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The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion 自我效能与技术依赖的悖论：解读生成式人工智能对大学生完成任务的影响

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-11-14 DOI: 10.1016/j.iheduc.2024.100978

Ling Zhang , Junzhou Xu

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引用次数: 0

A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments 从情境期望值理论角度看混合式学习环境中的教学临场感和学生参与度

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2024-10-28 DOI: 10.1016/j.iheduc.2024.100974

Jing Ma , Mingmin Zheng , Xiaoxiao Feng

{"title":"A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments","authors":"Jing Ma , Mingmin Zheng , Xiaoxiao Feng","doi":"10.1016/j.iheduc.2024.100974","DOIUrl":"10.1016/j.iheduc.2024.100974","url":null,"abstract":"<div><div>Teaching presence is a key factor affecting student engagement, yet scant research has examined the uniquely longitudinal effect of teaching presence on student engagement. This study, guided by the the processual, situated, and directional lens of Situated Expectancy-Value Theory (SEVT), employed longitudinal structural equation modeling to analyze data from 258 undergraduate students at a Chinese university, investigating how initial teaching presence influenced subsequent motivational constructs (self-efficacy and course value) and student engagement in blended learning environments. Our findings revealed there was an evolving and complex interplay among these constructs. Teaching presence demonstrated a sustained autoregressive effect of itself. Meanwhile, teaching presence acted as a situated catalyst that not only impacted immediate student engagement but also later perceptions of course value and self-efficacy, which in turn increased student engagement levels at the end of the semester. Furthermore, while self-efficacy and course value mediated the relationship between teaching presence and student engagement, the mediating effect of course value was more pronounced. Additionally, the directionality of predicting relationships, revealing a predominant influence from teaching presence to student engagement, rather than a reciprocal relationship. This research underscores the importance of instructional strategies prioritizing a robust teaching presence to initiate a cycle of positive student engagement in blended learning environments. By understanding the longitudinal effects of teaching presence, educators can develop more effective approaches to enhance student engagement and learning outcomes.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"64 ","pages":"Article 100974"},"PeriodicalIF":6.4,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Modeling undergraduates' selection of course modality: A large sample, multi-discipline study 大学生课程选择模式建模:一项大样本、多学科研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-01-01 DOI: 10.1016/j.iheduc.2020.100776

Kevin O'Neill, Natália Lopes, John Nesbit, Suzanne Reinhardt, Kanthi Jayasundera

{"title":"Modeling undergraduates' selection of course modality: A large sample, multi-discipline study","authors":"Kevin O'Neill, Natália Lopes, John Nesbit, Suzanne Reinhardt, Kanthi Jayasundera","doi":"10.1016/j.iheduc.2020.100776","DOIUrl":"10.1016/j.iheduc.2020.100776","url":null,"abstract":"<div><p>Scholarly understanding is limited with regard to what influences students' choice to take a particular course fully online or in-person. We surveyed 650 undergraduates at a public Canadian university who were enrolled in courses that were offered in both modalities during the same semester, for roughly the same tuition cost. The courses spanned a wide range of disciplines, from archaeology to computing science. Twenty-five variables were gauged, covering areas including students' personal circumstances, their competence in the language of instruction, previous experience with online courses, grade expectations, and psychological variables including their regulation of their time and study environment, work avoidance and social goal orientation. Two logistic regression models (of modality of enrolment and modality of preference) both had good fit to the data, each correctly classifying roughly 75% of cases using different variables. Implications for instructional design and enrolment management are discussed.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"48 ","pages":"Article 100776"},"PeriodicalIF":8.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100776","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38526962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17