Internet and Higher Education最新文献_第6页

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":"56 ","pages":"Article 100880"},"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":"56 ","pages":"Article 100893"},"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":"56 ","pages":"Article 100878"},"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":"56 ","pages":"Article 100881"},"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

Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities 同步在线学习：屡获殊荣的混合异步和同步在线模式的在线讲师实践

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-01-01 DOI: 10.1016/j.iheduc.2022.100879

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":"56 ","pages":"Article 100879"},"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}

引用次数: 9

Credit hours is not enough: Explaining undergraduate perceptions of course workload using LMS records 学分是不够的：使用LMS记录解释本科生对课程工作量的看法

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-01-01 DOI: 10.1016/j.iheduc.2022.100882

Zachary A. Pardos , Conrad Borchers , Run Yu

{"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":"56 ","pages":"Article 100882"},"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}

引用次数: 3

Measuring social presence in online-based learning: An exploratory path analysis using log data and social network analysis 测量在线学习中的社交存在：使用日志数据和社交网络分析的探索性路径分析

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-01-01 DOI: 10.1016/j.iheduc.2022.100894

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":"56 ","pages":"Article 100894"},"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}

引用次数: 3

Let them choose: Optional assignments and online learning patterns as predictors of success in online general chemistry courses 让他们自己选择:可选作业和在线学习模式作为在线普通化学课程成功的预测因素

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-10-01 DOI: 10.1016/j.iheduc.2022.100867

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":"55 ","pages":"Article 100867"},"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}

引用次数: 8