A systematic review of research on online teaching and learning from 2009 to 2018

Martin, Florence; Sun, Ting; Westine, Carl D.

doi:10.1016/j.compedu.2020.104009

Cited by 326 publications

(211 citation statements)

References 92 publications

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“…The present study surveyed students' webcam usage behaviour in a large sample of students at a comprehensive German university. It adds to the comparatively small body of research into (online) course technology as well as to the established body of online learners (Martin et al, 2020). Overall, higher education students in the current sample felt ready to share information online, that is, they seemed to be able to interact in synchronous learning.…”

Section: Discussionmentioning

confidence: 76%

“Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning

Bedenlier¹,

Wunder²,

Gläser‐Zikuda³

et al. 2020

Preprint

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The Spring term 2020 saw a global switch to emergency remote teaching in higher education due to the COVID-19 pandemic. Alongside asynchronous online learning activities, students were called to participate in synchronous videoconferencing sessions, substituting the traditional on-campus face-to-face courses. Given the preponderance of students to avoid using webcams, this study sought to investigate usage behavior, as well as potentially related course variables and individual characteristics. 3,527 students from across all institutional faculties of a comprehensive German university took part in an online survey. Students’ webcam usage behavior was related to personal thoughts and feelings (e.g., privacy), to course characteristics (e.g., group cohesion), and it differed due to specific groups (gender, study degree). Results of this research shed light on a globally present phenomenon and provide a foundation for further investigation.

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Section: Discussionmentioning

confidence: 76%

“Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning

Bedenlier¹,

Wunder²,

Gläser‐Zikuda³

et al. 2020

Preprint

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“…First, one should note the review of research from 2009-2018 that confirms the interest in online education in general [7]. Some authors describe social networks and messengers as a "digital educational network for teaching and learning" [8] and cite data that teachers use such networks for self-education and professional communication with colleagues [9][10][11][12][13].…”

Section: Discussionmentioning

confidence: 99%

Practices of teaching and upbringing of young people in the Internet space

et al. 2021

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Mediatization and internetization of all areas of people’s lives have become key prerequisites for the digitalization of educational practices. An increased interest in this field along with insufficient research into it has determined the relevance of this study. Its purpose is the attempt to generalize and systematize the practices developed during the authors’ professional work. To achieve this purpose, the authors chose theoretical methods. They reviewed and analyzed the practices of teaching and upbringing of young people in the Internet space and audiovisual educational formats. The article deals with the practical cyberpedagogy practices of teaching and upbringing of young people in the Internet space: 1) Internet project development (Internet projecting); 2) network support of educational disciplines in social networks; 3) audiovisual formats in the education process; 4) remote psychological work. The authors examine the integration of audiovisual media into educational activities and the opportunities for psychological support for educational activities in cyberspace. The formats of media content used for teaching schoolchildren and students through digital technologies are specified. The authors note the positive aspects of the process of education visualization and the application of the practices and note the associated risks and ways to overcome them. The novelty of the results of this theoretical study consists in the following: the authors generalize and analyze the practices of teaching and upbringing of young people in the Internet space, conclude on the most relevant practices, examine the risks of using these practices, and propose the recommendations on how to avoid these risks. The above will allow university lecturers and school teachers, the target audience of the article, to use these practices productively and minimize the possible negative consequences.

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“…Students have higher autonomy regarding place and time, where and when to study. Accordingly, selfregulation becomes a critical factor for success in online learning (Jansen et al, 2017;Kocdar et al, 2018); for a comprehensive overview, we refer to recent review articles (Anthonysamy et al, 2020;Broadbent & Poon, 2015;Garcia et al, 2018;Hodges, 2005;Martin et al, 2020;Wong et al, 2019). For example, in a study with students from blended learning courses, students experienced greater possibilities to self-regulate their learning in online learning situations than they did for in-person learning conditions (Lee & Tsai, 2011).…”

Section: Resource Management In Emergency Remote Teachingmentioning

confidence: 99%

Self-Regulated Resource Management in Emergency Remote Higher Education – Status Quo and Predictors

Naujoks¹,

Bedenlier²,

Gläser‐Zikuda³

et al. 2021

Preprint

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In the spring term 2020, students faced a sudden change from on-campus learning to online learning with synchronous and asynchronous online courses. To study successfully, students not only needed to be prepared in terms of digital readiness, they also faced challenges that pertained to the self-regulated management of external resources. In the current study, we investigated students’ digital readiness for the sudden switch to online learning (workspace, equipment, previous experiences, and information sharing behavior); differences between their intended and actual use of external resource management strategies (environment structuring, time management, and help-seeking); and the influence of students’ digital readiness on their actual use of resource management strategies. Students enrolled in a full-scale, German university (N = 662) answered two online questionnaires (before and in the middle of the term). Results indicate that students seemed to be ready to study online but were not able to manage their resources during the term as frequently as intended. Finally, different indicators of students’ digital readiness revealed connections to different types of resource management strategies. Based on the current results, we discuss implications for the promotion of student self-regulated learning in online emergency remote teaching based on both external resources and digital readiness.

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A systematic review of research on online teaching and learning from 2009 to 2018

Cited by 326 publications

References 92 publications

“Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning

“Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning

Practices of teaching and upbringing of young people in the Internet space

Self-Regulated Resource Management in Emergency Remote Higher Education – Status Quo and Predictors

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