scholarly journals The Relationship between Web-based Learning Tools, Self-Efficacy, Depression-Anxiety-Stress on Family Life Quality under the Circumstance of COVID-19

2020 ◽  
Author(s):  
shan chen
Keyword(s):  
Family Life ◽  
Self Efficacy ◽  
Life Quality ◽  
Measurement Scale ◽  
Equation Modeling ◽  
Learning Tools ◽  
Web Based ◽  
Chinese Sample ◽  
Web Based Learning ◽  
The Relationship

Based on the pandemic of COVID-19 in 2020, to avoid crowds and mass infection, web-based learning takes the place of traditional class teaching to become the main learning method for adults, teachers, and students, the study aims to check the relationship between web-based learning tools, self-efficacy, depression-anxiety-stress, family life quality, and general health in Chinese sample. Through a questionnaire and measurement scale to collect data in June to July 2020, adopted SPSS 25.0 and Mplus 8.3 to test the reliability and validity, structural equation modeling (SEM), multiple regression model (MRM), and other methods are used for statistical analysis and conclusions.<p></p>

scholarly journals The Relationship between Web-based Learning Tools, Self-Efficacy, Depression-Anxiety-Stress on Family Life Quality under the Circumstance of COVID-19

2021 ◽  
Author(s):  
shan chen
Keyword(s):  
Family Life ◽  
Self Efficacy ◽  
Life Quality ◽  
Measurement Scale ◽  
Equation Modeling ◽  
Learning Tools ◽  
Web Based ◽  
Chinese Sample ◽  
Web Based Learning ◽  
The Relationship

Based on the pandemic of COVID-19 in 2020, to avoid crowds and mass infection, web-based learning takes the place of traditional class teaching to become the main learning method for adults, teachers, and students, the study aims to check the relationship between web-based learning tools, self-efficacy, depression-anxiety-stress, family life quality, and general health in Chinese sample. Through a questionnaire and measurement scale to collect data in June to July 2020, adopted SPSS 25.0 and Mplus 8.3 to test the reliability and validity, structural equation modeling (SEM), multiple regression model (MRM), and other methods are used for statistical analysis and conclusions.<p></p>

scholarly journals The Relationship between Web-based Learning Tools, Self-Efficacy, Depression-Anxiety-Stress on Family Life Quality under the Circumstance of COVID-19

2021 ◽  
Author(s):  
shan chen
Keyword(s):  
Family Life ◽  
Self Efficacy ◽  
Life Quality ◽  
Measurement Scale ◽  
Equation Modeling ◽  
Learning Tools ◽  
Web Based ◽  
Chinese Sample ◽  
Web Based Learning ◽  
The Relationship

Based on the pandemic of COVID-19 in 2020, to avoid crowds and mass infection, web-based learning takes the place of traditional class teaching to become the main learning method for adults, teachers, and students, the study aims to check the relationship between web-based learning tools, self-efficacy, depression-anxiety-stress, family life quality, and general health in Chinese sample. Through a questionnaire and measurement scale to collect data in June to July 2020, adopted SPSS 25.0 and Mplus 8.3 to test the reliability and validity, structural equation modeling (SEM), multiple regression model (MRM), and other methods are used for statistical analysis and conclusions.<p></p>

Exploring Social Learning Constructs in Corporate Informal Web-based Learning Environments

2016 ◽  
pp. 19-36
Author(s):  
Hyunkyung Lee
Keyword(s):  
Social Media ◽  
Social Learning ◽  
Learning Community ◽  
Learning Environments ◽  
Self Efficacy ◽  
Learning Tools ◽  
Web Based ◽  
Community Interaction ◽  
Web Based Learning ◽  
Literature Reviews

As many organizations have taken an interest in social learning, they have been concerned with how to design effective social learning environments for their learners. Although there are studies regarding the importance of social learning, the use of social learning tools, and the implementation and challenges of social learning in the workplace, there is little research on what social learning constructs are crucial for designing social learning environments. This chapter aims to explore social learning constructs in corporate informal web-based learning environments. To achieve its purpose, this chapter initially identified major social learning constructs in informal web-based learning environments based on theoretical grounds and literature reviews. As a result, learning, community, interaction, and social media were identified as environmental constructs, and motivation and self-efficacy were identified as individual constructs.

Effectiveness of web-based learning environment: role of intrinsic learning motivation, computer self-efficacy, and learner engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nimitha Aboobaker ◽  
Muneer K.H.
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Learning Engagement ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Computer Self Efficacy

Purpose In the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment. Design/methodology/approach Data was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management. Findings Learning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported. Originality/value The insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.

The Role of Digital Application Literacy in Online Assessment

2021 ◽  
pp. 004723952110526
Author(s):  
LeAnne J. Schmidt ◽  
Michael DeSchryver
Keyword(s):  
Content Knowledge ◽  
Mobile Apps ◽  
Learning Goals ◽  
Return To School ◽  
Learning Tools ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Based ◽  
Academic Consequences

As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.

ACCESSIBILITY REVIEW FOR WEB-BASED LEARNING TOOLS AND MATERIALS

2018 ◽  
Author(s):  
Lourdes Marco ◽  
Sonsoles López-Pernas ◽  
Álvaro Alonso
Keyword(s):  
Learning Tools ◽  
Web Based ◽  
Web Based Learning

Teachers' self-efficacy and formative assessment of students: Moderating role of school goal structure

2020 ◽  
Vol 48 (6) ◽  
pp. 1-13
Author(s):  
Xiaoqing Xiang ◽  
Sichang Yum ◽  
Rong Lian
Keyword(s):  
Formative Assessment ◽  
Self Efficacy ◽  
Structural Equation ◽  
Moderating Effect ◽  
Equation Modeling ◽  
Assessment Practices ◽  
Goal Structure ◽  
Primary School Teachers ◽  
Mastery Goal ◽  
The Relationship

Although the importance of formative assessment of student progress has been well covered in previous studies, implementing formative assessment in the classroom requires targeted tools and educational policies. Therefore, we examined the factors that affect teachers' use of formative assessment practices and analyzed the moderating effect of the school's mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices. Participants were 507 Chinese primary school teachers, who completed a survey. Structural equation modeling results reveal that teachers' selfefficacy regarding formative assessment and perception of a school mastery goal structure each positively predicted the use of formative assessment practices. The moderating effect of the school mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices was also statistically significant. Our findings have implications for policy making and practice as well as for further studies regarding formative assessment of students.

Using Structural Equations to Validate a New, Integrated Model of Web-Based Learning

2011 ◽  
pp. 467-482
Author(s):  
Arshad Ahmad
Keyword(s):  
Structural Equation ◽  
Learning Model ◽  
Structural Equations ◽  
Model Fit ◽  
Practice Effects ◽  
Equation Modeling ◽  
Integrated Learning ◽  
Web Based ◽  
Theoretical Concepts ◽  
Web Based Learning

This chapter introduces a descriptive model of Web-based learning called The Integrated Learning Model (ILM). The ILM is a data-driven idea, conceptualized from three principle components “knowledge acquisition,” “practice effects,” and “assessment,” and refined with exploratory factor analysis. The Integrated Learning Model (ILM) has at its heart three powerful theoretical concepts that currently enjoy widespread recognition in the educational literature. Structural Equation Modeling was then applied to determine the model fit, and parameter loadings to explain the learning construct.

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