Taiwan college students' self-efficacy and motivation of learning in online peer assessment environments

Tseng, Sheng Chau; Tsai, Chin Chung

doi:10.1016/j.iheduc.2010.01.001

Cited by 95 publications

(58 citation statements)

References 27 publications

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“…These measures included the Computer Emotion Scale (CES) [16], Intrinsic Motivations Measure (IMM) [17] and System Usability Scale PAPER INTEGRATING MOOC AND FLIPPED CLASSROOM PRACTICE IN A TRADITIONAL UNDERGRADUATE COURSE: … (SUS) [18]. Such measures provide a paradigm for exploring participation in MOOCs as part of a community at the institutional level.…”

Section: A Moocmentioning

confidence: 99%

Integrating MOOC and Flipped Classroom Practice in a Traditional Undergraduate Course: Students’ Experience and Perceptions

Zhang

Bonk

et al. 2015

Int. J. Emerg. Technol. Learn.

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Abstract-The purpose of this experimental study was to redesign a traditional undergraduate course by integrating MOOC content and flipped classroom practice and to see its effectiveness through students' experience and perceptions. The course named "Internet and Distance Education" was taught in Winter Semester, 2013 at the Zhejiang University in Hangzhou, China to 15 undergraduate students majoring in education. E-learner satisfaction surveys found that students were generally satisfied with many aspects of the redesigned course, including instructor response timeliness, instructor attitude toward the technology, e-learning course flexibility, technology quality, Internet quality, perceived usefulness, perceived ease of use, and perceived e-learner satisfaction, while learner perceived interaction with others was not so satisfactory. Based on the findings, several suggestions to improve the course design are offered.

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Section: A Moocmentioning

confidence: 99%

Integrating MOOC and Flipped Classroom Practice in a Traditional Undergraduate Course: Students’ Experience and Perceptions

Zhang

Bonk

et al. 2015

Int. J. Emerg. Technol. Learn.

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“…Online collaborative learning advocates active learning: trying to build a learner-centered learning environment, requiring learners to actively manage their own learning. Self-efficacy (self-efficacy, Se) as one of the core factors of self-regulation in learning, is one of the intrinsic motivations of learners in online learning (Yang et al, 2006;Tseng & Tsai, 2010;Pellas, 2014). Therefore, this study will take self-efficacy as the internal motivation of learners, and explore its impact on cognitive presence in online collaborative learning.…”

Section: Cognitive Presencementioning

confidence: 99%

“…According to Hoskins and Hooff (2005) learners' motivation was the necessary prerequisite for successful online learning. The study of Tseng and Tsai (2010) explored the relationship between learners' intrinsic motivation and self-efficacy and found that they were closely related. Yang et al (2006) believed that self-efficacy is one of the motivations of learners.…”

Section: Online Learning Self-efficacymentioning

confidence: 99%

“…Self-efficacy (Se) as one of core factors of self-regulation learning, is one of learners' intrinsic motivations in online learning (Yang, Tsai, Kim, Cho, & Laffey, 2006;Tseng & Tsai, 2010;Pellas, 2014). Therefore, this study regards self-efficacy as an intrinsic motivation, and will try to explore the relationship between it and cognitive presence in online collaborative learning.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Self-Efficacy on Learners’ Perceptions of Cognitive Presence in Online Collaborative Learning Activities

Wang

Shan

2018

pijss

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“…Psychological aspects were covered by measuring motivation during the self-and peer-assessments [34], as well as emotions while using the tools [35]. Technological aspects in this study concern the co-writing Wiki and the AQC.…”

Section: B Inputs To the Enriched Learning Experiencementioning

confidence: 99%

Assessment for Complex Learning Resources: Development and Validation of an Integrated Model

Wesiak

Al-Smadi

Höfler

et al. 2013

Int. J. Emerg. Technol. Learn.

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Abstract-Today's e-learning systems meet the challenge to provide interactive, personalized environments that support self-regulated learning as well as social collaboration and simulation. At the same time assessment procedures have to be adapted to the new learning environments by moving from isolated summative assessments to integrated assessment forms. Therefore, learning experiences enriched with complex didactic resources -such as virtualized collaborations and serious games -have emerged. In this extension of [1] an integrated model for e-assessment (IMA) is outlined, which incorporates complex learning resources and assessment forms as main components for the development of an enriched learning experience. For a validation the IMA was presented to a group of experts from the fields of cognitive science, pedagogy, and e-learning. The findings from the validation lead to several refinements of the model, which mainly concern the component forms of assessment and the integration of social aspects. Both aspects are accounted for in the revised model, the former by providing a detailed sub-model for assessment forms.

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Taiwan college students' self-efficacy and motivation of learning in online peer assessment environments

Cited by 95 publications

References 27 publications

Integrating MOOC and Flipped Classroom Practice in a Traditional Undergraduate Course: Students’ Experience and Perceptions

Integrating MOOC and Flipped Classroom Practice in a Traditional Undergraduate Course: Students’ Experience and Perceptions

The Effects of Self-Efficacy on Learners’ Perceptions of Cognitive Presence in Online Collaborative Learning Activities

Assessment for Complex Learning Resources: Development and Validation of an Integrated Model

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