British Journal of Educational Technology最新文献

{"title":"Relationships among class climate, students' internal help-seeking inclinations, participation in peer help and achievement in an online class","authors":"Kun Huang, Victor Law, Anita Lee-Post","doi":"10.1111/bjet.13437","DOIUrl":"10.1111/bjet.13437","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Help seeking has traditionally been studied in face-to-face settings using self-report instruments measuring learners' internal inclinations for help seeking (eg, perceived benefits and threats). Much less is known about help seeking in online learning. Furthermore, external environmental factors such as a positive climate were found to encourage help seeking. Utilizing peer-help analytics as well as self-report measures, this study simultaneously modelled the structural relationships among students' perceived class climate, internal help-seeking inclinations, help-seeking engagement, participation in peer help and performance in an online class. Results from structural equation modelling indicated that students' perceived goal structure of an online class had a significant influence on their internal help-seeking inclinations, which subsequently affected their help-seeking engagement, participation in peer help and learning outcomes. Instructors of online classes should pay particular attention to fostering a mastery-oriented climate in order to encourage help seeking and improve academic performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Help seeking is important for academic success.</li>\u0000 \u0000 <li>Due to a variety of individual and contextual factors, students often do not seek help despite the need.</li>\u0000 \u0000 <li>Existing research on help seeking focuses on the face-to-face setting and relies on self-report measures.</li>\u0000 \u0000 <li>Students' help-seeking inclinations and patterns may differ between in-person classes and the online environment.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>This study examined help seeking in an online class through self-report measures and objective analytics data.</li>\u0000 \u0000 <li>This study modelled the structural relationships among the <i>external</i> climate of an online class, students' <i>internal</i> help-seeking inclinations, engagement in help seeking, participation in peer help and course performance.</li>\u0000 \u0000 <li>Structural equation modelling found that the goal structure of an online class influenced students' internal help-seeking inclinations.</li>\u0000 \u0000 <li>Online students' internal help-seeking inclinations affected their grades through their participation in help seeking.</li>\u0000 </ul>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2132-2150"},"PeriodicalIF":6.7,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139680140","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}

{"title":"Effects of integrating a role-playing game into a virtual reality-based learning approach on students' perceptions of immersion, self-efficacy, learning motivation and achievements","authors":"Chih-Hung Chen, Jia-Yu Syu","doi":"10.1111/bjet.13436","DOIUrl":"10.1111/bjet.13436","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Virtual contexts play a crucial role in assisting students' learning. Researchers have taken advantage of the potential of immersive virtual reality (VR) for situating students in inaccessible places, and for engaging them in learning activities. Meanwhile, several previous studies have reported that, in VR-based learning contexts, students' perception of immersion and learning motivation could be low owing to the lack of clear objectives and problem-solving scenarios. On the other hand, digital game-based learning is capable of enhancing students' engagement in a task. In this study, we designed a learning approach (namely RPG-VR) by means of integrating a role-playing game with VR technology to enhance students' science learning. Furthermore, a quasi-experiment was conducted to evaluate the students' learning effectiveness via, respectively, providing the RPG-VR learning approach and the conventional VR (called C-VR) learning approach for the experimental and control groups. The experimental results indicated that this approach significantly enhanced the students' perceptions of immersion, self-efficacy and extrinsic learning motivation, in comparison with the C-VR learning approach. Specifically, students who learned with the RPG-VR learning approach perceived more immersion in the engagement and the total immersion stages. This study contributes to existing knowledge of VR technology by providing that a digital role-playing game could reinforce the main characteristics of VR-based learning environments and enhance students' concentration on a learning task. However, no significant difference was found between the two groups in terms of promoting students' learning achievements, implying that more instructional assistance is needed to improve students' knowledge gains in VR-based learning environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Virtual contexts play a crucial role in promoting students' learning performances.</li>\u0000 \u0000 <li>Virtual reality has been adopted for situating students in inaccessible places to promote their learning.</li>\u0000 \u0000 <li>A DGBL context provides students with opportunities for learning that emphasize immersion in practice, resulting in concept acquisition and skill development.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>An RPG-VR learning approach was designed by means of integrating a role-playing game with VR technology to enhance students' science learning.</li>\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2339-2356"},"PeriodicalIF":6.7,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139586748","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}

{"title":"How students can be effective citizens in the digital age: Establishing the Teachers' Perceptions on Digital Citizenship Scale","authors":"Sam von Gillern,&nbsp;Chad Rose,&nbsp;Amy Hutchison","doi":"10.1111/bjet.13434","DOIUrl":"10.1111/bjet.13434","url":null,"abstract":"<p>As teachers are purveyors of digital citizenship and their perspectives influence classroom practice, it is important to understand teachers' views on digital citizenship. This study establishes the Teachers' Perceptions of Digital Citizenship Scale (T-PODS) as a survey instrument for scholars to investigate educators' views on digital citizenship for their students. Drawing upon existing research, a theorized model of digital citizenship was developed and validated via a confirmatory factor analysis (CFA), resulting in a 14-item four-factor model. Factor constructs include digital ethics, participation and engagement, informed citizens and civic know-how. As teachers' views can shift over time, particularly with the emergence of new technologies, scholars can utilize T-PODS as they investigate educators' perceptions of digital citizenship across time and context.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 5","pages":"2093-2109"},"PeriodicalIF":6.7,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139586751","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}

{"title":"A shared lens around sensemaking in learning analytics: What activity theory, definition of a situation and affordances can offer","authors":"Oleksandra Poquet","doi":"10.1111/bjet.13435","DOIUrl":"10.1111/bjet.13435","url":null,"abstract":"<p>The paper argues that learning analytics as a research field can benefit from a theory-informed shared language to describe sensemaking of learning and teaching data. To make the case for such shared language, first, I critically review prominent sensemaking theories to then demonstrate how studies in learning analytics do not use coherent descriptions of sensemaking, eclectically combining the paradigms that have underlying differences. I then propose a conceptualization of sensemaking that overcomes the differences between these theories and explains how the concepts of <i>activity system</i>, the <i>definition of the situation</i> and <i>affordances</i> can be used to capture individual differences in sensemaking. The paper concludes with a preliminary framework and examples demonstrating its utility in raising new theoretical questions, informing design principles and providing shared language for researchers in learning analytics.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1811-1831"},"PeriodicalIF":6.6,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139586752","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}

{"title":"Unleashing digital superheroes: Unravelling the empathy factor in digital competence and online teacher autonomy support","authors":"Anni Chen,&nbsp;Wei Li,&nbsp;Weidong Fu","doi":"10.1111/bjet.13433","DOIUrl":"10.1111/bjet.13433","url":null,"abstract":"<p>Considerable research has been dedicated to studying teachers' digital competence, yet limited insights have been gained regarding its impact on online teacher autonomy support. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, this study utilized a multiple regression analysis model to explore how teachers' digital competence affects online teacher autonomy support. Drawing on data from 652 Chinese primary school teachers, the study revealed that teachers' digital competence positively influenced online teacher autonomy support via teachers' cognitive empathy. Teachers' emotional empathy strengthened the direct effect of cognitive empathy on online teacher autonomy support, and its indirect effect on teachers' digital competence on online teacher autonomy support. The findings inform TPACK framework development and practical considerations in online teaching, deepening understanding of the impact of digital competence on online teacher autonomy support.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1790-1810"},"PeriodicalIF":6.6,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139616692","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}

{"title":"Towards adaptive support for self-regulated learning of causal relations: Evaluating four Dutch word vector models","authors":"Héctor J. Pijeira-Díaz,&nbsp;Sophia Braumann,&nbsp;Janneke van de Pol,&nbsp;Tamara van Gog,&nbsp;Anique B. H. de Bruin","doi":"10.1111/bjet.13431","DOIUrl":"10.1111/bjet.13431","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Advances in computational language models increasingly enable adaptive support for self-regulated learning (SRL) in digital learning environments (DLEs; eg, via automated feedback). However, the accuracy of those models is a common concern for educational stakeholders (eg, policymakers, researchers, teachers and learners themselves). We compared the accuracy of four Dutch language models (ie, spaCy medium, spaCy large, FastText and ConceptNet NumberBatch) in the context of secondary school students' learning of causal relations from expository texts, scaffolded by causal diagram completion. Since machine learning relies on human-labelled data for the best results, we used a dataset with 10,193 students' causal diagram answers, compiled over a decade of research using a diagram completion intervention to enhance students' monitoring of their text comprehension. The language models were used in combination with four popular machine learning classifiers (ie, logistic regression, random forests, support vector machine and neural networks) to evaluate their performance on automatically scoring students' causal diagrams in terms of the correctness of events and their sequence (ie, the causal structure). Five performance metrics were studied, namely accuracy, precision, recall, F&lt;sub&gt;1&lt;/sub&gt; and the area under the curve of the receiver operating characteristic (ROC-AUC). The spaCy medium model combined with the neural network classifier achieved the best performance for the correctness of causal events in four of the five metrics, while the ConceptNet NumberBatch model worked best for the correctness of the causal sequence. These evaluation results provide a criterion for model adoption to adaptively support SRL of causal relations in DLEs.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Accurate monitoring is a prerequisite for effective self-regulation.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Students struggle to accurately monitor their comprehension of causal relations in texts.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Completing causal diagrams improves students' monitoring accuracy, but there is room for further improvement.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Automatic scoring could be used to provide adaptive support during diagramming.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Comparison of four Dutch word vector models combined with four machine learning classifiers for the automatic s","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1354-1375"},"PeriodicalIF":6.6,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13431","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139496536","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}

{"title":"Investigating pedagogical agents' scaffolding of self-regulated learning in relation to learners' subgoals","authors":"Daryn A. Dever,&nbsp;Megan D. Wiedbusch,&nbsp;Sarah M. Romero,&nbsp;Roger Azevedo","doi":"10.1111/bjet.13432","DOIUrl":"10.1111/bjet.13432","url":null,"abstract":"<p>Intelligent tutoring systems (ITSs) incorporate pedagogical agents (PAs) to scaffold learners' self-regulated learning (SRL) via prompts and feedback to promote learners' monitoring and regulation of their cognitive, affective, metacognitive and motivational processes to achieve their (sub)goals. This study examines PAs' effectiveness in scaffolding and teaching SRL during learning with MetaTutor, an ITS on the human circulatory system. Undergraduates (<i>N</i> = 118) were randomly assigned to a condition: <i>Control Condition</i> (i.e. learners could only self-initiate SRL strategies) and <i>Prompt and Feedback Condition</i> (i.e. PAs prompted learners to engage in SRL). Learners' log-file data captured when strategies were used, the initiator of the strategy (i.e. learner and PA), and the relevance of instructional content pages in relation to learner subgoals. While results showed that PAs were effective scaffolders of SRL in which they prompted learners to engage in SRL strategies more when content was relevant towards their subgoals and as time on page and task increased, there were mixed findings about the effectiveness of PAs as teachers of SRL. Findings show how production rules guiding PA prompts can improve their scaffolding and teaching of SRL across the learning task – through contextualizing SRL strategies to the instructional content and in relation to the relevance of the content to learners' subgoals.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1290-1308"},"PeriodicalIF":6.6,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139496830","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}

{"title":"Left to their own devices: An exploration of context in seamless work-related mobile learning","authors":"Imogen Casebourne","doi":"10.1111/bjet.13410","DOIUrl":"10.1111/bjet.13410","url":null,"abstract":"<p>This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public domain blogs and reports and anonymised trace data showing e-learning visits via a mobile device, a picture of institutional practice and values was developed. Against this backdrop, a survey of 50 individuals followed by semi-structured interviews provided information about seamless mobile learning projects. Mobile learning was often fragmented and ad hoc, rather than part of a longer, seamless learning project. A distinction between <i>just-in-time</i> learning and <i>just-in-case</i> learning was apparent, with the latter often postponed. For mobile workers, mobile learning focused on current work setting, whereas workers who could work in many interchangeable settings might move to somewhere they could concentrate. Mobile learning was sometimes motivated by a sense of a lack of time and a need to stay ‘on top of things’ as much as by interest in a topic. Sustained seamless mobile learning projects occurred if there was institutional support for learning that was also of individual interest and if learners had the ability to orchestrate their learning. Learners reported these seamless mobile learning projects to be enjoyable and compelling. This paper contributes to the evidence of seamless mobile learning practice over the life course and illustrates the value of considering an individual's relation to various <i>institutions</i> in conceptualisations of seamless mobile learning. It also offers pointers for the future design of seamless mobile learning tools including a need to offer learners the opportunity to sometimes separate ongoing learning which is related to distinct institutions.\u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1772-1789"},"PeriodicalIF":6.6,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13410","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139496537","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}

{"title":"Understanding why educational professionals engage with podcasts: Educational Podcasts Motivational Scale development and validation","authors":"Scott W. T. McNamara,&nbsp;Sophia D. Min","doi":"10.1111/bjet.13428","DOIUrl":"10.1111/bjet.13428","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Educational podcasts have become an increasingly prevalent media used to disseminate profession-specific information through easily accessible means. Despite the potential of educational podcasts as convenient and effective medium, there is a dearth of literature dedicated to the topic. Thus, using the Uses and Gratification framework, the psychometric properties of the &lt;i&gt;Educational Podcasts Motivation Scale&lt;/i&gt; were examined, as well as the motivational factors that influence intention to listen to educational podcasts and recommend podcasts to others were explored. A sample of individuals in the field of education (&lt;i&gt;n&lt;/i&gt; = 606), such as in-service K-12 teachers and higher education professors, were recruited for this study. This sample were randomly divided, and an exploratory factor analysis (EFA) was conducted with the first set (&lt;i&gt;n&lt;/i&gt; = 312) to identify underlying constructs, and confirmatory factor analysis (CFA) and structural equation modelling (SEM) were employed with the second set (&lt;i&gt;n&lt;/i&gt; = 294). The scale demonstrated strong psychometric properties and five distinct motivational factors were identified: Information Gathering, Flexibility in Use, Social Interaction, Entertainment, and Professional Encouragement. Several motivational factors had significant associations with the constructs of “intention” and “word-of-mouth”. This paper demonstrates both the unique motivational factors related to listening to educational podcasts and the motivational factors that overlap with other forms of media. Further examination of the underlying motivations to listen to educational podcasts is warranted.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Educational podcasts have become an increasingly prevalent media used to disseminate information to specific professions and fields that provide current practices and research information through easily accessible means.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Educational podcasts have been found to be an effective tool to improve self-efficacy and knowledge around topics with educators and college students, as well as a means to develop communities of practice where educators share knowledge and experiences.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Results of studies using the uses and gratifications framework to examine the gratifications for listening to podcasts have found an array of overlapping, and sometimes conflicting, gratifications from the use of podcasts. Those most often identified include entertainment, multitasking and convenience, social interaction, escapism and educational purposes.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1728-1746"},"PeriodicalIF":6.6,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139440071","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}

{"title":"Sense of belonging, academic self-efficacy and hardiness: Their impacts on student engagement in distance learning courses","authors":"Suping Yi,&nbsp;Yanyan Zhang,&nbsp;Yefeng Lu,&nbsp;Rustam Shadiev","doi":"10.1111/bjet.13421","DOIUrl":"10.1111/bjet.13421","url":null,"abstract":"<p>The purpose of this study was to investigate how postgraduate engagement is affected by the sense of belonging, academic self-efficacy and academic hardiness. The validated self-reported scales were used to survey 308 postgraduate students in Mainland China who had taken distance learning courses. The proposed research model exhibited high predictive performance, confirming the established 10 hypotheses. The results indicated that sense of belonging positively and significantly influenced academic self-efficacy, academic hardiness and postgraduates' emotional engagement. Academic self-efficacy and academic hardiness had a positive and statistically significant impact on postgraduates' cognitive, emotional and behavioural engagement. Therefore, sense of belonging directly impacted postgraduates' emotional engagement and indirectly impacted postgraduates' cognitive and behavioural engagement. We also found a significant mediation effect of academic self-efficacy and academic hardiness in distance learning courses. Overall, our proposed research model revealed the influence mechanism of sense of belonging, academic self-efficacy and academic hardiness in postgraduate engagement in distance learning courses. These factors need to be considered when designing and implementing distance learning courses, teachers and researchers need to be aware of these interdependencies in order to maximize learning effects in the distance learning environment.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 4","pages":"1703-1727"},"PeriodicalIF":6.6,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139441395","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}