Internet and Higher Education最新文献

{"title":"Interdisciplinary differences in hybrid courses: A study in biology & communication","authors":"Jennifer Louten ,&nbsp;Laura Beth Daws","doi":"10.1016/j.iheduc.2022.100847","DOIUrl":"10.1016/j.iheduc.2022.100847","url":null,"abstract":"<div><p>This study addressed disciplinary differences in hybrid courses using lecture videos to support in-person class discussions. Our results suggested that disciplinary differences existed, students' perceived importance of lecture videos may have had a stronger influence on viewership and audience retention rate than other factors, and procrastination of video consumption correlated with lower exam scores. Building on existing research in hybrid course design, the use of online lectures, and student engagement, our findings suggest that purposeful integration of online videos in the hybrid class should be a consideration of faculty members designing hybrid classes with a heavy reliance on online lectures.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74980174","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":"Effects of group awareness tools on students' engagement, performance, and perceptions in online collaborative writing: Intergroup information matters","authors":"Yu Peng ,&nbsp;Yanyan Li ,&nbsp;You Su ,&nbsp;Kailiang Chen ,&nbsp;Shiyan Jiang","doi":"10.1016/j.iheduc.2022.100845","DOIUrl":"10.1016/j.iheduc.2022.100845","url":null,"abstract":"<div><p>Low student engagement is still a problem in online collaborative writing. We integrated two types of awareness information (i.e., intergroup and intragroup information) into a collaborative writing platform to enhance student engagement. A quasi-experiment study was conducted to examine the effects of intergroup and intragroup awareness information. The experimental class of 81 students were presented with intergroup information while the control class of 80 students were presented with intragroup information, and these students were required to perform collaborative writing and peer evaluation activities. The Wilcoxon–Mann–Whitney <em>U</em><span> test revealed that the experimental class had significantly higher behavioral engagement in writing and better academic performance<span> than the control class. Also, the results showed that the students with intergroup awareness information had deeper cognitive thinking and demonstrated more positive emotion than the students with intragroup awareness information in online discussion and peer evaluation. Additionally, this study investigated students' perceptions of the group awareness tool using the Technology Acceptance Model<span> (TAM). This paper concludes with future research directions for supporting collaborative learning.</span></span></span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85800763","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":"Benefits of additional online practice opportunities in higher education","authors":"Jakob Schwerter ,&nbsp;Thomas Dimpfl ,&nbsp;Johannes Bleher ,&nbsp;Kou Murayama","doi":"10.1016/j.iheduc.2021.100834","DOIUrl":"10.1016/j.iheduc.2021.100834","url":null,"abstract":"<div><p>Are exam grades predetermined by students' prior performance and personal characteristics, or can underperforming students catch up? We evaluate whether additional e-learning practice opportunities improve learning outcomes for a group of undergraduate business students enrolled in a university math course (<em>N</em> = 281). During the semester, students were offered two types of voluntary additional e-learning practice opportunities (some earned extra credit, others did not). These practice opportunities incorporated the study techniques of self-testing and spacing, as well as knowledge of correct responses feedback. After controlling for a large number of personal characteristics, we find that voluntary practice has a statistically significant effect on exam performance, which indicates that practicing leads to better grades. Our results show that students currently performing at any level can improve their learning outcomes through additional practice. Furthermore, the overall effect is most significant for weak students who would otherwise be expected to score low on the exam.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75553530","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":"Initiating and maintaining student-instructor rapport in online classes","authors":"Abraham E. Flanigan,&nbsp;Mete Akcaoglu,&nbsp;Emily Ray","doi":"10.1016/j.iheduc.2021.100844","DOIUrl":"10.1016/j.iheduc.2021.100844","url":null,"abstract":"<div><p>We investigated the behaviors and contextual factors college instructors rely upon to cultivate rapport with students in asynchronous online courses. Nineteen phenomenological interviews revealed that online instructors view rapport-building as a two-pronged process of initiating and subsequently maintaining rapport with students. Findings also indicated that online instructors rely upon different rapport-related strategies and contextual factors to initiate and maintain rapport. During the first weeks of the semester, these instructors rely upon connecting, information sharing, and common grounding behaviors to initiate a sense of rapport from their students. Going forward throughout the semester, these instructors rely upon attentive and courteous behaviors while providing learners with personalized instruction to maintain rapport. Findings from the present study provide insights into how college instructors approach the rapport-building process with students in online learning environments and can be used as a framework for helping college instructors make rapport-related decisions in their online classes.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82932219","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":"Learning analytics in higher education – Stakeholders, strategy and scale","authors":"Dragan Gašević ,&nbsp;Yi-Shan Tsai ,&nbsp;Hendrik Drachsler","doi":"10.1016/j.iheduc.2021.100833","DOIUrl":"10.1016/j.iheduc.2021.100833","url":null,"abstract":"","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74885890","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":"Building a critically transformative community of inquiry in an online undergraduate program","authors":"Carolyn Brennan ,&nbsp;Miriam Packard ,&nbsp;Jodi Newman","doi":"10.1016/j.iheduc.2021.100830","DOIUrl":"10.1016/j.iheduc.2021.100830","url":null,"abstract":"<div><p><span>Higher education can be a powerful tool for advancing social justice. As online programs expand it is imperative that we understand the potential impact of coursework on students' attitudes towards advancing equity and how to increase the potential for positive change in this area.This mixed-methods study examines the impact of online asynchronous coursework designed with the Community of Inquiry Framework (CoI) on early childhood student teachers' beliefs, dispositions, and self-efficacy toward advancing social justice. Phase one analyzed a one-group pretest-posttest survey of student teachers before and at the end of their first year in an online bachelor's degree completion program. Phase two included a case study analysis of course discussions and related content. Findings suggest student self-efficacy and beliefs about social justice shifted over the year. Analysis revealed the role of critical transformative </span>learning practices in supporting student growth. A Critical Transformative Community of Inquiry (CTCoI) model is presented as a framework that enhances the CoI by centering equity in online courses. The CTCoI offers guidance on enacting the CoI through a critical social theory lens and provides practical implications for online course development.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79072051","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":"The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course","authors":"Jamie Costley ,&nbsp;Matthew Courtney ,&nbsp;Mik Fanguy","doi":"10.1016/j.iheduc.2021.100831","DOIUrl":"10.1016/j.iheduc.2021.100831","url":null,"abstract":"<div><p>This study examines the effects that online collaborative note-taking has on student performance. The study draws on 10 weeks of data from 273 STEM university students who were collaborating in 61 groups. Group and individual learning were assessed weekly by evaluating the completeness of collaborative note-taking documents and subsequent individual assessments. Analysis suggested up to 23% of the variation in course performance could be attributed to between-group effects. Further, a series of 10 multilevel temporal models suggested no substantive effects in the first half of the course, though in the second half of the course, groups that co-created more complete course notes tended to exhibit improved average student performance. We speculate that the learning advantages afforded to student groups that produce more complete course notes may be delayed. This study adds to the growing body of research into the effects that collaboration has on student learning.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87222748","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":"Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model","authors":"Ruth E.H. Wertz","doi":"10.1016/j.iheduc.2021.100832","DOIUrl":"10.1016/j.iheduc.2021.100832","url":null,"abstract":"<div><p>Within the distance education community, the Community of Inquiry (COI) framework is widely accepted as a framework to understand and design text-based learning environments. The framework includes three components: Cognitive Presence, Teaching Presence, and Social Presence. Recent work has proposed the addition of a fourth component, Learning Presence, which reflects students' self-regulation, and its role within the original framework. This study evaluated alternative structures of the COI framework to explain student perceptions of learning online. The study participants (<em>n</em> = 256) were graduate students from multiple institutions who had taken at least one fully online course as part of their degree requirements. Survey data were collected using a single Likert-scaled survey instrument. Presented herein are the results of the first phase of a two-part study, which included a series of confirmatory factor analyses to evaluate the measurement models of the four COI constructs individually, followed by a model including all four constructs simultaneously. Future work on the second phase of the this two-part study evaluated a series of structural models using path analyses and hierarchical linear regression analyses. Findings indicated that teaching presence reached a more parimonious model with two subscales as opposed to the three subscales of the COI survey. A new subscale \"peer faciliation\" was proposed for teaching presence, but had better model fit as a subscale of social presence. The three existing subscales of social presence could also more parsimoniously represented with two subscales, with the new \"peer faciliation\" subscale acting as the third. Finally, learning presence was modeled with three subscales, and was the strongest overall predictor of cognitive presence, compared to teaching and social presence. This work makes unique contributions to the study of online learning environments through the COI framework by introducing a comprehensive survey that includes Learning Presence indicators, producing evidence on the multi-dimensionality of the COI constructs, and the strong relationship between Learning Presence and Cognitive Presence.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1096751621000415/pdfft?md5=146821b8323d785153be6f7446aa7d48&pid=1-s2.0-S1096751621000415-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82644526","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}

{"title":"An exploratory latent class analysis of student expectations towards learning analytics services","authors":"Alexander Whitelock-Wainwright ,&nbsp;Yi-Shan Tsai ,&nbsp;Hendrik Drachsler ,&nbsp;Maren Scheffel ,&nbsp;Dragan Gašević","doi":"10.1016/j.iheduc.2021.100818","DOIUrl":"10.1016/j.iheduc.2021.100818","url":null,"abstract":"<div><p>For service implementations to be widely adopted, it is necessary for the expectations of the key stakeholders to be considered. Failure to do so may lead to services reflecting ideological gaps, which will inadvertently create dissatisfaction among its users. Learning analytics research has begun to recognise the importance of understanding the student perspective towards the services that could be potentially offered; however, student engagement remains low. Furthermore, there has been no attempt to explore whether students can be segmented into different groups based on their expectations towards learning analytics services. In doing so, it allows for a greater understanding of what is and is not expected from learning analytics services within a sample of students. The current exploratory work addresses this limitation by using the three-step approach to latent class analysis to understand whether student expectations of learning analytics services can clearly be segmented, using self-report data obtained from a sample of students at an Open University in the Netherlands. The findings show that student expectations regarding ethical and privacy elements of a learning analytics service are consistent across all groups; however, those expectations of service features are quite variable. These results are discussed in relation to previous work on student stakeholder perspectives, policy development, and the European General Data Protection Regulation (GDPR).</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100818","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78854830","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}

{"title":"Online question and answer sessions: How students support their own and other students' processes of inquiry in a text-based learning environment","authors":"Malin Jansson,&nbsp;Stefan Hrastinski,&nbsp;Stefan Stenbom,&nbsp;Fredrik Enoksson","doi":"10.1016/j.iheduc.2021.100817","DOIUrl":"10.1016/j.iheduc.2021.100817","url":null,"abstract":"<div><p>Online tutoring has been found to have a positive impact on student learning in STEM education. The aim of this study was to explore how and to what extent students supported their own and other students' processes of inquiry during online tutoring. More specifically, question and answer sessions (Q&amp;As) were studied, and online tutoring transcripts were analyzed using the Relationship of Inquiry coding scheme adapted from the Community of Inquiry framework. The students interacted voluntarily with each other and with the teachers. The results show that the students supported both their own process of inquiry as well as other students' process of inquiry. Furthermore, the results indicate that students acquired metacognitive development through self- and co-regulation when they expressed teaching presence. Overall, we conclude that Q&amp;As have the potential to support student learning when working on assignments in STEM education.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100817","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87990219","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}