Fostering Communities of Inquiry and Connectivism in Online Technical Communication Programs and Courses

Cleary, Yvonne

doi:10.1177/0047281620977138

Cited by 9 publications

(9 citation statements)

References 27 publications

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“…Experts assert that the proliferation of online learning has created a parallel attrition problem at the tertiary education level across the world. Declining academic motivation has been cited as one of the primary causes of undergraduates dropping out of their studies (Cleary, 2021;Colferai & Gregory, 2015). Undergraduates in Malaysia report being more dissatisfied than satisfied with their online learning and they note lack of in-person interaction with the lecturers and peers as the primary reason for their reduced motivation during online learning (Chung, Subramaniam, & Dass, 2020;Wijeratne, Thomas, Amaranathan, Chandru, & Don, 2020).…”

Section: International Journal Of Education and Practicementioning

confidence: 99%

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Mediating effect of psychological needs satisfaction on the relationship between presence and academic motivation during online learning

Ramis,

Cheong

2024

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Academic motivation is a prerequisite of human learning and development. There are direct and indirect predictors that address the problem of declining academic motivation of undergraduates during online learning. As lack of interaction has been cited as a central reason for reduced academic motivation in online learning, this study examined the association between presences (cognitive, social, and teaching) and academic motivation. Recent systematic reviews and meta-analyses have found psychological needs satisfaction to be related to autonomous motivation and indicators of wellbeing. As such, this study examined the mediating role of psychological needs satisfaction on the relationship between presences and academic motivation during online learning among undergraduates in Malaysia. Two hundred and fifty students from private universities across the country were recruited via convenience sampling. A correlational research design was employed and participants filled in a cross-sectional online survey. Results revealed that there are significant positive relationships between presences and autonomous academic motivation as well as presences and controlled academic motivation. There was also a significant negative relationship between presences and academic amotivation. Further, it was found that psychological needs satisfaction significantly mediated the relationships between presences and autonomous academic motivation as well as presences and academic amotivation. Psychological needs satisfaction, however, did not significantly mediate the relationship between presences and controlled academic motivation. These findings provide insights into addressing the problem of low academic motivation during online learning, in turn, aid university administration to address the higher rates of attrition in online learning.

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Section: International Journal Of Education and Practicementioning

confidence: 99%

“…An escalation in the number of online learning programmes is witnessed across the globe (Cleary, 2021). The adoption of online learning in tertiary institutions has been expedited by the recent COVID-19 pandemic, and this trend is expected to persist for years to come (Kim & Gurvitch, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mediating effect of psychological needs satisfaction on the relationship between presence and academic motivation during online learning

Ramis,

Cheong

2024

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“…Rational with extant sociological discourses, the connectivism concept convey presumptions that intensify comprehension of social and how it may be further generated in now automated globe (Cleary, 2021). The connectivism concept espouses how the internet is being strengthened by persons to educate and exchange social data across the globe, and prior sociological researches have entrenched that a prevailing online site is social communications (Harris, 2023).…”

Section: Theoretical Reviewmentioning

confidence: 99%

Sociological Upshot of Social Communications on the Academic Performance of Sociology Students at University of Sierra Leone, Fourah Bay College

Bangura

2024

EJCEEL

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The nucleus of the sociological research was to dictate the ramifications of the utilization of social communications sites on the academic performance of sociology students at Fourah Bay College, University of Sierra Leone. Social communications is a renowned mode for communication amongst university sociology students in Sierra Leone. Nonetheless, extreme social communications utilization, markup inquiries about whether academic performance is affected. This sociological research explores this inquiry by directing a sociological research on Fourah Bay College, University of Sierra Leone, sociology students, in evaluates to social communications handling and their academic performance. The sociological research also explored which social web is the most renowned amongst Sierra Leone university sociology students, why sociology students visit their social communications sites and if there exist considerable upgrade in the sociology student academic performance. Survey was utilized as a mechanism for information crowding. The sociological research welcomed 30 feedbacks and expressive social statistics involving commonality trials that is dissipate threads were utilized to explore the social network between the midpoint digit of hours students consumed of social communications a week and the merits they obtain from utilizing social communications sites. The social communications sites expressly Google +, Facebook, WhatsApp, Skype and X former Twitter grab the focus of sociology students for sociological research and affecting certainly their academic Grade points. The disclosures of the sociological research can be utilized to initiate the appropriate social schemes for upgrading the academic performance of sociology students in this fashion that a steadiness in the inactivity, particulars social reciprocity and academic performance can be preserved.

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“…Experts assert that the proliferation of online learning has created a parallel attrition problem at the tertiary education level across the globe. Declining academic motivation and the increase in academic stress have been cited as primary reasons for students dropping out of their undergraduate studies (Cleary, 2021;Colferai & Gregory, 2015;Ibdaet al, 2023). Lack of motivation has been identified as one of the top challenges faced by "Gen Z" students in Malaysia, especially amidst the COVID-19 pandemic (Ahmad et al, 2021;Allam et al, 2020;Chung et al, 2020;Mahdi et al, 2020;Tan, 2021).…”

Section: Issues Among Gen Z Learnersmentioning

confidence: 99%

Implementation of PERMA Model into Teaching and Learning of Generation Z

Md Khalid,

Senom,

Muhamad

et al. 2023

IJLTER

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Teenagers and young adults (Gen Z) experience high rates of depression and anxiety, and one of the contributing factors is related to academic stress. Gen Z has unique characteristics, and technology has a powerful influence on the learning of Gen Z. Notwithstanding, evidence-based learning remains limited pertaining to the use of technology to alleviate the academic stress for Gen Z learning. Hence, to address this issue, this study integrates a well-being model, the Positive, Engagement Relationships, Meaning and Achievement (PERMA) Model into a technology-based teaching and learning approach, by introducing the Happy Capsule as a kit to promote learning engagement. Happy Capsule is a combination of five digital tools which are Padlet, Kahoot!, Wiki, e-portfolio, and an online learning style test. Employing the Participatory Action Research, this paper explores the experiences of 50 first-year university students’ in learning with Happy Capsule for over 14 weeks. Thematic analysis was used and four main themes emerged, namely self-management, engagement in learning, emotional aspects, and soft skills. The findings emphasize that digital learning has become a necessity to fulfil students’ learning needs, especially in the higher education setting. The study found that the implementation of positive emotion, engagement, relationship, meaning, and achievement elements in teaching and learning helps educators in designing more effective learning and assessment strategies to meet the current demands as well as to cater to students’ needs, styles, and preferences. In addition, it also increases motivation, enthusiasm, and builds good communication skills among students. Future research may focus on conducting more Action Research to improve practice by integrating various digital tools in teaching and learning in diverse contexts.

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Fostering Communities of Inquiry and Connectivism in Online Technical Communication Programs and Courses

Cited by 9 publications

References 27 publications

Mediating effect of psychological needs satisfaction on the relationship between presence and academic motivation during online learning

Mediating effect of psychological needs satisfaction on the relationship between presence and academic motivation during online learning

Sociological Upshot of Social Communications on the Academic Performance of Sociology Students at University of Sierra Leone, Fourah Bay College

Implementation of PERMA Model into Teaching and Learning of Generation Z

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