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【SSCI】教育学期刊《Distance Education》最新论文推送

人文社科论文速览 · 公众号 · 教育 · 2024-11-28 00:00

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【SSCI】教育学期刊《Distance Education》最新论文推送（2024年10月）

《Distance Education》共46篇，祝大家阅读愉快。

《Longitudinal changes of student engagement in social annotation》

《社会诠释中学生参与的纵向变化》

作者：L.Y. Lin · Shan Li · Xiaoshan Huang · Fu Chen

英文摘要：The purpose of the study was to examine (a) students’ social annotation behaviors and engagement change in an undergraduate course throughout the semester, and (b) which social annotation behaviors impact active engagement time. A total of 91 university students’ social annotation behaviors, as well as their active engagement time in readings, were collected from a social annotation system named Perusall. Longitudinal growth modeling analysis revealed that (a) students’ active engagement time on readings declined over the course of the semester with a significant variation in the changes among individual students, and (b) all social annotation behaviors, except for the number of question upvotes given by students, were positive predictors of active engagement time. These findings are discussed in terms of the implications, limitations, and future directions.

中文摘要：本研究旨在探讨(a)学生在整个学期的本科课程中的社会注释行为和参与变化，以及(b)哪些社会注释行为影响积极参与时间。采用社会注释系统 Perusall 对91名大学生的社会注释行为以及阅读中的主动参与时间进行了调查。纵向生长模型分析显示: (a)学生阅读的主动参与时间在整个学期内有所下降，个体学生的变化有显著差异; (b)除了学生提出的问题数量之外，所有的社会注释行为都是主动参与时间的正向预测因子。这些发现将根据其含义、局限性和未来方向进行讨论。

https://doi.org/10.1080/01587919.2024.2303488

《Emergency remote teaching in Nepali higher education institutions during COVID-19》

《尼泊尔高等教育机构2019冠状病毒疾病紧急远程教学》

作者：Raj Kumar Baral · Laxman Datt Bhatt · Som Nath Ghimire

英文摘要：This study explored Nepali university teachers’ and students’ perceptions and experiences of emergency remote teaching (ERT) vis-à-vis its opportunities and challenges during the COVID-19 crisis. Study data were collected via email by employing online questionnaires to higher education teachers and students from 10 colleges under seven universities in Nepal. The respondents’ responses to the closed questions were quantified and analyzed using a descriptive model, whereas responses to open-ended questions were critically examined by adopting thematic analysis method. Our findings indicate that while ERT, which brought many opportunities for self-motivated teachers and students, was useful during the prolonged health crisis, challenges experienced by the respondents suggested that higher education institutions were not fully successful in addressing key issues such as teacher training and support mechanism required for the effective implementation of ERT.

中文摘要：这项研究探讨了尼泊尔大学教师和学生对紧急远程教学的看法和经验，以及在2019冠状病毒疾病危机期间的机遇和挑战。通过电子邮件向尼泊尔7所大学下的10所学院的高等教育教师和学生发放在线问卷，收集研究数据。采用描述性模型量化和分析被试对封闭问题的回答，采用主题分析法批判性地考察被试对开放问题的回答。我们的研究结果表明，尽管 ERT 为自我激励的教师和学生带来了许多机会，在长期的健康危机期间是有用的，但受访者经历的挑战表明，高等教育机构在解决关键问题方面没有完全成功，例如有效实施 ERT 所需的教师培训和支持机制。

https://doi.org/10.1080/01587919.2024.2303490

《Universal design in online education: a systematic review》

《在线教育中的通用设计: 一个系统综述》

作者：Mohan Yang · Mohammad Shams Ud Duha · Breanne A. Kirsch · Noah Glaser · Helen Crompton · Tian Luo

英文摘要：As online learners are increasingly diverse, making online learning more inclusive becomes an urgent need. Universal design has been perceived as a viable framework to reach the widest possible range of learners. However, applying universal design to online education has been a challenge to instructors due to different barriers. It is also unclear what evidence-based strategies can be infused into online education. In this systematic review, we selected and analyzed relevant studies and synthesized their designs and findings to explore the trends, strategies, impacts, challenges, and instructors’ and students’ attitudes toward applying universal design in online environments. We discuss implications for research and practice.

中文摘要：随着在线学习者越来越多样化，使在线学习更具包容性成为一个迫切需要。通用设计已被视为一个可行的框架，以达到尽可能广泛的学习者。然而，通用设计在网络教育中的应用，由于各种障碍的存在，一直是教师面临的一个挑战。目前还不清楚什么样的循证策略可以融入在线教育。在这个系统综述中，我们选择和分析了相关的研究，综合了他们的设计和发现，探讨了趋势、策略、影响、挑战，以及教师和学生对于在线环境中应用通用设计的态度。我们讨论对研究和实践的启示。

https://doi.org/10.1080/01587919.2024.2303494

《The relationship between learning engagement and learning outcomes in online learning in higher education: A meta-analysis study》

《高等教育网络学习中学习投入与学习结果关系的元分析研究》

作者：Min Young Doo · Jungwon Kim

英文摘要：This study comprised a meta-analysis of the relationship between learning engagement and learning outcomes in online learning in higher education. The effect sizes of 175 samples were extracted from 34 eligible studies published from January 2010 to March 2022. First, the relationship between learning engagement and learning outcomes was g =.430, indicating a small-to-medium effect size. Although learning engagement has been reported as a strong indicator of learning outcomes in online learning, learning engagement showed a small-to-medium effect size. Second, there was no statistical difference among behavioral, cognitive, emotional, and general engagement in the effect sizes of the relationship between learning engagement and learning outcomes. Third, in terms of the type of learning domains, the effect size in the affective domain was larger than the cognitive and behavioral domains. Lastly, we found a large effect size for graduate students in the relationship between engagement and learning outcomes followed by undergraduates and adult learners.

中文摘要：本研究对高等教育在线学习中学习投入与学习结果之间的关系进行了元分析。从2010年1月至2022年3月发表的34项合格研究中提取了175个样本的效应量。首先，学习投入和学习结果之间的关系是 g = .430，表明中小效应大小。虽然学习参与已被报告为在线学习学习成果的有力指标，但学习参与显示了中小效应规模。其次，在行为、认知、情感和一般参与方面，学习参与与学习结果之间的效应大小没有统计学差异。在学习领域类型上，情感领域的效应大于认知领域和行为领域。最后，我们发现研究生的参与度和学习结果之间的关系有很大的效应量，其次是本科生和成人学习者。

https://doi.org/10.1080/01587919.2024.2303484

《Understanding self-regulated learning and learner performance in MOOCs》

《了解网络公开课中的自主学习与学习者表现》

作者：Hengtao Tang

英文摘要：Self-regulated learning (SRL) has been viewed as a critical skill for learner success in MOOCs, but due to methodological limitations of self-reported measures, the relationship between SRL and learner performance remains unquantified. Therefore, this study sought to investigate how SRL impacted learner performance in MOOCs by linking clickstream data about SRL to learner performance variables. Following a social cognitive perspective of SRL, learner traces were categorized into three phases including forethought, performance/volition control, and self-reflection phase. Then separate multiple linear regression analyses were performed to examine the relationship between SRL traces in each phase and learner performance variables (e.g., quizzes scores and forum participation record). The findings of this study indicated that SRL traces in performance/volition control and self-reflection phases positively predict learners’ quizzes scores. In addition, SRL traces in each of the three phases were significantly correlated to learners’ forum participation, despite a small effect of the model. Particularly, self-reflective traces negatively predicted learners’ forum participation but SRL traces in the other two phases had a positive relationship with the outcome variable. Practical implications about supporting learners in MOOCs are discussed in the end.

中文摘要：自我调节学习(SRL)一直被认为是网络公开课中学习者成功的关键技能，但由于自我报告测量方法的局限性，SRL 与学习者成绩之间的关系尚未得到量化。因此，本研究试图通过将网络公开课中关于 SRL 的点击流数据与学习者的表现变量联系起来，来研究 SRL 对学习者表现的影响。根据 SRL 的社会认知视角，将学习者轨迹分为三个阶段，即预想阶段、表现/意志控制阶段和自我反思阶段。然后进行单独的多线性回归分析，以检查每个阶段的 SRL 轨迹和学习者表现变量(例如，测验分数和论坛参与记录)之间的关系。本研究结果表明，自我反思阶段和表现/意志控制阶段的 SRL 追踪对学习者的测验成绩有正向预测作用。此外，尽管模型的影响很小，但三个阶段中每个阶段的 SRL 轨迹都与学习者的论坛参与度显著相关。特别是，自我反思痕迹负向预测学习者的论坛参与，但在其他两个阶段的自我反思痕迹与结果变量有正向关系。最后讨论了在网络公开课中支持学习者的实际意义。

https://doi.org/10.1080/01587919.2024.2338712

《Modification and evaluation of an open-source rubric guiding inclusive design》

《一个开源的标题指导包容性设计的修改和评价》

作者：Jingrong Xie · Yuna L. Ferguson · A Gulinna · Mary Rice · Mark Nichols

英文摘要：Many quality assurance frameworks are in need of modification and evaluation before they can support the alignment of inclusive course design and pedagogies in institutions of higher education (IHEs). This study aimed to add inclusive practices in an open-source rubric, OpenSUNY Course Quality Review (OSCQR) rubric. Guided by the Universal Design for Learning framework and the inclusive ADDIE model, we revised the existing OSCQR rubric, which was then evaluated by 74 faculty members and instructional designers (IDs) in this descriptive study. We conducted independent samples t-tests to explore whether the participants’ roles, teaching undergraduate and graduate level courses, and their experiences of teaching and online course design led to any varied priorities for addressing diversity, equity, and inclusion components in online teaching. The overall findings suggest IDs and faculty members have a common ground and consensus regarding their perspectives on the items in this modified OSCQR rubric. The findings provide implications for future research and practice on course design features that impact students’ learning experiences. Limitations were also discussed.

中文摘要：许多质量保证框架需要修改和评估，才能支持包容性课程设计和高等教育机构(IHEs)教学法的一致性。这项研究的目的是在一个开放源码的标题中添加包容性的实践，OpenSUNY 课程质量评审(OSCQR)标题。在通用学习设计框架和包容性 ADDIE 模型的指导下，我们修订了现有的 OSCQR 标准，然后在这个描述性研究中由74名教师和教学设计者(ID)进行评估。我们进行了独立的样本 t 检验，以探讨参与者的角色，教授本科和研究生水平的课程，以及他们的教学和在线课程设计经验是否导致了在线教学中处理多样性，公平性和包容性组成部分的任何不同的优先事项。总体研究结果表明，ID 和教师成员有一个共同的基础和共识，他们的观点在这个修改 OSCQR 规范的项目。本研究结果为未来课程设计特色对学生学习经验之影响的研究与实践提供启示。还讨论了局限性。

https://doi.org/10.1080/01587919.2024.2383227

《Teacher motivating styles and undergraduates’ self-regulation of their online learning experience》

《教师激励方式与大学生网络学习体验的自我调节》

作者：S Y Wang · Thomas K. F. Chiu · Li Zhao · Wei He

英文摘要：Teacher autonomy-supportive style and controlling style are considered to be common motivating styles that affect online learning effectiveness. However, the associations between perceived teacher autonomy-supportive style and controlling style and undergraduates’ self-regulation of online learning needs to be further explored, especially in terms of the specific dimensions of self-regulation of online learning. This study explored the associations between the two motivating stylesand undergraduates’ self-regulation of online learning by means of self-reported questionnaire data collected from 676 undergraduates. The results expounded that perceived teacher autonomy-supportive style was positively related to undergraduates’ six online SRL abilities, while perceived teacher controlling style was positively related to undergraduates’ task strategies, self-evaluation and time management. The results have significance for improving undergraduates’ specific self-regulation of online learning experience, and provide theoretical support for the optimization of learning effectiveness and for developing learning motivation.

中文摘要：教师自主支持型和控制型是影响网络学习效果的常见激励方式。然而，教师自主支持风格和控制风格与大学生网络学习自我调节之间的关系还有待进一步研究，特别是在网络学习自我调节的具体维度方面。本研究采用自我报告问卷调查了676名大学生，探讨了两种激励方式与大学生网络学习自我调节的关系。结果表明，教师自主支持风格感知与大学生六种在线自主学习能力呈正相关，教师控制风格感知与大学生任务策略、自我评价和时间管理呈正相关。研究结果对于提高大学生网络学习经历的特定自我调节能力具有重要意义，并为优化学习效果和培养学习动机提供了理论支持。

https://doi.org/10.1080/01587919.2024.2383764

《Characterization of approaches to online teaching in distance education courses》

《远程教育课程网上教学方法的角色塑造》

作者：Uyen Nu Thuy Nguyen · David Kember

英文摘要：Teachers’ approaches to teaching have been proved to influence students’ learning outcomes in face-to-face teaching. It is necessary to extend the research to approaches to teaching in online environments, as few empirical studies have been conducted for this mode of study. This study aimed to characterize lecturers’ approaches to teaching in two distinct forms of online teaching in distance education courses and examine the influences upon the approaches to online teaching adopted. Data were collected from interviews with fourteen lecturers in a Vietnamese regional university and analyzed using a grounded theory approach. The study revealed a framework for approaches to online teaching with one motivation and seven strategy components. System-level design issues were found to impact upon approaches to online teaching, so components of synchronous/asynchronous teaching and craft/industrialized system were added to the framework.

中文摘要：在面对面教学中，教师的教学方法已被证明会影响学生的学习成果。有必要将研究扩展到网络环境中的教学方法，因为很少有实证研究针对这种研究模式进行。本研究旨在探讨远程教育课程中两种不同形式的网路教学中教师的教学方式，并探讨其对网路教学方式的影响。数据收集自越南一所地方大学的十四位讲师的访谈，并用扎根理论的方法进行分析。该研究揭示了一个包含一个动机和七个策略组成部分的网络教学方法的框架。系统层面的设计问题影响了网络教学的方法，因此在框架中增加了同步/异步教学和工艺/工业化系统的组成部分。

https://doi.org/10.1080/01587919.2024.2426796

《Effects of teaching strategies on students’ learning engagement and knowledge construction in asynchronous online learning》

《异步网络学习中教学策略对学生学习投入和知识建构的影响》

作者：Yang Wang · Yating Zhang

英文摘要：With the development of technology and the normalization of COVID-19 pandemic prevention and control, asynchronous online learning is becoming popular. However, it is still to be explored on how to enhance students’ learning engagement and knowledge construction. Based on this, we used content analysis to explore the roles of teaching strategies (i.e., contextual teaching strategy, organization teaching strategy, task-driven teaching strategy, and reflective teaching strategy) in students’ learning engagement and knowledge construction (i.e., questioning level and explaining level). The comparative analysis results indicate that: (1) task-driven teaching strategy could be used to increase students’ learning engagement. (2) task-driven teaching strategy could be used to enhance students’ questioning level. (3) reflective teaching strategies could be used to improve students’ explaining level. The findings could provide theoretical and practical implications for asynchronous online learning. It is helpful to optimize online teaching design and improve the effectiveness of asynchronous online learning.

中文摘要：随着科技的发展和2019冠状病毒疾病大流行预防和控制的正常化，异步在线学习正变得流行起来。然而，如何加强学生的学习投入和知识建构，还有待于进一步探索。在此基础上，运用内容分析法探讨了教学策略(即情境教学策略、组织教学策略、任务驱动教学策略和反思性教学策略)在学生学习投入和知识建构中的作用(即提问水平和解释水平)。对比分析结果表明: (1)任务驱动教学策略可以提高学生的学习投入。(采用任务驱动教学策略，提高学生的提问水平;。(3)运用反思性教学策略提高学生的解释水平。研究结果可为异步在线学习提供理论和实践上的启示。有助于优化网络教学设计，提高异步网络学习的有效性。

https://doi.org/10.1080/01587919.2024.2338705

《Beyond the virtual classroom: integrating artificial intelligence in online learning》

《超越虚拟教室: 将人工智能融入在线学习》

作者：Ana‐Paula Correia · Sean Hickey · Fan Xu

英文摘要：In recent years, the rapid advancement of artificial intelligence (AI) technology has created new possibilities for designing and developing diverse learning experiences. Given the capabilities of this new generation of generative AI tools represented by ChatGPT, it is no surprise that many online instructors are simultaneously amazed and alarmed when considering the implications for online learning. Researchers have found that generative AI tools like ChatGPT have promising applications in interpreting educational questions and generating solutions, improving learning outcomes as well as enhancing student engagement, emphasizing academic integrity, and assisting with assessment design. Still, embracing this AI chatbot requires a thorough understanding of its affordances and limitations. In this reflection, we problematize the questions around the use of generative AI for education. We explore the design principles and strategies for creating successful AI-enhanced online learning experiences while considering ethical and social issues of generative AI in online learning.

中文摘要：近年来，人工智能(AI)技术的飞速发展为设计和开发多样化的学习体验创造了新的可能性。鉴于以 ChatGPT 为代表的新一代生成性人工智能工具的能力，许多在线教师在考虑其对在线学习的影响时，同时感到惊讶和震惊，这并不令人惊讶。研究人员发现，像 ChatGPT 这样的生成式人工智能工具在解释教育问题和生成解决方案、改善学习结果以及提高学生参与度、强调学术诚信以及协助评估设计方面具有很好的应用前景。然而，拥抱这个人工智能聊天机器人需要彻底了解它的启用和限制。在这种反思中，我们将围绕生成性人工智能用于教育的问题归结为问题。我们探讨了创建成功的人工智能增强在线学习体验的设计原则和策略，同时考虑了在线学习中生成性人工智能的伦理和社会问题。

https://doi.org/10.1080/01587919.2024.2338706

《The effects of politeness in shaping discourse in online debates》

《网络辩论中礼貌对话语形成的影响》

作者：Allan Jeong · Ming Ming Chiu

英文摘要：Computer-supported collaborative argumentation is an online activity that can engage students in deep discussion and analysis of complex problems. Given the potentially confrontational nature of argumentation, using polite language becomes a strategic approach to prevent breakdowns in group communication and nurture productive dialogues. This study aims to understand how politeness and argumentation moves influence subsequent conversation dynamics in online debates. Student postings in threaded discussions (from 20 online debates containing 2,008 messages posted by students across five semesters of a graduate-level course on distance education) were coded and scored on politeness and impoliteness using natural language processing software. The scored postings were examined to determine how impoliteness and politeness impact students’ proclivity to engage in and produce more sustained argumentative exchanges to evaluate presented claims thoroughly. The findings show that impoliteness steadily increased by up to 84% as contentious discussion threads reached 7 levels deep, and impoliteness was significantly higher in frequency in postings presenting challenges. Correspondingly, the use of politeness increased steadily by up to 139% as discussion threads reached 6 levels deep, with the frequency of politeness nearly equal across postings presenting challenges, explanations, and evidence.

中文摘要：计算机支持的协作论证是一种在线活动，可以让学生深入讨论和分析复杂的问题。鉴于论证具有潜在的对抗性，使用礼貌的语言成为防止群体交流中断和培养富有成效的对话的一种战略方法。本研究旨在了解网络辩论中礼貌和论证动作对后续会话动态的影响。使用自然语言处理软件对线索讨论中的学生帖子(来自20个在线辩论，其中包含5个学期的远程教育研究生水平课程的学生发布的2008条信息)进行编码，并对礼貌和不礼貌进行评分。评分后的帖子被检查，以确定如何不礼貌和礼貌影响学生的倾向，从事和产生更持久的争论交流，以评估提出的要求，彻底。研究结果表明，随着有争议的讨论话题深度达到7个层次，不礼貌现象稳步增加，增幅高达84% ，而在提出挑战的帖子中，不礼貌现象出现的频率明显更高。相应地，随着讨论的深度达到6个层次，礼貌的使用率稳步增加，达到139% ，而在提出挑战、解释和证据的帖子中，礼貌的使用频率几乎相等。

https://doi.org/10.1080/01587919.2024.2353257

《Pre-service teachers’ adaptability to blended teaching and its predictors》

《职前教师对混合教学的适应性及其预测因素》

作者：Kang Ma · Abubakar Bello · Jingjing Dong · Muhammad Chutiyami

英文摘要：Blended teaching (BT) in pre-service teacher (PST) education has significantly increased, particularly owing to the impact of COVID-19. However, there is limited literature on how pre-service teachers (PSTs) adjust to this mode of teaching. This study provides new longitudinal evidence on the adaptability of PSTs (n = 1285) and its predictors, including perceived social support, blended teaching behaviors, and demographics, over the course of one semester of multiple transitions in teaching format. The findings indicated a decrease in both behavioral cognition and affective adaptability, with the latter significantly decreasing. Perceived support and teacher educators’ blended teaching behaviors significantly predicted initial levels and changing rates in both adaptability domains. Female PSTs reported higher initial adaptability and a less pronounced decrease than male PSTs. Implications are drawn regarding the need for specific interventions to promote PSTs’ adaptability to uncertainties and improve teacher educators’ pedagogical techniques in blended teaching contexts.

中文摘要：职前教师教育中的混合教学(BT)显著增加，特别是由于2019冠状病毒疾病的影响。然而，关于职前教师如何适应这种教学模式的文献很有限。本研究提供了新的纵向证据，PST (n = 1285)的适应性及其预测因素，包括感知的社会支持，混合教学行为，人口统计学，在一个学期的过程中的多重过渡的教学形式。研究结果表明，大学生的行为认知和情感适应能力均有所下降，情感适应能力明显下降。知觉支持和教师教育者的混合教学行为显著预测两个适应领域的初始水平和变化率。女性 PST 报告了较高的初始适应性和较不明显的下降比男性 PST。本研究旨在探讨在混合教学情境下，教师教育工作者是否需要采取特定的干预措施，以提升教师教学工作者对不确定因素的适应能力，并改善教师的教学技巧。

https://doi.org/10.1080/01587919.2024.2338710

《Enhancing distance learning with virtual reality: investigating learners’ engagement and outcomes》

《利用虚拟现实加强远程学习: 调查学习者的参与度和结果》

作者：Gayathri Sadanala · Xinhao Xu · Hao He · Jhon Alexander Bueno-Vesga · Shangman Li

英文摘要：With the increasing use of virtual reality (VR) technology in education, it is crucial to understand the factors that affect its effectiveness. One area where VR has been utilized is in online orientation, which can be especially beneficial for distant students to start their university programs. This study examines the impact of the learner attribute, behavioral engagement, on learning outcomes in a 3D desktop VR new student online orientation. Over 100 graduate and undergraduate students participated in the study and the results from regression analyses (n = 115) indicate a very weak positive relationship between engagement and learning outcomes (R = 0.0014, p = 0.98), with a negligible proportion of variance explained by engagement. The coefficient of engagement (−0.0066) suggests a negligible and non-significant effect on the dependent variable, indicating limited predictive power. While participants report high levels of perceived engagement, concentration, control, and skilfulness during the activity, they express difficulty viewing avatars in virtual world as real people. These findings have important implications for the development and implementation of VR-based educational interventions, highlighting the need to consider learners’ engagement.

中文摘要：随着虚拟现实(VR)技术在教育中的应用越来越广泛，了解影响其有效性的因素至关重要。虚拟现实的一个应用领域是在线导向，这对于远程学生开始他们的大学课程尤其有益。本研究旨在探讨三维桌面虚拟现实新生在线定向中，学习者属性(行为参与)对学习成果的影响。超过100名研究生和本科生参与了研究，回归分析(n = 115)的结果表明，参与和学习结果之间的正相关关系非常弱(R = 0.0014，p = 0.98) ，参与解释的方差比例可以忽略不计。参与系数(-0.0066)表明对因变量的影响可以忽略不计且不显著，表明预测能力有限。虽然参与者报告在活动期间感知的参与度、注意力、控制力和技巧水平很高，但他们表示很难将虚拟世界中的化身视为真实的人。这些发现对基于虚拟现实的教育干预的开发和实施有重要的意义，突出了考虑学习者参与的必要性。

https://doi.org/10.1080/01587919.2024.2351929

《Beyond borders: telecollaboration for internationalization at home in tertiary education》

《跨越国界: 电信合作促进国内高等教育国际化》

作者：Hui‐Chin Yeh · Grace Yue Qi · Shih‐Hsien Yang

英文摘要：Guided by the framework of internationalization at home (IaH), this study employed a mixed-methods approach investigating the development of intercultural communicative competence (ICC) among a group of tertiary English as a Foreign Language (EFL) learners in Taiwan, facilitated through the means of telecollaboration. The telecollaboration incorporated 30 EFL learners and 30 learners of Chinese from Australia and New Zealand. Data collection encompassed EFL learners’ responses to a self-assessment questionnaire, their reflective essays, alongside instructors’ reflective journals. The findings showed that EFL learners held positive perceptions regarding their telecollaboration experience and reported substantial growth in ICC across three dimensions: cognitive, affective and behavioral. In applying various multimodal communication strategies, EFL learners realized and valued cultural similarities and differences. Their reflective accounts exhibited evidence of enhanced linguistic and cultural competences. The telecollaboration enabled them to increase their confidence in utilizing English, hone their digital literacy skills for effective communications, and establish conducive environments for their relational and emotional development with their teammates and instructors. The latter provided indispensable emotion in varying contingent situations. Incorporating the insights drawn from the instructors’ reflective journals, the study argues that telecollaboration as a pedagogical practice is the significant essence of effective IaH curriculum design and implementation.

中文摘要：本研究以国内国际化理论为指导，采用混合研究方法，通过远程协作的方式，考察了台湾大学英语作为外语学习者跨文化交际能力的发展。该远程合作项目包括来自澳大利亚和新西兰的30名英语学习者和30名汉语学习者。数据收集包括英语学习者对自我评估问卷、反思性文章以及教师反思性期刊的回答。研究结果表明，外语学习者对远程协作经历持有积极的认知态度，并且在认知、情感和行为三个维度上表现出较大的跨文化交际能力增长。在运用多种多模式交际策略的过程中，英语学习者意识到并重视文化的相似性和差异性。他们深思熟虑的叙述表明，他们的语言和文化能力得到了提高。通过远程协作，他们增强了使用英语的信心，磨练了有效沟通的数位素养技巧，并为他们与队友和教练的关系和情感发展创造了有利的环境。后者在不同的偶然情况下提供了不可或缺的情感。结合教师反思性期刊的观点，本研究认为，远程协作作为一种教学实践，是有效的 IaH 课程设计和实施的重要内容。

https://doi.org/10.1080/01587919.2024.2338713

《“Wow, she’s real!”: re-examining pre-service art teachers’ online learning experiences》

《“哇，她是真的!”: 重新审视职前艺术教师的在线学习经历》

作者：Borim Song · Kyungeun Lim

英文摘要：Since the outbreak of the COVID-19 pandemic, art educators have had to abruptly overcome their resistance toward online education due to the forced transition to an online class format in K-16 education across the country. As online art educators, we also changed aspects of our courses to better meet student needs during this time. Based on these changes, this commentary examines our pre-service art teachers’ learning experiences in online courses, mainly focusing on the interactions within video-conference-based synchronous classes. Curious about the relevance of Evans ( Citation 2016) claim that “the virtual is real” for students’ online-based situated learning, we share three vignettes from our recent teaching practices: 1) our students’ perceptions of a divide between the instructor’s real self and the instructor’s virtual self that they encountered in online classes, 2) new learning patterns exhibited by our students during the pandemic and 3) changes in the expectations of our students with regard to online class instruction and delivery.

中文摘要：自从2019冠状病毒疾病疫情爆发以来，美术教育工作者不得不突然克服他们对在线教育的抵制，因为在全国范围内，从幼儿园到16岁的教育被迫转变为在线课堂形式。作为在线艺术教育者，我们也改变了我们的课程方面，以更好地满足学生的需求在这段时间。基于这些变化，本评论考察了我们的职前美术教师在网络课程中的学习经历，主要集中在基于视频会议的同步课程中的互动。对埃文斯(Evans)的相关性感到好奇引用 2016年)声称“虚拟是真实的”对于学生的在线情境学习，我们从我们最近的教学实践中分享了三个小插曲: 1)我们的学生对教师的真实自我和教师的虚拟自我之间的分歧的看法，他们在网络课堂上遇到的，2)我们的学生在大流行期间展示的新的学习模式和3)我们的学生对网络课堂教学和传递的期望的变化。

https://doi.org/10.1080/01587919.2024.2347997

《Exploring differences between students’ interactions, online presence, and cognitive presence》

《探索学生互动、在线状态和认知状态之间的差异》

作者：Larisa Olesova · Ayesha Sadaf

英文摘要：The purpose of this research was to examine differences between students at high and low levels of interactions, their perceived online presence (teaching, cognitive, and social), and the level of actual cognitive presence in asynchronous case-based discussions. The results revealed that among three online presences, teaching presence was the highly rated presence among both high and low-interaction students followed by cognitive and social presences. Students were different in the cognitive presence of their perceived abilities to apply knowledge to work or non-class activities. Students’ actual cognitive presence was at exploration and integration levels showing the effectiveness of case-based discussions. This study provided an understanding that low-interaction students still need more support to facilitate cognitive presence. All students reported the need to build a sense of belonging in an online community. This study's findings will guide researchers and practitioners in further design and facilitation of case-based discussions in asynchronous online courses.

中文摘要：本研究的目的在于考察高水平和低水平互动的学生之间的差异，他们对网络存在(教学、认知和社交)的感知，以及异步案例讨论中实际认知存在的水平。结果表明，在三种网络存在中，高互动和低互动学生对教学存在的评价较高，其次是认知存在和社会存在。学生对知识应用于工作或非课堂活动的认知能力存在差异。学生的实际认知存在处于探索和整合水平，显示了基于案例的讨论的有效性。这项研究提供了一个理解，即低互动学生仍然需要更多的支持，以促进认知存在。所有学生都表示需要在网络社区中建立一种归属感。这项研究的结果将指导研究人员和从业人员进一步设计和促进基于案例的讨论在异步在线课程。

https://doi.org/10.1080/01587919.2024.2338726

《Gamified online course design: a scoping review of the research》

《游戏化网络课程设计: 范围研究综述》

作者：Chareen Snelson · Yu‐Hui Ching · Yu‐Chang Hsu · Ross Perkins · Michele Alfieri

英文摘要：The purpose of this scoping review is to synthesize knowledge of gamified online course design processes and practices extracted from the peer-reviewed research literature. The scoping review followed a systematic process involving five main stages: (a) identifying research questions, (b) identifying relevant studies, (c) study selection, (d) charting the data, and (e) collating, summarizing, and reporting the results. A total of 58 studies, published from 2013 through 2021 were included in this review. Five focus areas of gamified online course design were identified that include gamification elements, activities, tools, frameworks, and user attributes. The well-known ADDIE (Analyze, Design, Develop, Implement, Evaluate) framework was used as a conceptual lens through which gamified online course design processes were considered. This scoping review addresses a gap in the knowledge base by aggregating and interpreting current gamified online course design practices through the common language of a well-known instructional design framework.

中文摘要：本研究的目的是综合从同行评议的研究文献中提取的关于游戏化在线课程设计过程和实践的知识。范围审查遵循一个系统的过程，包括五个主要阶段: (a)确定研究问题，(b)确定相关研究，(c)研究选择，(d)绘制数据图表，以及(e)整理，总结和报告结果。总共有58项研究，从2013年到2021年发表在这篇综述中。确定了游戏化在线课程设计的五个重点领域，包括游戏化元素、活动、工具、框架和用户属性。著名的 ADDIE (分析，设计，开发，实施，评估)框架被用作一个概念透镜，通过它来考虑游戏化的在线课程设计过程。这个范围审查通过使用一个著名的教学设计框架的共同语言来汇集和解释当前的游戏化在线课程设计实践，从而弥补了知识库的不足。

https://doi.org/10.1080/01587919.2024.2338709

《Psychometric properties of the Online Learner Satisfaction Instrument (OLSI): construct validity, convergent validity, and measurement invariance》

《在线学习者满意度测量工具的心理测量学特征: 结构效度、收敛效度和测量不变性》

作者：Stella Kim · Doris U. Bolliger · Florence Martin

英文摘要：The present study evaluated the validity of the Online Learner Satisfaction Instrument (OLSI) in terms of construct and convergent validity, and measurement invariance across demographic groups. The study results revealed that the factor structures generally confirmed to the original factor structure proposed in the instrument. Also, some subfactors showed a high correlation, suggesting a potential unidimensionality within each factor. The results of the convergent validity showed that the course subscale had high correlations with learner and instructor subscales, yielding inter-subscale correlations. The results of the measurement invariance testing showed that OLSI was interpreted the same way across participants of different gender and ethnic groups. However, measurement invariance was not supported across different educational levels (undergraduate vs. graduate).

中文摘要：本研究从结构效度、收敛效度、测量不变性等方面对在线学习者满意度量表(OLSI)的有效性进行了评价。研究结果表明，因子结构与仪器提出的原因子结构基本一致。此外，一些子因子表现出高度的相关性，表明每个因子内存在潜在的单维性。收敛效度结果显示，课程分量表与学习者和教师分量表具有较高的相关性，产生了分量表间的相关性。测量不变性检验的结果表明，不同性别和种族的参与者对 OLSI 的解释是相同的。然而，测量不变性在不同的教育水平(本科生和研究生)并不受支持。

https://doi.org/10.1080/01587919.2024.2400255

《Decolonizing digital learning: equity through intentional course design》

《数字化学习的非殖民化: 有意课程设计的公平性》

作者：Krystle Phirangee · Lorne Foster

英文摘要：The process of decolonization in online learning is a complex and multifaceted endeavor that involves recognizing, disrupting, and embracing alternatives to the constraints imposed by colonialist perspectives. European colonization was not only about the seizure of land and resources but also encompassed a systematic dismantling of indigenous cultures, including their education systems. Decolonization of online learning involves recognizing the constraints imposed by the colonizer, disrupting these constraints, and embracing alternatives. This article examines colonization in online learning environments and provides suggestions for disrupting colonial influences. This includes decentering the Western, Eurocentric voice, incorporating diverse indigenous perspectives, and providing options and alternatives to minimize the privileging of English and Western knowledge. Embracing alternatives also involves utilizing technology to minimize linguistic barriers and provide educational opportunities that carry global currency while also valuing and incorporating local knowledge and curriculum. Decolonizing online learning is essential for creating a more inclusive and equitable educational environment.

中文摘要：在线学习中的非殖民化进程是一个复杂和多方面的努力，涉及认识、破坏和接受对殖民主义观点所施加的限制的替代办法。欧洲殖民化不仅意味着夺取土地和资源，还意味着有系统地摧毁土著文化，包括其教育制度。在线学习的非殖民化包括认识到殖民者施加的限制，打破这些限制，并接受替代方案。本文探讨了在线学习环境中的殖民化问题，并提出了一些建议以打破殖民影响。这包括偏离西方，欧洲中心的声音，纳入不同的土著观点，并提供选择和替代方案，以最大限度地减少英语和西方知识的特权。采用替代办法还涉及利用技术，尽量减少语言障碍，提供具有全球通用性的教育机会，同时重视和纳入当地知识和课程。网上学习的非殖民化对于创造更具包容性和公平的教育环境至关重要。

https://doi.org/10.1080/01587919.2024.2362413

《Explaining technical, social, and discursive participation in online mathematical discussions》

《解释在线数学讨论中的技术、社会和话语参与》

作者：Bailing Lyu · Chenglu Li · Hai Li · Wangda Zhu · Wanli Xing

英文摘要：Participating in online mathematical discussions is a beneficial strategy to improve online math learning. Research has examined online mathematical discussions from various aspects, focusing on the content discussed, student interaction, and the technical tools facilitating student participation, but few studies have investigated the interplay among these aspects. This study draws on Communicative Ecology Theory (CET, Foth & Hearn, Citation 2007), which conceptualizes the sustainability of online communities as influenced by discursive, social, and technical factors, to explore how students’ discursive, social, and technical participation behaviors on an online mathematical discussion board are interacted. Leveraging a dataset including more than 90,000 students and two million online discussion interactions, this study indicated that students’ engagement with technical functions, especially a communication tool and a motivation system, within the discussion board significantly facilitated their social interactions and enhanced their demonstration of mathematical knowledge, mathematical literacy, and affective control in the discussions. These findings provide insights for educators and designers of educational applications to enhance student participation in online discussions thereby improving the effectiveness of these discussions in online learning.

中文摘要：参与在线数学讨论是提高在线数学学习的有益策略。研究从多个方面考察了在线数学讨论，重点是讨论的内容、学生互动以及促进学生参与的技术工具，但很少有研究调查这些方面之间的相互作用。本研究借鉴了交往生态学理论(CET，Foth & Hearn, 引用 2007) ，概念化的在线社区的可持续性受到话语，社会和技术因素的影响，以探索如何学生的话语，社会和技术参与行为的在线数学讨论板是相互作用的。这项研究利用一个包括超过90,000名学生和二百万个在线讨论互动的数据集，表明学生在讨论板中参与技术功能，特别是交流工具和激励系统，极大地促进了他们的社会互动，并提高了他们在讨论中的数学知识、数学素养和情感控制的表现。这些发现为教育工作者和教育应用程序的设计者提供了深刻的见解，以加强学生对在线讨论的参与，从而提高这些讨论在在线学习中的有效性。

https://doi.org/10.1080/01587919.2024.2399151

《Observing instructional design features in self-paced massive open online courses》

《观察自学进度大型公开网上课程的教学设计特色》

作者：Moon‐Heum Cho · L Zhang · Seongmi Lim · Seokwon Hwang

英文摘要：Although higher education institutions offer self-paced massive open online courses (MOOCs) on platforms like edX, little systematic effort has been made to examine their instructional design features. The purpose of this study was, therefore, to review self-paced MOOCs on edX and examine their instructional design features for those interested in designing and offering them: A total of 40 MOOCs representing engineering, computer science, communications, and business and management were randomly chosen for analysis. The instructional design features of the MOOCs have been organized in terms of course structure and elements of course information, as well as types of instructional videos, assessments, and online discussion boards. Issues regarding current instructional design features are also discussed.

中文摘要：尽管高等教育机构在 edX 这样的平台上提供自定进度的大规模开放式在线课程(mooc) ，但很少有人系统地研究它们的教学设计特征。因此，这项研究的目的是回顾 edX 上自定进度的网络公开课，并为那些对设计和提供网络公开课感兴趣的人研究它们的教学设计特征:。大型网上公开课的教学设计特色，包括课程结构、课程资讯元素、教学录影带、评估及网上讨论区等。此外，我们亦会讨论有关现行教学设计的问题。

https://doi.org/10.1080/01587919.2024.2392653

《Effects of personal and instructor goals on MOOC continuance intention》

《个人目标和辅导员目标对 MOOC 继续学习意向的影响》

作者：Moon‐Heum Cho · Eunjung Oh · Yunjeong Chang · Seokwon Hwang

英文摘要：The purpose of this study was to examine the relationships among MOOC learners’ personal goal achievement, instructor goal achievement, learning experiences measured with perceived learning and course satisfaction, and their continuance intention in a MOOC offered by a research university in the United States. A total of 203 MOOC learners voluntarily participated in the study. The results showed that personal goal achievement was a more powerful predictor than instructor goal achievement in forecasting MOOC learners’ perceived learning and course satisfaction. Conversely, instructor goal achievement negatively predicted continuance intention while perceived learning and course satisfaction positively predicted it. Learners’ personal goal achievement did not significantly predict continuance intention. Our study contributes to the current body of MOOC literature, underscoring the importance of learners’ personal goals in relation to their learning experiences mediating their continuance intention.

中文摘要：本研究旨在探讨美国某研究型大学开展的 MOOC 课程中，学习者的个人目标成就、教师目标成就、学习经验与知觉学习和课程满意度之间的关系，以及学习者的持续意愿。共有203名 MOOC 学习者自愿参与研究。结果表明，在预测 MOOC 学习者的感知学习和课程满意度方面，个人目标成就比教师目标成就具有更强的预测力。相反，教师目标成就对继续学习意向有负向预测作用，而知觉学习和课程满意度对继续学习意向有正向预测作用。学习者的个人目标成就对持续意愿没有显著的预测作用。我们的研究有助于目前 MOOC 文献的主体，强调学习者的个人目标的重要性与他们的学习经验中介他们的继续意图。

https://doi.org/10.1080/01587919.2024.2338703

《“Welcome to my backyard”: an intersectional approach to inclusive teaching in the asynchronous learning environment》

《“欢迎来到我的后院”: 异步学习环境下全纳教学的交叉路径》

作者：I. Silva · David Rogers · Amy E. Arnett

英文摘要：The following teaching brief advocates for the integration of lived experiences in course design as a means to facilitate equity, inclusion, and culturally responsive teaching. To address persisting inequalities and colonized structures, the authors propose an actionable insight and strategy by sharing a discussion activity in which students share photos and videos of their “backyards” as a vehicle to accentuate similarity within difference—the celebration of a diverse learning community that can only exist online. The proposed instructional activity, “Welcome to My Backyard,” is informed by an understanding of how power dynamics, cultural biases, and lived experiences intersect in online education. By outlining how instructors can facilitate online discussions that drive a meta-awareness of diversity, equity, and inclusion among online learners, digital learning can be leveraged to build connections and community while encouraging critical thinking and active engagement with course materials that subvert traditional, colonial models of education.

中文摘要：下面的教学简介主张在课程设计中融入生活经验，作为促进公平、包容和文化反应教学的一种手段。为了解决持续存在的不平等和殖民结构问题，作者提出了一个可行的见解和策略，分享一个讨论活动，让学生分享他们“后院”的照片和视频，作为一种强调差异中相似性的工具ーー庆祝一个只能在网上存在的多样化学习社区。提议的教学活动，“欢迎来到我的后院”，是通过了解权力动态，文化偏见和生活经验如何交叉在线教育。通过概述教师如何促进在线讨论，推动在线学习者对多样性、公平性和包容性的元认识，可以利用数字化学习来建立联系和社区，同时鼓励批判性思维和积极参与颠覆传统殖民教育模式的课程材料。

https://doi.org/10.1080/01587919.2024.2355538

《Decolonizing online learning: a reflective approach to equitable pedagogies》

《非殖民化在线学习: 对公平教学法的反思》

作者：Anita Samuel

https://doi.org/10.1080/01587919.2024.2338720

《A SeNA-based study of in-service teachers’ interaction patterns in an online learning community》

《基于 SeNA 的在职教师在线学习社区互动模式研究》

作者：Yingxiu Zhang · Hui Zhang · Qi Wang

英文摘要：In-service teachers, constrained by work commitments, adopt online learning methods for their graduate studies, emphasizing the significance of exploring the construction of online learning communities. Analyzing collaborative conversation texts within the online learning process of the “Learning Science” course at a university in Beijing, this study employed social epistemic network analysis (SeNA) to investigate interaction patterns of in-service teachers and propose optimization strategies. The findings of this study show that in asynchronous discussions without intervention, the overall situation of collaborative conversations among in-service teachers tends to be low-level. The social interaction network shows polycentricity, categorizing members into core and peripheral interactors based on distinct social interaction characteristics, highlighting substantial disparities in epistemic networks. Core interactors prioritize engaging with others, yet their contributions primarily echo interactions, reflecting superficial knowledge dimensions. Conversely, specific peripheral interactors prioritize independent reflection, sharing content largely derived from personal experiences or knowledge, signifying a commitment to independent and in-depth thinking within deeper knowledge dimensions. Moreover, learners’ online interactions are influenced by individual characteristics, instructional evaluation and the learning community atmosphere.

中文摘要：在职教师在工作承诺的制约下，研究生学习采用网络学习方式，强调探索网络学习社区建设的重要意义。本研究以北京某高校“学习科学”课程在线学习过程中的协作会话文本为研究对象，采用社会认知网络分析(SeNA)方法，考察在职教师的交互模式，并提出优化策略。本研究结果显示，在没有干预的非同步讨论中，在职教师之间的协作性对话的整体状况趋于低水平。社会互动网络呈现多中心性，根据不同的社会互动特征将成员分为核心互动者和外围互动者，突出了认知网络中的实质性差异。核心互动者优先考虑与他人交往，然而他们的贡献主要回应互动，反映了表面的知识维度。相反，特定的外围交互者优先考虑独立的反思，分享主要来自个人经验或知识的内容，这意味着在更深层次的知识维度中致力于独立和深入的思考。此外，学习者的网络互动受个体特征、教学评价和学习共同体氛围的影响。

https://doi.org/10.1080/01587919.2024.2392689

《Parental support challenges for K-12 student online engagement》

《K-12学生在线参与面临的家长支持挑战》

作者：Qi Guo · Charles R. Graham · Jered Borup · Bengt Sandberg · Richard E. West

英文摘要：This research seeks to understand parental support for online students. Using a survey, this study examined perceptions from 567 parents from eight online K-12 programs in a Midwestern state regarding their support for students’ online affective, behavioral, and cognitive engagement. Guided by the Academic Communities of Engagement Framework, our analysis identified eight main challenges parents faced when supporting their online student: (a) focus; (b) keeping on pace; (c) lack of motivation; (d) lack of organization, learning materials, live sessions, and support from online schools; (e) lack of feedback, support, and communication from teachers; (f) parents in need of additional skills in supporting students’ online engagement; (g) schedule issues at home and (h) parents’ unawareness of students’ online learning. Practical recommendations to help parents are shared at the end of the study.

中文摘要：本研究旨在了解家长对在线学生的支持。通过一项调查，这项研究调查了来自美国中西部一个州的8个在线 K-12项目的567位家长对他们支持学生在线情感、行为和认知参与的看法。在学术社区参与框架的指导下，我们的分析确定了家长在支持他们的在线学生时面临的八个主要挑战: (a)关注; (b)跟上步伐; (c)缺乏动力; (d)缺乏组织，学习材料，现场会议和来自在线学校的支持; (e)缺乏来自教师的反馈，支持和沟通; (f)家长需要额外的技能来支持学生的在线参与; (g)家庭时间表问题和(h)家长对学生在线学习的不知情。研究结束时分享了帮助父母的实用建议。

https://doi.org/10.1080/01587919.2024.2397481

《Examining online university classrooms through emotion work and feeling currencies》

《通过情感工作和感知货币审视网络大学课堂》

作者：Elizabeth Finlayson Harris · Erin Feinauer Whiting · Michael R. Cope

英文摘要：Students in online courses continue to feel disconnected, frustrated, isolated, and anxious even as they continue to enroll in online courses. This contradiction presents a puzzling challenge for online instructors in higher education contexts. Using microethnographic methods, this case study explores how instructors and students emotionally engage in online spaces. Using video recordings as primary data sources, we inquire into the online interactions of participants. Data analysis revealed how emotion was linguistically, visibly, and verbally managed through chat comments and emojis, physical gestures, and video feeds. Additionally, instructors and students suggest that online connection is fatiguing. We hope by highlighting the textual, visible, and verbal exchanges of emotion, instructors, and students can reduce emotional distance and fatigue in online classrooms. Additionally, by highlighting and utilizing text-based exchanges of emotion, we hope our findings help instructors and students feel more connected and encouraged to teach and learn in online spaces.

中文摘要：参加在线课程的学生在继续参加在线课程的同时，仍然会感到与世隔绝、沮丧、孤立和焦虑。这一矛盾对高校网络教师提出了令人费解的挑战。使用微人种学的方法，这个案例研究探讨了教师和学生如何在网络空间情感参与。使用视频记录作为主要数据源，我们探讨了参与者的在线互动。数据分析揭示了情绪是如何通过聊天评论、表情符号、肢体动作和视频输入进行语言、可见和口头管理的。此外，教师和学生认为，在线联系是令人疲劳的。我们希望通过强调文本、可见和语言的情感交流，教师和学生可以减少在线课堂上的情感距离和疲劳。此外，通过强调和利用基于文本的情感交流，我们希望我们的研究结果能够帮助教师和学生感受到更多的联系，并鼓励他们在网络空间教学和学习。

https://doi.org/10.1080/01587919.2024.2397489

《The role of teaching presence in students’ behavioral engagement》

《教学在场在学生行为参与中的作用》

作者：Yang Wang

英文摘要：This study explores the role of teaching presence in students’ behavioral engagement in online learning. We analyzed three classes conducted by one teacher over a period of three semesters. Content analysis and social network analysis were employed to analyze the teacher’s teaching presence and students’ behavioral engagement. Results indicated that teaching presence promoted students’ interaction and reduced the number of marginal students. Results also showed that design and organization, facilitating discourse, and technological support positively contributed to students’ behavioral engagement in their learning, while direct instruction and assessment had some inhibitory roles in students’ behavioral engagement. This study adds to the literature on how teaching presence indicators influence students’ behavioral engagement.

中文摘要：本研究旨在探讨教学存在感在学生网络学习行为参与中的作用。我们分析了由一位教师在三个学期内指导的三节课。采用内容分析法和社会网络分析法对教师的教学现场和学生的行为参与进行了分析。结果表明，教学存在促进了学生的互动，减少了边缘学生的数量。研究结果亦显示，设计与组织、促进话语及技术支援对学生的学习行为参与有正面影响，而直接教学法与评估则对学生的学习行为参与有一定的抑制作用。本研究增加了教学在场指标如何影响学生的行为参与的文献。

https://doi.org/10.1080/01587919.2024.2400256

《The dynamics of role evolution in online learning communities》

《在线学习社区中角色演化的动态研究》

作者：Wanli Xing · Bo Pei · Wangda Zhu · Hai Li · Guo Rui

英文摘要：Understanding the various roles and their corresponding evolving patterns is essential for evaluating the health of learning communities, such as in Asynchronous Online Discussion (AOD) forums. Existing research primarily focuses on identifying specific roles without considering the dynamics of role evolution, which are significant to ongoing community development. Guided by the Reader-to-Leader Framework (RtLF), this study employs multiple machine learning approaches to identify and predict the evolution of roles over time in a learning community. Our approach was applied to a K-12 Math online learning community, using data from 51,821 students to evaluate the community’s health over two years. First, a Gaussian Mixture Model was used to cluster students into five groups that represent their roles roughly in RtLF using the first nine months of learning activities. We then trained an XGBoost model to classify learner roles for subsequent periods based on meta-data. Third, we evaluate the health of the community by comparing the distribution of different roles over time and argue it is a healthy community. This study demonstrates how machine learning approaches can identify learner roles and support the health and development of learning communities.

中文摘要：了解各种角色及其相应的演变模式对于评估学习社区的健康状况至关重要，例如在异步在线讨论(AOD)论坛中。现有的研究主要侧重于确定具体的角色，而不考虑角色演变的动态，这对于正在进行的社区发展是重要的。在读者-领导框架(RtLF)的指导下，本研究采用多种机器学习方法来识别和预测学习社区中角色随时间的演变。我们的方法被应用于 K-12数学在线学习社区，使用来自51,821名学生的数据来评估社区的健康状况超过两年。首先，使用高斯混合模型将学生分成五组，并利用前九个月的学习活动，粗略地描述他们在 RtLF 中的角色。然后，我们训练了一个 XGBoost 模型，根据元数据对后续阶段的学习者角色进行分类。第三，我们通过比较不同角色随时间的分布来评估社区的健康状况，并认为这是一个健康的社区。本研究展示了机器学习方法如何识别学习者的角色并支持学习社区的健康和发展。

https://doi.org/10.1080/01587919.2024.2401085

《Exploring instructors’ cultural presence in online course design and delivery》

《网络课程设计与实施中教师文化存在的探索》

作者：Xinyue Ren

英文摘要：With the growth of cultural diversity in online higher education, this qualitative research aimed to investigate instructors’ perceptions, practices, and challenges of increasing cultural presence in online course design and delivery. Seventeen instructors with different disciplinary backgrounds, online teaching experiences, titles, and ranks participated in semi-structured interviews. The research findings showed that instructors experienced multifaceted opportunities and challenges while developing culturally inclusive online learning environments. Four themes emerged regarding their perceptions and practices, including (1) cultural sensitivity and intersectionality in learner analysis and empathy, (2) developing culturally responsive online learning experiences, (3) humanizing online instruction for relationship and community building, and (4) decolonizing power dynamics to advance divergent voices and thinking. Instructors also encountered some difficulties and barriers: (1) the complexity of online instruction, (2) the lack of organic socioemotional connection, (3) the heavy workloads, and (4) the limitations of resources and support tailored to online learners.

中文摘要：随着在线高等教育中文化多样性的增长，本质性研究旨在调查教师对在线课程设计和教学中增加文化存在的看法、实践和挑战。十七名不同学科背景、网上教学经验、职称和级别的教师参加了半结构式访谈。研究结果表明，教师在开发具有文化包容性的在线学习环境时，经历了多方面的机遇和挑战。关于他们的认知和实践，出现了四个主题，包括(1)学习者分析和同理心的文化敏感性和交叉性，(2)发展文化响应的在线学习经验，(3)人性化的在线教学关系和社区建设，以及(4)非殖民化的权力动态，以促进不同的声音和思维。教师也遇到了一些困难和障碍: (1)在线教学的复杂性，(2)缺乏有机的社会情感联系，(3)繁重的工作负担，和(4)资源和支持的限制定制的在线学习者。

https://doi.org/10.1080/01587919.2024.2396338

《Impacts of engagement on academic outcomes in technology-enhanced learning》

《参与对技术强化学习的学术成果的影响》

作者：Chang Lu · Okan Bulut · Carrie Demmans Epp · Mark J. Gierl

英文摘要：Engagement is essential for improving academic outcomes, especially in technology-enhanced learning (TEL) environments where self-regulated learning is critical. This study investigated the longitudinal impacts of different levels of engagement on undergraduate students’ short-term and long-term academic outcomes in TEL. Using a learning analytics and learning management system (LMS) log data obtained from a large university blended course, the research (1) identified six key TEL engagement variables, (2) clustered students into four distinct learning profiles based on different levels of TEL engagement, and (3) tracked their summative assessment scores over a term. Material access, formative quiz attempts, and system logins were significant predictors of course performance. The results revealed that TEL differences among student groups, initially minor, expanded over the term, and finally significantly impacted the final exam scores, with highly engaged undergraduates achieving better outcomes. The findings highlight the long-term benefits of fostering TEL or academic success.

中文摘要：参与对于提高学术成果至关重要，特别是在技术增强型学习(TEL)环境中，自我调节学习至关重要。本研究考察了不同程度的参与对大学生远程教育短期和长期学业成绩的纵向影响。通过使用从大学混合课程中获得的学习分析和学习管理系统(LMS)日志数据，研究(1)确定了六个关键的 TEL 参与变量，(2)根据不同水平的 TEL 参与将学生聚类为四个不同的学习概况，(3)跟踪他们一个学期的总结性评估分数。材料访问、形成性测验尝试和系统登录是课程表现的重要预测因素。结果显示，学生组间的 TEL 差异最初很小，随着学期的延长而扩大，最终对期末考试成绩有显著影响，高度投入的大学生取得了更好的成绩。研究结果强调了培养 TEL 或学业成功的长期益处。

https://doi.org/10.1080/01587919.2024.2373297

《Predictors of pre-service teachers’ learning engagement in blended teaching》

《混合式教学中职前教师学习投入的预测因素》

作者：Kang Ma · Tiancong Hao

英文摘要：Despite the growth of blended teaching (BT), little is known about its influences on learning engagement in pre-service teacher education. This study examined changes in the learning engagement of 1285 pre-service teachers (PSTs) at the beginning, middle, and completion of a semester of multiple teaching format transitions amidst COVID-19, and the predictability of individual characteristics and environmental variables, including PSTs’ adaptability, and teacher educators’ self-efficacy and blended teaching behaviors. The data were analyzed using the latent growth model. Results show that levels of vigor and absorption increased significantly over the semester. Individualized teaching behaviors, self-efficacy for instruction, and behavior-cognitive adaptability significantly predicted learning engagement of PSTs. Theoretical and practical implications are discussed.

中文摘要：尽管混合式教学在教师职前教育中得到了迅速发展，但其对教师学习投入的影响却鲜为人知。这项研究调查了1285名职前教师在一个学期开始、中期和结束时的学习参与度的变化，以及个人特征和环境变量(包括职前教师的适应能力)的可预测性，以及教师教育者的自我效能感和混合教学行为的2019冠状病毒疾病。数据采用潜在增长模型进行分析。结果表明，活力和吸收水平在这个学期显著增加。个性化教学行为、教学自我效能感、行为认知适应性对 PST 学习投入有显著的预测作用。讨论了其理论和实践意义。

https://doi.org/10.1080/01587919.2024.2387035

《The online PhD dropout: narratives and meanings of withdrawal》

《在线博士辍学者: 退学的叙述和意义》

作者：Efrem Melián · José Israel · Julio Meneses

英文摘要：Online doctoral dropout is a persistent yet largely overlooked issue by institutions and researchers. This qualitative study investigated thecandidates’ circumstances leading to withdrawal, its emotional repercussions, and subsequent academic trajectories. We conducted in-depth interviews with ten former part-time online PhD students and employed thematic analysis to identify dominant narratives of withdrawal. Findings showed three narratives: reluctance, grief, and relief. Reluctant dropouts perceived themselves as “being dropped out" and were more inclined to complete their doctorates in the future due to sustained motivation. Grieving dropouts experienced frustration and guilt, still processing a painful experience. Relieved dropouts viewed leaving the PhD as the right decision considering their circumstances and were ready to move forward in their lives. We argue that online doctoral dropout is polysemic and should not be automatically equated to the final chapter of the doctoral trajectory. Recommendations for institutions include implementing exit interviews, follow-up procedures, and re-engagement paths.

中文摘要：在线博士辍学是一个长期存在的问题，但在很大程度上被机构和研究人员忽视。这项定性研究调查了候选人导致退缩的情况、情绪反应以及随后的学业轨迹。我们对10名前兼职在线博士生进行了深度访谈，并运用主题分析来确定主要的退出叙事。调查结果显示了三种说法: 不情愿、悲伤和宽慰。不情愿的辍学者认为他们自己“被辍学了”，由于持续的动机，他们更倾向于在未来完成博士学位。悲伤的辍学生经历挫折和内疚，仍然处理一个痛苦的经验。松了一口气的辍学者认为，考虑到他们的情况，离开博士学位是正确的决定，他们愿意在生活中向前迈进。我们认为，在线博士辍学是多义的，不应该自动等同于博士生轨迹的最后一章。对机构的建议包括实施离职面谈、后续程序和重新参与途径。

https://doi.org/10.1080/01587919.2024.2389247

《Teachers’ motivating styles and students’ agentic engagement in online learning》

《教师激励方式与学生主体参与网络学习》

作者：Jianjun Gu · Yuanmeng Zhan · Li Zhao · Wei He

英文摘要：Facing the growing popularity of autonomous online learning, students require more agentic engagement (AE) to construct a supportive learning environment for themselves. Existing studies based on self-determination theory (SDT) state that teachers’ motivating style can predict students’ engagement, and students’ competence beliefs can moderate the predicting effect. However, few studies have discussed the correlation between teaching motivating styles and AE in middle- and high-school online courses, considering the students’ self-regulated learning (SRL) ability as a moderator. To address this gap, this study examined the effect of autonomy-supportive motivating style (ASMS) and controlling motivating style (CMS) on AE, taking into account students’ SRL ability as a potential moderator. A total of 425 valid questionnaires were collected to evaluate the model. The results revealed that teachers’ ASMS positively predicted students’ AE; CMS positively predicted students’ AE; and SRL ability positively predicted AE. However, SRL ability did not significantly moderate the correlation between teachers’ motivating styles and AE. These findings provide educators with insights into how to improve students’ AE, and suggest that teachers should be involved as much as possible in online teaching interactions, and explore strategies to enhance the effectiveness of students’ AE.

中文摘要：面对网络自主学习的日益普及，学生需要更多的主体参与来为自己营造一个支持性的学习环境。现有的基于 self-determination theory (SDT)的研究表明，教师的激励方式能够预测学生的参与程度，而学生的能力信念能够调节这种预测效果。然而，以学生的自主学习能力作为调节因素，对于中学网络课程中教学动机类型与 AE 的相关性研究较少。为了解决这一差距，本研究考察了自主支持型激励方式(ASMS)和控制型激励方式(CMS)对 AE 的影响，同时考虑了学生自主学习能力作为潜在调节因素的作用。共收集有效问卷425份，对模型进行评价。结果表明: 教师的自我效能量表对学生的声发射有正向预测作用，教师的自我效能量表对学生的声发射有正向预测作用，自我效能量表对学生的声发射有正向预测作用。自我激励能力对教师激励方式与自我效能感的相关性没有显著的调节作用。这些研究结果为教育工作者提供了如何提高学生声发射水平的深刻见解，并建议教师应尽可能多地参与在线教学互动，探索提高学生声发射效果的策略。

https://doi.org/10.1080/01587919.2024.2338707

《An fsQCA approach to identifying pathways to K-9 students’ online learning engagement》

《针对 K-9学生在线学习活动的路径识别方法》

作者：Yunpeng Ma · Mingzhang Zuo · Yujie Yan · Heng Luo · Kunyu Wang

英文摘要：Student engagement has been shown to function as a pathway leading to valued educational outcomes. This study used fuzzy-set qualitative comparative analysis (fsQCA) to reveal how various configurations of sex, grade level, teaching presence, social presence, perceived usefulness, perceived ease of use, and parental support lead to high online learning engagement (OLE) in a sample of 516 compulsory education (K-9) students from three provinces in Central and Eastern China. The results indicated that eight configurations of the conditions were required to attain high OLE. Of these, one configuration was sufficient to explain high OLE for all students regardless of sex and grade level, five different configurations lead to high OLE for elementary school students, and one configuration explained high OLE for boys and girls regardless of grade level. Identifying these specific configurations could help teachers to design and provide personalized online learning experiences that enhance student engagement.

中文摘要：学生参与已被证明是通向有价值的教育成果的途径。本研究采用模糊定性比较分析(fsQCA)方法，以来自中国中部和东部三省的516名义务教育(K-9)学生为样本，研究了性别、年级水平、教学状况、社交状态、感知效用、感知易用性和父母支持的不同配置是如何导致高在线学习参与度(OLE)的。结果表明，要获得较高的 OLE，需要八种配置的条件。其中，一种配置足以解释不论性别和年级水平的所有学生的高 OLE，五种不同的配置导致小学生的高 OLE，一种配置解释不论年级水平的男孩和女孩的高 OLE。确定这些具体配置可以帮助教师设计和提供个性化的在线学习体验，从而提高学生的参与度。

https://doi.org/10.1080/01587919.2024.2338704

《Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal》

《尼泊尔资源不足的郊区中学教师使用移动设备的情况》

作者：Krishna Prasad Parajuli · Karna Rana · Suman Laudari

英文摘要：This study examined how secondary teachers used mobile devices for teaching and learning activities in under-resourced secondary schools in Nepal. Twelve secondary teachers from three schools in the suburbs of one Himalayan district in Nepal were interviewed using qualitative research methods. The information gathered through observation of their classes supplemented the information gathered through interviews. Findings show that using mobile devices is productive for developing digital content, getting access to internet resources, and delivering lessons in the classroom. The degree of teachers’ technological, pedagogical, and content knowledge was reflected in how they used their mobile devices for information access, language games, dictionaries, and specific learning applications. In the absence of desktop computers and laptops, this study demonstrated how mobile devices improved teachers’ teaching and learning activities. Teachers could exhibit a greater level of proficiency in using technology if they received training on its usage in teaching and learning, and administrative support.

中文摘要：这项研究调查了尼泊尔资源不足的中学教师如何使用移动设备进行教学活动。十二名来自尼泊尔喜马拉雅山区郊区三所学校的中学教师接受了采访，采用的是质性研究调查的方法。通过观察他们的班级收集的信息补充了通过访谈收集的信息。研究结果表明，使用移动设备有利于开发数字内容、获取互联网资源和在课堂上授课。教师的技术、教学和内容知识程度反映在他们如何使用移动设备进行信息获取、语言游戏、字典和特定的学习应用程序。在没有台式电脑和笔记本电脑的情况下，这项研究展示了移动设备如何改善教师的教学和学习活动。如果教师接受有关在教与学及行政支援方面使用科技的训练，他们在使用科技方面的能力便可提高。

https://doi.org/10.1080/01587919.2024.2379831

《Enhanced learning engagement through teaching presence in online distance education》

《通过在线远程教育中的教学活动加强学习参与》

作者：Daniel Kangwa · Xiulan Wan · Msafiri Mgambi Msambwa · Antony Fute

英文摘要：Distance education offers flexibility, affordability, and accessibility. However, it poses challenges such as learner isolation, limited interaction, reduced motivation, and low learning engagement. This study examines how the mediating effects of teaching presence can increase online learning engagement in distance education. A survey was conducted to test the mediating role of teaching presence on online self-regulation, interaction, and learning engagement among 853 undergraduate distance students from four institutions of higher learning and various distance courses in Zambia. The results indicate that teaching presence has a direct positive and significant effect on learning engagement, and an indirect positive and significant influence through self-regulation and online interaction. This highlights the importance of teaching presence in improving the quality and effectiveness of distance education. This study recommends enhancing, supporting, and promoting the teaching presence in distance education.

中文摘要：远程教育提供了灵活性、可负担性和可访问性。然而，它提出了诸如学习者孤立，有限的互动，减少动机，低学习参与等挑战。本研究旨在探讨教学存在的中介效应如何提高远程教育中的网络学习参与度。对赞比亚四所高等院校和各种远程课程的853名本科远程学生进行了一项调查，以测试教学人员在网上自我监管、互动和学习参与方面的中介作用。研究结果表明，教学存在感对学习投入有直接的正向和显著的影响，并通过自我调节和网络互动对学习投入产生间接的正向和显著的影响。这突出了教学存在在提高远程教育的质量和有效性方面的重要性。本研究建议加强、支持和促进远程教育中的教学存在。

https://doi.org/10.1080/01587919.2024.2347998

《Enhancing learners’ sense of belonging in online threaded discussions》

《在线讨论中增强学习者的归属感》

作者：Krystle Phirangee · Jim Hewitt

英文摘要：Many different factors influence students’ sense of belonging in an online learning. One area of the learning experience in which a sense of “belonging” is critical is in online asynchronous discussions, and the degree to which students feel that their contributions to those discussions are valued. Unfortunately, the structure of threaded discussions is inherently limiting. It restricts learner engagement by only allowing students to reply to an individual note. This hampers students’ ability to discuss relationships between ideas from multiple participants, hindering synthesis and comprehensive understanding. This mixed methods explanatory sequential design research study examines the use of an innovative linking tool that allows students to create a rich set of linkages between notes. Findings suggest that students appreciated the linking tool as it facilitated idea integration and enhanced the flow and organization of discussions. Notes containing links were more extensive, written at a higher level, and received more peer recognition than notes without links. The linking tool created more connected and less repetitive discussions, while also increasing the amount of recognition students received for their notes. Despite the additional effort required, students continued to create links, motivated by the tool’s ability to organize ideas and the social recognition received.

中文摘要：影响学生网络学习归属感的因素很多。学习经验中，“归属感”至关重要的一个领域是在线异步讨论，以及学生感到自己对这些讨论的贡献受到重视的程度。不幸的是，线程讨论的结构本质上是有限的。它只允许学生回复单独的笔记，从而限制了学习者的参与。这妨碍了学生讨论来自多个参与者的想法之间的关系，阻碍了综合和全面的理解。这种混合方法解释顺序设计研究考察了一种创新的连接工具的使用，允许学生创建一个丰富的连接集之间的笔记。研究结果表明，学生赞赏这种联系工具，因为它促进了思想的整合，加强了讨论的流畅性和组织性。与没有链接的笔记相比，包含链接的笔记更加广泛，写作水平更高，得到的同行认可也更多。链接工具创造了更多的连接和更少的重复讨论，同时也增加了学生对他们的笔记的认可。尽管需要额外的努力，学生继续创建链接，由工具的组织思想的能力和社会认可的动机。

https://doi.org/10.1080/01587919.2024.2375289

《Mapping racial justice to online teacher education》

《在线教师教育中的种族正义》

作者：吴林 · Lin Wu

英文摘要：As many teacher education programs have returned to in-person instructional models since the initial interruption caused by the COVID-19 pandemic, little research examines innovative practices during the pandemic at the intersections of racial justice and online teacher education. This self-study illustrates how one Asian male teacher educator linked technological pedagogical content knowledge with anti-racist education in an online multicultural education course at a predominantly white institution in the Pacific Northwest of the United States during the COVID-19 pandemic. Implications include how teacher educators can bridge anti-racist education and technological pedagogical content knowledge in research and practice as an ongoing decolonial project in a post-pandemic world.

中文摘要：由于许多教师教育项目自从2019冠状病毒疾病大流行最初中断以来已经回归到面对面的教学模式，很少有研究在种族正义和在线教师教育的交叉点检验大流行期间的创新做法。这项自我研究说明了一名亚洲男性教师如何将技术教学内容知识与反种族主义教育联系起来。在2019冠状病毒疾病大流行期间，这名教师在美国西北太平洋地区一所以白人为主的学校开设了在线多元文化教育课程。影响包括教师教育工作者如何在研究和实践中将反种族主义教育和技术教学内容知识结合起来，作为大流行后世界的一个正在进行的非殖民化项目。

https://doi.org/10.1080/01587919.2024.2338715

《Strategies to promote self-regulated learning for online diverse students》

《促进网络多样化学生自主学习的策略》

作者：YangHyun Kim · Alex Kumi‐Yeboah

英文摘要：The rapid growth of digital technologies has expanded opportunities for faculty to assist students with diverse self-regulatory abilities in online higher education. Yet, limited research explores effective strategies for supporting racially diverse students’ self-regulated learning (SRL) in online learning. Further, new research has called for educators to utilize adaptive technologies that provide effective prompts, feedback, and action recommendations to promote the dynamic process of SRL. Thus, this research qualitatively explored the strategies employed by faculty and the role of digital technologies perceived by faculty in providing adaptive support for the SRL of racially diverse students. Data from semi-structured interviews with twenty-eight faculty from a public university were analyzed through thematic analysis. Results provided two groups of themes. First, the strategies included (a) project-based activities, (b) collaborative learning projects, and (c) student-led facilitation. Second, the role of digital technologies involved (d) diversifying interaction channels and (e) monitoring progress and adjusting strategies. These results contribute to new knowledge regarding strategies to promote self-regulated learning of racially diverse students in higher education.

中文摘要：数字技术的快速发展为教师在网络高等教育中帮助具有不同自我调节能力的学生提供了更多的机会。然而，有限的研究探讨了支持不同种族学生自我调节学习(SRL)在线学习的有效策略。此外，新的研究呼吁教育工作者利用适应性技术，提供有效的提示、反馈和行动建议，以促进 SRL 的动态过程。因此，本研究定性地探讨了教师所使用的策略，以及教师所感知的数字技术在为不同种族学生的自我调节学习提供适应性支持中的作用。采用主题分析的方法，对来自某公立大学的28名教师进行了半结构化访谈。结果提供了两组主题。首先，策略包括(a)以专题为本的活动、(b)以合作学习为本的专题计划，以及(c)以学生为主导的辅导。第二，数字技术的作用涉及(d)互动渠道的多样化和(e)监测进展和调整策略。这些结果有助于对促进高等教育中不同种族学生自我调节学习的策略有新的认识。

https://doi.org/10.1080/01587919.2024.2358855

《Utilizing the Learner Variability Navigator to support inclusive instructional design》

《利用学习者变化导航器来支持包容性教学设计》

作者：Pauline Salim Muljana · Alison Shell

英文摘要：As our learners become more diverse, online learning environments must shift to be inclusive of learners with differing backgrounds, experiences, cultures, and perspectives. With this increased complexity of our learners, educators and instructional designers face a call to action to consider such variability to promote an inclusive and equitable learning environment. Adopting traditional instructional design models is insufficient, as they were informed mostly by research excluding marginalized groups. In this essay, we: (1) unpack the ADDIE process; (2) suggest considering learner variability when designing an online course in order to be relevant and effective for the full diversity of learners, and (3) introduce the Learner Variability Navigator as a critical-questioning tool to understand how learners’ variability contributes to learning, support diverse learners, and pursue inclusive instructional design.

中文摘要：随着我们的学习者变得更加多样化，在线学习环境必须转变为包容不同背景、经历、文化和观点的学习者。由于我们的学习者日益复杂，教育工作者和教学设计人员面临着采取行动考虑这种可变性的呼吁，以促进包容性和公平的学习环境。采用传统的教学设计模式是不够的，因为他们主要是通过排除边缘化群体的研究获得信息的。在这篇文章中，我们: (1)展开 ADDIE 过程; (2)建议在设计在线课程时考虑学习者的可变性，以便与全面多样化的学习者相关和有效; (3)介绍学习者可变性导航器作为一个批判性提问工具，以了解学习者的可变性如何有助于学习，支持多样化的学习者，并追求包容性教学设计。

https://doi.org/10.1080/01587919.2024.2348724

《The motivation to earn digital badges: a large-scale study of online courses》

《获得数字徽章的动机: 一项大规模的在线课程研究》

作者：Patrina Law · Rosie Storrar

英文摘要：Digital badges as a recognition for learning, can motivate, provide a means to demonstrate credibility and professional development, and allow learners to showcase their skills and interests. They are an important means to recognise non-accredited learning and can be delivered in agile, educational or professional settings. The Open University UK (OU), has issued over a quarter of a million digital badges via their free online learning platform OpenLearn as recognition for completing and passing free, assessed online courses. This study examines data from over 25,000 survey responses completed by learners who had studied a course that offers an OU OpenLearn digital badge. It builds on previous studies and explores badge earning motivation, related demographic profiles and desire for demonstrating achievements. Data supports the key message that digital badges have a role in supporting employment goals and personal fulfilment, and are an important tool in motivating engagement in lifelong learning.

中文摘要：数字徽章作为学习的一种认可，可以激励学习者，提供一种展示可信度和专业发展的手段，并允许学习者展示自己的技能和兴趣。它们是识别非认证学习的重要手段，可以在敏捷、教育或专业环境中提供。英国开放大学(Open University UK，OU)通过其免费在线学习平台 OpenLearning 发布了超过25万个数字徽章，以表彰学生完成并通过免费评估的在线课程。这项研究调查了超过25,000个学习者完成的问卷调查的数据，这些学习者学习了一门提供开放式学习数字徽章的课程。它建立在以往的研究和探讨徽章赚取动机，相关的人口特征和展示成就的愿望。数据支持这样一个关键信息，即数字徽章在支持就业目标和实现个人成就方面发挥着作用，并且是激励终身学习参与的重要工具。

https://doi.org/10.1080/01587919.2024.2338732

《Who gets to decolonize: a reflection on the importance of positionality in the decolonization of digital learning spaces and learning design》

《谁来实现非殖民化: 对数字学习空间和学习设计非殖民化中定位性重要性的思考》

作者：Rebecca Yvonne Bayeck · Tutaleni I. Asino

英文摘要：Decolonization as a term and concept gained prominence in the 20th century as new nations emerged from the cessation of the global colonial project which primarily saw European countries occupying different parts of the world. In modern times, interests in decolonization have taken different forms, particularly in learning design and digital learning spaces. In the digital space, researchers mainly suggest introducing indigenous perspectives and cultural lenses in the design of digital learning environments and the design of emerging technologies that embed indigenous perspectives). This reflexive essay discusses the importance of positionality in digital learning spaces and learning/instructional design. While acknowledging that existing approaches are critical, and often center marginalized groups or voices in decolonization, we also argue that the current landscape may resemble a free-for-all regarding who can engage in decolonization. We further contend that positionality and the implications of these positions need to be discussed more in the emerging literature on decolonizing digital learning spaces.

中文摘要：非殖民化作为一个术语和概念在20世纪变得突出起来，因为新的国家从全球殖民项目的停止中产生，这个项目主要看到欧洲国家占领世界不同地区。在现代，人们对非殖民化的兴趣采取了不同的形式，特别是在学习设计和数字化学习空间方面。在数字空间，研究人员主要建议在数字学习环境的设计和嵌入本土视角的新兴技术的设计中引入本土视角和文化透镜。这篇反思性的文章讨论了在数字化学习空间和学习/教学设计中定位的重要性。我们承认，现有办法至关重要，而且往往是非殖民化过程中边缘化群体或声音的中心，但我们也认为，目前的情况可能类似于关于谁可以参与非殖民化的自由竞争。我们还认为，在关于非殖民化数字学习空间的新文献中，需要更多地讨论这些立场的定位和影响。

https://doi.org/10.1080/01587919.2024.2345628

《Promoting culturally responsive teaching in online learning: experiences and challenges of instructors and students in higher education》

《在网上学习中促进文化敏感性教学: 高等教育教师和学生的经验和挑战》

作者：YangHyun Kim · Alex Kumi‐Yeboah · Zacharia Mohammed

英文摘要：Despite the rapid growth of students from diverse backgrounds in online higher education, there has been a knowledge gap in how faculty implemented culturally responsive teaching and how students experienced it in online learning environments. This qualitative study fills this gap by interviewing 30 faculty and 30 students at a public university in the United States. Resulted from a constant comparative analysis approach pointed to these themes: (a) understanding of culturally responsive teaching in online classrooms, (b) strategies to promote culturally responsive teaching (providing multicultural and multimedia materials; creating a conducive online learning classroom; helping diverse students to contribute to learning process; advocating for diversity, equity, and inclusion), (c) challenges in implementing culturally responsive teaching. Findings suggest the synergetic relationship between strategies in helping diverse students contribute to the learning process, and the need for a professional development program for STEM faculty on implementing CRT in online environments.

中文摘要：尽管来自不同背景的学生在网络高等教育中迅速增长，但在教师如何实施文化响应教学以及学生如何在网络学习环境中体验这种教学方面存在知识差距。这项定性研究通过采访美国一所公立大学的30名教师和30名学生填补了这一空白。由于持续的比较分析方法指向这些主题: (a)理解在线课堂中的文化响应教学，(b)促进文化响应教学的策略(提供多文化和多媒体材料; 创建一个有利的在线学习课堂; 帮助不同的学生对学习过程做出贡献; 倡导多样性，公平和包容) ，(c)实施文化响应教学的挑战。研究结果表明，在帮助不同学生对学习过程做出贡献的策略之间的协同关系，以及 STEM 教师在线环境中实施 CRT 的专业发展计划的需要。

https://doi.org/10.1080/01587919.2024.2345635

《The role of teachers’ social support in students’ emotional and cognitive presences in online learning》

《网络学习中教师社会支持对学生情绪和认知存在的影响》

作者：Yang Wang

英文摘要：This study explores the role of teachers’ social support in students’ emotional and cognitive presences in online learning. Two-hundred and seventy-one Chinese university students were surveyed with an online questionnaire on their perceived social support, emotional presence, and cognitive presence. Partial least squares structural equation modeling (PLS-SEM) was employed to analyze the role of teachers’ social support in students’ emotional and cognitive presences. Results demonstrate that the two indicators of teachers’ social support (i.e., emotional support and reflective support) accounted for 59.2% of students’ emotional presence and 78.2% of cognitive presence. Specifically, reflective support demonstrated significant positive correlations with emotional and cognitive presences. Teachers’ emotional support demonstrated a positive correlation with emotional presence. Additionally, emotional presence had significantly positive correlations with cognitive presence. Results indicate that reflective and emotional support play essential roles in students’ online learning.

中文摘要：本研究探讨了教师的社会支持在网络学习中对学生情绪和认知存在的作用。对271名中国大学生进行了在线问卷调查，调查内容包括他们感知到的社会支持、情感存在和认知存在。采用偏最小二乘结构方程模型(PLS-SEM)分析了教师社会支持对学生情绪和认知存在的影响。结果表明，教师社会支持的两个指标(即情绪支持和反思性支持)占学生情绪存在感的59.2% ，占认知存在感的78.2% 。具体来说，反思性支持与情绪和认知存在显著正相关。教师的情绪支持与情绪存在呈正相关。此外，情绪存在与认知存在呈显著正相关。结果表明，反思性支持和情感性支持在学生网络学习中发挥着重要作用。

https://doi.org/10.1080/01587919.2024.2346250

《Photos from Home: Integrating Lived Experience in a Remote-Learning Environment》

《家庭照片: 在远程学习环境中整合生活体验》

作者：Mariam C. Nargolwalla

英文摘要：Early in the COVID-19 pandemic, first-year lectures in Biological Anthropology and Archaeology at the University of Toronto Scarborough (UTSC) and Mississauga (UTM) were offered via online asynchronous delivery, which challenged the ability of instructors to interact with students and gauge levels of understanding, interest, and engagement. This teaching brief describes one approach used to connect with students and build community in a remote-learning environment. In a low-stakes assessment, students introduced themselves, specified from where in the world they were learning, and were invited to submit photographs from home. Photos were submitted from all over Asia, Africa, and the Americas, and were integrated into lectures with short discussions on the evolutionary history and significance of these places. This exercise was successful in creating community by integrating student experience directly into course material, emphasizing geographic and cultural diversity, and showcasing this diversity for all students, whether learning on campus or abroad.

中文摘要：在2019冠状病毒疾病大流行的早期，体质人类学和米西索加多伦多大学士嘉堡分校(UTSC)的第一年课程通过在线异步授课提供，挑战教师与学生互动的能力，并衡量理解、兴趣和参与程度。本教学大纲描述了一种在远程学习环境中与学生建立联系和建立社区的方法。在一次低风险的评估中，学生们介绍了自己，具体说明了他们在世界的哪个地方学习，并被邀请在家里提交照片。这些照片来自亚洲、非洲和美洲各地，并被整合到讲座中，对这些地方的进化历史和意义进行了简短的讨论。这项活动成功地创建了社区，将学生的经历直接纳入课程材料，强调地理和文化多样性，并向所有学生展示这种多样性，无论是在校园还是在国外学习。

https://doi.org/10.1080/01587919.2024.2338728

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