Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19

Doo, Min Young; Bonk, Curtis J.; Heo, Heeok

doi:10.1007/s11423-023-10187-3

Cited by 13 publications

(6 citation statements)

References 44 publications

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“…Thus, to enhance academic autonomy and learning effectiveness in the HyFlex format, it is important to provide instruction regarding various learning strategies and feedback on using them [55,56]. Allowing students to understand effective learning strategies based on critical thinking about their preferences increases autonomy and improves SRL in a hybrid learning environment [57].…”

Section: Implications and Recommendationsmentioning

confidence: 99%

Exploring autonomy support and learning preference in higher education: introducing a flexible and personalized learning environment with technology

Fujii

2024

Discov Educ

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Learner autonomy is particularly important in higher education, where students are fully responsible for their own learning. Despite this, there is a lack of research on aspects of autonomy support in higher education compared with that of primary and secondary education. To address this gap, this study explored autonomy support and learning preference in higher education, introducing a flexible and individualized learning environment with technology after the COVID-19 pandemic. A survey was conducted among 849 Japanese university students to gather their perceptions about autonomous support, learning preferences (face-to-face or distance), use of learning strategies, and academic performance (grade point average). Correlations were identified between certain variables: for example, perceived autonomy support, class format preference, and grade point average. The scores of different scales were compared among the subject groups. Autonomy support provided by instructors included explaining the lesson’s outline to students. A few teachers provided opportunities for students to select learning methods, teaching materials, and assignment content; yet, few instructors seemed to truly understand students’ learning needs. Although many participants took face-to-face courses, students’ learning preferences were evenly split between face-to-face and distance learning courses. Students who strongly preferred face-to-face learning performed well regardless of instructional format. Students with a little preference for distance education performed well, especially in distance education courses. Students with no preference performed the worst. This study suggests that a learning environment that provides students with options to suit their diverse learning preferences is beneficial and that introducing “hybrid-flexible” courses and feedback for students’ learning strategies has the potential to promote learner autonomy in higher education.

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Section: Implications and Recommendationsmentioning

confidence: 99%

Exploring autonomy support and learning preference in higher education: introducing a flexible and personalized learning environment with technology

Fujii

2024

Discov Educ

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“…In other words, high-efficacy educators are more confident, positive and ready to use digital technology in teaching and learning. A recent article by Doo et al (2023) described the significant relationship between educators' self-efficacy and their use of technology-integrated teaching strategies. The study concluded that high selfefficacy greatly influences educators' intention to use technology in teaching.…”

Section: Educators' Self-efficacy In Using Technologymentioning

confidence: 99%

“…Other studies also proved that lecturers with high selfefficacy are more enthusiastic to try new instructional strategies to optimise their teaching outcomes. Studies that examined the link between educators' self-efficacy and their intention to accept and adopt the Flipped Learning approach include Bakheet andGravell (2022), Chao, 2019;Doo et al, 2023;Lianjiang Jiang et al, 2022 andOktay Kizkapan (2023).…”

Section: Educators' Self-efficacy and Their Intention To Adopt Flippe...mentioning

confidence: 99%

Educators’ Self-efficacy in Implementing Flipped Learning Approach: A Literature Review

Abdullah,

Yahaya,

Khalid

2023

MJSSH

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This paper discusses the educators’ self-efficacy in adopting the Flipped Learning approach in teaching and learning. This paper provides insight into educators’ self-efficacy in implementing Flipped Learning, the importance of self-efficacy, factors influencing self-efficacy and efforts that can be made to increase educators’ self-efficacy in implementing the Flipped Learning approach. The main methodology of this study is a literature review which found several aspects relevant to educators’ efficacy. The study observed that educators’ intention to adopt Flipped Learning is based on the need to ensure the teaching and learning process optimally affect students’ achievement.

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“…However, with the depth of research, scholars have found that if the descriptive and explanatory power of the Community of Inquiry framework is to be enhanced, individual learner factors affecting learning should be added to the model, as individual factors directly affect the knowledge acquisition and cognitive engagement effects of students in the blended learning process (Shea and Bidjerano, 2010;Lan et al, 2018b). Some scholars have attempted to expand the framework in terms of individual positive psychological factors, and the results have shown that self-efficacy (Akcaoglu and Akcaoglu, 2022;Doo et al, 2023), self-regulation (Cho et al, 2017;Xue et al, 2023), motivation (Kilis and Yildirim, 2018;Zuo et al, 2022), and emotions (Espino et al, 2021;Sundgren et al, 2023) are related to the three presences in Community of Inquiry framework, but most of the above studies are limited to the theoretical level or online learning contexts, and it is still to be explored whether the individual-level positive psychological factors in blended learning contexts are related to the three presences in Community of Inquiry framework. Therefore, in this study, we hypothesize that personal-level positive psychological factors are a useful factor to extend the Community of Inquiry framework by attempting to more fully conceptualize the scope of presence in blended learning contexts.…”

Section: Introductionmentioning

confidence: 99%

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the Community of Inquiry framework

Yang,

Lay

2024

Front. Psychol.

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IntroductionIn the post-epidemic era, blended learning has become a social trend for the future of higher education, and scholars have endeavored to understand the factors that influence student learning in these blended communities. Communities of Inquiry is a conceptual framework that describes the components of blended learning environments, indicating teaching presence, social presence, and cognitive presence. However, the framework fails to adequately explore how individual learning motivational factors influence student learning. Therefore, this study extends the Community of Inquiry framework by drawing on a positive psychological construct-academic buoyancy to reveal the relationship between academic buoyancy and the three presences through empirical research.MethodsThe theoretical model was validated by SPSS 26.0 and smartPLS4.0. To evaluate the measurement and structural models, structural equation modeling (SEM) was carried out using the partial least squares (PLS) method.Findings(a) Teaching presence positively predicts academic buoyancy, and academic buoyancy positively predicts social presence and cognitive presence; (b) academic buoyancy mediates teaching presence and social presence, as well as teaching presence and cognitive presence; and (c) academic buoyancy acts as a chain mediator between teaching presence and cognitive presence through social presence.DiscussionThe results of this study fill a gap in the multiple roles of individual positive psychological construct-academic buoyancy in blended learning communities, extend the Community of Inquiry theoretical framework, and provide empirical evidence for blended learning quality and practical improvement strategies.

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Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19

Cited by 13 publications

References 44 publications

Exploring autonomy support and learning preference in higher education: introducing a flexible and personalized learning environment with technology

Exploring autonomy support and learning preference in higher education: introducing a flexible and personalized learning environment with technology

Educators’ Self-efficacy in Implementing Flipped Learning Approach: A Literature Review

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the Community of Inquiry framework

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