A Field Study on Distance Education and Communication: Experiences of a Virtual Tutor

Schweizer, Karin; Paechter, Manuela; Weidenmann, Bernd

doi:10.1111/j.1083-6101.2001.tb00116.x

Cited by 21 publications

(6 citation statements)

References 17 publications

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“…It, however, has to be remembered that the study investigated lectures with a large audience (on an average with more than 300 students who attended the examination). Important advantages of face-to-face courses over broadcasted content such as interactivity with a lecturer and co-students or the opportunity to build up a motivating social relationship with a lecturer (Paechter et al 2013;Schweizer et al 2001;Traphagan et al 2010) do not come into effect in lectures with such a large audience.…”

Section: Focus On Podcasts Neglect Of Face-to-face Lecturesmentioning

confidence: 99%

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

et al. 2017

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Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners' preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students.

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Section: Focus On Podcasts Neglect Of Face-to-face Lecturesmentioning

confidence: 99%

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

et al. 2017

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“…And of course, instructors obtain an important task. In both online and face-toface settings, they can provide support by offering personalized feedback that links learning achievements to students' own efforts and performance (Schweizer et al, 2001;Paechter et al, 2020).…”

Section: Future Directions and Implications For Instructionmentioning

confidence: 99%

Good performance in difficult times? Threat and challenge as contributors to achievement emotions and academic performance during the COVID-19 outbreak

Malkoc,

Macher,

Hasenhütl

et al. 2023

Front. Psychol.

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IntroductionThe COVID-19 pandemic has emerged as one of the most formidable global crises, leading to the disruptions to education systems worldwide and impacting learning attitudes and psychological well-being of various learner groups, including university students. In this context, students’ appraisals of adverse learning situations play a key role. It is not just the learning situation, but rather students’ appraisal of it which impacts their emotions, attitudes, and behaviors in academic context. The aim of the present study was to investigate how university students’ challenge and threat appraisals were related to emotional learning experiences and learning outcomes during the COVID-19 pandemic. Furthermore, the study focuses on the role of personal and external resources for learning in this context.MethodsAltogether, 428 students, who attended a Psychology lecture at one Austrian university, filled in a questionnaire about their challenge and threat appraisals of learning circumstances during the COVID-19 pandemic, achievement emotions they experienced during this time as well as gender, proneness to anxiety, academic self-concept, and learning resources. Additionally, students’ performance in the examination was recorded.ResultsThe structural equation model emphasizes a crucial role of challenge and threat appraisals for students’ achievement emotions in learning and exam preparation during the COVID-19 pandemic. Challenge appraisals were the strongest predictor for pleasant emotions and threat appraisals were strongest predictor for unpleasant emotions. Proneness to anxiety was related to threat appraisal as well as to experience of more unpleasant and, surprisingly, to positive emotions in adverse learning situation. Academic self-concept and learning resources were identified as important resources for learning in adverse learning situation. Unpleasant achievement emotions were directly and negatively related to academic performance and may thus be seen as a critical variable and crucial obstacle to academic performance.DiscussionThe present study provides implications for learning and instructions which could be implemented by universities in order to support learning and learning attitudes among university students in adverse learning situations.

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“…Paechter and others (2013) note that in the case of online communication it is easier to overcome certain inhibitions that make it difficult to participate in discussions or group work in case of face-to-face contact. On the other hand, it is emphasized that online communication via text channels (e-mail, Internet forums) is poorer by the whole spectrum of non-verbal means of communication (such as eye contact or facial expressions), which makes it difficult to obtain information about the mood of the interlocutor, for example (Schweizer et al, 2001). Communication between the lecturer and students goes beyond a simple form of dialogue and, apart from the exchange of ideas, also plays an important role in the stage of presenting and explaining the content taught, motivating and building mutual relations between the group members and the lecturer, as well as between the participants themselves (Brophy, 1999;Johnson et al, 2008).…”

Section: Mooc Massive Open Online Coursementioning

confidence: 99%

Analysis of Communication in the Educational Process by Means of E-Learning

Nowakowska-Grunt¹,

Maśloch²,

Wojtaszek³

et al. 2020

ERSJ

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Approach/Methodology/Design: An analysis of relevant foreign literature was conducted. A communication model and a comparative analysis of synchronous communication tools based on established criteria were indicated. For the comparative analysis normal distribution, descriptive analysis methodology and chi-quadrate distribution with T-student distribution were used. Findings: The analysis of the presented research results shows that most respondents prefer to solve tasks at a distance in any form. Students are satisfied with the adopted solutions, as well as with the offered methods of communication. The introduction of e-learning positively influences the acquisition and dysfunction of knowledge by students. Practical Implications: Distance communication is a very popular means of communication in the 21st century. The use of various tools does not create a barrier and is evidence of high technological progress. Originality/Value: An original literary approach from the most recent international positions was presented and authorial research was carried out on a representative group of respondents. It is shown that the transfer and acquisition of knowledge by means of information and communication technologies has contributed to changes at universities.

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A Field Study on Distance Education and Communication: Experiences of a Virtual Tutor

Cited by 21 publications

References 17 publications

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

Good performance in difficult times? Threat and challenge as contributors to achievement emotions and academic performance during the COVID-19 outbreak

Analysis of Communication in the Educational Process by Means of E-Learning

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