A longitudinal study into the effects of material incentives on knowledge-sharing networks and information lifecycles in an online forum

2023

ITSE

Self Cite

Purpose The purpose of this study is to set up an evaluation model to predict massive open online courses (MOOC) learning performance by analyzing MOOC learners’ online learning behaviors, and comparing three algorithms – multiple linear regression (MLR), multilayer perceptron (MLP) and classification and regression tree (CART). Design/methodology/approach Through literature review and analysis of data correlation in the original database, a framework of online learning behavior indicators containing 26 behaviors was constructed. The degree of correlation with the final learning performance was analyzed based on learners’ system interaction behavior, resource interaction behavior, social interaction behavior and independent learning behavior. A total of 12 behaviors highly correlated to learning performance were extracted as major indicators, and the MLR method, MLP method and CART method were used as typical algorithms to evaluate learners’ MOOC learning performance. Findings The behavioral indicator framework constructed in this study can effectively analyze learners’ learning, and the evaluation model constructed using the MLP method (89.91%) and CART method (90.29%) can better achieve the prediction of MOOC learners’ learning performance than using MLR method (83.64%). Originality/value This study explores the patterns and characteristics among different learning behaviors and constructs an effective prediction model for MOOC learners’ learning performance, which can help teachers understand learners’ learning status, locate learners with learning difficulties promptly and provide targeted instructional interventions at the right time to improve teaching quality.

Section: Discussionmentioning

confidence: 99%

An evaluation model based on procedural behaviors for predicting MOOC learning performance: students’ online learning behavior analytics and algorithms construction

Tong

2023

ITSE

Self Cite

“…Meanwhile, their desire for entrepreneurial goals will be internalized as the motivation to inspire themselves to work hard toward achieving the presupposed goals ( Sheeran, 2002 ). Only intrinsic motivation can have a positive influence on individuals ( Ryan and Deci, 2020 ; Zhan et al, 2021a ). If the antecedents of entrepreneurship are met, they would implement entrepreneurial behavior and advance on the right track ( Barrios et al, 2021 ).…”

Section: Theory and Hypothesesmentioning

confidence: 99%

University Students’ Successive Development From Entrepreneurial Intention to Behavior: The Mediating Role of Commitment and Moderating Role of Family Support

Mei

et al. 2022

Front. Psychol.

Self Cite

University students having high entrepreneurial intention while not transferring into actual entrepreneurial behavior is a contradictory issue in need of in-depth research. To explore the successive development mechanism of the entrepreneurial process, this study constructed a moderated mediation model to examine whether entrepreneurial commitment from three dimensions (affective, behavioral, and continuance) mediated the relationship between entrepreneurial intention and behavior, and whether this mediating process was moderated by family support. A survey was conducted among university students from six major universities in south China using the snowball sampling approach. A total of 469 valid responses were obtained (44.6% male and 55.4% female participants). Structural equation modeling was adopted for data analysis. According to the results of the confirmatory factor analysis, it was found that entrepreneurial intention had both direct and indirect positive effects on entrepreneurial behavior, while entrepreneurial commitment worked as the mediator, and family support moderated the relationship between entrepreneurial intention and behavior. Results indicated that entrepreneurial commitment bridged the path from entrepreneurial intention to behavior, and family support created the boundary effect. This finding highlights the importance of guiding students through entrepreneurial commitment toward entrepreneurial behavior, and pays special attention to the crucial role of family support under the national strategy.

“…In the post-epidemic era, as the epidemic situation gradually stabilizes, the problem of resuming classes would follow (Betz, 2020). Early psychological studies have shown that long-term isolation can harm the growth of children (Capurso et al, 2020), including triggering anxiety, fear, and other behavioral problems (Jiao et al, 2020;Zhan et al, 2021a). Therefore, the issue of students resuming classes is particularly important.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The influence of long-term online education on their eyesight is also a worrying concern. Besides, students might more easily be exposed to some harmful information (e.g., pornography, violence, rumors, fake news), and it might also lead to game addiction, and cause other types of psychological harm and misconceptions (Zhan, 2021a). In addition, parents mentioned that the school's collective atmosphere and peer interactions are indispensable to students' development.…”

Section: Learning Effectiveness Is the Most Critical Factor And The Effect Of Massive Online Education During The Epidemic Is Not Satisfamentioning

confidence: 99%

To Be or Not to Be: Parents’ Willingness to Send Their Children Back to School After the COVID-19 Outbreak

Yuan

et al. 2021

Asia-Pacific Edu Res

Self Cite

This study investigated the factors that parents considered when sending their children back to school after the COVID-19 outbreak and analyzed the dilemma that parents were facing. A total of 1067 questionnaires were collected through snowball sampling. After three levels of coding based on Grounded Theory and Field Theory, parents' key concerns were categorized as four personal factors (i.e., intuitive expectation, health issue, learning effectiveness, perceived epidemic safety) and three environmental factors (i.e., school environment, family environment, social environment). By factor weight analysis using the Kruskal-Wallis H test, a field model of factors that affect parents' willingness was set up. Results indicated that learning effectiveness is the most critical factor affecting parents' willingness. By considering both personal and environmental factors, most parents were not satisfied with the effect of home-based online education and expressed their willingness to send their children back to school and resume classes; however, they also worried about students' epidemic awareness and self-protection abilities. Students' development highly depends on the social atmosphere, a regular schedule, and environmental support from schools, which can hardly be achieved by home-based online learning. The findings suggest that the joint efforts of society, schools, and families are needed on the issue of students returning to school after the COVID-19 outbreak.