Social capital from online discussion forums: Differences between online and blended modes of delivery

Chai

Proceedings of the 11th International Conference on Computer Supported Education

et al. 2019

Due to the adaptability and manageability in small-scale class teaching, Small Private Online Courses (SPOCs) have become a highly important learning apparatus in higher education. However, what psychological and social factors affect learning outcomes in SPOCs remains to be explored. This study aims to investigate the effects of proactive personality and social centrality on learning performance in the SPOCs context. On the one hand, we examine the independent effects of proactive personality and social centrality respectively. On the other hand, the combined effect of them is studied to gain a comprehensive understanding of the roles of psychological and social factors in students' SPOCs learning process. Results from correlation analyses indicate that proactive personality and social centralities are significantly correlated with learning performance. Further regression and ANOVA analyses demonstrate the applicability of the two models of indirection and interaction effects respectively.

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of Proactive Personality and Social Centrality on Learning Performance in SPOCs

Chai

Proceedings of the 11th International Conference on Computer Supported Education

et al. 2019

“…Moreover, VLE scholarship (and VLE design) is weighted towards affluent countries. Segooa and Kalema (2015) argue that "many VLEs are not contextualized to meets the needs of educational institutions in developing countries … elearning implementation should focus more on the social contexts rather than the technological solution" (pp. 353-354).…”

Section: Discussionmentioning

confidence: 99%

“…For this paper, the analysis categorized the sample in terms of years published, country of origin, areas of focus, brand of VLE, journal, research method, and theoretical perspective. All the articles making up the sample are cited in Appendix A, subdivided by year of publication (2014)(2015)(2016)(2017)(2018).…”

Section: What We Talk About When We Talk About Virtual Learning Environmentsmentioning

confidence: 99%

What We Talk About When We Talk About Virtual Learning Environments

Flavin

Bhandari

2021

IRRODL

This is a literature review analysing articles published on virtual learning environments (VLEs), otherwise known as learning management systems, in higher education in the years 2014–2018. The Web of Science database was used to identity relevant articles over this five-year period. The sample comprises 99 peer-reviewed, academic journal articles. A coding sheet is used to analyse each article, identifying the research method, the classification of research (macro, meso, or micro), the focus of research (students, instructors, or both), and, where applicable, the specific brand of VLE. Most output on VLEs is found to be quantitative, to focus on students and on the micro level of learning and teaching, to not have a clear theoretical focus, to not specify which brand of VLE is used, and to be produced in affluent countries. This article adds to the understanding of VLE research by identifying the most frequent foci of research on VLEs, as well as identifying areas that have been under-researched.

“…Of the papers reviewed, a total of 26 defined academic performance by the final grade achieved in the subject. Eighteen papers relied on this outcome solely (Dotterweich and Rochelle, 2012;Ryabov, 2012;Barbeau et al, 2013;Cho and Shen, 2013;Guidry, 2013aGuidry, , 2013bJoo et al, 2013;Liu et al, 2013;Castillo-Merino and Serradell-López, 2014;Helms, 2014;Attardi and Rogers, 2015;Carceller et al, 2015;Nemetz et al, 2017;Alkış and Temizel, 2018;Wakeling et al, 2018;Soffer et al, 2019;Kuo et al, 2020;Goad et al, 2021). Whereas eight papers utilised both final grade in the subject as well as grade achieved in an assignment, quiz, or exam (Hegeman, 2015;You, 2016;De Vlieger et al, 2017;Hurlbut, 2018;Baker et al, 2019;Weigel, 2019;Abe, 2020;Raza and Reddy, 2021).…”

Section: Academic Outcome Measuresmentioning

confidence: 99%

Correlates of Academic Performance in Online Higher Education: A Systematic Review

et al. 2022

The existing steady and continual rise of online learning in higher education has been accelerated by COVID-19 and resulted in a move away from solely on-campus teaching. Prior to the pandemic, online education was providing higher education to students who were returning to study to up-skill, are employed full-time, caring for family members, living rurally or remotely and/or for whom otherwise face-to-face campus learning was not a preference or option. To understand how we can better support online students in their unique circumstances and create an optimal learning environment, we must understand the factors associated with academic achievement within an online setting. This systematic review involved a search of relevant databases published between January 2009 and May 2021 examining factors and constructs related to academic performance in online higher education settings. Across 34 papers, 23 (67.6%) explored factors and constructs related to student characteristics including cognitive and psychological, demographic, university enrolment, and prior academic performance. Twenty-one (61.8%) papers explored learning environment factors including engagement, student experience, course design, and instructor. Our overall synthesis of findings indicates that academic performance in online learning is most strongly associated with motivation (including self-efficacy), and self-regulation. We propose three main implications of our review for online learning stakeholders such as educators and designers. Firstly, we argue that the wellbeing of online learners is important to understand, and future research should explore its impact on students’ experience and success in online higher education. Secondly, we emphasise the importance of developing and designing online courses utilising relevant frameworks and evidence-based principles. Finally, we propose an approach to promoting improved student cognitive and psychosocial experiences (such as self-efficacy, self-regulation, and perceived support) could be achieved by creating and incorporating an online learning orientation module at the commencement of enrolment.Systematic Review Registration: (website), identifier (registration number).