Effect of student responsiveness to instructional innovation on student engagement in semi-synchronous online learning environments: The mediating role of personal technological innovativeness and perceived usefulness

Gunness, Aneeshta; Matanda, Margaret Jekanyika; Rajaguru, Rajesh

doi:10.1016/j.compedu.2023.104884

Cited by 14 publications

(16 citation statements)

References 101 publications

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“…Student engagement is a key learning focus of student-centered active learning, where it can also predict students' performance outcomes in the course [24] and the effectiveness of teaching and learning platforms [7]. Due to the heterogenous nature of engagement, a meta-construct of engagement is rather complex, consisting of several dimensions utilizing cognitive, behavioral, emotional, and social processes and, as such, a meta-construct complements self-regulation and vice versa [22].…”

Section: Learning Dynamics In Technology-enhanced Education Ecosystemsmentioning

confidence: 99%

“…Social engagement, as a dimension of engagement, can be seen as a part of interpersonal skills related to collaboration and interaction with different agents in the learning process (peers, teachers, shared content, and digital systems) [7,34]. Moreover, social engagement, together with emotional and cognitive engagement, plays a crucial role when tasks deal with the problems and contexts of complex social relationships, when students are directed to work with others, and when value systems conflict [24,35], especially during study abroad [36].…”

Section: Learning Dynamics In Technology-enhanced Education Ecosystemsmentioning

confidence: 99%

“…These institutions are much better acquainted with fully online, blended, and hybrid forms of learning than before [6]. Nowadays, emerging technologies pedagogically facilitate affordance and opportunities for learning in different environments and forms [7], and knowledge and skills have become more complex, which increases target engagement in information processing and knowledge attainment in general [8]. As stated by Kautz et al [9], a special focus should be placed on fostering both cognitive and noncognitive skills (communication, empathy, emotions, collaboration, teamwork, perseverance, grit, etc.)…”

Section: Introductionmentioning

confidence: 99%

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Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning

Avsec,

Jagiełło-Kowalczyk,

Żabicka

et al. 2023

Sustainability

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In recent years, teaching and learning practices have transformed greatly due to emerging technologies. Despite various pedagogical and technological innovations, the learning effectiveness of the new learning environments is still being debated. Systems thinking concepts and methods are needed regarding how to accommodate digital technology to optimize the efficacy of students’ learning, especially when student cohort specificities are addressed. For the purpose of this study, we used an empirical research design supported by a bibliometric analysis. Multiple regression using dummy coding of the predictor variables was conducted to compare the prediction models across different groups of first-year students, while a sequential mediation model was used to examine the students’ perceptions of systems thinking, engagement in the design course, and information communication technology (ICT) self-concept in relation to academic achievements. The results indicate that systems thinking centered around the understanding of feedback behaviors and causal sequences in the system has a direct effect on the design outcome and ICT self-concept related to problem solving and cognitive engagement, while, indirectly, systems thinking also mediates achievement in design courses. The ICT self-concept related to problem solving and cognitive engagement mediates the relationship between systems thinking and design course achievement. This study highlights the importance of leveraging learning system dynamics factors in diverse student cohort design courses and provides implications for developing a high-performance digital education sustainable ecosystem.

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Section: Learning Dynamics In Technology-enhanced Education Ecosystemsmentioning

confidence: 99%

Section: Learning Dynamics In Technology-enhanced Education Ecosystemsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning

Avsec,

Jagiełło-Kowalczyk,

Żabicka

et al. 2023

Sustainability

View full text Add to dashboard Cite

show abstract

“… 15 Learning engagement refers to the time and effort students invest in meaningful learning activities. 17 Scholars have proposed a four-dimensional model of classroom learning engagement, including cognitive, affective, behavioral, and performance engagement. 18 Cognitive engagement refers to learners’ use of online cognitive strategies, affective engagement refers to their attitudes and emotions towards learning, behavioral engagement refers to classroom participation and interaction behaviors, and performance engagement refers to the goal-oriented motivation to achieve good performance.…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Resilience, Interactive Distance, and College Students’ Online Mathematics Learning Engagement: A Longitudinal Study

Liu

2024

PRBM

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Introduction Resilience, a pivotal construct in positive psychology, remains incompletely understood in its facilitation of learners’ online engagement. This study aims to investigate the relationship between resilience, transactional distance, and Online Mathematics Learning Engagement (OMLE) among first-year university students. Methods Utilizing a cross-lagged path analysis approach, the study surveyed 612 first-year students. Multiple models were constructed and compared to explore the mutual predictive relationships between resilience, transactional distance, and OMLE. Results Among the compared models, Model 4 demonstrated the best fit. The model revealed that: (1) resilience at Time 1 and Time 2 positively predicted transactional distance at Time 2 and Time 3; (2) transactional distance at Time 1 and Time 2 positively predicted OMLE at Time 2 and Time 3; (3) resilience at Time 1 significantly predicted OMLE at Time 3; and (4) transactional distance at Time 2 fully mediated the relationship between resilience at Time 1 and OMLE at Time 3. Furthermore, mediational model analysis confirmed that transactional distance played a mediating role in the longitudinal relationship between resilience and OMLE. Using a cross-lagged mediational model with 5000 bootstrap samples, the indirect effect of transactional distance on the relationship between resilience at Time 1 and OMLE at Time 3 was significant and remained stable over time. Discussion The findings suggest that resilience, as a positive psychological resource, stimulates students to seek and utilize protective resources in online environments, leading to more active participation in interpersonal communication and classroom interactions. Additionally, resilience helps students overcome emotional and practical difficulties encountered in online learning, thereby enhancing their OMLE. These insights offer valuable implications for educators, highlighting the potential to improve students’ online learning engagement by fostering their psychological resilience.

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“…Literature [16] verified, through example analysis, that the rebuttal text intervention approach can help reduce policy misunderstandings as well as establish correct education policy perceptions, which can help in the implementation and dissemination of education policies. Literature [17] investigated the association between students' perception of technological innovation (PTI), perception of utility (PU), and perception of instructional technological innovation (RII) and pointed out that both PTI and PU were positively correlated with RII, which, in turn, facilitated students' learning engagement and motivation. Literature [18] discusses pre-service teachers' attitudes toward innovative educational technologies and the difficulties they encountered in the process of learning innovative technologies based on real-life case studies, which provides a new perspective for understanding the association between pre-service teachers' identity and digital equity.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Role of Educational Policies in Promoting Educational Technological Innovation and Policy Networks

Zou

2024

Applied Mathematics and Nonlinear Sciences

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Adopting the policy network as a theoretical framework, this study constructs an educational policy network based on Roots’ theoretical model. It analyzes the roles and actions of actors within this network, as well as their interactions. Using a structural model, the research employs quantitative methods and empirical analysis to investigate the deployment of policy tools by the intergovernmental network in fostering educational technology innovation. Furthermore, this paper examines the influence of educational policies on promoting technological innovation in pedagogy through an empirical investigation of policy texts from 12 pilot zones dedicated to educational technology innovation. The results show that environment-based policy tools are used most frequently (62.67%), supply-based policy tools (24.26%), and demand-based policy tools (13.07%) are underused, and there are problems of imbalance, generalization, insufficiency, and shortsightedness in the use of tools. In the model hypotheses, performance expectations (P=0.032), enabling conditions (P=0.014), and incentive policies (P=0.009) have a significant effect on teachers’ behavioral intention to engage in 1+X pedagogical technology innovation. In summary, this paper successfully analyzes the use of policy tools in the policy network and concludes that incentive policies can drive innovation in educational technology.

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Effect of student responsiveness to instructional innovation on student engagement in semi-synchronous online learning environments: The mediating role of personal technological innovativeness and perceived usefulness

Cited by 14 publications

References 101 publications

Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning

Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning

The Relationship Between Resilience, Interactive Distance, and College Students’ Online Mathematics Learning Engagement: A Longitudinal Study

Analysis of the Role of Educational Policies in Promoting Educational Technological Innovation and Policy Networks

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