Internet and Higher Education最新文献_第7页

Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness mooc中网络学习自我效能感与学习参与的关联:网络学术抗性的作用

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-10-01 DOI: 10.1016/j.iheduc.2021.100819

Tonny Menglun Kuo , Chin-Chung Tsai , Jyun-Cheng Wang

{"title":"Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness","authors":"Tonny Menglun Kuo , Chin-Chung Tsai , Jyun-Cheng Wang","doi":"10.1016/j.iheduc.2021.100819","DOIUrl":"10.1016/j.iheduc.2021.100819","url":null,"abstract":"<div><p>Even though Massive Open Online Courses<span> (MOOCs) have created highly personalized and dynamic learning environments for higher education, the low completion rate has hampered their development. Nevertheless, how to engage MOOC learners in continuing to learn online remains unclear in terms of psychological mechanisms. Enlightened by the social cognitive view of learning and hardiness theory, this study investigates the mediating role of online academic hardiness (the courage that is needed to turn stressful changes from burdens into advantageous growth in online environments) between web-based learning self-efficacy (the specific beliefs that people have in their capability to complete tasks when learning online) and online learning engagement. Using validated self-reported scales, a total of 608 participants of six MOOCs courses from Taiwan were included in this study. The results of structural equation modeling<span> indicated the significant mediating effect of commitment on behavioral, emotional and cognitive engagement in learning MOOCs. Additionally, we found that the components of web-based learning self-efficacy led to different types of engagement: general Internet-based learning self-efficacy contributes to behavioral and emotional engagement, whereas functional Internet-based learning self-efficacy contributes to emotional and cognitive engagement. The direct and indirect effects of web-based learning self-efficacy highlight its critical role in online learning engagement. Overall, our conceptual model based on the agentic view of social cognitive theory provides researchers and practitioners with a holistic picture to understand the MOOC engagement phenomenon by revealing mixed results compared to traditional distance education.</span></span></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.2021.100819","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80668015","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: 53

Entering or advancing in the IT labor market: The role of an online graduate degree in computer science 进入或进入IT劳动力市场:计算机科学在线研究生学位的作用

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-10-01 DOI: 10.1016/j.iheduc.2021.100820

Isabel Ruthotto, Quintin Kreth, Julia Melkers

{"title":"Entering or advancing in the IT labor market: The role of an online graduate degree in computer science","authors":"Isabel Ruthotto, Quintin Kreth, Julia Melkers","doi":"10.1016/j.iheduc.2021.100820","DOIUrl":"10.1016/j.iheduc.2021.100820","url":null,"abstract":"<div><p><span>Online graduate degree programs, particularly in technical disciplines, represent a fast-growing market for higher education institutions. Yet, it is unclear how online degree programs fit within students' educational investment decisions and career goals. Based on a foundation of human capital theory, and using data from a 2017 survey of students enrolled in an online </span>master's degree<span> program in computer science at a highly ranked US university, this study explores how motivation for seeking an online graduate degree in computer science varies by student demographics and professional background/preparation. Results show two student markets: one for career mobility, including job advancement and/or career change, and another for skill building without consideration of mobility. Our results also show that while students come from diverse backgrounds, the primary driving factor for seeking the degree is determined by relevant professional experience. Implications for future study and online instructional design are discussed.</span></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.2021.100820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90217718","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: 5

Does psychological capital and social support impact engagement and burnout in online distance learning students? 心理资本和社会支持是否影响在线远程教育学生的投入和倦怠?

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-10-01 DOI: 10.1016/j.iheduc.2021.100821

John M. Barratt , Fazeelat Duran

引用次数: 41

Value creation and identity in cross-organizational communities of practice: A learner's perspective 跨组织实践社区中的价值创造和身份认同:学习者的视角

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-10-01 DOI: 10.1016/j.iheduc.2021.100822

Aekaterini Mavri , Andri Ioannou , Fernando Loizides

{"title":"Value creation and identity in cross-organizational communities of practice: A learner's perspective","authors":"Aekaterini Mavri , Andri Ioannou , Fernando Loizides","doi":"10.1016/j.iheduc.2021.100822","DOIUrl":"10.1016/j.iheduc.2021.100822","url":null,"abstract":"<div><p>The goal of this work is to evaluate the worth of <em>learning</em><span>, that resulted from student participation in a cross-organizational (industry-academia) Community of Practice<span> (CoP). CoPs are groups of people who share common interest in a field and connect to co-create knowledge and competence within that. In this study, the CoP was integrated in a Higher Education Design course that was following a blended-learning approach. Internal and external collaboration was primarily facilitated through online technologies.</span></span></p><p>The study employs the Value Creation framework to analyze the types and value of co-created learning and explores these results to draw inferences as to the effects of CoP participation on the learners' <em>identities</em>, which were continuously being reformulated.</p><p>The resulting CoP interactions indicated a strong <em>immediate learning</em> value. These also generated new insights (<em>potential value</em><span>) and familiarized learners with the characteristics of the real-world practice. The effective transfer of knowledge into the academic practice was confirmed by the significant improvements in student performances (</span><em>applied</em> & <em>realized value</em>). Finally, CoP participation steered a shift in learner perspectives, by pragmatically transforming their perception of achievement and orientating them towards transitioning and evolving in the professional sphere (<em>reframed value</em>).</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.2021.100822","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86925192","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: 6

How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners 自我调节学习如何影响形成性评价和总结成绩?比较在线学习者和混合式学习者

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100805

Jaclyn Broadbent , Stefanie Sharman , Ernesto Panadero , Matthew Fuller-Tyszkiewicz

{"title":"How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners","authors":"Jaclyn Broadbent , Stefanie Sharman , Ernesto Panadero , Matthew Fuller-Tyszkiewicz","doi":"10.1016/j.iheduc.2021.100805","DOIUrl":"10.1016/j.iheduc.2021.100805","url":null,"abstract":"<div><p>The literature regarding formative assessment and Self-Regulated Learning (SRL) has focused on the ways in which formative assessment improves SRL. This study, on the other hand, evaluated whether SRL characteristics impact successful engagement with formative assessment, and subsequent summative performance in both online and blended learning contexts. Ninety-six blended and 85 online learners completed a formative assessment task, received feedback, and then resubmit the assessment for a summative grade. Overall, while there were differences between learning contexts, SRL, and performance, many variables were not significant predictors of performance. Online learners who were confident, managed their time well and regulated their efforts saw the greatest benefits, though these effects were small when viewed individually. Blended learners, to a lesser extent, also benefited from confidence and effort regulation. To the authors' knowledge, this is the first study to test SRL characteristics as drivers of performance during a formative task across two learning contexts.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100805","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82993180","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: 36

Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities 连接点:关于学习分析采用因素、经验和优先级的探索性研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100794

Yi-Shan Tsai , Vitomir Kovanović , Dragan Gašević

{"title":"Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities","authors":"Yi-Shan Tsai , Vitomir Kovanović , Dragan Gašević","doi":"10.1016/j.iheduc.2021.100794","DOIUrl":"10.1016/j.iheduc.2021.100794","url":null,"abstract":"<div><p>Existing studies have shed light on policies and strategies for learning analytics (LA) adoption, yet there is limited understanding of associations among factors that influence adoption processes or the change in priorities when institutional experience with LA increases. This paper addresses this gap by presenting a study based on interviews with institutional leaders from 27 European higher education institutions. Results showed that experienced institutions demonstrated more interest in exploring learning behaviour and pedagogical reformation than simply measuring a phenomenon. Experienced institutions also paid more attention to methodological approaches to LA than data constraints, and demonstrated a broader involvement of teachers and students. This paper also identifies inter-related connections between prevailing challenges that impede the scaling of LA. Based on the results, we suggest regular evaluations of LA adoption to ensure the alignment of strategy and desired changes. We also identify three areas that require particular attention when forming short-term goals for LA at different phases of adoption</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100794","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91510392","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: 24

Why college students procrastinate in online courses: A self-regulated learning perspective 为什么大学生在网络课程上拖延:一个自我调节的学习视角

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100807

Sheng-Lun Cheng , Kui Xie

引用次数: 26

WhatsApp for mobile learning. Effects on knowledge, resilience and isolation in the school-to-work transition 用于移动学习的WhatsApp。从学校到工作的转变对知识、适应能力和孤立的影响

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100809

Christoph Pimmer , Florian Brühlmann , Titilayo Dorothy Odetola , Oluwafemi Dipeolu , Olusola Oluwasola , Janine Jäger , Ademola J. Ajuwon

{"title":"WhatsApp for mobile learning. Effects on knowledge, resilience and isolation in the school-to-work transition","authors":"Christoph Pimmer , Florian Brühlmann , Titilayo Dorothy Odetola , Oluwafemi Dipeolu , Olusola Oluwasola , Janine Jäger , Ademola J. Ajuwon","doi":"10.1016/j.iheduc.2021.100809","DOIUrl":"10.1016/j.iheduc.2021.100809","url":null,"abstract":"<div><p>This study investigated the use of instant messaging in the school-to-work transition, a crucial stage of learning and development. Newly graduated health professionals (<em>n</em> = 235) participated either in WhatsApp groups in which moderators shared knowledge and facilitated professional discussions or in the control group. The results show that participants in the WhatsApp groups had markedly higher levels of knowledge, greater resilience as well as lower levels of professional isolation– in comparison with the control group. They also reported less stress when searching for a new job. These findings are affirmed by the qualitative analysis of open survey questions: knowledge acquisition emerged as the main benefit followed by connectedness and professional informational benefits. A further interesting result is that the general, day-to-day use of WhatsApp outside of the intervention was linked to higher levels of resilience.</p><p>Another finding is that although the actual (measured) and self-reported frequency of participation in the WhatsApp groups correlated highly, these measures did not predict the outcome variables in the regression analysis. This observation questions the frequency of participation as a proxy for the success of engagement.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100809","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80363222","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

Analyzing instructional design quality and students' reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses 通过系统分析和情感分析，分析班中20强mooc中18门课程的教学设计质量和学生评价

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100810

Xue Wang , Youngjin Lee , Lin Lin , Ying Mi , Tiantian Yang

{"title":"Analyzing instructional design quality and students' reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses","authors":"Xue Wang , Youngjin Lee , Lin Lin , Ying Mi , Tiantian Yang","doi":"10.1016/j.iheduc.2021.100810","DOIUrl":"10.1016/j.iheduc.2021.100810","url":null,"abstract":"<div><p>This study integrated a systematic analysis of instructional design and a sentiment analysis of student reviews of 18 courses from the Class Central Top 20 MOOCs to analyze the potential connections between instructional design quality and student reviews. The analysis of instructional design quality was based on the ten-principle framework. The results indicated that: 1) the instructional design quality of the highly-rated courses was in the medium-to-upper range; 2) there was a positive correlation between the instructional design quality and MOOCs ranking; 3) student sentiment was much more positive for Humanities courses compared to other subjects; 4) the student sentiment and MOOCs ranking had no significant correlation, but there was a positive correlation between student sentiment and the instructional design quality; and 5) the design of learning activities related to “Collaboration”, “Differentiation” and “Collective knowledge” needed to be improved. The implications for practice and ideas for future research are outlined.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100810","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81433290","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: 15

Information search behavior in fragile and conflict-affected learning contexts 脆弱与冲突影响学习情境下的信息搜寻行为

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-06-01 DOI: 10.1016/j.iheduc.2021.100808

Alaa A. AlDahdouh

{"title":"Information search behavior in fragile and conflict-affected learning contexts","authors":"Alaa A. AlDahdouh","doi":"10.1016/j.iheduc.2021.100808","DOIUrl":"10.1016/j.iheduc.2021.100808","url":null,"abstract":"<div><p>This paper explores the ways in which higher education students search for information in fragile and conflict-affected contexts. Data for this study was drawn from verbal reports of nine participants engaged in retrospective think-aloud sessions to solve ten tasks each. The results of the thematic analysis revealed that the participants followed the pattern outlined in literature of connectivism and literacy frameworks. Namely, the participants proceeded with four interrelated steps: locating information, information use, remix and repurpose, and knowledge sharing. Some key themes were observed that differed from previous studies, including meta-search and the frequency of changing search keywords over time. Each difference deserves further consideration. Moreover, the results highlight extreme plagiarism among participants and their low-level competencies to innovatively evaluate and remix online content. This paper argues that critical and cyberliteracy are perhaps the nominated theoretical frameworks for developing information search mechanisms in oppressed societies. Implications for educational practices are discussed.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100808","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76161163","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: 11