Purposeful interpersonal interaction and the point of diminishing returns for graduate learners

Mehall, Scott

doi:10.1016/j.iheduc.2020.100774

Cited by 20 publications

(14 citation statements)

References 40 publications

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“…In particular, we focus on the cognitive and the social presence as two core components of the online learning settings (Giannous and Kioumourtzoglou, 2016;Lim and Richardson, 2021). This is in line with previous research (Mehall, 2021), which offered evidence that positive social interaction is associated with satisfaction in e-learning. In addition, strategic planning showed a positive link to students' satisfaction; this is consistent with a recent study by Lim and Richardson (2021) who claimed that: "cognitive presence showed the most powerful predictive effects on students 'perceived learning outcomes and satisfaction" (p.1).…”

Section: Theoretical Implicationssupporting

confidence: 62%

“…Our results underline the importance of considering strategic planning and social interaction as essential aspects of e-learning. This consideration implies that educators must develop online courses, which can foster students' perception of the e-learning environment as a Community of Inquiry (Mehall, 2021;Yilmaz, 2020).…”

Section: Practical Implicationsmentioning

confidence: 99%

“…That implies that educators should foster e-learning experiences where students have the opportunities to share their thoughts and their feeling in order to find solutions together. The promotion of high quality interpersonal interactions is demonstrated to lead to better student outcomes and generally increases students' satisfaction with the online learning setting (Mehall, 2021). It is therefore very important to facilitate communication by creating a climate of trust (e.g., through social interactions), which in turn will provide the environment for purposeful interactions (Lim and Richardson, 2021).…”

Section: Practical Implicationsmentioning

confidence: 99%

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The emotional side of the e-learning among nursing students: The role of the affective correlates on e-learning satisfaction

Santo

Peña-Jimenez

Canzan

et al. 2022

Nurse Education Today

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Section: Theoretical Implicationssupporting

confidence: 62%

Section: Practical Implicationsmentioning

confidence: 99%

Section: Practical Implicationsmentioning

confidence: 99%

See 1 more Smart Citation

The emotional side of the e-learning among nursing students: The role of the affective correlates on e-learning satisfaction

Santo

Peña-Jimenez

Canzan

et al. 2022

Nurse Education Today

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“…The final extracted factor was labeled "purposeful interaction" with 4 items. Purposeful interaction, based on its definition in the literature (Mehall, 2021), refers to the caregiver's ability to connect with physicians, nurses, family members, and friends to gain information and to improve caregiving abilities and reduce the burden of care and situational stress. According to Maddi's suggestion, the connection can be introduced as the fourth component of the hardiness concept.…”

Section: Discussionmentioning

confidence: 99%

Development and Psychometric Evaluation of Family Caregivers’ Hardiness Scale: A Sequential-Exploratory Mixed-Method Study

2022

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ObjectiveCaring for patients with Alzheimer’s disease (AD) is a stressful situation and an overwhelming task for family caregivers. Therefore, these caregivers need to have their hardiness empowered to provide proper and appropriate care to these older adults. From the introduction of the concept of hardiness, few studies have been conducted to assess the hardiness of caregivers of patients with AD. Presumably, one reason for this knowledge gap is the lack of a proper scale to evaluate hardiness in this group. This study was conducted to develop a reliable and valid Family Caregivers’ Hardiness Scale (FCHS) to measure this concept accurately among Iranian family caregivers sample.MethodsThis study is a cross-sectional study with a sequential-exploratory mixed-method approach. The concept of family caregivers’ hardiness was clarified using deductive content analysis, and item pools were generated. In the psychometric step, the samples were 435 family caregivers with a mean age of 50.26 (SD ± 13.24), and the data were gathered via an online form questionnaire. In this step, the items of the FCHS were evaluated using face and content validity. Then, the factor structure was determined and confirmed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) followed by convergent and divergent validity, respectively. Finally, scale reliability, including stability, and internal consistency were evaluated.ResultsThe finding revealed that FCHS consists of five factors, namely, “Religious Coping” (5 items), “Self-Management” (6 items), “Empathic Communication” (3 items), “Family Affective Commitment” (3 items), and “Purposeful Interaction” (4 items) that explained 58.72% of the total variance. The results of CFA showed a good model fit. Reliability showed acceptable internal consistency and stability.ConclusionBased on the results of the psychometric evaluation of the FCHS, turned out that the concept of hardiness in Iranian family caregivers is a multidimensional concept that is most focused on individual-cultural values, emotional family relationships, and social relationships. The designed scale also has acceptable validity and reliability features that can be used in future studies to measure this concept in family caregivers.

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“…These barriers are manifold; barriers from the students' side, instructors', institutional, and technological barriers. Studies (Mehall, 2021;Wu et al, 2010) have shown that the absence of face-to-face interaction and lack of classroom environment are the major obstacles that hinder the successful implementation of e-learning systems. Similarly, a study (Naveed et al, 2017) Another study (Kamba, 2009) proficiency in the English language, cultural beliefs, and students' inadequate access to the internet and computer (Ahmed et al, 2017;Mumtaz et al, 2021).…”

Section: Barriers Affecting the Implementation Of E-learningmentioning

confidence: 99%

Adoption of E-Learning at Higher Education Institutions: A Systematic Literature Review

Awan

Afshan

Memon

2021

Mult.J.Edu.Soc.Tec.Sci.

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<p>The concept of e-learning offers a number of benefits, however, the effective adoption of e-learning systems at HEIs is a relatively new concept and thus a challenging task. The comprehensive review of extant literature on the topic of adoption of e-learning systems at HEIs is provided. Using PRISMA search technique, relevant articles published from 2005 to 2020 owing to the widespread adoption of e-learning since 2005 were selected. The paper identifies and puts forward the level of compatibility and readiness of students and teachers in adopting e-learning, factors that motivate and hinder the adoption of e-learning respectively, benefits of adopting an e-learning system, and the strategies for the effective implementation of e-learning at the higher education institutions. In this realm of COVID-19 and e-learning, this paper also envisage different strategies, policies and recommendations for implementing e-learning in an effective way at HEIs.</p>

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Purposeful interpersonal interaction and the point of diminishing returns for graduate learners

Cited by 20 publications

References 40 publications

The emotional side of the e-learning among nursing students: The role of the affective correlates on e-learning satisfaction

The emotional side of the e-learning among nursing students: The role of the affective correlates on e-learning satisfaction

Development and Psychometric Evaluation of Family Caregivers’ Hardiness Scale: A Sequential-Exploratory Mixed-Method Study

Adoption of E-Learning at Higher Education Institutions: A Systematic Literature Review

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