Florence Martin , Swapna Kumar , Albert D. Ritzhaupt , Drew Polly
{"title":"Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities","authors":"Florence Martin , Swapna Kumar , Albert D. Ritzhaupt , Drew Polly","doi":"10.1016/j.iheduc.2022.100879","DOIUrl":"10.1016/j.iheduc.2022.100879","url":null,"abstract":"<div><p>Bichronous Online Learning is the blending of asynchronous and synchronous online learning. In this qualitative study, 12 award-winning online instructors were interviewed for their online teaching practices focused on blending, design, facilitation, and assessment of asynchronous and synchronous online modalities. Data was collected through virtual interviews which were recorded, transcribed and analyzed. Award-winning instructor practices of blending are discussed through their blending decisions, sequences, and models. Instructors shared their decisions related to blending, such as modality purposes, affordances, and required or optional synchronous sessions. Blending sequences that emerged were asynchronous followed by synchronous, asynchronous followed by synchronous and then asynchronous again. Blending models that resulted were the complement model, replacement model and enhancement model. Asynchronous and synchronous design, facilitation and assessment strategies used by the award-winning online instructors are discussed in detail. The findings have implications for online instructors, students, instructional designers and administrators.</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":"50167433","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}
{"title":"Credit hours is not enough: Explaining undergraduate perceptions of course workload using LMS records","authors":"Zachary A. Pardos , Conrad Borchers , Run Yu","doi":"10.1016/j.iheduc.2022.100882","DOIUrl":"10.1016/j.iheduc.2022.100882","url":null,"abstract":"<div><p>Credit hours traditionally quantify expected instructional time per week in a course, informing student course selection decisions and contributing to degree requirement satisfaction. In this study, we investigate course load measures beyond this metric, including determinants from course assignment structure and LMS interactions. Collecting 596 course load ratings on time load, mental effort, and psychological stress, we investigate to what extent course design decisions gleaned from LMS data explain students’ perception of course load. We find that credit hours alone explain little variance compared to LMS features, specifically number of assignments and course drop ratios late in the semester. Student-level features (e.g., satisfied prerequisites and course GPA) exhibited stronger associations with course load than the credit hours of a course; however, they added only little explained variance when combined with LMS features. We analyze students’ perceived importance and manageability of course load dimensions and argue in favor of adopting a construct of course load more holistic than credit hours.</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":"50167430","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}
Lisa-Maria Norz, Verena Dornauer, Werner O. Hackl, Elske Ammenwerth
{"title":"Measuring social presence in online-based learning: An exploratory path analysis using log data and social network analysis","authors":"Lisa-Maria Norz, Verena Dornauer, Werner O. Hackl, Elske Ammenwerth","doi":"10.1016/j.iheduc.2022.100894","DOIUrl":"https://doi.org/10.1016/j.iheduc.2022.100894","url":null,"abstract":"<div><p>Social presence is a key element in collaborative/cooperative learning. In online learning environments, it is challenging to measure the current state of social presence. This work aims to identify measures of social presence.</p><p>We manually coded 3546 students' postings (<em>n</em> = 49 students). We selected measures from social network analysis and indices derived from log data as potential indicators. We conducted an exploratory path analysis to define which indicators appropriately describe social presence.</p><p>The size of the individual egocentric student's network (path coefficient = −0.56**) and constraint (path coefficient = −0.51**), as well as the number of forums in which students were active (path coefficient = 0.49**) and the number of solved learning activities (path coefficient = −0.59**) were indicators of the level of social presence.</p><p>We were able to identify four indicators for social presence in online-based courses readily available within routine data from learning management systems. We will focus now on how social presence in an ongoing course develops.</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":"50176730","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}
{"title":"Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement","authors":"Ing-Long Wu , Pi-Jung Hsieh , Shwu-Ming Wu","doi":"10.1016/j.iheduc.2022.100871","DOIUrl":"10.1016/j.iheduc.2022.100871","url":null,"abstract":"<div><p>E-learning use indicates the success of implementing e-learning environments since it plays a key role in mediating drivers for goal achievement<span>. The motivation for e-learning use greatly depends on developing effective e-learning processes. Two particular issues, technology use and constructivist learning, are proposed for further defining three key determinants, technology affordances, e-content interaction, and e-social interaction, as the determinants of e-learning use, and in turn, academic performance<span>. The three determinants for their integration are unique for a special guide to effective e-learning design. Learner involvement is an emotional moderator for an interactive role with e-learning use. An existing e-learning environment with learning experience is used to collect both subjective and objective data. Technology affordances and e-content interaction have important influence on e-learning use, whereas e-social interaction does not. E-learning use also indicates the importance as a key mediator to achieve academic performance. Learner involvement shows insignificance with the moderating role. These findings have important implications for developing new learning approaches and effective e-learning processes, in particular, the insignificance of e-social interaction and learner involvement.</span></span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78307814","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}
Séverine Erhel, Nicolas Michinov, Audrey Noël, Corentin Gonthier
{"title":"Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education","authors":"Séverine Erhel, Nicolas Michinov, Audrey Noël, Corentin Gonthier","doi":"10.1016/j.iheduc.2022.100876","DOIUrl":"10.1016/j.iheduc.2022.100876","url":null,"abstract":"<div><p>Scholars are aware of the power of social media to capture the attention of students, notably during lectures. Far from banning them, some teachers have considered using them to improve the motivation of students. One of the most popular social media platforms for that purpose is Twitter. It has been widely used in educational settings as a tool for collaboration and communication, but studies using Twitter as a tool to help students remember course concepts and stimulate their motivation to learn are scarce. In the present study, we conducted a three-year study in a ‘naturalistic’ educational setting using Twitter to remind students of course concepts, and asking questions every week during one semester. Comparing the groups of user and non-user students showed that this Twitter-based method elicited higher intrinsic motivation and interest in the course throughout the semester; importantly, it also reduced amotivation. Some benefits of using Twitter were also observed on learning and academic outcomes. We discuss the benefits and the limits of repurposing social networks for pedagogical activities.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78344873","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}
Yael Feldman-Maggor , Ron Blonder , Inbal Tuvi-Arad
{"title":"Let them choose: Optional assignments and online learning patterns as predictors of success in online general chemistry courses","authors":"Yael Feldman-Maggor , Ron Blonder , Inbal Tuvi-Arad","doi":"10.1016/j.iheduc.2022.100867","DOIUrl":"10.1016/j.iheduc.2022.100867","url":null,"abstract":"<div><p>This study examined learning processes in undergraduate online general chemistry courses. The study aimed to characterize learners according to their learning patterns and to identify indicators that predict students' success in an online environment. Specifically, we focused on the role of a central factor affecting success in online courses: self-regulated learning and learner engagement. To this end, we used a mixed methods approach that combines semi-structured interviews and statistical analysis. We applied two logistic regression models and a decision tree algorithm and found two parameters that can predict completion of the course: the submission status of an optional assignment and the students' cumulative video opening pattern (SCOP). Recommendations for institutions and lecturers regarding the benefits of implementing these models to identify self-regulated learning patterns in online courses and to design future effective interventions are discussed. Regarding students, we emphasize the importance of time management and how choices they make with respect to their learning process affect their potential for success.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77087434","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}
{"title":"Examining nontraditional graduate students' experiences with video feedback in a fully online course","authors":"Fatih Ari, Ismahan Arslan-Ari","doi":"10.1016/j.iheduc.2022.100858","DOIUrl":"10.1016/j.iheduc.2022.100858","url":null,"abstract":"<div><p>This study examined the effects of feedback type and treatment order on nontraditional graduate students' perceptions of instructor-provided feedback in a fully online instructional design course. The graduate students were provided with video feedback and text feedback for four interconnected instructional design document assignments. A mixed design was utilized with feedback type as within-subjects factor and treatment order as between-subjects factor. Further, an inductive analysis approach with open coding was used to analyze the data from open-response items. The quantitative results demonstrated that the interaction between feedback type and treatment order was significant for perceived learning, feedback quality, presentation format, and engagement with feedback. The qualitative findings revealed that the students in both groups acknowledged the value of receiving video and text feedback, and identified several benefits and drawbacks of working with each feedback type.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86174054","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}
{"title":"Improving serious games by crowdsourcing feedback from the STEAM online gaming community","authors":"Christian Moro , Charlotte Phelps , James Birt","doi":"10.1016/j.iheduc.2022.100874","DOIUrl":"10.1016/j.iheduc.2022.100874","url":null,"abstract":"<div><p><span>The inclusion of game-based learning in tertiary institutions is increasing as educators seek ways to enhance student engagement and motivation. During the development process for gaming resources, educators need feedback to ensure a quality learning experience. In many cases this feedback is generally received from students at the end of the subject or course and is often regulated centrally. Another way of garnering feedback and capturing player analytics could be to capitalize on the millions of global gamers. A game developed for use in a Health Sciences and Medicine program, </span><em>The King's Request: Physiology and Anatomy Revision Game</em><span>, was made freely available on the Steam platform. Over 16,000 Steam users engaged with the game over 12 months, with 150 providing written reviews. In contrast, a cohort of 100 first-year health science and medical students were requested to review the game after playing in class, with only 17 providing written feedback. In reviewing feedback, similarities were found between the groups, such as where both Steam community players and in-class students requested more questions and a longer game. However, the Steam community highlighted several unique aspects which could be used to improve the game for learning, such as a refined implementation of the incentive system. As the online gaming community is far larger than students enrolled in any tertiary subject, its expansive feedback can be used to accelerate the design and refinement of serious games. This wealth of feedback could provide unique insights for educators wishing to improve the provision of games in education and the overall student learning experience.</span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79971487","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}
{"title":"Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach","authors":"Jun-min Ye , Jin Zhou","doi":"10.1016/j.iheduc.2022.100875","DOIUrl":"10.1016/j.iheduc.2022.100875","url":null,"abstract":"<div><p>Evidence suggests that learning sentiments are inextricably related to cognitive processing<span>, and the exploration of the relationship remains to be an important research topic. This study collected discourse data from 40 college students in online collaborative learning activities. Epistemic network analysis (ENA) was employed to explore the connection between learning sentiments and cognitive processing and compare the ENA network characteristics of the higher- and lower-engagement groups. The results indicated that there was a joint connection between understand-analyze-neutral, and insightful sentiments had more association with neutral sentiments and understanding. Besides, distinctions existed between higher- and lower-engagement groups with respect to the association between learning sentiments and cognitive processing. The higher-engagement group had stronger associations around positive and confused sentiments, while the lower-engagement group had stronger associations around off-topic discussion. The findings of this research may serve as a reference for designing and implementing collaborative learning activities to increase cognitive levels.</span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90520975","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}
{"title":"Pseudonymous academics: Authentic tales from the Twitter trenches","authors":"David E. Williams , Spencer P. Greenhalgh","doi":"10.1016/j.iheduc.2022.100870","DOIUrl":"10.1016/j.iheduc.2022.100870","url":null,"abstract":"<div><p>Academics' use of social media platforms is widely recognized and often understood as an extension of traditional academic practice. However, this understanding does not account for academics' use of pseudonymous Twitter accounts. We used a combination of computational and human-driven methods to examine the activity of 59 anonymized, self-identified academics on Twitter. Our computational analysis identified five broad topics: discussing academic life, discussing British news and affairs, discussing everyday life, surviving lockdown, and engaging with academic Twitter. Within these broad topics, we identified 24 more specific codes, most of which were concentrated in individual topics, with some cross-cutting codes. These codes demonstrate how the pseudonymous accounts considered in this study can be considered “authentically academic” even if they do not conform with widespread expectations of academic social media use.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86916599","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}