Pub Date : 2023-09-18DOI: 10.34105/j.kmel.2023.15.025
Formative assessment is about providing and using feedback and diagnostic information. On this basis, further learning or further teaching should be adaptive and, in the best case, optimized. However, this aspect is difficult to implement in reality, as teachers work with a large number of students and the whole process of formative assessment, especially the evaluation of student performance takes a lot of time. To address this problem, this paper presents an approach in which student performance is collected through a concept map and quickly evaluated using Machine Learning techniques. For this purpose, a concept map on the topic of mechanics was developed and used in 14 physics classes in Germany. After the student maps were analysed by two human raters on the basis of a four-level feedback scheme, a supervised Machine Learning algorithm was trained on the data. The results show a very good agreement between the human and Machine Learning evaluation. Based on these results, an embedding in everyday school life is conceivable, especially as support for teachers. In this way, the teacher can use and interpret the automatic evaluation and use it in the classroom.
{"title":"Concept maps for formative assessment: Creation and implementation of an automatic and intelligent evaluation method","authors":"","doi":"10.34105/j.kmel.2023.15.025","DOIUrl":"https://doi.org/10.34105/j.kmel.2023.15.025","url":null,"abstract":"Formative assessment is about providing and using feedback and diagnostic information. On this basis, further learning or further teaching should be adaptive and, in the best case, optimized. However, this aspect is difficult to implement in reality, as teachers work with a large number of students and the whole process of formative assessment, especially the evaluation of student performance takes a lot of time. To address this problem, this paper presents an approach in which student performance is collected through a concept map and quickly evaluated using Machine Learning techniques. For this purpose, a concept map on the topic of mechanics was developed and used in 14 physics classes in Germany. After the student maps were analysed by two human raters on the basis of a four-level feedback scheme, a supervised Machine Learning algorithm was trained on the data. The results show a very good agreement between the human and Machine Learning evaluation. Based on these results, an embedding in everyday school life is conceivable, especially as support for teachers. In this way, the teacher can use and interpret the automatic evaluation and use it in the classroom.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80708216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.34105/j.kmel.2023.15.028
While technology has been increasingly integrated in teaching practice, it remains unknow how gender plays a role in technology integration. This study aimed at investigating the difference between male and female student teachers in technology integration in teaching speaking skills during the sudden online teaching due to the COVID-19 pandemic. This study recruited 301 Indonesian student teachers who taught English as a foreign language and had completed online practice teaching during the pandemic. They completed two online questionnaires to measure their technology integration in teaching speaking skills. The results showed significant differences between male and female student teachers in the frequency of using technology tools but in the frequency of using technology to teach speaking skills for several purposes during this pandemic time. This study offers four implications to improve the student teachers’ technology integration in online teaching modes.
{"title":"The role of gender in student teachers’ technology integration in teaching English speaking skills during the Covid-19 pandemic","authors":"","doi":"10.34105/j.kmel.2023.15.028","DOIUrl":"https://doi.org/10.34105/j.kmel.2023.15.028","url":null,"abstract":"While technology has been increasingly integrated in teaching practice, it remains unknow how gender plays a role in technology integration. This study aimed at investigating the difference between male and female student teachers in technology integration in teaching speaking skills during the sudden online teaching due to the COVID-19 pandemic. This study recruited 301 Indonesian student teachers who taught English as a foreign language and had completed online practice teaching during the pandemic. They completed two online questionnaires to measure their technology integration in teaching speaking skills. The results showed significant differences between male and female student teachers in the frequency of using technology tools but in the frequency of using technology to teach speaking skills for several purposes during this pandemic time. This study offers four implications to improve the student teachers’ technology integration in online teaching modes.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84785526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.34105/j.kmel.2023.15.021
A. Cañas, P. Reiska, Oleg Shvaikovsky
It is widely accepted that concept maps are a meaningful learning tool. Even so, the use of concept mapping as a meaningful learning tool is probably less common than the use of concept mapping as an assessment tool. In first place, the easiest thing to with a student’s concept map is to apply a rubric and give it a grade. And second, teachers often believe that by using a meaningful learning tool, their students are learning meaningfully while constructing their concept maps. We are then missing on the greatest power of the concept map, its use as a tool to learn meaningfully. In this paper we examine the difference between using concept maps for learning and for assessment, and propose steps on how to move towards the use of the tool to improve students’ learning and understanding.
{"title":"Improving learning and understanding through concept mapping","authors":"A. Cañas, P. Reiska, Oleg Shvaikovsky","doi":"10.34105/j.kmel.2023.15.021","DOIUrl":"https://doi.org/10.34105/j.kmel.2023.15.021","url":null,"abstract":"It is widely accepted that concept maps are a meaningful learning tool. Even so, the use of concept mapping as a meaningful learning tool is probably less common than the use of concept mapping as an assessment tool. In first place, the easiest thing to with a student’s concept map is to apply a rubric and give it a grade. And second, teachers often believe that by using a meaningful learning tool, their students are learning meaningfully while constructing their concept maps. We are then missing on the greatest power of the concept map, its use as a tool to learn meaningfully. In this paper we examine the difference between using concept maps for learning and for assessment, and propose steps on how to move towards the use of the tool to improve students’ learning and understanding.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81947454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.34105/j.kmel.2023.15.027
Teachers are increasingly encouraged to creatively integrate technology into their classroom instruction as designers of technology-enhanced learning (TEL). However, they are often not competent in designing TEL due to their lack of experience as participatory designers as well as the ill-structure nature of TEL design problem. Design thinking, as a methodology and a framework for the design process, can serve as a guideline for the development of pre-service teachers’ creativity. However, there is a lack of research investigating whether the strategies used in the empathizing stage of the design thinking process affect pre-service teachers’ creativity differently. This study explored the effects of two commonly used empathy strategies, interview and observation, on pre-service teachers’ creativity through a six-week learning design activity for pre-service teachers majoring in Science and Technology Education at a first-tier university in China. The results of this quasi-experimental research showed that the pre-service teachers using the interview empathy strategy performed better in creative problem-solving performance. While there was no significant difference in the pre-service teachers’ creative thinking disposition between the two empathy strategies, the pre-service teachers using the interview strategy reported more positive creative confidence in their creativity than those using the observation strategy. This study suggests future research directions for supporting design thinking–based instructional design.
{"title":"The effects of two empathy strategies in design thinking on pre-service teachers’ creativity","authors":"","doi":"10.34105/j.kmel.2023.15.027","DOIUrl":"https://doi.org/10.34105/j.kmel.2023.15.027","url":null,"abstract":"Teachers are increasingly encouraged to creatively integrate technology into their classroom instruction as designers of technology-enhanced learning (TEL). However, they are often not competent in designing TEL due to their lack of experience as participatory designers as well as the ill-structure nature of TEL design problem. Design thinking, as a methodology and a framework for the design process, can serve as a guideline for the development of pre-service teachers’ creativity. However, there is a lack of research investigating whether the strategies used in the empathizing stage of the design thinking process affect pre-service teachers’ creativity differently. This study explored the effects of two commonly used empathy strategies, interview and observation, on pre-service teachers’ creativity through a six-week learning design activity for pre-service teachers majoring in Science and Technology Education at a first-tier university in China. The results of this quasi-experimental research showed that the pre-service teachers using the interview empathy strategy performed better in creative problem-solving performance. While there was no significant difference in the pre-service teachers’ creative thinking disposition between the two empathy strategies, the pre-service teachers using the interview strategy reported more positive creative confidence in their creativity than those using the observation strategy. This study suggests future research directions for supporting design thinking–based instructional design.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86739430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.34105/j.kmel.2023.15.024
Including causal links in concept maps enables learners to meaningfully relate concepts to a larger context or problem in terms of how and where concepts apply within the chains of causal events that lead to a given goal or outcome. Given that higher quality maps are produced when students link and sequence events to flow temporally and sequentially in a consistent direction towards a target outcome in a map, it is highly plausible that students can improve learning transfer (the ability to apply concepts to diagnose and solve problems) by including and making more salient the sequences of causal links nestled in the semantic links in concept maps. To lay the groundwork to empirically test this proposition in future research, this study: 1) analyzes 16 concept maps presented in the Proceedings of the 8th Int. Conference on Concept Mapping to codify the diverse and sometimes incongruent syntaxes used to convey causal relationships; 2) examines how the causal link syntaxes combined with semantic links work jointly (or against each other) to create temporal flow; and 3) explore how causal and semantic links can be integrated to increase the saliency and quality of the causal networks connecting concepts to outcomes. A better understanding of how causal links are expressed, integrated, and made more salient in concept maps can reveal ways to help students create concept maps that are more accurate, meaningful, and effective in improving the ability to apply concepts to solve complex problems.
{"title":"Analyzing the syntax and salience of causal links embedded within semantic links in concept maps: Implications for temporal flow and learning transfer","authors":"","doi":"10.34105/j.kmel.2023.15.024","DOIUrl":"https://doi.org/10.34105/j.kmel.2023.15.024","url":null,"abstract":"Including causal links in concept maps enables learners to meaningfully relate concepts to a larger context or problem in terms of how and where concepts apply within the chains of causal events that lead to a given goal or outcome. Given that higher quality maps are produced when students link and sequence events to flow temporally and sequentially in a consistent direction towards a target outcome in a map, it is highly plausible that students can improve learning transfer (the ability to apply concepts to diagnose and solve problems) by including and making more salient the sequences of causal links nestled in the semantic links in concept maps. To lay the groundwork to empirically test this proposition in future research, this study: 1) analyzes 16 concept maps presented in the Proceedings of the 8th Int. Conference on Concept Mapping to codify the diverse and sometimes incongruent syntaxes used to convey causal relationships; 2) examines how the causal link syntaxes combined with semantic links work jointly (or against each other) to create temporal flow; and 3) explore how causal and semantic links can be integrated to increase the saliency and quality of the causal networks connecting concepts to outcomes. A better understanding of how causal links are expressed, integrated, and made more salient in concept maps can reveal ways to help students create concept maps that are more accurate, meaningful, and effective in improving the ability to apply concepts to solve complex problems.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80425157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.34105/j.kmel.2023.15.022
The evolution of concept mapping has benefitted from the robust theoretical basis provided by Ausubelian learning theory. However, for concept mapping to maintain its relevance and to keep pace with the evolutionary changes in the educational context, it is vital that educational researchers and classroom practitioners can augment this theoretical base with contemporary learning theories that will help to improve the application of concept mapping and increase the likelihood that the goal of meaningful learning will be achieved in practice. This involves shifting the focus of concept mapping from product to process and the role of the learner from ‘being’ to ‘becoming.’ The act of concept mapping needs to be viewed as a way of mastering learning rather than of mastering specific content. We propose the consideration of the explicit role of semantic waves as an improvement from simplistic knowledge representation towards the development of more complex knowledge modelling as a way of developing powerful knowledge structures.
{"title":"Using concept maps to surf semantic waves in the pursuit of powerful knowledge structures","authors":"","doi":"10.34105/j.kmel.2023.15.022","DOIUrl":"https://doi.org/10.34105/j.kmel.2023.15.022","url":null,"abstract":"The evolution of concept mapping has benefitted from the robust theoretical basis provided by Ausubelian learning theory. However, for concept mapping to maintain its relevance and to keep pace with the evolutionary changes in the educational context, it is vital that educational researchers and classroom practitioners can augment this theoretical base with contemporary learning theories that will help to improve the application of concept mapping and increase the likelihood that the goal of meaningful learning will be achieved in practice. This involves shifting the focus of concept mapping from product to process and the role of the learner from ‘being’ to ‘becoming.’ The act of concept mapping needs to be viewed as a way of mastering learning rather than of mastering specific content. We propose the consideration of the explicit role of semantic waves as an improvement from simplistic knowledge representation towards the development of more complex knowledge modelling as a way of developing powerful knowledge structures.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85161190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.34105/j.kmel.2023.15.023
This study aims to analyze how visual tools, labeled as maps, are built, and used in medical education. Based on the educational model of concept maps (CMs), proposed by Novak and Cañas (2008), and adapted to medicine by Daley and Torre (2010), we are currently analyzing the results of a scoping review following the PRISMA extension methodology, specifically for these purposes. Other visual tools, such as knowledge maps (KMs) and mind maps (MMs), used in medical education, were also included. The search was made through the databases EBSCO, PubMed/MEDLINE, PsycINFO, Scopus, and Eric, using the following items: “concept map*”, “knowledge map*”, “mind map*” and “medical education”. Only articles in English were considered and exclusively in medical education, from undergraduate to resident training. The analysis of selected articles included the following features: construction rules (if they followed Novakian instructions), teaching area, student level (undergraduate, postgraduate/residents), and use for assessment. Other features were the capacity to relate basic science knowledge to clinical concepts, the use of maps with other educational methods, such as problem-based learning (PBL), and providing feedback to students. From a quantitative perspective, the use of CMs is dominant in all phases of medical education. A failure to follow Novakian rules was found in around half of the articles labeled as CMs and KMs. As for MMs, which follow different rules for construction and use, they were considered relevant in helping students to summarize and retain information. Simultaneous use with other educational methods was only found with CMs.
{"title":"A scoping review comparing different mapping approaches pointing to the need for standardizing concept maps in medical education: A preliminary analysis","authors":"","doi":"10.34105/j.kmel.2023.15.023","DOIUrl":"https://doi.org/10.34105/j.kmel.2023.15.023","url":null,"abstract":"This study aims to analyze how visual tools, labeled as maps, are built, and used in medical education. Based on the educational model of concept maps (CMs), proposed by Novak and Cañas (2008), and adapted to medicine by Daley and Torre (2010), we are currently analyzing the results of a scoping review following the PRISMA extension methodology, specifically for these purposes. Other visual tools, such as knowledge maps (KMs) and mind maps (MMs), used in medical education, were also included. The search was made through the databases EBSCO, PubMed/MEDLINE, PsycINFO, Scopus, and Eric, using the following items: “concept map*”, “knowledge map*”, “mind map*” and “medical education”. Only articles in English were considered and exclusively in medical education, from undergraduate to resident training. The analysis of selected articles included the following features: construction rules (if they followed Novakian instructions), teaching area, student level (undergraduate, postgraduate/residents), and use for assessment. Other features were the capacity to relate basic science knowledge to clinical concepts, the use of maps with other educational methods, such as problem-based learning (PBL), and providing feedback to students. From a quantitative perspective, the use of CMs is dominant in all phases of medical education. A failure to follow Novakian rules was found in around half of the articles labeled as CMs and KMs. As for MMs, which follow different rules for construction and use, they were considered relevant in helping students to summarize and retain information. Simultaneous use with other educational methods was only found with CMs.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75251122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.34105/j.kmel.2023.15.026
The interaction between student language use and sensemaking is an area in science learning that needs further elucidation in order to meet government standards in science education. In this study, concept mapping was used to explore the relationship between scientific language use and sensemaking defined as the interaction between the scientific concept system and everyday concepts in order to make sense of a proposed phenomenon. Eighty-eight concept maps from five different school classes and two school systems were analyzed in terms of their language use and concept formation from a Vygotskian perspective. This work proposes an intimate relationship between student language use, concept system formation and sensemaking in science, indicating possible implications for the study of learning as well as formative assessment using concept maps.
{"title":"Scientific language use and sensemaking in concept maps: Interaction between concept systems, scientific concepts and everyday concepts","authors":"","doi":"10.34105/j.kmel.2023.15.026","DOIUrl":"https://doi.org/10.34105/j.kmel.2023.15.026","url":null,"abstract":"The interaction between student language use and sensemaking is an area in science learning that needs further elucidation in order to meet government standards in science education. In this study, concept mapping was used to explore the relationship between scientific language use and sensemaking defined as the interaction between the scientific concept system and everyday concepts in order to make sense of a proposed phenomenon. Eighty-eight concept maps from five different school classes and two school systems were analyzed in terms of their language use and concept formation from a Vygotskian perspective. This work proposes an intimate relationship between student language use, concept system formation and sensemaking in science, indicating possible implications for the study of learning as well as formative assessment using concept maps.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83654280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.34105/j.kmel.2023.15.020
Concept mapping has undergone significant evolution over the past half-century. Initially developed by Joseph Novak and his graduate students as a graphic representation to model the science understanding of elementary school students through interviews, it has now become a widely used knowledge representation tool across age groups and in a broad range of domains. Although mainly used to support meaningful learning, its application has expanded to an ever-increasing variety of applications. Those of us who have worked with concept maps for years and seen their potential continually seek to improve their use, with a focus on understanding how to construct effective maps, how the maps can support knowledge construction and learning, and how they can aid in the development of higher-order thinking skills and knowledge integration. Such improvements can come in various forms, including software tools that support these efforts. This special issue showcases a selection of papers from the 9th International Conference on Concept Mapping that aim to improve and extend the use of concept mapping to enhance learning, understanding, and knowledge construction and sharing. Each author offers a unique perspective within this common theme.
{"title":"Editorial: Concept mapping: Improving learning and understanding","authors":"","doi":"10.34105/j.kmel.2023.15.020","DOIUrl":"https://doi.org/10.34105/j.kmel.2023.15.020","url":null,"abstract":"Concept mapping has undergone significant evolution over the past half-century. Initially developed by Joseph Novak and his graduate students as a graphic representation to model the science understanding of elementary school students through interviews, it has now become a widely used knowledge representation tool across age groups and in a broad range of domains. Although mainly used to support meaningful learning, its application has expanded to an ever-increasing variety of applications. Those of us who have worked with concept maps for years and seen their potential continually seek to improve their use, with a focus on understanding how to construct effective maps, how the maps can support knowledge construction and learning, and how they can aid in the development of higher-order thinking skills and knowledge integration. Such improvements can come in various forms, including software tools that support these efforts. This special issue showcases a selection of papers from the 9th International Conference on Concept Mapping that aim to improve and extend the use of concept mapping to enhance learning, understanding, and knowledge construction and sharing. Each author offers a unique perspective within this common theme.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81463414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-10DOI: 10.34105/j.kmel.2023.15.014
K. Looi
e-Learning was abruptly adopted in many countries to mitigate the adverse consequences of the sudden closure of institutions of higher learning caused by the COVID-19 pandemic. Against this background, this study investigated how business undergraduates want to learn in the future and predictors of their future preferred mode of learning. 251 business undergraduates from a private university in Malaysia participated in an online survey conducted in July 2020, during the sudden closure of institutions of higher learning. Data collected were analysed using the multiple discriminant analysis to develop a characteristics profile of the three groups of business undergraduates (i.e., preferred fully conventional classroom learning, blended learning and fully e-learning) in terms of important predictors. Results revealed that the significant predictors of future preferred mode of learning of business undergraduates, in descending order, were disadvantages of e-learning, advantages of e-learning, self-regulated learning, learning outcomes, information and communications technology infrastructure and training, support and resources. This study concludes with some reflective thoughts about important lessons learned from this unprecedented pandemic pertaining to e-learning readiness to deal with future unexpected crises.
{"title":"Future preferred mode of learning of business undergraduates and its implications","authors":"K. Looi","doi":"10.34105/j.kmel.2023.15.014","DOIUrl":"https://doi.org/10.34105/j.kmel.2023.15.014","url":null,"abstract":"e-Learning was abruptly adopted in many countries to mitigate the adverse consequences of the sudden closure of institutions of higher learning caused by the COVID-19 pandemic. Against this background, this study investigated how business undergraduates want to learn in the future and predictors of their future preferred mode of learning. 251 business undergraduates from a private university in Malaysia participated in an online survey conducted in July 2020, during the sudden closure of institutions of higher learning. Data collected were analysed using the multiple discriminant analysis to develop a characteristics profile of the three groups of business undergraduates (i.e., preferred fully conventional classroom learning, blended learning and fully e-learning) in terms of important predictors. Results revealed that the significant predictors of future preferred mode of learning of business undergraduates, in descending order, were disadvantages of e-learning, advantages of e-learning, self-regulated learning, learning outcomes, information and communications technology infrastructure and training, support and resources. This study concludes with some reflective thoughts about important lessons learned from this unprecedented pandemic pertaining to e-learning readiness to deal with future unexpected crises.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80824328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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