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Brown, Scott W.; Boyer, Mark A.; Mayall, Hayley J.; Johnson, Paula; Meng, Lin; Butler, Michael J.; Weir, Kimberly A.; Florea, Natalie; Hernandez, Magnolia; Reis, Sally M.

doi:10.1023/a:1024677708501

Cited by 25 publications

(4 citation statements)

References 40 publications

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“…No differences between sexes were found in studies such as Chang et al (2014), Chen and Tsai (2007), and Yukselturk & Bulut (2009). Whereas, differences between sexes were found in the two studies Aristovnik (2020) and Brown et al (2003). Knowing that male and female students faced learning difficulties during COVID-19 very differently, our findings suggested that male and female students' learning participation, perceived growth, and assistance-related learning were not statistically different (p = 0.628, p = 0.592, p = 0.644 for Factor 1, 2, and 3 respectively).…”

Section: Research Questioncontrasting

confidence: 56%

“…Particularly, Yukselturk and Bulut (2009) reported no gender differences in self-efficacy, self-regulated learning, or achievement. Conversely, Brown et al (2003) found that males reported higher levels of technology self-efficacy than females, but females reported more academic self-efficacy than males. As for previous online learning experiences, Lim et al (2006) reported that students with previous SOL experience demonstrated higher levels of learning motivation and self-efficacy.…”

Section: Literature Reviewmentioning

confidence: 81%

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Synchronous Online Learning in Higher Education: Vietnamese University Students’ Perspectives

Tran

2022

J Ethn Cult Stud

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This quantitative study investigated Vietnamese higher education students’ engagement with synchronous online learning (SOL) during a heightened stage of the COVID-19 pandemic. Theoretically, we employed Engeström’s (1987) Cultural-Historical Activity Theory (CHAT) to guide our research theoretically and pedagogically, and to construct reliable methods of data collection instruments responsible for multiple quantifiable variables informed by previous literature and personal goals that best match students’ study and work objectives. Over our 6-month research, we examined 475 Vietnamese college students. Our research showed that when engaged in SOL, the higher education research participants had a positive learning experience, perceived growth, and received learning assistance, in response to our quantitative examination of exploratory factor analysis and our qualitative counterpart of theme-based analysis. In light of this study, it is our hope that, according to the quantitative data, our delivery of initial insights into Vietnamese higher education institutions can provoke institutional leadership and management boards to think more closely about how to advance teaching and learning quality.

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Section: Research Questioncontrasting

confidence: 56%

Section: Literature Reviewmentioning

confidence: 81%

Synchronous Online Learning in Higher Education: Vietnamese University Students’ Perspectives

Tran

2022

J Ethn Cult Stud

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“…Teaching in the conflict analysis and resolution field relies heavily on simulations and games (Brown et al, 2003;Druckman, 2011;Druckman & Ebner, 2008, 2013Movius, 2008;Wilkenfeld, Young, Queen, & Assal, 2005). Despite its extensive use, the effectiveness of role-plays and simulations has only recently been assessed in a systematic manner (Brown et al, 2003;Druckman & Ebner, 2008, 2013Loewenstein & Thompson, 2000;Movius, 2008;Torney-Purta, 1998). Yet, these studies offer some conflicting results.…”

Section: Using Computer Games In Teaching About Conflictsmentioning

confidence: 99%

Does Conflict Content Affect Learning from Simulations? A Cross‐National Inquiry into the Israeli‐Palestinian and Guatemalan Conflict Scenarios

Çuhadar

Kampf

2015

Negotiation Conflict Man Res

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It is important to find out whether the content of a simulation has any effect on learning, whether students learn better when the simulation is about a conflict they directly experience as opposed to a conflict they have hardly heard about, and whether learning about a specific conflict changes from one identity group to another. In this article, we address these questions in a five-group experimental study, with direct parties to the conflict (Israeli-Jewish, Palestinian, and Guatemalan), third/secondary parties to the conflict (Turkish, American, and Brazilian), and distant parties to the conflict. Our results indicate that learning varies not only from one group to the other, but also with the salience of the conflict. While the simulations increase the level of knowledge about that particular conflict in almost all situations, when attitude change is concerned, the effects diversify from one group to the other.One who is far from my eye is also far from my heart. G€ ozden ırak, g€ on€ ulden de ırak. . .An old Turkish proverb Simulations and role-plays are used frequently in the teaching of conflict analysis and resolution. In traditional simulations, students act out a specific conflict or negotiation scenario delivered by the instructor. Especially in the last decade, role-playing has been subject to criticism by researchers and instructors on several grounds. Following these criticisms, which called for assessing commonsense assumptions about conflict and negotiation teaching, scholars assessed the effectiveness of simulations in teaching conflict and negotiation. Despite the growing number of studies inquiring about the effectiveness of simulations, several issues are still relatively untouched. For instance, we know very little about the effect of computer-based simulations, especially the effects of peace games. The literature emphasizing the negative effects of violent war games is abundant, yet there is little research on the effects of peace games and whether they increase the players' ability to empathize with the other or their willingness to negotiate and problem solve.We also know little about the effectiveness of simulations in different cultural contexts and whether different cultural groups relate to the same content in a similar way or not. Education scholars argue that the context in which learning takes place matters. So, does the content of simulation have any effect on learning? Do students learn better if the simulation is about a conflict they directly or personally have Negotiation and Conflict Management Research

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“…One common thing with these studies is that they measured academic self-efficacy within online instruction with genders as a factor. Other studies in this category are Bong and Choi (2000); Thompson, Meriac and Cope (2002);Meyer et-al (2002);Brown, et-al. (2003); Tai (2006); Crippen and Earl (2007); Yukselturk and Bulut (2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Influence of Gender and Attitude of Pre-Service Teachers towards On-Line Instruction in a Selected University in South-western Nigeria

Lateef¹,

Alaba²

2013

ASS

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The study examined the influence of gender and attitude of pre-service teachers on habitual use of online instruction in Faculty of Education at Obafemi Awolowo University, Ile Ife, Nigeria. The sample size of 300 part two Education students (150 males and 150 females) was used as sample for the study. Data were collected using 12 items structured questionnaire. The reliability of the questionnaire was determined using Cronbach Alpha and a reliability coefficient of 0.86 was obtained. The results showed that gender was a significantly factor in the usage of online learning. It was also revealed that female Education students showed higher habitual use of online learning than the male student's teachers. The results also showed that gender significantly influenced attitudinal constructs. Female pre-service teachers were found to have higher habitual use. It was therefore concluded that gender was a determinant factor in the use of online instruction. Not only this, student's actual usage was determined by their perceived ease of use and usefulness.

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Untitled

Cited by 25 publications

References 40 publications

Synchronous Online Learning in Higher Education: Vietnamese University Students’ Perspectives

Synchronous Online Learning in Higher Education: Vietnamese University Students’ Perspectives

Does Conflict Content Affect Learning from Simulations? A Cross‐National Inquiry into the Israeli‐Palestinian and Guatemalan Conflict Scenarios

Influence of Gender and Attitude of Pre-Service Teachers towards On-Line Instruction in a Selected University in South-western Nigeria

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