Self-regulation has been found to be integral to academic learning in traditional classroom environments. Social cognition theory highlights the significant relationships between academic self-efficacy, internet self-efficacy, and work experience in years on self-regulation in the context of traditional classroom learning. However, there is a lacuna in the literature on the significance of these relationships in the context of e-learning. The exponential growth of e-learning and changes in business environment necessitate a study to examine the effect on self-regulation in the context of e-learning. This research is based on a sample of 525 management students from a business school in South Asia. The findings highlight that academic and internet self-efficacy have a positive effect on self-regulation even in an e-learning environment. e-learning here refers to interactive online learning, in a university setting. The findings have significant implications for both theory and practice as they build on the existing literature. We suggest use of training-based interventions for promoting self-regulation which subsequently would facilitate higher e-learning efficacy.
{"title":"A Study on the Relationship between Domain Specific Self-Efficacy and Self-Regulation in e-Learning Contexts","authors":"Priyanka Gupta, Dr. Umesh Bamel","doi":"10.24059/olj.v27i4.3658","DOIUrl":"https://doi.org/10.24059/olj.v27i4.3658","url":null,"abstract":"Self-regulation has been found to be integral to academic learning in traditional classroom environments. Social cognition theory highlights the significant relationships between academic self-efficacy, internet self-efficacy, and work experience in years on self-regulation in the context of traditional classroom learning. However, there is a lacuna in the literature on the significance of these relationships in the context of e-learning. The exponential growth of e-learning and changes in business environment necessitate a study to examine the effect on self-regulation in the context of e-learning. This research is based on a sample of 525 management students from a business school in South Asia. The findings highlight that academic and internet self-efficacy have a positive effect on self-regulation even in an e-learning environment. e-learning here refers to interactive online learning, in a university setting. The findings have significant implications for both theory and practice as they build on the existing literature. We suggest use of training-based interventions for promoting self-regulation which subsequently would facilitate higher e-learning efficacy.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"8 24","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138624307","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}
Mary Ellen Dello Stritto, Naomi Aguiar, Carolyn Andrews
One student success factor in higher education is students’ readiness to learn. An increasing number of students are learning in multiple modalities and the boundaries between course modalities continue to blur. In this context, there is a need to reassess readiness for online learning in ways that can serve all 21st century learners. The purpose of this study was to re-develop and cross-validate a measure of online learner readiness with different online student samples from two universities in the United States (combined N = 10,143). The reduced 25-item instrument retained four latent constructs: self-regulation efficacy, locus of control, communication efficacy, and technology efficacy. The emergence of these four factors replicates previous scale development studies, although individual items diverge from previous readiness instruments. Current and future applications of this redeveloped readiness instrument, the Learning Skills Journey Tool, are discussed, with a specific focus on how it can serve students throughout their learning journey.
{"title":"From Online Learner Readiness to Life-long Learning Skills: A Validation of the Learning Skills Journey Tool","authors":"Mary Ellen Dello Stritto, Naomi Aguiar, Carolyn Andrews","doi":"10.24059/olj.v27i4.3880","DOIUrl":"https://doi.org/10.24059/olj.v27i4.3880","url":null,"abstract":"One student success factor in higher education is students’ readiness to learn. An increasing number of students are learning in multiple modalities and the boundaries between course modalities continue to blur. In this context, there is a need to reassess readiness for online learning in ways that can serve all 21st century learners. The purpose of this study was to re-develop and cross-validate a measure of online learner readiness with different online student samples from two universities in the United States (combined N = 10,143). The reduced 25-item instrument retained four latent constructs: self-regulation efficacy, locus of control, communication efficacy, and technology efficacy. The emergence of these four factors replicates previous scale development studies, although individual items diverge from previous readiness instruments. Current and future applications of this redeveloped readiness instrument, the Learning Skills Journey Tool, are discussed, with a specific focus on how it can serve students throughout their learning journey.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"346 7","pages":""},"PeriodicalIF":4.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138625741","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}
Building and testing a framework of interactive and indirect predictors of student satisfaction would help us understand how to improve student online learning experience. The current study proposed that external predictors such as poor technological, environmental, and pedagogical factors would be internalized as negative psychological traits and indirectly predict student satisfaction in online learning. Results of multivariate regressions with 5824 Chinese undergraduate students demonstrated that instructors’ online teaching experience and communication with students had a stronger predictive effect on student satisfaction than wireless network quality and learning environment. Providing after-class reviewing materials to students or having longer self-learning time would not buffer students from negative external factors. Structural equation modeling analysis results showed that inferior technological, environmental, and pedagogical factors would be internalized into negative attitudes and emotions toward online learning and indirectly predict student satisfaction. Our study has implications for better understanding the extensive influence of online learning barriers caused by external conditions and building preventive mechanisms through the improvement of instructors’ teaching experience and communication with students.
{"title":"External and Internal Predictors of Student Satisfaction with Online Learning Achievement","authors":"Shixin Fang, Yi Lu, Guijun Zhang","doi":"10.24059/olj.v27i3.3627","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3627","url":null,"abstract":"Building and testing a framework of interactive and indirect predictors of student satisfaction would help us understand how to improve student online learning experience. The current study proposed that external predictors such as poor technological, environmental, and pedagogical factors would be internalized as negative psychological traits and indirectly predict student satisfaction in online learning. Results of multivariate regressions with 5824 Chinese undergraduate students demonstrated that instructors’ online teaching experience and communication with students had a stronger predictive effect on student satisfaction than wireless network quality and learning environment. Providing after-class reviewing materials to students or having longer self-learning time would not buffer students from negative external factors. Structural equation modeling analysis results showed that inferior technological, environmental, and pedagogical factors would be internalized into negative attitudes and emotions toward online learning and indirectly predict student satisfaction. Our study has implications for better understanding the extensive influence of online learning barriers caused by external conditions and building preventive mechanisms through the improvement of instructors’ teaching experience and communication with students.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200372","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 article examines the impact of course modality on student evaluation of courses and professors. Data were collected through the Student Perception of Instruction end of course rating form at the University of Central Florida (UCF), which contains nine items and maintains student anonymity. The findings indicate that while course modality accounts for only 1% of the variance in student evaluations, there is strong internal consistency and reliability in the rating scale. The distribution of ratings showed a concentration of scores at the high end, resulting in a high variability coefficient. However, when the long tail of low ratings was removed, the mean increased and the distribution became more symmetric, affecting various psychometric indices. The correlation matrices among the items revealed a single factor solution for each modality, suggesting that students tend to rely on a general impression when rating their courses. The multidimensional scaling process identified underlying categories such as structure, course climate, engagement, and consideration, even though students did not explicitly differentiate these elements in their responses. The study concludes that course modality has minimal influence on overall student ratings, a finding consistent across different time periods, including the COVID-19 pandemic. Although a single factor captures students' general evaluations, underlying categories shape their responses. The article also presents a classification model that predicts student ratings based on the scale items. This research addresses the complex dynamics of student evaluations, highlighting the nuanced relationship between course modality, student perceptions, and the underlying factors influencing their ratings.
{"title":"Student Ratings and Course Modalities","authors":"Chuck Dziuban, None Patsy Moskal, None Annette Reiner, None Adysen Cohen","doi":"10.24059/olj.v27i3.4053","DOIUrl":"https://doi.org/10.24059/olj.v27i3.4053","url":null,"abstract":"This article examines the impact of course modality on student evaluation of courses and professors. Data were collected through the Student Perception of Instruction end of course rating form at the University of Central Florida (UCF), which contains nine items and maintains student anonymity. The findings indicate that while course modality accounts for only 1% of the variance in student evaluations, there is strong internal consistency and reliability in the rating scale. The distribution of ratings showed a concentration of scores at the high end, resulting in a high variability coefficient. However, when the long tail of low ratings was removed, the mean increased and the distribution became more symmetric, affecting various psychometric indices. The correlation matrices among the items revealed a single factor solution for each modality, suggesting that students tend to rely on a general impression when rating their courses. The multidimensional scaling process identified underlying categories such as structure, course climate, engagement, and consideration, even though students did not explicitly differentiate these elements in their responses. The study concludes that course modality has minimal influence on overall student ratings, a finding consistent across different time periods, including the COVID-19 pandemic. Although a single factor captures students' general evaluations, underlying categories shape their responses. The article also presents a classification model that predicts student ratings based on the scale items. This research addresses the complex dynamics of student evaluations, highlighting the nuanced relationship between course modality, student perceptions, and the underlying factors influencing their ratings.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200284","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}
Quentin Charles Sedlacek, Lily Amador, Emily Beasley, Krysta Malech, Viviana Vigil, Heather Haeger, Corin V Gray, Corin D Slown
The coronavirus pandemic severely disrupted college students’ learning experiences. A growing body of research is attempting to examine the impact of faculty efforts to support students during this difficult time. However, different outcomes measures might lead to varying inferences about the impact of instructors’ adaptations to their pedagogy. We explore this potential for varying inferences through a mixed-methods study of 11 courses taught at a Hispanic-Serving Institution in the United States in Spring 2020. First, using qualitative analytical methods, we identify five types of instructional adaptations made by faculty. Second, we use quantitative methods to uncover associations between these instructional adaptations and a variety of course outcome measures. While all of these instructional adaptations were perceived as beneficial by students, only one--ensuring access to instructor time--was significantly correlated with students’ reported motivational and personal gains from their coursework. However, only a different adaptation—ensuring access to class resources—was significantly correlated with reduced equity gaps measured through course grades. We discuss the implications of these findings for researchers, practitioners, and policymakers.
{"title":"Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19","authors":"Quentin Charles Sedlacek, Lily Amador, Emily Beasley, Krysta Malech, Viviana Vigil, Heather Haeger, Corin V Gray, Corin D Slown","doi":"10.24059/olj.v27i3.3214","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3214","url":null,"abstract":"The coronavirus pandemic severely disrupted college students’ learning experiences. A growing body of research is attempting to examine the impact of faculty efforts to support students during this difficult time. However, different outcomes measures might lead to varying inferences about the impact of instructors’ adaptations to their pedagogy. We explore this potential for varying inferences through a mixed-methods study of 11 courses taught at a Hispanic-Serving Institution in the United States in Spring 2020. First, using qualitative analytical methods, we identify five types of instructional adaptations made by faculty. Second, we use quantitative methods to uncover associations between these instructional adaptations and a variety of course outcome measures. While all of these instructional adaptations were perceived as beneficial by students, only one--ensuring access to instructor time--was significantly correlated with students’ reported motivational and personal gains from their coursework. However, only a different adaptation—ensuring access to class resources—was significantly correlated with reduced equity gaps measured through course grades. We discuss the implications of these findings for researchers, practitioners, and policymakers.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"369 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200824","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 qualitative study examines cognitive presence in a graduate-level online pedagogy course that introduced students to the Community of Inquiry (CoI) framework. Students wrote weekly reflections that described their own learning and speculated on how they could apply what they learned to create positive online learning environments for future students. This article focuses on a reflection students wrote about cognitive presence in which they analyzed their own engagement with the four phases of practical inquiry during the week they read articles that theorized cognitive presence. The results illustrate the value of metacognition about cognitive presence as a teacher training tool. The CoI framework gave students a vocabulary to describe their own learning and prompted them to reflect on when that learning was or was not visible to the instructor. This knowledge positively impacted their plans for designing learning environments to help their future online students move through the four phases of practical inquiry.
{"title":"(Meta)Cognitive Presence for Graduate Student Teacher Training","authors":"Mary K. Stewart","doi":"10.24059/olj.v27i3.3416","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3416","url":null,"abstract":"This qualitative study examines cognitive presence in a graduate-level online pedagogy course that introduced students to the Community of Inquiry (CoI) framework. Students wrote weekly reflections that described their own learning and speculated on how they could apply what they learned to create positive online learning environments for future students. This article focuses on a reflection students wrote about cognitive presence in which they analyzed their own engagement with the four phases of practical inquiry during the week they read articles that theorized cognitive presence. The results illustrate the value of metacognition about cognitive presence as a teacher training tool. The CoI framework gave students a vocabulary to describe their own learning and prompted them to reflect on when that learning was or was not visible to the instructor. This knowledge positively impacted their plans for designing learning environments to help their future online students move through the four phases of practical inquiry.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200286","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}
Staci Ann Gilpin, Stephanie Rollag Yoon, Jana LoBello Miller
This qualitative study aims to improve accessibility and equity in digital spaces by identifying the prevalent mismatch between online course design, student culture, and its connection to instructional design for teacher preparation programs. Utilizing feminist theory, we explore the intersection between community, identity, and learning within relational-focused small group online discussions for students enrolled in two online teacher preparation courses. Data for this study includes observations of teacher candidates, artifacts of their meetings, and reflective responses. The results indicate that relational-focused small group online discussions provide opportunities to expand accessibility and equity through community and deep learning while impacting future teachers' identities.
{"title":"Building Community Online: Moving toward Humanization Through Relationship-Focused Technology Use","authors":"Staci Ann Gilpin, Stephanie Rollag Yoon, Jana LoBello Miller","doi":"10.24059/olj.v27i3.3583","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3583","url":null,"abstract":"This qualitative study aims to improve accessibility and equity in digital spaces by identifying the prevalent mismatch between online course design, student culture, and its connection to instructional design for teacher preparation programs. Utilizing feminist theory, we explore the intersection between community, identity, and learning within relational-focused small group online discussions for students enrolled in two online teacher preparation courses. Data for this study includes observations of teacher candidates, artifacts of their meetings, and reflective responses. The results indicate that relational-focused small group online discussions provide opportunities to expand accessibility and equity through community and deep learning while impacting future teachers' identities.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200288","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}
Nour Al Okla, Eman Ahmed Rababa, Shashidhar Belbase, Ghadah Al Murshidi
This study aimed to investigate the factors that influenced undergraduate learners’ engagement in the online environment in higher education institutions in the UAE. This quantitative study used an online survey that was distributed to undergraduate students at three universities in the UAE. Altogether, 126 responses were received, coded, and prepared for analysis. The findings indicated that the participants’ engagement levels in the online environment were influenced by their collaboration, learning opportunities, utilization of educational technology, and the learners’ relationships with their instructors and colleagues. The results also showed that there was no statistically significant relationship between the learners’ participation in online activities and their engagement levels. These findings have pedagogical implications in dealing with the complex and dynamic nature of the construct called learner engagement in the online environment and suggest providing undergraduate learners with real-life learning opportunities to enhance their collaboration, use of technology, and effective communication.
{"title":"The Influence of Collaboration, Participation, and Experience on Undergraduate Learner Engagement in the Online Teaching-Learning Environment","authors":"Nour Al Okla, Eman Ahmed Rababa, Shashidhar Belbase, Ghadah Al Murshidi","doi":"10.24059/olj.v27i3.3505","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3505","url":null,"abstract":"This study aimed to investigate the factors that influenced undergraduate learners’ engagement in the online environment in higher education institutions in the UAE. This quantitative study used an online survey that was distributed to undergraduate students at three universities in the UAE. Altogether, 126 responses were received, coded, and prepared for analysis. The findings indicated that the participants’ engagement levels in the online environment were influenced by their collaboration, learning opportunities, utilization of educational technology, and the learners’ relationships with their instructors and colleagues. The results also showed that there was no statistically significant relationship between the learners’ participation in online activities and their engagement levels. These findings have pedagogical implications in dealing with the complex and dynamic nature of the construct called learner engagement in the online environment and suggest providing undergraduate learners with real-life learning opportunities to enhance their collaboration, use of technology, and effective communication.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200373","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}
Swapna Kumar, Doris U. Bolliger, Elizabeth A. Roumell
Prior research has established the importance of the supervisor-doctoral candidate relationship and highlighted the importance of mentoring practices for the successful completion of doctoral theses/dissertations in the online environment. This article presents the findings of a survey with faculty members who work as supervisors in online and blended doctoral programs, and e-mentor students working on dissertations, or did so at a distance as a result of COVID-19. The survey was designed around the five sections of technology use in e-mentoring, strategies related to communications and expectations, strategies related to research processes, strategies related to emotional and social support for students, and institutional support, with a focus on which technologies and strategies faculty found most helpful. The results of the e-mentoring survey are presented and discussed in the context of prior literature and future research.
{"title":"Technologies, Strategies, and Supports Helpful to Faculty in the e-Mentoring of Dissertations","authors":"Swapna Kumar, Doris U. Bolliger, Elizabeth A. Roumell","doi":"10.24059/olj.v27i3.3630","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3630","url":null,"abstract":"Prior research has established the importance of the supervisor-doctoral candidate relationship and highlighted the importance of mentoring practices for the successful completion of doctoral theses/dissertations in the online environment. This article presents the findings of a survey with faculty members who work as supervisors in online and blended doctoral programs, and e-mentor students working on dissertations, or did so at a distance as a result of COVID-19. The survey was designed around the five sections of technology use in e-mentoring, strategies related to communications and expectations, strategies related to research processes, strategies related to emotional and social support for students, and institutional support, with a focus on which technologies and strategies faculty found most helpful. The results of the e-mentoring survey are presented and discussed in the context of prior literature and future research.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200287","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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