Internet and Higher Education最新文献_第8页

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":"55 ","pages":"Article 100869"},"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":"54 ","pages":"Article 100856"},"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":"54 ","pages":"Article 100857"},"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

Interdisciplinary differences in hybrid courses: A study in biology & communication 混合课程的跨学科差异:生物学与传播学研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-04-01 DOI: 10.1016/j.iheduc.2022.100847

Jennifer Louten , Laura Beth Daws

引用次数: 2

Effects of group awareness tools on students' engagement, performance, and perceptions in online collaborative writing: Intergroup information matters 小组意识工具对学生在线协作写作的参与、表现和认知的影响:小组间信息问题

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-04-01 DOI: 10.1016/j.iheduc.2022.100845

Yu Peng , Yanyan Li , You Su , Kailiang Chen , Shiyan Jiang

{"title":"Effects of group awareness tools on students' engagement, performance, and perceptions in online collaborative writing: Intergroup information matters","authors":"Yu Peng , Yanyan Li , You Su , Kailiang Chen , 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":"53 ","pages":"Article 100845"},"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}

引用次数: 12

Initiating and maintaining student-instructor rapport in online classes 在在线课程中建立和维护学生与教师的融洽关系

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-04-01 DOI: 10.1016/j.iheduc.2021.100844

Abraham E. Flanigan, Mete Akcaoglu, Emily Ray

{"title":"Initiating and maintaining student-instructor rapport in online classes","authors":"Abraham E. Flanigan, Mete Akcaoglu, 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":"53 ","pages":"Article 100844"},"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}

引用次数: 12

Benefits of additional online practice opportunities in higher education 高等教育中额外的在线实践机会的好处

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2022-04-01 DOI: 10.1016/j.iheduc.2021.100834

Jakob Schwerter , Thomas Dimpfl , Johannes Bleher , Kou Murayama

{"title":"Benefits of additional online practice opportunities in higher education","authors":"Jakob Schwerter , Thomas Dimpfl , Johannes Bleher , 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":"53 ","pages":"Article 100834"},"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}

引用次数: 7