How Online Learning Readiness Can  Predict Online Learning Emotional States and Expected Academic Outcomes: Testing a Theoretically Based Mediation Model

Chien, Hsiang-Yu; Yeh, Yu-Chen; Kwok, Oi‐Man

doi:10.24059/olj.v26i4.3483

Cited by 3 publications

(2 citation statements)

References 37 publications

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“…Other negative emotions such as hopelessness and anger were also reported, but by fewer people. The prevalence of anxiety at this time is not surprising and was also found in other studies which focused on students' emotions during the pandemic (Chien et al, 2022;Novara et al, 2022). A comparison with post-MOOC emotion reports indicates a shift in students' emotions after the two weeks.…”

Section: Discussionsupporting

confidence: 82%

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Clicking with Confidence: Influence of a Student Co-Designed MOOC on Students' Emotions and Online Learning Self-Efficacy

Beirne,

Nic Giolla Michíl,

Brown

et al. 2023

OLJ

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The COVID-19 pandemic has taught us that being able to learn online is now a crucial life skill and cannot be left to chance. Pedagogical interventions are critical to support students in building their digital skills and confidence, given identified links between online learning readiness and academic success. Based on this premise, the purpose of this study is to investigate the influence of an online learning preparatory MOOC on students’ emotions and levels of online learning self-efficacy (OLSE). The paper begins by illustrating how the design and delivery of the MOOC had the potential to provide participants with the necessary mastery experiences, vicarious experiences, verbal persuasion, and affective regulation opportunities to evaluate and develop their online learning self-efficacy beliefs. Students starting or continuing their higher education online because of COVID-19 were encouraged to take the MOOC as part of their development. Students’ self-reports of their emotion and OLSE were compared pre- and post-MOOC. Paired sample t-tests found significant differences in all four dimensions of OLSE following participation in the MOOC. Participants reported higher levels of Self-Efficacy Navigating Technology, Self-Efficacy Managing Time, Self-Efficacy Learning at a Distance, and Self-Efficacy Communicating Online. Additionally, changes in learners’ emotions were observed post-MOOC. Most participants reported feeling anxious about online learning before the MOOC. This changed, however, post-MOOC, with the majority feeling positive and hopeful about online learning following the two-week course. The paper concludes by discussing the implications for practice.

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Section: Discussionsupporting

confidence: 82%

“…Understanding the dynamics of these constructs and related learner and situational variables could hold important insights for pedagogical interventions. The inter-relationships between these variables and online learning readiness also warrants further inquiry (Chien et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Clicking with Confidence: Influence of a Student Co-Designed MOOC on Students' Emotions and Online Learning Self-Efficacy

Beirne,

Nic Giolla Michíl,

Brown

et al. 2023

OLJ

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Examination of 7th Grade Students' Readiness, Expectations, Satisfaction and Academic Achievement Levels for Online Learning Environments

ÜNLÜ,

KALKAN

2023

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışma ortaokul 7. sınıf öğrencilerinin sosyal bilgiler dersi, dijital kütüphane ortamlarına yönelik hazırbulunuşluk, beklenti, memnuniyet düzeyi ve akademik başarı düzeylerini incelemiştir. Araştırmanın çalışma grubunu, Ardahan il merkezinde yer alan iki ortaokulda öğrenim görmekte olan öğrenciler oluşturmaktadır. Deney grubunda 18 öğrenci, kontrol grubunda ise 16 öğrenci olmak üzere toplam 34 öğrenci bulunmaktadır. Çalışmada yarı deneysel desenlerden ön test/son test eşitlenmemiş kontrol gruplu araştırma modeli kullanılmıştır. Yarı deneysel çalışmada süreç öncesinde grupların uygulanacak konu hakkında ön bilgilerinin ve hazır bulunuşluk seviyelerinin belirlenmesi amacıyla ön test uygulanmıştır. Bu test sonucunda anlamlı bir farklılık görülmediği için etkisinin ölçülmesi beklenen eğitim modeli uygulanmış ve uygulama bittikten sonra son test yapılmıştır. 7.Sınıf öğrencilerine uygulanan bu modelde deney grubuna “Europeana Dijital Kütüphanesi” eğitim içeriklerinden kontrol grubuna “Eğitim Bilişim Ağı” içeriklerinden faydalanılarak çalışma yürütülmüştür. Çalışmada “e-Öğrenme Sürecine İlişkin Hazır Bulunuşluluk ve Beklenti Ölçeği” ile “e-Öğrenme Sürecine İlişkin Memnuniyet Ölçeği” veri toplama aracı olarak kullanılmıştır. Ayrıca öğrencilere akademik başarı sınavı uygulanmış 2. dönem 2. yazılı notları öğrenci bilgi sisteminden alınarak akademik başarıları belirlenmiştir. Çalışma sonucunda araştırmadan elde edilen veriler SPSS (Statistical Package for Social Sciences) 26.0 paket programı ile analiz edilmiştir. Bu bulgunun sonucunda her iki okulun 7.sınıf sosyal bilgiler öğrencilerinde hazırbulunuşluk seviyeleri yüksek çıkmış memnuniyet ve akademik başarı açısından deneysel grupta istatistiksel olarak anlamlı bir fark ortaya çıkmıştır.

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Teaching online with an artificial pedagogical agent as a teacher and visual avatars for self-other representation of the learners. Effects on the learning performance and the perception and satisfaction of the learners with online learning: previous and new findings

Herbert,

Dołżycka

2024

Front. Educ.

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IntroductionBuilding upon previous research, this study aims to provide answers to the questions of how the presence of a humanoid artificial pedagogical agent as teacher and instructor and visual self-other representation of the learners through avatars influence the immediate cognitive performance and learning experience in online learning among adult learners.MethodsSeveral outcome measures were investigated to evaluate if effects are the same or different for the different experimental conditions and if learning with the pedagogical agent and visual self-other representation is modulated by the learner’s previous experiences with and preferences for online learning. Teacher presence and self-other presence of the learners were experimentally manipulated. A humanoid artificial agent, visible on all of the slides of the online course material and instructing the material represented the teacher. The avatars of the learners (self-avatar and peer avatars) were kept of minimal functionality but self-avatars were preselected or could be self-selected by the learners. The learner’s cognitive learning performance, the learner’s attention to the pedagogical agent, their sense of teacher presence and of self- and other-presence, their satisfaction with the course as well as the learner’s previous learning experiences were measured by cognitive testing, self-report, and linguistic analysis as major performance indicators and a positive learning experience. The analysis comprised 133 university students and results were additionally compared for two subsamples.ResultsLearning performance, learning satisfaction, and the attention paid to the teacher were positively related. In addition, positive evaluations of the cognitive presence elicited by the teacher were found. Self- or other-presence of avatars did not significantly influence the learner’s performance beyond teacher presence but the learner’s perception of it and their motivation to study online.DiscussionThe study and its results extend the previous literature that focused on the effects of pedagogical agents in online teaching or on virtual representations of the learner’s self and classmates in online learning. Despite limitations, the results of this study provide insights into combining teaching with artificial pedagogical agents and visual avatars for self-other representation during online teaching and the observations can serve as catalyst for future research.

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How Online Learning Readiness Can Predict Online Learning Emotional States and Expected Academic Outcomes: Testing a Theoretically Based Mediation Model

Cited by 3 publications

References 37 publications

Clicking with Confidence: Influence of a Student Co-Designed MOOC on Students' Emotions and Online Learning Self-Efficacy

Clicking with Confidence: Influence of a Student Co-Designed MOOC on Students' Emotions and Online Learning Self-Efficacy

Examination of 7th Grade Students' Readiness, Expectations, Satisfaction and Academic Achievement Levels for Online Learning Environments

Teaching online with an artificial pedagogical agent as a teacher and visual avatars for self-other representation of the learners. Effects on the learning performance and the perception and satisfaction of the learners with online learning: previous and new findings

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