Interaction and learning engagement in online learning: The mediating roles of online learning self-efficacy and academic emotions

Wang, Yanqing; Cao, Yang; Gong, Sen; Wang, Zhen; Li, Na; Ai, Li

doi:10.1016/j.lindif.2022.102128

Cited by 76 publications

(49 citation statements)

References 59 publications

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“…A previous study indicated that participation in the peer online learning program had a positive impact on the development of communication and collaboration skills related competencies—interaction and sharing with technologies (Carvalho and Santos, 2022 ). Peer interaction could enhance students' engagement in online learning and increase their academic emotions (Wang et al, 2022 ). During the COVID-19 pandemic, it seems that online learning has greatly promoted teaching and learning reforms in the Internet environment, but problems have been exposed such as the lack of a collective atmosphere of study and social communication (Xu, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…It has been shown that peer interaction can benefit learning progression and make students learn more deeply (Chadha, 2019 ). Learner-learner interaction refers to the two-way communication among learners, such as exchanging ideas with classmates, discussing with each other, and getting feedback from other learners (Wang et al, 2022 ). Moreover, middle school students had hardly ever experienced complete online learning before the COVID-19 pandemic.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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The impact of attitude toward peer interaction on middle school students' problem-solving self-efficacy during the COVID-19 pandemic

Hong²,

Li³

et al. 2022

Front. Psychol.

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The outbreak of the COVID-19 epidemic has promoted the popularity of online learning, but has also exposed some problems, such as a lack of interaction, resulting in loneliness. Against this background, students' attitudes toward peer interaction may have become even more important. In order to explore the impact of attitude toward peer interaction on students' mindset including online learning motivation and critical thinking practice that could affect their problem-solving self-efficacy during the COVID-19 pandemic, we developed and administered a questionnaire, receiving 1,596 valid responses. The reliability and validity of the questionnaire were re-tested, and structural equation modeling was applied. It was found that attitude toward peer interaction could positively predict middle school students' online learning motivation and critical thinking. Learning motivation and critical thinking also positively supported problem-solving self-efficacy. It is expected that the results of this study can be a reference for teachers to adopt student-centered online learning in problem solving courses.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

The impact of attitude toward peer interaction on middle school students' problem-solving self-efficacy during the COVID-19 pandemic

Hong²,

Li³

et al. 2022

Front. Psychol.

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“…Online learners' achievement emotions have caught attention since online learning has become a new norm in recent years (Wang et al, 2022). Compared to traditional face-to-face learning, online learning has brought learners new opportunities and challenges, such as flexibility, isolation, and technical problems (Kim et al, 2014;Yu, 2021).…”

Section: Achievement Emotions In Online Learningmentioning

confidence: 99%

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Yu²

2022

Front. Psychol.

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Recently, achievement emotions have attracted much scholarly attention since these emotions could play a pivotal role in online learning outcomes. Despite the importance of achievement emotions in online education, very few studies have been committed to a systematic review of their effects on online learning outcomes. This study aimed to systematically review studies examining the effects of achievement emotions on online learning outcomes in terms of motivation, performance, satisfaction, engagement, and achievement. According to the selection process of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) principles, a total of 23 publications were included in this review. It was concluded that positive achievement emotions, such as enjoyment, pride, and relaxation, could generally exert a positive effect on online learning motivation, performance, engagement, satisfaction, and achievement. It should be noted that excessive positive emotions might be detrimental to online learning outcomes. On the other hand, it has been difficult to determine the effects of negative achievement emotions on online learning outcomes because of disagreement on the effects of negative achievement emotions. In order to improve online learners' learning outcomes, instructors should implement interventions that help online learners control and regulate their achievement emotions. Teaching interventions, technological interventions, and treatment interventions could benefit online learners emotionally and academically. Future studies could examine the moderating roles of contextual factors and individual variables in the effects of achievement emotions on online learning outcomes.

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“…Teachers and students must possess self-directed learning skills, technological pedagogical knowledge, digital literacy, and the ability to utilize online tools in order to support online learning (Elshami et al, 2022;Verawati et al, 2022). In addition, digital literacy, self-efficacy for online learning, student emotions (such as enjoyment and boredom), and the quality of interactions between students and content, students and teacher, and between students affect students' engagement and performance in online learning (Gu & Huang, 2022;Wang et al, 2022). Therefore, online learning requires the use of appropriate electronic learning tools to help students comprehend online learning activities and complex materials (Mudjid et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Developing an Android-Based E-Textbook to Improve Learning Media Course Outcomes

Batubara

Sumantri

Marini

2022

Int. J. Interact. Mob. Technol.

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This research aims to develop an Android-based e-textbook for a learning media course to enhance student learning outcomes. The learning media course was selected because students require an e-textbook to improve their comprehension of the criteria and creation techniques of learning media during online learning. This study utilized the research and development method with the 4D model created by Thiagarajan and Semmels. Six learning media expert validators tested the product’s feasibility, and the product’s effectiveness was tested on students through experiment research. Descriptive statistics and an eligibility criteria table were used to determine the product’s feasibility and usability. In addition, an independent sample t-test was used to determine the product’s effectiveness. According to the expert evaluation results, the product validity falls into the "very good" category (4.50 out of 5, or 90%) in aspects of language, presentation, appearance, and usefulness. The effectiveness test results indicated that the Android-based e-textbook significantly affects student learning outcomes. In addition, students’ perceptions of the usefulness, ease of use, and satisfaction of the Android-based e-textbook are also in the "very good" category (4.27 out of 5, or 85%). According to a qualitative data survey, students mentioned that the most useful aspects of the product were the tutorial videos, quizzes, menus, and page markers. Nevertheless, a few students experienced difficulties with their internet connection and reading limitations.

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Interaction and learning engagement in online learning: The mediating roles of online learning self-efficacy and academic emotions

Cited by 76 publications

References 59 publications

The impact of attitude toward peer interaction on middle school students' problem-solving self-efficacy during the COVID-19 pandemic

The impact of attitude toward peer interaction on middle school students' problem-solving self-efficacy during the COVID-19 pandemic

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Developing an Android-Based E-Textbook to Improve Learning Media Course Outcomes

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