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Emerging university student experiences of learning technologies across the Asia Pacific

机译：新兴的大学生在亚太地区学习技术的经验

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摘要

Three hundred students across eight countries and eleven higher education institutions in the Asia Pacific Region participated in two courses on climate change and disaster management that were supported by learning technologies: a satellite-enabled video-conferencing system and a learning management system. Evaluation of the student experience across the region proved a significant challenge, particularly the way the students conceived of the links between the technologies and their studies, and the way they approached the use of the technologies in connected and sometimes disconnected ways. This study examines the results of a quantitative investigation into the student experience and identifies key aspects of the structure of the variables used to evaluate the experience as well as identifying groups of students in the sample population who reported qualitatively different experiences. Significant outcomes reveal that cohesive conceptions of the learning technologies tend to be related to more effective ways of using both the video-conferencing and learning management systems, and that both at the level of variables, and at the level of groups of students, these experiences tend to be related to relatively higher outcomes. The results have important implications for both the design and teaching of technology-mediated courses and offer ideas for courses that combine systems such as learning management and video-conferencing.
机译：亚太地区八个国家和11个高等教育机构的300名学生参加了有关气候变化和灾害管理的两门课程，这些课程得到了学习技术的支持：卫星视频会议系统和学习管理系统。对整个地区的学生体验进行评估证明是一个巨大的挑战，尤其是学生对技术与学习之间的联系的构想方式，以及他们以相互联系，有时甚至是脱节的方式来使用技术的方式。这项研究检查了对学生经历进行定量调查的结果，并确定了用于评估经历的变量结构的关键方面，并确定了样本人群中报告了质量上不同经历的学生群体。显着的结果表明，学习技术的凝聚力概念往往与使用视频会议系统和学习管理系统的更有效方式有关，并且在变量级别和学生群体级别上，这些体验往往与相对较高的结果有关。结果对技术性课程的设计和教学都具有重要意义，并为结合诸如学习管理和视频会议等系统的课程提供了思路。

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