scholarly journals Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Changcheng Wu ◽  
Bin Jing ◽  
Xue Gong ◽  
Ya Mou ◽  
Junyi Li
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Online Teaching ◽  
Value Theory ◽  
Equation Modeling ◽  
Behavioral Engagement ◽  
Learning Context ◽  
Academic Emotions ◽  
Learning Satisfaction ◽  
Learning Platform

Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction.Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data.Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction.Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future.

scholarly journals Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers’ Academic Emotions and Learning Satisfaction

2021 ◽  
Vol 12 ◽  
Author(s):  
Changcheng Wu ◽  
Xue Gong ◽  
Li Luo ◽  
Qingling Zhao ◽  
Shan Hu ◽  
...  
Keyword(s):  
Technology Acceptance ◽  
Value Theory ◽  
Learning Performance ◽  
Unified Theory ◽  
Learning Context ◽  
Academic Emotions ◽  
Control Value ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
The Relationship

Academic emotions refer to the emotions related to achievement activities or outcomes. Academic emotions are directly related to learning performance and have been recognized as critical to learners’ learning satisfaction and learning effectiveness in the online learning context. This study aimed to explore the relationship between academic emotions and learning satisfaction and their underlying mechanisms in massive open online courses (MOOCs) learning context using mediation models. This study adhered to the theoretical frameworks of the control-value theory (CVT) and the unified theory of acceptance and use of technology (UTAUT). Participants were 283 pre-service teachers who volunteered from a normal university in Southwestern China. Results revealed that: (a) academic emotions did not predict learning satisfaction; (b) learning interest and technology acceptance fully mediated the influence of academic emotions on learning satisfaction; (c) the four dimensions of technology acceptance did not mediate the relationship between academic emotions and learning satisfaction. This study integrated CVT and UTAUT models, and the results emphasized the importance of academic emotions and learning satisfaction in CVT and provision of additional support for UTAUT. Therefore, these findings have significant implications for improving the quality of MOOCs in the post-pandemic era.

scholarly journals The Most Influential Factor to Pass Rate of Modified OSCE Exam on Student Batch 2 during Pandemic Period

2021 ◽  
Vol 1 (1) ◽  
pp. 79-84
Author(s):  
Mia Kusmiati ◽  
Rika Nilapsari ◽  
Annisa R Furqaani ◽  
Miranti Kania Dewi
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Influential Factor ◽  
Pass Rate ◽  
Equation Modeling ◽  
P Value ◽  
Access To Resources ◽  
Self Reflection ◽  
Learning Platform ◽  
Student Access

The Objective structure clinical examination is an assessment tool to evaluate clinical skills. There are many factors that influence to pass rate of modified OSCE. Moreover, during online learning implementation, there are some barriers. The aim of the study is to determine the most influential factor that contributing to achieving the learning outcome in terms of passing rate modified online OSCE. An observational study was chosen involving 87 medical students batch 2.  Sample size calculation used the formulation of an estimated proportion population with a simple random strategy. This study employed a questionnaire of online skill learning that was made by the researcher through analysis of factor exploratory. The participants were asked to score their agreement on the five-Likert scale. Using SPSS version 24 and software of AMOS 26, we analyzed the data for simple linear regression and structural equation modeling (SEM). Results were summarized following 2 factors that influencing pass rate of modified OSCE online, in terms of transactional distance (p value=0.001, r=0.235) and learning platform availability ((p value=0.013, r=0.087). Our finding highlights that self-reflection and student access to resources have significant contributions toward independent learner characteristics. This study has contributed to solving the problem regarding the foundational concept for the requirement of online learning. The theoretical concept of a learning platform also enhances online teaching. Foremost and utmost that self-reflection and student access to resources have become two important factors to autonomy learning. The major strength of this study is the systematic manner in which it was conducted.

scholarly journals Faculty Engagement in Online Education: Applying the Perceived Characteristics of Innovation to Explain Online Teaching Intention

2021 ◽  
Vol 19 (5) ◽  
pp. pp388-400
Author(s):  
Colleen Carraher-Wolverton ◽  
Zhiwei Zhu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Faculty Engagement ◽  
Relative Advantage ◽  
Equation Modeling ◽  
Learning Context ◽  
Perceived Characteristics Of Innovation ◽  
The Impact

There exists an increasing demand for online education; however, faculty may question the value of online courses as they grapple with making a connection between the face-to-face classroom and the online learning experience. Much research has focused on factors relating to student engagement, although we posit that faculty engagement represents an important aspect in the online learning context that has been fairly overlooked in the engagement research stream. Therefore, understanding the factors that influence a faculty’s intention to teach an OL course in addition to their level of engagement in teaching an online learning course is vital to the growth and success of an OL program. Therefore, in this study, we seek to not only understand the factors that influence faculty’s intention to teach online learning courses but also an instructor’s level of faculty engagement in online learning courses. We sought a novel lens with which to examine this phenomenon, so this study utilizes the perceived characteristics of innovation (PCI) to examine the relationships between faculty engagement and intention to teach online learning courses. We conducted a survey of 99 instructors from a large public university in order to assess the impact of PCI on faculty engagement and intention to teach online courses. Structural equation modeling (SEM) was employed to analyze the data, concluding that result demonstration, relative advantage, and compatibility influence a faculty’s level of engagement in an online learning course, which in turn influences their intention to teach an OL course. We discuss how this research can be utilized in order to more effectively allocate scarce resources by focusing on the relative advantage of online learning, the measurability of online learning, and the way in which it can be compatible with instructors teaching preferences. We present this study to enable the beginning of a new stream of research into faculty engagement.   

scholarly journals The Experiences of Students in Using Online Learning Platform During the Covid-19 Lockdown in Indonesia

2021 ◽  
Vol 3 ◽  
pp. 43-53
Author(s):  
Leny Novita ◽  
Yu-Chuan Yang ◽  
Titin Rahmiatin Rahim
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Qualitative Data ◽  
Affective Responses ◽  
Voice Call ◽  
Online Questionnaire ◽  
Technological Support ◽  
Learning Platform

This study explores students’ experience using online learning during the COVID 19 in Indonesia. The study employed qualitative data from an online questionnaire and interview through WhatsApp voice call. The experience of the five students during their learning online was examined, analyzed, and described. The findings showed that the five students revealed cognitive and affective responses. There were general themes presented in their responses, including (a) Prefer to study in a real classroom, (b) Creative teachers provide many learning strategies and are consistent, (c) Feeling bored and tired while studying online, (d) Family and technological support.

scholarly journals Effectiveness of English Online Learning Strategies During the Covid Pandemic at SMP Muhammadiyah 10 Sidoarjo

2021 ◽  
Vol 10 ◽  
Author(s):  
Danti Fadiah Syarafina
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Learning Strategies ◽  
Junior High School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Research Results ◽  
Descriptive Research ◽  
Qualitative Descriptive

The purposes of this research are analyze the effectiveness of online learning strategies used during teaching and learning activities and analyze the obstacles experienced during online teaching and learning activities. The research method used is qualitative descriptive research. Qualitative research is a research that is descriptive and describes the object of research/events studied and using analysis. The research results were obtained through extracting data through interview, observation, and documentation. Some data will be loaded in the form of diagram to show the research results obtained. The conclusion obtained is that this research is a descriptive qualitative research which aims to describe the learning strategies at Muhammadiyah 10 Junior High School Sidoarjo in English subject during the Covid-19 pandemic.

scholarly journals An Emotion-Aware Learning Analytics System Based on Semantic Task Automation

Electronics ◽  
2020 ◽  
Vol 9 (8) ◽  
pp. 1194
Author(s):  
Sergio Muñoz ◽  
Enrique Sánchez ◽  
Carlos A. Iglesias
Keyword(s):  
Learning Analytics ◽  
Structural Equation ◽  
Critical Factor ◽  
Equation Modeling ◽  
Automation System ◽  
Learning Context ◽  
Semantic Task ◽  
Learning Platform ◽  
Teachers And Students ◽  
E Learning

E-learning has become a critical factor in the academic environment due to the endless number of possibilities that it opens for the learning context. However, these platforms often suppose to increase the difficulties for the communication between teachers and students. Without having real contact between teachers and students, the former finds it harder to adapt their methods and content to their students, while the students also find complications for maintaining their focus. This paper aims to address this challenge with the use of emotion and engagement recognition techniques. We propose an emotion-aware e-learning platform architecture that recognizes students’ emotions and attention in order to improve their academic performance. The system integrates a semantic task automation system that allows users to easily create and configure their own automation rules to adapt the study environment. The main contributions of this paper are: (1) the design of an emotion-aware learning analytics architecture; (2) the integration of this architecture in a semantic task automation platform; and (3) the validation of the use of emotion recognition in the e-learning platform using partial least squares structural equation modeling (PLS-SEM) methodology.

scholarly journals Online teaching and learning during COVID era: Medical students’ feedback and their perspectives

2021 ◽  
Author(s):  
Bharti Bhandari ◽  
Deepti Chopra ◽  
Manisha Mavai ◽  
Ranjana Verma ◽  
Rakesh Gupta
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Use Of Technology ◽  
Didactic Lecture ◽  
To Come ◽  
Teaching Learning

Abstract Purpose The Nationwide lockdown due to COVID-19 has prompted medical faculty all across Indian sub-continent to start online classes, with no prior sensitization and experience. This study was planned to assess the perceptions of medical students on online teaching. Methods The data was collected from medical students across India, through an anonymous online survey. Their feedback and perceptions regarding online teaching were recorded and analyzed. Results Of the 1256 complete responses received, > 60% of the students reported online lectures to be less interesting, less interactive and less engaging.They disagreed that online learning gives stronger sense of community among students and are capable of replacing the traditional didactic lecture format but were of the opinion that online learning encourages medical students to exert greater control over their learning by allowing flexibility over content and pace.The majority of students felt online teaching is a better opportunity for introvert students to express themselves through chat messages and it requires more self-direction and discipline. Conclusion The results showed that students were not much satisfied with online teaching. The possible reason could be lack of awareness of faculty about the available online teaching-learning strategies. To make online teaching more interesting and interactive, medical educators should more often engage in E-learning in an effort to come up with innovative approaches to train medical students.Teachers must undergo faculty development training to learn the use of technology in teaching. Students should also be sensitized on the various online tools available for learning and assessment.

scholarly journals Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

2021 ◽  
Vol 11 (11) ◽  
pp. 693
Author(s):  
Ivana Kovačević ◽  
Jelena Anđelković Labrović ◽  
Nikola Petrović ◽  
Ivana Kužet
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Engineering Students ◽  
Specific Situation ◽  
Learning Situation ◽  
Learning Satisfaction ◽  
Learning Platform ◽  
Motivation For Learning ◽  
Digital Competency ◽  
Students Satisfaction

In order not to lose continuity in education during COVID-19, universities mainly found the solution in Emergency remote teaching. Student satisfaction with online learning experience is one of the measures of the excellence of learning practice. Our goal was to test the hypothesis that the predictors of students’ satisfaction with emergency remote online learning are their prior experience, attitude toward online learning, their motivation, aspects of the learning situation they value (expectations), and their digital competencies. For estimating students’ satisfaction, a survey was created and disseminated, resulting with 547 responses from students of engineering education. Results showed that all students had some experience with online learning platforms and MS Teams. Attitude toward online learning in this situation was neutral, as well as the level of motivation. Their expectations were relatively high in comparison to their satisfaction with all relevant aspects of the online learning situation, while their digital competency was rather perceived as advanced. Our results showed that the prediction of the emergency remote online learning satisfaction for engineering students can be achieved based on previous positive experience with learning platform, motivation for learning in a specific situation, the importance they put to the learning achievement, and their level of digital competency.

scholarly journals Teacher Constraints in Preparing Lesson Plan through Google Classroom at SMA Negeri 1 Kediri: A Qualitative Study

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Dian Yurista Ningsih
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Learning Assessment ◽  
Learning Situation ◽  
Online Teaching And Learning ◽  
Learning Platform ◽  
Effective Teaching And Learning ◽  
11Th Grade

Implementing an effective teaching and learning process with the integration of online learning platform is important for the teachers, in order to maximize the online teaching and learning situation. In this case, this study aimed at investigating the constraints found in SMA Negeri 1 Kediri in preparing lesson plan through Google Classroom. The researcher chosen SMA Negeri 1 Kediri in Tabanan Regency, Bali. In SMA Negeri 1 Kediri, Google Classroom is one of the most frequently used platforms based on the result of the pre-observation stage. Based on the pre-observation, it was found that a lot of the student have used smartphone, especially 11th grade students, which is related to the current situation (online learning). This study uses qualitative design as the design of the study, with the qualitative data as the results. The data of teachers’ constraints in preparing lesson plan are collected by using questionnaire consisted of 20 items, in which the questionnaire related to the 5 aspects of lesson plan, such as: 1) constraints in the aspect of learning objectives, 2) constraints in the aspect of learning materials, 3) constraints in the aspect of learning activities, 4) constraints in the aspect of learning media and sources, and 5) constraints in the aspect of learning assessment. As the result, it was found that there are some constraints found, such as: 1) the online learning media is only an intermediary for students in collecting their work, 2) the online learning media that only used to submit assignments, 3) the difficulties in judging the actual work of students from these activities, 4) the online learning platform which is only used to convey material, and 5) the assessment types and techniques cannot be clearly assessed from these activities. Thus, the observable problems found has to be solved by the teacher through mastering the five aspects of lesson plan, in order to be adapted with the dynamic teaching and learning situation.

Sign in / Sign up

Export Citation Format

Share Document