The theoretical recommendations on 21st century pedagogies pose practical challenges of classroom implementation. Selected challenges are discussed and solved through design and development of a lesson plan. The structure, content, technology and pedagogy of this lesson plan are designed to address these challenges. It is found that this case study not only meets the determined goals, but additionally caters to other requirements of 21st century pedagogies. The study discusses the possibility of democratized education.
{"title":"Implementing 21st Century Pedagogical Requirements in a Lesson Plan","authors":"Upasna Bhandari, D. Mathew","doi":"10.1145/3502434.3502457","DOIUrl":"https://doi.org/10.1145/3502434.3502457","url":null,"abstract":"The theoretical recommendations on 21st century pedagogies pose practical challenges of classroom implementation. Selected challenges are discussed and solved through design and development of a lesson plan. The structure, content, technology and pedagogy of this lesson plan are designed to address these challenges. It is found that this case study not only meets the determined goals, but additionally caters to other requirements of 21st century pedagogies. The study discusses the possibility of democratized education.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128132198","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}
Interdisciplinarity now saturates all corners of academia, yet what it is, how it is done, and how it is taught remain open questions. Where some degree of consensus has arisen is that the increasing complexity of the contemporary era is driving interdisciplinarity and addressing complexity demands an epistemological shift from a reductionist examination of isolated parts to the systemic examination of the integrated whole. Such a shift compels an approach to knowledge that is one of engagement thus requiring a cognitive toolkit that includes such things as empathy, open-mindedness, tolerance of ambiguity, and intellectual courage. Acquiring such skills typically requires human interaction, and the inadequacy of current educational tools has become very apparent in the amplified online environment prompted by the global pandemic. This paper outlines the epistemological demands of Interdisciplinary Studies and the challenges of current technology. It then proposes the application of the emerging digital technologies to address these challenges.
{"title":"Cultivating The Cognitive-Toolkit Online: Emerging Digital Technologies for Interdisciplinary Studies","authors":"Sharon Woodill, Yasushi Akiyama","doi":"10.1145/3502434.3502447","DOIUrl":"https://doi.org/10.1145/3502434.3502447","url":null,"abstract":"Interdisciplinarity now saturates all corners of academia, yet what it is, how it is done, and how it is taught remain open questions. Where some degree of consensus has arisen is that the increasing complexity of the contemporary era is driving interdisciplinarity and addressing complexity demands an epistemological shift from a reductionist examination of isolated parts to the systemic examination of the integrated whole. Such a shift compels an approach to knowledge that is one of engagement thus requiring a cognitive toolkit that includes such things as empathy, open-mindedness, tolerance of ambiguity, and intellectual courage. Acquiring such skills typically requires human interaction, and the inadequacy of current educational tools has become very apparent in the amplified online environment prompted by the global pandemic. This paper outlines the epistemological demands of Interdisciplinary Studies and the challenges of current technology. It then proposes the application of the emerging digital technologies to address these challenges.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117283008","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}
This study aims to figure out the effectiveness of the technology utilization during the synchronous and asynchronous sessions in teaching English, especially the utilization of e-learning platforms such as Zoom and Microsoft Teams in maximizing the implementation of flipped learning and the students’ interaction in the online learning. This research applied case study method by employing data resource triangulation. The data for this research were gathered through e-questionnaire from the students, depth recording analysis on the virtual meeting, and document analysis. The questionnaire was distributed to 259 students from various departments. The result showed that Zoom and Microsoft Teams maximally facilitated the students in interacting with the lecturer, other students, and the materials. Various activities could be conducted by using both platforms, facilitating students in obtaining more comprehension of the materials. The students noted that the interface of the platforms is easy to use although some students encountered some obstacles in employing the platforms.
{"title":"The Significance of Technology for Augmenting Interaction in Online Learning during Pandemic Era","authors":"V. A. A. Pedo, N. Pawestri, M. Putri","doi":"10.1145/3502434.3502450","DOIUrl":"https://doi.org/10.1145/3502434.3502450","url":null,"abstract":"This study aims to figure out the effectiveness of the technology utilization during the synchronous and asynchronous sessions in teaching English, especially the utilization of e-learning platforms such as Zoom and Microsoft Teams in maximizing the implementation of flipped learning and the students’ interaction in the online learning. This research applied case study method by employing data resource triangulation. The data for this research were gathered through e-questionnaire from the students, depth recording analysis on the virtual meeting, and document analysis. The questionnaire was distributed to 259 students from various departments. The result showed that Zoom and Microsoft Teams maximally facilitated the students in interacting with the lecturer, other students, and the materials. Various activities could be conducted by using both platforms, facilitating students in obtaining more comprehension of the materials. The students noted that the interface of the platforms is easy to use although some students encountered some obstacles in employing the platforms.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116766989","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}
The in-depth integration of information technology and education implies the fundamental pursuit of education informatization. To this end, assessing teachers’ self-efficacy regarding technological pedagogical content knowledge (TPACK) assists in unlocking the complexity and tacit nature of TPACK. Relevant studies are relatively rare in the English as a Foreign Language (EFL) field compared with studies in other areas. The assessment of 264 EFL teachers at Chinese universities and the exploration of their TPACK revealed significant differences in these teachers’ self-efficacy in terms of their teaching experience and educational background. Additionally, they did not rate highly in the specific constructs of TPACK. It is suggested that in-service EFL teachers broaden their horizons and perceive technological breakthroughs more scientifically and holistically. More opportunities need to be created to support EFL teachers’ application of technology to actualize the integration of information technology and teaching practices. EFL teachers’ demographic characteristics need to be considered to design appropriate teacher training programs. Peer support and teaching communities can also be enhanced to improve teachers’ self-efficacy concerning TPACK.
{"title":"Assessing EFL Teachers’ Self-Efficacy Regarding Technological Pedagogical Content Knowledge at Chinese Universities","authors":"Lanxi Wang","doi":"10.1145/3502434.3502467","DOIUrl":"https://doi.org/10.1145/3502434.3502467","url":null,"abstract":"The in-depth integration of information technology and education implies the fundamental pursuit of education informatization. To this end, assessing teachers’ self-efficacy regarding technological pedagogical content knowledge (TPACK) assists in unlocking the complexity and tacit nature of TPACK. Relevant studies are relatively rare in the English as a Foreign Language (EFL) field compared with studies in other areas. The assessment of 264 EFL teachers at Chinese universities and the exploration of their TPACK revealed significant differences in these teachers’ self-efficacy in terms of their teaching experience and educational background. Additionally, they did not rate highly in the specific constructs of TPACK. It is suggested that in-service EFL teachers broaden their horizons and perceive technological breakthroughs more scientifically and holistically. More opportunities need to be created to support EFL teachers’ application of technology to actualize the integration of information technology and teaching practices. EFL teachers’ demographic characteristics need to be considered to design appropriate teacher training programs. Peer support and teaching communities can also be enhanced to improve teachers’ self-efficacy concerning TPACK.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131795424","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}
This study mainly explored the completion status of MOOC students’ psychomotor domain courses. This study probed into the effects of basic psychological needs and engagement factors on persistence intention in completing MOOCs in the psychomotor domain from the students’ perspective. Partial least squares structural equation modeling (PLS-SEM) was employed to analyze the valid survey data from 214 subjects for direct influences of these factors. The results of the study show among the 12 hypotheses that the basic psychological needs factors directly affect the participation factors, eight were partially supported. This finding means that meeting students’ basic psychological needs can be used as a motivational approach in promoting their participation in learning activities. Secondly, among the four hypotheses that the engagement factors influence students’ persistence intention in completing MOOCs, three were partially supported. This result shows that students who participate in learning activities in behavioural, emotional, and cognitive aspects have the intention to complete the MOOCs they are studying. In general, basic psychological needs and engagement factors positively affect students’ persistence intention in completing MOOCs in the psychomotor domain. CCS CONCEPTS • Applied computing • Education • Distance learning Additional Keywords and Phrases: MOOCs, psychomotor domain, basic psychological needs satisfaction, student engagement, persistence intention in completing
{"title":"Exploration on Factors Affecting Students’ Persistence Intention in Completing MOOCs—Taking Psychomotor Domain Course as an Example","authors":"Hsi-Hsun Yang, Jia-Yu Lin","doi":"10.1145/3502434.3502458","DOIUrl":"https://doi.org/10.1145/3502434.3502458","url":null,"abstract":"This study mainly explored the completion status of MOOC students’ psychomotor domain courses. This study probed into the effects of basic psychological needs and engagement factors on persistence intention in completing MOOCs in the psychomotor domain from the students’ perspective. Partial least squares structural equation modeling (PLS-SEM) was employed to analyze the valid survey data from 214 subjects for direct influences of these factors. The results of the study show among the 12 hypotheses that the basic psychological needs factors directly affect the participation factors, eight were partially supported. This finding means that meeting students’ basic psychological needs can be used as a motivational approach in promoting their participation in learning activities. Secondly, among the four hypotheses that the engagement factors influence students’ persistence intention in completing MOOCs, three were partially supported. This result shows that students who participate in learning activities in behavioural, emotional, and cognitive aspects have the intention to complete the MOOCs they are studying. In general, basic psychological needs and engagement factors positively affect students’ persistence intention in completing MOOCs in the psychomotor domain. CCS CONCEPTS • Applied computing • Education • Distance learning Additional Keywords and Phrases: MOOCs, psychomotor domain, basic psychological needs satisfaction, student engagement, persistence intention in completing","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"183 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115065844","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}
In recent years, due to the rapid development of information technology, virtual reality (VR) and augmented reality (AR) began appearing as teaching assistance in classroom. While before the technology-assisted classroom, laboratory classes tended to use physical teaching aids and accurate experimental procedures to help students understand the content. In order to explore the differences in learning achievement between on-site chemistry experiments and experiments conducted in AR and VR. Also, to understand the technological acceptance of AR and VR. A pre-test, post-test, and technology acceptance questionnaire is designed. The experiment also use snowball sampling and invited 38 students from Hanzhong City, Shaanxi Province, to participate. A total of 30 available data were collected. A quantitative approach was used to draw relevant conclusions. It was found that the learning achievement of on-site chemistry experiment was the best, the AR group was the second, and the VR group came to the last. In terms of technology acceptance, the AR group showed more positive performance than the VR group. This attitude also positively fed back to the learning achievement of the AR group, and the students in the AR group also had the less psychological burden.
{"title":"An Exploration of the Influence of 2D Image-Based Augmented Reality, Virtual Reality, and on-site experiment on Learning Achievement and Technology Acceptance: Based on a Secondary School Chemical Experiment Class","authors":"Tiantian Li, A. Tse","doi":"10.1145/3502434.3502452","DOIUrl":"https://doi.org/10.1145/3502434.3502452","url":null,"abstract":"In recent years, due to the rapid development of information technology, virtual reality (VR) and augmented reality (AR) began appearing as teaching assistance in classroom. While before the technology-assisted classroom, laboratory classes tended to use physical teaching aids and accurate experimental procedures to help students understand the content. In order to explore the differences in learning achievement between on-site chemistry experiments and experiments conducted in AR and VR. Also, to understand the technological acceptance of AR and VR. A pre-test, post-test, and technology acceptance questionnaire is designed. The experiment also use snowball sampling and invited 38 students from Hanzhong City, Shaanxi Province, to participate. A total of 30 available data were collected. A quantitative approach was used to draw relevant conclusions. It was found that the learning achievement of on-site chemistry experiment was the best, the AR group was the second, and the VR group came to the last. In terms of technology acceptance, the AR group showed more positive performance than the VR group. This attitude also positively fed back to the learning achievement of the AR group, and the students in the AR group also had the less psychological burden.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129653619","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}
This study integrated a smartphone-assisted reading program into a college English class to develop English as a foreign language (EFL) learners’ reading comprehension. A class of 32 students in a Chinese college participated in the program. Reading exercises via smartphone applications were used as a complement to the intensive reading course. The study lasted approximately 14 weeks. Upon completion, all students completed an anonymous questionnaire about their perception of their learning experience, and five students were chosen at random for a semi-structured interview for detailed analysis. Results showed students generally accepted a mobile-assisted learning approach, but they did not form the habit of regular reading via smartphones. In addition, most students favored language learning applications over other platforms, and video was their preferred learning resource. Furthermore, the advantages and disadvantages of this learning approach were identified. With regard to the learning effect, most students agreed that this approach is was effective in improving increasing their learning interest, promoting their autonomous learning ability, and enhancing their reading proficiency.
{"title":"Developing EFL Learner's Reading Comprehension through a Smartphone-Assisted Reading Program","authors":"Fei Wang, T. Yuizono","doi":"10.1145/3502434.3502440","DOIUrl":"https://doi.org/10.1145/3502434.3502440","url":null,"abstract":"This study integrated a smartphone-assisted reading program into a college English class to develop English as a foreign language (EFL) learners’ reading comprehension. A class of 32 students in a Chinese college participated in the program. Reading exercises via smartphone applications were used as a complement to the intensive reading course. The study lasted approximately 14 weeks. Upon completion, all students completed an anonymous questionnaire about their perception of their learning experience, and five students were chosen at random for a semi-structured interview for detailed analysis. Results showed students generally accepted a mobile-assisted learning approach, but they did not form the habit of regular reading via smartphones. In addition, most students favored language learning applications over other platforms, and video was their preferred learning resource. Furthermore, the advantages and disadvantages of this learning approach were identified. With regard to the learning effect, most students agreed that this approach is was effective in improving increasing their learning interest, promoting their autonomous learning ability, and enhancing their reading proficiency.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132378961","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}
Abstract: In the process of education modernization, artificial intelligence has developed rapidly, and MOOCs has become the main way of online teaching. College students are the main users of MOOCs, and the ability of autonomous learning is particularly important in the context of MOOCs. However, many college students still have problems in autonomous emotion, autonomous intelligence and autonomous behavior. Based on the advantages of rich MOOC resources and convenient operation, this article proposes strategies for college students to improve their learning autonomy. It includes the following three aspects. The first is to stimulate internal motivation and increase the consciousness of autonomy; the second is to use cognitive strategies to strengthen autonomous intelligence; the third is to use metacognitive strategies to monitor autonomous behavior.
{"title":"Problems and Strategies for Improving College Students' Learning Autonomy in the Background of MOOC","authors":"W. Du","doi":"10.1145/3502434.3502481","DOIUrl":"https://doi.org/10.1145/3502434.3502481","url":null,"abstract":"Abstract: In the process of education modernization, artificial intelligence has developed rapidly, and MOOCs has become the main way of online teaching. College students are the main users of MOOCs, and the ability of autonomous learning is particularly important in the context of MOOCs. However, many college students still have problems in autonomous emotion, autonomous intelligence and autonomous behavior. Based on the advantages of rich MOOC resources and convenient operation, this article proposes strategies for college students to improve their learning autonomy. It includes the following three aspects. The first is to stimulate internal motivation and increase the consciousness of autonomy; the second is to use cognitive strategies to strengthen autonomous intelligence; the third is to use metacognitive strategies to monitor autonomous behavior.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133037866","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}
Ona Monkevičienė, Alvyra Galkienė, L. Milteniene, Rita Meliene, Lina Kaminskienė, Ausra Rutkiene
The withdrawal phenomenon of students with special educational needs (SEN) and other learning difficulties in distance learning in the context of Covid-19. The withdrawal phenomenon was revealed by a qualitative study involving mixed groups of teachers, support specialists, and managers in 23 schools (236 participants in total). The focus group discussion method was used for data collection, and inductive content analysis was applied for data analysis. The results revealed the following stages of the deepening of withdrawal phenomenon: partial or occasional withdrawal; silencing, invisibility, confusion; demotivation and apathy; imitation of participation; loss of social connections; exhaustion, helplessness, and complete withdrawal. The withdrawal phenomenon has been triggered by the sudden shift from eye-to-eye to distance learning without prior preparation, as well as by the digital divide of students with learning difficulties due to a lack of digital skills or the slow development of digital skills in the absence of contact support.
{"title":"Withdrawal Phenomenon of Students with Learning Difficulties in Distance Learning in the Context of Covid-19","authors":"Ona Monkevičienė, Alvyra Galkienė, L. Milteniene, Rita Meliene, Lina Kaminskienė, Ausra Rutkiene","doi":"10.1145/3502434.3502480","DOIUrl":"https://doi.org/10.1145/3502434.3502480","url":null,"abstract":"The withdrawal phenomenon of students with special educational needs (SEN) and other learning difficulties in distance learning in the context of Covid-19. The withdrawal phenomenon was revealed by a qualitative study involving mixed groups of teachers, support specialists, and managers in 23 schools (236 participants in total). The focus group discussion method was used for data collection, and inductive content analysis was applied for data analysis. The results revealed the following stages of the deepening of withdrawal phenomenon: partial or occasional withdrawal; silencing, invisibility, confusion; demotivation and apathy; imitation of participation; loss of social connections; exhaustion, helplessness, and complete withdrawal. The withdrawal phenomenon has been triggered by the sudden shift from eye-to-eye to distance learning without prior preparation, as well as by the digital divide of students with learning difficulties due to a lack of digital skills or the slow development of digital skills in the absence of contact support.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124047731","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}
Studies have been conducted on college students’ experiences to learn online from the perspectives of learning motivation, environment, engagement and effectiveness. However, few have examined how the above factors are relate to each other and the nature of online learning for students across cultural regions. This study used the "categorical-content" analysis method of qualitative research through in-depth interviews with 37 college students. Based on this, it explored the online learning experiences of college students in Macao and constructed a theoretical model. When the mode of learning changed, students faced new challenges and underwent a process of adaptation and transformation. The main research findings include: (a) Whether students have continuous intention to learn online mainly depends on whether students can make reflection-in-action plan in self-regulated learning. (b) The technical environment brings students intuitive experiences, while the potential environment brings students stress-free learning and external interference; (c) Based on the attention on technology and emotion, students have different views on the effectiveness of interaction. (d) Due to cultural differences, local students pay more attention to the emotional experiences, while Chinese mainland students have rational understandings of learning effectiveness. In the interweaving experiences of emotion and rationality, the effectiveness of learning is improved. The recommendations for future online instructional design with a view of improving students’ learning experiences are discussed in this paper.
{"title":"A Qualitative Research on the Online Learning Experiences of College Students in Macao during the Pandemic","authors":"Hongfeng Zhang, J. Lam, Shao-Wen Su","doi":"10.1145/3502434.3502470","DOIUrl":"https://doi.org/10.1145/3502434.3502470","url":null,"abstract":"Studies have been conducted on college students’ experiences to learn online from the perspectives of learning motivation, environment, engagement and effectiveness. However, few have examined how the above factors are relate to each other and the nature of online learning for students across cultural regions. This study used the \"categorical-content\" analysis method of qualitative research through in-depth interviews with 37 college students. Based on this, it explored the online learning experiences of college students in Macao and constructed a theoretical model. When the mode of learning changed, students faced new challenges and underwent a process of adaptation and transformation. The main research findings include: (a) Whether students have continuous intention to learn online mainly depends on whether students can make reflection-in-action plan in self-regulated learning. (b) The technical environment brings students intuitive experiences, while the potential environment brings students stress-free learning and external interference; (c) Based on the attention on technology and emotion, students have different views on the effectiveness of interaction. (d) Due to cultural differences, local students pay more attention to the emotional experiences, while Chinese mainland students have rational understandings of learning effectiveness. In the interweaving experiences of emotion and rationality, the effectiveness of learning is improved. The recommendations for future online instructional design with a view of improving students’ learning experiences are discussed in this paper.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128471784","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}
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