Internet and Higher Education最新文献_第5页

The role of multi-attributional student diversity in computer-supported collaborative learning 多归因学生多样性在计算机支持协作学习中的作用

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100868

Jan-Bennet Voltmer , Natalia Reich-Stiebert , Jennifer Raimann , Stefan Stürmer

{"title":"The role of multi-attributional student diversity in computer-supported collaborative learning","authors":"Jan-Bennet Voltmer , Natalia Reich-Stiebert , Jennifer Raimann , Stefan Stürmer","doi":"10.1016/j.iheduc.2022.100868","DOIUrl":"10.1016/j.iheduc.2022.100868","url":null,"abstract":"<div><p>Many online learning contexts are characterized by both high levels of student diversity on socio-demographic attributes (e.g., gender, first language) as well as task-related attributes (e.g., prior online-learning experiences, prior degrees). This longitudinal study investigated the relationships of multi-attributional diversity with CSCL processes and outcomes in a cohort of 1525 distance education freshmen randomly allocated to 343 groups over the course of a nine-week CSCL assignment. Group-level path analyses revealed that, if not explicitly managed, higher multi-attributional socio-demographic diversity was negatively related to the groups' structural integration (computed from digital data). Lower structural integration, in turn, was positively related to lower task-related collaboration time among students and, ultimately, a poorer grading of the groups' work by independent tutors. Moderation analyses further indicated that high task-related diversity operated as an amplifier of the negative relationship of high socio-demographic diversity with structural integration pointing to a risk constellation that requires active intervention.</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":"https://www.sciencedirect.com/science/article/pii/S1096751622000240/pdfft?md5=1df7d09feb688c30315c9b39bafd7d30&pid=1-s2.0-S1096751622000240-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81455311","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: 1

Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing 个人笔记与合作笔记:学生笔记完整性、考试成绩和学术写作的准实验研究结果

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100873

Matthew Courtney , Jamie Costley , Matthew Baldwin , Kyungmee Lee , Mik Fanguy

{"title":"Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing","authors":"Matthew Courtney , Jamie Costley , Matthew Baldwin , Kyungmee Lee , Mik Fanguy","doi":"10.1016/j.iheduc.2022.100873","DOIUrl":"10.1016/j.iheduc.2022.100873","url":null,"abstract":"<div><p>There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior and performance of 186 graduate students studying at a Korean university. The results indicate that students who collaborate perform better than individual note-takers on measures of recall of course content, but that individual note-takers perform better on tasks focused on academic writing. Furthermore, the findings suggest that note-quality has no effect on collaborative note-takers' recall of course content, and a slight negative impact on their writing, while individual note-takers benefit from higher quality notes for both recall and writing.</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":"https://www.sciencedirect.com/science/article/pii/S109675162200029X/pdfft?md5=218af55c63d1556c954b28fccee03601&pid=1-s2.0-S109675162200029X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74865736","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: 7

The impacts of scaffolding socially shared regulation on teamwork in an online project-based course 脚手架式社会共享规则对网络项目课程团队合作的影响

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100877

Catalina Cortázar , Miguel Nussbaum , Carlos Alario-Hoyos , Julián Goñi , Danilo Alvares

引用次数: 4

How am I going and where to next? Elaborated online feedback improves university students' self-regulated learning and performance 我要怎么做，下一步要去哪里?精心设计的在线反馈提高了大学生的自主学习和绩效

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100872

Maria Theobald , Henrik Bellhäuser

{"title":"How am I going and where to next? Elaborated online feedback improves university students' self-regulated learning and performance","authors":"Maria Theobald , Henrik Bellhäuser","doi":"10.1016/j.iheduc.2022.100872","DOIUrl":"10.1016/j.iheduc.2022.100872","url":null,"abstract":"<div><p><span>The goal of this study was to examine the effects of adaptive online feedback on self-regulated learning, motivation, and achievement. University students (</span><em>N</em><span> = 257) participated in an experimental field study with an intensive longitudinal design (daily assessment over 30 days). The experiment included a between-subject and a within-subject manipulation. The target of the feedback intervention was varied between subjects: Students either received (1) feedback on metacognitive aspects, (2) feedback on motivational aspects, (3) feedback on metacognitive and motivational aspects, (4) or no feedback. Within the three feedback groups, we additionally varied feedback content from day to day within-subjects. Students either received (1) informative feedback on self-regulated learning (2) directive feedback including only a strategy suggestion, (3) transformative feedback including feedback on self-regulated learning and a strategy suggestion, (4) or – on some days – no feedback. Results revealed that informative, directive, and transformative informative feedback reduced students' procrastination and improved daily self-monitoring, adherence to time schedules, and goal achievement compared to receiving no feedback. Informative and transformative feedback additionally improved planning strategies and concentration. Motivation and self-efficacy were unaffected by any kind of feedback. The positive effects of the intervention were most pronounced when students received feedback on metacognitive and motivational aspects. Moreover, students in the feedback groups achieved better grades in the examinations compared students in the control group. Together, results indicate that the feedback intervention effectively improved students' self-regulated learning and achievement. We discuss differential effectiveness of the feedback depending on feedback content.</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":"80647206","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

Social presence and teacher involvement: The link with expectancy, task value, and engagement 社会存在与教师参与:与期望、任务价值和参与的联系

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100869

Ordene V. Edwards, Gita Taasoobshirazi

{"title":"Social presence and teacher involvement: The link with expectancy, task value, and engagement","authors":"Ordene V. Edwards, Gita Taasoobshirazi","doi":"10.1016/j.iheduc.2022.100869","DOIUrl":"10.1016/j.iheduc.2022.100869","url":null,"abstract":"<div><p>Students' social experiences are critical to their academic success, including determining their motivation and engagement. However, little is known about how various social factors, including social presence and teacher involvement, relate to expectancy, task value, and facets of engagement in online learning. Using path modeling to analyze the survey responses of 122 college students, we examined the relations among social presence, teacher involvement, expectancy, task value, and cognitive and behavioral engagement guided by the situated expectancy-value theory. We discovered that social presence predicted expectancy, task value, and behavioral engagement, and task value impacted cognitive engagement. We found a mediating effect of expectancy-to-task value in the link between social presence and cognitive engagement. Overall, the predictive influence of expectancy on task value was critical in the model. Interestingly, teacher involvement did not play a role. These findings confirm the significance of online social features to motivation and engagement and further highlight the value of motivation for online learning success. Therefore, it is important to design online learning environments whereby students feel socially connected and motivated.</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":"82748634","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

Identity Artifacts: Resources that facilitate transforming participation in blended learning communities 身份工件:在混合学习社区中促进转变参与的资源

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-06-01 DOI: 10.1016/j.iheduc.2022.100846

Yotam Hod, Michal Dvir

引用次数: 3

Using trace data to enhance Students' self-regulation: A learning analytics perspective 利用跟踪数据增强学生的自我调节:学习分析的视角

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-06-01 DOI: 10.1016/j.iheduc.2022.100855

Dan Ye , Svoboda Pennisi

引用次数: 12

Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19 抑郁、自我效能感和资源管理对新冠肺炎期间混合式学习投入的影响

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-06-01 DOI: 10.1016/j.iheduc.2022.100856

Heeok Heo , Curtis J. Bonk , Min Young Doo

{"title":"Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19","authors":"Heeok Heo , Curtis J. Bonk , Min Young Doo","doi":"10.1016/j.iheduc.2022.100856","DOIUrl":"10.1016/j.iheduc.2022.100856","url":null,"abstract":"<div><p>This study examined the structural relationships among self-efficacy, resource management, and learning engagement during the COVID-19 era based on self-regulation theory. We also investigated whether the level of depression moderates the structural relationships among the factors by comparing a non-depressed group and a moderate-to-high depressed group. This study confirmed that resource management influenced learning engagement regardless of the depression level. Self-efficacy for learning also influenced resource management. The implications of this study are that self-efficacy is a prerequisite for resource management for learning. However, the direct influences of self-efficacy on learning engagement were observed only in the non-depressed group. Self-efficacy for learning indirectly influenced learning engagement through resource management in the depressed group. The self-regulated behaviors, such as resource management should be encouraged to enhance learning engagement of depressed students. Students' depression should also be monitored on a regular basis to help improve learning engagement during as well as after the COVID-19 era.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1096751622000124/pdfft?md5=b53a65e64f14413776fb71ea000b6206&pid=1-s2.0-S1096751622000124-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88904513","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: 23

Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education 你会使用它们吗?高等教育开放教育资源教师评价的定性研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-06-01 DOI: 10.1016/j.iheduc.2022.100857

Marjon Baas , Roeland van der Rijst , Tjark Huizinga , Ellen van den Berg , Wilfried Admiraal

{"title":"Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education","authors":"Marjon Baas , Roeland van der Rijst , Tjark Huizinga , Ellen van den Berg , Wilfried Admiraal","doi":"10.1016/j.iheduc.2022.100857","DOIUrl":"10.1016/j.iheduc.2022.100857","url":null,"abstract":"<div><p>The quality of open educational resources (OER) has been a continuous topic of interest over the past two decades, because it is intertwined with the adoption of these resources. In previous research the quality of OER has been defined on the basis of quantitative or usage data, but few qualitative insights are available. In this study we analysed how teachers collaboratively assessed ‘big’ OERs, and whether changes occurred in teachers' perceptions of OER by means of collaborative dialogue about the quality of these resources. Five core themes were elicited: (1) content, (2) design, (3) usability, (4) engagement, and (5) readability. Changes we discerned in teachers' perceptions relate to their awareness, attitude and practical issues in relation to OER. Higher education institutes aiming to increase the use of OER should encourage conversation on OER in teacher teams during curriculum reforms, and provide support for the adaptation of resources to teachers' instructional needs and their specific teaching contexts.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1096751622000136/pdfft?md5=2de19059e8fcc8da2053a18668fe98a7&pid=1-s2.0-S1096751622000136-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91435159","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: 10

Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom 运用社区探究框架支持和分析混合式英语课堂中BYOD的实施

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-06-01 DOI: 10.1016/j.iheduc.2022.100854

Gary Cheng

引用次数: 6