Conflicted about online learning?: Using sentiment analysis to explore learner approach-avoidance motivation

Stanworth, James O.; Yen, Wan-Hsuan; Warden, Clyde A.

doi:10.1108/oir-09-2021-0463

Cited by 6 publications

(3 citation statements)

References 81 publications

(167 reference statements)

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“…The global industry of online English learning is booming, powered by information technologies (Dataintelo, 2022;Fan et al, 2022;Stanworth et al, 2023). The coronavirus disease 2019 (COVID-19) pandemic has strengthened this trend.…”

Section: Introductionmentioning

confidence: 99%

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Using online English learning resources: utilitarian and hedonic perspectives

Tseng

Liu

Cheng

et al. 2023

OIR

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PurposeThis study intended to identify and categorize the drivers of using online English learning resources (OELR) and to understand OELR's impacts.Design/methodology/approachThe authors conducted an online survey, obtained complete responses from 157 OELR users and used structural equation modeling (SEM) for hypothesis testing.FindingsMost utilitarian and hedonic drivers lead to positive perceptions of OELR, which in turn positively contribute to continuance intention (CI). Two counterintuitive findings were obtained. First, functionality was negatively related to the perception of ease of use. Second, perceived ease of use (PEOU) was not related to CI to use OELR.Practical implicationsThis study has implications as follows: (1) complexity of the functions of OELR may deter rather than attract users, (2) ease of use of OELR is not directly positively related to CIs and (3) users may seek practical benefits (utilitarian) and experiential learning processes (hedonic) when using OELR.Originality/valueThe authors' study has theoretical significance by being the first to caution that excessive functionality or complexity in assisting learning tools would likely hinder further use of OELR. The practical significance of this finding is that the finding highlights two factors (perceived usefulness (PU) and perceived enjoyment) that could effectively increase OELR use.

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Section: Introductionmentioning

confidence: 99%

“…The global industry of online English learning is booming, powered by information technologies (Dataintelo, 2022; Fan et al. , 2022; Stanworth et al. , 2023).…”

Section: Introductionmentioning

confidence: 99%

Using online English learning resources: utilitarian and hedonic perspectives

Tseng

Liu

Cheng

et al. 2023

OIR

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“…The call for nursing as expressions of unending care to education re-structuring brought multiple impressions of challenges and pressures to academic stakeholders. Varied views surfaced due to the existence of digitalization, economic disparity, lessened student-teacher interaction, and inadequate digital infrastructure, which demands emergent action to address the crisis (Menon & Suresh, 2022;Cheung & Wu, 2022;Stanworth, Yen, & Warden, 2022;Zafitsara & Velo, 2022). Some academic institutions in developed countries have already promoted flexible learning (Webb, McQuaid, & Webster, 2021).…”

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confidence: 99%

Integration of Nursing Care as Education Approach in the Implementation of Flexible Learning During the COVID-19 Pandemic

C. Olapane,

C. Contreras,

F. Cataluña

et al. 2023

MJN

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Background: Flexible learning has become the most viable strategy to survive the education industry across the globe and at all levels since the pandemic. The abrupt shift of modality imposes various agendas, either beneficial to improve learning delivery or, to some extent, a disadvantage, especially among technologically challenged educators. Curative traits are attributed to meeting the education requirements and needs of learners while the pandemic disrupts its core implementation. Integration of nursing care as such involves various key stakeholders, understandably because of its newness in form. In developing countries, continuity of teaching and learning has been affected by the abrupt transition, which further at-risks higher academic institutions' ability to provide quality professional education. The study aimed to document pandemic-induced stories encountered by the stakeholders among higher institutions' implementation as cornerstones to developing a caring-inspired strategy to approach education. Methods: The narratives of stakeholders such as students, faculty, parents, and the school administration are extracted during their elemental months of learning design, innovation, and transition phases. Analyses using NVivo 12 Plus on the participant’s experiences and coping were transcribed, and themes were generated thereafter. Pseudonyms of the 28 participants assigned were obtained prior to researcher-assisted key informant interviews to ensure the ethicality of the qualitative research design. Results: Significant themes as expressions of a caring-inspired approach to flexible learning range from identifying challenges and changes to coping with the implementation of technology-modified learning modalities. In the context of learning material development, digital literacy, curriculum-related concerns, and breaches of academic veracity are themes that surfaced among all participants within the first three months of pandemic adjustments. Conclusion: The study recommends the inclusion of flexible learning as a strategy even in the post-pandemic era as input to strategic planning during management reviews and to sustain technological and educational evolution, ensuring a learning continuum amidst crises

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