T1 - Issues in Technology-Driven Learning Environments

Room: H-405

The Link between Feedback and Performance in Multimodal Data: Preliminary Results of a Systematic Review

This study examines empirical research on feedback based on multimodal data to understand how feedback can support performance. It poses two research questions: (1) What are the characteristics of the reviewed studies? (2) Does feedback support performance in the studies reviewed? This systematic literature review draws on the PRISMA framework. The results will inform the design of technology-rich learning environments that are essential to teaching and assessing 21st-century skills.

Presenters: Chenxi Zhu, Yajie Song and Maria Cutumisu

Policies to Enhance Online Learning in Higher Education During the Post-pandemic Era

From a policy perspective, this paper responds to Adedoyin and Soykan (2020) who reported universities’ crisis response migration to online learning during the COVID-19 pandemic, its challenges, and opportunities. Analyzing these, five policy implications are suggested including evidence-based planning for online education, building public-private partnerships to eradicate discrimination among the learners of various socioeconomic classes, enhancing teachers’ and students’ digital skills, redesigning curriculum and assessment strategies, and promoting teachers’ mental health through proper work-life balance.

Presenters: Rasel Babu and Adam Dube

Transforming a MOOC on Online Courses to a Blended Course on Blended Learning for Cegep Teachers: A Collaborative Process Between Université de Montréal and Dawson College

Hybrid learning is on the rise in Canadian teaching institutions (Drysdale et al., 2013) and improved learning outcomes have been reported (Al-Qahtani and Higgins, 2012). A MOOC on distance learning previously developed by UdeM is currently being adapted in collaboration with Dawson College to a hybrid course on blended learning. This course, to be shared for use within the English CEGEP network, aims to assist teachers design a hybrid CEGEP-level course based on best practices outlined in the literature. Examples of learning modules and resources will be presented.

Presenters: Bruno Poellhuber, Nadine Samia Bekkouche, Fabien Brinjean, Mark Mattei and Chantale Giguère