Journal of E-Learning and Knowledge Society最新文献_第2页

Distance learning and teaching as a consequence of the covid-19 pandemic: A survey of teachers and students of an italian high school taking into account technological issues, attitudes and beliefs toward distance learning, metacognitive skills 2019冠状病毒病大流行带来的远程学习和教学:对意大利一所高中师生的调查，考虑到技术问题、对远程学习的态度和信念、元认知技能

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2021-01-01 DOI: 10.20368/1971-8829/1135463

A. Cadamuro, E. Bisagno, S. Rubichi, L. Rossi, D. Cottafavi, E. Crapolicchio, L. Vezzali

{"title":"Distance learning and teaching as a consequence of the covid-19 pandemic: A survey of teachers and students of an italian high school taking into account technological issues, attitudes and beliefs toward distance learning, metacognitive skills","authors":"A. Cadamuro, E. Bisagno, S. Rubichi, L. Rossi, D. Cottafavi, E. Crapolicchio, L. Vezzali","doi":"10.20368/1971-8829/1135463","DOIUrl":"https://doi.org/10.20368/1971-8829/1135463","url":null,"abstract":"The Covid-19 pandemic has forced the education system to a rapid and unprepared transition to distance learning, inducing many teachers to organize lessons via information and communication technologies (ICTs), albeit often without sufficient technological and organizational support. Our study aims to evaluate teachers’ and students’ experience with ICTs during the first lockdown, considering three categories of relevant factors: technical issues, attitudes and beliefs towards online learning, and metacognitive skills. Participants were 486 students and 83 teachers of a Northern Italy high school, who were administered a self-reported online questionnaire. Video-lessons and audio-lessons emerged as overlooked teaching modalities. The desktop was the less used device, teachers preferred the tablet, while students preferred the smartphone. In general, students displayed appreciation of distance learning, even if they wished for more interactive activities. Teachers’ level of metacognitive competence and self-efficacy were rather high. For students, the perception of the e-learning environment predicted positively the perception of distance education and negatively the experienced anxiety, with anxiety also being higher among females. For teachers, the evaluation of distance learning was positively predicted by their beliefs about ICTs. This demonstrates the importance of promoting positive ICTs beliefs to motivate teachers in engaging in distance learning. Moreover, higher perceived self-efficacy was associated with lower levels of anxiety, thus showing the need to engage in training activities enabling teachers to feel confident when using ICTs. © Italian e-Learning Association.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90316970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Community of Inquiry (CoI) Framework and Course Design as Predictors of Satisfaction in Emergency Remote Teaching: Perspectives of Hospitality Management Students 探究共同体(CoI)框架和课程设计作为应急远程教学满意度的预测因子:酒店管理学生的视角

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2020-12-20 DOI: 10.20368/1971-8829/1135315

V. Patwardhan, Shreelatha Rao, K. Thirugnanasambantham, N. Prabhu

{"title":"Community of Inquiry (CoI) Framework and Course Design as Predictors of Satisfaction in Emergency Remote Teaching: Perspectives of Hospitality Management Students","authors":"V. Patwardhan, Shreelatha Rao, K. Thirugnanasambantham, N. Prabhu","doi":"10.20368/1971-8829/1135315","DOIUrl":"https://doi.org/10.20368/1971-8829/1135315","url":null,"abstract":"The Community of Inquiry (CoI) is a popular framework to measure meaningful engagement and communication in distance learning environments, where it is claimed that three interactive elements of presence (teaching, social, and cognitive) enhance the quality of education and learning outcomes. However, research suggestslack of empirical evidence on its efficacy in emergency remote teaching. Using a noteworthy research contribution on CoI as the central subject of this research, we examined its applicability in remote teaching environment as a predictor of student satisfaction. In doing so, we tested the proposition that course design variables mediate the relationship between CoI and student satisfaction. A theoretical model is developed and tested using data collected from 621 hospitality students from an Institute of Eminence in India. Students were electronically queried to capture the data within a 10-day time frame. The data collected using a 34 item CoI scale, 6 item course design scale, and 6 item online course satisfaction scale were analysed using structural equation modelling and PROCESS macro 3.4 - Model 4. Overall, the results showed that the proposed model fits the observed relationships and teaching presence is the primary determinant of satisfaction. Likewise, the results implied partial mediation by course design on the relationship between CoI elements and satisfaction. We believe that this model could serve as a guide to possible future studies to explore the relevance of CoI framework in emergency remote teaching. The outcomes provide significant theoretical and practical contributions to the key stakeholders to design a satisfying online curricula as part of blended learning for the post COVID-19 era.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82378730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

The effect of positive learning culture in students’ blended learning process 积极学习文化在学生混合学习过程中的作用

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2020-10-01 DOI: 10.20368/1971-8829/1135218

N. Tuyet, Nguyen Tien Long, N. Hanh

引用次数: 0

Digital technologies integration in teacher education: the active teacher training model 数字技术与教师教育的融合:积极的教师培训模式

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2020-09-01 DOI: 10.20368/1971-8829/1135273

A. Rodrigues

引用次数: 16

A common model for tracking student learning and knowledge acquisition in different e-Learning platforms 一个在不同的电子学习平台上跟踪学生学习和知识获取的通用模型

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2020-08-01 DOI: 10.20368/1971-8829/1135235

Ani Grubišić, Branko Žitko, S. Stankov, Ines Šarić-Grgić, A. Gašpar, Suzana Tomaš, Emil Brajković, Tomislav Volarić, Daniel Vasić, Arta Dodaj

引用次数: 6

Online Learning Environments enriched with audiovisual technologies and its impact on the construction of virtual communities in Higher Education in prison context 视听技术丰富的在线学习环境及其对监狱环境下高等教育虚拟社区建设的影响

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2020-05-01 DOI: 10.20368/1971-8829/1135039

Sara Dias-Trindade, J. Moreira

{"title":"Online Learning Environments enriched with audiovisual technologies and its impact on the construction of virtual communities in Higher Education in prison context","authors":"Sara Dias-Trindade, J. Moreira","doi":"10.20368/1971-8829/1135039","DOIUrl":"https://doi.org/10.20368/1971-8829/1135039","url":null,"abstract":"Access to education and training has been a growing concern to different international organizations, and the concern for socially vulnerable groups at risk of exclusion, such as the prison population, in particular, has been increasingly evident. In this context, and assuming that education and training in prisons must have a similar degree of demand as regular educational institutions, Online Education, mediated by digital platforms, is an opportunity for inmates to acquire knowledge and skills. In fact, the integration of digital platforms in the context of imprisonment can be a very appropriate tool to revitalize the educational experience. It is precisely the creation of learning environments enriched with audiovisual technologies that we intend to analyse, describing their impact on the creation and development of a virtual learning community, based on the qualitative analysis of the perceptions and narratives of seventeen students attending Higher Education in prisons and having as reference the pedagogical models developed by Garrison et al. (2000) and Moreira (2017). The results show that the design of the online environment anchored in these models and in the use of audiovisual technologies can have very positive effects in the creation and development of virtual learning communities in higher education in prison context.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46345448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Making the school Smart: the interactive whiteboard against disparities in children stemming from low metacognitive skills 让学校变得聪明:互动白板对抗因低元认知技能而导致的儿童差异

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2020-05-01 DOI: 10.20368/1971-8829/1135191

A. Cadamuro, E. Bisagno, G. Bernardo, L. Vezzali, A. Versari

引用次数: 0

A blended learning approach for general chemistry modules using a Moodle platform for first year academic students 使用Moodle平台为一年级学生提供通用化学模块的混合学习方法

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2020-05-01 DOI: 10.20368/1971-8829/1135197

D. Amendola, R. Galassi, Chiara Schettini, Ido Borsini

{"title":"A blended learning approach for general chemistry modules using a Moodle platform for first year academic students","authors":"D. Amendola, R. Galassi, Chiara Schettini, Ido Borsini","doi":"10.20368/1971-8829/1135197","DOIUrl":"https://doi.org/10.20368/1971-8829/1135197","url":null,"abstract":"Three academic years have been considered for the evaluation of the impact of an online tutoring course of general and inorganic chemistry for freshmen students of the University of Camerino (Italy). The online material mainly consists of video tutorials, other open source web tools and multi-choice self-assessment exercises. During the academic year 2016-2017, the e-Learning course was not available yet, but then the online course was first implemented (2017/18) and fully adopted (2018/2019).The online tutoring support was activated alongside a traditional general chemistry course, adopting a blended mode, with the aims of: (i) homogenizing freshmen’s chemistry knowledge; (ii) fostering the most appropriate method of study in a multi access modality; (iii) implementing the Johnstone’s three levels’ knowledge and (iv) increasing students’ self-confidence, by the means of a self-evaluation training process. Differently from previous studies, the online course herein aimed mainly to develop a correct method of study of chemistry topics, with a punctual description of what-and-how to do. The results, i.e. the exam's scores, the time spent in the platform, and the successful percentage of students per year, have been collected and analysed through qualitative and quantitative methods. Apart a general satisfaction of the students perceived by the answers to a survey questionnaire, the analysis of the data shows an increase of 11 % of students passing the final exam within three exam sessions together with an improvement and a positive correlation between the time spent on the platform and the mid-term scores achieved.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47090332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Improving elementary school’s critical thinking skills through three different learning media viewed from learning styles 从学习方式看三种不同学习媒介对小学生批判性思维能力的培养

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2020-05-01 DOI: 10.20368/1971-8829/1135193

L. E. W. Fajari, Sarwanto, Chumdari

引用次数: 3

The Design of a Learning Analytics Dashboard: EduOpen Mooc platform redefinition procedures 学习分析仪表板的设计:EduOpen Mooc平台重新定义程序

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-10-12 DOI: 10.20368/1971-8829/1135044

Anna Dipace, Bojan Fazlagic, T. Minerva

引用次数: 6