Internet and Higher Education最新文献_第5页

The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities 认知能力对中国学习障碍大学生在线学习环境中自我调节学习的影响

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2024-03-28 DOI: 10.1016/j.iheduc.2024.100947

Li-Chih Wang , Kevin Kien-Hoa Chung

{"title":"The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities","authors":"Li-Chih Wang , Kevin Kien-Hoa Chung","doi":"10.1016/j.iheduc.2024.100947","DOIUrl":"https://doi.org/10.1016/j.iheduc.2024.100947","url":null,"abstract":"<div><p>Students with learning disabilities meet difficulties in cognitive abilities that are likely to affect their learning, especially online learning. Online learning usually lacks efficient face-to-face monitoring and leads to poor learning outcomes; in this case, students' self-regulated learning in an online environment matter. However, Self-Regulated Learning (SRL) status remains unclear for those with learning disabilities and how their working memory and processing speed affect self-regulated learning. A total of 147 undergraduate students were recruited from three public and four private universities in Taiwan to join this study, and they completed a self-reported questionnaire and several psychological measures. Our results revealed significant differences in SRL features between typically developing Chinese undergraduates and those with learning disabilities in an online environment. Compared to the students with learning disabilities, typically developing students outperformed in metacognitive skills, time management, environmental structuring, and persistence. Help-seeking was comparable between both groups. Working memory significantly contributed to SRL in all students, whereas processing speed only significantly influenced SRL in students with learning disabilities. The findings of this study have important implications for educators, researchers, and instructional designers aiming to optimize online learning experiences and support, especially from the perspective of SRL, for all students, particularly those with learning disabilities.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"62 ","pages":"Article 100947"},"PeriodicalIF":8.6,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140535346","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

“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":"60 ","pages":"Article 100932"},"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":"60 ","pages":"Article 100931"},"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

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":"59 ","pages":"Article 100920"},"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

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":"58 ","pages":"Article 100912"},"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":"58 ","pages":"Article 100911"},"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

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":"58 ","pages":"Article 100903"},"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

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":"57 ","pages":"Article 100902"},"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