Online Learning最新文献_第3页

A Study on the Relationship between Domain Specific Self-Efficacy and Self-Regulation in e-Learning Contexts 关于电子学习环境中特定领域自我效能感与自我调节之间关系的研究

IF 4

Online Learning Pub Date : 2023-12-01 DOI: 10.24059/olj.v27i4.3658

Priyanka Gupta, Dr. Umesh Bamel

{"title":"A Study on the Relationship between Domain Specific Self-Efficacy and Self-Regulation in e-Learning Contexts","authors":"Priyanka Gupta, Dr. Umesh Bamel","doi":"10.24059/olj.v27i4.3658","DOIUrl":"https://doi.org/10.24059/olj.v27i4.3658","url":null,"abstract":"Self-regulation has been found to be integral to academic learning in traditional classroom environments. Social cognition theory highlights the significant relationships between academic self-efficacy, internet self-efficacy, and work experience in years on self-regulation in the context of traditional classroom learning. However, there is a lacuna in the literature on the significance of these relationships in the context of e-learning. The exponential growth of e-learning and changes in business environment necessitate a study to examine the effect on self-regulation in the context of e-learning. This research is based on a sample of 525 management students from a business school in South Asia. The findings highlight that academic and internet self-efficacy have a positive effect on self-regulation even in an e-learning environment. e-learning here refers to interactive online learning, in a university setting. The findings have significant implications for both theory and practice as they build on the existing literature. We suggest use of training-based interventions for promoting self-regulation which subsequently would facilitate higher e-learning efficacy.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"8 24","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138624307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Online Learner Readiness to Life-long Learning Skills: A Validation of the Learning Skills Journey Tool 从在线学习准备到终身学习技能：学习技能之旅工具的验证

IF 4

Online Learning Pub Date : 2023-12-01 DOI: 10.24059/olj.v27i4.3880

Mary Ellen Dello Stritto, Naomi Aguiar, Carolyn Andrews

引用次数: 0

External and Internal Predictors of Student Satisfaction with Online Learning Achievement 学生在线学习成就满意度的外部与内部预测因子

Online Learning Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3627

Shixin Fang, Yi Lu, Guijun Zhang

{"title":"External and Internal Predictors of Student Satisfaction with Online Learning Achievement","authors":"Shixin Fang, Yi Lu, Guijun Zhang","doi":"10.24059/olj.v27i3.3627","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3627","url":null,"abstract":"Building and testing a framework of interactive and indirect predictors of student satisfaction would help us understand how to improve student online learning experience. The current study proposed that external predictors such as poor technological, environmental, and pedagogical factors would be internalized as negative psychological traits and indirectly predict student satisfaction in online learning. Results of multivariate regressions with 5824 Chinese undergraduate students demonstrated that instructors’ online teaching experience and communication with students had a stronger predictive effect on student satisfaction than wireless network quality and learning environment. Providing after-class reviewing materials to students or having longer self-learning time would not buffer students from negative external factors. Structural equation modeling analysis results showed that inferior technological, environmental, and pedagogical factors would be internalized into negative attitudes and emotions toward online learning and indirectly predict student satisfaction. Our study has implications for better understanding the extensive influence of online learning barriers caused by external conditions and building preventive mechanisms through the improvement of instructors’ teaching experience and communication with students.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

OLJ September 2023 27(3) 其他法律杂志》2023 年 9 月 27(3)

Online Learning Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.4152

Peter Shea, Mary Frances Rice

引用次数: 0

Student Ratings and Course Modalities 学生评分和课程模式

Online Learning Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.4053

Chuck Dziuban, None Patsy Moskal, None Annette Reiner, None Adysen Cohen

{"title":"Student Ratings and Course Modalities","authors":"Chuck Dziuban, None Patsy Moskal, None Annette Reiner, None Adysen Cohen","doi":"10.24059/olj.v27i3.4053","DOIUrl":"https://doi.org/10.24059/olj.v27i3.4053","url":null,"abstract":"This article examines the impact of course modality on student evaluation of courses and professors. Data were collected through the Student Perception of Instruction end of course rating form at the University of Central Florida (UCF), which contains nine items and maintains student anonymity. The findings indicate that while course modality accounts for only 1% of the variance in student evaluations, there is strong internal consistency and reliability in the rating scale. The distribution of ratings showed a concentration of scores at the high end, resulting in a high variability coefficient. However, when the long tail of low ratings was removed, the mean increased and the distribution became more symmetric, affecting various psychometric indices. The correlation matrices among the items revealed a single factor solution for each modality, suggesting that students tend to rely on a general impression when rating their courses. The multidimensional scaling process identified underlying categories such as structure, course climate, engagement, and consideration, even though students did not explicitly differentiate these elements in their responses. The study concludes that course modality has minimal influence on overall student ratings, a finding consistent across different time periods, including the COVID-19 pandemic. Although a single factor captures students' general evaluations, underlying categories shape their responses. The article also presents a classification model that predicts student ratings based on the scale items. This research addresses the complex dynamics of student evaluations, highlighting the nuanced relationship between course modality, student perceptions, and the underlying factors influencing their ratings.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19 两个故事:不同的学生成绩衡量标准与不同的教师对COVID-19的适应相关

Online Learning Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3214

Quentin Charles Sedlacek, Lily Amador, Emily Beasley, Krysta Malech, Viviana Vigil, Heather Haeger, Corin V Gray, Corin D Slown

{"title":"Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19","authors":"Quentin Charles Sedlacek, Lily Amador, Emily Beasley, Krysta Malech, Viviana Vigil, Heather Haeger, Corin V Gray, Corin D Slown","doi":"10.24059/olj.v27i3.3214","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3214","url":null,"abstract":"The coronavirus pandemic severely disrupted college students’ learning experiences. A growing body of research is attempting to examine the impact of faculty efforts to support students during this difficult time. However, different outcomes measures might lead to varying inferences about the impact of instructors’ adaptations to their pedagogy. We explore this potential for varying inferences through a mixed-methods study of 11 courses taught at a Hispanic-Serving Institution in the United States in Spring 2020. First, using qualitative analytical methods, we identify five types of instructional adaptations made by faculty. Second, we use quantitative methods to uncover associations between these instructional adaptations and a variety of course outcome measures. While all of these instructional adaptations were perceived as beneficial by students, only one--ensuring access to instructor time--was significantly correlated with students’ reported motivational and personal gains from their coursework. However, only a different adaptation—ensuring access to class resources—was significantly correlated with reduced equity gaps measured through course grades. We discuss the implications of these findings for researchers, practitioners, and policymakers.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"369 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

(Meta)Cognitive Presence for Graduate Student Teacher Training (元)研究生教师培训的认知在场

Online Learning Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3416

Mary K. Stewart

引用次数: 0

Building Community Online: Moving toward Humanization Through Relationship-Focused Technology Use 建立在线社区:通过以关系为中心的技术使用走向人性化

Online Learning Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3583

Staci Ann Gilpin, Stephanie Rollag Yoon, Jana LoBello Miller

引用次数: 0

The Influence of Collaboration, Participation, and Experience on Undergraduate Learner Engagement in the Online Teaching-Learning Environment 网络教学环境下合作、参与与体验对大学生学习投入的影响

Online Learning Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3505

Nour Al Okla, Eman Ahmed Rababa, Shashidhar Belbase, Ghadah Al Murshidi

{"title":"The Influence of Collaboration, Participation, and Experience on Undergraduate Learner Engagement in the Online Teaching-Learning Environment","authors":"Nour Al Okla, Eman Ahmed Rababa, Shashidhar Belbase, Ghadah Al Murshidi","doi":"10.24059/olj.v27i3.3505","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3505","url":null,"abstract":"This study aimed to investigate the factors that influenced undergraduate learners’ engagement in the online environment in higher education institutions in the UAE. This quantitative study used an online survey that was distributed to undergraduate students at three universities in the UAE. Altogether, 126 responses were received, coded, and prepared for analysis. The findings indicated that the participants’ engagement levels in the online environment were influenced by their collaboration, learning opportunities, utilization of educational technology, and the learners’ relationships with their instructors and colleagues. The results also showed that there was no statistically significant relationship between the learners’ participation in online activities and their engagement levels. These findings have pedagogical implications in dealing with the complex and dynamic nature of the construct called learner engagement in the online environment and suggest providing undergraduate learners with real-life learning opportunities to enhance their collaboration, use of technology, and effective communication.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Technologies, Strategies, and Supports Helpful to Faculty in the e-Mentoring of Dissertations 论文电子辅导对教师有益的技术、策略和支持

Online Learning Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3630

Swapna Kumar, Doris U. Bolliger, Elizabeth A. Roumell

引用次数: 0