Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students

Kumi–Yeboah, Alex; Dogbey, James; Yuan, Guangji

doi:10.1080/15391523.2017.1365669

Cited by 27 publications

(27 citation statements)

References 27 publications

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“…Adoption of new technology is known to be a major contributor to the self-efficacy of both students and teachers (Hodges, 2018), and thus it is important to avoid the unintended consequence of increased anxiety when selecting the number and nature of technological tools to be used with students. In consideration of students' individual experiences, we advise educators to implement inclusive assignments that their students can successfully complete (Kumi-Yeboah et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Because parents provide instructional support in a virtual setting, the parental role is a vital factor to support student learning (Borup et al, 2014). A study of 24 African-American and 16 Hispanic students identified factors that led to achievement: collaborative learning activities, access to resources, time convenience, student-teacher interactions and student-student interactions (Kumi-Yeboah et al, 2018). Students emphasized the need for parental support to enhance online learning experiences and students' academic self-concept, and remarked that virtual learning lacked a social presence and lack of cultural inclusion in course content (Kumi-Yeboah et al, 2018).…”

Section: Initial Response To Covid-19mentioning

confidence: 99%

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Initial response to COVID-19: a mixed-methods analysis of media and school communications to identify pedagogical implications for remote teaching

Eutsler

Antonenko

Mitchell

2020

ITSE

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Purpose Immediately following the declaration of the national emergency of the COVID-19 pandemic in the USA, the purpose of this study was to examine one month of social media, news media, school district websites’ continuity plans and educational affiliate organizations, to unveil K-12 stakeholders’ initial response to K-12 remote teaching. Design/methodology/approach Framed by connectivism theory, the authors used a mixed-methods sequential explanatory design to conduct a systematic content analysis of 43,870 tweets, news media, school district websites’ continuity plans and educational affiliate organizations. Findings Initial responses focused on community lockdown procedures, sustaining education, adapting to a remote lifestyle and political tension. The authors revisited included tweets one week later to measure their connectedness, which revealed that educational organizations, which have the largest number of followers, also have the greatest outreach and visibility. Practical implications Based on the collective decision-making of education stakeholders, the authors provide three remote teaching recommendations and pedagogical implications for sustainable remote teaching practices. Originality/value The authors construct a blueprint from some of the largest school districts, and consequently the COVID-19 hotspots, to broadly examine emergency preparedness and remote instruction plans.

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Section: Discussionmentioning

confidence: 99%

Section: Initial Response To Covid-19mentioning

confidence: 99%

Initial response to COVID-19: a mixed-methods analysis of media and school communications to identify pedagogical implications for remote teaching

Eutsler

Antonenko

Mitchell

2020

ITSE

View full text Add to dashboard Cite

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“…This requires the support of the adaptation of learning strategies. Some of them can be seen in New Zealand that use blended learning [3], virtual learning in Harvard Medical School [4], online use of modules to teach nursing students [5], online learning in developed countries [6] examined elementary teachers' use of online learning [7], [8], and online education [9].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Online Project-Based Learning Application on Mathematics Students' Visual Thinking Continuum in Covid-19 Pandemic

Wahyuningsih

Qohar

Satyananda

et al. 2021

Int. J. Interact. Mob. Technol.

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The COVID-19 pandemic led to the implementation of the Work From Home<strong> </strong>(WFH) policy. The impact of this policy is to replace the process of teaching and learning activities by using an online learning system. In this industrial era 4.0, the integration of web applications is very much needed in problem-solving learning. One that can be used to integrate web applications in learning through project-based learning. The focus of this research is to study the effects of online project-based learning applications on mathematics students' visual thinking continuum. Instruments used in the form of rubric virtual mind maps, audio-visual and virtual posters are used to observe students' visual thinking continuum. The instrument was analyzed with the Rasch measurement model software named WINSTEPS. This study used one group pretest-posttest design to see the effect of integrating web applications in learning through project-based learning analyzed using SPSS. The results of instrument analysis for rubric virtual mind maps, audio-visual products, and virtual posters on measure person obtained good person reliability, MNSQ infit, and MNSQ OUTFIT the average rating is very good. For the ZSTD infit and the ZSTD outfit, the average value is close to 0.0 so that the quality of the person's reliability is good. The results of the conformity quality of the items with the model studied from the fit order items obtained the value of Outfit mean square (MNSQ), Outfit Z-standard (ZSTD), and the value of Point Measure Correlation (Pt Mean Corr) for the three instruments met good criteria. The results of the analysis of paired samples test from 54 respondents obtained p <0.05 so that the base learning project has the effect of increasing students' visual thinking continuum. Implementation of online project-based learning in mathematics learning is an alternative that can be used to improve students' creative problem-solving skills in online learning

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“…The evidence of the importance of teacher-student interactions in improving students' learning skills and educational outcomes has been strong (Blegur, 2019;Chohan, 2018;Kumi-Yeboah, Dogbey, & Guangji, 2018;Laudadío & Mazzitelli, 2018;Pianta, 2016;Tsai, 2017;Wang & Neihart, 2015). The most relevant and efficient feedback that a student can receive corresponds to the one that is sent by their teacher (Harper, 2018;Lobos, Diaz, & Bustos, 2019;Prewett, Bergin, & Huang, 2019).…”

Section: Introductionmentioning

confidence: 99%

Mensajes emitidos por docentes universitarios a sus estudiantes con bajos desempeños académicos durante la enseñanza en línea por COVID-19

Peña

Sáez-Delgado

López-Angulo

et al. 2021

Interd

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Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students

Cited by 27 publications

References 27 publications

Initial response to COVID-19: a mixed-methods analysis of media and school communications to identify pedagogical implications for remote teaching

Initial response to COVID-19: a mixed-methods analysis of media and school communications to identify pedagogical implications for remote teaching

The Effect of Online Project-Based Learning Application on Mathematics Students' Visual Thinking Continuum in Covid-19 Pandemic

Mensajes emitidos por docentes universitarios a sus estudiantes con bajos desempeños académicos durante la enseñanza en línea por COVID-19

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