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Archive for the ‘Learning Design’ Category

How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors

The purpose of this study was to examine the underlying mechanism between goal orientations and academic expectation for online learners. We simultaneously studied the structural relationships among 2×2 achievement goal orientations, self-regulated learning strategies (SRL), supportive online learning behaviors, and expected academic outcome in various online courses with 93 respondents (70 undergraduate and 23 graduate […]

Exploring four decades of research in Computers & Education

A content analysis of abstracts and titles of 3674 full papers in Computers & Education published between 1976 and 2016 was conducted in order to a) identify and analyze their thematic and conceptual flow, b) how these reflected the evolving technologies and theories and c) how the research topics and concepts semantically related to each […]

Community of Inquiry in Web Conferencing: Relationships between Cognitive Presence and Academic Achievements

In an increasingly digital society, educators are encouraged to use synchronous online technologies. This study attempts to explore the community of inquiry in a web conferencing system through synchronous interactions and focuses on the relationships between cognitive presence and academic achievements. Participants were teacher candidates enrolled in a one-semester synchronous course at an online program […]

Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework

The concept of student engagement has become somewhat of an enigma for educators and researchers, with ongoing discussions about its nature and complexity, and criticism about the depth and breadth of theorising and operationalisation within empirical research. This equally applies to research conducted in the field of educational technology and its application in schools and […]

The impact of personality on students’ perceptions towards online learning

The aim of this exploratory study was to examine the impact of five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and intellect/imagination) on the perception of students towards online learning. A total of 208 students from Taiwan (male = 96 and female = 112) with previous online course experience participated in an online survey using a […]

Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

Much research in face-to-face contexts outlines the importance of early adjustment on students’ higher education experiences. However, few studies have replicated this research in distance learning contexts to unpack the early multifaceted adjustments associated with studying in absence of a physical campus. This is particularly needed from a Global South perspective, where countries like South […]

Open Web annotation as collaborative learning

This paper describes the use of open Web annotation (OWA) for collaborative learning among online communities. OWA is defined by the open standards, principles, and practices associated with the open Web. Specifically, this case study examines collaborative learning mediated by the OWA technology Hypothesis, a standards-compliant and open-source technology that situates collaboration in texts-as-contexts. Hypothesis […]

Developing Better Interventions for At-Risk Students

In 2015, the federal government awarded $60 million to 18 colleges and universities, chosen from a pool of hundreds, to develop innovative approaches for supporting at-risk students. John Carroll University, a four-year liberal arts institution in Ohio with around 3,000 students, was among those chosen, receiving a $1.3 million “First in the World” grant from […]

Exploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course

This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and motivation for course enrollment were first collected through a pre-course survey. Next, course completion records were collected via the Coursera database. Finally, multiple […]

Systematic Mapping Study of Academic Engagement in MOOC

MOOCs are presented as an affordable and easily accessible modality that offers the opportunity to democratize education in our time; however, this convenience training favors a low completion rate of the participants. Faced with this situation, scholars have suggested that it is necessary to deepen the construct of academic engagement, a concept that has been […]

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