Enhancing online participation in education: quarter century of research

Granić, Andrina

doi:10.1007/s40692-022-00238-8

Cited by 3 publications

(2 citation statements)

References 67 publications

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“…Furthermore, Granić (2022) found that the qualities of the technology and interface, content areas' experiences, the responsibilities of the students, instructional tasks, and the amount of information provided will all affect how well students learn online. In addition, Pham et al (2019) discovered that several factors affect how well students learn online, including system quality, service quality, material quality, learner views, teacher attitudes, and supportive difficulties.…”

Section: Discussionmentioning

confidence: 99%

Enhancing Student Performance during Online Learning with Psychosocial Processes and Information and Communication Technology Competence: The Role of Psychological Engagement as Mediator

Uyun,

Bahriah,

Zulhijra

et al. 2023

EUROPEAN J ED RES

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<p style="text-align: justify;">Some Indonesians may still regard online education as a novel, although they frequently engage in online-related activities without even realizing it. The quality of learning, satisfaction, achievement, retention, and, more broadly, personal growth are all favorably correlated with student engagement. For students to provide their best effort and succeed in online learning, it is crucial to have good psychological engagement in them. This engagement will help their psychological processes and dispositions to improve. The quantitative research methodology was utilized in this research. In addition, 800 high school students from South Sumatra participated in this research as a sample. The structural equation model is analyzed (SEM). The findings indicated that 85.9 percent of the time, a psychological commitment is influenced by information communications technology (ICT) proficiency, psychosocial processes, and student performance. Thus, the value of .713 indicates that psychological involvement, psychosocial processes, and ICT proficiency all impact student performance. This study demonstrates that every hypothesis has a favorable and significant impact. These circumstances suggest that students who are proficient in ICT and psychosocial processes will be able to enhance their performance through challenging and dry learning. The interaction between students while learning strengthens this condition.</p>

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Section: Discussionmentioning

confidence: 99%

Enhancing Student Performance during Online Learning with Psychosocial Processes and Information and Communication Technology Competence: The Role of Psychological Engagement as Mediator

Uyun,

Bahriah,

Zulhijra

et al. 2023

EUROPEAN J ED RES

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“…A review of the literature on the subtopic of student online access reveals a large body of research (see Granic, 2022;Stone, 2022). However, very little of this research has focused on time of day or day of the week access to asynchronous online courses given the changes in higher LeBlanc 10.…”

Section: Introductionmentioning

confidence: 99%

Time and day: trends in student access to online asynchronous courses in communication demonstrate time poverty in action

LeBlanc

2023

Front. Educ.

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ObjectiveAs changes to higher education following the rapid transition to online learning resulting from the COVID-19 pandemic impacted students and their perceptions of what is possible in scheduling their daily lives around school, this study investigates trends in student access to online asynchronous courses.MethodsThis study utilized course reports of student access from the learning management system for thirty-one sections of eleven different online asynchronous communication courses taught by ten different faculty members over the fall and spring semesters at a large research university in the southwestern United States. A total sample size of 1,201 students were involved in the study.ResultsProfile Analyses indicate clear curvilinear trends for time of day and day of the week in student course access. Repeated Measures ANOVA results indicate those trends vary significantly from a no effect condition, suggesting that students: (a) schedule their course activities around personal schedules, and (b) that time bound synchronous course may not work for them.ConclusionRecommendations for class management by instructors relating to student time poverty need regardless of teaching modality, and future directions for research on time poverty in higher education, are provided.

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Development guidelines for individual digital study assistants in higher education

König,

Karrenbauer,

Breitner

2024

Int J Educ Technol High Educ

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Increasing student numbers, heterogeneity and individual biographies lead to a growing need for personalized support. To meet these challenges, an Individual Digital Study Assistant (IDSA) provides features to help students improve their self-regulation and organizational skills to achieve individual study goals. Based on qualitative expert interviews, a quantitative student survey, and current literature we derived requirements for an IDSA. Based on them, we designed, developed, and implemented a first IDSA prototype for higher education institutions (HEI). We continuously evaluated the prototype within different workshops and analyzed the usage data to improve it further in three enhanced prototypes. Based on this iterative process, we derived guidelines for an IDSA design and development. Accordingly, the framework, project management, content, team selection, team development, team communication, marketing, and student habits are important to consider. The guidelines advance the knowledge base of IDSA in HEI and guide and support practitioners in the design, development, and implementation of IDSA in HEI.

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Enhancing online participation in education: quarter century of research

Cited by 3 publications

References 67 publications

Enhancing Student Performance during Online Learning with Psychosocial Processes and Information and Communication Technology Competence: The Role of Psychological Engagement as Mediator

Enhancing Student Performance during Online Learning with Psychosocial Processes and Information and Communication Technology Competence: The Role of Psychological Engagement as Mediator

Time and day: trends in student access to online asynchronous courses in communication demonstrate time poverty in action

Development guidelines for individual digital study assistants in higher education

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