Internet and Higher Education最新文献

The purpose of this study was to investigate whether students' self-reported SRL align with their digital trace data collected from the learning management system. This study took place in an upper-level college agriculture course delivered in an asynchronous online format. By comparing online students' digital trace data with their self-reported data, this study found that digital trace data from LMS could predict students' performance more accurately than self-reported SRL data. Through cluster analysis, students were classified into three levels based on their self-regulatory ability and the characteristics of each group were analyzed. By incorporating qualitative data, we explored possible explanations for the differences between students' self-reported SRL data and the digital trace data. This study challenges us to question the validity of existing self-reported SRL instruments. The three-cluster division of students' learning behaviors provides practical implications for online teaching and learning.

This study examined the structural relationships among self-efficacy, resource management, and learning engagement during the COVID-19 era based on self-regulation theory. We also investigated whether the level of depression moderates the structural relationships among the factors by comparing a non-depressed group and a moderate-to-high depressed group. This study confirmed that resource management influenced learning engagement regardless of the depression level. Self-efficacy for learning also influenced resource management. The implications of this study are that self-efficacy is a prerequisite for resource management for learning. However, the direct influences of self-efficacy on learning engagement were observed only in the non-depressed group. Self-efficacy for learning indirectly influenced learning engagement through resource management in the depressed group. The self-regulated behaviors, such as resource management should be encouraged to enhance learning engagement of depressed students. Students' depression should also be monitored on a regular basis to help improve learning engagement during as well as after the COVID-19 era.

The quality of open educational resources (OER) has been a continuous topic of interest over the past two decades, because it is intertwined with the adoption of these resources. In previous research the quality of OER has been defined on the basis of quantitative or usage data, but few qualitative insights are available. In this study we analysed how teachers collaboratively assessed ‘big’ OERs, and whether changes occurred in teachers' perceptions of OER by means of collaborative dialogue about the quality of these resources. Five core themes were elicited: (1) content, (2) design, (3) usability, (4) engagement, and (5) readability. Changes we discerned in teachers' perceptions relate to their awareness, attitude and practical issues in relation to OER. Higher education institutes aiming to increase the use of OER should encourage conversation on OER in teacher teams during curriculum reforms, and provide support for the adaptation of resources to teachers' instructional needs and their specific teaching contexts.

Previous research suggested that bring your own device (BYOD) initiatives can potentially promote student engagement in learning and lead to improvements in learning achievement. However, there has been limited studies looking at how to design and implement BYOD to realise its full potential, especially in blended classroom settings. The present study was designed to fill this gap by adapting the community of inquiry (CoI) framework to support and analyse the implementation of BYOD for blended English as Foreign Language (EFL) learning in a Hong Kong university. Findings from lesson videos, course assessments, focus group interviews and student reflection are reported and discussed. This study can contribute to understanding how BYOD could benefit student learning through affording different types of presence in the CoI framework. It can also provide insights into possible ways of using BYOD to promote meaningful learning in the blended classroom.

This study addressed disciplinary differences in hybrid courses using lecture videos to support in-person class discussions. Our results suggested that disciplinary differences existed, students' perceived importance of lecture videos may have had a stronger influence on viewership and audience retention rate than other factors, and procrastination of video consumption correlated with lower exam scores. Building on existing research in hybrid course design, the use of online lectures, and student engagement, our findings suggest that purposeful integration of online videos in the hybrid class should be a consideration of faculty members designing hybrid classes with a heavy reliance on online lectures.

Low student engagement is still a problem in online collaborative writing. We integrated two types of awareness information (i.e., intergroup and intragroup information) into a collaborative writing platform to enhance student engagement. A quasi-experiment study was conducted to examine the effects of intergroup and intragroup awareness information. The experimental class of 81 students were presented with intergroup information while the control class of 80 students were presented with intragroup information, and these students were required to perform collaborative writing and peer evaluation activities. The Wilcoxon–Mann–Whitney U test revealed that the experimental class had significantly higher behavioral engagement in writing and better academic performance than the control class. Also, the results showed that the students with intergroup awareness information had deeper cognitive thinking and demonstrated more positive emotion than the students with intragroup awareness information in online discussion and peer evaluation. Additionally, this study investigated students' perceptions of the group awareness tool using the Technology Acceptance Model (TAM). This paper concludes with future research directions for supporting collaborative learning.

We investigated the behaviors and contextual factors college instructors rely upon to cultivate rapport with students in asynchronous online courses. Nineteen phenomenological interviews revealed that online instructors view rapport-building as a two-pronged process of initiating and subsequently maintaining rapport with students. Findings also indicated that online instructors rely upon different rapport-related strategies and contextual factors to initiate and maintain rapport. During the first weeks of the semester, these instructors rely upon connecting, information sharing, and common grounding behaviors to initiate a sense of rapport from their students. Going forward throughout the semester, these instructors rely upon attentive and courteous behaviors while providing learners with personalized instruction to maintain rapport. Findings from the present study provide insights into how college instructors approach the rapport-building process with students in online learning environments and can be used as a framework for helping college instructors make rapport-related decisions in their online classes.

Are exam grades predetermined by students' prior performance and personal characteristics, or can underperforming students catch up? We evaluate whether additional e-learning practice opportunities improve learning outcomes for a group of undergraduate business students enrolled in a university math course (N = 281). During the semester, students were offered two types of voluntary additional e-learning practice opportunities (some earned extra credit, others did not). These practice opportunities incorporated the study techniques of self-testing and spacing, as well as knowledge of correct responses feedback. After controlling for a large number of personal characteristics, we find that voluntary practice has a statistically significant effect on exam performance, which indicates that practicing leads to better grades. Our results show that students currently performing at any level can improve their learning outcomes through additional practice. Furthermore, the overall effect is most significant for weak students who would otherwise be expected to score low on the exam.

Higher education can be a powerful tool for advancing social justice. As online programs expand it is imperative that we understand the potential impact of coursework on students' attitudes towards advancing equity and how to increase the potential for positive change in this area.This mixed-methods study examines the impact of online asynchronous coursework designed with the Community of Inquiry Framework (CoI) on early childhood student teachers' beliefs, dispositions, and self-efficacy toward advancing social justice. Phase one analyzed a one-group pretest-posttest survey of student teachers before and at the end of their first year in an online bachelor's degree completion program. Phase two included a case study analysis of course discussions and related content. Findings suggest student self-efficacy and beliefs about social justice shifted over the year. Analysis revealed the role of critical transformative learning practices in supporting student growth. A Critical Transformative Community of Inquiry (CTCoI) model is presented as a framework that enhances the CoI by centering equity in online courses. The CTCoI offers guidance on enacting the CoI through a critical social theory lens and provides practical implications for online course development.