Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments

Abstract

Technology creates variant learning experiences which are context specific. This study examined the comparative potential of multimodal and text-based Computer Mediated Communication (CMC) in fostering learner autonomy, learner engagement and learner e-satisfaction as well as learner writing quality. To this end, 40 Iranian male and female EFL (English as foreign language) students were selected on the basis of their writing proficiency and were randomly assigned into text-based and multimodal CMC research groups. Learner autonomy was investigated using Van Nguyen and Habók ‘s learner autonomy questionnaire, which had 40 items rated on 5 point likert scale, both before and after the treatment. Student engagement was tracked by analyzing transcription of stored conversations of Moodle and Discussion logs of an online writing forum, using a coding scheme to identify cognitive, emotional, and behavioral student engagement. The potential of text-based CMC and Multimodal CMC in fostering writing quality was examined by comparing students’ writing before and after treatment. Finally, students were asked to write reflective essays on their evaluation of efficacy of the learning environments. Content analysis was conducted on the open and axial coding of indicators of student satisfaction. The results of between group comparison indicated that students were more autonomous in text-based modality than in multimodal CMC. Chi-square analysis indicated that text-based CMC group outperformed multimodal CMC group in terms of behavioral and cognitive engagement. Yet, multimodal CMC group reported higher emotional and social engagement. One-way ANCOVA results also indicated that the students in text-based CMC group outperformed Multimodal CMC group in terms of writing quality. Learner e-satisfaction was examined by network mapping of open codes of student reflective essays. The study identified four categories that reflected students’ e-satisfaction: learner dimension (including learners’ attitude, learner internet self-efficacy), teacher dimension (including teacher presence, teacher digital competences), curriculum dimension (including curriculum flexibility, course quality, flexibility in interaction support system) and internet dimension (including internet quality and support system). However, internet dimension received negative judgments from both groups. The implications of the study and suggestions for further research are discussed.

A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction

“…Consequently, it is reasonable to assume that engagement in IDLE may lead to greater online course satisfaction among EFL students. Indeed, studies have shown that autonomy can positively impact learners’ sense of satisfaction in online environments ( Mohammadi Zenouzagh et al, 2023 ). Furthermore, IDLE activities can foster the development of learners’ social skills through increased interaction opportunities with others on interactive platforms, potentially boosting online course satisfaction.…”

Merdeka Curriculum: Encouraging Creativity and Innovation of Islamic Religious Education Teachers in Madrasah

“…Islamic education teachers face several challenges in implementing the Merdeka Curriculum. First, the challenge faced is teacher competence (Hadi et al, 2023;Jones et al, 2021;Mahmud et al, 2023;Mohammadi Zenouzagh et al, 2023). Merdeka Curriculum requires teachers to have a deep understanding of the subject and the ability to develop innovative learning materials and methods (Looi et al, 2023).…”

Enhancing students’ online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies

“…Therefore, using wiki can potentially reduce the learning costs of students to engage in the focal learning activities, thus increasing their sense of autonomy, convenience, and perceived flexibility (Barajas & Frossard, 2018). Wiki may encourage students actively engage in collaborative learning activities and jointly take responsibility for learning (Bizami et al, 2023;Mohammadi Zenouzagh et al, 2023). Thus, this study suggests that similar PBL activities can take advantage of the functions of wiki platforms (e.g., coauthoring and the tracking and recording functions of the coauthoring process) to customize their learning content and to better support students' learning processes (e.g., capturing information about PBL 1 3 cases, creating organized knowledgebase, facilitating student collaboration to synthesize critical learning issues of PBL cases, and developing communication skills) in order to improve their learning performance.…”

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“…Education and Information Technologies (2024) 29:2303-2328 by higher-order affective outcomes, such as a sense of belonging, identification, and trust (Lizzio & Wilson, 2013;Mohammadi Zenouzagh et al, 2023). Thus, it is critical to developing a more comprehensive understanding of the factors influencing the effectiveness of collaborative PBL activities in order to know how the effectiveness of such a learning process may be enhanced (Mavengere & Ruohonen, 2018).…”