Wonjoon Cha, Minxuan Hong, Michael Glassman, Eric M. Anderman, Tzu-Jung Lin
{"title":"技术效能和网络代理在小学生在线和面对面技术中介学习参与中的作用","authors":"Wonjoon Cha, Minxuan Hong, Michael Glassman, Eric M. Anderman, Tzu-Jung Lin","doi":"10.1111/bjet.13597","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <p>Despite the growing use of learning technology in classrooms, factors predicting young students' engagement in contexts fully or partially mediated by technology remain understudied. This study investigated how fourth and fifth grade students' technology self-efficacy (ie, confidence in utilizing learning management systems) and networking agency (ie, comfort in collaborating and communicating with others online) predicted students' engagement in technology-mediated instruction in online and face-to-face environments. Hierarchical regression and moderation analyses were employed to examine the independent and joint effects of technology self-efficacy and networking agency in two cohorts of public elementary school students from a Midwestern US city. For Cohort 1 students primarily receiving synchronous online instruction in 2020–2021, higher networking agency predicted greater engagement in online learning. For Cohort 2 students primarily receiving face-to-face instruction in 2021–2022, only technology efficacy significantly predicted student engagement. As for task-specific engagement in small group activities, however, which involved heavier use of the learning management systems and applications, networking agency was a significant moderator. Notably, as students felt less comfortable with online collaboration/communication (ie, lower networking agency), technology self-efficacy had a stronger association with students' engagement. These findings suggest that while technology self-efficacy is crucial, it alone does not ensure engagement. Educators should cultivate both technical skills and a supportive, collaborative online environment to enhance engagement across technology-mediated learning contexts.</p>\n </section>\n \n <section>\n \n <div>\n \n <div>\n \n <h3>Practitioner notes</h3>\n <p>What is already known about this topic\n\n </p><ul>\n \n <li>Technology (self-)efficacy, or students' confidence in using online learning tools, is crucial for their engagement in technology-mediated learning.</li>\n \n <li>Student engagement in technology-mediated learning varies between online and face-to-face environments.</li>\n </ul>\n <p>What this paper adds\n\n </p><ul>\n \n <li>In online environments, networking agency or comfort in online collaboration and communication predicts engagement more strongly than technology efficacy.</li>\n \n <li>Technology efficacy consistently predicts young learners' engagement in technology-mediated learning in face-to-face classrooms.</li>\n \n <li>Networking agency can interact with technology efficacy in predicting elementary students' engagement in technology-mediated activities in face-to-face classrooms.</li>\n </ul>\n <p>Implications for practice and/or policy\n\n </p><ul>\n \n <li>Teachers should consider students' technological competence and how they construe online collaboration and interactions to effectively engage them in technology-mediated instruction.</li>\n \n <li>When implementing technology, teachers should help students view the online learning environment as a safe and collaborative space.</li>\n \n <li>Familiarizing young learners like elementary school students with digital tools and online spaces can enhance their engagement in technology-mediated instruction.</li>\n </ul>\n </div>\n </div>\n </section>\n </div>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 6","pages":"2623-2646"},"PeriodicalIF":8.1000,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13597","citationCount":"0","resultStr":"{\"title\":\"The roles of technology efficacy and networking agency in elementary students' engagement in online and face-to-face technology-mediated learning\",\"authors\":\"Wonjoon Cha, Minxuan Hong, Michael Glassman, Eric M. Anderman, Tzu-Jung Lin\",\"doi\":\"10.1111/bjet.13597\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <p>Despite the growing use of learning technology in classrooms, factors predicting young students' engagement in contexts fully or partially mediated by technology remain understudied. This study investigated how fourth and fifth grade students' technology self-efficacy (ie, confidence in utilizing learning management systems) and networking agency (ie, comfort in collaborating and communicating with others online) predicted students' engagement in technology-mediated instruction in online and face-to-face environments. Hierarchical regression and moderation analyses were employed to examine the independent and joint effects of technology self-efficacy and networking agency in two cohorts of public elementary school students from a Midwestern US city. For Cohort 1 students primarily receiving synchronous online instruction in 2020–2021, higher networking agency predicted greater engagement in online learning. For Cohort 2 students primarily receiving face-to-face instruction in 2021–2022, only technology efficacy significantly predicted student engagement. As for task-specific engagement in small group activities, however, which involved heavier use of the learning management systems and applications, networking agency was a significant moderator. Notably, as students felt less comfortable with online collaboration/communication (ie, lower networking agency), technology self-efficacy had a stronger association with students' engagement. These findings suggest that while technology self-efficacy is crucial, it alone does not ensure engagement. Educators should cultivate both technical skills and a supportive, collaborative online environment to enhance engagement across technology-mediated learning contexts.</p>\\n </section>\\n \\n <section>\\n \\n <div>\\n \\n <div>\\n \\n <h3>Practitioner notes</h3>\\n <p>What is already known about this topic\\n\\n </p><ul>\\n \\n <li>Technology (self-)efficacy, or students' confidence in using online learning tools, is crucial for their engagement in technology-mediated learning.</li>\\n \\n <li>Student engagement in technology-mediated learning varies between online and face-to-face environments.</li>\\n </ul>\\n <p>What this paper adds\\n\\n </p><ul>\\n \\n <li>In online environments, networking agency or comfort in online collaboration and communication predicts engagement more strongly than technology efficacy.</li>\\n \\n <li>Technology efficacy consistently predicts young learners' engagement in technology-mediated learning in face-to-face classrooms.</li>\\n \\n <li>Networking agency can interact with technology efficacy in predicting elementary students' engagement in technology-mediated activities in face-to-face classrooms.</li>\\n </ul>\\n <p>Implications for practice and/or policy\\n\\n </p><ul>\\n \\n <li>Teachers should consider students' technological competence and how they construe online collaboration and interactions to effectively engage them in technology-mediated instruction.</li>\\n \\n <li>When implementing technology, teachers should help students view the online learning environment as a safe and collaborative space.</li>\\n \\n <li>Familiarizing young learners like elementary school students with digital tools and online spaces can enhance their engagement in technology-mediated instruction.</li>\\n </ul>\\n </div>\\n </div>\\n </section>\\n </div>\",\"PeriodicalId\":48315,\"journal\":{\"name\":\"British Journal of Educational Technology\",\"volume\":\"56 6\",\"pages\":\"2623-2646\"},\"PeriodicalIF\":8.1000,\"publicationDate\":\"2025-05-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13597\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13597\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13597","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The roles of technology efficacy and networking agency in elementary students' engagement in online and face-to-face technology-mediated learning
Despite the growing use of learning technology in classrooms, factors predicting young students' engagement in contexts fully or partially mediated by technology remain understudied. This study investigated how fourth and fifth grade students' technology self-efficacy (ie, confidence in utilizing learning management systems) and networking agency (ie, comfort in collaborating and communicating with others online) predicted students' engagement in technology-mediated instruction in online and face-to-face environments. Hierarchical regression and moderation analyses were employed to examine the independent and joint effects of technology self-efficacy and networking agency in two cohorts of public elementary school students from a Midwestern US city. For Cohort 1 students primarily receiving synchronous online instruction in 2020–2021, higher networking agency predicted greater engagement in online learning. For Cohort 2 students primarily receiving face-to-face instruction in 2021–2022, only technology efficacy significantly predicted student engagement. As for task-specific engagement in small group activities, however, which involved heavier use of the learning management systems and applications, networking agency was a significant moderator. Notably, as students felt less comfortable with online collaboration/communication (ie, lower networking agency), technology self-efficacy had a stronger association with students' engagement. These findings suggest that while technology self-efficacy is crucial, it alone does not ensure engagement. Educators should cultivate both technical skills and a supportive, collaborative online environment to enhance engagement across technology-mediated learning contexts.
Practitioner notes
What is already known about this topic
Technology (self-)efficacy, or students' confidence in using online learning tools, is crucial for their engagement in technology-mediated learning.
Student engagement in technology-mediated learning varies between online and face-to-face environments.
What this paper adds
In online environments, networking agency or comfort in online collaboration and communication predicts engagement more strongly than technology efficacy.
Technology efficacy consistently predicts young learners' engagement in technology-mediated learning in face-to-face classrooms.
Networking agency can interact with technology efficacy in predicting elementary students' engagement in technology-mediated activities in face-to-face classrooms.
Implications for practice and/or policy
Teachers should consider students' technological competence and how they construe online collaboration and interactions to effectively engage them in technology-mediated instruction.
When implementing technology, teachers should help students view the online learning environment as a safe and collaborative space.
Familiarizing young learners like elementary school students with digital tools and online spaces can enhance their engagement in technology-mediated instruction.
期刊介绍：
BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
