How do students perceive their own and their peers' progress in e-learning?

Abstract

PurposeInterest is currently growing in open social learner modeling (OSLM), which means making peer models and a learner's own model visible to encourage users in e-learning. The purpose of this study is to examine students' views about the OSLM in an e-learning system.Design/methodology/approachThis case study was conducted with 40 undergraduate students enrolled in advanced programming and database management system courses. A Likert-type questionnaire and open-ended questions were used to obtain the students' views. System usage data were also analyzed to ensure the richness and diversity of the overall data set.FindingsThe quantitative data of the students' views were analyzed with descriptive statistics; the results are presented as graphics. The qualitative data of the students' views were examined by content analysis to derive themes. These themes are organized into four subtopics: the students' positive views, their negative views, their improvement suggestions and their preferences about using similar OSLM visualizations in other e-learning systems. The students' subjective views are discussed in the context of their recorded interactions with the system.Research limitations/implicationsCompetition due to seeing peer models was considered by participants both as positive and negative features of the learning system. So, this study revealed that, the ways to combine peer learner models to e-learning systems that promote positive competition without resulting social pressure, still need to be explored.Practical implicationsBy combining open learner models with open peer models, OSLM enhances the learning process in three different ways: it supports self-regulation, encourages competition and empowers self-evaluation. To take advantage of these positive contributions, practitioners should consider enhancing e-learning systems with both own learner and peer model features.Originality/valueDespite increasing interest in OSLM studies, several limitations and problems must be addressed such as sparsity of data and lack of study of different contexts and cultures. To date, no published study in this area exists in Turkey. The purpose of this study is to fill this gap by examining OSLM features in an e-learning system from the perspectives of Turkish students by using both their system interaction data and their subjective views.

Student learning outcomes and online engagement in time of crisis: the role of e-learning system usability and teacher behavior

“…Numerous studies ascertain that designing the procedures of how the e-learning environment will be presented and characterized is increasingly grasping scholars' attention (Chopra et al, 2019;Pei Lyn Grace et al, 2008;Pour et al, 2019;Somy€ urek et al, 2020). Therefore, a systematic review of the literature highlights that system usability is a critical factor that affects individuals' engagement within the technology-based environment and, consequently, their satisfaction (Alsswey et al, 2020;Crompton and Burke, 2018;Dwivedi et al, 2020).…”

“…Moreover, the dropout rate among e-learning system users is affected by distraction and technological issues they commonly face (Chopra et al, 2019;Joshi et al, 2021). In the e-learning context, the efficient role of system usability has been widely debated (Chin et al, 2016;Kumar et al, 2020;Somy€ urek et al, 2020). Ibrahim and Nat (2019) argue that the operating system of e-learning platforms, blended classrooms and related electronic materials design must incorporate usability elements as a fundamental factor in establishing a distance learning environment.…”

“…Alshuaibi et al (2018) proposed that the sudden learning system's complete transformation has a negative and significant effect on learning outcomes compared to their expectations. Molinilloa et al (2018) andSomy€ urek et al (2020) illustrates that a lack of emotional, cognitive, agentic and behavioral student's engagement constrict their ability to produce positive outcomes within psychologically stressful online learning environment during COVID-19 pandemic propagation that is characterized by lowlevel human interaction and high dependence on virtual communication. However, Francescucci and Rohani (2019) declared that innovative educational instruments could deliver teaching objectives and generate qualified learning outcomes compared to conventional education system.…”

“…Chen and Jang (2010) report that lack of access to online learning platforms occurred because the low level of technical infrastructure and absence of institutional support to technical issues affect students' intention and motivation to be highly engaged in the online learning method. The broad spread of COVID-19 pandemic over the world manifests in the switching phase from traditional teaching methods to online learning method as an application of social distancing policies regulated by the Ministry of Health (Joshi et al, 2021;Somy€ urek et al, 2020). From another perspective, pertinent teacher performance and remote interaction during the online class to accomplish teaching deliverables effectively impact student's sense of enjoyment and involvement, which highlight the importance of emotional engagement towards the educational process (Chen and Jang, 2010;Prabu et al, 2020).…”

“…Students involved in online learning have a higher tendency to overcome any challenges that hinder the quality of learning deliverables and achieve high academic scores (Assunção Flores and Gago, 2020;Roorda et al, 2017). An empirical examination implies that students drop out, particularly during the COVID-19 pandemic propagation period, and the forced lockdown is because of negative teacher behavior and low students engagement towards e-learning mode usage (Abdullah and Primus, 2021;Naciri et al, 2020;Roorda et al, 2017;Somy€ urek et al, 2020). Thus, the following hypotheses can be proposed:…”