Internet and Higher Education最新文献_第9页

Modality motivation: Selection effects and motivational differences in students who choose to take courses online 模态动机:选择网络课程的学生的选择效应和动机差异

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2021.100793

Peter McPartlan , Teomara Rutherford , Fernando Rodriguez , Justin F. Shaffer , Amanda Holton

{"title":"Modality motivation: Selection effects and motivational differences in students who choose to take courses online","authors":"Peter McPartlan , Teomara Rutherford , Fernando Rodriguez , Justin F. Shaffer , Amanda Holton","doi":"10.1016/j.iheduc.2021.100793","DOIUrl":"10.1016/j.iheduc.2021.100793","url":null,"abstract":"<div><p>We demonstrate how motivational and behavioral processes can explain which students may be more likely to select into online (OL) than face-to-face (F2F) courses and also less likely to perform well in OL courses. University students (<em>n</em> = 999) reported their reasons for OL course selection: university constraints, specific need for flexibility, general preference for flexibility, and learning preferences. Compared to F2F students, only OL students with certain self-selection reasons showed differences in motivation, behavior, and performance. Notably, OL students who said they had a specific need for flexibility created by the costs of competing responsibilities spent more time on non-academic activities (e.g., working, commuting), less time on academic activities (e.g., study groups), and ultimately performed worse when compared to F2F peers. These students were especially likely to be women, older, and part-time. We discuss implications for practice and for using demographic characteristics to control for selection effects.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"49 ","pages":"Article 100793"},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100793","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84205523","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: 25

A four-country cross-case analysis of academic staff expectations about learning analytics in higher education 四国学术人员对高等教育学习分析期望的跨案例分析

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2020.100788

Kaire Kollom , Kairit Tammets , Maren Scheffel , Yi-Shan Tsai , Ioana Jivet , Pedro J. Muñoz-Merino , Pedro Manuel Moreno-Marcos , Alexander Whitelock-Wainwright , Adolfo Ruiz Calleja , Dragan Gasevic , Carlos Delgado Kloos , Hendrik Drachsler , Tobias Ley

{"title":"A four-country cross-case analysis of academic staff expectations about learning analytics in higher education","authors":"Kaire Kollom , Kairit Tammets , Maren Scheffel , Yi-Shan Tsai , Ioana Jivet , Pedro J. Muñoz-Merino , Pedro Manuel Moreno-Marcos , Alexander Whitelock-Wainwright , Adolfo Ruiz Calleja , Dragan Gasevic , Carlos Delgado Kloos , Hendrik Drachsler , Tobias Ley","doi":"10.1016/j.iheduc.2020.100788","DOIUrl":"10.1016/j.iheduc.2020.100788","url":null,"abstract":"<div><p>The purpose of this paper is to explore the expectations of academic staff to learning analytics services from an ideal as well as a realistic perspective. This mixed-method study focused on a cross-case analysis of staff from Higher Education Institutions from four European universities (Spain, Estonia, Netherlands, UK). While there are some differences between the countries as well as between ideal and predicted expectations, the overarching results indicate that academic staff sees learning analytics as a tool to understand the learning activities and possibility to provide feedback for the students and adapt the curriculum to meet learners' needs. However, one of the findings from the study across cases is the generally consistently low expectation and desire for academic staff to be obligated to act based on data that shows students being at risk of failing or under-performing.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"49 ","pages":"Article 100788"},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76711434","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: 27

Cross-organisational Communities of Practice: enhancing creativity and epistemic cognition in higher education 跨组织实践社区:在高等教育中提高创造力和认知能力

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2021.100792

Aekaterini Mavri , Andri Ioannou , Fernando Loizides

{"title":"Cross-organisational Communities of Practice: enhancing creativity and epistemic cognition in higher education","authors":"Aekaterini Mavri , Andri Ioannou , Fernando Loizides","doi":"10.1016/j.iheduc.2021.100792","DOIUrl":"10.1016/j.iheduc.2021.100792","url":null,"abstract":"<div><p>The purpose of this work is to investigate the impact of participation in cross-organisational Communities of Practice<span> (CoPs) on higher education learners studying Design, and specifically the ways in which CoPs can affect their creative outcomes and perceived epistemic cognition. CoPs are social groups that share common interests and goals in a particular field, and interact to build relevant knowledge and expertise. Cross-organisational CoPs can include members from diverse spheres, such as education and industry. Research on the design, implementation and evaluation of this type of CoP in HE remains limited.</span></p><p>Findings from this study indicate that CoPs can have significant positive effects on student knowledge gains, creative outcomes and perceptions of epistemic cognition. Key motivators triggering positive epistemic effects in learners included: authentic exchanges and interactions with members of the CoP, such as industry experts; creative constraints; prospective audiences for the end-products; and the potential impact on their future careers.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"49 ","pages":"Article 100792"},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77974097","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

High tech, high touch: The impact of an online course intervention on academic performance and persistence in higher education 高科技，高接触:网络课程干预对高等教育学习成绩和持久性的影响

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2020.100790

Julie A. Edmunds, Dora Gicheva, Beth Thrift, Marie Hull

引用次数: 13

Students, social network technology and learning in higher education: Visions of collaborative knowledge construction vs. the reality of knowledge sharing 学生、社会网络技术与高等教育学习:协同知识建构的愿景与知识共享的现实

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2020.100787

Edith Bouton , Smadar Bar Tal , Christa S.C. Asterhan

{"title":"Students, social network technology and learning in higher education: Visions of collaborative knowledge construction vs. the reality of knowledge sharing","authors":"Edith Bouton , Smadar Bar Tal , Christa S.C. Asterhan","doi":"10.1016/j.iheduc.2020.100787","DOIUrl":"10.1016/j.iheduc.2020.100787","url":null,"abstract":"<div><p>Despite visions of social network technology (SNT) for collaborative knowledge construction, recent research in secondary schools suggest that students use these tools mainly for <em>knowledge sharing</em> of study-related artifacts. We extend these findings to higher education settings and report on two survey studies that map characteristics of students' self-directed use of SNTs for study purposes, in undergraduate university programs (<em>N</em><span> = 264) and teacher training colleges (</span><em>N</em><span> = 449). The combined findings confirm that students use SNTs extensively for uploading, linking and downloading study-related artifacts in peer-directed SNT groups. They regard these practices positively and believe they improve academic achievements. Sharing was predicted by positive attitudes toward sharing and collectivist value orientations, motivated overall by prosocial reasons and less frequent in competitive study programs. Use of shared materials was associated with performance-avoidance achievement goals and lower GPA. Findings, directions for future research and implications are discussed in the context of learning theories, as well the knowledge sharing literature.</span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"49 ","pages":"Article 100787"},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85504467","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: 35

Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches? 调查支持学生自我调节的提示-学习分析方法的剩余挑战?

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-04-01 DOI: 10.1016/j.iheduc.2020.100791

Clara Schumacher , Dirk Ifenthaler

{"title":"Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches?","authors":"Clara Schumacher , Dirk Ifenthaler","doi":"10.1016/j.iheduc.2020.100791","DOIUrl":"10.1016/j.iheduc.2020.100791","url":null,"abstract":"<div><p><span>To perform successfully in higher education learners are considered to engage in self-regulation. Prompts in digital learning<span> environments aim at activating self-regulation strategies that learners know but do not spontaneously show. To investigate such interventions learning analytics approaches can be applied. This quasi-experimental study (</span></span><em>N</em><span> = 110) investigates whether different prompts based on theory of self-regulated learning (e.g., cognitive, metacognitive, motivational) impact declarative knowledge and transfer, perceptions as well as online learning behavior, and whether trace data can inform learning performance. Findings indicate small effects of prompts supporting the performance in a declarative knowledge and transfer test. In addition, the prompted groups showed different online learning behavior than the control group. However, trace data in this study were not capable of sufficiently explaining learning performance in a transfer test. Future research is required to investigate adaptive prompts using trace data in authentic learning settings as well as focusing on learners' reactions to distinct prompts.</span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"49 ","pages":"Article 100791"},"PeriodicalIF":8.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100791","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82203034","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: 40

Purposeful interpersonal interaction and the point of diminishing returns for graduate learners 有目的的人际交往和研究生学习者的收益递减点

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-01-01 DOI: 10.1016/j.iheduc.2020.100774

Scott Mehall

引用次数: 11

Embedded experts in online collaborative learning: A case study 在线协作学习中的嵌入式专家:一个案例研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-01-01 DOI: 10.1016/j.iheduc.2020.100773

Jennifer Lock , Petrea Redmond

引用次数: 24

Dialogicality in making sense of online collaborative interaction: A conceptual perspective 对话在理解在线协作互动中的作用:一个概念视角

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-01-01 DOI: 10.1016/j.iheduc.2020.100771

Maarit Arvaja , Raija Hämäläinen

引用次数: 11

Modeling undergraduates' selection of course modality: A large sample, multi-discipline study 大学生课程选择模式建模:一项大样本、多学科研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-01-01 DOI: 10.1016/j.iheduc.2020.100776

Kevin O'Neill, Natália Lopes, John Nesbit, Suzanne Reinhardt, Kanthi Jayasundera

{"title":"Modeling undergraduates' selection of course modality: A large sample, multi-discipline study","authors":"Kevin O'Neill, Natália Lopes, John Nesbit, Suzanne Reinhardt, Kanthi Jayasundera","doi":"10.1016/j.iheduc.2020.100776","DOIUrl":"10.1016/j.iheduc.2020.100776","url":null,"abstract":"<div><p>Scholarly understanding is limited with regard to what influences students' choice to take a particular course fully online or in-person. We surveyed 650 undergraduates at a public Canadian university who were enrolled in courses that were offered in both modalities during the same semester, for roughly the same tuition cost. The courses spanned a wide range of disciplines, from archaeology to computing science. Twenty-five variables were gauged, covering areas including students' personal circumstances, their competence in the language of instruction, previous experience with online courses, grade expectations, and psychological variables including their regulation of their time and study environment, work avoidance and social goal orientation. Two logistic regression models (of modality of enrolment and modality of preference) both had good fit to the data, each correctly classifying roughly 75% of cases using different variables. Implications for instructional design and enrolment management are discussed.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"48 ","pages":"Article 100776"},"PeriodicalIF":8.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100776","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38526962","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: 17