期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2021
卷号：37
期号：1
页码：163-177
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：Our study addresses a systemic issue facing higher education – a lack of rigorous educationalresearch alongside new technology-assisted ways of teaching and learning. The issuehighlights the disciplinary disconnect as many academics do not research outside theirdiscipline, yet are tasked with educational modernisation through trying out new educationaltechnology. Addressing this issue, we present our conceptual framework, the coursetransaction space (CT-space), and use it to analyse the impact of an intervention we designedthat involved the use of regular online pre-lecture quizzesin a university mathematics course.The aim of the intervention was to optimise the effect of distributed (spaced) practice onlong-term retention. Our findings suggest that a relatively small change in course instructioncan improve the efficiency and effectiveness of educational exchange. Our analyses of datafrom multiple sources provide evidence that our intervention resulted in a sustained increasein the frequency of students’ engagement with the content, increased attendance of lectures,and improved grades. Additionally, we discuss the impact of our intervention on the qualityof student engagement with reference to competence related beliefs and self-efficacy. Finally,we discuss how our intervention can be used in other contexts for supporting an evidencebased approach to teaching and learning.Implications for practice or policy• For teachers designing an intervention with the aim of improving students’ learningengagement during a course of tertiary study, we advise incorporating a series offrequent low stakes online quizzes with low level of difficulty.• For students, these will act as an incentive, enabling improvement in the frequency oftheir learning engagement and its quality.• The course transaction space (CT-space) model can be used to explore and analyse theimpact of a variety of interventions introduced in tertiary courses through the lens ofengagement.
