Online students’ LMS activities and their effect on engagement, information literacy and academic performance

Avcı, Ümmühan; Ergün, Esin

doi:10.1080/10494820.2019.1636088

Cited by 64 publications

(43 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thus, there exists a need to emphasise the development of university staff and students' literacy skills in order to cope with the struggle within higher education environments mentioned by Gupta et al (2020)-that is, to find the optimal ways to truly reap the benefits of educational digital technologies. Going beyond the promotion of digital tools within education, policy makers need to account and advocate for the literacy skills which ultimately will help with the acceptance of digital technologies within higher education institutes, as the effective and efficient use of these technologies depends on prerequisite skills such as digital literacy and information literacy (Avcı and Ergün 2019;Tang and Chaw 2016). Concludingly, strategies should be developed to encourage the progression of the dimensions of literacy that will facilitate the leap towards future educational technologies and expectations of future educational environments.…”

Section: Resultsmentioning

confidence: 99%

“…by facilitating the tracking of learner progress and performance) and to students (e.g. by integrating social learning experiences into learning strategy) (Sarrab et al 2013;Zheng et al 2018) the effective and efficient use of such technologies depends on prerequisite skills such as digital literacy and information literacy (Avcı and Ergün 2019;Tang and Chaw 2016).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An assessment of the interplay between literacy and digital Technology in Higher Education

Nikou

Aavakare

2021

Educ Inf Technol

View full text Add to dashboard Cite

Digital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An assessment of the interplay between literacy and digital Technology in Higher Education

Nikou

Aavakare

2021

Educ Inf Technol

View full text Add to dashboard Cite

show abstract

Section: Literature Reviewmentioning

confidence: 99%

“…Measures includes affective and cognitive relevance based on inherent needs, values, and interest. (Avcı and Ergün, 2019;Baragash and Al-Samarraie, 2018;McQuarrie and Munson, 1992;Venugopal and Jain, 2016) satisfaction by evaluating expected usefulness (Wang et al, 2007). Additionally, consumer engagement was calculated in the context of the users' willingness to enthusiastically use the system.…”

Section: Academic Involvementmentioning

confidence: 99%

Moderating effects of academic involvement in web-based learning management system success: A multigroup analysis

Mehrolia

Alagarsamy

Sabari

2021

Heliyon

View full text Add to dashboard Cite

While several educational institutions in India, in accordance to global practices, have adopted Web-Based Learning Management Systems (WLMS) to supplement classroom courses, it is largely seen that these WLMSs fail in their objectives, leading to little or no return on investments. The study aims to define the factors that affect students’ acceptance of a web-based learning management system and test the moderating effect of their academic involvement in the success of a WLMS. 477 valid questionnaires were collected from university/college students to empirically test the research model using the structural equation modelling approach. The results concludes that indirect and direct effects account for 49% of the variation in the intention to use, which is explained by technical system quality, information quality, educational quality, service quality of the technical support team and user satisfaction. High academic involvement moderates the impact of different service qualities of the WLMS on user satisfaction, intention to use the system, and success of the WLMS. Based on the findings, theoretical and managerial implications are discussed.

show abstract

“…Kwon, Chung, and Mi (2018) [43] analyzed the online and classroom learning engagement in the blended learning environment. Avci and Ergun (2019) [44] studied students' engagement in online courses. Serrano, Maria, Elena, Alfonso, and Lalatsa (2019) [33] studied how to enhance student engagement through blended learning.…”

Section: Learning Engagementmentioning

confidence: 99%

Exploring Undergraduates' Learning Engagement via BYOD in the Blended Learning Classroom (EULEBYODBLC)

He¹,

Zhao²

2020

IJIET

View full text Add to dashboard Cite

The study explored the learning engagement of BYOD (Bring your own device) in a blended-learning classroom. In a blended learning environment, 51 undergraduates of the same class participated in two core courses. In Course A, as the experimental group, they brought their own devices to facilitate their learning, whereas in Course B, as the control group, they did not. The study compared the undergraduates' engagement in the two courses. The results of the learning behavior analysis on the learning platform system and interviews after the 16-week courses showed that BYOD in the classroom improved the undergraduates' engagement in the blended learning classroom. Finally, the study is suggested that instructors and researchers could design learning activities in the classroom with BYOD support to improve undergraduates' engagement.Index Terms-Blended learning, undergraduate, bring your own device (BYOD), learning engagement.

show abstract

Online students’ LMS activities and their effect on engagement, information literacy and academic performance

Cited by 64 publications

References 43 publications

An assessment of the interplay between literacy and digital Technology in Higher Education

An assessment of the interplay between literacy and digital Technology in Higher Education

Moderating effects of academic involvement in web-based learning management system success: A multigroup analysis

Exploring Undergraduates' Learning Engagement via BYOD in the Blended Learning Classroom (EULEBYODBLC)

Contact Info

Product

Resources

About