Internet and Higher Education最新文献_第3页

The benefit of reflection prompts for encouraging learning with hints in an online programming course 反思的好处促使在线编程课程中通过提示鼓励学习

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-06-01 DOI: 10.1016/j.iheduc.2023.100903

Heeryung Choi , Jelena Jovanovic , Oleksandra Poquet , Christopher Brooks , Srećko Joksimović , Joseph Jay Williams

{"title":"The benefit of reflection prompts for encouraging learning with hints in an online programming course","authors":"Heeryung Choi , Jelena Jovanovic , Oleksandra Poquet , Christopher Brooks , Srećko Joksimović , Joseph Jay Williams","doi":"10.1016/j.iheduc.2023.100903","DOIUrl":"10.1016/j.iheduc.2023.100903","url":null,"abstract":"<div><p>While giving learners hints is a commonly used scaffolding practice to facilitate learning, previous work questioned the effectiveness of hints. In this study, we examined if prompting learners to reflect along with receiving hints could improve learning outcomes, including immediate and delayed performance, perceived learning, and enjoyment. A field experiment was conducted in a four-week long online master’s degree course on data science where we compared two conditions: a condition with hints and a condition providing reflection prompts along with hints. Results showed that using hints with reflection prompts increased learner performance in delayed knowledge transfer tasks while also increasing learners’ perception of learning. The combination of reflection prompts and hints did not reduce learners’ enjoyment of the tasks, suggesting that the use of hints with reflection prompts is not only an intervention which can improve learning outcomes but is one which will be naturally adopted by learners.</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":"50166425","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

Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities 捕捉无形：新西兰三所大学本科生学习中的非机构技术

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-06-01 DOI: 10.1016/j.iheduc.2023.100910

Qian Liu , Tehmina Gladman , Christina Grove , Sally Eberhard , Susan Geertshuis , Anthony Ali , Phil Blyth , Rebecca Grainger

{"title":"Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities","authors":"Qian Liu , Tehmina Gladman , Christina Grove , Sally Eberhard , Susan Geertshuis , Anthony Ali , Phil Blyth , Rebecca Grainger","doi":"10.1016/j.iheduc.2023.100910","DOIUrl":"10.1016/j.iheduc.2023.100910","url":null,"abstract":"<div><p>Research in Internet-enabled learning tends to focus on technologies implemented by institutions or staff. In reality, students learn with technologies that go beyond institutional offerings. This misalignment risks universities' approaches to online technologies being partially relevant to student learning. To understand student experiences, we followed hermeneutic phenomenology, interviewing 22 students from three New Zealand universities. Content and thematic analyses showed that students used non-institutional technologies to augment institutional offerings. They experienced institutional technologies as being overloaded with information, and non-institutional technologies as enabling them to process information expediently and take control of their own learning. We also identified differences between high and low-achieving students in technology use, which were associated with motivation, awareness of technologies, and metacognition. Our study highlights the role of non-institutional technologies in learning, which has implications for future research, for the design and implementation of institutional technologies, and for preparing students to learn with technologies.</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":"50166183","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: 2

Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories 激烈、动荡或深陷泥潭：跨课程在线战术、策略和轨迹的纵向研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-04-01 DOI: 10.1016/j.iheduc.2022.100902

Mohammed Saqr , Sonsoles López-Pernas , Jelena Jovanović , Dragan Gašević

{"title":"Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories","authors":"Mohammed Saqr , Sonsoles López-Pernas , Jelena Jovanović , Dragan Gašević","doi":"10.1016/j.iheduc.2022.100902","DOIUrl":"10.1016/j.iheduc.2022.100902","url":null,"abstract":"<div><p>Research has repeatedly demonstrated that students with effective learning strategies are more likely to have better academic achievement. Existing research has mostly focused on a single course or two, while longitudinal studies remain scarce. The present study examines the longitudinal sequence of students' strategies, their succession, consistency, temporal unfolding, and whether students tend to retain or adapt strategies between courses. We use a large dataset of online traces from 135 students who completed 10 successive courses (i.e., 1350 course enrollments) in a higher education program. The methods used in this study have shown the feasibility of using trace data recorded by learning management systems to unobtrusively trace and model the longitudinal learning strategies across a program. We identified three program-level strategy trajectories: a stable and intense trajectory related to deep learning where students used diverse strategies and scored the highest grades; a fluctuating interactive trajectory, where students focused on course requirements, scored average grades, and were relatively fluctuating; and a light trajectory related to surface learning where students invested the least effort, scored the lowest grades, and had a relatively stable pathway. Students who were intensely active were more likely to transfer the intense strategies and therefore, they were expected to require less support or guidance. Students focusing on course requirements were not as effective self-regulators as they seemed and possibly required early guidance and support from teachers. Students with consistent light strategies or low effort needed proactive guidance and support.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166826","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: 7

Sense of belonging predicts perceived helpfulness in online peer help-giving interactions 归属感预测在线同伴帮助互动中感知到的帮助

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-04-01 DOI: 10.1016/j.iheduc.2022.100901

Amos Jeng, Nigel Bosch, Michelle Perry

引用次数: 0

Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students 技术资本、文化资本与学术社会资本的培育——以成人网络大学生为例

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-01-01 DOI: 10.1016/j.iheduc.2022.100891

William Hamilton, Daniel E. Duerr, Cheryl Hemphill, Kathleen Colello

引用次数: 1

The impact of role assignment on social presence in online discussions: A mixed-method study 角色分配对在线讨论中社交存在的影响：一项混合方法研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-01-01 DOI: 10.1016/j.iheduc.2022.100892

Fatma Şeyh, Mutlu Şen-Akbulut, Duygu Umutlu

引用次数: 1

Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies 学习者在MOOC中的学习结果是否相同？确定动机、感知学习支持、学习参与和自我调节学习策略的作用

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-01-01 DOI: 10.1016/j.iheduc.2022.100880

Xiaomei Wei , Nadira Saab , Wilfried Admiraal

{"title":"Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies","authors":"Xiaomei Wei , Nadira Saab , Wilfried Admiraal","doi":"10.1016/j.iheduc.2022.100880","DOIUrl":"https://doi.org/10.1016/j.iheduc.2022.100880","url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176752","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: 20

Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy 大学生网络学术求助模式的识别及其在网络自我效能感中的作用

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-01-01 DOI: 10.1016/j.iheduc.2022.100893

Yang-Hsin Fan , Tzung-Jin Lin

{"title":"Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy","authors":"Yang-Hsin Fan , Tzung-Jin Lin","doi":"10.1016/j.iheduc.2022.100893","DOIUrl":"https://doi.org/10.1016/j.iheduc.2022.100893","url":null,"abstract":"<div><p>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, <em>adaptive</em>, <em>self-reliant</em>, and <em>socially-affiliated</em>, were characterized based on the cluster analysis. The differences in the students’ various ISE dimensions among the three patterns were then compared. The <em>adaptive</em> students, who commonly adopted all types of OAHS behaviors, tended to be the most efficacious in the seven measured ISE dimensions. The <em>self-reliant</em> 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 <em>socially-affiliated</em> students (i.e., those who tended to use formal and informal queries to seek academic help online). The <em>socially-affiliated</em> students only showed higher confidence in sharing online information than the <em>self-reliant</em> students. However, in the “Communication,” “Verifying,” and “Metacognition” ISE dimensions, there were no significant differences between the <em>socially-affiliated</em> and <em>self-reliant</em> students.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176729","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: 2

Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study 建立一个完全在线的翻转课堂模式，以支持学生的学习成果和参与度：一项为期2年的基于设计的研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-01-01 DOI: 10.1016/j.iheduc.2022.100878

Chengyuan Jia , Khe Foon Hew , Du Jiahui , Li Liuyufeng

{"title":"Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study","authors":"Chengyuan Jia , Khe Foon Hew , Du Jiahui , Li Liuyufeng","doi":"10.1016/j.iheduc.2022.100878","DOIUrl":"https://doi.org/10.1016/j.iheduc.2022.100878","url":null,"abstract":"<div><p>The overarching goal of this design-based research is to develop and evaluate a set of design principles for a <em>fully online</em> 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.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176751","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

Progression of students' SRL processes in subsequent programming problem-solving tasks and its association with tasks outcomes 学生SRL过程在后续编程问题解决任务中的进展及其与任务结果的关系

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-01-01 DOI: 10.1016/j.iheduc.2022.100881

Marek Hatala , Sina Nazeri , Fatemeh Salehian Kia

{"title":"Progression of students' SRL processes in subsequent programming problem-solving tasks and its association with tasks outcomes","authors":"Marek Hatala , Sina Nazeri , Fatemeh Salehian Kia","doi":"10.1016/j.iheduc.2022.100881","DOIUrl":"10.1016/j.iheduc.2022.100881","url":null,"abstract":"<div><p>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, students with the lowest programming skills benefit the most.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167431","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