Adapting for a Personalized Learning Experience

Martinez, Margaret

doi:10.1007/978-3-642-32301-0_6

Cited by 8 publications

(3 citation statements)

References 8 publications

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“…Psychological aspects of learners' readiness for online learning (such as self-directed learning, motivation, learners' control, computer and internet self-efficacy) and psychometric abilities of EI have provided the conceptual framework for this study to further explore the traits of EI and psychological indicators for learners' readiness for e-learning. It has been evident in various studies that EI plays a crucial role in determining the learning experience and positive learning outcomes [30][31][32]. Academic self-efficacy is perceived as the ability to use digital tools in academic activities, is related to the performance of the students.…”

Section: Literature Reviewmentioning

confidence: 99%

The relationship of students’ emotional intelligence and the level of their readiness for online education: A contextual study on the example of university training in Saudi Arabia

Alenezi

2020

Obraz. nauka

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Introduction. It is well known that the effectiveness of students’ online education depends largely on their skills to interact with the digital educational environment. At the same time, there has been a marked shift in scientific publications from the traditional point of view about the priority of competency formation in students to use educational information and communication technologies on the other aspects of online education, including psychometric.The aim of this research was to investigate the influence of students’ emotional intelligence on their preparedness for online learning programmes.Methodology and research methods. A questionnaire survey was employed as the main tool. In the course of the questionnaire survey, Emotional Intelligence Scale (EIS) and Online Learning Readiness Scale (OLRS) were used to measure the selected characteristics of students. The method of single-factor dispersion analysis ANOVA (analysis of variance) and t-test of equal dispersions were applied to process the obtained empirical data.Results and scientific novelty. 340 Saudi students, admitted into the Faculties of Pharmacy, IT, Sciences and Arts in Northern Border University (Arar), took part in the questionnaire. The sample of respondents was random; only 208 respondents fully completed the survey. The gender of students was considered as a key variable. It was revealed that the level of emotional intelligence in female students is higher than in their male fellow students, which ultimately caused the best readiness of girls for online training. The analysis of the survey data showed the variance between the measured respondents’ characteristics depending on the area of specialisation. If compared with the Sciences and Arts students, the representatives of the Faculties IT and Pharmacy demonstrated higher level skills to undertake online training, more expressed skills of self-control and computer selfefficacy. The level of online communication self-efficacy, recorded among the respondents, was not so significant. However, the respondents of all four faculties demonstrated a high level of motivation for independent online learning activities. It was reliably established that a high level of emotional intelligence correlates with readiness for such forms of work.It was found out that students are not always able to clearly identify their educational needs on their own and to understand them without someone’s assistance, new arsenal of educational tools, their adequate application and quality. In addition, the emotional attitude to online learning is very significant. Therefore, in order to make e-learning effective, it is appropriate to conduct pre-diagnostics, taking into account students’ psychometric parameters, to identify students’ expectations about the online courses and to assess own readiness for such training. According to the author of the current publication, pedagogical support of the process of formation and development of emotional intelligence and formation of students’ skills to regulate their feelings should become an integral part of the curriculum to ensure the success of the learning process. The author identified the critical points of teaching staff activity, which may vary depending on the required scale of the pedagogical intervention and the specific direction of training.Practical significance. The research results can be useful for teachers and administrators of educational institutions engaged in the development and promotion of distance and blended learning.

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Section: Literature Reviewmentioning

confidence: 99%

The relationship of students’ emotional intelligence and the level of their readiness for online education: A contextual study on the example of university training in Saudi Arabia

Alenezi

2020

Obraz. nauka

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“…Research has shown that the use of HLCEs and CBLEs can have many benefits, such as improving learning outcomes, engagement, and motivation (Van Leeuwen and Janssen, 2019). Additionally, CBLEs can offer more personalized learning experiences by adapting to individual needs and preferences (Martinez, 2013). With the growing demand for online and remote learning, CBLEs have become increasingly important tools in education and training.…”

Section: Effects Of Self-efficacy In Hlces or Cblesmentioning

confidence: 99%

How Self-Efficacy Evolution Combined With Help Seeking Choices Impacts on Learning Performance on a Mobile Learning Application

2024

IJCISIS

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This paper explores the concept of self-efficacy and its impact on help seeking and individual performance on a mobile learning application. Self-efficacy refers to one's belief in their ability to achieve their goals and is a key factor in everyday life. Help-seeking while learning is an important part of the learning. This article will focus on the typology differentiating choosing instrumental help or executive help. As to investigate the relationship between self-efficacy, help-seeking type and performance, we conducted an experiment with 104 participants, which consisted of two parts. First, we evaluated their self-efficacy levels using a survey designed to assess their perceived self-efficacy levels before and after their learning. Second, we asked participants to learn to pilot a drone in a virtual environment providing instrumental and executive helps that they can choose. Our findings demonstrate that if self-efficacy increases, the individual learning performance will also increase. We also confirmed that the use of instrumental helps has a positive influence on the learning performance, and that the use of executive help has the opposite effect.

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“…New lecturers may be overwhelmed with additional work during their induction period (Boyd & Harris, 2010), such as teaching and administrative roles at the university or consulting with other schools within the university. Moreover, they are required to be independent, creative and selfmanaged (Martinez, 2013). Such pressures are argued to lead to a sense of isolation (Knowles & Cole, 1994;Guilfoyle, Hamilton, Pinnegar, & Placier 1996).…”

Section: Introductionmentioning

confidence: 99%

Electronic Mentoring in The Digital Age: The Role of Social Media as A “Game Changer” In Mentoring Practices Within Higher Education

Ramhurry¹

2021

Proceedings of the 3rd International Academic Conference on Teaching, Learning and Education

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This paper problematises novice lecturers' experiences in integrating themselves into University life against a background of challenging new developments in the South African Higher Education sector. The primary aim of the study was to investigate their experiences and perceptions of mentoring practices and how it contributed to their social learning in a university context. The study was framed by two theories, firstly, mentoring theory-particularly the work of Kram (1984) and Lave and Wenger's (2002) model of Social learning. To determine the academics' conceptions of mentoring experiences or the lack thereof, the study adopted an interpretivist paradigm, using discourse-oriented interviews, to solicit data from 20 purposively sampled newly appointed academic staff in the first two years of their academic careers-at a South African university. Data was coded, analysed into categories and finally three themes emerged from the transcribed and coded data. The most significant theme to emerge from the data analysis revealed that the neophyte appropriated electronic mentoring platforms-of which WhatsApp and YouTube featured prominently. Resultingly, neophytes enhanced their social learning and successfully assimilated into the academe. The study recommends broader, intensive, institutional discussion of conceptual issues around electronic mentoring and its benefits for both the institution and the novice lecturer. Indeed, the use of social media platforms offers a window of what 4IR tools could offer and arguably, it is a crucial "gamechanger" by taking traditional mentoring as we know it, into the digital age.

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Adapting for a Personalized Learning Experience

Cited by 8 publications

References 8 publications

The relationship of students’ emotional intelligence and the level of their readiness for online education: A contextual study on the example of university training in Saudi Arabia

The relationship of students’ emotional intelligence and the level of their readiness for online education: A contextual study on the example of university training in Saudi Arabia

How Self-Efficacy Evolution Combined With Help Seeking Choices Impacts on Learning Performance on a Mobile Learning Application

Electronic Mentoring in The Digital Age: The Role of Social Media as A “Game Changer” In Mentoring Practices Within Higher Education

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