This chapter explores the use of different synchronous and asynchronous learning engagement support activities to promote student interactions (student-student interaction; student-instructor interaction; and student-content interaction) and provide a better learning experience in an online classroom. These activities included live consultations, online discussion forums, and online formative follow-up quizzes. The findings in this chapter revealed that a well-designed and carefully crafted online course with different types of support activities using different platforms, perhaps will create a holistic environment in which the students can excel as if they are taking the course in a face-to-face classroom. The learning engagement activities that promote students' interactions are important to ensure students have a satisfying and positive online learning experience.
The purpose of this chapter is to investigate the relationship between students' motivational strategies and the metacognitive self-regulated learning (SRL) strategies and to examine whether students' reported use of motivational strategies influence their metacognitive self-regulation in the e-flipped classroom (eFC). Respondents were 151 students from a second-year course. Data were collected using an online questionnaire consisting of five scales representing each variable adopted from Pintrich's motivated strategies for learning questionnaire. The research data were analysed using Pearson correlation and hierarchical regression analysis with the SPSS application. The findings in this chapter confirmed that the value component and the expectancy component of students' motivational learning strategies were significantly and positively correlated with students' metacognitive SRL strategies. This chapter also finds that the intrinsic goal orientation and self-efficacy for learning and performance were the significant predictors of students' metacognitive SRL strategies.
The adoption of new technologies has revolutionized teaching and learning in higher education institutions (HEIs) in the last few decades, particularly during the recent pandemic crisis. Although the adoption of technology affords many benefits and conveniences to educators and students, increasing evidence has highlighted the escalating stressors connected to the adoption of technologies in and beyond classrooms for academics. This phenomenon is also coined as technostress, which refers to a “disease of adaptation” caused by an individual's failure to cope with technological change in a healthy way. The struggle to adapt to technological changes can directly or indirectly impact academics' physical health, mental and psychological well-being, and job performance. Therefore, this chapter aims to 1) understand what is technostress, (2) identify sources of technostress, (3) examine technostress in higher education (HE), and (4) highlight strategies to mitigate technostress.
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