Internet and Higher Education最新文献_第2页

The evolution of social presence: A longitudinal exploration of the effect of online students' peer-interactions using social network analysis 社会存在的演变：利用社交网络分析纵向探索在线学生同伴互动的影响

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2024-02-17 DOI: 10.1016/j.iheduc.2024.100939

Daniela Castellanos-Reyes , Jennifer C. Richardson , Yukiko Maeda

引用次数: 0

“Where I feel the most connected:” Community of Inquiry supporting sense of belonging in a HyFlex engineering course “我觉得联系最紧密的地方:”在HyFlex工程课程中支持归属感的探究社区

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-11-11 DOI: 10.1016/j.iheduc.2023.100930

J.B. Buckley , A.K. Thompson , T.R. Tretter , C. Biesecker , B.S. Robinson , A.N. Hammond

引用次数: 0

Investigating the combined effects of role assignment and discussion timing in a blended learning environment 研究混合学习环境中角色分配和讨论时间的综合效应

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-11-03 DOI: 10.1016/j.iheduc.2023.100932

Peiyu Wang, Heng Luo, Bowen Liu, Tianjiao Chen, Huiting Jiang

{"title":"Investigating the combined effects of role assignment and discussion timing in a blended learning environment","authors":"Peiyu Wang, Heng Luo, Bowen Liu, Tianjiao Chen, Huiting Jiang","doi":"10.1016/j.iheduc.2023.100932","DOIUrl":"10.1016/j.iheduc.2023.100932","url":null,"abstract":"<div><p>Asynchronous online discussion (AOD) is an essential component of blended learning, and role assignment and timing are two important discussion design considerations. With the purpose of improving blended learning through effective AOD design, this study conducted a two-level factorial experiment to explore the main effects and interaction effects of role assignment and timing on blended learning outcome and experiences. In addition, this experiment examined the influence of role assignment and timing on participants' social communication in AOD and the effects of timing on individual role performance in role-based discussion. A total of 114 participants in a blended course were randomly assigned to four experimental conditions: role-based pre-class discussion (<em>n</em> = 29), role-free pre-class discussion (n = 29), role-based post-class discussion (<em>n</em> = 28), and role-free post-class discussion (n = 28). The results showed that the role assignment strategy featured by initiator, supporter, and arguer has led to improved learning experiences in terms of affection, sense of community, and forum experiences, as well as enhanced social communication in AOD; while timing affected the enactment, contribution, and participation of assigned roles in role-based discussions. However, there was no significant interaction between the two AOD strategies. In general, role-based post-class AOD is recommended after face-to-face lesson because of the better learning experience and role performance.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435888","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

“Feel free to ask”: Nudging to promote asking questions in the online classroom “随意提问”:推动在线课堂提问

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-10-29 DOI: 10.1016/j.iheduc.2023.100931

Robert J. Weijers , Björn B. de Koning , Ester Scholten , L.Y.J. Wong , Fred Paas

{"title":"“Feel free to ask”: Nudging to promote asking questions in the online classroom","authors":"Robert J. Weijers , Björn B. de Koning , Ester Scholten , L.Y.J. Wong , Fred Paas","doi":"10.1016/j.iheduc.2023.100931","DOIUrl":"10.1016/j.iheduc.2023.100931","url":null,"abstract":"<div><p>Asking questions is vital for learning, yet students seldom exhibit this behavior. Given the increasing presence of online classrooms in tertiary education, it is much needed to examine ways to encourage students to ask questions and increase their engagement. Despite the critical role of asking questions to enhance learning, little is known in research on promoting this behavior. Therefore, in this paper, we empirically tested the effect of nudging – a novel approach in education consisting of subtle interventions to change behavior – in online classrooms in tertiary education on question asking behavior, student engagement, and grades. In Experiment 1 (<em>n</em> = 1011), the teacher's virtual background prompted questions (<em>prompt nudge)</em>, while in Experiment 2 (<em>n</em> = 449), the teacher set a goal for the students to ask one question per session (<em>goal-setting nudge</em>). We found a trend towards a positive effect of the <em>prompt nudge</em> on questions, but not on grades. Exploratory analyses revealed this was driven by students who already asked many questions. We found no effect of the <em>goal-setting nudge</em> on any measure, nor any effect in either experiment on student engagement. The findings demonstrate that the <em>prompt nudge</em> can be a possible useful and easy to implement tool to encourage questions in the online classroom.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71417361","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

The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes 利用集体学习促进在线课程参与度和表现的前景：学术和非认知结果的实验证据

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-10-01 DOI: 10.1016/j.iheduc.2023.100922

Xuehan Zhou , Qiujie Li , Di Xu , Amanda Holton , Brian K. Sato

{"title":"The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes","authors":"Xuehan Zhou , Qiujie Li , Di Xu , Amanda Holton , Brian K. Sato","doi":"10.1016/j.iheduc.2023.100922","DOIUrl":"10.1016/j.iheduc.2023.100922","url":null,"abstract":"<div><p>Researchers and practitioners of online education have consistently emphasized the importance of facilitating peer interaction and mutual support to create a sense of community, which in turn may enhance motivation, promote extrinsic accountability, and improve learning outcomes. Despite these assertions, experimental evidence on the effects of peer support in college online courses is limited. To address this gap, we conducted a randomized controlled trial to examine the impact of a study-together group intervention on students' academic and non-cognitive outcomes in a for-credit online course at a public four-year college. Our findings indicate that students who were offered a study-together group reported a higher sense of belonging than those who were not. Additionally, students with lower academic preparation and lower baseline motivation demonstrated improved academic performance as a result of this intervention, while students who preferred passive interaction reported increased motivation. However, for students with higher baseline motivation and those who preferred active interaction, the intervention appeared to negatively influence their time management.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165307","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

Collaborate like expert designers: An exploratory study of the role of individual preparation activity on students' collaborative learning 像专家设计师一样合作：个体准备活动对学生合作学习作用的探索性研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-10-01 DOI: 10.1016/j.iheduc.2023.100920

Qianru Lyu , Wenli Chen , Junzhu Su , Kok Hui Heng (John Gerard)

{"title":"Collaborate like expert designers: An exploratory study of the role of individual preparation activity on students' collaborative learning","authors":"Qianru Lyu , Wenli Chen , Junzhu Su , Kok Hui Heng (John Gerard)","doi":"10.1016/j.iheduc.2023.100920","DOIUrl":"10.1016/j.iheduc.2023.100920","url":null,"abstract":"<div><p>Collaboration skill is one of the most critical skill sets for engineers-to-be while university engineering students have challenges engaging in productive collaborative learning practices. This study examined the effect of individual preparation before collaboration on students' collaborative learning outcomes and processes. A total of 82 engineering undergraduates (41 pairs) participated in the study and collaborated under two conditions: immediate collaboration and individual preparation before collaboration. A mixed-method approach was applied in this study. Students' online-design solutions and verbal discussions were collected for both collaborative learning outcomes and process analyses. Students produced higher quality design solutions with individual preparation before collaboration than immediate collaboration. There were different engineering design behavioral patterns under the two conditions, indicating different ways to define the design problem, generate solutions, and analyze and evaluate solutions. The findings and discussion provide insights for innovating pedagogical design to promote collaborative learning efficiency in real-world university classrooms.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165309","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

Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms 超越共同阅读：在大学课堂中通过参与角色和社会注释促进知识建构

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-10-01 DOI: 10.1016/j.iheduc.2023.100919

Xinran Zhu , Hong Shui , Bodong Chen

{"title":"Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms","authors":"Xinran Zhu , Hong Shui , Bodong Chen","doi":"10.1016/j.iheduc.2023.100919","DOIUrl":"10.1016/j.iheduc.2023.100919","url":null,"abstract":"<div><p>Social reading is a common practice in higher education to engage students in critical reading and classroom dialogues around course materials. This paper introduces a study that integrated a social annotation technology and a scaffolding framework to support social reading in undergraduate classrooms. The framework, grounded in the computer-supported collaborative learning literature, specifies three participation roles—namely, <em>facilitator</em>, <em>synthesizer</em>, and <em>summarizer</em>—that have distinct responsibilities in each week's social reading activities. Using Hypothesis, the social annotation technology, we piloted the framework in a fully online undergraduate course. To examine how the framework facilitated social interaction and knowledge construction, we applied social network analysis and content analysis to a rich dataset. Results revealed that the framework fostered active participation in class with students followed the assigned roles properly. This study has practical implications for online teaching and collaborative learning in higher education.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165522","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: 3

The effects of dynamic and static feedback under tasks with different difficulty levels in digital game-based learning 基于数字游戏的学习中不同难度任务下的动态和静态反馈效应

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-09-18 DOI: 10.1016/j.iheduc.2023.100923

Peipei Mao , Zhihui Cai , Zhikeng Wang , Xin Hao , Xitao Fan , Xiaojun Sun

引用次数: 0

College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity 大学在线课程在脚手架方面有很强的设计，但在支持学生代理和互动方面差异很大

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-06-01 DOI: 10.1016/j.iheduc.2023.100912

Xuehan Zhou , Qiujie Li , Di Xu , XunFei Li , Christian Fischer

{"title":"College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity","authors":"Xuehan Zhou , Qiujie Li , Di Xu , XunFei Li , Christian Fischer","doi":"10.1016/j.iheduc.2023.100912","DOIUrl":"10.1016/j.iheduc.2023.100912","url":null,"abstract":"<div><p>This study develops a rubric comprising three quality concepts critical to addressing online learning challenges: <em>Scaffolding</em>, which supports student self-regulated learning processes; <em>Student Agency</em>, which promotes student choices and voices; and <em>Social Presence and Interpersonal Interaction</em>, which enhances student connection with peers and instructors. We then examine the extent to which college online courses reflect the three concepts following a 3-point scoring scale (“beginning,” “developing,” or “proficient”) based on observation data collected from 100 randomly selected courses. Our results indicate that about two-thirds of the courses score at or above the developing level, demonstrating some but insufficient incorporation of design features that can enhance the three concepts. While most courses are above the developing level for “Scaffolding,” less than half and less than one-third reach the developing level for the other two concepts. We further identify variations in course design based on instructor characteristics, where female instructors, instructors with higher educational attainment, and instructors teaching fewer credit hours had higher scores.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165744","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: 1

The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes 学习者赋权在探究社区和在线学习结果之间关系中的中介作用

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-06-01 DOI: 10.1016/j.iheduc.2023.100911

Zhiru Sun , Yuqin Yang

{"title":"The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes","authors":"Zhiru Sun , Yuqin Yang","doi":"10.1016/j.iheduc.2023.100911","DOIUrl":"10.1016/j.iheduc.2023.100911","url":null,"abstract":"<div><p>The COVID-19 pandemic has necessitated a rapid shift to online learning, making the Community of Inquiry (CoI) framework increasingly relevant for creating meaningful and effective online learning experiences. However, the impact of CoI presences (i.e., teaching, social, and cognitive presence) on students' learning outcomes has been inconsistent in the literature, and a recent meta-analysis has identified a publication bias in this relationship, suggesting the need for a further investigation. This study aimed to enhance our understanding of how the CoI presences influence students' actual learning outcomes by incorporating learner empowerment as an essential learner characteristic. This study was conducted in two undergraduate courses that were abruptly shifted online due to the COVID-19 lockdown. Structural equation modeling was used to examine the relationship between the CoI presences, learner empowerment, and actual learning outcomes. The results show that learner empowerment has a direct and positive impact on students' actual learning outcomes, and partially mediates the relationship between CoI presences and learning outcomes. The findings highlight the significant mediating role of learner empowerment within the CoI framework and offer valuable insights into the design of productive online learning communities.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165745","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