A meta-analysis and bibliographic review of the effect of nine factors on online learning outcomes across the world

Yu, Zhonggen

doi:10.1007/s10639-021-10720-y

Cited by 27 publications

(22 citation statements)

References 65 publications

(74 reference statements)

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“…Previous studies related to the effectiveness of K-12 students’ online learning are limited, and the results are not consistent [ 29 ]. During COVID-19, the effectiveness of online learning also remains debatable compared to face-to-face learning [ 30 ]. Online learning has achieved positive results during the pandemic, with both students and teachers holding positive attitudes towards it [ 31 ].…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy

Liu

Zhao

2022

IJERPH

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Parents play a key role in children’s home-based online learning. This study constructed a mediating model to explore the mechanism of parents’ attitudes toward online learning (PATOL) and the perceived online learning ineffectiveness (POLI) of their children and to investigate the mediating effect of parents’ self-efficacy (PSE) on PATOL and POLI. Valid questionnaire data from 18,170 middle school parents were collected by snowball sampling. The hypotheses proposed in this study were verified by using Model 4 of PROCESS. The results showed that: when controlling parents’ gender, age, and children’s length of online learning in regression equations, (1) both PATOL and PSE were negatively related to POLI, while PATOL was positively related to PSE; (2) PSE played a mediating role in the relationship between PATOL and POLI. This study also discusses how to support parents to assist children’s home-based online learning. Schools should carry out some necessary training for parents. Parents can get guidance and advice on how to create an environment conducive to children’s online learning.

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Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy

Liu

Zhao

2022

IJERPH

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“…Motivation, as a crucial variable in online learning, is the mental state that stimulates and maintains online learning behaviors (Yu, 2022). Motivation is generally divided into extrinsic and intrinsic motivation.…”

Section: Motivationmentioning

confidence: 99%

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Yu²

2022

Front. Psychol.

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Recently, achievement emotions have attracted much scholarly attention since these emotions could play a pivotal role in online learning outcomes. Despite the importance of achievement emotions in online education, very few studies have been committed to a systematic review of their effects on online learning outcomes. This study aimed to systematically review studies examining the effects of achievement emotions on online learning outcomes in terms of motivation, performance, satisfaction, engagement, and achievement. According to the selection process of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) principles, a total of 23 publications were included in this review. It was concluded that positive achievement emotions, such as enjoyment, pride, and relaxation, could generally exert a positive effect on online learning motivation, performance, engagement, satisfaction, and achievement. It should be noted that excessive positive emotions might be detrimental to online learning outcomes. On the other hand, it has been difficult to determine the effects of negative achievement emotions on online learning outcomes because of disagreement on the effects of negative achievement emotions. In order to improve online learners' learning outcomes, instructors should implement interventions that help online learners control and regulate their achievement emotions. Teaching interventions, technological interventions, and treatment interventions could benefit online learners emotionally and academically. Future studies could examine the moderating roles of contextual factors and individual variables in the effects of achievement emotions on online learning outcomes.

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“…In a meta-analysis of online learning studies from 1998 to 2021, Yu [100] found that behavioral intention, instruction, engagement, interaction, motivation, self-efficacy, performance, satisfaction, and self-regulation were critical factors in online learning. Shaik et al [101] argued that implementing NLP has implications for improving learning processes in online environments in five categories: understanding the end user without human intervention, adapting learning environments, automating repetitive tasks, personalized guidance and motivation, and monitoring learner progress.…”

Section: ) Implications For Practicementioning

confidence: 99%

“…The Instructional Designer Facebook group lacks mechanisms and tools to search the organizational knowledge effectively for solving IDT problems in their organizational settings. Yu [9] also argued that the pandemic accelerated positive interest in online learning. Teachers can provide individualized student-centered instruction and feedback to improve learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Examining the Characteristics of Practical Knowledge From Four Public Facebook Communities of Practice in Instructional Design and Technology

Leung

2022

IEEE Access

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Instructional design and technology (IDT) professionals participate in communities of practice (CoPs) on Facebook to seek pedagogical and educational technology advice for solving instructional design (ID) problems. Much of the IDT literature has focused on formal educational environments and not on nonformal settings outside the classroom and beyond formal education. Further analysis of tacit or practical knowledge exchanged among community members is required to understand the purpose, functions, and organizational knowledge capital in online CoPs. To fill this gap, this study uses natural language processing (NLP) to analyze the practical knowledge of 6,066 anonymized users' posts from four large public IDT CoPs on Facebook from September 2017 to September 2020 after cleaning the dataset. User posts were publicly available and required no password authentication for access, including Instructional Designer (4,717), Designers for Learning (228), Adobe Captivate Users (599), and Articulate Storyline (522). The proposed methodology aims to extract practical knowledge of individual online CoPs in three parts. First, the characteristics of written communication among members are extracted by calculating word and sentence lengths, word frequencies, and contiguous words. Second, the characteristics of members' exchange of practical knowledge are obtained through sentiment identification, entity recognition, and relationships between pedagogical and educational technology entities. Third, the functions of individual online CoPs are developed through topic modeling with latent Dirichlet allocation (LDA) and BERTopic. The findings suggest similarities and differences among IDT CoPs, different resource distribution conventions, and members exchanging pedagogical and educational technology advice. The study highlights the need for pedagogical foundations to support instructional and technical decisions, mechanisms for self-assessment of practical knowledge concerning IDT competencies, community protocols for addressing misconceptions about learning, onboarding materials for new members, and new topic structures to classify practical knowledge. NLP tasks are implemented using Python libraries to support the future development of awareness tools.

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A meta-analysis and bibliographic review of the effect of nine factors on online learning outcomes across the world

Cited by 27 publications

References 65 publications

Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy

Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Examining the Characteristics of Practical Knowledge From Four Public Facebook Communities of Practice in Instructional Design and Technology

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