Showing papers in "Internet and Higher Education in 2022"
TL;DR: In this paper , the structural relationships among self-efficacy, resource management, and learning engagement during the COVID-19 era based on self-regulation theory were examined and found that selfefficacy is a prerequisite for resource management for learning.
Abstract: This study examined the structural relationships among self-efficacy, resource management, and learning engagement during the COVID-19 era based on self-regulation theory. We also investigated whether the level of depression moderates the structural relationships among the factors by comparing a non-depressed group and a moderate-to-high depressed group. This study confirmed that resource management influenced learning engagement regardless of the depression level. Self-efficacy for learning also influenced resource management. The implications of this study are that self-efficacy is a prerequisite for resource management for learning. However, the direct influences of self-efficacy on learning engagement were observed only in the non-depressed group. Self-efficacy for learning indirectly influenced learning engagement through resource management in the depressed group. The self-regulated behaviors, such as resource management should be encouraged to enhance learning engagement of depressed students. Students' depression should also be monitored on a regular basis to help improve learning engagement during as well as after the COVID-19 era.
12 citations
TL;DR: In this paper , the authors investigated whether students' self-reported SRL align with their digital trace data collected from the learning management system, and they found that digital traces from learning management systems could predict students' performance more accurately than self-report SRL data.
Abstract: The purpose of this study was to investigate whether students' self-reported SRL align with their digital trace data collected from the learning management system. This study took place in an upper-level college agriculture course delivered in an asynchronous online format. By comparing online students' digital trace data with their self-reported data, this study found that digital trace data from LMS could predict students' performance more accurately than self-reported SRL data. Through cluster analysis, students were classified into three levels based on their self-regulatory ability and the characteristics of each group were analyzed. By incorporating qualitative data, we explored possible explanations for the differences between students' self-reported SRL data and the digital trace data. This study challenges us to question the validity of existing self-reported SRL instruments. The three-cluster division of students' learning behaviors provides practical implications for online teaching and learning.
11 citations
TL;DR: In this paper , the quality of open educational resources (OER) has been a continuous topic of interest over the past two decades, because it is intertwined with the adoption of these resources.
Abstract: The quality of open educational resources (OER) has been a continuous topic of interest over the past two decades, because it is intertwined with the adoption of these resources. In previous research the quality of OER has been defined on the basis of quantitative or usage data, but few qualitative insights are available. In this study we analysed how teachers collaboratively assessed ‘big’ OERs, and whether changes occurred in teachers' perceptions of OER by means of collaborative dialogue about the quality of these resources. Five core themes were elicited: (1) content, (2) design, (3) usability, (4) engagement, and (5) readability. Changes we discerned in teachers' perceptions relate to their awareness, attitude and practical issues in relation to OER. Higher education institutes aiming to increase the use of OER should encourage conversation on OER in teacher teams during curriculum reforms, and provide support for the adaptation of resources to teachers' instructional needs and their specific teaching contexts.
11 citations
TL;DR: In this paper , the authors examined how motivation, perceived learning support, learning engagement, and self-regulated learning strategies relate to learners' perceived learning outcomes of massive open online courses (MOOCs).
Abstract: The aim of this study was to examine how motivation, perceived learning support, learning engagement, and self-regulated learning strategies relate to learners' perceived learning outcomes of massive open online courses (MOOCs). An online survey was administered to 546 participants from four MOOCs. Seven types of reasons for attending MOOCs were identified, ranging from intrinsic to extrinsic motivation. One-way MANOVA revealed that learners with autonomous motivation demonstrate higher scores on perceived learning outcomes than learners with controlled motivation. In addition, multiple regression analysis methods showed that course design, interaction with instructors and peers, engagement in learning activities, and applying cognitive and metacognitive learning strategies significantly explain differences in perceived learning outcomes. Furthermore, mediation analyses demonstrated that cognitive and metacognitive learning strategies significantly mediated the relationships between motivation, perceived learning support, and learning engagement on the one hand and perceived learning outcomes on the other. Finally, practical implications are discussed and future research directions are recommended. • Three learner profiles of motivation of participation in MOOCs have been identified. • Learners with autonomous motivation demonstrate significantly greater perceived learning outcomes than their counterparts with controlled and combined motivation. • Significant predictors of perceived learning outcomes have been established. • Cognitive and meta-cognitive learning strategies mediate these relationships.
10 citations
TL;DR: It is speculated that the learning advantages afforded to student groups that produce more complete course notes may be delayed, because up to 23% of the variation in course performance could be attributed to between-group effects.
Abstract: This study examines the effects that online collaborative note-taking has on student performance. The study draws on 10 weeks of data from 273 STEM university students who were collaborating in 61 groups. Group and individual learning were assessed weekly by evaluating the completeness of collaborative note-taking documents and subsequent individual assessments. Analysis suggested up to 23% of the variation in course performance could be attributed to between-group effects. Further, a series of 10 multilevel temporal models suggested no substantive effects in the first half of the course, though in the second half of the course, groups that co-created more complete course notes tended to exhibit improved average student performance. We speculate that the learning advantages afforded to student groups that produce more complete course notes may be delayed. This study adds to the growing body of research into the effects that collaboration has on student learning.
9 citations
TL;DR: In this article , the authors investigated the behaviors and contextual factors college instructors rely upon to cultivate rapport with students in asynchronous online courses and found that instructors view rapport-building as a two-pronged process of initiating and subsequently maintaining rapport with student.
Abstract: We investigated the behaviors and contextual factors college instructors rely upon to cultivate rapport with students in asynchronous online courses. Nineteen phenomenological interviews revealed that online instructors view rapport-building as a two-pronged process of initiating and subsequently maintaining rapport with students. Findings also indicated that online instructors rely upon different rapport-related strategies and contextual factors to initiate and maintain rapport. During the first weeks of the semester, these instructors rely upon connecting, information sharing, and common grounding behaviors to initiate a sense of rapport from their students. Going forward throughout the semester, these instructors rely upon attentive and courteous behaviors while providing learners with personalized instruction to maintain rapport. Findings from the present study provide insights into how college instructors approach the rapport-building process with students in online learning environments and can be used as a framework for helping college instructors make rapport-related decisions in their online classes. • Online instructors differentiate between rapport initiation and maintenance. • Online instructors rely on different behaviors to initiate and to maintain rapport. • Instructors view large enrollments as a barrier to rapport in online classes. • Instructor social presence was seen as consequential for rapport.
8 citations
TL;DR: The King's Request: Physiology and Anatomy Revision Game as mentioned in this paper was developed for use in a Health Sciences and Medicine program, and over 16,000 Steam users engaged with the game over 12 months, with 150 providing written reviews.
Abstract: The inclusion of game-based learning in tertiary institutions is increasing as educators seek ways to enhance student engagement and motivation. During the development process for gaming resources, educators need feedback to ensure a quality learning experience. In many cases this feedback is generally received from students at the end of the subject or course and is often regulated centrally. Another way of garnering feedback and capturing player analytics could be to capitalize on the millions of global gamers. A game developed for use in a Health Sciences and Medicine program, The King's Request: Physiology and Anatomy Revision Game, was made freely available on the Steam platform. Over 16,000 Steam users engaged with the game over 12 months, with 150 providing written reviews. In contrast, a cohort of 100 first-year health science and medical students were requested to review the game after playing in class, with only 17 providing written feedback. In reviewing feedback, similarities were found between the groups, such as where both Steam community players and in-class students requested more questions and a longer game. However, the Steam community highlighted several unique aspects which could be used to improve the game for learning, such as a refined implementation of the incentive system. As the online gaming community is far larger than students enrolled in any tertiary subject, its expansive feedback can be used to accelerate the design and refinement of serious games. This wealth of feedback could provide unique insights for educators wishing to improve the provision of games in education and the overall student learning experience.
8 citations
TL;DR: In this article , the authors used a mixed methods approach that combines semi-structured interviews and statistical analysis to characterize learners according to their learning patterns and identify indicators that predict students' success in an online environment.
Abstract: This study examined learning processes in undergraduate online general chemistry courses. The study aimed to characterize learners according to their learning patterns and to identify indicators that predict students' success in an online environment. Specifically, we focused on the role of a central factor affecting success in online courses: self-regulated learning and learner engagement. To this end, we used a mixed methods approach that combines semi-structured interviews and statistical analysis. We applied two logistic regression models and a decision tree algorithm and found two parameters that can predict completion of the course: the submission status of an optional assignment and the students' cumulative video opening pattern (SCOP). Recommendations for institutions and lecturers regarding the benefits of implementing these models to identify self-regulated learning patterns in online courses and to design future effective interventions are discussed. Regarding students, we emphasize the importance of time management and how choices they make with respect to their learning process affect their potential for success.
8 citations
TL;DR: In this article , a quasi-experiment study was conducted to examine the effects of intergroup and intragroup awareness information on student engagement in online collaborative writing, and the results showed that the students with intergroup awareness information had deeper cognitive thinking and demonstrated more positive emotion.
Abstract: Low student engagement is still a problem in online collaborative writing. We integrated two types of awareness information (i.e., intergroup and intragroup information) into a collaborative writing platform to enhance student engagement. A quasi-experiment study was conducted to examine the effects of intergroup and intragroup awareness information. The experimental class of 81 students were presented with intergroup information while the control class of 80 students were presented with intragroup information, and these students were required to perform collaborative writing and peer evaluation activities. The Wilcoxon–Mann–Whitney U test revealed that the experimental class had significantly higher behavioral engagement in writing and better academic performance than the control class. Also, the results showed that the students with intergroup awareness information had deeper cognitive thinking and demonstrated more positive emotion than the students with intragroup awareness information in online discussion and peer evaluation. Additionally, this study investigated students' perceptions of the group awareness tool using the Technology Acceptance Model (TAM). This paper concludes with future research directions for supporting collaborative learning.
7 citations
TL;DR: This article evaluated alternative structures of the Community of Inquiry (COI) framework to explain student perceptions of learning online and found that teaching presence reached a more parimonious model with two subscales as opposed to the three subscales of the COI survey.
Abstract: Within the distance education community, the Community of Inquiry (COI) framework is widely accepted as a framework to understand and design text-based learning environments. The framework includes three components: Cognitive Presence, Teaching Presence, and Social Presence. Recent work has proposed the addition of a fourth component, Learning Presence, which reflects students' self-regulation, and its role within the original framework. This study evaluated alternative structures of the COI framework to explain student perceptions of learning online. The study participants (n = 256) were graduate students from multiple institutions who had taken at least one fully online course as part of their degree requirements. Survey data were collected using a single Likert-scaled survey instrument. Presented herein are the results of the first phase of a two-part study, which included a series of confirmatory factor analyses to evaluate the measurement models of the four COI constructs individually, followed by a model including all four constructs simultaneously. Future work on the second phase of the this two-part study evaluated a series of structural models using path analyses and hierarchical linear regression analyses. Findings indicated that teaching presence reached a more parimonious model with two subscales as opposed to the three subscales of the COI survey. A new subscale "peer faciliation" was proposed for teaching presence, but had better model fit as a subscale of social presence. The three existing subscales of social presence could also more parsimoniously represented with two subscales, with the new "peer faciliation" subscale acting as the third. Finally, learning presence was modeled with three subscales, and was the strongest overall predictor of cognitive presence, compared to teaching and social presence. This work makes unique contributions to the study of online learning environments through the COI framework by introducing a comprehensive survey that includes Learning Presence indicators, producing evidence on the multi-dimensionality of the COI constructs, and the strong relationship between Learning Presence and Cognitive Presence.
7 citations
TL;DR: In this article , a design model for fully online flipped classroom is proposed to support students' learning outcomes, behavioral, emotional, and cognitive engagement. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in classrooms, but rather online synchronously.
Abstract: The overarching goal of this design-based research is to develop and evaluate a set of design principles for a fully online flipped classroom to support students' learning outcomes, behavioural, emotional, and cognitive engagement. In a fully online flipped classroom, students are encouraged to complete online pre-class activities asynchronously. But unlike in the conventional flipped approach, students do not subsequently meet face-to-face in classrooms, but rather online synchronously. The testbed involved a conventional flipped class (Cycle 0), a fully online flipped class (Cycle 1), and a refined fully online flipped class (Cycle 2). The results showed that although all three groups of students performed equally well in learning, the refined online flipped model was more effective in supporting students' behavioural engagement in the synchronous online class sessions than the online flipped model. This study contributes to the extant literature by explicating the design principles that support student engagement in fully online flipped learning. • The study proposes a design model for fully online flipped classroom. • The study adopts a 2-year design-based study to develop and revise the model. • Students' learning outcomes, behavioural, emotional, and cognitive engagement are evaluated in the fully online flipped classroom.
TL;DR: In this article , the authors examined the effects of collaborative note-taking on student performance and concluded that up to 23% of the variation in course performance could be attributed to between-group effects.
Abstract: This study examines the effects that online collaborative note-taking has on student performance. The study draws on 10 weeks of data from 273 STEM university students who were collaborating in 61 groups. Group and individual learning were assessed weekly by evaluating the completeness of collaborative note-taking documents and subsequent individual assessments. Analysis suggested up to 23% of the variation in course performance could be attributed to between-group effects. Further, a series of 10 multilevel temporal models suggested no substantive effects in the first half of the course, though in the second half of the course, groups that co-created more complete course notes tended to exhibit improved average student performance. We speculate that the learning advantages afforded to student groups that produce more complete course notes may be delayed. This study adds to the growing body of research into the effects that collaboration has on student learning.
TL;DR: In this article , the authors adapted the Community of Inquiry (CoI) framework to support and analyse the implementation of BYOD for blended English as Foreign Language (EFL) learning in a Hong Kong university.
Abstract: Previous research suggested that bring your own device (BYOD) initiatives can potentially promote student engagement in learning and lead to improvements in learning achievement. However, there has been limited studies looking at how to design and implement BYOD to realise its full potential, especially in blended classroom settings. The present study was designed to fill this gap by adapting the community of inquiry (CoI) framework to support and analyse the implementation of BYOD for blended English as Foreign Language (EFL) learning in a Hong Kong university. Findings from lesson videos, course assessments, focus group interviews and student reflection are reported and discussed. This study can contribute to understanding how BYOD could benefit student learning through affording different types of presence in the CoI framework. It can also provide insights into possible ways of using BYOD to promote meaningful learning in the blended classroom. • One hundred and forty-three EFL university students took part in the study • An adapted CoI model was used to support and analyse BYOD in a blended classroom • Educational experience, achievement, benefits and limitations were evaluated • BYOD with teaching presence could promote cognitive and social presences • BYOD could create a more student-centred learning environment
TL;DR: In this paper , the authors used Epistemic Network Analysis (ENA) to explore the connection between learning sentiments and cognitive processing and compare the ENA network characteristics of the higher and lower engagement groups.
Abstract: Evidence suggests that learning sentiments are inextricably related to cognitive processing, and the exploration of the relationship remains to be an important research topic. This study collected discourse data from 40 college students in online collaborative learning activities. Epistemic network analysis (ENA) was employed to explore the connection between learning sentiments and cognitive processing and compare the ENA network characteristics of the higher- and lower-engagement groups. The results indicated that there was a joint connection between understand-analyze-neutral, and insightful sentiments had more association with neutral sentiments and understanding. Besides, distinctions existed between higher- and lower-engagement groups with respect to the association between learning sentiments and cognitive processing. The higher-engagement group had stronger associations around positive and confused sentiments, while the lower-engagement group had stronger associations around off-topic discussion. The findings of this research may serve as a reference for designing and implementing collaborative learning activities to increase cognitive levels. • We examined the relationship between learning sentiment and cognitive processing. • Epistemic network analysis was used to extract more details about this relationship. • Distinctions existed between higher- and lower-engagement groups in sentiment and cognition. • The higher-engagement group had stronger associations around positive and confused sentiments. • Higher behavioral engagement does not necessarily represent higher cognitive processing.
TL;DR: In this article , 12 award-winning online instructors were interviewed for their online teaching practices focused on blending, design, facilitation, and assessment of asynchronous and synchronous online modalities.
Abstract: Bichronous Online Learning is the blending of asynchronous and synchronous online learning. In this qualitative study, 12 award-winning online instructors were interviewed for their online teaching practices focused on blending, design, facilitation, and assessment of asynchronous and synchronous online modalities. Data was collected through virtual interviews which were recorded, transcribed and analyzed. Award-winning instructor practices of blending are discussed through their blending decisions, sequences, and models. Instructors shared their decisions related to blending, such as modality purposes, affordances, and required or optional synchronous sessions. Blending sequences that emerged were asynchronous followed by synchronous, asynchronous followed by synchronous and then asynchronous again. Blending models that resulted were the complement model, replacement model and enhancement model. Asynchronous and synchronous design, facilitation and assessment strategies used by the award-winning online instructors are discussed in detail. The findings have implications for online instructors, students, instructional designers and administrators. • 12 award-winning online instructors were interviewed. • Blending decisions, sequences, and models were identified. • Blending purposes, affordances, and synchronous session types were discussed. • Blending models were complement, replacement and enhancement models. • Bichronous design, facilitation and assessment strategies were identified.
TL;DR: In this paper , the authors examined the effects of adaptive online feedback on self-regulated learning, motivation, and achievement, and found that feedback was most effective when it targeted metacognitive and motivational aspects.
Abstract: The goal of this study was to examine the effects of adaptive online feedback on self-regulated learning, motivation, and achievement. University students ( N = 257) participated in an experimental field study with an intensive longitudinal design (daily assessment over 30 days). The experiment included a between-subject and a within-subject manipulation. The target of the feedback intervention was varied between subjects: Students either received (1) feedback on metacognitive aspects, (2) feedback on motivational aspects, (3) feedback on metacognitive and motivational aspects, (4) or no feedback. Within the three feedback groups, we additionally varied feedback content from day to day within-subjects. Students either received (1) informative feedback on self-regulated learning (2) directive feedback including only a strategy suggestion, (3) transformative feedback including feedback on self-regulated learning and a strategy suggestion, (4) or – on some days – no feedback. Results revealed that informative, directive, and transformative informative feedback reduced students' procrastination and improved daily self-monitoring, adherence to time schedules, and goal achievement compared to receiving no feedback. Informative and transformative feedback additionally improved planning strategies and concentration. Motivation and self-efficacy were unaffected by any kind of feedback. The positive effects of the intervention were most pronounced when students received feedback on metacognitive and motivational aspects. Moreover, students in the feedback groups achieved better grades in the examinations compared students in the control group. Together, results indicate that the feedback intervention effectively improved students' self-regulated learning and achievement. We discuss differential effectiveness of the feedback depending on feedback content. • Students received daily feedback on their self-regulated learning and motivation. • Feedback improved daily-reported self-regulated learning and goal achievement. • Feedback enhanced students' performance in the final examinations. • Feedback was most effective when it targeted metacognitive and motivational aspects.
TL;DR: In this paper , the authors evaluate whether additional e-learning practice opportunities improve learning outcomes for a group of undergraduate business students enrolled in a university math course (N = 281), and find that voluntary practice has a statistically significant effect on exam performance, which indicates that practicing leads to better grades.
Abstract: Are exam grades predetermined by students' prior performance and personal characteristics, or can underperforming students catch up? We evaluate whether additional e-learning practice opportunities improve learning outcomes for a group of undergraduate business students enrolled in a university math course (N = 281). During the semester, students were offered two types of voluntary additional e-learning practice opportunities (some earned extra credit, others did not). These practice opportunities incorporated the study techniques of self-testing and spacing, as well as knowledge of correct responses feedback. After controlling for a large number of personal characteristics, we find that voluntary practice has a statistically significant effect on exam performance, which indicates that practicing leads to better grades. Our results show that students currently performing at any level can improve their learning outcomes through additional practice. Furthermore, the overall effect is most significant for weak students who would otherwise be expected to score low on the exam.
TL;DR: In this paper , the authors conducted an exploratory path analysis to define which indicators appropriately describe social presence and identified four indicators for social presence in online-based courses readily available within routine data from learning management systems.
Abstract: Social presence is a key element in collaborative/cooperative learning. In online learning environments, it is challenging to measure the current state of social presence. This work aims to identify measures of social presence. We manually coded 3546 students' postings (n = 49 students). We selected measures from social network analysis and indices derived from log data as potential indicators. We conducted an exploratory path analysis to define which indicators appropriately describe social presence. The size of the individual egocentric student's network (path coefficient = −0.56**) and constraint (path coefficient = −0.51**), as well as the number of forums in which students were active (path coefficient = 0.49**) and the number of solved learning activities (path coefficient = −0.59**) were indicators of the level of social presence. We were able to identify four indicators for social presence in online-based courses readily available within routine data from learning management systems. We will focus now on how social presence in an ongoing course develops.
TL;DR: This mixed-methods study examines the impact of online asynchronous coursework designed with the Community of Inquiry Framework on early childhood student teachers' beliefs, dispositions, and self-efficacy toward advancing social justice.
Abstract: Higher education can be a powerful tool for advancing social justice. As online programs expand it is imperative that we understand the potential impact of coursework on students' attitudes towards advancing equity and how to increase the potential for positive change in this area.This mixed-methods study examines the impact of online asynchronous coursework designed with the Community of Inquiry Framework (CoI) on early childhood student teachers' beliefs, dispositions, and self-efficacy toward advancing social justice. Phase one analyzed a one-group pretest-posttest survey of student teachers before and at the end of their first year in an online bachelor's degree completion program. Phase two included a case study analysis of course discussions and related content. Findings suggest student self-efficacy and beliefs about social justice shifted over the year. Analysis revealed the role of critical transformative learning practices in supporting student growth. A Critical Transformative Community of Inquiry (CTCoI) model is presented as a framework that enhances the CoI by centering equity in online courses. The CTCoI offers guidance on enacting the CoI through a critical social theory lens and provides practical implications for online course development.
TL;DR: The authors examined the impact of online asynchronous coursework designed with the Community of Inquiry Framework (CoI) on early childhood student teachers' beliefs, dispositions, and self-efficacy toward advancing social justice.
Abstract: Higher education can be a powerful tool for advancing social justice. As online programs expand it is imperative that we understand the potential impact of coursework on students' attitudes towards advancing equity and how to increase the potential for positive change in this area.This mixed-methods study examines the impact of online asynchronous coursework designed with the Community of Inquiry Framework (CoI) on early childhood student teachers' beliefs, dispositions, and self-efficacy toward advancing social justice. Phase one analyzed a one-group pretest-posttest survey of student teachers before and at the end of their first year in an online bachelor's degree completion program. Phase two included a case study analysis of course discussions and related content. Findings suggest student self-efficacy and beliefs about social justice shifted over the year. Analysis revealed the role of critical transformative learning practices in supporting student growth. A Critical Transformative Community of Inquiry (CTCoI) model is presented as a framework that enhances the CoI by centering equity in online courses. The CTCoI offers guidance on enacting the CoI through a critical social theory lens and provides practical implications for online course development.
TL;DR: In this article , the authors defined three key determinants, technology affordances, e-content interaction, and e-social interaction, as the determinants of e-learning use, and in turn, academic performance.
Abstract: E-learning use indicates the success of implementing e-learning environments since it plays a key role in mediating drivers for goal achievement. The motivation for e-learning use greatly depends on developing effective e-learning processes. Two particular issues, technology use and constructivist learning, are proposed for further defining three key determinants, technology affordances, e-content interaction, and e-social interaction, as the determinants of e-learning use, and in turn, academic performance. The three determinants for their integration are unique for a special guide to effective e-learning design. Learner involvement is an emotional moderator for an interactive role with e-learning use. An existing e-learning environment with learning experience is used to collect both subjective and objective data. Technology affordances and e-content interaction have important influence on e-learning use, whereas e-social interaction does not. E-learning use also indicates the importance as a key mediator to achieve academic performance. Learner involvement shows insignificance with the moderating role. These findings have important implications for developing new learning approaches and effective e-learning processes, in particular, the insignificance of e-social interaction and learner involvement. • E-learning use is an important performance indicator for e-learning. • Constructivist learning and technology affordance aspects explain e-learning use. • Constructivist e-learning defines e-content and e-social interactions. • E-content interaction is the strongest factor on e-learning use. • E-learning use has a positive effect on academic performance .
TL;DR: In this paper , a blended, humanistic learning community in a graduate setting that included specially designed person-centered activities to facilitate closer interpersonal relationships was analyzed, and the identity artifacts played a role in transforming participation of the students in the community.
Abstract: This study builds on views of identity as jointly accomplished stories about people expressed through interpersonal relations as they participate in learning communities. Specifically, we suggest a framework that introduces the notion of identity artifacts – Shared resources in the public sphere about participants' lives. We analyzed a blended, humanistic learning community in a graduate setting that included specially designed person-centered activities to facilitate closer interpersonal relationships. We found 2640 identity artifacts, collected from 14 participants, which were organized into a five-staged framework. We use these to describe the role the artifacts played in the transforming participation of the students in the community. We include an extended example of a student to elucidate how this process occurs. This research advances our understanding of the connection between people's interpersonal relations and their learning practices, and suggests an approach to online pedagogies in higher education that can foster robust learning communities
TL;DR: In this paper , the authors identify Taiwanese university students' online academic help-seeking (OAHS) patterns and further compare their Internet self-efficacy (ISE) among the identified patterns.
Abstract: The main purposes of this study were, first, to identify Taiwanese university students' online academic help-seeking (OAHS) patterns and further to compare their Internet self-efficacy (ISE) among the identified patterns. A total of 366 Taiwanese university students were invited to fill out two questionnaires to understand their OAHS and ISE, respectively. The results revealed that three OAHS patterns, adaptive , self-reliant , and socially-affiliated , were characterized based on the cluster analysis. The differences in the students' various ISE dimensions among the three patterns were then compared. The adaptive students, who commonly adopted all types of OAHS behaviors, tended to be the most efficacious in the seven measured ISE dimensions. The self-reliant students, highlighting that they mainly sought help by searching for relevant information online, showed higher confidence in the ISE dimensions of “Usage,” “Application,” and “Learning” than did the socially-affiliated students (i.e., those who tended to use formal and informal queries to seek academic help online). The socially-affiliated students only showed higher confidence in sharing online information than the self-reliant students. However, in the “Communication,” “Verifying,” and “Metacognition” ISE dimensions, there were no significant differences between the socially-affiliated and self-reliant students. • University students' online academic help-seeking patterns are identified. • Students' Internet self-efficacy among the three patterns are compared. • The adaptive students are more efficacious in all forms of Internet self-efficacy. • The socially-affiliated students tend to show low online learning self-efficacy. • The self-reliant pattern mainly seeks help online to solve academic problems.
TL;DR: In this article , the authors conducted a three-year study in a naturalistic educational setting using Twitter to remind students of course concepts, and asking questions every week during one semester.
Abstract: Scholars are aware of the power of social media to capture the attention of students, notably during lectures. Far from banning them, some teachers have considered using them to improve the motivation of students. One of the most popular social media platforms for that purpose is Twitter. It has been widely used in educational settings as a tool for collaboration and communication, but studies using Twitter as a tool to help students remember course concepts and stimulate their motivation to learn are scarce. In the present study, we conducted a three-year study in a ‘naturalistic’ educational setting using Twitter to remind students of course concepts, and asking questions every week during one semester. Comparing the groups of user and non-user students showed that this Twitter-based method elicited higher intrinsic motivation and interest in the course throughout the semester; importantly, it also reduced amotivation. Some benefits of using Twitter were also observed on learning and academic outcomes. We discuss the benefits and the limits of repurposing social networks for pedagogical activities.
TL;DR: In this paper , the authors proposed Self-Regulated Learning (SRL) process types derived from the SRL phases indicators developed from log data captured from students' interaction with the instructional scaffold for programming assignments in LMS.
Abstract: Learning programming is difficult, and many students fail or have poor outcomes. To learn to program means to master steps in the complex problem-solving activity. Previous research uncovered a rich set of domain-specific and generic cognitive and metacognitive strategies students use when they learn to program. The processes that problem-solving experts demonstrate are very similar to those studied by self-regulated learning researchers. This study proposes Self-Regulated Learning (SRL) process types derived from the SRL phases indicators developed from log data captured from students' interaction with the instructional scaffold for programming assignments in LMS. The process types were defined from theoretical and pragmatic perspectives, with the aim to indicate concrete interventions for improving problemsolving skills. We have observed and quantified students' use of the SRL processes of distinct types in the series of five problem-solving assignments. We have also observed the progression of SRL processes used by each student in the assignments. Our modelling showed that students with domain knowledge at the same level achieve higher assignment marks when they demonstrate SRL processes at the higher level; importantly, weak students benefit the most. • We have determined SRL processes on five consecutive programming assignments using a validated classifier of SRL phases • We have defined four SRL process types motivated by theory and interventions used to improve students' SRL process • Students' SRL process types between assignments fluctuate within a narrow range and provide an opportunity for interventions • Our models show the highest positive effect of more advanced SRL process types for students with the lowest programming proficiency
TL;DR: In this article , the authors looked at how scaffolding socially shared regulation of learning can influence teamwork in an online, project-based course and found an optimum balance in their contribution to team meetings.
Abstract: Employers now consider teamwork one of the essential skills for students to acquire during their academic life. However, COVID-19 has accelerated the transition towards online learning, affecting how we work in teams. This study looked at how scaffolding socially shared regulation of learning can influence teamwork in an online, project-based course. Intra-group peer assessment was used to analyze three variables during a first-year engineering course. By following the proposed scaffolding, students found an optimum balance in their contribution to team meetings. They also managed to establish a positive working environment earlier in the semester. This study contributes to the field by showing that scaffolding socially shared regulation in an online, project-based course allows for an interplay between collaboration during class and cooperation outside of it. This interplay ultimately leads teams to achieve better results on their final project.
TL;DR: In this article , the authors look at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance.
Abstract: There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior and performance of 186 graduate students studying at a Korean university. The results indicate that students who collaborate perform better than individual note-takers on measures of recall of course content, but that individual note-takers perform better on tasks focused on academic writing. Furthermore, the findings suggest that note-quality has no effect on collaborative note-takers' recall of course content, and a slight negative impact on their writing, while individual note-takers benefit from higher quality notes for both recall and writing. • Collaborative note-takers outperform individual note-takers on recall tasks. • Individual note-takers outperform collaborative note-takers on skill application tasks. • In collaborative groups, note-taking completeness has no impact on recall tasks, but a negative impact on skill application. • For individual note-takers, completeness has a positive impact on both recall and skill application tasks.
TL;DR: In this article , the authors examined the relation among social presence, teacher involvement, expectancy, task value, and cognitive and behavioral engagement guided by the situated expectancy-value theory and found a mediating effect of expectancy-to-task value in link between social presence and cognitive engagement.
Abstract: Students' social experiences are critical to their academic success, including determining their motivation and engagement. However, little is known about how various social factors, including social presence and teacher involvement, relate to expectancy, task value, and facets of engagement in online learning. Using path modeling to analyze the survey responses of 122 college students, we examined the relations among social presence, teacher involvement, expectancy, task value, and cognitive and behavioral engagement guided by the situated expectancy-value theory. We discovered that social presence predicted expectancy, task value, and behavioral engagement, and task value impacted cognitive engagement. We found a mediating effect of expectancy-to-task value in the link between social presence and cognitive engagement. Overall, the predictive influence of expectancy on task value was critical in the model. Interestingly, teacher involvement did not play a role. These findings confirm the significance of online social features to motivation and engagement and further highlight the value of motivation for online learning success. Therefore, it is important to design online learning environments whereby students feel socially connected and motivated. • Social presence positively predicted online learners' expectancy, task value, and behavioral engagement. • Task value and not expectancy was more critical to online learners' engagement, especially cognitive engagement. • Social presence did not impact cognitive engagement. Instead, a path from expectancy to task value mediated the impact. • The influence of expectancy on task value highlighted its significance to online learners' academic experience. • Designing online learning environments whereby students feel socially connected and motivated is critical.