The <scp>I</scp>nternet in face‐to‐face higher education: Can interactive learning improve academic achievement?

Castaño-Muñoz, Jonatan; Duart, Josep M.; Sancho-Vinuesa, Teresa

doi:10.1111/bjet.12007

Cited by 96 publications

(63 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This result was consistent with previous research which showed how interaction skills were more important than information skills for taking advantage of and being successful in online courses (Bernard et al 2009;Castaño-Muñoz et al 2014). …”

Section: Influence Of Digital Competence On Mooc Participationsupporting

confidence: 93%

Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey

et al. 2016

Self Cite

View full text Add to dashboard Cite

While MOOCs are recognized nowadays as a potential format for professional development and lifelong learning, little research has been conducted on the factors that influence MOOC participation of professionals and unemployed in MOOCs. Based on a framework developed earlier, we conducted a study, which focused on the influence of background variables such us digital competence, age, gender and educational level on MOOC participation. Occupational setting was considered as a moderator in the analysis of the impact of digital skills. Results of the study showed that MOOCs were an important tool for unemployed participants who were more likely to enroll in MOOCs than employed learners. MOOCs were also a way for workers who do not received employer support for other training activities to get professional development training. Results of the regression analysis The paper is based on a conference paper presented during the Fourth European MOOCs Stakeholder Summit (eMOOCs2016).The views expressed in this article are purely those of the authors and should not be regarded as the official position of the European Commission. showed that a person's level of digital competence was an important predictor for enrolment in MOOCs and that specifically interaction skills were more important than information skills for participating in the MOOC context.

show abstract

Section: Influence Of Digital Competence On Mooc Participationsupporting

confidence: 93%

Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey

et al. 2016

Self Cite

View full text Add to dashboard Cite

show abstract

“…There is evidence suggesting that the time spent studying online does not necessarily imply better results (Castaño-Muñoz, Duart, & Sancho-Vinuesa, 2014). Positive effects can be found in the levels of learning and in the results obtained by students (Leung & Lee, 2012;López-Pérez, Pérez-López, Rodríguez-Ariza, & Argente-Linares, 2013;Markovíc & Jovanovíc, 2012;Mohd & Maat, 2013).…”

Section: Technology and Academic Performancementioning

confidence: 99%

Plagiarism, Internet and Academic Success at the University

Díaz

Duart

Hinojosa-Becerra

2018

J. New Approaches Educ. Res.

Self Cite

View full text Add to dashboard Cite

In this work, we determined, the level of incidence of the use of technologies on academic success and the incidence of interaction and experience on the level of plagiarism of university students. A sample of 10,952 students from 31 face-to-face universities in Ecuador was created. Students were classified based on their experience level, level of interaction with teachers and classmates, and the use they do with technology for academic activities. The results showed that the level of experience does not affect academic success, but does have an incidence on plagiarism levels that increase as this experience increases. Plagiarism reaches higher levels when level of experience, family income and hours of connection per day increases. Academic performance depends on the number of hours that students seek information and the number of academic videos they watch. Also, plagiarism tends to decrease as the student makes better use of technology for their academic activities.

show abstract

“…Setting aside enough time for learning is important for cognitive as well as for emotional factors in learning; it leaves room to apply cognitive and meta-cognitive strategies, maintains motivation, and prevents unpleasant experiences such as feelings of anxiety, tension, or time pressure (Macher et al 2012;Pintrich and de Groot 1990;Zimmerman 1990). However, even though setting aside enough time for learning is important for achievement, the actual use of time is more crucial (Castaño-Muñoz et al 2014). Students in group 1 integrated different representations of content in their learning processes, podcasts, the additional mainly text-based learning material, and at least some lectures.…”

Section: Latent Class Analysis Identified Three Groups (Research Quesmentioning

confidence: 99%

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

et al. 2017

View full text Add to dashboard Cite

Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners' preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students.

show abstract

The Internet in face‐to‐face higher education: Can interactive learning improve academic achievement?

Cited by 96 publications

References 23 publications

Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey

Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey

Plagiarism, Internet and Academic Success at the University

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

Contact Info

Product

Resources

About