Internet and Higher Education最新文献_第9页

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

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":null,"pages":null},"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

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

How internet essay mill websites portray the student experience of higher education 网络论文网站如何描述学生的高等教育经历

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-01-01 DOI: 10.1016/j.iheduc.2020.100775

Charles Crook , Elizabeth Nixon

引用次数: 9

Experts speaking: Crucial teacher attributes for implementing blended learning in higher education 专家发言:在高等教育中实施混合式学习的关键教师属性

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2021-01-01 DOI: 10.1016/j.iheduc.2020.100772

Bram Bruggeman , Jo Tondeur , Katrien Struyven , Bram Pynoo , Anja Garone , Silke Vanslambrouck

{"title":"Experts speaking: Crucial teacher attributes for implementing blended learning in higher education","authors":"Bram Bruggeman , Jo Tondeur , Katrien Struyven , Bram Pynoo , Anja Garone , Silke Vanslambrouck","doi":"10.1016/j.iheduc.2020.100772","DOIUrl":"10.1016/j.iheduc.2020.100772","url":null,"abstract":"<div><p>While blended learning in higher education is valued for various reasons such as addressing students' needs for flexibility, blended learning implementation remains a challenging process. Because the teacher lies at the heart of any educational change process, the current qualitative study investigates crucial teacher attributes for blended learning implementation from the perspective of experts. Experts can analyze deep structures of complex organizational problems and hold process knowledge that can generate practical effect. Twelve expert interviews are conducted and reveal two groups of blended learning teacher attributes: seven adaptive attributes such as realizing a pedagogical need for change or creatively connecting technologies to learning processes, and four maladaptive attributes such as a need for a clear understanding of blended learning or feeling anxious about (the implications of) technology. This study utilizes a holistic approach to identify related teacher attributes that critically influence the implementation of blended learning in higher education.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81118692","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: 117

From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education 来自有爱的学生:高等教育中学习者目标、自主学习与学习分析意义建构的实证研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-10-01 DOI: 10.1016/j.iheduc.2020.100758

Ioana Jivet , Maren Scheffel , Marcel Schmitz , Stefan Robbers , Marcus Specht , Hendrik Drachsler

{"title":"From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education","authors":"Ioana Jivet , Maren Scheffel , Marcel Schmitz , Stefan Robbers , Marcus Specht , Hendrik Drachsler","doi":"10.1016/j.iheduc.2020.100758","DOIUrl":"https://doi.org/10.1016/j.iheduc.2020.100758","url":null,"abstract":"<div><p>Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: <em>transparency of design</em>, <em>reference frames</em> and <em>support for action</em>. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91711160","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: 54

Leveraging the community of inquiry framework to support web-based simulations in disaster studies 利用社区调查框架来支持灾害研究中的基于网络的模拟

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-10-01 DOI: 10.1016/j.iheduc.2020.100757

Vanessa A. Cooper , Giuseppe Forino , Sittimont Kanjanabootra , Jason von Meding

引用次数: 19

Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program 评估在线学习的可及性、质量和公平性:基于mooc的混合专业学位课程的案例研究

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-10-01 DOI: 10.1016/j.iheduc.2020.100759

Joshua Littenberg-Tobias , Justin Reich

{"title":"Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program","authors":"Joshua Littenberg-Tobias , Justin Reich","doi":"10.1016/j.iheduc.2020.100759","DOIUrl":"https://doi.org/10.1016/j.iheduc.2020.100759","url":null,"abstract":"<div><p><span>As massive open online courses (MOOCs) shift toward professional degree and certificate programs, can they become a global on-ramp for increasing access to emerging fields for underrepresented groups? This mixed-methods study addresses this question by examining one of the first MOOC-based blended professional degree programs, which admitted students to an accelerated residential master's program on the basis of performance in MOOCs and a proctored exam. We found that male students and students with master's degrees were more likely to complete the online program and the blended program had more male students and more students with master's degrees than students in the existing residential program. Students who enrolled in the blended graduate program earned higher average grades than students in the residential program earned in their in-person courses (3.86 vs 3.75, </span><em>p</em> < .01). The findings of this study provide an example of how new online learning models can serve particular niches, but may not address broader equity challenges.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100759","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91711159","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: 83

Design principles for electronic work integrated learning (eWIL) 电子作业集成学习(eWIL)设计原则

IF 8.6 1区教育学

Internet and Higher Education Pub Date : 2020-10-01 DOI: 10.1016/j.iheduc.2020.100760

Charmaine Glavas, Lisa Schuster

引用次数: 4