Students’ interaction patterns in different online learning activities and their relationship with motivation, self-regulated learning strategy and learning performance

Çebi, Ayça; Güyer, Tolga

doi:10.1007/s10639-020-10151-1

Cited by 55 publications

(52 citation statements)

References 35 publications

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“…Previous research showed that using technology enhances academic performance (Basak and Calisir 2015)(Choi 2016) (Naqshbandi et al 2017) (Bae 2018) (Hou et al 2020) (Çebi and Güyer 2020). For example, (Naqshbandi et al 2017) found that Facebook mediates the relationship between different personality dimensions (extraversion, agreeableness and loneliness) and academic performance.…”

Section: Introductionmentioning

confidence: 94%

“…They found that WeChat usage played a significant positive role in students' academic performance by engaging and enhancing sharing information and resources. Another study examined the impact of student interaction with different online learning activity on learning performance (Çebi and Güyer 2020). They found that spending longer time on learning activities enhance their academic performance.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention

2021

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This study investigates the impact of integrating essential factors on academic performance in university students' context. The proposed model examines the influence of continuance intention, satisfaction, information value, and Internet addiction on academic performance. Additionally, it investigates the mediating role of continuance intention on the relationship of satisfaction and information value on academic performance among university students. A survey questionnaire method was adopted to collect data from university students in Jordan. Data was collected from 476 voluntary participants, and the analysis was conducted using SPSS and AMOS. The analysis results show that continuance intention, satisfaction, information value have a significant positive influence on academic performance. Besides, the results show that satisfaction and information value positively and significantly influence continuance intention. While continuance intention full mediation the relationship between satisfaction and academic performance, it partial mediation the relationship between information value and academic performance. This study is the first to examine the integrating of continuance intention, satisfaction, information value, and Internet addiction on students' academic performance. Furthermore, this study is also distinguished from other studies by investigating the mediating role of continuance intention gap.

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Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention

2021

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“…In literature, based on diverse studies realized during 2020, the main platforms used to teach was Zoom, Microsoft Teams, and Google Classroom, and the classes become to be too intense for the students, with too many assignments, and a big concern related to laboratory classes. However, activities as Chatting, Forum, Choice, and Assignment, could be more structured, and used as a support for the distance learning process, but were not implemented as it should be to facilitate the learning process and to increase the learning outcomes [6,7].…”

Section: Conceptualization Of Distance and Online Learningmentioning

confidence: 99%

“…Furthermore, it enables learning in context, that is, at the place, time, and under the conditions that the student deems most appropriate. It also allows continuity and connectivity between contexts [7]. For example, while the student moves in a certain area or during an event, he may be in constant contact and connected with his peers and with didactic content.…”

Section: Contexts Pedagogies and Tools For Distance Learningmentioning

confidence: 99%

Distance Learning Perceptions from Higher Education Students—The Case of Portugal

2020

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This research study examines the attitudes of Portuguese higher education students regarding compulsory digital and distance learning university courses during the second semester of the academic year 2019–2020 during the COVID-19 pandemic. The methodology was quantitative, being the undergraduate and postgraduate students surveyed to find their perceptions about distance and online education in Portugal. The findings of the study highlighted the relationship between distance and online learning. The key concern of the respondents is related to the formal and contextual dimensions of the online class regime. The values examined, taken as a whole, allow us to conclude that with this teaching regime, in terms of awareness, there is acceptance and benefit. The sense of ambiguity in which this transformation took place, as well as the climate surrounding this phase, are worth noting. The teaching and evaluation methodologies used have been embraced and show a very wide range of choices on the part of the teaching teams and the students’ various interests, just as in the teaching regime of the classroom. The fact that students feel the need for face-to-face classes, however, is of great importance for practical and laboratory classes. This reality, which is a challenge to face in the future, is hard to overcome.

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“…First, the PLSR was measured using a self-rated questionnaire, as commonly used in the literature. However, it could also be measured by the learners' interactions on the computer (Çebi & Güyer, 2020). Both approaches were used in the literature, but the possibility of triangulating the data may have improved the value of the work.…”

Section: Measurement Limitationsmentioning

confidence: 99%

Visualising weekly learning outcomes (VWLO) and the intention to continue using a learning management system (CIU): the role of cognitive absorption and perceived learning self-regulation

et al. 2021

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This research, using goal setting theory, proposes a new educational intervention to improve the perceptions of a Learning management System (LMS) as an organising technology, so as to improve the intention to continue using it. This research developed Visualised Weekly Learning Outcomes (VWLO) as a mechanism for exposing learners to the required learning outcomes week by week. The research used the Partial Least Square Method to analyse 151 responses from an IT university course and found that the perceived ease of use and usefulness of the VWLO, as an intervention, improves the learners’ perception of self-regulation and cognitive absorption from the LMS, which in turn affects the learners’ intention to continue using the LMS.

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Students’ interaction patterns in different online learning activities and their relationship with motivation, self-regulated learning strategy and learning performance

Cited by 55 publications

References 35 publications

Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention

Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention

Distance Learning Perceptions from Higher Education Students—The Case of Portugal

Visualising weekly learning outcomes (VWLO) and the intention to continue using a learning management system (CIU): the role of cognitive absorption and perceived learning self-regulation

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