Student Emotions in the Shift to Online Learning During the COVID-19 Pandemic

A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education

“…Other reliability tests were used less frequently, such as Krippendorff's test in two articles [97], [98] and Cronbach's alpha in one article [64]. On the other hand, five articles reported only the percentage of agreement between coders [57], [68], [69], [75], [100], and five articles reported that an agreement was tested among coders, without specifying the type of agreement used [79], [84], [90], [91], [101].…”

“…Finally, 10 articles (13.2%) were coded based on diverse coding schemes, for example, eye movements [95], [96], diagnostic activities [97], [98], written assignments [25], [99], and coding of online postings [100], [101].…”

“…Context comparison occurred in 10 studies (13.2%) in the form of comparison between virtual and face-to-face mentoring [63], emotions towards online learning [101], 3D animation vs. video only teaching [72], self-performance and puppetry discourse [103], cognition in different multimedia materials [18], learning strategy models [24], [88], dimensions for learning progress diagnosis [97], scaffolding methods [51] and discourse segmentation methods [47]. Comparisons between different participant categories were reported in 10 studies (13.2%), for example, mentor vs. student epistemic frames [12], [60], [70], dyads vs. individuals' networks [16], [17], short readers vs. long readers [49], and medical vs. teacher students [98].…”

“…The deductive coding was used in 32 (42.1%) articles with a top-down approach based on codes derived from previous research. Another 25 (32.9%) articles used inductive coding in a bottom-up approach that was generated from the data with no predefined coding framework using, for example, the grounded theory approach [21], [25], [45], [49], [51], [54], [60], [61], [64], [68], [69], [101], [102]. The third type of coding, which was reported in 19 articles (25%), used a combination of coding methods.…”

“…Garrison et al [107] describe CoI as "a pedagogical framework to examine the development of learning and cognition in online environments through three dimensional relationships called presences." ENA was used to analyze the relationship between one or more dimensions of CoI in seven articles (9.2%) [48], [55]- [59], [101].…”