How do learning technologies impact on undergraduates’ emotional and cognitive engagement with their learning?

Venn, Edward; Park, Jaeuk; Andersen, Line Palle; Hejmadi, Momna

doi:10.1080/13562517.2020.1863349

Cited by 16 publications

(11 citation statements)

References 42 publications

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“…For example, there are studies exploring on emotional health and resilience (Lenzo, et. al., 2020), physical well-being (Fernandez-Ozcorta et al, 2019), homelessness (Barnes et al, 2018), suicide (Kakunje et al, 2020;Arrivillaga et al, 2020), mental health (Browning et al,, & LaValle, 2020;Gibbons et al, 2019;Langsi, 2021), negative emotional eating (Sze, Lee, Chan, & Kim, 2021), emotional intelligence and academic success (Suleman et al, 2019), daily stress, anxiety, empathy and coping (Montero & Morales-Rodriguez, 2021), posttraumatic growth (Thomas et al, 2020), cognitive engagement and learning (Venn, Park, Andersen, & Hejmadi, 2020), social competencies (Kaur et al, 2021) and coping styles (Song, 2020). These studies demonstrated that human emotional experience has a great impact on individuals' overall life and wellbeing.…”

Section: Introductionmentioning

confidence: 99%

Exploring Relationships Between Meaning in Life and Emotional Health among Young Adults of Malaysian Undergraduate Students

Hoesni¹,

Salleh²

2022

IJARPED

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Emotions are one of the vital aspects in ensuring healthy human functioning and psychological well-being. Thus, this study aims to explore another important psychological element, meaning in life and emotional health among Malaysian university students. This study was carried out using the explorative research design using the quantitative approach. Questionnaires consisted of questions relating to respondents' personal background, meaning in life and emotional health. Trained enumerators distributed questionnaire booklets to undergraduates who were currently residing in Klang Valley. Results showed that there were relationships between meaning in life (presence of meaning and search for meaning) and emotional health (depression r=-0.59**, p<0.01; anxiety r= -0.29**, p<0.01; and stress r= -0.36**, p<0.01). In addition, further analyses found meaning in life, specifically, presence of meaning, predicted emotional health for depression, F(2, 137) = 37.21, p < 0.01, R2 = 0.34; anxiety F(2, 137) = 0.84 , p < 0.01, R2 = 0.11 and stress F(2, 137) = 11.15, p < 0.01, R2 = 0.14. Findings indicate the importance to further investigate the role of meaning in life and emotional health with other specific psychological variables such as emotional regulation, coping and personality.

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Section: Introductionmentioning

confidence: 99%

Exploring Relationships Between Meaning in Life and Emotional Health among Young Adults of Malaysian Undergraduate Students

Hoesni¹,

Salleh²

2022

IJARPED

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“…One of the paramount challenges that educators face, especially in the realm of teaching ELLs, is addressing and bridging the gaps in prior knowledge (Arokiyaraj et al, 2021). These gaps can vary signi cantly, stemming from diverse cultural backgrounds, differing educational systems, or even individual life experiences (Venn et al, 2020). Navigating these can often dictate the trajectory of a student's learning experience.…”

Section: Bridging Prior Knowledge Gapsmentioning

confidence: 99%

“…complexities of teaching, especially in the context of ELLs, demand not only profound knowledge but also a repertoire of cognitive strategies to facilitate effective learning (Howson & Kingsbury, 2021). Cognitive strategies represent a set of techniques or tools that teachers consciously employ to assist, enhance, or optimize the learning process(Venn et al, 2020). Delving into the cognitive strategies adapted by teachers provides insights into the multifaceted world of pedagogy, offering a clearer picture of how educators mentally maneuver their way through the teaching landscape(Conto et al, 2021).…”

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confidence: 99%

Cognitive Demands and Strategic Preparedness of Novice English Teachers for ELL Instruction in Zhejiang province, China

li,

Shah

2024

Preprint

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This study explores the cognitive challenges and preparedness of novice English language teachers in Zhejiang Province, China, for teaching English Language Learners (ELLs). Addressing the gap in research on the application of theoretical frameworks in this context, the qualitative descriptive research involved 15 novice educators through interviews, observations, and document analysis. It is grounded in Illeris' Contemporary Learning Theory and Vygotsky's Sociocultural Theory. Key findings include the identification of significant cognitive challenges in addressing diverse learning needs and knowledge gaps among ELLs. The study also highlights the effective use of metacognitive techniques and scaffolding in ELL instruction. It underscores the need for comprehensive teacher training in China, advocating for programs that go beyond linguistic skills to include varied pedagogical strategies, catering to the complex requirements of ELL students.

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“…There is a lack of consensus about which data might really relate to student engagement as well as the extent to which that data can be captured by LA (Bassett-Dubsky, 2020). Even the concept of student engagement is a contentious construct (Venn, Park, Palle-Anderson, & Hejmadi, 2020), often driven by availability of data (Bond, Buntins, Bedenlier, Zawacki-Richter, & Kerres, 2020;Dyment, Stone, & Milthorpe, 2020) rather than framing student experiences in ways that make sense to a diversity of individual students (Broughan & Prinsloo, 2020). If the data collated acts to create a singular construct of student engagement (Bassett-Dubsky, 2021), this disempowers students and further marginalises those who already believe they do not align with perceived norms of who belongs and how to belong in HE (Broughan & Prinsloo, 2020).…”

Section: Introductionmentioning

confidence: 99%

Learner analytics: Hindsight evaluation at course-level

Bassett-Dubsky

2023

Research in Education & Learning Innovation Archives

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The concept of student engagement is a contentious construct. The task of learner analytics (LA) to meaningfully measure student engagement is therefore complicated both by a lack of agreement over what is being measured and a discomfort or lack of confidence around what collated data might believably indicate. This challenge is made harder by availability, accuracy and reliability of data feeds. The aim of LA would be to collate and share early measures of engagement that can be used predictively to support learners’ experience and outcomes. However, most HEI LA are descriptive and therefore of limited utility. Where the LA available are descriptive, this paper explores how credible such LA might be when used at course level. This study supports an analysis of comprehensive data gathered within and beyond LA for a level 4 cohort in one programme across the 2019-20 academic year. It also draws on data relating to study completion, with the benefit of hindsight giving further insights to the utility of LA data available earlier in students’ journeys. Given the actual outcomes for these 2019 starters, the study cohort’s understanding of ‘engagement’ is then applied to support insights to their own measurable indicators of interaction and actions that might best enable constructive engagement. Meaningful correlations were noted between use of E-resources and student outcomes and the most significant indicators of risk were found to be extensions, fails and non-submissions for assignments in the first semester of level 4 and average grades <39% by the end of level 4. Study recommendations include supporting better and more confident access to literature content and targeting timely interventions at students flagged by the most significant indicators of risk.

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How do learning technologies impact on undergraduates’ emotional and cognitive engagement with their learning?

Abstract: This is a repository copy of How do learning technologies impact on undergraduates' emotional and cognitive engagement with their learning?.

Cited by 16 publications

References 42 publications

Exploring Relationships Between Meaning in Life and Emotional Health among Young Adults of Malaysian Undergraduate Students

Exploring Relationships Between Meaning in Life and Emotional Health among Young Adults of Malaysian Undergraduate Students

Cognitive Demands and Strategic Preparedness of Novice English Teachers for ELL Instruction in Zhejiang province, China

Learner analytics: Hindsight evaluation at course-level

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