Interruptions in online training and their effects on learning

2019 ◽  
Vol 43 (5/6) ◽  
pp. 490-504
Author(s):  
Jessica E. Federman
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Design Methodology ◽  
Online Training ◽  
Future Research ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
E Learning

Purpose The purpose of this paper is to identify the types of interruptions learners experience during online training and their effects on learning. Design/methodology/approach An internet-based survey was distributed to individuals who experienced interruptions during e-learning to uncover common characteristics. A conceptual framework relating interruption characteristics to self-regulatory facets of learning is discussed. Findings The study reveals that e-learners experience computer malfunctions, supervisors and family/friends as common sources of interruptions. The survey also reveals that interruptions are occasionally self-generated. Originality/value This paper synthesizes the interruption and self-regulated learning literatures and provides a framework for understanding how interruptions affect online learning. This framework can be used by practitioners and scholars for future research and testing interrupted e-learning.

Self-regulated learning in online learning environments: strategies for remote learning

2020 ◽  
Vol 121 (5/6) ◽  
pp. 321-329
Author(s):  
Richard Allen Carter Jr ◽  
Mary Rice ◽  
Sohyun Yang ◽  
Haidee A. Jackson
Keyword(s):  
Online Learning ◽  
Future Research ◽  
Content Type ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Teachers And Students ◽  
The Usa ◽  
K 12 ◽  
Remote Learning

Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic. Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment. Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families. Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

How instructors can use case based learning (CBL): CBL approach can inspire more self-regulated learning in students

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Situated Learning ◽  
Design Methodology ◽  
Self Regulation ◽  
Use Case ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Case Based Learning ◽  
Based Instruction ◽  
Case Based

Purpose The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Design/methodology/approach The authors carried out a literature review of SRL and CBL, including reviewing the theories of situated learning and constructivism. They then provided a detailed design presentation for using CBL with trainees. Findings The findings of the analysis enable a full, detailed approach to the application of CBL for practitioner use Originality/value Case-based instruction has not previously been directly linked to the self-regulation of learning.

A Conceptual Educational Data Mining Model for Supporting Self-Regulated Learning in Online Learning Environments

2021 ◽  
pp. 278-292
Author(s):  
Eric Araka ◽  
Robert Oboko ◽  
Elizaphan Maina ◽  
Rhoda K. Gitonga
Keyword(s):  
Data Mining ◽  
Online Learning ◽  
Learning Environments ◽  
Domain Knowledge ◽  
Educational Data Mining ◽  
Online Learning Environments ◽  
Student Activities ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
E Learning

Self-regulated learning is attracting tremendous researches from various communities such as information communication technology. Recent studies have greatly contributed to the domain knowledge that the use self-regulatory skills enhance academic performance. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Modern learning management systems (LMS) allow storage of datasets on student activities. Subsequently, it is now possible to use Educational Data Mining to extract learner patterns which can be used to support SRL. This chapter discusses the current tools for measuring and promoting SRL on e-learning platforms and a conceptual model grounded on educational data mining for implementation as a solution to promoting SRL strategies.

Developing a pedagogical instrument for MIS fundamental course – embracing self-regulated learning strategies

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sajed M. Abukhader
Keyword(s):  
Learning Strategies ◽  
Conceptual Development ◽  
Single Case ◽  
Educational Institution ◽  
Future Research ◽  
Content Type ◽  
Four Dimensions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Practical Implications

Purpose Teaching management information systems (MIS) fundamental course remains a challenging task to date, encountering several continuing complaints from students as well as instructors, as per several studies. Several reasons are reported, some of which are related to little embrace of more innovative non-traditional techniques, and limited literature guidance on selection and effective use of appropriate strategies to various settings. Toward instructional innovation, this paper proposes and tests a pedagogical instrument. By introducing this tool, the ultimate objective is to minimize the confusion that students usually encounter during this course and to empower the instructors in the delivery of its interdisciplinary knowledge. Design/methodology/approach A triangulation of four methods is being employed: conceptual development, experimentation for 12 years, assessment in light of the self-regulated learning theory, and empirical analysis. For the latter method, an open-ended questionnaire as well as group interviewing were carried out. Findings The proposed instrument (need-function instrument [NFI]) was found to be in support of self-regulated learning to a promising extent in terms of its four core aspects. The participants were more inclined to accept as well as appreciate the instrument than report drawbacks. Yet, there are few complaints for the inability to distinguish between two introduced terms, ‘Information Problem’ and ‘Operations Problem’. Therefore, a future effort is deemed necessary to explore this aspect. Research limitations/implications The results are based on a single case of educational institution which is not enough to generalize for other educational environments. Future research is necessary for testing in a variety of settings in terms of type of classroom, number of students enrolled, type of institution (public or private), etc. Practical implications Whereas the instrument is anticipated to render improvements in the students’ understanding of MIS content and to alleviate the task of the course leader in delivering the course, there are possible practical implications that should be paid careful attention to. They were analyzed in terms of four dimensions: the Instructor, the Student, the Classroom and Time. Originality/value The paper introduces a new pedagogical instrument/tool for teaching the MIS fundamental course.

The intersection of mindsets and self-regulated learning

2018 ◽  
Vol 32 (2) ◽  
pp. 1-4 ◽  
Author(s):  
Paul Lyons ◽  
Randall Bandura
Keyword(s):  
Design Methodology ◽  
Relevant Literature ◽  
Academic Research ◽  
Organizational Outcomes ◽  
Positive Outcomes ◽  
Employee Behavior ◽  
Improve Performance ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning

Purpose The purpose of this paper is to address the intersection of two important areas related to employee development: mindsets and self-regulated learning. These concepts suggest opportunities for managerial influence over employee behavior which may ultimately enhance organizational culture and functioning. Design/methodology/approach The concepts of mindsets and self-regulated learning are connected in such a way as to yield some managerial approaches to generate positive outcomes for organizations. A brief summary of the relevant literature provides a base for the positive organizational outcomes that may be obtained through a manager’s combined understanding of these two concepts. Findings Understanding how the concepts of mindsets and self-regulated learning are related can provide managers with tools to be used in encouraging employees toward a strengthened ability to learn, adapt, and become more valuable to the organization. Originality/value Useful approaches to boosting employees’ inclination to learn, adapt, change, and improve performance are developed from existing academic research.

Innovation and cause-related marketing success: a conceptual framework and propositions

2015 ◽  
Vol 29 (5) ◽  
pp. 354-366 ◽  
Author(s):  
Michael Christofi ◽  
Erasmia Leonidou ◽  
Demetris Vrontis ◽  
Phillip Kitchen ◽  
Ioanna Papasolomou
Keyword(s):  
Conceptual Framework ◽  
Critical Review ◽  
Design Methodology ◽  
Academic Research ◽  
Practical Significance ◽  
Future Research ◽  
Content Type ◽  
Cause Related Marketing ◽  
Product Service ◽  
Theory Application

Purpose – This paper aims to illustrate how innovation typologies may lead to cause-related marketing (CRM) success when applied to services. Design/methodology/approach – Hence, the paper identifies product/service and brand factors that underpin CRM success, undertakes an innovation theory application in CRM and examines its theoretical and practical significance. Findings – The paper develops a conceptual framework that may serve to facilitate CRM success. Originality/value – Intended contributions include: a critical review of academic research related to CRM success; identification of underdeveloped connections between five innovation types and CRM success; enrichment of the innovation and CRM literature by developing a framework that combines these; managerial guidelines to achieve successful CRM practice in services; and an agenda for future research in CRM via a multi-dimensional concept of innovation.

scholarly journals The digitalization of retailing: an exploratory framework

2016 ◽  
Vol 44 (7) ◽  
pp. 694-712 ◽  
Author(s):  
Johan Hagberg ◽  
Malin Sundstrom ◽  
Niklas Egels-Zandén
Keyword(s):  
Conceptual Framework ◽  
Design Methodology ◽  
Previous Literature ◽  
Future Research ◽  
Retail Sector ◽  
Content Type ◽  
Over Time

Purpose – Digitalization denotes an on-going transformation of great importance for the retail sector. The purpose of this paper is to analyse the phenomenon of the digitalization of retailing by developing a conceptual framework that can be used to further delineate current transformations of the retailer-consumer interface. Design/methodology/approach – This paper develops a framework for digitalization in the retail-consumer interface that consists of four elements: exchanges, actors, offerings, and settings. Drawing on the previous literature, it describes and exemplifies how digitalization transforms each of these elements and identifies implications and proposals for future research. Findings – Digitalization transforms the following: retailing exchanges (in a number of ways and in various facets of exchange, including communications, transactions, and distribution); the nature of retail offerings (blurred distinctions between products and services, what constitutes the actual offering and how it is priced); retail settings (i.e. where and when retailing takes place); and the actors who participate in retailing (i.e. retailers and consumers, among other parties). Research limitations/implications – The framework developed can be used to further delineate current transformations of retailing due to digitalization. The current transformation has created challenges for research, as it demands sensitivity to development over time and insists that categories that have been taken for granted are becoming increasingly blurred due to greater hybridity. Originality/value – This paper addresses a significant and on-going transformation in retailing and develops a framework that can both guide future research and aid retail practitioners in analysing retailing’s current transformation due to digitalization.

Understanding control in nonprofit organisations: moving governance research forward?

2015 ◽  
Vol 15 (1) ◽  
pp. 134-145 ◽  
Author(s):  
Terri Byers ◽  
Christos Anagnostopoulos ◽  
Georgina Brooke-Holmes
Keyword(s):  
Conceptual Framework ◽  
Design Methodology ◽  
Levels Of Analysis ◽  
Future Research ◽  
Holistic View ◽  
Content Type ◽  
Nonprofit Organisations ◽  
Critical Realist ◽  
Time Periods ◽  
Different Levels

Purpose – The purpose of this paper is to introduce the concept of organisational control and both its importance and utility for understanding nonprofit organisations. Design/methodology/approach – This paper uses a critical realist (CR) methodology to discuss the concept of control and its utility to research on governance of nonprofit organisations. Findings – The current study offers a conceptual framework that presents a holistic view of control, relevant for analysing nonprofit organisations, and a methodological lens (CR) through which this framework can be implemented. Research limitations/implications – This paper suggests that studies of governance should consider different levels of analysis, as suggested by examining the concept of control using a CR framework. This notion has yet to be tested empirically and a framework for examining governance from a CR perspective of control is suggested. Context is highly relevant to understanding control, and thus, this model requires testing in a wide diversity of nonprofit sectors, sizes of organisations and time periods. Originality/value – The literature on organisational control provides useful insights to advance our understanding of nonprofit organisations beyond the notion of governance, and this paper proposes both conceptual and methodological underpinnings to facilitate future research.

scholarly journals Interactions between learner’s beliefs, behaviour and environment in online learning: Path analysis

2021 ◽  
Vol 6 (2) ◽  
pp. 38-47
Author(s):  
Enjy Abouzeid ◽  
Rebecca O'Rourke ◽  
Yasser El-Wazir ◽  
Nahla Hassan ◽  
Rabab Abdel Ra'oof ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Path Analysis ◽  
Online Discussion ◽  
Learning Experience ◽  
The Other ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
E Learning

Introduction: Although, several factors have been identified as significant determinants in online learning, the human interactions with those factors and their effect on academic achievement are not fully elucidated. This study aims to determine the effect of self-regulated learning (SRL) on achievement in online learning through exploring the relations and interaction of the conception of learning, online discussion, and the e-learning experience. Methods: A non-probability convenience sample of 128 learners in the Health Professions Education program through online learning filled-out three self-reported questionnaires to assess SRL strategies, the conception of learning, the quality of e-Learning experience and online discussion. A scoring rubric was used to assess the online discussion contributions. A path analysis model was developed to examine the effect of self-regulated learning on achievement in online learning through exploring the relations and interaction among the other factors. Results: Path analysis showed that SRL has a statistically significant relationship with the quality of e-learning experience, and the conception of learning. On the other hand, there was no correlation with academic achievement and online discussion. However, academic achievement did show a correlation with online discussion. Conclusion: The study showed a dynamic interaction between the students’ beliefs and the surrounding environment that can significantly and directly affect their behaviour in online learning. Moreover, online discussion is an essential activity in online learning.

scholarly journals MOLAM: A Mobile Multimodal Learning Analytics Conceptual Framework to Support Student Self-Regulated Learning

2020 ◽  
Author(s):  
Mohammad Khalil
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Learning Analytics ◽  
Continuous Measurement ◽  
Multimodal Learning ◽  
Self Regulated Learning ◽  
Learning Contexts ◽  
Regulated Learning ◽  
Multimodal Learning Analytics

MOLAM is a Mobile Multimodal Learning Analytics Conceptual Framework to Support Student Self-Regulated Learning. This chapter introduces a Mobile Multimodal Learning Analytics approach (MOLAM). I argue that the development of student SRL would benefit from the adoption of this approach and that its use would allow continuous measurement and provision of in-time support of student SRL in online learning contexts.

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