Pub Date : 2024-03-12DOI: 10.1177/20427530241239396
Budi Waluyo, T. Wangdi
Turning video cameras on or off during synchronous online learning has been a topic of attention lately. Whether teachers should urge students to turn on their cameras or let them switch them on or off is a matter of dispute, but it has yet to be decided due to a lack of empirical data. To contribute, this study specifically explored EFL students’ and foreign English lecturers’ perspectives on the benefits of cameras on or off during online English classes based on their recent academic year teaching and learning English online. A qualitative survey with a phenomenological descriptive approach was employed. The thematic analysis results identified students’ and lecturers’ converging perspectives that the camera on improves student learning engagement, student-student and student-teacher relationships, and classroom atmosphere. Yet, they acknowledged that the camera off has equally important benefits, such as maintaining one’s privacy or comfort, reducing learning anxiety, enabling better concentration, and fostering a readiness to speak English. This study further elaborates on the pedagogical implications of the findings for online English learning.
{"title":"Understanding the roles of video cameras in online English courses: A qualitative inquiry into students and foreign lecturers’ conceptions","authors":"Budi Waluyo, T. Wangdi","doi":"10.1177/20427530241239396","DOIUrl":"https://doi.org/10.1177/20427530241239396","url":null,"abstract":"Turning video cameras on or off during synchronous online learning has been a topic of attention lately. Whether teachers should urge students to turn on their cameras or let them switch them on or off is a matter of dispute, but it has yet to be decided due to a lack of empirical data. To contribute, this study specifically explored EFL students’ and foreign English lecturers’ perspectives on the benefits of cameras on or off during online English classes based on their recent academic year teaching and learning English online. A qualitative survey with a phenomenological descriptive approach was employed. The thematic analysis results identified students’ and lecturers’ converging perspectives that the camera on improves student learning engagement, student-student and student-teacher relationships, and classroom atmosphere. Yet, they acknowledged that the camera off has equally important benefits, such as maintaining one’s privacy or comfort, reducing learning anxiety, enabling better concentration, and fostering a readiness to speak English. This study further elaborates on the pedagogical implications of the findings for online English learning.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140249237","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}
Pub Date : 2024-03-12DOI: 10.1177/20427530241239406
Zulyar Kavashev
The pedagogy, andragogy, and heutagogy (PAH) continuum have been widely endorsed within higher education and online learning over the years. Thus, the evaluation of research productivity has become relevant due to the emerging development of the PAH continuum as a theoretical framework. This paper aims to explore the research productivity within the PAH continuum by performing a bibliometric performance analysis. An iterative search strategy was performed to identify PAH authors and then investigate their research productivity over a 5-year period (2017–2022) using the SciVal analytics instrument by Elsevier. Drawing upon the results from multiple bibliometric analyses, the study explores publication productivity specifically in relation to the PAH continuum. This study revealed that distance education, learning, teaching, professional development, and lifelong learning have been the most prominent research areas within the PAH continuum. Within that, related topics were identified, including online learning, mobile learning, e-learning, and educational technology.
{"title":"A bibliometric performance analysis of publication productivity within pedagogy, andragogy, and heutagogy continuum: Outcomes of SciVal analytics","authors":"Zulyar Kavashev","doi":"10.1177/20427530241239406","DOIUrl":"https://doi.org/10.1177/20427530241239406","url":null,"abstract":"The pedagogy, andragogy, and heutagogy (PAH) continuum have been widely endorsed within higher education and online learning over the years. Thus, the evaluation of research productivity has become relevant due to the emerging development of the PAH continuum as a theoretical framework. This paper aims to explore the research productivity within the PAH continuum by performing a bibliometric performance analysis. An iterative search strategy was performed to identify PAH authors and then investigate their research productivity over a 5-year period (2017–2022) using the SciVal analytics instrument by Elsevier. Drawing upon the results from multiple bibliometric analyses, the study explores publication productivity specifically in relation to the PAH continuum. This study revealed that distance education, learning, teaching, professional development, and lifelong learning have been the most prominent research areas within the PAH continuum. Within that, related topics were identified, including online learning, mobile learning, e-learning, and educational technology.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248317","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}
Pub Date : 2024-03-12DOI: 10.1177/20427530241239397
Chinara Jumabaeva, Rita Ismailova
The use of Web 2.0 technologies such as social media and user-generated content and their educational prospective attract the attention of many researchers. The results of the vast majority of these studies suggest that the use of social networks in the educational process can be helpful in increasing the quality of education and making it accessible to more students. In order to clarify the students’ opinions, a survey was conducted among students from various majors at leading universities in two Central Asian countries, Kyrgyzstan and Kazakhstan. The main objective of the study was to determine factors affecting students’ attitudes toward the usage of Web 2.0 technologies for educational purposes, as well as to examine the difference in the perceptions of Kyrgyz and Kazakh students. As the survey results show, social networks and online resources with user-generated content are gaining more and more importance for students. However, this popularity is not always related to education; the goals of using social networks are mostly for communication and entertainment. The use of social networks in education today is possible as an auxiliary means of conducting lessons. Students rather take the initiative and use social networks as a means of exchanging information on the tasks they perform, as a platform for discussing the topics studied, and the projects being implemented, but not as a dedicated system for education. Despite the similarity in the use of information technologies (and social networks) for educational purposes, in Kazakhstan, students begin to use the Internet specifically for education earlier than Kyrgyz students. Also, students from Kazakhstan more often use platforms in the national language.
社交媒体和用户生成内容等 Web 2.0 技术的使用及其教育前景吸引了许多研究人员的关注。绝大多数研究结果表明，在教育过程中使用社交网络有助于提高教育质量，让更多学生接受教育。为了弄清学生们的观点，我们对吉尔吉斯斯坦和哈萨克斯坦这两个中亚国家知名大学各专业的学生进行了调查。研究的主要目的是确定影响学生对将 Web 2.0 技术用于教育目的的态度的因素，并研究吉尔吉斯斯坦和哈萨克斯坦学生在看法上的差异。调查结果显示，社交网络和用户生成内容的在线资源越来越受到学生的重视。然而，这种普及并不总是与教育有关；使用社交网络的目的大多是为了交流和娱乐。如今，社交网络在教育中的应用可以作为上课的辅助手段。学生们更愿意主动使用社交网络，将其作为交流任务信息的手段、讨论所学主题和正在实施的项目的平台，而不是专门的教育系统。尽管在为教育目的使用信息技术（和社交网络）方面存在相似之处，但哈萨克斯坦的学生比吉尔吉斯斯坦的学生更早开始专门为教育目的使用互联网。此外，哈萨克斯坦学生更经常使用国语平台。
{"title":"Web 2.0 in higher education: Difference in usage and perception between Kazakh and Kyrgyz students","authors":"Chinara Jumabaeva, Rita Ismailova","doi":"10.1177/20427530241239397","DOIUrl":"https://doi.org/10.1177/20427530241239397","url":null,"abstract":"The use of Web 2.0 technologies such as social media and user-generated content and their educational prospective attract the attention of many researchers. The results of the vast majority of these studies suggest that the use of social networks in the educational process can be helpful in increasing the quality of education and making it accessible to more students. In order to clarify the students’ opinions, a survey was conducted among students from various majors at leading universities in two Central Asian countries, Kyrgyzstan and Kazakhstan. The main objective of the study was to determine factors affecting students’ attitudes toward the usage of Web 2.0 technologies for educational purposes, as well as to examine the difference in the perceptions of Kyrgyz and Kazakh students. As the survey results show, social networks and online resources with user-generated content are gaining more and more importance for students. However, this popularity is not always related to education; the goals of using social networks are mostly for communication and entertainment. The use of social networks in education today is possible as an auxiliary means of conducting lessons. Students rather take the initiative and use social networks as a means of exchanging information on the tasks they perform, as a platform for discussing the topics studied, and the projects being implemented, but not as a dedicated system for education. Despite the similarity in the use of information technologies (and social networks) for educational purposes, in Kazakhstan, students begin to use the Internet specifically for education earlier than Kyrgyz students. Also, students from Kazakhstan more often use platforms in the national language.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250399","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}
Pub Date : 2024-03-11DOI: 10.1177/20427530241239392
P. Vázquez-Villegas, Maribell Reyes-Millán, Jorge Membrillo-Hernández
Digital education has been growing worldwide in recent years. However, derived from the intensive use of hybrid and distance modalities during the pandemic and to capitalize on what has been learned, several questions arose: What should the digital education strategy in higher education institutions be? How can digital education enrich the teaching-learning process throughout the student’s journey? Derived from these questions, the need arises to understand the attributes of the hybrid and distance modalities that are more important for the students attending to two main differentiators: career or School and employment status. A survey instrument was adapted and applied to students from 26 Campuses of a Higher Education Institution, Tecnologico de Monterrey. Students were asked about their perception of 24 aspects of digital learning. In addition, they were asked to select which ones they considered most important and which ones they considered less important. A total of 2933 surveys were collected in 3 weeks. Analyses of correlation and descriptive statistics were applied to the learners’ tendencies. The results show that personalized learning is one of the most critical dimensions for students of the new generations.
{"title":"The new reality in digital teaching implies the inclusion of personalized digital education as an essential element for the future","authors":"P. Vázquez-Villegas, Maribell Reyes-Millán, Jorge Membrillo-Hernández","doi":"10.1177/20427530241239392","DOIUrl":"https://doi.org/10.1177/20427530241239392","url":null,"abstract":"Digital education has been growing worldwide in recent years. However, derived from the intensive use of hybrid and distance modalities during the pandemic and to capitalize on what has been learned, several questions arose: What should the digital education strategy in higher education institutions be? How can digital education enrich the teaching-learning process throughout the student’s journey? Derived from these questions, the need arises to understand the attributes of the hybrid and distance modalities that are more important for the students attending to two main differentiators: career or School and employment status. A survey instrument was adapted and applied to students from 26 Campuses of a Higher Education Institution, Tecnologico de Monterrey. Students were asked about their perception of 24 aspects of digital learning. In addition, they were asked to select which ones they considered most important and which ones they considered less important. A total of 2933 surveys were collected in 3 weeks. Analyses of correlation and descriptive statistics were applied to the learners’ tendencies. The results show that personalized learning is one of the most critical dimensions for students of the new generations.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140253200","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}
Pub Date : 2024-02-14DOI: 10.1177/20427530241232494
Wael Salam, O. F. Al-salahat
This study investigates students’ attitude toward using asynchronous and synchronous online learning in reading literary texts at the University of Jordan-Aqaba. It examines how certain demographic variables, including gender, place of residence and the available technological means, affect their attitudes towards such a learning method in the Jordanian context. A descriptive, analytic design was used to explore students’ reception and acceptance of learning via online platforms. One hundred and forty two students majoring in English Literature from the University of Jordan-Aqaba participated in the questionnaire. We used a simple random sampling (SRS) in which each member of the population had an equal chance to respond. We distributed a questionnaire of 23 statements to participants on December 11th, 2020, via Microsoft Forms. The statements were in a multiple-choice format, using Likert scale’s five levels. This study concludes that there is no statistically significant differences at (a≤0.05) among students’ attitudes towards using online learning that can be attributed to gender, place of living, and technological tools. Though, we argue that the high number of students using mobile phone has contributed to their moderate response towards the shift to online learning. While this paper is a case study that does not intend to generalize, interrogating the efficacy of online learning is essential in understanding ethical and professional issues that may arise in the learning process. It also helps us forge new ways to deal with these issues in the future.
本研究调查了约旦亚喀巴大学学生在阅读文学作品时对使用异步和同步在线学习的态度。研究探讨了在约旦环境下，某些人口统计学变量（包括性别、居住地和可用技术手段）如何影响学生对这种学习方法的态度。本研究采用描述性分析设计来探讨学生对通过在线平台学习的接受程度。约旦亚喀巴大学英语文学专业的 142 名学生参与了问卷调查。我们采用了简单随机抽样（SRS）的方法，即人群中的每个成员都有同等机会做出回答。我们于 2020 年 12 月 11 日通过 Microsoft Forms 向参与者分发了一份包含 23 个语句的调查问卷。这些语句采用多项选择的形式，使用李克特量表的五个等级。本研究得出结论，学生对使用在线学习的态度在性别、居住地和技术工具方面没有统计学意义上的显著差异（a≤0.05）。不过，我们认为，使用手机的学生人数较多，导致他们对转向在线学习的反应一般。虽然本文只是一个案例研究，并不打算一概而论，但对在线学习的有效性进行审视，对于理解学习过程中可能出现的伦理和专业问题至关重要。它还有助于我们在未来形成处理这些问题的新方法。
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Pub Date : 2024-02-14DOI: 10.1177/20427530241232494
Wael Salam, O. F. Al-salahat
This study investigates students’ attitude toward using asynchronous and synchronous online learning in reading literary texts at the University of Jordan-Aqaba. It examines how certain demographic variables, including gender, place of residence and the available technological means, affect their attitudes towards such a learning method in the Jordanian context. A descriptive, analytic design was used to explore students’ reception and acceptance of learning via online platforms. One hundred and forty two students majoring in English Literature from the University of Jordan-Aqaba participated in the questionnaire. We used a simple random sampling (SRS) in which each member of the population had an equal chance to respond. We distributed a questionnaire of 23 statements to participants on December 11th, 2020, via Microsoft Forms. The statements were in a multiple-choice format, using Likert scale’s five levels. This study concludes that there is no statistically significant differences at (a≤0.05) among students’ attitudes towards using online learning that can be attributed to gender, place of living, and technological tools. Though, we argue that the high number of students using mobile phone has contributed to their moderate response towards the shift to online learning. While this paper is a case study that does not intend to generalize, interrogating the efficacy of online learning is essential in understanding ethical and professional issues that may arise in the learning process. It also helps us forge new ways to deal with these issues in the future.
本研究调查了约旦亚喀巴大学学生在阅读文学作品时对使用异步和同步在线学习的态度。研究探讨了在约旦环境下，某些人口统计学变量（包括性别、居住地和可用技术手段）如何影响学生对这种学习方法的态度。本研究采用描述性分析设计来探讨学生对通过在线平台学习的接受程度。约旦亚喀巴大学英语文学专业的 142 名学生参与了问卷调查。我们采用了简单随机抽样（SRS）的方法，即人群中的每个成员都有同等机会做出回答。我们于 2020 年 12 月 11 日通过 Microsoft Forms 向参与者分发了一份包含 23 个语句的调查问卷。这些语句采用多项选择的形式，使用李克特量表的五个等级。本研究得出结论，学生对使用在线学习的态度在性别、居住地和技术工具方面没有统计学意义上的显著差异（a≤0.05）。不过，我们认为，使用手机的学生人数较多，导致他们对转向在线学习的反应一般。虽然本文只是一个案例研究，并不打算一概而论，但对在线学习的有效性进行审视，对于理解学习过程中可能出现的伦理和专业问题至关重要。它还有助于我们在未来形成处理这些问题的新方法。
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Pub Date : 2024-02-12DOI: 10.1177/20427530241232496
Sam von Gillern, Bradley Robinson, André Czauderna
This qualitative thematic analysis examines Reddit community members’ pedagogical practices in a discussion board related to Elden Ring, a notoriously difficult video game. Elden Ring is highly acclaimed by both critics and users for its excellent gameplay and tough-but-fair philosophy. A focal thread on Elden Ring was selected in which a novice player shared their difficulties in the game and community members replied to share advice, perspectives, and experiences on the game and gameplay success. Data analysis revealed two primary themes of pedagogical practices in this affinity space: instructional pedagogical practices and affective pedagogical practices. Instructional pedagogical practices included Explaining, Strategizing, and Questioning & Answering. Affective pedagogical practices included Encouraging and Empathizing. Collectively, these six pedagogical practices illustrate how dedicated fans of Elden Ring acted as a community of practice and supported one another’s learning experiences on this Reddit discussion board affinity space. Implications for education and directions for future research are discussed.
{"title":"Pedagogical practices in a gaming affinity space and the motivating sting of Elden Ring","authors":"Sam von Gillern, Bradley Robinson, André Czauderna","doi":"10.1177/20427530241232496","DOIUrl":"https://doi.org/10.1177/20427530241232496","url":null,"abstract":"This qualitative thematic analysis examines Reddit community members’ pedagogical practices in a discussion board related to Elden Ring, a notoriously difficult video game. Elden Ring is highly acclaimed by both critics and users for its excellent gameplay and tough-but-fair philosophy. A focal thread on Elden Ring was selected in which a novice player shared their difficulties in the game and community members replied to share advice, perspectives, and experiences on the game and gameplay success. Data analysis revealed two primary themes of pedagogical practices in this affinity space: instructional pedagogical practices and affective pedagogical practices. Instructional pedagogical practices included Explaining, Strategizing, and Questioning & Answering. Affective pedagogical practices included Encouraging and Empathizing. Collectively, these six pedagogical practices illustrate how dedicated fans of Elden Ring acted as a community of practice and supported one another’s learning experiences on this Reddit discussion board affinity space. Implications for education and directions for future research are discussed.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139783392","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}
Pub Date : 2024-02-12DOI: 10.1177/20427530241232496
Sam von Gillern, Bradley Robinson, André Czauderna
This qualitative thematic analysis examines Reddit community members’ pedagogical practices in a discussion board related to Elden Ring, a notoriously difficult video game. Elden Ring is highly acclaimed by both critics and users for its excellent gameplay and tough-but-fair philosophy. A focal thread on Elden Ring was selected in which a novice player shared their difficulties in the game and community members replied to share advice, perspectives, and experiences on the game and gameplay success. Data analysis revealed two primary themes of pedagogical practices in this affinity space: instructional pedagogical practices and affective pedagogical practices. Instructional pedagogical practices included Explaining, Strategizing, and Questioning & Answering. Affective pedagogical practices included Encouraging and Empathizing. Collectively, these six pedagogical practices illustrate how dedicated fans of Elden Ring acted as a community of practice and supported one another’s learning experiences on this Reddit discussion board affinity space. Implications for education and directions for future research are discussed.
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Pub Date : 2024-02-09DOI: 10.1177/20427530241232493
Sweety Shah, Neha Mehta, Anitha Sunil
The use of information technologies has increased significantly in developing countries like India. Many educational institutes have adopted information and communication technology for academic and administration purposes. While technological devices on college campuses are ubiquitous, students’ readiness for E-learning in India has yet to be thoroughly explored. The study intends to investigate students' intention to adopt E-learning using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This research was exploratory, and data was collected online from 410 students (of a single university). The findings suggest that ‘performance expectancy,' ‘effort expectancy,' and ‘social influence’ support ‘behavioral intention,' while ‘facilitating conditions’ are not favorable to support usage. Behavioral intention shows positive support for the usage of E-learning platforms. The moderating factors gender, graduation background, and region do not have an impact on behavioral intention or usage of E-learning. The study has positive implications for increasing the adoption of E-learning by the students in educational institutes, universities, and the Government.
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Pub Date : 2024-02-09DOI: 10.1177/20427530241232493
Sweety Shah, Neha Mehta, Anitha Sunil
The use of information technologies has increased significantly in developing countries like India. Many educational institutes have adopted information and communication technology for academic and administration purposes. While technological devices on college campuses are ubiquitous, students’ readiness for E-learning in India has yet to be thoroughly explored. The study intends to investigate students' intention to adopt E-learning using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This research was exploratory, and data was collected online from 410 students (of a single university). The findings suggest that ‘performance expectancy,' ‘effort expectancy,' and ‘social influence’ support ‘behavioral intention,' while ‘facilitating conditions’ are not favorable to support usage. Behavioral intention shows positive support for the usage of E-learning platforms. The moderating factors gender, graduation background, and region do not have an impact on behavioral intention or usage of E-learning. The study has positive implications for increasing the adoption of E-learning by the students in educational institutes, universities, and the Government.
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