A Cross-Sectional Evaluation of EFL Students' Critical Thinking Dispositions in Digital Learning

Wei, Yueer; Hu, Jie

doi:10.2991/iserss-18.2018.8

Cited by 6 publications

(5 citation statements)

References 6 publications

(6 reference statements)

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“…Therefore, schools are supposed to organize training programs to equip teachers with important ICT knowledge and sufficient ICT skills as well as provide in-time technical support once teachers encounter any difficulty in using ICT in class and so forth (Hadi and Zeinab, 2012). In this case, teachers would be able to use ICT as cognitive tools in class, contributing to an ideal technology-assisted learning environment (e.g., Kommers et al, 2001; Nissen and Tea, 2012; Wei and Hu, 2018; Wei et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Regression Analysis of ICT Impact Factors on Early Adolescents’ Reading Proficiency in Five High-Performing Countries

Xiao

Liu

2019

Front. Psychol.

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The popularity of information and communication technology (ICT) has had a significant influence on the reading proficiency of early adolescents. Achieving excellent reading proficiency, which is related not only to a student’s inherent talent but also to various impact factors, can greatly enhance the effectiveness of reading education. The Program for International Student Assessment (PISA) 2015 provides an international view on the reading proficiency of 15-year-olds in a computer-based testing environment. In this study, a multiple linear regression model was constructed using the computing language R to investigate the association between student-level ICT impact factors (the availability of ICT, the use of ICT and attitudes toward ICT) and reading proficiency among early adolescents. The sample included 37,155 15-year-olds from five representative countries with extremely high reading proficiency. The results showed that the students’ ICT-related attitudinal factors concerning their interest in ICT and perceived autonomy in using ICT, rather than ICT availability and ICT use, were closely associated with high reading proficiency. In addition, ICT devices should be integrated not only as instructional media but also as a cognitive tool for teaching reading with timely and appropriate scrutiny.

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Section: Discussionmentioning

confidence: 99%

Regression Analysis of ICT Impact Factors on Early Adolescents’ Reading Proficiency in Five High-Performing Countries

Xiao

Liu

2019

Front. Psychol.

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“…"Based on the theory of connectivism, educators take an essential role in digital learning." (Wei & Hu, 2018)…”

Section: "It Is Important To Reflect On Concepts Such As Open Educatimentioning

confidence: 99%

Recent Work in Connectivism

Downes

2020

European Journal of Open, Distance and E-Learning

108

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Since the introduction of connectivism as a learning theory in 2004 a body of literature has developed both offering criticisms and expanding on applications and empirical validation. This article surveys recent literature on the topic, grouping it into themes, and developing an understanding of current perspectives in connectivism. It surveys current perspectives and criticisms of connectivism, views of connectivism as a pedagogy and as a theory of learning, recent evidence supporting connectivism, and a wider understanding of connectivism as it is developing today.

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“…In this study, in schools where principals managed to motivate teachers to improve teaching quality, students performed better in PISA 2015 test. A number of studies indicated that the leadership role of the principal was more important than other contextual factors in school, which contributed to students' achievement (Ho & Lau, 2018;Shin, Slater, & Ortiz, 2017;Wei & Hu, 2018a). Teacher participation (LEADTCH) referred to principals offering opportunities to teachers to manage school affairs.…”

Section: School-level Factors Related To Students' Reading Literacymentioning

confidence: 99%

An Exploration of Impact Factors Influencing Students’ Reading Literacy in Singapore with Machine Learning Approaches

Dong¹,

Hu²

2019

IJEL

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This study identified the contextual factors which differentiated 15-year-old students with high- and low-achieving reading literacy in Singapore based on Program for International Student Assessment (PISA) 2015. 4,015 students from Singapore were collected from the public dataset of PISA 2015, with 2,646 high-achieving students and 1,369 low-achieving students in PISA reading literacy test. The impact of the overall 49 contextual factors on reading literacy was analyzed in three levels: student level, family level and school level. Support vector machine (SVM), a machine learning approach, was applied to analyze these contextual features. It indicated that SVM could effectively distinguish these two cohorts of readers with an accuracy score of 0.78. SVM-based recursive feature elimination (SVM-RFE), another machine learning approach, was then applied to rank these selected features. These features were outputted in descending order with regard to the degree of their significance to the differentiation. At last, an optimal set with 15 contextual factors was selected by RFE-CV (cross validation), which collectively affected the differentiation of students with high- and low-level of reading literacy. Based on the analysis, implications to further improving students’ reading literacy can be achieved.

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A Cross-Sectional Evaluation of EFL Students' Critical Thinking Dispositions in Digital Learning

Cited by 6 publications

References 6 publications

Regression Analysis of ICT Impact Factors on Early Adolescents’ Reading Proficiency in Five High-Performing Countries

Regression Analysis of ICT Impact Factors on Early Adolescents’ Reading Proficiency in Five High-Performing Countries

Recent Work in Connectivism

An Exploration of Impact Factors Influencing Students’ Reading Literacy in Singapore with Machine Learning Approaches

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