Internet and Higher Education最新文献_第6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

Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool 通过实施协作论证图工具增强协作知识构建能力

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2024-03-18 DOI: 10.1016/j.iheduc.2024.100946

Fan Ouyang , Liyin Zhang , Mian Wu , Pengcheng Jiao

{"title":"Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool","authors":"Fan Ouyang , Liyin Zhang , Mian Wu , Pengcheng Jiao","doi":"10.1016/j.iheduc.2024.100946","DOIUrl":"https://doi.org/10.1016/j.iheduc.2024.100946","url":null,"abstract":"<div><p>Collaborative knowledge construction has been used in higher education to support student groups' collaborative learning activities through students' exchange, negotiation, and reflection of perspectives through peer communications. To support this process, collaborative learning analytics tools have been designed to collect and analyze collaborative process and performance data with a goal to provide actionable feedback and improve learning quality. However, few tools have demonstrated the mechanism and details about how students develop their perspectives during the collaborative knowledge construction process in higher education. To fill this gap, this research proposed a tool named Collaborative Argument Map (CAM) that creatively visualized different types of perspectives students proposed from the individual, peer, and group levels. This tool was further implemented in a graduate-level course in online collaborative writing activities in China's higher education, with a goal to support students' knowledge construction with peers. The summative and process-oriented learning analytics approaches were conducted to reveal the effects of CAM on students' collaborative perceptions, processes, and final products. Results showed that most students made substantive use of the CAM tool and reported positive perceptions of the tool. Further examinations verified the tool's positive effects on improving the students' cognitive engagement levels and the quality of their final collaborative writing products. This research provided practical implications for future CLA tool design and instructional implications for using this type of tool in collaborative learning in higher education.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"62 ","pages":"Article 100946"},"PeriodicalIF":8.6,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140191407","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 evolution of social presence: A longitudinal exploration of the effect of online students' peer-interactions using social network analysis 社会存在的演变：利用社交网络分析纵向探索在线学生同伴互动的影响

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2024-02-17 DOI: 10.1016/j.iheduc.2024.100939

Daniela Castellanos-Reyes , Jennifer C. Richardson , Yukiko Maeda

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

The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes 利用集体学习促进在线课程参与度和表现的前景：学术和非认知结果的实验证据

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-10-01 DOI: 10.1016/j.iheduc.2023.100922

Xuehan Zhou , Qiujie Li , Di Xu , Amanda Holton , Brian K. Sato

{"title":"The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes","authors":"Xuehan Zhou , Qiujie Li , Di Xu , Amanda Holton , Brian K. Sato","doi":"10.1016/j.iheduc.2023.100922","DOIUrl":"10.1016/j.iheduc.2023.100922","url":null,"abstract":"<div><p>Researchers and practitioners of online education have consistently emphasized the importance of facilitating peer interaction and mutual support to create a sense of community, which in turn may enhance motivation, promote extrinsic accountability, and improve learning outcomes. Despite these assertions, experimental evidence on the effects of peer support in college online courses is limited. To address this gap, we conducted a randomized controlled trial to examine the impact of a study-together group intervention on students' academic and non-cognitive outcomes in a for-credit online course at a public four-year college. Our findings indicate that students who were offered a study-together group reported a higher sense of belonging than those who were not. Additionally, students with lower academic preparation and lower baseline motivation demonstrated improved academic performance as a result of this intervention, while students who preferred passive interaction reported increased motivation. However, for students with higher baseline motivation and those who preferred active interaction, the intervention appeared to negatively influence their time management.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"59 ","pages":"Article 100922"},"PeriodicalIF":8.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165307","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

Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms 超越共同阅读：在大学课堂中通过参与角色和社会注释促进知识建构

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-10-01 DOI: 10.1016/j.iheduc.2023.100919

Xinran Zhu , Hong Shui , Bodong Chen

{"title":"Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms","authors":"Xinran Zhu , Hong Shui , Bodong Chen","doi":"10.1016/j.iheduc.2023.100919","DOIUrl":"10.1016/j.iheduc.2023.100919","url":null,"abstract":"<div><p>Social reading is a common practice in higher education to engage students in critical reading and classroom dialogues around course materials. This paper introduces a study that integrated a social annotation technology and a scaffolding framework to support social reading in undergraduate classrooms. The framework, grounded in the computer-supported collaborative learning literature, specifies three participation roles—namely, <em>facilitator</em>, <em>synthesizer</em>, and <em>summarizer</em>—that have distinct responsibilities in each week's social reading activities. Using Hypothesis, the social annotation technology, we piloted the framework in a fully online undergraduate course. To examine how the framework facilitated social interaction and knowledge construction, we applied social network analysis and content analysis to a rich dataset. Results revealed that the framework fostered active participation in class with students followed the assigned roles properly. This study has practical implications for online teaching and collaborative learning in higher education.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"59 ","pages":"Article 100919"},"PeriodicalIF":8.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165522","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

The effects of dynamic and static feedback under tasks with different difficulty levels in digital game-based learning 基于数字游戏的学习中不同难度任务下的动态和静态反馈效应

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2023-09-18 DOI: 10.1016/j.iheduc.2023.100923

Peipei Mao , Zhihui Cai , Zhikeng Wang , Xin Hao , Xitao Fan , Xiaojun Sun

{"title":"The effects of dynamic and static feedback under tasks with different difficulty levels in digital game-based learning","authors":"Peipei Mao , Zhihui Cai , Zhikeng Wang , Xin Hao , Xitao Fan , Xiaojun Sun","doi":"10.1016/j.iheduc.2023.100923","DOIUrl":"10.1016/j.iheduc.2023.100923","url":null,"abstract":"<div><p>To provide more useful feedback strategies in DGBL, this study investigated the effects of dynamic feedback (feedback contents adjusted to game task difficulty) and static feedback (the same feedback contents for all tasks) on students' learning by using an educational programming game with easy to difficult game tasks. In addition, a lag sequence analysis was used to analyze the behavior patterns of learners. A sample of 105 university students were randomly assigned to four feedback treatment conditions. The results showed that dynamic feedback, with feedback contents appropriately adjusted to the task difficulty levels (i.e., simple hints after easy game tasks and detailed explanations after difficult game tasks), were more effective in enhancing students' learning achievement and gaming engagement. Furthermore, we also found that providing detailed explanations after both easy and difficult game tasks led to a decrease in learners' engagement. The implications of findings and future research directions are discussed.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"60 ","pages":"Article 100923"},"PeriodicalIF":8.6,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165294","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