Technical College Students’ Practical Performance Anxiety during Online Learning: Difference in Gender and Average Time of Online Learning

Zhang, Xu; Zhou, Fangyi; Xu, Jinlei

doi:10.3390/su14138218

Cited by 3 publications

(3 citation statements)

References 51 publications

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“…This could be a possible confirmation that students, at least at the advanced technical course levels, learn better with face to face classes than the virtual hybrid or online modes of learning. Similar findings have been confirmed in other studies in other disciplines in the past research (Eom & Ashill, 2016;Gold et al, 2018;Master et al, 2016;Park & Dong-gook, 2020;Swan, 2001;Zhang et al, 2022).…”

Section: Discussionsupporting

confidence: 92%

“…Differences also exist in the face to face and virtual hybrid medium of instruction based on gender and based on the type of courses (technical vs. conceptual). For example, research indicates that male students performed better than female students in STEM (science, technology, engineering, and mathematics) courses (Gold et al, 2018;Master et al, 2016;Park & Dong-gook, 2020;Stieff et al, 2014;Zhang et al, 2022). Results from past research indicate that female students learn better than males in online formats of course delivery (Hong Thi Thu, 2022).…”

Section: Hypothesesmentioning

confidence: 99%

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A Study on the Pre- and Post-Pandemic Media of Instruction and Learning Effectiveness in Information Systems Courses

Paravastu,

Ramanujan

2023

International Journal of Information Systems and Social Change

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The objective of this study is to understand the effectiveness of medium of instruction based on student performance in courses offered face-to-face prior to the pandemic and virtual hybrid mode after the onset of the pandemic from a media richness theoretical perspective. This study analyzed data from 1157 students from 43 Information Systems courses over a 6-year pre- and post-pandemic period. This study analyzed student performance data from face to face and virtual hybrid courses across medium of instruction, type of course, course level, and gender. Overall, students performed better in face-to-face classes prior to the pandemic than the virtual hybrid courses. Across gender, and type of course, and course levels, face-to-face medium of instruction was found to be best for student performance. The post-hoc interviews with students and faculty indicated that face-to-face was the choice of instruction medium for technical courses and virtual hybrid mode was preferred for theory intensive conceptual courses, confirming the results from the data analysis.

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Section: Discussionsupporting

confidence: 92%

Section: Hypothesesmentioning

confidence: 99%

A Study on the Pre- and Post-Pandemic Media of Instruction and Learning Effectiveness in Information Systems Courses

Paravastu,

Ramanujan

2023

International Journal of Information Systems and Social Change

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“…Another potential reason could be that marital status might function as a protective factor (Jace and Makridis, 2021). As for gender, several studies confirm that being a female online learner is associated with higher levels of anxiety (Pelucio et al, 2022;Zhang et al, 2022). One possible explanation for this pattern could be that biological distinctions between males and females appear to be crucial in interpreting the variations in anxiety-related feelings (Metin et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Online Learning Anxiety and their Academic Self-Efficacy During the COVID-19 Crisis

A Chaleila,

Qadan,

Gnaim Abu-Touma

et al. 2024

OLJ

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This study sought to examine the relationship between students’ online learning anxiety (OLA) and their academic self-efficacy (ASE) during COVID-19 crisis. To assess such a relationship, students’ perspectives were investigated by using a standardized questionnaire that comprised four sections. The questionnaire was sent out to 718 students enrolled in tertiary education institutions in 28 countries. The data obtained were analyzed using SPSS (Pearson Correlation, ANOVA, multivariate analysis, t-test), and were further determined by median and average mean scores. The instruments’ reliability was verified by Delphi technique and Cronbach’s Alpha test. The results revealed that while all students experienced varied degrees of OLA during COVID-19 crisis, a positive correlation was found between ASE and OLA. This unexpected positive relationship contradicts with Bandura’s social-cognitive theory that specifies anxiety as a direct result of low self-efficacy beliefs. However, the results are partially in line with findings of many studies confirming positive correlations between self-efficacy and online learning during the crisis, between online learning and anxiety, and between online-learning quality and academic self-efficacy. The authors believe that online learning has contributed significantly to students’ self-efficacy despite the crisis’ global negative effects.

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Digital Violence in University Student Couples: England vs. Spain

Hernando-Gómez,

Montero-Fernández,

García-Rojas

et al. 2024

IJERPH

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This research studies the prevalence of digital violence exercised through new information and communication technology (ICT) among university couples. A comparative study was carried out in England, United Kingdom, and in Spain with 831 participants. A quantitative methodology was applied with different sampling: in the United Kingdom, 303 (MAge = 22.79; SD; 47.32; 58.7% male) and in Spain, 528 (MAge = 24.29; SD = 21.41; 69.5% female). An ad hoc questionnaire was used, created for the detection, measurement and analysis of digital violence within affective-sexual relationships. The results reveal proportions of 51.04% and 49.82% in the perception of digital violence through electronic devices in dating relationships among young people; 15.84% and 11.05% in the prevalence of digital violence in young couples’ relationships; 9.36% and 6.17% in the prevalence of traditional violence; and 35.78% and 22.43% in the tolerance of digital violence among students, for the English and Spanish samples, respectively. The results also show a slightly lower prevalence of digital violence in the Spanish sample with respect to the English sample, where females scored slightly higher in the perpetration of digital violence. There is a need to develop awareness, training and prevention programs against digital violence in the university context.

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Technical College Students’ Practical Performance Anxiety during Online Learning: Difference in Gender and Average Time of Online Learning

Cited by 3 publications

References 51 publications

A Study on the Pre- and Post-Pandemic Media of Instruction and Learning Effectiveness in Information Systems Courses

A Study on the Pre- and Post-Pandemic Media of Instruction and Learning Effectiveness in Information Systems Courses

Online Learning Anxiety and their Academic Self-Efficacy During the COVID-19 Crisis

Digital Violence in University Student Couples: England vs. Spain

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