Online Student Expectations: A Multifaceted, Student-centred Understanding of Online Education

Henry, Mel

doi:10.5204/ssj.1678

Cited by 18 publications

(9 citation statements)

References 13 publications

(28 reference statements)

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“…Despite the widespread adoption of digital learning spaces (DLS) in response to the COVID-19 crisis (Carrillo & Flores, 2020;Harkin & Nerantzi, 2021;Nerantzi & Chatzidamianos, 2020) and generally within education over the last twenty years (Allen & Seaman, 2017), a coherent and unified quantification of key aspects of the DLS on student learning has remained elusive (see Martin, Sun, & Westine, 2020). We attribute this to the multifaceted nature of the DLS as observed across Higher Education (HE), a complexity reported in descriptive, qualitative and quantitative accounts (Henry, 2020). For example, Carillo and Flores (2020) identified that learning within the DLS is shaped by cognitive (e.g., the reflection of learners on content, action development), taught (e.g., learner as the focal point and tutor as the facilitator, appropriate use of technology), and social (e.g., belongingness, collaboration) dimensions.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Physical, Mental, Social and Emotional Dimensions of Digital Learning Spaces on Student’s Depth of Learning: The Quantification of an Extended Lefebvrian Model

Harkin¹,

Yates²,

Wright³

et al. 2022

IJMAR

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Despite the widespread implementation of digital learning spaces (DLS) generally in Higher Education and for COVID-19 social distancing guidelines, a coherent and unified quantification of core aspects of the DLS on student learning has remained elusive. Therefore, this work extends the earlier work of Harkin and Nerantzi (2021), where we employed Lefebvre’s (1991) Trialectic of Space to explain physical, mental, and social aspects of the DLS. In the present paper, we now quantify Lefebvre’s original dimensions (physical, mental, social) and an Extended Lefebvrian Model (ELM; adding emotional experiences) on the depth of learning (DoL) of 188 university students at an undergraduate and postgraduate level. Results revealed that physical, mental, and social dimensions explained 42% of the variance in DoL, with emotion explaining an additional 6% which justifies its addition to our ELM (48%). Furthermore, postgraduate students experienced increased anxiety, held poorer mental representations of the DLS, and rated their DoL lower versus undergraduates. Using our findings as a guide, we highlight improvements to pedagogical practice within the DLS along physical, mental, social, and emotional dimensions to improve the experiences and learning of students in the DLS.

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Section: Introductionmentioning

confidence: 99%

The Impact of Physical, Mental, Social and Emotional Dimensions of Digital Learning Spaces on Student’s Depth of Learning: The Quantification of an Extended Lefebvrian Model

Harkin¹,

Yates²,

Wright³

et al. 2022

IJMAR

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show abstract

“…In certain situations, students expect concrete and specific advice with respect to what they should be doing, when, and why. (Bozarth et al, 2004;Henry, 2020). Furthermore, students expect the feedback to be positive (i.e., constructive, supporting) and encouraging (Peterson, 2001), and to address not only the outcome (e.g., the final result, the grade) but also the procedure (Şahin & Yurdugül, 2022).…”

Section: Academic Drop-out and Procrastinationmentioning

confidence: 99%

Predicting Drop-Out Intentions From Students' Perceptions of Academic Feedback and Procrastination Tendencies. 'Can Personalized Feedback Sometimes Be Too Much of a Good Thing?'

2023

Proceedings of the 17 Th International Conference on E-Learning and Digital Learning (ELDL 2023) and 11th International Confere

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In this research, we investigated a three-way relationship between academic feedback, procrastination tendencies, and the intention of dropping out of school in a sample of 532 undergraduate students. We used a cross-sectional, associative research design, with scales developed based on corroborating themes, obtained in previous interviews with the students, with instruments from the literature. The models were tested using variance-based SEM (PLS) and our measurements showed very good psychometric properties. The study's findings indicate that overall, academic feedback is negatively associated with both procrastination and drop-out intention, but when the personalization aspect of the academic feedback is differentiated from the 'impersonal' academic feedback, it might not help mitigate the intention to drop out. Our findings provide additional support to existing research while opening a new line of inquiry into the interplay between the three main constructs mentioned above, which, to date, are scarcely studied together. Albeit with several conceptual and methodological limitations, educational researchers and educators can benefit from the evidence provided in this research.

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“…Further, teacher's role is as a facilitator who will have an impact on the level of learning outcomes (Henry, 2020). It means that teacher should have the ability to create effective learning using technology.…”

Section: Introductionmentioning

confidence: 99%

Exploring Chemistry Teacher’s TPCK in Rasch Model: A Point of View from Difference of Teaching Stage, Gender, and Ages.

Sausan,

Jamaludin,

Kartika

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Teachers should have different knowledge types including technological, pedagogical, and content to realize effective learning in the digital era. Technological Pedagogical and Content Knowledge (TPCK) is a framework that explains these knowledge types and the interactions between them. It is considered to enable chemistry teachers’ multifaceted teaching. Coping, for this reason, a study to examine chemistry teachers’ level of TPCK is needed. This paper reports the level of chemistry teacher’s TPCK and their perception in terms of teaching stage, gender, and age. The study involved fifty-three students of chemistry education in a public university in Indonesia. A quantitative method was applied to explore their perspective on TPCK. Data were collected through surveys and interviews. The findings showed that the majority of chemistry teachers’ TPCK skills are currently good. They integrate technology into their teaching while conducting online learning due to the COVID-19 pandemic. In terms of teaching stage, age, and gender, provide deep insight into seven indicators of TPCK. However, some indicators still need to be improved, so a TPCK training program for individuals or centralized individuals should be added to the chemistry department program.

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Online Student Expectations: A Multifaceted, Student-centred Understanding of Online Education

Cited by 18 publications

References 13 publications

The Impact of Physical, Mental, Social and Emotional Dimensions of Digital Learning Spaces on Student’s Depth of Learning: The Quantification of an Extended Lefebvrian Model

The Impact of Physical, Mental, Social and Emotional Dimensions of Digital Learning Spaces on Student’s Depth of Learning: The Quantification of an Extended Lefebvrian Model

Predicting Drop-Out Intentions From Students' Perceptions of Academic Feedback and Procrastination Tendencies. 'Can Personalized Feedback Sometimes Be Too Much of a Good Thing?'

Exploring Chemistry Teacher’s TPCK in Rasch Model: A Point of View from Difference of Teaching Stage, Gender, and Ages.

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