Internet and Higher Education最新文献_第10页

How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners 自我调节学习如何影响形成性评价和总结成绩?比较在线学习者和混合式学习者

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100805

Jaclyn Broadbent , Stefanie Sharman , Ernesto Panadero , Matthew Fuller-Tyszkiewicz

{"title":"How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners","authors":"Jaclyn Broadbent , Stefanie Sharman , Ernesto Panadero , Matthew Fuller-Tyszkiewicz","doi":"10.1016/j.iheduc.2021.100805","DOIUrl":"10.1016/j.iheduc.2021.100805","url":null,"abstract":"<div><p>The literature regarding formative assessment and Self-Regulated Learning (SRL) has focused on the ways in which formative assessment improves SRL. This study, on the other hand, evaluated whether SRL characteristics impact successful engagement with formative assessment, and subsequent summative performance in both online and blended learning contexts. Ninety-six blended and 85 online learners completed a formative assessment task, received feedback, and then resubmit the assessment for a summative grade. Overall, while there were differences between learning contexts, SRL, and performance, many variables were not significant predictors of performance. Online learners who were confident, managed their time well and regulated their efforts saw the greatest benefits, though these effects were small when viewed individually. Blended learners, to a lesser extent, also benefited from confidence and effort regulation. To the authors' knowledge, this is the first study to test SRL characteristics as drivers of performance during a formative task across two learning contexts.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"50 ","pages":"Article 100805"},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100805","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82993180","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: 36

Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities 连接点:关于学习分析采用因素、经验和优先级的探索性研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100794

Yi-Shan Tsai , Vitomir Kovanović , Dragan Gašević

{"title":"Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities","authors":"Yi-Shan Tsai , Vitomir Kovanović , Dragan Gašević","doi":"10.1016/j.iheduc.2021.100794","DOIUrl":"10.1016/j.iheduc.2021.100794","url":null,"abstract":"<div><p>Existing studies have shed light on policies and strategies for learning analytics (LA) adoption, yet there is limited understanding of associations among factors that influence adoption processes or the change in priorities when institutional experience with LA increases. This paper addresses this gap by presenting a study based on interviews with institutional leaders from 27 European higher education institutions. Results showed that experienced institutions demonstrated more interest in exploring learning behaviour and pedagogical reformation than simply measuring a phenomenon. Experienced institutions also paid more attention to methodological approaches to LA than data constraints, and demonstrated a broader involvement of teachers and students. This paper also identifies inter-related connections between prevailing challenges that impede the scaling of LA. Based on the results, we suggest regular evaluations of LA adoption to ensure the alignment of strategy and desired changes. We also identify three areas that require particular attention when forming short-term goals for LA at different phases of adoption</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"50 ","pages":"Article 100794"},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100794","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91510392","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: 24

WhatsApp for mobile learning. Effects on knowledge, resilience and isolation in the school-to-work transition 用于移动学习的WhatsApp。从学校到工作的转变对知识、适应能力和孤立的影响

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100809

Christoph Pimmer , Florian Brühlmann , Titilayo Dorothy Odetola , Oluwafemi Dipeolu , Olusola Oluwasola , Janine Jäger , Ademola J. Ajuwon

{"title":"WhatsApp for mobile learning. Effects on knowledge, resilience and isolation in the school-to-work transition","authors":"Christoph Pimmer , Florian Brühlmann , Titilayo Dorothy Odetola , Oluwafemi Dipeolu , Olusola Oluwasola , Janine Jäger , Ademola J. Ajuwon","doi":"10.1016/j.iheduc.2021.100809","DOIUrl":"10.1016/j.iheduc.2021.100809","url":null,"abstract":"<div><p>This study investigated the use of instant messaging in the school-to-work transition, a crucial stage of learning and development. Newly graduated health professionals (<em>n</em> = 235) participated either in WhatsApp groups in which moderators shared knowledge and facilitated professional discussions or in the control group. The results show that participants in the WhatsApp groups had markedly higher levels of knowledge, greater resilience as well as lower levels of professional isolation– in comparison with the control group. They also reported less stress when searching for a new job. These findings are affirmed by the qualitative analysis of open survey questions: knowledge acquisition emerged as the main benefit followed by connectedness and professional informational benefits. A further interesting result is that the general, day-to-day use of WhatsApp outside of the intervention was linked to higher levels of resilience.</p><p>Another finding is that although the actual (measured) and self-reported frequency of participation in the WhatsApp groups correlated highly, these measures did not predict the outcome variables in the regression analysis. This observation questions the frequency of participation as a proxy for the success of engagement.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"50 ","pages":"Article 100809"},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100809","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80363222","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: 10

Why college students procrastinate in online courses: A self-regulated learning perspective 为什么大学生在网络课程上拖延:一个自我调节的学习视角

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100807

Sheng-Lun Cheng , Kui Xie

引用次数: 26

Analyzing instructional design quality and students' reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses 通过系统分析和情感分析，分析班中20强mooc中18门课程的教学设计质量和学生评价

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100810

Xue Wang , Youngjin Lee , Lin Lin , Ying Mi , Tiantian Yang

{"title":"Analyzing instructional design quality and students' reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses","authors":"Xue Wang , Youngjin Lee , Lin Lin , Ying Mi , Tiantian Yang","doi":"10.1016/j.iheduc.2021.100810","DOIUrl":"10.1016/j.iheduc.2021.100810","url":null,"abstract":"<div><p>This study integrated a systematic analysis of instructional design and a sentiment analysis of student reviews of 18 courses from the Class Central Top 20 MOOCs to analyze the potential connections between instructional design quality and student reviews. The analysis of instructional design quality was based on the ten-principle framework. The results indicated that: 1) the instructional design quality of the highly-rated courses was in the medium-to-upper range; 2) there was a positive correlation between the instructional design quality and MOOCs ranking; 3) student sentiment was much more positive for Humanities courses compared to other subjects; 4) the student sentiment and MOOCs ranking had no significant correlation, but there was a positive correlation between student sentiment and the instructional design quality; and 5) the design of learning activities related to “Collaboration”, “Differentiation” and “Collective knowledge” needed to be improved. The implications for practice and ideas for future research are outlined.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"50 ","pages":"Article 100810"},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100810","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81433290","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: 15

Information search behavior in fragile and conflict-affected learning contexts 脆弱与冲突影响学习情境下的信息搜寻行为

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100808

Alaa A. AlDahdouh

{"title":"Information search behavior in fragile and conflict-affected learning contexts","authors":"Alaa A. AlDahdouh","doi":"10.1016/j.iheduc.2021.100808","DOIUrl":"10.1016/j.iheduc.2021.100808","url":null,"abstract":"<div><p>This paper explores the ways in which higher education students search for information in fragile and conflict-affected contexts. Data for this study was drawn from verbal reports of nine participants engaged in retrospective think-aloud sessions to solve ten tasks each. The results of the thematic analysis revealed that the participants followed the pattern outlined in literature of connectivism and literacy frameworks. Namely, the participants proceeded with four interrelated steps: locating information, information use, remix and repurpose, and knowledge sharing. Some key themes were observed that differed from previous studies, including meta-search and the frequency of changing search keywords over time. Each difference deserves further consideration. Moreover, the results highlight extreme plagiarism among participants and their low-level competencies to innovatively evaluate and remix online content. This paper argues that critical and cyberliteracy are perhaps the nominated theoretical frameworks for developing information search mechanisms in oppressed societies. Implications for educational practices are discussed.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"50 ","pages":"Article 100808"},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100808","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76161163","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: 11

Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning 视频学习分析:调查基于视频的在线学习中的行为模式和学习者集群

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100806

Meehyun Yoon , Jungeun Lee , Il-Hyun Jo

{"title":"Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning","authors":"Meehyun Yoon , Jungeun Lee , Il-Hyun Jo","doi":"10.1016/j.iheduc.2021.100806","DOIUrl":"10.1016/j.iheduc.2021.100806","url":null,"abstract":"<div><p>Video-based online learning is becoming commonplace in higher education settings. Prior studies have suggested design principles and instructional strategies to boost video-based learning. However, little research has been done on different learner characteristics, such as how learners behave, what behavioral patterns they exhibit, and how different they are from each other. To fill this research gap in student-video interaction, we employed learning analytics to obtain useful insights into students' learning in the context of video-based online learning. From 11 log behaviors represented by log data from 72 college students, four behavioral patterns were identified while students learned from videos: browsing, social interaction, information seeking, and environment configuration. Based on the behavioral patterns observed, participants were classified into two clusters. Participants in the active learner cluster exhibited frequent use of social interaction, information seeking, and environment configuration, while participants in the passive learner cluster exhibited only frequent browsing. We found that active learners exhibited higher learning achievement than passive learners.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"50 ","pages":"Article 100806"},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100806","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90819616","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: 61

More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle 不仅仅是经验?-利用虚拟现实的独特机会，提供全面的体验式学习周期

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100804

Jennifer Fromm , Jaziar Radianti , Charlotte Wehking , Stefan Stieglitz , Tim A. Majchrzak , Jan vom Brocke

{"title":"More than experience? - On the unique opportunities of virtual reality to afford a holistic experiential learning cycle","authors":"Jennifer Fromm , Jaziar Radianti , Charlotte Wehking , Stefan Stieglitz , Tim A. Majchrzak , Jan vom Brocke","doi":"10.1016/j.iheduc.2021.100804","DOIUrl":"10.1016/j.iheduc.2021.100804","url":null,"abstract":"<div><p>Virtual reality has been proposed as a promising technology for higher education since the combination of immersive and interactive features enables experiential learning. However, previous studies did not distinguish between the different learning modes of the four-stage experiential learning cycle (i.e., concrete experience, reflective observation, abstract conceptualization, and active experimentation). With our study, we contribute a deeper understanding of how the unique opportunities of virtual reality can afford each of the four experiential learning modes. We conducted three design thinking workshops with interdisciplinary teams of students and lecturers. These workshops resulted in three low-fidelity virtual reality prototypes which were evaluated and refined in three student focus groups. Based on these results, we identify design elements for virtual reality applications that afford an holistic experiential learning process in higher education. We discuss the implications of our results for the selection, design, and use of educational virtual reality applications.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"50 ","pages":"Article 100804"},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100804","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77380230","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: 56

More than words: Using digital cues to enhance student perceptions of online assignment feedback 不仅仅是文字:使用数字线索来增强学生对在线作业反馈的感知

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2020.100789

Christine Padgett , Robyn Louise Moffitt , Rachel Grieve

{"title":"More than words: Using digital cues to enhance student perceptions of online assignment feedback","authors":"Christine Padgett , Robyn Louise Moffitt , Rachel Grieve","doi":"10.1016/j.iheduc.2020.100789","DOIUrl":"10.1016/j.iheduc.2020.100789","url":null,"abstract":"<div><p><span>Providing online written feedback for assignments permits the inclusion of digital cues (e.g., emoticons, profile pictures, and informal tone of language) which may improve student perceptions of both feedback and instructor. Using a between groups experimental design, we conducted a series of 2 (Emoticons present/absent) x 2 (Profile pictures present/absent) x 2 (Language formal/informal) ANCOVAs to explore the effect of each cue on student perceptions of feedback and of the instructor (</span><em>N</em> = 188 university undergraduates). Including emoticons enhanced student perceptions of social presence within the feedback, as well as student ratings of instructor proficiency, accessibility, and personal characteristics. Language formality had no main effect, but interacted with emoticons, such that instructors were perceived to be most proficient when emoticons were embedded within formal language feedback. Our findings suggest that including emoticons in written feedback may improve student perceptions of instructors and feedback, without impacting on the integrity of feedback.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"49 ","pages":"Article 100789"},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79278694","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: 8

Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report 架空式大学生多模态多文件阅读中的认知认知:认知提示和自动反思报告的作用

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2020.100777

Yuan-Hsuan Lee

{"title":"Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report","authors":"Yuan-Hsuan Lee","doi":"10.1016/j.iheduc.2020.100777","DOIUrl":"10.1016/j.iheduc.2020.100777","url":null,"abstract":"<div><p>This study examined how the epistemic prompts designed to activate learners' epistemic cognition in sourcing affect their multimodal multiple-document reading (MMDR), considering learners' justification for knowing behaviors, prior knowledge, and gender. Participants were 48 university students, 28 females (58.3%), and 20 males (42.7%). Students were randomly assigned to an experimental group with epistemic-prompts that automatically generate a reflection report in addition to a note-taking function or a control group with a note-taking function only. Results showed that students relied primarily on YouTube videos for their MMDR with higher credibility ratings for the YouTube video than written texts. Besides, epistemic prompting, along with the automatically generated reflection report, enhanced students' scores on constructed-response items for the experimental group and helped them create a coherent mental representation of information from diverse multimodal sources beyond the effect of personal justification and multiple justifications. Implications of the study results are made to enhance students' epistemic cognition during their MMDR.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"49 ","pages":"Article 100777"},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100777","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75283420","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: 13