A motivation perspective on achievement appraisals, emotions, and performance in an online learning environment

2021 ◽  
Vol 108 ◽  
pp. 101772
Author(s):  
Patti C. Parker ◽  
Raymond P. Perry ◽  
Jeremy M. Hamm ◽  
Judith G. Chipperfield ◽  
Reinhard Pekrun ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
And Performance

Computer-Aided Personalised System of Instruction for Teaching Mathematics in an Online Learning Environment

2009 ◽  
pp. 271-299 ◽  
Author(s):  
Willem-Paul Brinkman ◽  
Andrew Rae ◽  
Yogesh Kumar Dwivedi
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Strategies ◽  
Discrete Mathematics ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Learning Assessments ◽  
Online Tools ◽  
And Performance ◽  
Behaviour Learning

This paper presents a case study of a university’s discrete mathematics course with over 170 students who had access to an online learning environment (OLE) that included a variety of online tools, such as videos, self-tests, discussion boards, and lecture notes. The course is based on the ideas of the Personalised System of Instruction (PSI) modified to take advantage of an OLE. Students’ learning is initially examined over a period of 2 years, and compared with that in a more traditionally taught part of the course. To examine students’ behaviour, learning strategies, attitudes, and performance, both qualitative and quantitative techniques, were used as a mixed methodology approach, including in-depth interviews (N=9), controlled laboratory observations (N=8), surveys (N=243), diary studies (N=10), classroom observations, recording online usage behaviour, and learning assessments. In addition, students’ attitude and performance in 2 consecutive years where PSI was applied to the entire course provides further understanding that is again in favour of PSI in the context of OLE. This chapter aims to increase understanding of whether PSI, supported by an OLE, could enhance student appreciation and achievement as findings suggest.

Evaluating WebCT use in Relation to Students' Attitude and Performance

2010 ◽  
pp. 120-135
Author(s):  
Lamis Hammoud ◽  
Steve Love
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research Literature ◽  
Online Learning Environment ◽  
And Performance ◽  
Set Up ◽  
Definition Of ◽  
Technical Terms

This chapter presents and discusses the results of a study we carried out to investigate students’ attitude and performance to using a managed online learning environment known as WebCT. The chapter starts off with an overview of the literature in this area of research, including a definition of the main technical terms referred to in the research literature. The chapter then goes on to provide a detailed description of the study set-up and presents the main findings obtained from this study. The results are then discussed in relation to previous findings in the research literature.

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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