Pub Date : 2022-06-27DOI: 10.1007/s12528-022-09328-z
M. Sanchiz, F. Amadieu, J. Lemarié, A. Tricot
Learning with hypertexts require learners to navigate in a non-linear environment and build a coherent representation of the informational content. The expansion of digital technologies and hypertext use in higher education has emphasized the need to examine how technological tools may foster quality learning. This study examined how three types of interactive content organizers (COs) used to represent the main concepts and to navigate in the content pages can impact information processing and learning outcome. The COs designed for the experiment varied in terms of conceptual and navigation support they provide and format. Ninety-three undergraduates used a list of concepts that only provided conceptual support, a summary or a concept map that provided both conceptual and navigation support either with text or graphic format. Results showed that highly coherent COs such as summaries or concept maps improved navigation coherence. However, the summary focused the attention of learners and decreased hypertext exploration (i.e. longer time on the CO and fewer content pages accessed). Longer reading times of the summary also increased text-based outcome, whereas longer processing of the concept map improved inference-based outcome. Implications for the design of interactive COs used to access, navigate and a learn with hypertexts are discussed.
{"title":"Do graphic and textual interactive content organizers have the same impact on hypertext processing and learning outcome?","authors":"M. Sanchiz, F. Amadieu, J. Lemarié, A. Tricot","doi":"10.1007/s12528-022-09328-z","DOIUrl":"https://doi.org/10.1007/s12528-022-09328-z","url":null,"abstract":"<p>Learning with hypertexts require learners to navigate in a non-linear environment and build a coherent representation of the informational content. The expansion of digital technologies and hypertext use in higher education has emphasized the need to examine how technological tools may foster quality learning. This study examined how three types of interactive content organizers (COs) used to represent the main concepts and to navigate in the content pages can impact information processing and learning outcome. The COs designed for the experiment varied in terms of conceptual and navigation support they provide and format. Ninety-three undergraduates used a list of concepts that only provided conceptual support, a summary or a concept map that provided both conceptual and navigation support either with text or graphic format. Results showed that highly coherent COs such as summaries or concept maps improved navigation coherence. However, the summary focused the attention of learners and decreased hypertext exploration (<i>i.e.</i> longer time on the CO and fewer content pages accessed). Longer reading times of the summary also increased text-based outcome, whereas longer processing of the concept map improved inference-based outcome. Implications for the design of interactive COs used to access, navigate and a learn with hypertexts are discussed.</p>","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.1007/s12528-022-09325-2
Joshua Weidlich, Derya Orhan Göksün, Karel Kreijns
Social presence is an important concept for understanding psychosocial processes in learning scenarios that make extensive use of mediated communication like online distance learning. Despite this centrality, a coherent and nuanced theory of social presence is yet to emerge from the literature. Past research has shown associations with desirable affective variables like satisfaction and perceived learning, yet our knowledge as to when and for whom these effects are expected is still very limited. By introducing two contextual explanatory variables, we provide the means toward a more mature theory of social presence. The first variable, social presence divergence, relates students experiences to their preferences, yielding three distinct scenarios: too little, too much, and just the right amount of social presence. The second variable, interaction integration, considers the centrality of social interaction in the learning scenario, suggesting that this functions as a moderator. In a sample of teacher education students (N = 305), we find evidence that these variables interact with social presence and affective dependent variables as expected. These results add nuance and context to the discussion about the practical relevance of social presence. The implications of these findings as well as limitations of this study are discussed.
{"title":"Extending social presence theory: social presence divergence and interaction integration in online distance learning.","authors":"Joshua Weidlich, Derya Orhan Göksün, Karel Kreijns","doi":"10.1007/s12528-022-09325-2","DOIUrl":"10.1007/s12528-022-09325-2","url":null,"abstract":"<p><p>Social presence is an important concept for understanding psychosocial processes in learning scenarios that make extensive use of mediated communication like online distance learning. Despite this centrality, a coherent and nuanced theory of social presence is yet to emerge from the literature. Past research has shown associations with desirable affective variables like satisfaction and perceived learning, yet our knowledge as to when and for whom these effects are expected is still very limited. By introducing two contextual explanatory variables, we provide the means toward a more mature theory of social presence. The first variable, social presence divergence, relates students experiences to their preferences, yielding three distinct scenarios: too little, too much, and just the right amount of social presence. The second variable, interaction integration, considers the centrality of social interaction in the learning scenario, suggesting that this functions as a moderator. In a sample of teacher education students (N = 305), we find evidence that these variables interact with social presence and affective dependent variables as expected. These results add nuance and context to the discussion about the practical relevance of social presence. The implications of these findings as well as limitations of this study are discussed.</p>","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9201792/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40164049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-06DOI: 10.1007/s12528-022-09326-1
Misty M. Kirby, T. Downer, C. Slade, Marie B. Fisher, Stephen T. Isbel, Z. Siddiqui, Lynn M. McAllister, Allison Miller, C. Wilson
{"title":"A call to action for eProfessionalism: developing the use of ePortfolio with emerging health and education practitioners","authors":"Misty M. Kirby, T. Downer, C. Slade, Marie B. Fisher, Stephen T. Isbel, Z. Siddiqui, Lynn M. McAllister, Allison Miller, C. Wilson","doi":"10.1007/s12528-022-09326-1","DOIUrl":"https://doi.org/10.1007/s12528-022-09326-1","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43999259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-04DOI: 10.1007/s12528-022-09320-7
Kyle M. L. Jones, A. VanScoy, Kawanna Bright, Alison Harding, Sanika Vedak
{"title":"A measurement of faculty views on the meaning and value of student privacy","authors":"Kyle M. L. Jones, A. VanScoy, Kawanna Bright, Alison Harding, Sanika Vedak","doi":"10.1007/s12528-022-09320-7","DOIUrl":"https://doi.org/10.1007/s12528-022-09320-7","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45530222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-04DOI: 10.1007/s12528-022-09324-3
B. Wong, K. Li, S. Cheung
{"title":"An analysis of learning analytics in personalised learning","authors":"B. Wong, K. Li, S. Cheung","doi":"10.1007/s12528-022-09324-3","DOIUrl":"https://doi.org/10.1007/s12528-022-09324-3","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44020800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.1007/s12528-022-09327-0
J. Chahal, N. Rani
{"title":"Exploring the acceptance for e-learning among higher education students in India: combining technology acceptance model with external variables","authors":"J. Chahal, N. Rani","doi":"10.1007/s12528-022-09327-0","DOIUrl":"https://doi.org/10.1007/s12528-022-09327-0","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49631229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.1007/s12528-022-09321-6
Xu Li, Ouyang Fan, Wenzhi Chen
{"title":"Examining the effect of a genetic algorithm-enabled grouping method on collaborative performances, processes, and perceptions","authors":"Xu Li, Ouyang Fan, Wenzhi Chen","doi":"10.1007/s12528-022-09321-6","DOIUrl":"https://doi.org/10.1007/s12528-022-09321-6","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45681028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exploring collaborative problem solving in virtual laboratories: a perspective of socially shared metacognition","authors":"Hengtao Tang, Okan Arslan, Wanli Xing, Tuğba Kamalı-Arslantaş","doi":"10.1007/s12528-022-09318-1","DOIUrl":"https://doi.org/10.1007/s12528-022-09318-1","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45050011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-10DOI: 10.1007/s12528-022-09319-0
A. Hachey, Katherine M. Conway, C. Wladis, Shirsti Karim
{"title":"Post-secondary online learning in the U.S.: an integrative review of the literature on undergraduate student characteristics","authors":"A. Hachey, Katherine M. Conway, C. Wladis, Shirsti Karim","doi":"10.1007/s12528-022-09319-0","DOIUrl":"https://doi.org/10.1007/s12528-022-09319-0","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47288368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1007/s12528-022-09317-2
P. Muljana, K. B. Staudt Willet, Tian Luo
{"title":"Adjusting sails for changing winds: exploring Reddit use for professional purposes in higher education","authors":"P. Muljana, K. B. Staudt Willet, Tian Luo","doi":"10.1007/s12528-022-09317-2","DOIUrl":"https://doi.org/10.1007/s12528-022-09317-2","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48885419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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