scholarly journals SHEDDING LIGHT ON TRANSFORMATIONAL ONLINE LEARNING USING FIVE PRACTICE BASED TENETS: ILLUMINATING THE SIGNIFICANCE OF THE SELF

2018 ◽  
Vol 4 (2) ◽  
pp. 10-16 ◽  
Keyword(s):  
Online Learning ◽  
The Self

Support for Study: Online Educational Environments and the Rights to Education

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Lin Lin ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Collaborative Inquiry ◽  
Expert Knowledge ◽  
The Self ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Learners ◽  
Educational Environments ◽  
Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

The Self-Efficacy Questionnaire for Online Learning (SeQoL)

2020 ◽  
Vol 41 (4) ◽  
pp. 472-489
Author(s):  
Chia-Lin Tsai ◽  
Moon-Heum Cho ◽  
Rose Marra ◽  
Demei Shen
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
The Self

scholarly journals Applying the Rasch Model to Evaluate the Self-Directed Online Learning Scale (SDOLS) for Graduate Students

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Hongwei Yang ◽  
Jian Su ◽  
Kelly D. Bradley
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Perceptions ◽  
Rating Scale ◽  
Learning Experience ◽  
Reliability And Validity ◽  
The Self ◽  
Retention Rates ◽  
Scale Model ◽  
New Instrument

With the rapid growth of online learning and the increased attention paid to student attrition in online programs, much research has been aimed at studying the effectiveness of online education to improve students’ online learning experience and student retention. Utilizing the online learning literature as a multi-faceted theoretical framework, the study developed and employed a new survey instrument. The Self-Directed Online Learning Scale (SDOLS) was used to examine graduate student perceptions of effectiveness of online learning environments as demonstrated by their ability to take charge of their own learning, and to identify key factors in instructional design for effective improvements. The study applied the Rasch rating scale model to evaluate and validate SDOLS through a psychometric lens to establish the reliability and validity of SDOLS. Results from Rasch analysis addressed two research questions. First, evidence was found to generally support the new instrument as being psychometrically sound but three problematic items were also identified as grounds for future improvement of SDOLS. Second, the study assessed the importance of various factors as measured by the SDOLS items in contributing to students’ ability to self-manage their own online learning. Finally, the new instrument is expected to contribute to the work of various stakeholders in online education and can serve to improve students’ online learning experience and effectiveness, increase online retention rates, and reduce online dropouts.

scholarly journals Validation of the self-regulated online learning questionnaire

2016 ◽  
Vol 29 (1) ◽  
pp. 6-27 ◽  
Author(s):  
Renée S. Jansen ◽  
Anouschka van Leeuwen ◽  
Jeroen Janssen ◽  
Liesbeth Kester ◽  
Marco Kalz
Keyword(s):  
Online Learning ◽  
The Self

Emergence of a New Identity

2011 ◽  
pp. 107-130
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Social Presence ◽  
The Self ◽  
Online Environment ◽  
Self Identity ◽  
Online Learning Communities

Online learning communities are created and sustained by a collective sense of we-ness. There are many factors however, that influence the development of the community. Cyber educators may use digitally mediated communications (DMC) that are synchronous or asynchronous to promote social presence and connectedness within the online environment. The identity of the self as well as the identity of the group must be developed in order for knowledge to be co-constructed by the group and for trust to be established. Often times, however, a new self identity emerges as part of the process.

Metacognitive Knowledge and the Self as Socially Distanced Online Learner: A Virtual Reality Assisted Analysis of Academic Self-Concept

2021 ◽  
pp. 004723952199977
Author(s):  
Damian J. Rivers ◽  
Michael Vallance ◽  
Michiko Nakamura
Keyword(s):  
Virtual Reality ◽  
Online Learning ◽  
Course Design ◽  
Focal Point ◽  
Learning Experience ◽  
Self Regulation ◽  
Metacognitive Knowledge ◽  
The Self ◽  
Self Concept ◽  
Novel Coronavirus

With online learning solutions responding to the novel coronavirus pandemic, it is important for educational technologists and other practitioners to understand how learners are experiencing the demands of socially distanced online learning and how they conceive of themselves within distant spaces and digital communities. Research into the metacognitions of learners provides a non-technocratic focal point through which such information can be extracted. Framing learner self-beliefs as a form of metacognitive knowledge, the current article presents a virtual-reality-assisted thematic analysis into the self-appraisals of 210 socially distanced online learners at a Japanese university. The study focuses on the discursive rationalizations expressed in service of the academic self-concept. Four themes were identified in the data: formal assessment, affect and emotion, self-regulation, and transformative awareness. Such research provides educators with a platform for pedagogical intervention and course design considerations relative to the challenges of the online learning experience.

scholarly journals Study of Independence Student’s Online Learning During Covid-19 Pandemic

2021 ◽  
Vol 1 (1) ◽  
pp. 52
Author(s):  
Wiwin Dwi Winarti ◽  
Dian Septi Nur Afifah ◽  
Linda Pebriani ◽  
Ika Mariana Putri ◽  
Imam Sukwatus Suja’i
Keyword(s):  
High School ◽  
Online Learning ◽  
Data Analysis ◽  
Data Collection ◽  
Junior High School ◽  
The Self ◽  
Observation Data ◽  
Self Confidence ◽  
Data Validity ◽  
Main Instrument

This research aims to describe the perceptions of independence online learning during Covid-19 Pandemic. This research was conducted at Junior High School 5 Tulungagung. Data collection techniques in this research were observation and questionnaire. The main instrument is researcher itself, the supporting instrument are observation notes and questionnaire sheets. The data validity uses in this research is extension of observation. Data analysis based on indicators of learning independence which include self-confidence, discipline, initiative, responsibility, and motivation. The result of this research indicate the self-confidence indicator, 28% students stated that they were always confident, 30% stated often, 20% stated sometimes, 13% stated rarely, and 9% stated never. In discipline indicator, 75% of students stated that they were always discipline, 3% stated sometimes, 1% stated rarely and never. In initiative attitude indicators, 35% students stated that they always had the initiative, 34% stated often, 22% stated sometimes, 3% stated rarely and the remaining 6% stated never. In responsibility attitude indicator, 51% students stated that they always had a responsibility, 25% stated often, 20% stated sometimes, 1% stated rarely and the remaining 3% stated never. In motivation indicators, 91% students stated that they always had a motivation and the remaining 9% stated often.

scholarly journals From self-study to studying the self: a collaborative autoethnography of language educators as informal language learners

2020 ◽  
pp. 1-6
Author(s):  
Antonie Alm ◽  
Louise Ohashi
Keyword(s):  
Online Learning ◽  
Language Learners ◽  
Teaching Practices ◽  
The Self ◽  
Teacher Cognition ◽  
Digital Tools ◽  
Learning Resources ◽  
Foreign Language Learners ◽  
Self Study ◽  
Online Learning Resources

This article reports on an autoethnography by two authors who analysed the interrelationship of their experiences as foreign language learners, educators, and researchers. Both participant-researchers had taken advantage of the accessibility of online learning resources to learn new languages, had incorporated digital tools into their teaching practices, and had researched how technology could be used as a learning aid for students inside and outside the classroom. In this collaborative autoethnography, they turned the research lens upon themselves and each other to develop understandings of the way their experiences as language learners and researchers impacted upon their teacher cognition and teaching practices.

scholarly journals Teachers’ language politeness, students’ academic motivation and self-efficacy during school from home

2021 ◽  
Vol 16 (5) ◽  
pp. 2161-2172
Author(s):  
Mantasiah Rivai ◽  
Yusri Yusri ◽  
Andi Tenri Ola Rivai ◽  
Muhammad Anwar
Keyword(s):  
Online Learning ◽  
Elementary Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
The Self ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Learning School ◽  
Correlational Method ◽  
The Relationship

This study aims to investigate the influence of teachers’ language politeness on students’ academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students’ academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers’ language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers’ language politeness significantly influences students’ academic motivation and self-efficacy during online learning. Teachers’ language politeness was more likely to have greater influence on students’ self-efficacy than on students’ academic motivation. As shown in the model, the value of the relationship between students’ academic motivation and self-efficacy was 0.497.   Keywords: Language politeness, academic motivation, self-efficacy, school from home.

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