Effects of core self-evaluation and online interaction quality on adults' learning performance and bonding and bridging social capital

Diep, Anh Nguyet; Cocquyt, Céline; Zhu, Chang; Vanwing, Tom; Greef, Maurice De

doi:10.1016/j.iheduc.2017.05.002

Cited by 37 publications

(31 citation statements)

References 69 publications

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“…This might explain why these two dimensions are not directly linked to social outcomes. Similarly, Diep et al (2017) found no significant relationship between a cognitive variable (i.e. learning performance) and social variables (i.e.…”

Section: The Importance Of Meeting Learner's Needs For Adults' Socialmentioning

confidence: 88%

“…Throughout the previously discussed literature, there are separate indications that andragogy (Knowles et al, 2005), constructivism (Schunk, 2012), and elements of blended learning (Diep et al, 2017) are positively related to social outcomes of (adult) learning processes. However, few authors have integrated insights from these three distinct perspectives.…”

Section: Integrating Insights From Andragogy and Constructivism Into mentioning

confidence: 99%

“…Contrary to expectations, this study did not find an unambiguous significant contribution of other types of SCAP for social inclusion or social capital. In particular, dimensions such as 'sharing' and 'argumentation' were believed to strengthen social outcomes of all learners because of the possibilities for highquality interaction and collaboration (Diep et al, 2017). According to Anders (2015), constructivist social learning experiences in an online environment would stimulate the development of relationships and networks.…”

Section: The Importance Of Meeting Learner's Needs For Adults' Socialmentioning

confidence: 99%

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Contribution of social-constructivist and andragogical principles in blended learning to adult's social inclusion and social capital

Cocquyt¹,

Diep²,

Zhu³

et al. 2018

Andragoške studije

Self Cite

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The paradigm shift from instructivism to constructivism, and the evolution from pedagogy to andragogy have led to self-directed, technology-enhanced learning environments for adults. Previous studies identified the importance of (online) constructivist and andragogical strategies to achieve deep knowledge construction. However, less is known about the social contribution of social-constructivist and andragogical principles (SCAP) in terms of social inclusion and social capital. To fill this gap, a questionnaire study was conducted among adults following courses by means of blended learning (N=139). One major finding showed that meeting learner's personal needs is positively related to adults' social capital. In addition, significant differences in terms of social inclusion and social capital were found based on adult learners' native language. Hence, these results suggest a learner-centred and individualized approach to promote social inclusion and social capital.

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Section: The Importance Of Meeting Learner's Needs For Adults' Socialmentioning

confidence: 88%

Section: Integrating Insights From Andragogy and Constructivism Into mentioning

confidence: 99%

Section: The Importance Of Meeting Learner's Needs For Adults' Socialmentioning

confidence: 99%

See 1 more Smart Citation

Contribution of social-constructivist and andragogical principles in blended learning to adult's social inclusion and social capital

Cocquyt¹,

Diep²,

Zhu³

et al. 2018

Andragoške studije

Self Cite

View full text Add to dashboard Cite

show abstract

“…As the goal of learning events the preservation of individual particularity and encouraging creativity must be set out (McGuire, 2011). Some researchers point to unanswered questions as to what specific factors of the learning environment contribute to the outcomes as well as discuss and explore quantitatively the effect of core self-evaluation (Diep, Cocquyt, Zhy, Vanwing, & Greef, 2017). Describing learning environment, it should be relevant, respectful, and supportive to best accommodate adult learning.…”

Section: Literature On Adult Educationmentioning

confidence: 99%

Peer Assessment in Adult Education: Challenges and Opportunities

Jurāne-Brēmane

2019

SIE

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Adult education as a part of lifelong learning requires the use of modern teaching methods. Peer assessment is topical as it promotes the involvement of participants in the learning process more actively. The research aim is to explore challenges and opportunities of peer assessment in adult education. Structured interviews were used to achieve the aim of the research and to answer the question: what are the challenges and opportunities of peer assessment mentioned by participants of adult continuing education course. Main research results are related to opportunities of experience sharing, better understanding of the topic, but challenges relies to refers to lack of the ability to comment and emotional aspects.

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“…‫ﹰ‬ ‫ﺃﻜﺎﺩﻴﻤﻴﺎ‬ ‫ﺍﻟﻤﻨﺠﺯﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﺫﺍﺕ‬ ‫ﺍﻟﺠﻭﻫﺭﻱ‬ ‫ﺍﻟﺘﻘﻴﻴﻡ‬ ‫ﻤﺭﺘﻔﻌﻲ‬ ‫ﻴﺸﻴﻊ‬ ‫ﺴﺒﻕ،‬ ‫ﻋﻤﺎ‬ ‫ﻓﻀﻼ‬ (Diep et al, 2017;Rosopa et al, 2019) ‫ﺇﺤﺭﺍﺯ‬ ‫ﻓﻲ‬ ‫ﺜﻘﺔ‬ ‫ﺃﻋﻠﻲ‬ ‫ﺍﻷﺸﺨﺎﺹ‬ ‫ﻫﺅﻻﺀ‬ ‫ﺒﺄﻥ‬ ‫ﹰﺴﺭ‬ ‫ﻓ‬ ‫ﻤﺎ‬ ‫ﻭﻫﻭ‬ ،  ‫ﻭﻴ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺒﺎﻷﺩﺍﺀ‬ ‫ﺃﻋﻠﻲ‬ ‫ﹰ‬ ‫ﺍﻟﺘﺯﺍﻤﺎ‬ ‫ﻅﻬﺭﻭﻥ‬ (Diep et al, 2017) ‫ﻋﻥ‬ ‫ﺒﺎﻟﺭﻀﺎ‬ ‫ﺍﻟﻤﻔﻬﻭﻡ‬ ‫ﻫﺫﺍ‬ ‫ﺘﻨﺒﺄ‬ ‫ﻜﻤﺎ‬ ، ‫ﺍﻟﺤ‬ ‫ﻴﺎﺓ‬ (Rosopa et al, 2019) . (Graff,1993,24 (Graff,1993,24 Ahern, N. R., & Norris, A. E. (2011).…”

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دور أحداث الحیاة الضاغطة والاتجاه نحو المخاطرة الصحیة فی التنبؤ بالتقییم الجوهری للذات لدى طلبة الجامعة

إدريس¹

2020

المجلة المصریة للدراسات النفسیة

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Effects of core self-evaluation and online interaction quality on adults' learning performance and bonding and bridging social capital

Cited by 37 publications

References 69 publications

Contribution of social-constructivist and andragogical principles in blended learning to adult's social inclusion and social capital

Contribution of social-constructivist and andragogical principles in blended learning to adult's social inclusion and social capital

Peer Assessment in Adult Education: Challenges and Opportunities

دور أحداث الحیاة الضاغطة والاتجاه نحو المخاطرة الصحیة فی التنبؤ بالتقییم الجوهری للذات لدى طلبة الجامعة

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