Ahmad Fauzi HENDRATMOKO, Madlazim MADLAZIM, Wahono WIDODO, I Gusti Made SANJAYA
Scientific argumentation is a higher-order thinking skill that is a major focus in education in the 21st century. This is a skill that plays an important role in knowledge construction which in reality is rarely implemented in science learning. The facts show that most students have low scientific argumentation skills and still need to be improved. In improving scientific argumentation skills, the learning design used must give students more opportunities to build and criticize arguments, make claims, and use evidence in the process of reasoning based on inquiry activities. Based on the results of previous research, it is known that inquiry-based learning has extraordinary potential in developing students’ scientific argumentation skills. Interestingly, no research has been found that reveals the effect of inquiry-based online learning on students’ scientific argumentation skills. Therefore, this study aims to determine the impact of inquiry-based online learning with a virtual laboratory on students’ scientific argumentation skills. This study uses a onegroup pretest-posttest design with n-gain analysis. The results of this study indicate that the application of inquiry-based online learning with a virtual laboratory can improve students’ scientific argumentation skills. Uniquely, this only significantly impacts the claim, evidence, and reasoning components, but not the counterclaim and rebuttal components.
{"title":"THE IMPACT OF INQUIRY-BASED ONLINE LEARNING WITH VIRTUAL LABORATORIES ON STUDENTS’ SCIENTIFIC ARGUMENTATION SKILLS","authors":"Ahmad Fauzi HENDRATMOKO, Madlazim MADLAZIM, Wahono WIDODO, I Gusti Made SANJAYA","doi":"10.17718/tojde.1129263","DOIUrl":"https://doi.org/10.17718/tojde.1129263","url":null,"abstract":"Scientific argumentation is a higher-order thinking skill that is a major focus in education in the 21st century. This is a skill that plays an important role in knowledge construction which in reality is rarely implemented in science learning. The facts show that most students have low scientific argumentation skills and still need to be improved. In improving scientific argumentation skills, the learning design used must give students more opportunities to build and criticize arguments, make claims, and use evidence in the process of reasoning based on inquiry activities. Based on the results of previous research, it is known that inquiry-based learning has extraordinary potential in developing students’ scientific argumentation skills. Interestingly, no research has been found that reveals the effect of inquiry-based online learning on students’ scientific argumentation skills. Therefore, this study aims to determine the impact of inquiry-based online learning with a virtual laboratory on students’ scientific argumentation skills. This study uses a onegroup pretest-posttest design with n-gain analysis. The results of this study indicate that the application of inquiry-based online learning with a virtual laboratory can improve students’ scientific argumentation skills. Uniquely, this only significantly impacts the claim, evidence, and reasoning components, but not the counterclaim and rebuttal components.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to identify and investigate different dimensions and underlying factors influencing the successful implementation of e-Learning, from participants’ viewpoint, i.e. architecture students. To examine the constituents of an effective e-Learning experience in education, evaluation themes were formulated as overall substitutability level, cognitive performance, social interaction and engagement, student comprehension and comfort, personal preference, and learners’ satisfaction. Through literature survey and review of mostly referred factors affecting e-Learning efficiency, four dimensions were designated for further elaboration in this study: (i) course characteristics, (ii) participant characteristics, (iii) e-Learning environment, and (iv) prior acquaintance, with each category including several sub-measures. Survey method was employed and a questionnaire was administered to 122 architecture students at both undergraduate and graduate levels to investigate participant perspectives in reference to particular synchronous lectures delivered online. Out of ten potential influencing factors hypothesized, seven were verified to be critical determinants of e-Learning effectiveness in architectural education.
{"title":"ASSESSMENT OF SYNCHRONOUS ONLINE ARCHITECTURE EDUCATION FROM STUDENTS’ PERSPECTIVE","authors":"Meric ALTINTAS KAPTAN, Ecem EDIS, Aslıhan UNLU","doi":"10.17718/tojde.1213077","DOIUrl":"https://doi.org/10.17718/tojde.1213077","url":null,"abstract":"This research aims to identify and investigate different dimensions and underlying factors influencing the successful implementation of e-Learning, from participants’ viewpoint, i.e. architecture students. To examine the constituents of an effective e-Learning experience in education, evaluation themes were formulated as overall substitutability level, cognitive performance, social interaction and engagement, student comprehension and comfort, personal preference, and learners’ satisfaction. Through literature survey and review of mostly referred factors affecting e-Learning efficiency, four dimensions were designated for further elaboration in this study: (i) course characteristics, (ii) participant characteristics, (iii) e-Learning environment, and (iv) prior acquaintance, with each category including several sub-measures. Survey method was employed and a questionnaire was administered to 122 architecture students at both undergraduate and graduate levels to investigate participant perspectives in reference to particular synchronous lectures delivered online. Out of ten potential influencing factors hypothesized, seven were verified to be critical determinants of e-Learning effectiveness in architectural education.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years, the proliferation of online and distance education has dramatically changed the landscape of education. With the growing demand for flexible and accessible learning opportunities, learners are increasingly turning to online and distance education programs to pursue their academic, personal, and professional goals. However, this modality of learning also presents unique challenges for learners, particularly when it comes to e-learning readiness and self-regulated learning. To explore these factors within the context of the online distance learning environment, this study used a cross-sectional quantitative research method to examine the differences in self-regulated learning skills of open and distance learners in terms of e-learning readiness in the Open Education System of Anadolu University. For the purpose of the study, an online survey was used to collect data. The participants of the study comprised 466 online distance learners. Results indicated that learners with high e-learning readiness levels had higher self-regulated learning skills compared to those with low levels. It was also determined that self-regulated learning skills did not differ in terms of the gender of the learners while they differed in terms of the time the learners spent on the learning management system.
{"title":"THE ROLE OF E-LEARNING READINESS ON SELF-REGULATION IN OPEN AND DISTANCE LEARNING","authors":"Hasan UCAR, Yusuf Zafer Can UGURHAN","doi":"10.17718/tojde.1231705","DOIUrl":"https://doi.org/10.17718/tojde.1231705","url":null,"abstract":"In recent years, the proliferation of online and distance education has dramatically changed the landscape of education. With the growing demand for flexible and accessible learning opportunities, learners are increasingly turning to online and distance education programs to pursue their academic, personal, and professional goals. However, this modality of learning also presents unique challenges for learners, particularly when it comes to e-learning readiness and self-regulated learning. To explore these factors within the context of the online distance learning environment, this study used a cross-sectional quantitative research method to examine the differences in self-regulated learning skills of open and distance learners in terms of e-learning readiness in the Open Education System of Anadolu University. For the purpose of the study, an online survey was used to collect data. The participants of the study comprised 466 online distance learners. Results indicated that learners with high e-learning readiness levels had higher self-regulated learning skills compared to those with low levels. It was also determined that self-regulated learning skills did not differ in terms of the gender of the learners while they differed in terms of the time the learners spent on the learning management system.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to observe the predictive power of the practices carried out in distance geography courses conducted during the Covid-19 pandemic in students’ self-efficacy in geographical inquiry skills. Fourteen variables were determined for this purpose. In this context, questions covering the individual characteristics of the students, systems followed by the students (synchronous-asynchronous), students’ interests in the course and their follow-ups, and their learning experiences were included. “The Self-Assessment Scale for Geographic Inquiry Process Skills” was used to determine the students’ self-efficacy levels. The data were collected from 493 students attending 11th and 12th grades in eighteen high schools in the spring semester of the 2021-2022 academic year. The screening model was used in the research and the data were analyzed using multiple hierarchical regression methods. The results of the study showed that nine variables statistically predicted 89% of the total variance. In order of relative importance, grade, school type, and gender are the first and most important predictor variables. Students’ asking questions, doing homework, and using supplementary materials come next. Based on this, it is recommended that teachers take on the responsibility of raising their students as individuals who are independent and learned to learn.
{"title":"IDENTIFYING VARIABLES THAT PREDICT STUDENTS’ GEOGRAPHICAL INQUIRY SKILLS DURING THE COVID-19 PANDEMIC","authors":"Hulya YIGIT OZUDOGRU","doi":"10.17718/tojde.1240874","DOIUrl":"https://doi.org/10.17718/tojde.1240874","url":null,"abstract":"The purpose of this study was to observe the predictive power of the practices carried out in distance geography courses conducted during the Covid-19 pandemic in students’ self-efficacy in geographical inquiry skills. Fourteen variables were determined for this purpose. In this context, questions covering the individual characteristics of the students, systems followed by the students (synchronous-asynchronous), students’ interests in the course and their follow-ups, and their learning experiences were included. “The Self-Assessment Scale for Geographic Inquiry Process Skills” was used to determine the students’ self-efficacy levels. The data were collected from 493 students attending 11th and 12th grades in eighteen high schools in the spring semester of the 2021-2022 academic year. The screening model was used in the research and the data were analyzed using multiple hierarchical regression methods. The results of the study showed that nine variables statistically predicted 89% of the total variance. In order of relative importance, grade, school type, and gender are the first and most important predictor variables. Students’ asking questions, doing homework, and using supplementary materials come next. Based on this, it is recommended that teachers take on the responsibility of raising their students as individuals who are independent and learned to learn.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405595","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}
Online teaching caught in-service teachers off-guard with emergency distance education and sparked interest to teacher education programs. Purpose of this study is to explore self-efficacy beliefs of prospective teachers in teaching online (SETO) and to determine the relationship between pre-service teachers’ importance of online teaching competencies (IOTC) perceptions and their SETO beliefs. 101 pre-service teachers were asked to fill faculty readiness to teach online scale and the responses were analyzed through ANOVA and Pearson Correlation. The results showed a significant difference between pre-service teachers’ majors, exposure to ICT-related experiences, and their SETO beliefs. In addition, there is a significant relationship between pre-service teachers’ IOCT perceptions and SETO beliefs. Understanding the existing SETO beliefs of pre-service teachers is critical because it provides evidence to reassess how pre-service teachers are supported to build their online teaching competencies. The results are expected to make a significant contribution to research on establishing online teaching competencies in Turkiye and assisting teachers in understanding the value of those competencies; as a result, potential implementers may have stronger online teaching self-efficacy in their distance classrooms. The study suggests incorporating technology-based resources into teacher education courses within a digital pedagogy competencies framework to increase preservice teachers’ self-efficacy.
{"title":"THE RELATIONSHIP BETWEEN PROSPECTIVE TEACHERS’ PERCEIVED IMPORTANCE OF ONLINE TEACHING COMPETENCIES AND THEIR SELF-EFFICACY BELIEFS","authors":"Elif OZTURK, Zeynep TURGUT","doi":"10.17718/tojde.1197771","DOIUrl":"https://doi.org/10.17718/tojde.1197771","url":null,"abstract":"Online teaching caught in-service teachers off-guard with emergency distance education and sparked interest to teacher education programs. Purpose of this study is to explore self-efficacy beliefs of prospective teachers in teaching online (SETO) and to determine the relationship between pre-service teachers’ importance of online teaching competencies (IOTC) perceptions and their SETO beliefs. 101 pre-service teachers were asked to fill faculty readiness to teach online scale and the responses were analyzed through ANOVA and Pearson Correlation. The results showed a significant difference between pre-service teachers’ majors, exposure to ICT-related experiences, and their SETO beliefs. In addition, there is a significant relationship between pre-service teachers’ IOCT perceptions and SETO beliefs. Understanding the existing SETO beliefs of pre-service teachers is critical because it provides evidence to reassess how pre-service teachers are supported to build their online teaching competencies. The results are expected to make a significant contribution to research on establishing online teaching competencies in Turkiye and assisting teachers in understanding the value of those competencies; as a result, potential implementers may have stronger online teaching self-efficacy in their distance classrooms. The study suggests incorporating technology-based resources into teacher education courses within a digital pedagogy competencies framework to increase preservice teachers’ self-efficacy.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405596","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}
There is a sudden transition in education during this pandemic era of COVID-19. Students’ learning which is previously conducted in an offline face-to-face meeting should shift to online learning. This sudden change surely affects students’ learning experience. In the attempt to create a better online learning, this study investigates the interplay of the factors affecting participants’ online learning experience namely selfdirected learning and TPACK (Technological, Pedagogical, and Content Knowledge). A quantitative study using Partial Least Square- Structural Equation Modeling (PLS-SEM) model analysis was employed to explore this issue. A total of 434 in-service teachers joining an online Teacher Professional Development program participated in this study. The results show that Self-directed learning and TPACK are positively and significantly associated with online learning experience. It indicates that students with high self-directed learning skills and TPACK are predicted to have a positive and satisfying online learning experience. Further implication for pedagogy and future research recommendation is discussed.
{"title":"FACTORS AFFECTING TEACHERS’ ONLINE LEARNING EXPERIENCES IN PROFESSIONAL DEVELOPMENT PROGRAM: STRUCTURAL EQUATION MODELLING","authors":"Lastika Ary PRIHANDOKO","doi":"10.17718/tojde.1149960","DOIUrl":"https://doi.org/10.17718/tojde.1149960","url":null,"abstract":"There is a sudden transition in education during this pandemic era of COVID-19. Students’ learning which is previously conducted in an offline face-to-face meeting should shift to online learning. This sudden change surely affects students’ learning experience. In the attempt to create a better online learning, this study investigates the interplay of the factors affecting participants’ online learning experience namely selfdirected learning and TPACK (Technological, Pedagogical, and Content Knowledge). A quantitative study using Partial Least Square- Structural Equation Modeling (PLS-SEM) model analysis was employed to explore this issue. A total of 434 in-service teachers joining an online Teacher Professional Development program participated in this study. The results show that Self-directed learning and TPACK are positively and significantly associated with online learning experience. It indicates that students with high self-directed learning skills and TPACK are predicted to have a positive and satisfying online learning experience. Further implication for pedagogy and future research recommendation is discussed.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of online education tools has increased rapidly with the transition to distance education caused by the pandemic. The obligation to carry out all activities of face-to-face education online made it very important for the tools used in distance education to meet the increasing needs. In line with these needs, radical changes have occurred in the learning management systems used in distance education. Therefore, in this study, it is aimed to determine the features that the systems used in distance education should have and to compare the existing systems according to these features. For this purpose, a novel fuzzy extension, interval valued intuitionistic fuzzy Z-numbers, is defined for modeling uncertainty, and AHP and WASPAS methods using proposed fuzzy numbers are developed to determine the importance of decision criteria and compare alternatives.
{"title":"EVALUATION OF LEARNING MANAGEMENT SYSTEMS USING INTERVAL VALUED INTUITIONISTIC FUZZY-Z NUMBERS","authors":"Duygu SERGI, Irem Ucal SARI","doi":"10.17718/tojde.1170338","DOIUrl":"https://doi.org/10.17718/tojde.1170338","url":null,"abstract":"The use of online education tools has increased rapidly with the transition to distance education caused by the pandemic. The obligation to carry out all activities of face-to-face education online made it very important for the tools used in distance education to meet the increasing needs. In line with these needs, radical changes have occurred in the learning management systems used in distance education. Therefore, in this study, it is aimed to determine the features that the systems used in distance education should have and to compare the existing systems according to these features. For this purpose, a novel fuzzy extension, interval valued intuitionistic fuzzy Z-numbers, is defined for modeling uncertainty, and AHP and WASPAS methods using proposed fuzzy numbers are developed to determine the importance of decision criteria and compare alternatives.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136081120","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}
Hale ILGAZ, Denizer YILDIRIM, Nevzat OZEL, Salih DEMIR, Mesut SEVINDIK
Online learning has an old background and is an efficient method if applied correctly. However, during the pandemic period, it has been faced with a negative perception due to the wrong practices brought about by the mandatory and rapid transition. During this pandemic term, most educational institutions have offered support in this process to explain the process to both their students and instructors. This study examined XXX University instructors’ perspectives regarding the emergency remote teaching period in terms of their professional experience, discipline area, online instruction experience, and whether they received training in online instruction. Quantitative research methods were used in the study. An online instructor’s emergency remote teaching perspective scale has been developed and used as a data collection tool. A significant difference has been found in the discipline areas, online instruction experience, and participation in training program. From the results of the research, the need to support the instructors according to the needs specific to the disciplines has been revealed, and it is recommended to investigate the relationships between selfcompetency for online teaching and the perception of institutional support in depth.
{"title":"THE INSTRUCTOR PARAMETERS OF TRANSITION TO FULLY ONLINE LEARNING","authors":"Hale ILGAZ, Denizer YILDIRIM, Nevzat OZEL, Salih DEMIR, Mesut SEVINDIK","doi":"10.17718/tojde.1186586","DOIUrl":"https://doi.org/10.17718/tojde.1186586","url":null,"abstract":"Online learning has an old background and is an efficient method if applied correctly. However, during the pandemic period, it has been faced with a negative perception due to the wrong practices brought about by the mandatory and rapid transition. During this pandemic term, most educational institutions have offered support in this process to explain the process to both their students and instructors. This study examined XXX University instructors’ perspectives regarding the emergency remote teaching period in terms of their professional experience, discipline area, online instruction experience, and whether they received training in online instruction. Quantitative research methods were used in the study. An online instructor’s emergency remote teaching perspective scale has been developed and used as a data collection tool. A significant difference has been found in the discipline areas, online instruction experience, and participation in training program. From the results of the research, the need to support the instructors according to the needs specific to the disciplines has been revealed, and it is recommended to investigate the relationships between selfcompetency for online teaching and the perception of institutional support in depth.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The third wave of the Covid-19 pandemic has made every higher education institution in Taiwan implement online learning. Given the circumstance, supporting students in their online self-regulated learning (SRL) became more critical to enabling students’ learning maintenance and learning success. The present study explores the impact of instructor support and peers support on students’ SRL during temporary online pivoted learning. 123 undergraduate and graduate students in Taiwan were surveyed on two scales The Instructor Support and Peers Support Questionnaire and The Self-Regulated Online Learning Questionnaire (SOL-Q). The descriptive results indicated that students had relatively good perceptions of instructor support, peers support and the online SRL. Additionally, the correlation analysis revealed that both instructor support and peers support had positive and moderate relationships with dimensions of the online SRL. Furthermore, the regression analysis substantiated the importance of instructor support to dimensions of metacognitive skills, persistence, and environmental structuring. In contrast, peer support was essential to metacognitive skills, persistence, and help-seeking. Lastly, there was a negligible impact of provided support on time management behaviors. The research suggested that educators and institutions should provide adequate support for students and facilitate interactive online learning environments for peer-to-peer support.
{"title":"PERCEIVED SUPPORT FROM INSTRUCTOR & PEERS AND STUDENTS’ SELF-REGULATED LEARNING DURING TEMPORARY ONLINE PIVOTED LEARNING","authors":"Hue NGUYEN","doi":"10.17718/tojde.1140242","DOIUrl":"https://doi.org/10.17718/tojde.1140242","url":null,"abstract":"The third wave of the Covid-19 pandemic has made every higher education institution in Taiwan implement online learning. Given the circumstance, supporting students in their online self-regulated learning (SRL) became more critical to enabling students’ learning maintenance and learning success. The present study explores the impact of instructor support and peers support on students’ SRL during temporary online pivoted learning. 123 undergraduate and graduate students in Taiwan were surveyed on two scales The Instructor Support and Peers Support Questionnaire and The Self-Regulated Online Learning Questionnaire (SOL-Q). The descriptive results indicated that students had relatively good perceptions of instructor support, peers support and the online SRL. Additionally, the correlation analysis revealed that both instructor support and peers support had positive and moderate relationships with dimensions of the online SRL. Furthermore, the regression analysis substantiated the importance of instructor support to dimensions of metacognitive skills, persistence, and environmental structuring. In contrast, peer support was essential to metacognitive skills, persistence, and help-seeking. Lastly, there was a negligible impact of provided support on time management behaviors. The research suggested that educators and institutions should provide adequate support for students and facilitate interactive online learning environments for peer-to-peer support.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135857797","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}
Although roles of teaching presence have often been neglected in online learning environments, recent research has acknowledged its burgeoning importance. Synchronous online learning mode in which the teaching and learning process occurs in concurrent real-time helps blur the physical boundary hindrance of online learning for students. However, being present in classes, even in brick-and-mortar classes or virtual classes, does not ensure students’ learning occurrence. The purpose of this study was to investigate the effects of synchronous online learning environments (SOLE) on students’ cognitive engagement, satisfaction, and academic achievement as well. Partial Least Square Structural Equation Modeling (PLSSEM) was utilized to examine the issue under investigation. The results from a questionnaire survey from 186 participants indicated that pedagogical instructions had direct positive medium effects on both deep and shallow cognitive engagements; deep cognitive engagement had a direct positive impact on academic achievement while shallow cognitive engagement did not have any impact on academic achievement and satisfaction. Interestingly, technical support had a direct positive impact on both direct impacts on academic achievements and satisfaction. Implications for the teaching and learning in a synchronous online modality and limitations of the study were also discussed.
{"title":"IMPACT OF SYNCHRONOUS ONLINE LEARNING ENVIRONMENT ON STUDENTS’ COGNITIVE ENGAGEMENT AND LEARNING OUTCOMES","authors":"Cao Tuong DINH","doi":"10.17718/tojde.1165209","DOIUrl":"https://doi.org/10.17718/tojde.1165209","url":null,"abstract":"Although roles of teaching presence have often been neglected in online learning environments, recent research has acknowledged its burgeoning importance. Synchronous online learning mode in which the teaching and learning process occurs in concurrent real-time helps blur the physical boundary hindrance of online learning for students. However, being present in classes, even in brick-and-mortar classes or virtual classes, does not ensure students’ learning occurrence. The purpose of this study was to investigate the effects of synchronous online learning environments (SOLE) on students’ cognitive engagement, satisfaction, and academic achievement as well. Partial Least Square Structural Equation Modeling (PLSSEM) was utilized to examine the issue under investigation. The results from a questionnaire survey from 186 participants indicated that pedagogical instructions had direct positive medium effects on both deep and shallow cognitive engagements; deep cognitive engagement had a direct positive impact on academic achievement while shallow cognitive engagement did not have any impact on academic achievement and satisfaction. Interestingly, technical support had a direct positive impact on both direct impacts on academic achievements and satisfaction. Implications for the teaching and learning in a synchronous online modality and limitations of the study were also discussed.","PeriodicalId":46002,"journal":{"name":"Turkish Online Journal of Distance Education","volume":"225 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135857319","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：