Online Peer Learning: What Influences the Students' Learning Experience

Sakulwichitsintu, Songlak; Colbeck, Douglas; Ellis, Leonie; Turner, Paul

doi:10.1109/icalt.2015.122

Cited by 10 publications

(8 citation statements)

References 3 publications

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“…Participants reported concern in relation to the leaderboard inciting unproductive competition amongst peers. Potential negative outcomes from this could be, based on previous studies, distracting students from their own goals (Corrin & de Barba, 2015) or demotivate students if they see their performance far behind others (Sakulwichitsintu et al, 2015). This finding highlights the tension that designers face whenever displaying performance goal data comparing peers.…”

Section: Discussionmentioning

confidence: 86%

Same graph, different data: A usability study of a student-facing dashboard based on self-regulated learning theory

Barba

Oliveira

2022

APUBS

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Student-facing learning analytics dashboards have the potential to reconnect students with their purpose for learning, reminding them of their goals and promoting reflection about their learning journey. However, far less is known about the specifics of the relationship between different types of visualisations and data presented in dashboards and their impact on students’ motivation. In this study, we used a Human-Centred Design method across three iterations to (1) understand how students prioritise similar visualisations when presenting different data (2) examine how they interact with these, and (3) propose a dashboard design that would accommodate students’ different motivational needs. In the first iteration, 26 participants ranked their preferred visualisations using paper prototypes; in the second iteration, a digital wireframe was created based on the results from the first iteration to conduct user tests with two participants; and in the third iteration, a high-fidelity prototype was created to reflect findings from the previous iterations. Overall, findings showed that students mostly valued setting goals and monitoring their progress from a multiple goals approach, and were reluctant about comparing their performance with peers due to concerns related to promoting unproductive competition amongst peers and data privacy. Implications for educators and learning designers are discussed.

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Section: Discussionmentioning

confidence: 86%

Same graph, different data: A usability study of a student-facing dashboard based on self-regulated learning theory

Barba

Oliveira

2022

APUBS

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“…[14] and [15] emphasize on gamification to enhances learning experience and concluded that their design contributed to student-centered learning. In a similar study, [16] identified that students' learning experience improved and as proven by improved academic results as they achieved better scores in practical assignment and overall score. [16] also focused on embedding gamification in the T&L application.…”

Section: Related Workmentioning

confidence: 91%

“…In a similar study, [16] identified that students' learning experience improved and as proven by improved academic results as they achieved better scores in practical assignment and overall score. [16] also focused on embedding gamification in the T&L application.…”

Section: Related Workmentioning

confidence: 91%

Assessing Usability of Learning Experience Prototype

Ramli¹

2022

Int. J. Emerg. Technol. Learn.

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The boost of mobile devices and internet technologies has led to the development of new content geared to enhance the learning experience of students while simultaneously ensuring the economizing of the teacher’s time. The era of industrial revolution 4.0 transformed many aspects of life including the basic approaches towards teaching and learning. The needs and demands of students and teachers are changing in line with the revolution of emerging technologies. However, even with the advent of technology, STEM subjects are yet to fully grasp the attention of students. Learning especially in secondary schools and higher education intuitions needs to be redesigned to improve students' learning experience, especially in STEM subjects which involve complex concepts and processes that are difficult to visualize and require students to be fully engaged. Accordingly, this paper discusses the design and development of a learning experience model aimed at improving the teaching of Biology subjects. The model emphasized on three factors; content, pedagogy and interaction. Multimedia elements such as 2D graphic, video, AR with 3D object and gamification concepts were included in the design. A prototype called m-BioP was developed based on the designed model and heuristic evaluation was performed to ensure the application’s usability. It was verified by six experts and it is identified that 19/24 (79%) items are well designed and some changes (8/24 items) require improvement. Future studies need to be conducted to approved the designed model.

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“…Existing research shows that learners’ experiences in online environments are influenced by a variety of factors ( Liu and Zhang, 2017 ), and online learning experiences largely influence learners’ intentions and behaviors to continue online learning ( Davis and Wong, 2007 ; Lee, 2010 ). The online learning environment, online learning resources, teacher–student and peer interactions ( Paechter et al, 2010 ), collaborative learning ( Sakulwichitsintu et al, 2015 ), course tasks, and the design of course activities ( Jiang et al, 2019 ) are considered to be important factors influencing online learning experiences. To predict learning behaviors and explore directions and paths for improvement, researchers have applied influence factor modeling to screen and identify influences on learning behaviors ( Alraimi et al, 2015 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of Home-Based Learning Experience During COVID-19 on Future Intentions to Study Online: A Chinese University Perspective

Zhao

Wang

et al. 2022

Front. Psychol.

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As coronavirus disease 2019 (COVID-19) swept the world in early 2020, all the Chinese universities and colleges adopted online learning to fulfill the directive saying “classes suspended but learning continues.” Understanding the impact of this large-scale online learning experience on the future online learning intention of Chinese university students can help design better blended-learning activities. This study applies flow experience and theory of planned behavior (TPB) to construct a theoretical framework for assumption making and the assumptions made are validated by data gained from questionnaires. A total of 6,933 students from 54 institutions in China participated in the investigation, with 5,456 valid questionnaires returned. This study employs partial least squares (PLS) regression and confirmative factor analysis (CFA) to analyze and estimate the measurement model and the structural model. The results indicate that the experience of home-based learning significantly influenced the attitudes of Chinese university students, which in turn had a positive influence on their intention to continue online learning. The research findings provide a theoretical framework and practical guidelines on building a scientific online learning platform with appropriate online learning environments and tasks for a post-COVID-19 era blended-learning in Chinese universities.

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Online Peer Learning: What Influences the Students' Learning Experience

Cited by 10 publications

References 3 publications

Same graph, different data: A usability study of a student-facing dashboard based on self-regulated learning theory

Same graph, different data: A usability study of a student-facing dashboard based on self-regulated learning theory

Assessing Usability of Learning Experience Prototype

Impact of Home-Based Learning Experience During COVID-19 on Future Intentions to Study Online: A Chinese University Perspective

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