Exploring the role of learner characteristics in learners' learning environment preferences

Chaw, Lee Yen; Tang, Chun Meng

doi:10.1108/ijem-05-2022-0205

Cited by 8 publications

(5 citation statements)

References 60 publications

(115 reference statements)

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“…PLS-SEM can generate synergistic results via higher-order constructs due to its complex configuration approach (Ringle et al ., 2020). Both the convergent reliability and discriminant validity of the data were assessed using the measurement model, whereas the hypothesized relationships were examined using the structural model (Chaw and Tang, 2019b, 2023; Al-Mekhlafi et al ., 2022; Ali et al. , 2022a, b).…”

Section: Methodsmentioning

confidence: 99%

Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials

Wang,

Chaw,

Leong

et al. 2023

IJEM

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PurposeThis study intends to investigate the determinants of learners' continuance intention to use massive open online courses (MOOCs) for personal or professional development.Design/methodology/approachThis study employed quantitative research design. The respondents were individual learners from six selected universities in China who used MOOCs for continuous learning. A purposive sampling technique was employed to obtain 270 valid samples. Data were analyzed and analytical outputs were produced using the techniques of Partial Least Squares Structural Equation Modeling and Importance-Performance Matrix.FindingsExpectation confirmation was found to have a positive relationship with perceived usefulness, flow experience, learning self-efficacy and satisfaction with MOOCs. Perceived usefulness, flow experience and leaning self-efficacy were also found to have a positive relationship with MOOC satisfaction. In addition, perceived usefulness, flow experience, learning self-efficacy and MOOC satisfaction had a positive impact on continuance usage intention.Originality/valueThe outcomes of the study can serve as a practical reference for MOOC providers and decision-makers to develop relevant strategies to increase the course completion rates.

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Section: Methodsmentioning

confidence: 99%

Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials

Wang,

Chaw,

Leong

et al. 2023

IJEM

Self Cite

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show abstract

“…, 2021). Chaw and Tang (2022) found that learner characteristics may affect individuals' preferences for particular types of learning environment. This research assesses the extent to which specific learner attributes may influence individuals' attitudes and readiness for online collaborative learning.…”

Section: Introductionmentioning

confidence: 99%

“…Other students may not be mentally technology ready, or they may lack confidence or the necessary interpersonal and communication skills to effectively engage with peers and lecturers in online settings (Tang et al, 2021). Chaw and Tang (2022) found that learner characteristics may affect individuals' preferences for particular types of learning environment. This research assesses the extent to which specific learner attributes may influence individuals' attitudes and readiness for online collaborative learning.…”

Section: Introductionmentioning

confidence: 99%

Collaborative learning in online breakout rooms: the effects of learner attributes on purposeful interpersonal interaction and perceived learning

Wilkins

Butt²,

Hazzam³

et al. 2023

IJEM

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PurposeBreakout rooms are commonly used by lecturers as a means to achieve collaborative learning in online lessons. Although breakout rooms can be effective at encouraging student engagement, interaction and learning, many students dislike being forced to interact with peers, and for some students, it can lead to feelings of anxiety and stress. Successful collaborative learning depends upon having the “right” individuals working together, so the purpose of this research is to identify specific learner attributes that are associated with purposeful interpersonal interaction in breakout rooms.Design/methodology/approachAn online survey was used to obtain data from 664 higher education students in the USA, which were analyzed using partial least squares structural equation modeling (PLS-SEM).FindingsStudents' technology readiness, social identification and intercultural communication competence are each significantly related to the achievement of purposeful interpersonal interaction, which is strongly related to students' perceived learning.Practical implicationsThe findings of this research emphasize the importance of lecturers considering learner attributes when forming breakout room groups.Originality/valueThe breakout room represents a unique and specific context for collaborative learning, where there may be minimal lecturer supervision and where students may choose to disengage by turning off their cameras and microphones or simply listen without participating (known as lurking). The existing literature has given little attention to how lecturers allocate students to online breakout rooms.

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“…Digital technology (e.g., software, hardware, applications, and digital services) has become an integral part of the daily lives of today's university students. As more educational institutions embrace blended learning and online learning (especially during the COVID‐19 pandemic), this has become more apparent (Chaw & Tang, 2023; Shi‐Hui et al., 2022). With the increased use of technology in learning delivery, students must understand what digital tools are and how to use them to support their learning (Levi‐Orta et al., 2020), such as using communication apps to interact with classmates, searching the web for information to write an assignment, and creating a PowerPoint presentation.…”

Section: Introductionmentioning

confidence: 99%

Exploring the relationship between digital competence proficiency and student learning performance

Chaw,

Tang

2023

Euro J of Education

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The increased use of digital technology in higher education requires university students to be digitally proficient. The main objective of this study is to examine the extent to which university students' proficiency in various digital competences could be helpful towards their learning performance. This study adopted DigComp 2.2 to design a data collection instrument for an online questionnaire survey and conducted data analysis on the valid 314 responses using partial least squares structural equation modelling (PLS‐SEM). The findings indicate that, with the exception of safety, the digital competence areas of information and data literacy, communication and collaboration, digital content creation, and problem solving were significant to student learning performance. The findings also revealed that students' current semester had no significant moderating effect on the relationships between their proficiency in digital competence areas and learning performance, with the exception of a relationship between information and data literacy and learning performance, as well as a relationship between problem solving and learning performance, between respondents in semesters 3 and 4, and between respondents in semesters 5 and 6, respectively. The findings contribute to a better understanding of DigComp 2.2's applicability in higher education and can be used by educational institutions and educators to design learning activities and formative assessments that can help students improve their digital competence proficiency.

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Exploring the role of learner characteristics in learners' learning environment preferences

Cited by 8 publications

References 60 publications

Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials

Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials

Collaborative learning in online breakout rooms: the effects of learner attributes on purposeful interpersonal interaction and perceived learning

Exploring the relationship between digital competence proficiency and student learning performance

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