Research Papers in Online Learning Performance and Behaviour

Abstract

Successful learning requires that students be motivated to achieve the desired learning goals (Lee, & Hao, 2015). However, not all students can develop an effective path that is beneficial to learning on their own (Lee, Cheng, Rai, & Depickere, 2005). The increasing popularity and number of online programs and course in higher education require continued attention to the design of instructional environments to enhance students' learning (Trespalacios, & Rand, 2015). As there is a continuing debate about effective design of online learning environments (Azevedo, 2005) and effective teaching methods (Tsai, 2011a), researchers in the field of online learning and online pedagogy suggest that educators could integrate other innovative teaching methods into online courses and examine their effects on improving students' learning in online learning environments (Tsai, 2011b; Tsai, 2015). In this regard, this special issue was conceived to span pedagogical, theoretical, practical, and technical issues in online learning performance and behaviour. The authors in this special issue present several approaches, tools, and applications of online learning and web-based learning technologies. This special issue features 12 papers that each underwent at least two rounds of review.

Impact of COVID-19 on achieving the goal of sustainable development: E-learning and educational productivity

“…Other than that, Conrad (2002) also highlighted the popularity of online learning in the education sector. At another instance, a study by Tsai (2016) communicates the importance of student engagement in learning by way of effective strategies, as it is crucial to engage the student in the learning process in order to achieve positive outcomes.…”

Todays' digital natives: an exploratory study on students' engagement and satisfaction towards virtual classes amid COVID-19 pandemic

“…While, dealing with the digital natives who are covered in the gambit of technology enabled devices, their readiness and perception towards technology varies. Therefore, it incorporates the construct in terms of "prior experience", "awareness", "technical training" and "efficient usage" of available features of virtual setup (Reeve, 2011;Johnson, 2006b;Tsai, 2016). Student preparedness is treated as an important pillar to strengthen online learning environment or to make it effective (Smart and Cappel, 2006).…”

“…Items of teachers' preparedness (TTR, TSE, TSA), were taken from Volery and Lord (2000) and Bandura and Watts (1996), items of students' preparedness (STR, SSE, SA) were taken from Tsai (2016), Reeve (2011). Items of students' engagement (SE) were mainly taken from Palmer and Holt (2009), Soffer and Nachmias (2018) and items of students' satisfaction (SS) were taken from Brown et al (2008) and summers ' et al (2005).…”

Savremene tehnologije i savremeni koncepti nastave

“…Elektronsko učenje (e-učenje) podrazumeva učenje uz korišćenje savremenih elektronskih medija, koje se veoma razlikuje od učenja u tradicionalnoj učionici. Istraživanja pokazuju da se tokom poslednje decenije e-učenje veoma proširilo na različite sadržaje, iako još uvek nema dovoljno istraživanja o upotrebljivosti znanja stečenih na ovaj način (Tsai, 2016). Autor Tesai (Tsai, 2016) smatra da, pošto nove informacione tehnologije neprekidno napreduju, postoji mogućnost dizajniranja različitih vrsta sred-stava i materijala za relevantno elektronsko učenje, ali i potreba da nastavnici usvoje i integrišu efikasne metode onlajn poučavanja u onlajn kurseve, uključujući elektronske igre i igre na društvenim mrežama kako bi motivisali učenike za učenje i poboljšali ishode učenja (Tsai, 2016).…”

“…Istraživanja pokazuju da se tokom poslednje decenije e-učenje veoma proširilo na različite sadržaje, iako još uvek nema dovoljno istraživanja o upotrebljivosti znanja stečenih na ovaj način (Tsai, 2016). Autor Tesai (Tsai, 2016) smatra da, pošto nove informacione tehnologije neprekidno napreduju, postoji mogućnost dizajniranja različitih vrsta sred-stava i materijala za relevantno elektronsko učenje, ali i potreba da nastavnici usvoje i integrišu efikasne metode onlajn poučavanja u onlajn kurseve, uključujući elektronske igre i igre na društvenim mrežama kako bi motivisali učenike za učenje i poboljšali ishode učenja (Tsai, 2016). Opšta situacija pandemije COVID-19 aktualizovala je e-učenje, ne dajući priliku ni nastavnicima ni učenicima da se unapred pripreme za ovakav specifičan način učenja i poučavanja.…”