impact on learning outcomes according to the design of learning paths, the individual/collaborative setting, and the co-variables gender. The results were helpful to direct research about the design and implementation of learning paths in a secondary school setting.

If you use the article as published in Interactive Learning Environments (2014), please cite as:

De Smet, C., Schellens, T., De Wever, B., Brandt-Pomares, P., & Valcke, M. (2014). The design and implementation of learning paths in a learning management system. Interactive Learning Environments, 1-21.

MOOCs zetten e-leren in de schijnwerper

This article describes what Moocs are and how they impact education. Unfortunately, this article is only available in Dutch.

Het artikel over Moocs, verschenen in de trendrubriek van het bibliotheektijdschrift Meta, beschrijft kort wat Moocs inhouden, de stand van zaken in het onderwijs en hun relatie tot bibliotheken.

Het artikel is auteursrechtelijk beschermd, gelieve dit te respecteren en als volgt te citeren:

De Smet, C. (2013). MOOCs zetten e-leren in de schijnwerper. Meta, 2013 (9), p.30.

ELO’s in het Vlaams secundair onderwijs (Dutch)

This post describes a paper on how LMS are used in Flemish secondary education. Unfortunately, this article was written in Dutch. But, the good news is, the original paper is available in English on this blog. So please continue reading.

In 2011 schreef ik samen met mijn co-promoter een artikel over hoe ELO’s in de klas ingezet worden: “ELO’s in het Vlaams secundair onderwijs : nieuw of alweer achterhaald?” Het artikel vormde de basis voor een uitgebreider artikel in Computers & Education en diende ook als uitgangspunt voor mijn doctoraat.

Het artikel is auteursrechtelijk beschermd, gelieve dit te respecteren en als volgt te citeren:

De Smet, C., & Schellens, T. (2009). ELO’s in het Vlaams secundair onderwijs: nieuw of alweer achterhaald. ADVIES & EDUCATIE (DEN HAAG), 26(5), 12-14.

Wiki’s in het onderwijs (Dutch papers)

This post describes three papers/teacher guides on the use of wikis in education. Unfortunately, they are only available in Dutch.

In het verleden schreef ik 3 artikels in het Nederlands over wiki’s.

Zijn wiki’s nieuw voor u?
Dan zijn ‘Het-gebruik-van-wikis-in-het-onderwijs‘ en ‘Een wiki gebruiken voor gezamenlijke kennisopbouw‘ een goed startpunt.

Zoekt u concrete praktijkervaringen met betrekking tot het didactische gebruik van wiki’s en een bruikbaar stapenplan?
Dan adviseer ik u het artikel ‘Didactisch-gebruik-van-wikis‘ te lezen.

De artikels zijn auteursrechtelijk beschermd, gelieve dit te respecteren en deze als volgt te citeren:

De Smet, Cindy. (2005). Het gebruik van wiki’s in onderwijs. In D. Grombeir & F. Questier (Eds.), Open bron, open inhoud, open leren (pp. 119–132). Mechelen: Wolters Plantyn.

De Smet, Cindy, & De Wever, B. (2009). Didactisch gebruik van wiki’s. ICT en onderwijshernieuwing: schoolleiding en begeleiding (pp. 85–104). Mechelen: Wolters Plantyn.

De Smet, C., & D’haese, I. (2005). Een wiki gebruiken voor gezamenlijke kennisopbouw. Digitale Didactiek.

Researching instructional use and the technology acceptation of learning management systems

The first article of my PhD research has been published in Computers & Education (2012): Researching instructional use and the technology acceptation of LMS by secondary school teachers.

In this paper we research the technology acceptation of LMS by secondary school teachers, based on a conceptual acceptance model including: perceived usefulness, perceived ease of use and subjective norm (traditional TAM2 components), personal innovativeness towards IT (Agarwal & Prasad, 1998), internal ICT support (Tondeur, Van Keer, van Braak, & Valcke, 2008), and experience (Sun & Zhang, 2006). In addition, we examine how secondary school teachers use LMS. We scrutinized LMS functionalities available and used by our target group when adopting one of the three most often used LMS: Dokeos, Blackboard, and Smartschool (De Smet & Schellens, 2009). Continue reading “Researching instructional use and the technology acceptation of learning management systems”