Shifting Paradigms
Asynchronous Session
Perceived Productivity in Virtual Teams: Implications for Higher Education Courses View Digital Media
Paper Presentation in a Themed Session Susan Watson, Kara Fulton
Collaboration on projects is common-place in higher education and may present additional challenges in an asynchronous online course. Using regression and correlation analysis, we examine both personality and teamwork attributes to determine which factors contribute the most to gains in perceived productivity. The implications of this study can be used for initial team formation, team management, coaching and mentoring, and instructor involvement in student teams by focusing on attributes most attributed to higher perceived productivity in virtual settings.
Storytelling and Infographics: Impact on Attitude Strength and Behavioral Intention View Digital Media
Paper Presentation in a Themed Session Simone Kubowitsch, Heiko Dreizler, Sarah Hatfield
The textile industry has a substantial impact on the environment, society, and the economy due to its vast production scale, resource consumption, and waste generation. Therefore, it represents a crucial topic for Environmental Sustainability Education (ESE). Changing learners attitudes and promoting attitude strength is a critical first step for producing lasting changes in behavior. Among others, knowledge, importance and values are determinants of attitude strength. In this study, we investigate whether attitude strength towards sustainable textile consumption can be influenced more effectively by a cognitive/ knowledge oriented or an affective / value-oriented learning setting. 120 students are assigned to one of two experimental conditions. In the knowledge condition, they will elaborate relevant information about sustainable textile behavior through infographics about sustainability and textile industry presented in a learning platform. In the affective appeal condition, the students will experience personal stories of personas dealing with the negative impact of unsustainable behavior. These storytelling elements are presented in a video-based environment. Knowledge, mood changes, attitude strengths and behavioral intention are measured. Preliminary studies indicate e. g. that the affective appeal condition leads to a greater change along the dimension of valence and a higher attitude strength compared to the knowledge condition. However, regarding behavioral intention, only minor differences are observed. In the future, additionally direct measurement of behavior should be considered, for instance, by conducting trial purchases in virtual reality environments.
Learning by Doing: Asychronous vs Synchronous Literature Circles - Which Format Is More Impactful? View Digital Media
Paper Presentation in a Themed Session Rena Rockwell
Using literature circles in a asychronous graduate level education course is not a common teaching method. This researcher conducted action research on course participants to see if this teaching method was effective and if so which type of activity asynchronous or synchronous literature circle was more impactful on the students. Using a literature circle format so teachers can learn how to use type of instruction this in their K-12 classroom is essential to improve reading ability and engagement of all types of learners. This research is helpful to determine if this instructional practice should be used in other teacher education online courses.
Redefining Learning Paradigms: Integrating Artificial Intelligence into Classrooms View Digital Media
Paper Presentation in a Themed Session Richard Manprisio, Sai Vikith Medasani, Salman Tabrez Mohmad, Mohammed Abdul Salam
This paper explores the evolving role of Artificial Intelligence (AI) in educational settings, emphasizing the transformative impact on both teaching and learning processes. We delve into how AI technologies, specifically tools like ChatGPT and other machine learning algorithms, reshape educational experiences. Our focus is twofold: understanding how students leverage these technologies for enhanced learning and how teachers can integrate them into their pedagogical strategies. We examine the mechanics behind these AI tools, discussing their functionality and potential to personalize learning and teaching methodologies. Additionally, the paper addresses the challenges and ethical considerations surrounding AI in education, such as academic integrity and the appropriate use of technology. Through this exploration, we aim to provide insights into the benefits and complexities of AI integration in classrooms, setting a foundation for future advancements in educational practices and policies.
