The effects of wagering and iterative feedback on engagement and performance in a MySQL learning context

2020 ◽  
Author(s):  
Matthew Yazvec
Keyword(s):  
Learning Context ◽  
And Performance ◽  
Iterative Feedback

scholarly journals The Responsiveness of Teacher Education Managers at an ODeL College to Resilience and the Well-Being of Staff Working from Home During COVID-19

2021 ◽  
Vol 7 (4) ◽  
pp. 623-635
Author(s):  
Micheal M. ◽  
Christy J. ◽  
Samson L. ◽  
Fulufhelo Mukhati
Keyword(s):  
Teacher Education ◽  
Mixed Method ◽  
Well Being ◽  
Learning Context ◽  
Working From Home ◽  
Mixed Method Design ◽  
E Learning ◽  
Operational Practices ◽  
And Performance ◽  
Education Managers

<p style="text-align: justify;">The Coronavirus disease (COVID-19) pandemic has increased anxiety and stress among teacher education managers and has given rise to the question of whether they have the competencies to execute their operational responsibilities productively. The theories of resilience and transformational leadership underpin this study in which teacher education managers’ resilience and their responsiveness to the well-being of staff executing their operational practices in an open distance e-learning context were explored. A qualitative approach was adopted and virtual video conferencing interviews with teacher education managers were used to explore how they mitigated their strategic and operational roles and their managerial functions to ensure the well-being and organisational performance of staff working from home. Results revealed the experiences of distance managers to have been positive in that they implemented organisational strategies to mitigate the challenges faced to ensure wellness and performance among staff working from a distance. Further research applying a mixed-method design should be undertaken to determine how resilient managers and staff working from home are. That may yield different results.</p>

Cross-Cultural Differences in Perceptions of E-Learning Usability

2010 ◽  
pp. 1497-1517
Author(s):  
Panagiotis Zaharias
Keyword(s):  
Empirical Studies ◽  
Cultural Perspective ◽  
Learning Context ◽  
Cultural Considerations ◽  
Cross Cultural Differences ◽  
Systems Research ◽  
Information Systems Research ◽  
E Learning ◽  
South Eastern Europe ◽  
And Performance

E-learning is gaining momentum in corporate settings as an alternative and supplementary solution to learning and performance problems. Users of e-learning applications and courses differ across regional, linguistic, and country boundaries and user requirements are strongly influenced by their local cultural perspective. Thus e-learning design needs to be sensitive to cultural parameters. Yet, there are very few empirical studies that investigate e-learningdesign and usability issues from a cultural perspective. This study: (a) discusses the cultural considerations in human computer interaction and information systems research and the specificities of usability in e-learning context, (b) focuses on the usability evaluation of e-learning courses within an international e-learning pilot initiative. Employees from four user organizations representing four countries in South Eastern Europe participated as users of the e-learning courses and evaluated their usability.

scholarly journals Goal Setting and MOOC Completion

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Erwin Handoko ◽  
Susie L. Gronseth ◽  
Sara G. McNeil ◽  
Curtis J. Bonk ◽  
Bernard R. Robin
Keyword(s):  
Goal Orientation ◽  
Student Performance ◽  
Goal Setting ◽  
Time Management ◽  
Causal Attribution ◽  
Course Completion ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Performance

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance self-monitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goal-orientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners’ perceptions on the importance of SRL subprocesses in reaching course completion.

scholarly journals A Model for e-Learning Systems Success: Systems, Determinants, and Performance

2017 ◽  
Vol 12 (10) ◽  
pp. 4 ◽  
Author(s):  
Ismail M. Romi
Keyword(s):  
Information And Communication Technologies ◽  
Learning Systems ◽  
Learning System ◽  
Learning Context ◽  
Learner Performance ◽  
Learning Success ◽  
Proposed Model ◽  
System Components ◽  
E Learning ◽  
And Performance

E-learning is used by higher education institutions and corporate training institutes as a means of solving performance problems, and the accessibility to educational technology which considered as vital for acquisition and dissemination of knowledge to students, as well as interaction between instructors and students. To determine technological solutions for those institutions, an analysis to the literature, and related theories have been conducted depending on the context impact to e-learning system, as well as the interrelationship between e-learning system components and its impact on learner performance. The main findings show that e-learning system is composed of four components, mainly; the instructor, learner, course, and information and communication technologies (ICT), in addition to the context determinants of e-learning system success. The current study, proposed a model for e-learning success, which incorporates eight factors, mainly; e-learning context that include individual, institutional, and environmental determinants to e-learning success. In addition to e-learning components which include instructor, learner, course, and ICT. As well as the learner performance, that aims to measure e-learning success. The proposed model was designed to integrate prior research in the area of e-learning, where it adds set of determinants to e-learning systems success, and find out the best fit of e-learning system components. Moreover, educational institutions can use this proposed model.

scholarly journals The Process-oriented Assessment Model of Business English Translation Course in a Flipped Learning Context

2020 ◽  
Vol 10 (4) ◽  
pp. 1
Author(s):  
Lijun Deng
Keyword(s):  
English Translation ◽  
Assessment Model ◽  
Flipped Learning ◽  
Business English ◽  
Learning Context ◽  
English Major ◽  
Research Findings ◽  
Process Oriented ◽  
And Performance ◽  
Multiple Assessment

Based on the preliminary research findings in the project-based flipped learning model in Business English Translation course, this study designed a process-oriented assessment model for this course and tested its efficacy by an empirical study on 181 third-year English major students divided into three experimental class and three control class under a flipped learning context. The process-oriented assessment model in Business English Translation course is both synchronic and diachronic, by incorporating multiple assessment subjects including both the teacher and the students and the complete learning activities before, during and after class. This study conducted a pre-test and an after-test to examine the students’ command of key translation knowledge and skills, and meanwhile, to evaluate the improvement of students’ translation competence after the implementation of the process-oriented assessment mode. Questionnaires and surveys were also employed in this study so as to collected students’ response to the new assessment model. The data and results collected from the above-mentioned research methods indicate that the process-oriented assessment model can significantly enhance students’ motivation and performance in Business English Translation course.

scholarly journals The Relationship Between Self-Regulations and Online Learning in an ESL Blended Learning Context

2019 ◽  
Vol 12 (6) ◽  
pp. 87
Author(s):  
Hind Al Fadda
Keyword(s):  
Academic Success ◽  
Blended Learning ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Help Seeking ◽  
English Language ◽  
Self Regulation ◽  
Learning Context ◽  
Learning Success ◽  
And Performance

Technology has changed the social landscape and the nature of social interaction. Education has been affected by these changes, as technology has facilitated the creation and Implementation of new educational environments and delivery methods (e.g., distance and blended-learning structures). While the prevalence of such approaches has increased over time, little is known about the learning skills that promote academic success; consequently, the ability of instructors and administrators to implement appropriate methods to foster these skills is hindered. This study examines distance education and focuses on the self-regulation literature to identify skills that can predict ESL learning success in a blended educational environment. Data were collected from 70 students attending a blended English language course. Using subscales from Motivated Strategies for Learning Questionnaire, five Self-regulatory attributes likely to predict academic performance were identified: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy.

The Learning-Specific Inner Speech Scale (LISS)

2020 ◽  
Vol 36 (4) ◽  
pp. 705-716
Author(s):  
Xue Xiang ◽  
Thomas M. Brinthaupt ◽  
Sumin Sun ◽  
Xuezhu Ren
Keyword(s):  
Learning Strategies ◽  
Real Life ◽  
Adolescent And Young Adult ◽  
Learning Performance ◽  
Inner Speech ◽  
Learning Context ◽  
Consistency Test ◽  
Context Data ◽  
And Performance ◽  
Test Retest Reliability

Abstract. Theory and research suggest that inner speech plays a prominent role in students’ learning. To facilitate research on inner speech within learning and academic contexts, we developed a Learning-specific Inner Speech Scale (LISS) used for assessing students spanning a broad range of ages. The LISS takes a functional view of inner speech, assessing the frequency of social-assessing, self-critical, self-reinforcing, and self-managing inner speech in the learning context. Data from three studies based on the child, adolescent, and young adult samples demonstrated that the LISS exhibits acceptable psychometric properties in terms of internal consistency, test-retest reliability, and construct and content validities. In addition, the LISS is age-sensitive and demonstrates a favorably predictive validity for students’ real-life learning performance. The LISS provides researchers and practitioners a useful tool for exploring verbal thinking and its relationships with learning strategies and performance.

scholarly journals The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Richard Lynch ◽  
Myron Dembo
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Blended Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Verbal Ability ◽  
Learning Context ◽  
Course Grades ◽  
And Performance ◽  
Learning And Performance

<P class=abstract>This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.</P> <P><B>Keywords:</B> self-regulated learning, blended learning, online learning</P>

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