Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions

Lee, Joohi; Martin, Lesisa

doi:10.19173/irrodl.v18i5.2883

Cited by 96 publications

(78 citation statements)

References 45 publications

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“…However, students have not been very motivated to engage in whole-group online discussions (Lee, 2014) and only do them to get through the courses and get the desired grade. Small-group discussions for sharing are more preferable (Lee & Martin, 2017). Teachers agreed that active interaction was an important prerequisite for learning and could not be replaced by distance learning (Foti, 2020).…”

Section: Theoretical Framework Literature Reviewmentioning

confidence: 99%

A Case Study of Students’ and Teachers’ Perceptions in a Finnish High School during the COVID Pandemic

Niemi

Kousa

2020

IJTES

199

142

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This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.

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Section: Theoretical Framework Literature Reviewmentioning

confidence: 99%

A Case Study of Students’ and Teachers’ Perceptions in a Finnish High School during the COVID Pandemic

Niemi

Kousa

2020

IJTES

199

142

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“…It is worth to note that most respondents classified tutor learning strategy in the first spot as a tip-off point. This is becoming more crucial, according to Lee and Martin (2017), despite online discussions are a common component of most online courses, how to engage students in online discussions has been an everlasting challenge. This entails that the University should take this upshot by spotting imaginable constraints which might be real, especially how to motivate students being much more active in a group work and discussion through common acceptable style of tutors.…”

Section: Resultsmentioning

confidence: 99%

Modelling the Determinants of Effective Online Tutoring Programs

Sembiring¹

2018

Turkish Online Journal of Distance Education

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Determinants of effective online tutoring program were modelled and elucidated in this report. It was aimed at clarifying influential factors, how and in what behaviors they were interrelated observed by Universitas Terbuka students. Exploratory-design was adopted; it was qualitatively ascertained first that conceptually five foremost factors involved. They were operationally instigated as: perception of technology, rational for using Internet, perception of media support; tutor learning strategy; effective online tutoring support. Quantitatively, they were independent, moderating and dependent variables respectively. Instruments in the form of list of queries and questionnaires for qualitative and quantitative purposes respectively were elaborated related to those five variables involved. Respondents were proportionally selected by distributing 600 questionnaires to 5,500 students under scholarship scheme, 283 were finally completed. Seven out of nine hypotheses established were validated using structural-equation model (SEM). It was detected that effective online tutorial was influenced by tutor learning strategy followed by rational for using Internet and perception of technology. Tutor strategy was influenced by rational using Internet and perception of technology. Perceptions of technology and media support were influenced by rational using Internet. Inattentively, qualitative approach was improperly verified by quantitative, since effective tutoring and tutor strategy were not influenced by media perception.

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“…Webquests (Yang, Tzuo, & Komara, 2011), (b) social networking (Habibi et al, 2018), and facilitated online discussions (Lee & Martin, 2017).…”

Section: Framing the Studymentioning

confidence: 99%

Engaging Graduate Students in the Online Learning Environment: A Universal Design for Learning (UDL) Approach to Teacher Preparation

Lohmann¹,

Boothe²,

Hathcote³

et al. 2018

Networks: An Online Journal for Teacher Research

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Today's classroom is more diverse than ever; it is imperative that universities find solutions for meeting these diverse learning needs. One potential solution is Universal Design for Learning (UDL), which is a promising practice in the K-12 classroom. UDL is a framework for teaching and learning that is based on the idea that diversity among students is predictable and systematic adjustments to the curriculum should be made based on that predictability. While there is strong research supporting the use of UDL for traditional K-12 classrooms, there is little research regarding its implementation in the online university teacher preparation classroom. This action research study explores the use of UDL for increasing student engagement in the online Special Education teacher preparation courses for one university faculty member. The authors seek to better understand the use of UDL in the university setting by examining the impact of engagement strategies in online Special Education teacher preparation courses. Results of this action research, as well as implications for the authors, are discussed.

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Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions

Cited by 96 publications

References 45 publications

A Case Study of Students’ and Teachers’ Perceptions in a Finnish High School during the COVID Pandemic

A Case Study of Students’ and Teachers’ Perceptions in a Finnish High School during the COVID Pandemic

Modelling the Determinants of Effective Online Tutoring Programs

Engaging Graduate Students in the Online Learning Environment: A Universal Design for Learning (UDL) Approach to Teacher Preparation

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