How innovativeness and handedness affect learning performance of engineering students?

Law, Kris M. Y.; Geng, Shuang

doi:10.1007/s10798-018-9462-3

Cited by 17 publications

(21 citation statements)

References 33 publications

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“…According to Papi and Hiver (2020), learning motivational development is complex, and they used Higgins's model that effectiveness is the core concept of what human desire. To date, there is no research done to examine the effects of learning motivation on performance (Law and Breznik, 2017;Law and Geng, 2018;Law et al, 2010Law et al, , 2019Ngan and Law, 2015). Wentzel et al (2010) confirmed that social supports from teachers and peers are important in determining student motivation.…”

Section: Learning Motivationmentioning

confidence: 95%

The impact of COVID-19 on student motivation, community of inquiry and learning performance

Tan

2020

AEDS

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PurposeThis paper aims to investigate the impact of COVID-19 on the students studying in higher education institutions pre and during Movement Control Order (MCO). MCO was introduced in March 2020, and the learning process must switch from face-to-face to online learning in schools and universities. This study particularly focuses on university students by analyzing the students' motivation, the community of inquiry and learning performance. In total, three factors are examined in the construct of the community of inquiry, namely social presence, cognitive presence and teaching presence.Design/methodology/approachThis paper provides quantitative analysis and paired sample t-tests on the students' learning motivation, the community of inquiry and learning performance. This paper presents the analysis of the online learning preference of 282 university students and examines whether there is significant difference in preference before and during MCO.FindingsThe findings indicated that the students lost motivation and learning performance using online learning methods during the MCO period. There is a lack of infrastructure to support the learning and social support from the lecturers and peers.Research limitations/implicationsThis research helps to explore improvements that are needed to manage such a pandemic to support teaching staff and students.Practical implicationsThe COVID-19 is a pandemic that has affected the learning process of the students, and it should not be neglected even when it is over. Policymakers shall consider providing more training and better infrastructures to cater to smooth Internet connection and platform for online learning. Students are not able to focus on learning using online learning methods and, they lack motivation during the pandemic. The teaching faculty also need to be well-trained in delivering online courses and to be more tech-savvy.Social implicationsWith the detailed analysis of the students' learning motivation, the community of inquiry and learning performance, it helps to promote a better education environment.Originality/valueThis is the first study to examine the learning motivation and performance model as well as the community of inquiry during the pandemic. It is evident that university students initially have a high level of motivation and community of inquiry before the pandemic but yield a significant drop during the MCO. The paper presented how COVID-19 seriously impacted on the learning experience.

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Section: Learning Motivationmentioning

confidence: 95%

The impact of COVID-19 on student motivation, community of inquiry and learning performance

Tan

2020

AEDS

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“…Blended learning undergraduate courses were designed for engineering students in a university in Hong Kong. Engineering students are expected to be more adaptive to practical situations according to their abilities (Law & Geng, 2018). Individual differences in these learning attributes pose challenges to engineering education whose aim is to provide instruction about "real-world" engineering design and operations, provide training in critical and creative thinking skills, provide graduates who are conversant with engineering ethics and connect between technology and society (Felder, Woods, Stice, & Rugarcia, 2000).…”

Section: Relationships Between Three Presencesmentioning

confidence: 99%

Investigating self-directed learning and technology readiness in blending learning environment

Geng

Law

Niu

2019

Int J Educ Technol High Educ

Self Cite

253

179

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Blended Learning (BL) creates a 'rich' educational environment with multiple technologyenabled communication forms in both face-to-face and online teaching. Students' characteristics are closely related to the learning effectiveness in the BL environment. Students' ability to direct themselves in learning and to utilise learning technologies can affect student learning effectiveness. This study examined the impacts of self-directed learning, technology readiness, and learning motivation on the three presences (social, teaching, cognitive) among students undertaking subjects in BL and non-BL (NBL) settings. The results indicated that the BL environment provides good facilitation for students' social involvement in the class. Student technology readiness plays a stronger role in impacting the teaching presence in a BL environment than NBL environment. These findings imply that a proper BL setting creates a cohesive community and enhances collaborations between students. Prior training of learning technologies can potentially enhance students' teaching presence.

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“…The study was conducted by Geng et al (2019) who compared a BL course with a nonBL course and found that BL facilitates learning through increasing the sense of engagement and interaction. The educator appreciated the use of Google Docs that promoted student learning through rich peer discussions under the educator's guidance in the BL course.…”

Section: Discussionmentioning

confidence: 99%

“…The utilization of BL increases interaction between student-student and educator-student through virtual communities, social networks and computer-supported collaboration if OL technologies are appropriately selected and rigorously integrated into the learning environment. (Geng, Law, & Niu, 2019;Graham, 2006). Another key benefit of BL is that BL enables students to study at their own pace and allows educators to provide personalized instruction (Shand & Glassett Farrelly, 2017).…”

Section: Introductionmentioning

confidence: 99%

An Innovative Way of Designing Blended Learning Through Design-Based Research in Higher Education

Üstün¹,

Tracey²

2021

Turkish Online Journal of Distance Education

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Within higher education, the use of blended learning (BL) is exponentially increased in the 21st century, which poses a number of challenges in designing the process of BL for educators. The aim of this designbased research (DBR) study was to assist an inexperienced educator in teaching and designing a BL course in higher education to convert a face-to-face (F2F) course into a BL course. During the design and delivery of the BL course, what appropriate practices were needed to achieve creating an efficient and effective BL course were determined and the educator's reflections on the first experience of teaching the BL course were documented over three iterative design cycles. Mixed methods including learning environment observations, educator interviews, student surveys were employed. The results demonstrated that BL enabled the educator to adopt active learning approaches, engage students in critical thinking and promote the quality of interactive and collaborative learning assignments. Although the educator indicated the time limitation as an obstacle to teach a more efficient BL course, the educator was contented with teaching and designing the BL course and found it useful and supportive overall. Findings were presented and discussed for future studies and implications.

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How innovativeness and handedness affect learning performance of engineering students?

Cited by 17 publications

References 33 publications

The impact of COVID-19 on student motivation, community of inquiry and learning performance

The impact of COVID-19 on student motivation, community of inquiry and learning performance

Investigating self-directed learning and technology readiness in blending learning environment

An Innovative Way of Designing Blended Learning Through Design-Based Research in Higher Education

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