New ways of learning, subject lecturer support, study engagement, and learning satisfaction: an empirical study of an online teaching experience in Hong Kong

Chan, Simon C. H.; Lee, Hazel

doi:10.1007/s10639-023-11605-y

Cited by 3 publications

(1 citation statement)

References 39 publications

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“…The integration of innovative information technologies (IT) into higher education has been one of the main topics of many studies in pedagogy over the past decades (Chan & Lee, 2023; Hii et al, 2023). A variety of innovative literary formats can become new entry points into the world of literature (Naji et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Literary and Aesthetic Competencies in Literature Course: Whether Innovative Information Technologies Hinder Their Growth?

Xiahou

2023

Empirical Studies of the Arts

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The purpose of this article is (1) to determine the set of literary and aesthetic competencies when reading literature and (2) to quantify the possible effect for the formation of Literary and Aesthetic competence when using innovative information technologies. The establishment of the array of literary and aesthetic competencies was achieved through the synthesis of the Common European Framework of Reference for Languages (2018) and a comprehensive analysis of relevant scholarly literature. The researchers determined the substantial effect of mobile applications in building three out of five aesthetic competencies ( D = 1.12 for expressive perception, D = 1.55 for emotional closeness and D = 0.82 for cognitive elaboration). Hence, based on the research outcomes, the approach adopted by the experimental group (utilisation of mobile applications for reading) facilitates the attainment of heightened literary competence through a more aesthetically comprehensive experiential engagement with the study of literary works.

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Section: Introductionmentioning

confidence: 99%

Literary and Aesthetic Competencies in Literature Course: Whether Innovative Information Technologies Hinder Their Growth?

Xiahou

2023

Empirical Studies of the Arts

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Factors mitigating the decline of motivation during the first academic year: a latent change score analysis

Wild,

Rahn,

Meyer

2023

Motiv Emot

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Research shows that in university education programs, students’ motivation decreases over time, which is associated with indicators of reduced academic success, such as student dropout rate. Consequently, researchers have analyzed motivation change and explored the options available to universities to maintain a high level of motivation among students. Using Person-environment fit theory, our research suggests that perceived support offered by lecturers and instructional quality influence students’ subject interest. We conducted a longitudinal design of 823 participants from Baden-Wuerttemberg Cooperative State University and estimated a latent change score model using data collected between the participants’ first and second academic years. Our findings suggest that perceived support from lecturers mitigated the decrease in subject interest. Moreover, our results support the hypothesis that universities can attenuate the decreasing change of subject interest from students. Our findings are contextualized with reference to contemporary research in the field and we offer practical suggestions for maintaining high motivation among students.

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Exploring Engagement, Performance, and Satisfaction in Online Self-Directed Professional Learning Using LMS Logs

Hu,

Xiao

2024

Sustainability

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Online self-directed professional learning plays a crucial role in sustainable career development. This study leverages a high-quality log dataset to thoroughly analyze the learning features of online self-directed professional learners, focusing on their engagement, performance, and satisfaction. The study reveals that the engagement levels among learners are predominantly low, with 56% categorized as low, 33% as medium, and 11% as high. The performance is generally strong, with 47% of learners achieving excellent results, although 4% fall into the poor category. The satisfaction levels are largely neutral (76%), with only 17% of learners expressing satisfaction and 7% feeling delighted. Despite high course ratings, the number of courses purchased remains minimal. The analysis found no significant correlations between engagement, performance, and satisfaction, but noted that purchasing additional courses can enhance engagement. Furthermore, lesson learning shows significant day-to-day fluctuations and minimal linear autocorrelation. The most significant predictor of course performance is the number of questions answered in quizzes. These findings help us to understand the patterns and relationships among these variables to inform future improvements in online learning platforms. Future research should expand LMS log collection to encompass a wider array of learning features for a more thorough analysis, and empirical research should be conducted to investigate potential underlying causes.

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New ways of learning, subject lecturer support, study engagement, and learning satisfaction: an empirical study of an online teaching experience in Hong Kong

Cited by 3 publications

References 39 publications

Literary and Aesthetic Competencies in Literature Course: Whether Innovative Information Technologies Hinder Their Growth?

Literary and Aesthetic Competencies in Literature Course: Whether Innovative Information Technologies Hinder Their Growth?

Factors mitigating the decline of motivation during the first academic year: a latent change score analysis

Exploring Engagement, Performance, and Satisfaction in Online Self-Directed Professional Learning Using LMS Logs

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