Enhancing students’ knowledge building through utilising social interactions in an online learning environment

Orooji, Fatemeh; Taghiyareh, Fattaneh

doi:10.1080/13614568.2019.1568588

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…They thought it would be significant to have a supportive learning context and teaching approaches to enhance the linkage with other students. Importantly, social activities can help students to have high personal expectations to achieve high academic performance via the process of knowledge building (Orooji and Taghiyareh, 2018;Ching et al, 2020).…”

Section: Improve Social Adjustmentmentioning

confidence: 99%

Perceptions and Challenges of Engineering and Science Transfer Students From Community College to University in a Chinese Educational Context

et al. 2022

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In Hong Kong, transfer students encounter different challenges unfolding in their transition from community college to university study. However, limited research has been conducted to explore their discipline-specific challenges. To address this gap, in this study three engineering and science faculties were selected from which to collect data through 35 in-depth interviews with transfer students, followed by a thorough thematic analysis. With the concept of in-betweenness, three main themes were identified: (1) “shifted the focus of study” (three sub-themes: (i) academic excellence in community college; (ii) future career in the university; and (iii) university life); (2) “encountered challenges in the transition” (four sub-themes: (i) non-matching program articulation; (ii) heavy study workload and its associated consequences; and (iii) non-specific administration arrangement and support from university); and (3) “students’ voices to enhance learning experiences” (four sub-themes: (i) modify the study duration; (ii) improve program articulation; (iii) improve social adjustment; and (iv) overseas exchange). The results of this study indicate the challenges faced by transfer students in their transition from community college to university and have implications for universities to design and implement appropriate strategies to prepare for the future.

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Section: Improve Social Adjustmentmentioning

confidence: 99%

Perceptions and Challenges of Engineering and Science Transfer Students From Community College to University in a Chinese Educational Context

et al. 2022

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“…From a constructivist perspective, which emphasizes that knowledge can only be actively constructed from learners’ experiences and social discourses, it is very important for students to participate in an interactive learning mode to promote knowledge construction. In recent years, some scholars and instructors have adopted computer technologies in professional training programs; however, without proper supports, the training outcomes may not be as good as expected [ 7 ]. In response to this problem, researchers have pointed out that if experts’ past knowledge and experience of making judgments on practical cases can be constructed into a computerized expert system, this system could assist students in solving the problems encountered in the case judgment process through interactive guidance [ 8 , 9 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

Effects of a Technology-Supported Decision, Reflection, and Interaction Approach on Nursing Students’ Learning Achievement and Self-Efficacy in Professional Training: A Pilot Study

2023

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In professional training, it is important to provide students with opportunities to make judgments on practical cases. However, most training courses are conducted in a one-to-many teaching mode, and it is not easy to consider the needs of individual students. In this study, a technology-supported Decision, Reflection, and Interaction (DRI)-based professional training approach is proposed to cope with this problem for those courses aiming at fostering students’ competence in making correct judgments when facing real cases. To verify the effectiveness of the proposed method, an experiment was conducted. Two classes of 38 students from a nursing school were the participants. One class was an experimental group using the DRI-based professional training approach, and the other class was the control group using the conventional technology-assisted training approach. The experimental results showed that applying the proposed approach significantly improved the students’ learning achievement and self-efficacy more than the conventional technology-assisted approach. In addition, based on the interview results, the students generally believed that learning through the DRI-based professional training approach benefited them from several perspectives, including “increasing the value of activities”, “enhancing the planning and expensive capacity of conspicuous approaches”, “promoting decision-making”, “improving learning reflection”, and “providing students with personalized interaction”.

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A novel approach for finding research areas for new researchers

Malik

Khan

Faisal

et al. 2019

New Review of Hypermedia and Multimedia

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Enhancing students’ knowledge building through utilising social interactions in an online learning environment

Cited by 3 publications

References 25 publications

Perceptions and Challenges of Engineering and Science Transfer Students From Community College to University in a Chinese Educational Context

Perceptions and Challenges of Engineering and Science Transfer Students From Community College to University in a Chinese Educational Context

Effects of a Technology-Supported Decision, Reflection, and Interaction Approach on Nursing Students’ Learning Achievement and Self-Efficacy in Professional Training: A Pilot Study

A novel approach for finding research areas for new researchers

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