The impact of self-organization course on the cognitive motivation of first-year students in Online Learning Environments

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

Loss management and agency: Undergraduate students’ online psychological processing of lower-than-expected assessment feedback

Waikato Journal of Education ◽

10.15663/wje.v23i2.653 ◽

2019 ◽

Vol 23 (2) ◽

Author(s):

Natilene Bowker

Keyword(s):

Online Learning ◽

Learning Environments ◽

Undergraduate Students ◽

First Year ◽

Assessment Feedback ◽

Online Distance ◽

Feedback Data ◽

Psychology Course ◽

Psychological Processing

Identifying how students can manage the psychological complexity of receiving assessment feedback is important to gain maximum learning and for teachers to facilitate empowering online learning environments. This study discursively explores how a group of students, learning online, psychologically process assessment feedback. Data comprised 29 posts from a student-initiated asynchronous discussion in a first-year undergraduate online distance psychology course. Posts centre around different ways of managing loss over lower-than-expected assessment feedback involving three repertoires: distress, discord and review; facing the difficulties; and ways forward comprising three resources: acknowledgement and solutions, lessons learnt, and accommodating challenges. The psychological loss arising from the removal of a psychological attachment to a grade aspiration is theorised. Findings show how students’ discourse functioned to (legitimately) challenge the teacher’s power while also creating constructive solutions, including exercising agency over one’s online learning. Teaching strategies for managing the psychology of receiving assessment feedback online are shared.

The (Lack of) Influence of Age and Class Standing on Preferred Teaching Behaviors for Online Students

Online Learning ◽

10.24059/olj.v22i1.1086 ◽

2018 ◽

Vol 22 (1) ◽

Author(s):

Shannon Kennan

Keyword(s):

Online Learning ◽

Adult Learners ◽

Learning Environments ◽

Teaching Behaviors ◽

Online Students ◽

Online Learners ◽

Class Standing ◽

Online Classrooms ◽

This study contributes to the growing body of literature about what makes a successful online learning environment. Specifically, it addresses assumptions made about online learning environments — that privilege self-determination and adult learners — by measuring students’ preferences for teaching behaviors that they believe help them succeed in online classrooms. Using two waves of survey data, only seven teaching behaviors were consistently related to online learners based on differences in age and class standing among students, and those behaviors do not fit neatly within the assumptions typically made about adult learners. These findings should begin to raise questions about whether the assumptions made about adult learners actually manifest in online learning environments. This study reveals evidence of a more pragmatically-minded group of adult learners, particularly when considering the impact of age and class standing for online students.

The Impact of Students’ Perceptions of Online Learning Environments on Students’ Satisfaction in the Context of Covid-19 Pandemic

Studies in Learning and Teaching ◽

10.46627/silet.v2i3.84 ◽

2021 ◽

Vol 2 (3) ◽

pp. 61-72

Author(s):

Sunipa Ghosh Dastidar

Keyword(s):

Online Learning ◽

Active Learning ◽

Student Satisfaction ◽

Learning Environments ◽

Student Interaction ◽

Student Autonomy ◽

Instructor Support ◽

The Impact ◽

Students Satisfaction

In the context of the Covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. The study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. A quantitative descriptive survey method was applied. This study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of West Bengal. Online Learning Environments Survey, an adapted and translated (Bengali) version of the Distance Education Learning Environments Survey (DELES) by Scott L Walker (2003), was used for collecting data. For data analysis, statistical techniques, ANOVA and regression analysis were performed. The results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. Furthermore, a significant mean difference in student satisfaction was found based on the academic stream. The result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction.

Leading the quality management of online learning environments in Australian higher education

Australasian Journal of Educational Technology ◽

10.14742/ajet.84 ◽

2013 ◽

Vol 29 (3) ◽

Cited By ~ 3

Author(s):

Dale Holt ◽

Stuart Palmer ◽

Judy Munro ◽

Ian Solomonides ◽

Maree Gosper ◽

...

Keyword(s):

Online Learning ◽

Quality Management ◽

Focus Groups ◽

Learning Environments ◽

First Year ◽

Management Framework ◽

Learning And Teaching ◽

Key Issues ◽

Evaluation Approaches

<p>The paper presents the findings of the first year of a nationally funded Australian Learning and Teaching Council (ALTC) project on the quality management of online learning environments by and through distributed leadership. The project is being undertaken by five Australian universities with major commitments to online and distance education. Each university, however, has a distinctive location, history and profile in the sector. The first year of the project has seen the development of a quality management framework with six interrelated elements. The framework is being applied, refined and validated in the second year of the project. Allied with the development of the framework, was the conduct of focus groups at each of the five partner institutions in the middle of the first year. These focus groups composed a range of staff involved collectively in the leadership of the organisation's online learning environment. Prominence was given to the nature and value of strategic planning, due diligence conducted in selecting and mainstreaming technologies, evaluation approaches informing decision making, and the various relationships between different leadership levels and domains. A number of key issues which emerged relating to the elements identified in the framework are examined.</p><p> </p>

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

Blended Learning ◽

10.4018/978-1-5225-0783-3.ch065 ◽

2016 ◽

pp. 1335-1357

Author(s):

Kathryn Woods

Keyword(s):

Online Learning ◽

Student Engagement ◽

Learning Environment ◽

Prior Knowledge ◽

Learning Environments ◽

Online Courses ◽

Traditional Classroom ◽

Online Classroom ◽

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

Motivation and Employee Effectiveness in Online Learning Environments: Leadership Strategies of New Generation and Emotional Intellect

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i09.13921 ◽

2020 ◽

Vol 15 (09) ◽

pp. 258

Author(s):

Nail Israfilov ◽

Oksana Borisova ◽

Oxana Kartashova ◽

Nataliia Davydova ◽

Galia Biserova ◽

...

Keyword(s):

Online Learning ◽

Learning Environments ◽

Professional Activity ◽

Leadership Strategies ◽

Educational Organizations ◽

Employee Effectiveness ◽

Cis Countries ◽

New Generation ◽

The article aims at analyzing the impact of leadership technologies and emotional intellect within the motivation systems in educational organizations in the EU and CIS countries on employee effectiveness in online learning environments. During research implementation, it has been also identified the direct relationship be-tween these technologies and profitability of these organizations. The research has shown that the issue of effective motivation and incentive system which would ensure a real professional development for the employees of educational organizations and makes the organization a leading one is of rather in-depth conceptual character and needs development of an adequate employee strategy by using more contemporary methods of influencing them. The achieved results are unique and can be used within the study of the issues related to online learning and motivation as of employees of educational organizations, so as employees in overall in their professional activity.