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1.
在线学习投入程度影响在线学习质量,探究在线学习投入影响因素对于改善在线学习效果具有重要意义。将解释结构模型（ISM）和层次分析法（AHP）相结合,在文献研究与专家访谈基础上建立在线学习投入影响因素多层次结构,确定各层级因素的综合权重系数。研究结果表明：学习动机、自我效能感和教学方法是最直接影响因素,网络技术环境、学习动机、自我效能感、教师参与度、学习支持服务和在线交互环境为最主要影响因素。提出引导和激励在线学习者,提供良好的情感支持;提升教师存在感和参与度,提供充足的教师支持;营造积极的在线交互环境,提供多元的学习支持等策略,提升学习者在线学习投入。 相似文献
2.
Helen J Parkin Stuart Hepplestone Graham Holden Brian Irwin Louise Thorpe 《Assessment & Evaluation in Higher Education》2012,37(8):963-973
This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their feedback’ aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate students to explore their experiences of receiving different forms of feedback with varying degrees of technical intervention including, but not limited to, electronic feedback with grades withheld; online grade publication; criteria-based feedback; and more traditional feedback methods. Through a series of semi-structured interviews, student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students’ engagement with their feedback. Data were analysed using a thematic approach, and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature. 相似文献
3.
Diane A. Isabelle 《Decision Sciences Journal of Innovative Education》2020,18(2):203-223
Gamification—the use of gameplay mechanics for nongame applications—enables learning by doing, yet questions abound about its effectiveness for education. This teaching brief reports on the gamification of an entrepreneurship course using a stand‐alone gamification platform integrated with Shopify, a global e‐commerce platform for online stores. Students experienced the entire entrepreneurship process from ideation to launch of a real business and beyond. A live leaderboard allows tracking of team performance and provides a competitive element to the experiential learning. The gamification involved the creation and operation of online ventures by 269 undergraduate students during a trimester‐long undergraduate entrepreneurship course. The assessment of student learning outcomes shows that the gamified approach enhanced students’ experience, engagement, and entrepreneurial self‐efficacy. I conclude with pedagogical observations to assist instructors in implementing a gamified approach. 相似文献
4.
This study investigates the impact of participation in the CREativity in Science and Technology (CREST) programme on student self-regulated processes and related motivations. The CREST scheme, a student-run science project managed by the British Science Association, is currently being implemented in schools across the UK to increase student engagement and motivation in science. Through implementing a rigorous quasi-experimental research design using two intervention conditions and one control group with immediate as well as 3-month delayed post-test data, the results documented both the immediate and longer-term positive impact of CREST participation on students’ self-reported levels of self-regulation. The present study also investigates changes in teachers’ perceptions of students’ self-regulated learning through CREST programme participation. Group differences regarding changes in student self-reported self-regulation were not matched when looking at the teacher-reported self-regulated learning results at both immediate post-test and delayed post-test. These discrepancies are discussed in relation to analyses conducted on the other motivational constructs measured.
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ABSTRACTWhile previous literature documents the importance of sense of belonging for a positive educational experience, much of this research is focused on students early in their college careers and incorporates a single measure of sense of belonging. In contrast, the current study sought to explore whether senior students’ faculty-related engagement influences their sense of belonging, particularly their feelings of institutional acceptance as one aspect of sense of belonging. This study utilizes data from 8939 seniors in the 2014 administration of the National Survey of Student Engagement to explore these relationships. Results suggest that increased student–faculty interaction, use of effective teaching practices, and participation in research with faculty have a positive impact on feelings of institutional acceptance for seniors. Furthermore, certain student demographics (first-generation, age, gender, race/ethnicity), college experiences (enrollment type, online learning, STEM major, college grades, living situation, Greek affiliation), and institutional characteristics (control type, minority-serving institution, selectivity, Carnegie type) also play a role in this aspect of belongingness. Institutions can use this information to increase programming and resources for improving student engagement with faculty. 相似文献
7.
There is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, these have been mostly offline CAL programs that are difficult and costly to implement. An online CAL (OCAL) may be able to bypass many of offline CAL's implementation problems and enhance the remedial tutoring experience. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL's impact. According to the findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.48 standard deviations. This impact is large when compared with offline CAL programs previously evaluated in rural China. We found that OCAL also led to a positive change in the attitudes of students towards English learning and student aspirations for their future education level. We found three possible explanations for OCAL's impact. We believe that online features that enhance the interest-oriented stimulation of the software is the main source of improvement among students. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, which is suitable for policymakers as it indicates high potential for OCAL program expansion. 相似文献
8.
Kwok-Wing Lai 《Distance Education》2017,38(3):321-335
A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher–student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students. 相似文献
9.
Simone Plak Chris van Klaveren Ilja Cornelisz 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):554-580
Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings. Therefore, this study set out to increase participation in an online proctored formative statistics exam by digital nudging. We exploited targeted nudges based on the Fogg Behaviour Model, highlighting the relevance of acknowledging differences in motivation and ability in allocating nudges to elicit target behaviour. First, we assessed whether pre-existing levels of motivation and perceived ability to participate are effective in identifying different propensities of responsiveness to plain untailored nudges. Next, we evaluated whether tailoring nudges to students' motivation and perceived ability levels increases target behaviour by means of a randomized field experiment in which 579 first-year university students received 6 consecutive emails over the course of three weeks to nudge behaviour regarding successful participation in the online exam. First, the results point out that motivation explains differences in engagement as indicated by student responsiveness and participation, whereas the perceived ability to participate does not. Second, the results from the randomized field experiment indicate that tailored nudging did not improve observed engagement. Implications for the potential of providing motivational information to improve participation in online educational activities are discussed, as are alternatives for capturing perceived ability more effectively.
Practitioner notes
What is already known about this topic- Participation in educational activities is an important prerequisite for academic success, yet often proves to be particularly challenging in digital settings.
- Students' internal barriers to online participation and persistence in higher education are lack of motivation and perceived ability.
- Nudging interventions tackle students' behavioural barriers, and are particularly effective when guided by a theory of behaviour change, and when targeting students who suffer most from those barriers.
- This study examines whether the Fogg Behaviour Model is suited to guide a nudging intervention with the aim to increase student engagement in online higher education.
- This study examines whether students with different levels of motivation and perceived ability vary in their online behaviour in response to nudges.
- This study experimentally evaluates whether targeted nudges—targeted at students' motivation and perceived ability—are more effective than plain (not-targeted) nudges.
- The results indicate the importance of motivation for performing nudged behaviours regarding successful participation in an online educational activity.
- The results do not provide evidence for the role of perceived digital ability, yet do show prior performance on a similar educational activity can effectively distinguish between students' responsiveness.
- Targeted nudges were not more effective than plain nudges, but the potential of other motivational nudges and how to increase perceived performance are discussed.
10.
In this quasi-experimental mixed methods study, we examined the effectiveness of a faculty-to-faculty mentoring program to increase student success rates in online courses at an American university. Over one semester, 24 faculty mentees worked with 6 faculty mentors on improving course organization and implementing student engagement techniques. Using methodological triangulation, we found positive results for two of our effectiveness measures (i.e., mentor and mentee feedback and mentors’ ratings of mentees’ courses). However, in terms of our third measure (i.e., student learning data), although institutional data showed that there was a 4.1% aggregate increase in online student success after the intervention, the intervention group made no significantly greater gains than two control groups. Our findings highlight some benefits and shortcomings of these types of university initiatives and also emphasize the importance of using triangulation to integrate participant feedback with formal measures of student success. 相似文献
11.
Lois Harris 《Teaching and Teacher Education》2011,27(2):376-386
Teacher actions can influence how students engage at school, making it relevant to understand their conceptions of student engagement and how to facilitate it. Reviews of existing literature suggested that a distinction between engagement in schooling and engagement in learning might help differentiate between social and academic outcomes.Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction. While some teachers held complex conceptions centred on promoting cognitive engagement and student learning, others aligned with engagement in schooling, focusing on generating participation and emphasising positive student affective experiences. 相似文献
12.
Amna Khan Farzana Hayat Ahmad Muhammad Muddassir Malik 《Education and Information Technologies》2017,22(6):2767-2804
This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning. 相似文献
13.
Bruce Macfarlane 《Teaching in Higher Education》2016,21(7):839-853
Active learning and group-based processes in higher education are central to student engagement strategies. Forms of assessment regarded as evidencing student engagement, including attendance, class participation grading and group-based projects, have become commonplace in the university curriculum on an international basis. Whilst the literature has focused on evaluating such forms of assessment in terms of learning gain, analysis of their impact from a student rights perspective has been largely overlooked. This paper will analyse student perspectives of three forms of assessment entailing the measurement of observable student attitudes and behaviour: attendance, class participation and group work grading. The evidence from a survey of undergraduates based in a Hong Kong university suggests that the majority of students are concerned about whether such practices are appropriate and fair, potentially undermining their freedom of choice to learn as adults. 相似文献
14.
Boukje Compen Kristof De Witte Wouter Schelfhout 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):411-425
This study examines whether online teacher professional development (OTPD), in the form of an interactive webinar series that encourages collaborative learning, improves student achievement. We conducted a randomised controlled trial with 1102 students, 45 teachers and 30 secondary schools in Flanders, Belgium. As a basis for the study, we developed a digital learning path aimed at improving student scores on financial literacy–a multidimensional key competence recently integrated into the curriculum. We demonstrate that the learning path improves student learning outcomes and that enhanced teacher involvement in this programme does not increase learning outcomes unless the teachers participate in the OTPD initiative. Teacher engagement in the webinar series generated student learning outcomes 0.39 standard deviations higher than those of students whose teachers did not receive this intervention, thus, confirming the effectiveness of the OTPD initiative. This effect was found immediately after programme implementation, and it persisted until at least 6 weeks later. As an underlying mechanism, we observe that engagement in the webinar series enhances teachers' self-efficacy. Classroom observations suggest that engagement increases the frequency of providing students with content-related help. 相似文献
15.
为全面系统分析在线学习投入度影响因素,提升学习者在线学习质量,从学习生态观视角出发,使用系统动力学方法,构建学习者在线学习投入度影响因素系统动力学模型。采用层次分析法对模型进行仿真分析,结果显示：教学环境、社会交互环境、情感心理环境对学习者在线学习投入影响较强,物理环境和制度规范环境影响较弱。进一步分析表明,教学活动设计、与教师交互和情感体验是影响在线学习投入的高杠杆因素。从精心设计教学活动,优化教学环境;发挥教师主导作用,构造多边良性循环的社会交互环境;增强学习者情感体验,构建各子系统协同共建的情感心理环境等方面着手,致力于提升学习者在线学习质量,能促进在线学习系统平衡、协调和可持续发展。 相似文献
16.
In this article, we provide a commentary on the current state of gamification in higher education by reviewing the research literature, noting a lack of research focused on the design of gamified postsecondary courses. To address this issue, we discuss four potential pitfalls instructors may encounter when designing gamified learning activities. We conclude with suggestions related to how instructors can avoid these common stumbling blocks. 相似文献
17.
Despite the rapid growth of online learning in higher education, the dropout rates for online courses has reached 50 percent. Lack of student engagement rank as a critical reason for frequent online course dropout. This article discusses autonomy support as a strategy to enhance online students’ intrinsic motivation and engagement. Drawing from current theories and research, three guidelines are offered to provide choices, rationale behind why assignments are designed in particular ways, and flexibility in completing more personally meaningful assignments. Each guideline is accompanied with examples from existing higher education courses. This article is intended for educators and designers of online learning to employ autonomy support strategies to engage students in active participation and successful completion of the course. 相似文献
18.
Interaction and cognitive engagement: An analysis of four asynchronous online discussions 总被引：2，自引：0，他引：2
Erping Zhu 《Instructional Science》2006,34(6):451-480
Online discussion plays a unique role in face-to-face and distance teaching and learning. Interaction and student cognitive
engagement during the online discussion are critical for constructing new understanding and knowledge. This article analyzes
types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion,
and explores their effects on and implications for learning and teaching in higher education. By combining methods of social
network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction,
and learning that take place online, and suggests areas for research in learning and teaching online. 相似文献
19.
Betul Sekendiz 《Interactive Learning Environments》2018,26(5):682-694
Higher education system has been globally evolving over time with the development of courses that offer distance online models of delivery to meet the changing needs of students in an era of technology-driven transformation. However, one of the biggest challenges of distance online education has been higher attrition rates mostly due to difficulties in engaging the students in the learning process adequately. In this regard, peer-assessment has been recommended in the literature as an interactive method to optimise student engagement and learning in collaborative environments. This study demonstrates how formative peer-assessment was utilised in an online multi-model sport management unit to enhance engaged learning outcomes. 相似文献
20.
后疫情时代,提质增效是在线开放课程内涵式发展的重要抓手。重申促进学习的评价,强调学习者的深度参与,探究学习者参与同伴互评的特点及现存问题具有重要的现实意义。文章基于国内一门在线开放课程,采用学习分析技术从结构化与非结构化数据入手,分析在线开放课程同伴互评过程中学习者的投入度,并进一步探究同伴互评投入度与学习绩效的关系。研究结果表明,在线开放课程中学习者同伴互评的行为投入及认知投入不高,但是参与同伴互评能够识别更有动力通过课程的学习者,且其认知投入度能够预测其学习绩效。基于FBM(学习行为模型)模型提出促进同伴互评投入度的两阶段干预策略,从而提高学习者参与同伴互评的投入度,并为教师及平台提供更具针对性的策略建议。 相似文献