The study aimed to investigate the impact of class participation, and coursework on academic performance in the context of blended learning. A quasi-experimental research design and a database of students’ academic achievements to get secondary data were used in the study. A random cluster sample of students from the bachelor's degree program was taken. The study found that approximately 50.9% of the variance for the experimental group and 20.9% for the control group in academic performance can be explained or accounted for by class participation differences. It is also found that approximately 72.2% of the variance for the experimental group and 87.8% for the control group in academic performance can be explained or accounted for by coursework differences.
{"title":"Influence of Class Participation and Coursework on Academic Performance in the Context of Blended Learning","authors":"Nazmi Xhomara, I. Baholli","doi":"10.4018/ijopcd.295951","DOIUrl":"https://doi.org/10.4018/ijopcd.295951","url":null,"abstract":"The study aimed to investigate the impact of class participation, and coursework on academic performance in the context of blended learning. A quasi-experimental research design and a database of students’ academic achievements to get secondary data were used in the study. A random cluster sample of students from the bachelor's degree program was taken. The study found that approximately 50.9% of the variance for the experimental group and 20.9% for the control group in academic performance can be explained or accounted for by class participation differences. It is also found that approximately 72.2% of the variance for the experimental group and 87.8% for the control group in academic performance can be explained or accounted for by coursework differences.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91141746","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}
Davida Parsons, Timothy Gander, K. Baker, Darcy Vo
This article reports on a survey of New Zealand teachers, designed to assess their experiences of distance learning during the COVID-19 lockdowns. The survey gathered detailed quantitative and qualitative data from 31 schoolteachers who had previously experienced professional development in digital learning. The questions addressed many areas of practice, including the issues faced by teachers in the move to online distance learning, the impacts on relationships with students, families, and other staff, the impacts on workload and practice, and the experience of working intensively with digital technologies. The results suggested that this group of relatively well-prepared teachers were able to effectively move their practice online in a short period of time and, in most cases, to maintain the relationships with, and the learning of, their students. However, there were some indications in the data that learners from the Māori community faced resource challenges in successfully transitioning to online distance learning.
{"title":"The Post-COVID-19 Impact on Distance Learning for New Zealand Teachers","authors":"Davida Parsons, Timothy Gander, K. Baker, Darcy Vo","doi":"10.4018/ijopcd.295955","DOIUrl":"https://doi.org/10.4018/ijopcd.295955","url":null,"abstract":"This article reports on a survey of New Zealand teachers, designed to assess their experiences of distance learning during the COVID-19 lockdowns. The survey gathered detailed quantitative and qualitative data from 31 schoolteachers who had previously experienced professional development in digital learning. The questions addressed many areas of practice, including the issues faced by teachers in the move to online distance learning, the impacts on relationships with students, families, and other staff, the impacts on workload and practice, and the experience of working intensively with digital technologies. The results suggested that this group of relatively well-prepared teachers were able to effectively move their practice online in a short period of time and, in most cases, to maintain the relationships with, and the learning of, their students. However, there were some indications in the data that learners from the Māori community faced resource challenges in successfully transitioning to online distance learning.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85222149","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 study develops a method to determine future needs and competencies required for the design of future professional careers, this aligned with the demands: country, institutional and business. The article is based on a study of primary and secondary sources: current state of supply, working companies, dynamics with parents, student surveys nationwide. Finally, findings are made regarding future demand careers: national needs, labor demand for skills, educational supply, educational needs. And it concludes with a study plan of future needs for adapt.
{"title":"Diagnosis of Future Demand for the Design of University Courses","authors":"Nicolas Ortiz, Rocio Zapata","doi":"10.4018/ijopcd.292017","DOIUrl":"https://doi.org/10.4018/ijopcd.292017","url":null,"abstract":"This study develops a method to determine future needs and competencies required for the design of future professional careers, this aligned with the demands: country, institutional and business. The article is based on a study of primary and secondary sources: current state of supply, working companies, dynamics with parents, student surveys nationwide. Finally, findings are made regarding future demand careers: national needs, labor demand for skills, educational supply, educational needs. And it concludes with a study plan of future needs for adapt.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85258648","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 has been conducted to examine students' perceptions of perseverance in online learning activities through implementing flipped learning for the students at the college level. The data have been gathered through an online questionnaire from 325 first-year students attending physics courses in the Department of Mechanical Engineering at Cao Thang Technical College. Cronbach's Alpha is performed to examine the internal consistency of the associated factors. The exploratory factor analysis is used to extract the variables and measure the factor loadings. Nine factors have been found to evaluate students' perseverance through a physics course, including goal and learning outcome, goal commitment, assessment strategy, value of learning activities, learning task, ability to perform tasks, ability to control learning, types of interactions, and types of presence. The relationship between the nine independent variables and the dependent variable is run by using the linear regression model. The results showed that nine independent variables positively impact students' perseverance.
{"title":"Students' Perceptions of Perseverance in Online Learning Through the Flipped Classroom Model: A Case Study in a Physics Course","authors":"T. Ngo","doi":"10.4018/ijopcd.311439","DOIUrl":"https://doi.org/10.4018/ijopcd.311439","url":null,"abstract":"This research has been conducted to examine students' perceptions of perseverance in online learning activities through implementing flipped learning for the students at the college level. The data have been gathered through an online questionnaire from 325 first-year students attending physics courses in the Department of Mechanical Engineering at Cao Thang Technical College. Cronbach's Alpha is performed to examine the internal consistency of the associated factors. The exploratory factor analysis is used to extract the variables and measure the factor loadings. Nine factors have been found to evaluate students' perseverance through a physics course, including goal and learning outcome, goal commitment, assessment strategy, value of learning activities, learning task, ability to perform tasks, ability to control learning, types of interactions, and types of presence. The relationship between the nine independent variables and the dependent variable is run by using the linear regression model. The results showed that nine independent variables positively impact students' perseverance.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90162854","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}
Pan Hu, C. Leo, S. Liyanapathirana, F. Mashiri, Mingde Zhao
This paper presents results of a student survey carried out among Civil and Construction Engineering undergraduate students within the School of Engineering, Design and Built Environment at Western Sydney University. The survey investigated the learning experience of students and the effectiveness of new educational processes implemented during the COVID-19 pandemic. Both quantitative and qualitative approaches were employed to examine the perceptions of students on online teaching modes. The survey results indicated some positive features of online teaching such as flexibility, comfortable educational environments and efficient time utilisation. However, students also found many challenges such as network instability, distractions, lack of engagement and mental stress. The identified areas of improvement were closely related to these challenges. The survey results highlighted that most students were satisfied with the teaching strategies and assessment methods. Improved and effective teaching methodologies for students to achieve better learning outcomes are proposed and discussed.
{"title":"Student Learning Experience in a New Education Environment During the COVID-19 Pandemic","authors":"Pan Hu, C. Leo, S. Liyanapathirana, F. Mashiri, Mingde Zhao","doi":"10.4018/ijopcd.306688","DOIUrl":"https://doi.org/10.4018/ijopcd.306688","url":null,"abstract":"This paper presents results of a student survey carried out among Civil and Construction Engineering undergraduate students within the School of Engineering, Design and Built Environment at Western Sydney University. The survey investigated the learning experience of students and the effectiveness of new educational processes implemented during the COVID-19 pandemic. Both quantitative and qualitative approaches were employed to examine the perceptions of students on online teaching modes. The survey results indicated some positive features of online teaching such as flexibility, comfortable educational environments and efficient time utilisation. However, students also found many challenges such as network instability, distractions, lack of engagement and mental stress. The identified areas of improvement were closely related to these challenges. The survey results highlighted that most students were satisfied with the teaching strategies and assessment methods. Improved and effective teaching methodologies for students to achieve better learning outcomes are proposed and discussed.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84785585","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}
Transnational higher education is a multinational growth strategy requiring a foreign direct investment to establish a university or a campus in a new country and, if possible, to use articulation agreements with credible partners to increase domestic enrolment. Due to the potential international student learning style differences, we hypothesized there may be difficulties teaching Information Communication Technology (ICT) courses in transnational strategies due to the student origin or domestic campus location. The purpose of this study was to examine if student learning was effective within ICT graduate courses at an accredited sub-Saharan Africa-based university implementing the transnational education strategy. We found student learning was effective, but paradoxically, some factors indicated unusual results. Learning impact was higher when students disregarded the learning objectives, which we were able to explain theoretically. Conversely, learning impact was higher for many students who avoided tutoring, which we also rationalized.
{"title":"Impact of Information Communication Technology Strategies on Learning Effectiveness","authors":"N. Vajjhala, K. Strang","doi":"10.4018/ijopcd.292026","DOIUrl":"https://doi.org/10.4018/ijopcd.292026","url":null,"abstract":"Transnational higher education is a multinational growth strategy requiring a foreign direct investment to establish a university or a campus in a new country and, if possible, to use articulation agreements with credible partners to increase domestic enrolment. Due to the potential international student learning style differences, we hypothesized there may be difficulties teaching Information Communication Technology (ICT) courses in transnational strategies due to the student origin or domestic campus location. The purpose of this study was to examine if student learning was effective within ICT graduate courses at an accredited sub-Saharan Africa-based university implementing the transnational education strategy. We found student learning was effective, but paradoxically, some factors indicated unusual results. Learning impact was higher when students disregarded the learning objectives, which we were able to explain theoretically. Conversely, learning impact was higher for many students who avoided tutoring, which we also rationalized.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86986593","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}
Jason D. Bader, C. Snelson, Patrick R. Lowenthal, N. Friesen
Images can improve learning and performance. However, research suggests that many online educators and instructional designers lack the knowledge, skills, and abilities to effectively create and use images when designing online courses and instructional materials. Given this problem, we conducted a qualitative content analysis of images used within 20 different college courses to better understand how images are used in online courses. After creating a new image categorization, we coded 232 images. Results found that while only 27% of images in online courses were educational, other types of images can still serve important roles in online courses. The results were used to create a new framework for image use in online learning. We conclude the paper with recommendations that can help online educators and instructional designers select images for the online courses they design and teach.
{"title":"The Use of Images in Online Learning: A Qualitative Content Analysis","authors":"Jason D. Bader, C. Snelson, Patrick R. Lowenthal, N. Friesen","doi":"10.4018/ijopcd.302088","DOIUrl":"https://doi.org/10.4018/ijopcd.302088","url":null,"abstract":"Images can improve learning and performance. However, research suggests that many online educators and instructional designers lack the knowledge, skills, and abilities to effectively create and use images when designing online courses and instructional materials. Given this problem, we conducted a qualitative content analysis of images used within 20 different college courses to better understand how images are used in online courses. After creating a new image categorization, we coded 232 images. Results found that while only 27% of images in online courses were educational, other types of images can still serve important roles in online courses. The results were used to create a new framework for image use in online learning. We conclude the paper with recommendations that can help online educators and instructional designers select images for the online courses they design and teach.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88124403","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 the instruction of supply-chain management, the “Beer Game” has been proposed as a valid tool for the demonstration of bullwhip effect for learners. This study has been designed to investigate the cognitive structure of beer game learners' psychological “game attribute – personal consequence – target value” chains. With means-end chains theory as the theoretical basis, through game attributes including roles of supply chain, team work, customizable model variables, operation statement, providing information, and so forth, learners were able to benefit from the consequences including training organizational thinking, improve management performance, experience bullwhip effect, promote cooperation and interaction, inspire competitive mentality, and ultimately, pursue target values such as a sense of accomplishment, self-fulfillment, warm relationships with others, and excitement. The study also found all the subjects emphasized identical game attributes regardless of their prior knowledge of the bullwhip effect or the lack thereof, and the subjects also had identical salient chains.
{"title":"Learners' Hierarchical Value Structures in Educational Simulation Games of Supply Chain Management","authors":"Hong-Wen Lin, Y. Jhan, Yu-Ling Lin","doi":"10.4018/ijopcd.311441","DOIUrl":"https://doi.org/10.4018/ijopcd.311441","url":null,"abstract":"In the instruction of supply-chain management, the “Beer Game” has been proposed as a valid tool for the demonstration of bullwhip effect for learners. This study has been designed to investigate the cognitive structure of beer game learners' psychological “game attribute – personal consequence – target value” chains. With means-end chains theory as the theoretical basis, through game attributes including roles of supply chain, team work, customizable model variables, operation statement, providing information, and so forth, learners were able to benefit from the consequences including training organizational thinking, improve management performance, experience bullwhip effect, promote cooperation and interaction, inspire competitive mentality, and ultimately, pursue target values such as a sense of accomplishment, self-fulfillment, warm relationships with others, and excitement. The study also found all the subjects emphasized identical game attributes regardless of their prior knowledge of the bullwhip effect or the lack thereof, and the subjects also had identical salient chains.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86643074","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 study aims to apply PLS-SEM to investigate the mediation roles of goal setting and task strategies, two constructs of online self-regulated learning, between behavioral/cognitive engagement and germane/extraneous cognitive load in an online course with smart instant feedback. Participants of this study consisted of 35 graduate students who were asked to complete four units of digital learning materials and questionnaires as part of the experiment. Results show that goal setting has a significant mediation effect between behavioral engagement and germane cognitive load; task strategies have a significant mediation effect between behavioral engagement and extraneous cognitive load; and task strategies also have a significant mediation effect between cognitive engagement and extraneous cognitive load. Finally, recommendations are provided to instructors and researchers based on these results as a reference for future studies.
{"title":"The Mediation Effect of Online Self-Regulated Learning Between Engagement and Cognitive Load: A Case of an Online Course With Smart Instant Feedback","authors":"J. Sun, Yiming Liu","doi":"10.4018/ijopcd.295953","DOIUrl":"https://doi.org/10.4018/ijopcd.295953","url":null,"abstract":"This study aims to apply PLS-SEM to investigate the mediation roles of goal setting and task strategies, two constructs of online self-regulated learning, between behavioral/cognitive engagement and germane/extraneous cognitive load in an online course with smart instant feedback. Participants of this study consisted of 35 graduate students who were asked to complete four units of digital learning materials and questionnaires as part of the experiment. Results show that goal setting has a significant mediation effect between behavioral engagement and germane cognitive load; task strategies have a significant mediation effect between behavioral engagement and extraneous cognitive load; and task strategies also have a significant mediation effect between cognitive engagement and extraneous cognitive load. Finally, recommendations are provided to instructors and researchers based on these results as a reference for future studies.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79073486","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 is to examine first-year students’ behaviour towards learning management systems in a blended learning environment. The study employed a convenient sampling technique for data collection and SmartPLS3 was used to analyse the data. There were 671 first-year students from the University of Professional Studies Accra who participated in the survey. The findings of the study revealed that social influence, price value and anxiety significantly influence behavioural intention to use learning management systems (LMS). However, the relationship between anxiety and behavioural intention is inverse. Furthermore, anxiety significantly impacts effort expectancy, while effort expectancy also impacts satisfaction. Additionally, the results suggest that satisfaction fully mediates the relationship between effort expectancy and behavioural intention to use LMS. Administrators of higher education must ensure that the performance of the LMS exceeds the expectations of students so as to formulate the intention to use it for learning.
{"title":"Students' Responses to Learning Management Systems in a Blended Learning Context","authors":"S. Attuquayefio","doi":"10.4018/ijopcd.293208","DOIUrl":"https://doi.org/10.4018/ijopcd.293208","url":null,"abstract":"The purpose of this study is to examine first-year students’ behaviour towards learning management systems in a blended learning environment. The study employed a convenient sampling technique for data collection and SmartPLS3 was used to analyse the data. There were 671 first-year students from the University of Professional Studies Accra who participated in the survey. The findings of the study revealed that social influence, price value and anxiety significantly influence behavioural intention to use learning management systems (LMS). However, the relationship between anxiety and behavioural intention is inverse. Furthermore, anxiety significantly impacts effort expectancy, while effort expectancy also impacts satisfaction. Additionally, the results suggest that satisfaction fully mediates the relationship between effort expectancy and behavioural intention to use LMS. Administrators of higher education must ensure that the performance of the LMS exceeds the expectations of students so as to formulate the intention to use it for learning.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75452602","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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