Relational and psychological factors affecting exam participation and student achievement in online college courses

Vayre, Émilie; Vonthron, Anne‐Marie

doi:10.1016/j.iheduc.2018.07.001

Cited by 43 publications

(39 citation statements)

References 49 publications

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“…The scientists have conducted a special empirical survey and as a summary and conclusions from their findings they claim the following: Perceived social support positively affected online students' academic self-efficacy and learning engagement; sense of belonging to a community fostered online students' academic self-efficacy and learning engagement; academic self-efficacy promoted learning engagement as well as the completion of the online course; learning engagement (i.e. perseverance) positively influenced online students completion of their courses; intra-individual psychological processes (self-efficacy beliefs and learning engagement) occupy a central position in the final model (Vayre & Vonthron, 2019). A team from Stanford University has explored the subject in terms of virtual reality and its influence on the science students.…”

Section: Literature Overviewmentioning

confidence: 99%

Students’ Attitudes to the Online University Course of Management in the Context of COVID-19

Angelova

2020

IJTES

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The present paper tracks the attitudes of the Bulgarian students towards online education provided by the universities during the quarantine period due to the pandemic situation caused by COVID-19. The study presents data and analysis of results from an empirical survey conducted in April 2020 among students in different stages of their tertiary education in Bachelor Degree. Our findings show that students define online lectures with the same quality as traditional lectures in auditoriums. In terms of intensity there is no clear expressed opinion of responders with slight predominance of people who claim that the intensity of online learning is less than the traditional lecture. Major part of responded students claims that they manage to focus better in online lecture. Students are convinced that in online environment they work easier in individual tasks, but not in team works.

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Section: Literature Overviewmentioning

confidence: 99%

Students’ Attitudes to the Online University Course of Management in the Context of COVID-19

Angelova

2020

IJTES

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“…Низкий уровень владения такими навыками связан с невысокими образовательными результатами [5][6][7]. При этом сопряженные с дистанционным обучением страхи тоже показывают связь с успеваемостью: чем выше уровень опасений студентов, тем ниже их результативность [4,9,12,15]. Поэтому невысокая самооценка навыков самоорганизации вместе с наличием опасений не понять материал может удвоить эффект ожиданий трудностей в обучении, привести к развитию у студента чувства беспомощности, к потере им интереса к обучению и к снижению общей эффективности обучения [8,9].…”

Section: дискуссияunclassified

“…Беспокойство вызывают также характерные для дистанционного обучения отсутствие взаимодействия между студентами и преподавателями и отсутствие эффекта сообучения (peer effect). Исследования показывают, что студенты часто испытывают трудности при онлайн-обучении изза нехватки взаимодействия, обратной связи, поддержки, а также ощущения изолированности, одиночества, что снижает их шансы на успешное освоение учебных материалов [4].…”

Section: Introductionunclassified

“…При этом страхи и опасения студента относительно своей способности освоить учебный материал могут значительно снижать учебную мотивацию и саморегуляцию процесса обучения [10]. Студенты, сомневающиеся в том, что они в силах справиться с освоением образовательных программ, демонстрируют менее высокую вовлеченность и менее высокие результаты как при традиционном обучении, так и при дистанционном [4,11,12].…”

Section: Introductionunclassified

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Forced Transition to Distance Learning: Students’ Expectations and Concerns

Ларионова¹,

Semenova²,

Шмелева³

et al. 2020

UMPA

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Spring 2020 saw most Russian universities’ switch to distant learning due to the threat of COVID-19. The forced transition imposed new demands on faculty and students, who had to quickly adapt to the new educational conditions. These changes raised concerns about the quality of distant learning. The purpose of this study was to identify which students expressed more anxiety on expecting difficulties associated with a lack of understanding educational material under new circumstances. The study was based on the data of 6,230 Ural Federal University students polled in March 2020. Regression data analysis showed that the fear of not being able to cope with learning was more typical for the 1st and the 2nd year bachelors, for students who lowly estimate their self-regulated learning skills, for students who expected difficulties of communicating with teachers and of being motivated, as well as for students who attended classes for the sake of learning. The authors discuss possible measures to support students in the conditions of rapid and mass transition to distant learning.

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“…Research has also been conducted to understand the effects of “relationship factors and intra-individual psychological factors” on online exam experience (Vayre and Vonthron 2019 ). Psychological factors, including self-efficacy and peer support, were considered to be indirect antecedents that affected the online learning process, including the online exam experience.…”

Section: Introductionmentioning

confidence: 99%

E-proctored exams during the COVID-19 pandemic: A close understanding

2021

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Researchers have focused on evaluating and exploring the online examination experience during the COVID-19 pandemic. However, understanding the perceptions of using an e-proctoring tool within the online examination experience is still limited. This study explores the first unique experience for students’ attitudes and concerns using an e-proctoring tool in their final exams during the COVID-19 pandemic. It also highlights the e-tools’ impact on students’ performances to guide educational institutions towards appropriate practices going forward, especially as the pandemic is expected to have far-reaching consequences. A mixed-methods analysis was used to examine heterogeneous sources of data including self-reported data and officially documented data. The data was analyzed by a qualitative analysis of the focus group and quantitative analyses of the survey questions and exam attempts. In June 2020, students participated in a focus group to elaborate on their attitudes and concerns pertaining to their e-proctoring experience. Based on the preliminary outcomes, a survey was developed and distributed to a purposive sample ( n = 106) of students from information technology majors who had taken at least one e-proctored exam during the COVID-19 pandemic. Finally, 21 online exams with 815 total attempts were analyzed to assess how well students performed under an e-proctored test. The study’s findings shed light on students’ perceptions of their e-proctoring experience, including their predominant concerns over privacy and various environmental and psychological factors. The research also highlights challenges in implementing the e-proctoring tool as well as its impact on students’ performance.

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Relational and psychological factors affecting exam participation and student achievement in online college courses

Cited by 43 publications

References 49 publications

Students’ Attitudes to the Online University Course of Management in the Context of COVID-19

Students’ Attitudes to the Online University Course of Management in the Context of COVID-19

Forced Transition to Distance Learning: Students’ Expectations and Concerns

E-proctored exams during the COVID-19 pandemic: A close understanding

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