Pub Date : 2022-06-02DOI: 10.1177/20427530221104880
Ruheela Hassan
With the introduction of personal computer systems and subsequent technologies that make flow of information fast and efficient, a new age emerged that is often termed as ‘digital age’ or ‘digital era’. During this age, the capabilities of individuals and societies to access and use multiple forms of convergent media content got enhanced manifold. It also led to a revolution in the industry of ‘news and views’. This convergent media is popularly known as the ‘New Media’. While this new (digital) media is taking new shapes across the globe, it is still struggling for survival in one part of the world called Kashmir. Due to frequent suspensions of internet service in the valley, the digital media of Kashmir faces multiple challenges that are mostly unknown to other parts of the world. During 2010, 2012 and 2016 uprisings in Kashmir and more recently in 2019–2020, when Indian government decided to scrap the autonomy and special status of the valley, this place was excluded digitally that had a huge setback not only to the growth of New Media, but on education, health and economy as well. This paper studies this digital exclusion and its impact on journalism and mass communication in Kashmir.
{"title":"Digital exclusion and its impact on journalism in Kashmir","authors":"Ruheela Hassan","doi":"10.1177/20427530221104880","DOIUrl":"https://doi.org/10.1177/20427530221104880","url":null,"abstract":"With the introduction of personal computer systems and subsequent technologies that make flow of information fast and efficient, a new age emerged that is often termed as ‘digital age’ or ‘digital era’. During this age, the capabilities of individuals and societies to access and use multiple forms of convergent media content got enhanced manifold. It also led to a revolution in the industry of ‘news and views’. This convergent media is popularly known as the ‘New Media’. While this new (digital) media is taking new shapes across the globe, it is still struggling for survival in one part of the world called Kashmir. Due to frequent suspensions of internet service in the valley, the digital media of Kashmir faces multiple challenges that are mostly unknown to other parts of the world. During 2010, 2012 and 2016 uprisings in Kashmir and more recently in 2019–2020, when Indian government decided to scrap the autonomy and special status of the valley, this place was excluded digitally that had a huge setback not only to the growth of New Media, but on education, health and economy as well. This paper studies this digital exclusion and its impact on journalism and mass communication in Kashmir.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"19 1","pages":"475 - 494"},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46967689","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 : 2022-05-30DOI: 10.1177/20427530221104885
T. Harrison, D. Laco
As a long-term trend as well as a crisis-response to the Covid-19 pandemic, online education is increasingly becoming a supplement and /or substitute to face-to-face teaching. Online education has many advantages; however, it also threatens the relational and character-building aspect of education. In this article, we argue that it is incumbent for universities to become intentional about how to develop their students’ character and especially practical wisdom much needed in later professional life. Considering the growth of online education, we offer an initial theoretical and practical input about how such character development could be achieved in this context. Building on the theoretical basis of principles from constructivist learning and neo-Aristotelian virtue ethics, we outline two important roles those running online learning programmes should fulfil; that of character educators and character facilitators and illustrate these in the context of online discussion rooms. We conclude that online higher educators, particularly those developing professionals, must pay more explicit attention to the cultivation of character and wisdom in their teaching, and we make a case for further research to understand which pedagogical approaches have the most impact. The article provides both impetus and a framework for carrying out this research. The arguments made are significant as there has been little prior theory, research and practice that can be utilised to cultivate character through online education.
{"title":"Where’s the character education in online higher education? Constructivism, virtue ethics and roles of online educators","authors":"T. Harrison, D. Laco","doi":"10.1177/20427530221104885","DOIUrl":"https://doi.org/10.1177/20427530221104885","url":null,"abstract":"As a long-term trend as well as a crisis-response to the Covid-19 pandemic, online education is increasingly becoming a supplement and /or substitute to face-to-face teaching. Online education has many advantages; however, it also threatens the relational and character-building aspect of education. In this article, we argue that it is incumbent for universities to become intentional about how to develop their students’ character and especially practical wisdom much needed in later professional life. Considering the growth of online education, we offer an initial theoretical and practical input about how such character development could be achieved in this context. Building on the theoretical basis of principles from constructivist learning and neo-Aristotelian virtue ethics, we outline two important roles those running online learning programmes should fulfil; that of character educators and character facilitators and illustrate these in the context of online discussion rooms. We conclude that online higher educators, particularly those developing professionals, must pay more explicit attention to the cultivation of character and wisdom in their teaching, and we make a case for further research to understand which pedagogical approaches have the most impact. The article provides both impetus and a framework for carrying out this research. The arguments made are significant as there has been little prior theory, research and practice that can be utilised to cultivate character through online education.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"19 1","pages":"555 - 573"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46964680","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 : 2022-05-27DOI: 10.1177/20427530221104187
Daisyane Barreto, Beth Oyarzun, Sheri Conklin
Although online learning has increased as a delivery method of instruction in higher education, learners may still feel isolated from the instructor and peers due to a lack of physical presence. Thus, intentional and purposeful online course design is necessary. To remediate feelings of isolation, cooperative learning strategies have been implemented in online courses, resulting in positive outcomes. A long-term cooperative learning project based on social interdependence theory (SIT) has been implemented into two asynchronous online courses at two different higher education institutions. A mixed-method, design-based research study was conducted to examine students’ attitudes towards cooperative learning. Participants of this study included undergraduate and graduate students who completed pre-and post-surveys. Classroom artifacts were also collected to analyze the group work and dynamics. Even though the quantitative results showed a decrease in students’ attitudes towards cooperative learning, qualitative data indicated that students benefited from this experience. Qualitative data also provided further insights on the group dynamics. Students’ high expectations of group work, faculty support, and shared sense of responsibility among group members could have affected their perceptions of cooperative learning. This study was the first cycle of a multi-cycle effort to develop a robust cooperative learning activity that will benefit learners in future courses.
{"title":"Integration of cooperative learning strategies in online settings","authors":"Daisyane Barreto, Beth Oyarzun, Sheri Conklin","doi":"10.1177/20427530221104187","DOIUrl":"https://doi.org/10.1177/20427530221104187","url":null,"abstract":"Although online learning has increased as a delivery method of instruction in higher education, learners may still feel isolated from the instructor and peers due to a lack of physical presence. Thus, intentional and purposeful online course design is necessary. To remediate feelings of isolation, cooperative learning strategies have been implemented in online courses, resulting in positive outcomes. A long-term cooperative learning project based on social interdependence theory (SIT) has been implemented into two asynchronous online courses at two different higher education institutions. A mixed-method, design-based research study was conducted to examine students’ attitudes towards cooperative learning. Participants of this study included undergraduate and graduate students who completed pre-and post-surveys. Classroom artifacts were also collected to analyze the group work and dynamics. Even though the quantitative results showed a decrease in students’ attitudes towards cooperative learning, qualitative data indicated that students benefited from this experience. Qualitative data also provided further insights on the group dynamics. Students’ high expectations of group work, faculty support, and shared sense of responsibility among group members could have affected their perceptions of cooperative learning. This study was the first cycle of a multi-cycle effort to develop a robust cooperative learning activity that will benefit learners in future courses.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"19 1","pages":"574 - 594"},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42171634","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 : 2022-05-20DOI: 10.1177/20427530221102993
Samia Ait-Adda, Nabila Bousbia, Amar Balla
Our aim in this paper is to improve the efficiency of a learning process by using learners’ traces to detect particular needs. The analysis of the semantic path of a learner or group of learners during the learning process can allow detecting those students who are in needs of help as well as identify the insufficiently mastered concepts. We examine the possibility of using a student’s browsing path during a learning session, based on his navigation traces, to update the learner model. We assume that the domain concepts examined outside the learning platform but that are related to the course concepts are problematic to the learner. Knowing about these concepts may allow the course’s author to adapt the course to the learner’s needs regarding these concepts, as well as allow the tutor to help and assist the learner on these problematic concepts. We rely on Web data mining methods to filter, organize, and analyze the student’s browsing path. More precisely, we use a domain ontology of the course and the similarities that exist between external documents (visited pages) and the domain concepts (the course keywords). This analysis process makes it possible to detect students’ learning difficulties and to adapt the course based on the learner’s model.
{"title":"Enriching the learner’s model through the semantic analysis of learning traces","authors":"Samia Ait-Adda, Nabila Bousbia, Amar Balla","doi":"10.1177/20427530221102993","DOIUrl":"https://doi.org/10.1177/20427530221102993","url":null,"abstract":"Our aim in this paper is to improve the efficiency of a learning process by using learners’ traces to detect particular needs. The analysis of the semantic path of a learner or group of learners during the learning process can allow detecting those students who are in needs of help as well as identify the insufficiently mastered concepts. We examine the possibility of using a student’s browsing path during a learning session, based on his navigation traces, to update the learner model. We assume that the domain concepts examined outside the learning platform but that are related to the course concepts are problematic to the learner. Knowing about these concepts may allow the course’s author to adapt the course to the learner’s needs regarding these concepts, as well as allow the tutor to help and assist the learner on these problematic concepts. We rely on Web data mining methods to filter, organize, and analyze the student’s browsing path. More precisely, we use a domain ontology of the course and the similarities that exist between external documents (visited pages) and the domain concepts (the course keywords). This analysis process makes it possible to detect students’ learning difficulties and to adapt the course based on the learner’s model.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"1 - 24"},"PeriodicalIF":0.0,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41345952","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 : 2022-05-11DOI: 10.1177/20427530221096535
Kershnee Sevnarayan
Transactional distance continues to be a major issue in Distance Education (DE) as resolutions to guarantee and support it are not wholly contingent on technological affordances, but depend on interactions, communication, and motivational channels embedded in pedagogical practices. While education during the Covid-19 pandemic is supported by DE, discussions around academic achievement during the pandemic have also begun. This paper argues that without reducing the transactional distance between the lecturers and students in DE institutions, effective teaching and learning cannot occur. This is a qualitative, participatory action research study that uses the experiences of first-year students, interviews from lecturers and observations of the online activity of the students in one academic writing module. This paper draws on one DE University as an example, the University of South Africa. The purpose of the paper is to identify and suggest alternative pedagogical practices to reduce the transactional distance between students and lecturers.
{"title":"Reimaging eLearning technologies to support students: On reducing transactional distance at an open and distance eLearning institution","authors":"Kershnee Sevnarayan","doi":"10.1177/20427530221096535","DOIUrl":"https://doi.org/10.1177/20427530221096535","url":null,"abstract":"Transactional distance continues to be a major issue in Distance Education (DE) as resolutions to guarantee and support it are not wholly contingent on technological affordances, but depend on interactions, communication, and motivational channels embedded in pedagogical practices. While education during the Covid-19 pandemic is supported by DE, discussions around academic achievement during the pandemic have also begun. This paper argues that without reducing the transactional distance between the lecturers and students in DE institutions, effective teaching and learning cannot occur. This is a qualitative, participatory action research study that uses the experiences of first-year students, interviews from lecturers and observations of the online activity of the students in one academic writing module. This paper draws on one DE University as an example, the University of South Africa. The purpose of the paper is to identify and suggest alternative pedagogical practices to reduce the transactional distance between students and lecturers.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"19 1","pages":"421 - 439"},"PeriodicalIF":0.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49102556","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 : 2022-05-08DOI: 10.1177/20427530221092859
Isabelle Chang
This study examined students’ learning adjustments in an introductory statistics class in response to the unexpected challenge presented by the COVID-19 pandemic. Results show significant correlations in grades, page views, and on-time assignment submissions (OTAS) suggesting that the in-person and online learning modalities were comparable. The distributions of student learning activities were narrowly clustered around the means with smaller standard deviations recorded during the online sessions. Grades were positively correlated with OTAS for the in-person classes. For online classes using synchronous screen sharing, grades were positively associated with attendance; however, they were negatively influenced by the numbers of page views in the learning management system. The relations between attendance and achievement might be influenced by the complexity of content material. Students benefited more from attending classes in technical topics such as inferential statistics compared to descriptive statistics. It appears that participating in synchronous classes was a more effective means of learning inferential statistics than merely reviewing the instructor’s notes. In contrast, no correlation between grades and attendance was observed for in-person learning sessions covering descriptive statistics. There were no differences in learning adjustments between male and female students and both showed substantial resilience in adapting to the changes. Students unanimously looked forward to returning to campus. This study suggests it is the students’ individual learning approaches and behaviors that have a greater impact on their learning outcomes than the modality in which they are taught. Course designs and assignment formats might be factors that influenced students’ attendance and OTAS.
{"title":"Resilience in the pandemic: Remote learning on the fly","authors":"Isabelle Chang","doi":"10.1177/20427530221092859","DOIUrl":"https://doi.org/10.1177/20427530221092859","url":null,"abstract":"This study examined students’ learning adjustments in an introductory statistics class in response to the unexpected challenge presented by the COVID-19 pandemic. Results show significant correlations in grades, page views, and on-time assignment submissions (OTAS) suggesting that the in-person and online learning modalities were comparable. The distributions of student learning activities were narrowly clustered around the means with smaller standard deviations recorded during the online sessions. Grades were positively correlated with OTAS for the in-person classes. For online classes using synchronous screen sharing, grades were positively associated with attendance; however, they were negatively influenced by the numbers of page views in the learning management system. The relations between attendance and achievement might be influenced by the complexity of content material. Students benefited more from attending classes in technical topics such as inferential statistics compared to descriptive statistics. It appears that participating in synchronous classes was a more effective means of learning inferential statistics than merely reviewing the instructor’s notes. In contrast, no correlation between grades and attendance was observed for in-person learning sessions covering descriptive statistics. There were no differences in learning adjustments between male and female students and both showed substantial resilience in adapting to the changes. Students unanimously looked forward to returning to campus. This study suggests it is the students’ individual learning approaches and behaviors that have a greater impact on their learning outcomes than the modality in which they are taught. Course designs and assignment formats might be factors that influenced students’ attendance and OTAS.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"19 1","pages":"440 - 455"},"PeriodicalIF":0.0,"publicationDate":"2022-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49461772","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 : 2022-05-05DOI: 10.1177/20427530221092866
Mark D Hogue
The sudden outbreak of COVID-19 has forced teachers at all levels to adjust their teaching styles. Nearly every instructor is teaching in ways that are entirely new (at least to them). Online methods have jumped suddenly from à la carte options to essential components of instructional delivery at all levels from pre-kindergarten to higher education. There is a limit to the relevance of current education research literature for the unprecedented move to online learning precisely because it is unparalleled. However, with thoughtful planning and only a modest increase in effort, teachers working in these unprecedented situations can extend the lessons learned from this quantitative study to benefit their own student populations. The research presented will show the effectiveness of an instructor-created video segment to support student learning outcomes in an asynchronous online, graduate-level K-6 mathematics teaching methods course.
{"title":"A quantitative data analysis of video-based instruction in an asynchronous online mathematics methods class for teacher certification","authors":"Mark D Hogue","doi":"10.1177/20427530221092866","DOIUrl":"https://doi.org/10.1177/20427530221092866","url":null,"abstract":"The sudden outbreak of COVID-19 has forced teachers at all levels to adjust their teaching styles. Nearly every instructor is teaching in ways that are entirely new (at least to them). Online methods have jumped suddenly from à la carte options to essential components of instructional delivery at all levels from pre-kindergarten to higher education. There is a limit to the relevance of current education research literature for the unprecedented move to online learning precisely because it is unparalleled. However, with thoughtful planning and only a modest increase in effort, teachers working in these unprecedented situations can extend the lessons learned from this quantitative study to benefit their own student populations. The research presented will show the effectiveness of an instructor-created video segment to support student learning outcomes in an asynchronous online, graduate-level K-6 mathematics teaching methods course.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"19 1","pages":"380 - 395"},"PeriodicalIF":0.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49471115","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 : 2022-05-01DOI: 10.1177/20427530221092854
Maria A. Perifanou, A. Economides, Katerina Tzafilkou
During the first months of the COVID-19 pandemic, most schools worldwide were closed and online teaching replaced face-to-face teaching. This study reports the results of a survey among 845 teachers of primary and secondary education in Greece who taught their students fully remotely during the pandemic lockdown. These Greek teachers expressed the difficulties that they faced as well as the opportunities that they gained during this emergency distance teaching (EDT). Through qualitative content analysis this study found that everyone (students, teachers, and state) involved in EDT faced various difficulties due to digital infrastructure’s inadequacy, limited support by the state, limited digital educational material, as well as low digital literacy of students, parents, and even some teachers. On the other hand, there were many opportunities for teachers to experiment and apply their prior training knowledge on distance education to EDT. More concretely, teachers managed not only to improve their teaching and digital skills, to enrich and organise their educational material with more interesting online educational resources, but also to collaborate with colleagues, and to maintain effective communication with students. Similarly, students had opportunities to improve their digital and soft skills and receive personalized teaching. However, some teachers believed that their workload and their available free time increased while other teachers believed the opposite. Also, some teachers believed that students’ participation and engagement increased while other teachers believed the opposite. Finally, the study suggests actions to be taken to support the teachers in EDT such as improvements in digital infrastructure, digital educational material, teachers’ training, as well as support and clear guidelines by the educational authorities.
{"title":"Greek teachers’ difficulties & opportunities in emergency distance teaching","authors":"Maria A. Perifanou, A. Economides, Katerina Tzafilkou","doi":"10.1177/20427530221092854","DOIUrl":"https://doi.org/10.1177/20427530221092854","url":null,"abstract":"During the first months of the COVID-19 pandemic, most schools worldwide were closed and online teaching replaced face-to-face teaching. This study reports the results of a survey among 845 teachers of primary and secondary education in Greece who taught their students fully remotely during the pandemic lockdown. These Greek teachers expressed the difficulties that they faced as well as the opportunities that they gained during this emergency distance teaching (EDT). Through qualitative content analysis this study found that everyone (students, teachers, and state) involved in EDT faced various difficulties due to digital infrastructure’s inadequacy, limited support by the state, limited digital educational material, as well as low digital literacy of students, parents, and even some teachers. On the other hand, there were many opportunities for teachers to experiment and apply their prior training knowledge on distance education to EDT. More concretely, teachers managed not only to improve their teaching and digital skills, to enrich and organise their educational material with more interesting online educational resources, but also to collaborate with colleagues, and to maintain effective communication with students. Similarly, students had opportunities to improve their digital and soft skills and receive personalized teaching. However, some teachers believed that their workload and their available free time increased while other teachers believed the opposite. Also, some teachers believed that students’ participation and engagement increased while other teachers believed the opposite. Finally, the study suggests actions to be taken to support the teachers in EDT such as improvements in digital infrastructure, digital educational material, teachers’ training, as well as support and clear guidelines by the educational authorities.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"19 1","pages":"361 - 379"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47404355","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 : 2022-05-01DOI: 10.1177/20427530221103915
Md. Al Amin, Md Razib Alam, M. Alam
This study aims at exploring the underlying determinants influencing students' continuance intention to use an e-Learning platform during the COVID-19 pandemic. Based on the technology acceptance model and expectation-confirmation model, the study investigated the role of contextual (i.e., social isolation), psychological (academic year loss and cyberchondria), and student support-related (government and institutional supports) determinants on students' continuance intention to use an e-Learning platform during the pandemic. The study collected data from 440 respondents and analyzed those with Structural Equation Modeling. The findings showed that an e-Learning continuance intention during the pandemic is affected by usefulness, ease of use, attitudes, and intention to use the e-Learning platform; while the behavioral intention is influenced by usefulness, ease of use, attitudes, contextual, psychological, and student support-related determinants; and attitudes are impacted by usefulness and ease of use. Moreover, usefulness is predicted by confirmation of expectation; e-satisfaction is forecasted by usefulness and confirmation of expectation; whereas, cyberchondria is influenced by social isolation; fear of academic year loss is influenced by cyberchondria. Finally, intention to use mediated the impact of usefulness, ease of use, attitudes, contextual, psychological, and student support-related determinants on continuance intention. The study contributes to e-Learning literature incorporating contextual, psychological, and student support-related determinants into the technology acceptance model and expectation-confirmation model, which guide policymakers to understand how all levels of students can be brought into the e-Learning platforms that eventually help to eliminate digital discrimination barrier in the academia during any emergency. The policymakers must be careful in designing eLearning platforms since students' e-learning continuance intention may vary due to unprecedented crises, such as COVID-19.
{"title":"Antecedents of students’ e-learning continuance intention during COVID-19: An empirical study","authors":"Md. Al Amin, Md Razib Alam, M. Alam","doi":"10.1177/20427530221103915","DOIUrl":"https://doi.org/10.1177/20427530221103915","url":null,"abstract":"This study aims at exploring the underlying determinants influencing students' continuance intention to use an e-Learning platform during the COVID-19 pandemic. Based on the technology acceptance model and expectation-confirmation model, the study investigated the role of contextual (i.e., social isolation), psychological (academic year loss and cyberchondria), and student support-related (government and institutional supports) determinants on students' continuance intention to use an e-Learning platform during the pandemic. The study collected data from 440 respondents and analyzed those with Structural Equation Modeling. The findings showed that an e-Learning continuance intention during the pandemic is affected by usefulness, ease of use, attitudes, and intention to use the e-Learning platform; while the behavioral intention is influenced by usefulness, ease of use, attitudes, contextual, psychological, and student support-related determinants; and attitudes are impacted by usefulness and ease of use. Moreover, usefulness is predicted by confirmation of expectation; e-satisfaction is forecasted by usefulness and confirmation of expectation; whereas, cyberchondria is influenced by social isolation; fear of academic year loss is influenced by cyberchondria. Finally, intention to use mediated the impact of usefulness, ease of use, attitudes, contextual, psychological, and student support-related determinants on continuance intention. The study contributes to e-Learning literature incorporating contextual, psychological, and student support-related determinants into the technology acceptance model and expectation-confirmation model, which guide policymakers to understand how all levels of students can be brought into the e-Learning platforms that eventually help to eliminate digital discrimination barrier in the academia during any emergency. The policymakers must be careful in designing eLearning platforms since students' e-learning continuance intention may vary due to unprecedented crises, such as COVID-19.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"224 - 254"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47279526","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 : 2022-05-01DOI: 10.1177/20427530221107968
Bakhtiar Naghdipour, S. Manca
With the recent COVID-19 pandemic and disruption of campus-based education, the use of mobile social networking applications to supplement formal education has attracted a great deal of attention. Teachers do have opportunities to join students’ online groups to share, clarify, and exchange housekeeping information and course-related content with them. Teachers can, in particular, provide English as a foreign language (EFL) students with more sources of linguistic input, interaction, and feedback. Research investigating this potential, however, is still scarce in such contexts. The current study explores the likely affordances of teaching presence in students’ WhatsApp groups for designing, facilitating, and guiding cognitive and social processes conducive to their language learning. A mixed-method design was employed to collect both quantitative and qualitative data and information from English-major undergraduates (N = 111) and faculty teachers (N = 8) who joined the same WhatsApp groups for one academic semester at a major university in Oman. Descriptive and thematic analyses of data from a survey with both closed-ended and open-ended questions and semi-structured interviews indicate that the shared WhatsApp groups functioned as small close-knit communities where students were able to constantly access teachers for their assistance, feedback, and clarification of content. Despite these merits, however, the participating faculty believed that the presence of teachers in WhatsApp groups might have consequences for students’ tolerance of ambiguity, scaffolding, and autonomous language learning. The paper concludes by discussing several pedagogical implications and directions for future research.
{"title":"Teaching presence in students’ WhatsApp groups: Affordances for language learning","authors":"Bakhtiar Naghdipour, S. Manca","doi":"10.1177/20427530221107968","DOIUrl":"https://doi.org/10.1177/20427530221107968","url":null,"abstract":"With the recent COVID-19 pandemic and disruption of campus-based education, the use of mobile social networking applications to supplement formal education has attracted a great deal of attention. Teachers do have opportunities to join students’ online groups to share, clarify, and exchange housekeeping information and course-related content with them. Teachers can, in particular, provide English as a foreign language (EFL) students with more sources of linguistic input, interaction, and feedback. Research investigating this potential, however, is still scarce in such contexts. The current study explores the likely affordances of teaching presence in students’ WhatsApp groups for designing, facilitating, and guiding cognitive and social processes conducive to their language learning. A mixed-method design was employed to collect both quantitative and qualitative data and information from English-major undergraduates (N = 111) and faculty teachers (N = 8) who joined the same WhatsApp groups for one academic semester at a major university in Oman. Descriptive and thematic analyses of data from a survey with both closed-ended and open-ended questions and semi-structured interviews indicate that the shared WhatsApp groups functioned as small close-knit communities where students were able to constantly access teachers for their assistance, feedback, and clarification of content. Despite these merits, however, the participating faculty believed that the presence of teachers in WhatsApp groups might have consequences for students’ tolerance of ambiguity, scaffolding, and autonomous language learning. The paper concludes by discussing several pedagogical implications and directions for future research.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"282 - 299"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42617262","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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