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Help-seeking matters for online learners who are unconfident 不自信的在线学习者的求助问题
IF 7.3 1区 教育学
Distance Education Pub Date : 2023-01-02 DOI: 10.1080/01587919.2022.2155616
J. Broadbent, Wren D. W. Howe
{"title":"Help-seeking matters for online learners who are unconfident","authors":"J. Broadbent, Wren D. W. Howe","doi":"10.1080/01587919.2022.2155616","DOIUrl":"https://doi.org/10.1080/01587919.2022.2155616","url":null,"abstract":"Abstract Online help-seeking refers to a learner's willingness to seek help in online learning environments. Counterintuitively, studies of help-seeking have found mixed results for the relationship between help-seeking and academic achievement. We hypothesized that these mixed findings might, in part, be accounted for by the confidence level of the learner. Utilizing a sample of 321 online university students (M = 32.78 years; SD = 9.53), we explored the moderating effect of self-efficacy in the help-seeking–academic achievement relationship. Aligned with the vulnerability hypothesis, when online learners were confident, they engaged in help-seeking more often than learners with low confidence. Importantly, however, when online learners were unconfident, we found that help-seeking behaviors were positively associated with academic success. Confident learners did not appear to gain any academic performance benefit from using help-seeking strategies. Our study highlights help-seeking's potential importance in improving academic success for our least confident learners, with no impact on confident learners.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44444273","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: 2
Using online photovoice and community-based participatory research to understand facilitators and barriers to online distance education during COVID-19 利用在线照片语音和基于社区的参与性研究，了解COVID-19期间在线远程教育的促进因素和障碍
IF 7.3 1区 教育学
Distance Education Pub Date : 2023-01-02 DOI: 10.1080/01587919.2022.2156320
Ahmet Tanhan, C. Boyle, Besra Taş, Yasin Söğüt, Craig C. Cashwell, Emel Genç, H. Karatepe
{"title":"Using online photovoice and community-based participatory research to understand facilitators and barriers to online distance education during COVID-19","authors":"Ahmet Tanhan, C. Boyle, Besra Taş, Yasin Söğüt, Craig C. Cashwell, Emel Genç, H. Karatepe","doi":"10.1080/01587919.2022.2156320","DOIUrl":"https://doi.org/10.1080/01587919.2022.2156320","url":null,"abstract":"Abstract In this study, we used online photovoice and community-based participatory research to understand and address facilitators and barriers to online distance education for college students in Turkey. Out of 260 students who consented to the study, 240 shared the most important facilitator, 190 shared the most important barriers, and 190 completed our contextual questions related to their education. We used online interpretative phenomenological analysis to identify key facilitators and barriers. Ten main facilitator themes emerged, including advantages of using Internet and technology (n = 104; 43%); enjoyable feelings (n = 61; 25%); saving time (n = 37; 15%); and social support (n = 28; 12%). Nine main barrier themes emerged, including challenges of online education (n = 51; 31%); psychopathology and unenjoyable feelings, thoughts, and bodily sensations (n = 37; 19%); Internet problems (n = 34; 18%); and COVID-19 restrictions (n = 30; 16%).","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42726528","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: 4
An exploratory review of literature on moderation in asynchronous discussions 关于异步讨论中庸的探索性文献综述
IF 7.3 1区 教育学
Distance Education Pub Date : 2023-01-02 DOI: 10.1080/01587919.2022.2150146
Michael Ahlf, Sara G. McNeil
{"title":"An exploratory review of literature on moderation in asynchronous discussions","authors":"Michael Ahlf, Sara G. McNeil","doi":"10.1080/01587919.2022.2150146","DOIUrl":"https://doi.org/10.1080/01587919.2022.2150146","url":null,"abstract":"Abstract With the growth of online courses, moderators can play a significant role in engaging and supporting learners in asynchronous online discussions (AODs). However, a synthesis of the research on moderators has not been performed in the 40 years since the term was first used in reference to online learning. We examined 76 studies to determine key concepts, characteristics, and factors that researchers have identified regarding moderation in educational AODs. We found disparate perspectives regarding moderator definitions, identities, roles, duties, and training approaches. Based on a comparative analysis of four conceptual frameworks on moderation, we developed a taxonomy that delineates moderator duties into managerial, monitoring, pedagogical, technical, and social roles. Understanding how moderation can be used effectively in AODs could direct future research and applications to practice by informing the development of supportive resources and training. We conclude by defining protocols applicable to a future systematic review in this area.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45188504","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: 1
In the wake of COVID-19—A time to rethink and reengineer education systems 在COVID-19之后，是时候重新思考和改造教育系统了
IF 7.3 1区 教育学
Distance Education Pub Date : 2023-01-02 DOI: 10.1080/01587919.2023.2165432
S. Naidu
{"title":"In the wake of COVID-19—A time to rethink and reengineer education systems","authors":"S. Naidu","doi":"10.1080/01587919.2023.2165432","DOIUrl":"https://doi.org/10.1080/01587919.2023.2165432","url":null,"abstract":"","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45548487","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: 1
Leveraging explainability for discussion forum classification: Using confusion detection as an example 利用可解释性进行论坛分类：以混淆检测为例
IF 7.3 1区 教育学
Distance Education Pub Date : 2023-01-02 DOI: 10.1080/01587919.2022.2150145
Hanxiang Du, Wanli Xing
{"title":"Leveraging explainability for discussion forum classification: Using confusion detection as an example","authors":"Hanxiang Du, Wanli Xing","doi":"10.1080/01587919.2022.2150145","DOIUrl":"https://doi.org/10.1080/01587919.2022.2150145","url":null,"abstract":"Abstract Online discussion forums are highly valued by instructors due to their affordance for understanding class activities and learning. However, a discussion forum with a great number of posts requires a large amount of time to view, and help requests are easily overlooked. Various machine-learning–based tools have been developed to help instructors monitor or identify posts that require immediate responses. However, the black-box nature of deep learning cannot explain why and how decisions are achieved, raising trust and reliability issues. To address the gap, this work developed an explainable text classifier framework based on a model originally designed for legal services. We used the Stanford MOOCPost dataset to identify posts of confusion. Our results showed that the framework can not only identify discussion forum posts with confusion of different levels, but also provide explanation in terms of words from the identified posts.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41347627","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: 0
Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis 自主学习对mooc学习效果的影响:一项元分析
IF 7.3 1区 教育学
Distance Education Pub Date : 2023-01-02 DOI: 10.1080/01587919.2022.2155618
M. Doo, Meina Zhu, Curtis J. Bonk
{"title":"Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis","authors":"M. Doo, Meina Zhu, Curtis J. Bonk","doi":"10.1080/01587919.2022.2155618","DOIUrl":"https://doi.org/10.1080/01587919.2022.2155618","url":null,"abstract":"Abstract Self-directed learning (SDL) is a critical success factor for massive open online course (MOOC) learners. This meta-analysis study examined the influence of SDL on learning outcomes in MOOCs by extracting the effect sizes of 60 samples from 14 studies published between January 2010 and April 2022. The results showed that the overall effects of SDL on learning outcomes in MOOCs have a medium effect size, which supports many previous studies that have reported positive effects of SDL on academic achievement in MOOCs. There was also a significant difference in the effect size of SDL on learning outcomes among adult learners, undergraduates, and middle and high school students. The influence of self-management on learning outcomes was significantly smaller than on motivation and self-monitoring. However, there were no significant differences in affective, cognitive, and behavioral learning domains in terms of the influence of SDL on learning outcomes.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46568956","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
Learners’ perspectives on MOOC design 学习者对慕课设计的看法
IF 7.3 1区 教育学
Distance Education Pub Date : 2023-01-02 DOI: 10.1080/01587919.2022.2150126
E. Oh, M. Cho, Yunjeong Chang
{"title":"Learners’ perspectives on MOOC design","authors":"E. Oh, M. Cho, Yunjeong Chang","doi":"10.1080/01587919.2022.2150126","DOIUrl":"https://doi.org/10.1080/01587919.2022.2150126","url":null,"abstract":"Abstract The purpose of this paper was to examine learners’ perspectives on massive open online course (MOOC) design. For the past decade, there has been substantial discussion on the design aspects and instructional quality of MOOCs. However, research investigating MOOC design from learners’ perspectives is rarely conducted. Understanding MOOC learners’ perspectives regarding MOOC design can bring useful insights to researchers and practitioners for the growth and success of MOOCs. Through exploratory factor analysis of 209 learners of a MOOC, this study identified four MOOC design dimensions that the learners value: human interactions, navigation, professional development, and course workload. In addition, the study found that learner characteristics such as learners’ age and the type of goals learners bring to the MOOCs are related to what they value in MOOC design. Expanding our understanding of MOOC design, implications for future research and practice for designing a MOOC are discussed.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43013468","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: 0
A review of collaborative assessment strategies in online learning 在线学习中的合作评估策略综述
IF 7.3 1区 教育学
Distance Education Pub Date : 2023-01-02 DOI: 10.1080/01587919.2022.2150127
Meina Zhu, Funda Ergulec
{"title":"A review of collaborative assessment strategies in online learning","authors":"Meina Zhu, Funda Ergulec","doi":"10.1080/01587919.2022.2150127","DOIUrl":"https://doi.org/10.1080/01587919.2022.2150127","url":null,"abstract":"Abstract Online collaborative learning is increasingly used in online courses in higher education, but assessing student online collaborative learning presents unique challenges as well as interesting opportunities. Thus, it is critical to gain a clear picture of online group collaboration assessment strategies, including group learning assessment methods and examining the effectiveness, challenges, and opportunities in online education. The present study systematically reviewed 12 empirical studies on online collaborative learning assessment in higher education published in journals from 2011 to 2021. The results show that diverse strategies were used to facilitate group collaboration, including group agreements, project planning, role assignments, problem-based projects, and instructor feedback. The reviewed studies primarily evaluated learners through instructor evaluation, peer evaluation, and self-evaluation methods. The most common strategy was instructor assessment, while self-evaluations were used the least. The findings of this mapping review provide practical examples for future online group collaborative learning assessment research and practice.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45885638","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: 1
Interaction in online postgraduate learning: what makes a good forum? 在线研究生学习中的互动:怎样才能成为一个好的论坛?
IF 7.3 1区 教育学
Distance Education Pub Date : 2022-12-11 DOI: 10.1080/01587919.2022.2150391
R. Kipling, William A. V. Stiles, Micael de Andrade-Lima, Neil MacKintosh, Meirion W. Roberts, Cate L. Williams, P. Wootton-Beard, S. J. Watson-Jones
{"title":"Interaction in online postgraduate learning: what makes a good forum?","authors":"R. Kipling, William A. V. Stiles, Micael de Andrade-Lima, Neil MacKintosh, Meirion W. Roberts, Cate L. Williams, P. Wootton-Beard, S. J. Watson-Jones","doi":"10.1080/01587919.2022.2150391","DOIUrl":"https://doi.org/10.1080/01587919.2022.2150391","url":null,"abstract":"Abstract Online postgraduate courses for professionals often use discussion forums to promote engagement and interaction. Equivalency theorem suggests that student-student interaction may increase satisfaction but is not necessary for achieving desired learning outcomes. Therefore, costs, as well as benefits, should be ascertained. We used data from student feedback and interviews to assess the perceptions of part-time postgraduate distance learners, and analyze their views of the role, benefits, and drawbacks of discussion forums. The aim was to assess forum efficacy in the context of the specific needs of these learners, to inform forum use and design. Thematic analysis revealed complex interactions between student context and experience, forum design and management. Structurally tweaking forums to control engagement may be particularly ineffective, stimulating unhelpful grade-focused participation and highlighting forum opportunity costs. The study revealed the importance of designing and managing forums, with direct reference to their costs and benefits for specific student groups.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42868490","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: 0
What contributed to students’ online learning satisfaction during the pandemic? 在疫情期间，是什么促成了学生的在线学习满意度？
IF 7.3 1区 教育学
Distance Education Pub Date : 2022-12-04 DOI: 10.1080/01587919.2022.2150147
Sin-Hyang Kim, Sihyun Park
{"title":"What contributed to students’ online learning satisfaction during the pandemic?","authors":"Sin-Hyang Kim, Sihyun Park","doi":"10.1080/01587919.2022.2150147","DOIUrl":"https://doi.org/10.1080/01587919.2022.2150147","url":null,"abstract":"Abstract Due to the sudden transition to online education because of the outbreak of COVID-19, various strategies and factors have been extensively investigated to increase the effectiveness and quality of online education. In this study, we reviewed and synthesized the factors correlating with students’ online learning satisfaction, considered a basic component when evaluating online education quality. From 42 studies that were systematically searched from nine databases, 164 separated correlates of students’ satisfaction were found. These were categorized into four domains: student-related factors, instructor-related factors, quality of online classes, and e-learning readiness. Overall effect size (ES) and four subgroup ESs were then calculated. The results indicated that the domain of instructor-related factors showed the highest ES compared to other domains. Among the factors, instructional support, technology acceptance, and perceived presence were the three top factors exhibiting large ES. Several implications are discussed to enhance these crucial factors.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45267295","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: 0
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