Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses

Chang, Ching Yi; Panjaburee, Patcharin; Lin, Hui-Chen; Lai, Chiu-Lin; Hwang, Gwo-Haur

doi:10.1007/s11423-021-10071-y

Cited by 45 publications

(29 citation statements)

References 56 publications

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“…On the one hand, a clear and explicit learning direction is of benefit to reduce students' learning anxiety (Law et al, 2010). On the other hand, breaking down a difficult learning goal into stage-based and progressive learning goals allows students to gain confidence through stage-based success, further boosting their competence/performance beliefs to complete more difficult tasks (Chang et al, 2022).…”

Section: Implications Of the Resultsmentioning

confidence: 99%

Examining relationships between chemistry anxiety, chemistry identity, and chemistry career choice in terms of gender: a comparative study using multigroup structural equation modelling

Guo

Hao

et al. 2022

Chem. Educ. Res. Pract.

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Section: Implications Of the Resultsmentioning

confidence: 99%

Examining relationships between chemistry anxiety, chemistry identity, and chemistry career choice in terms of gender: a comparative study using multigroup structural equation modelling

Guo

Hao

et al. 2022

Chem. Educ. Res. Pract.

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“…Self-regulation is also another component that develops learners’ critical thinking and learning in flipped classrooms. For instance, guiding learners to set their learning goals, and supporting them in monitoring their learning status in five stages, namely, goal setting, flipped learning (including pre-class video-based instruction and in-class discussion), task sharing, self-evaluation, and self-regulation feedback are influential in developing critical thinking and learning achievement ( Chang et al, 2022 ).…”

Section: Review Of Literaturementioning

confidence: 99%

The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement

Pang

2022

Front. Psychol.

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The flipped learning approach with the use of social media as an emerging technology has changed the quality of learning in English as a Foreign Language (EFL) educational contexts. This review probed the effect of the web-based flipped learning approach on learners’ engagement and critical thinking. The earlier studies revealed the significance of social media in developing learner engagement and critical thinking. Studies indicated that the provision of opportunities for more cooperative and collaborative learning activities, and high-quality interaction through the use of social media can be influential in developing learners’ engagement. Moreover, social media platforms can provide a context for feedback, and various types of challenging tasks that can improve EFL learners’ critical thinking. However, this review implicated that social media in flipped learning approach may be beneficial for instructors, learners, teacher educators, curriculum designers, educational policy-makers, and advisors to be aware of this valuable learner-centered approach.

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“…The massive use of digital technology today can be a solution to problems faced by students and teachers in classroom learning. For example, the use of online courses (Chang et al, 2022), blended learning (Amenduni & Ligorio, 2022), and many different computerbased digital technology platforms, which allow students to repeat the same topic several times and can certainly increase the quality of their understanding of the topic. Several studies found valuable results and experiences that support online learning platforms can be applied, for example, Chang et al (2022) found the impact of implementing online strategies on student learning performance and supporting the development of their critical thinking.…”

Section: Introductionmentioning

confidence: 99%

“…For example, the use of online courses (Chang et al, 2022), blended learning (Amenduni & Ligorio, 2022), and many different computerbased digital technology platforms, which allow students to repeat the same topic several times and can certainly increase the quality of their understanding of the topic. Several studies found valuable results and experiences that support online learning platforms can be applied, for example, Chang et al (2022) found the impact of implementing online strategies on student learning performance and supporting the development of their critical thinking. Compared to traditional courses, blended learning was found to be more effective in improving the quality of learning and supporting student learning performance (Bernard et al, 2014;Vo et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Effects of Virtual Reality (VR) Video as Asynchronous e-Learning Supplement on Student Learning Outcomes

Ismail

2022

J. Prisma. Sains

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The purpose of this study is to explore the impact of virtual reality (VR) videos as asynchronous e-learning supplements on improving student learning outcomes. This study is an experimental study, using two sample groups (experimental and control). The experimental group was taught by presenting virtual reality (VR) videos connected to e-learning in the LMS, and the control group by traditional (face-to-face) or expository learning (without VR). Research participants in each sample group were 24 early semester students who programmed a basic natural science course at the Universitas Pendidikan Mandalika (UNDIKMA). The groups were given the initial task as a pretest, learning treatment, and the final task as a posttest. Learning assignments and descriptions of learning materials are related to the theme of 'climate change.' Test instruments (essays) were employed to measure students' cognitive learning outcomes. The test instrument used fulfills the validity aspect as a psychometric property of the instrument. Data were analyzed descriptively (n-gain parameter), and statistically (analysis of mean differences using independent sample t-test) at a significance level of 0.05. The results of the descriptive and statistical tests showed that there was a significant impact from the application of virtual reality (VR) videos as asynchronous e-learning supplements to the improvement of student learning outcomes. Our findings confirm that virtual reality (VR) videos as asynchronous e-learning supplements are better at improving student learning outcomes when compared to traditional face-to-face (expository) learning. More detailed results are presented in this article.

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Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses

Cited by 45 publications

References 56 publications

Examining relationships between chemistry anxiety, chemistry identity, and chemistry career choice in terms of gender: a comparative study using multigroup structural equation modelling

Examining relationships between chemistry anxiety, chemistry identity, and chemistry career choice in terms of gender: a comparative study using multigroup structural equation modelling

The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement

Effects of Virtual Reality (VR) Video as Asynchronous e-Learning Supplement on Student Learning Outcomes

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