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Cited by 24 publications
(22 citation statements)
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“…Previous studies showed decreased hesitation in asking via‐system questions (Shimaya et al, 2020) when using question‐support systems such as Clicker (Aljaloud et al, 2019; Egelandsdal et al, 2019; Lantz & Stawiski, 2014; Mayer et al, 2009) or other more complex input methods (Damanik, 2020; Nitza & Roman, 2016; Scornavacca et al, 2009). Similarly, Twitter (Tang & Hew, 2017) or chat channels (Tuhkala & Kärkkäinen, 2018) were also found to promote online student–lecturer interaction. Unlike these previous works, the current experiment also shows decreased hesitation in asking direct questions and increased activeness during the with‐system lectures.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Previous studies showed decreased hesitation in asking via‐system questions (Shimaya et al, 2020) when using question‐support systems such as Clicker (Aljaloud et al, 2019; Egelandsdal et al, 2019; Lantz & Stawiski, 2014; Mayer et al, 2009) or other more complex input methods (Damanik, 2020; Nitza & Roman, 2016; Scornavacca et al, 2009). Similarly, Twitter (Tang & Hew, 2017) or chat channels (Tuhkala & Kärkkäinen, 2018) were also found to promote online student–lecturer interaction. Unlike these previous works, the current experiment also shows decreased hesitation in asking direct questions and increased activeness during the with‐system lectures.…”
Section: Discussionmentioning
confidence: 99%
“…Reduced social cues in computer‐mediated communication are expected to decrease the pressure in the interaction and increase the amount of disclosure (Joinson, 2001; Sproull & Kiesler, 1986), which would be useful to promote easy and active communication during lectures. Computer‐media such as e‐mail (Gonglewski, Meloni, & Brant, 2001), chat channels (Tuhkala & Kärkkäinen, 2018) and Twitter (Tang & Hew, 2017) have been applied to enhance student–student or student–lecturer communication. Despite such positive evaluations for using computer‐media in the classroom, previous studies suggested that lectures involving interactions only in the online environment decrease the learning satisfaction of students compared to traditional face‐to‐face lectures (Kemp and Grieve, 2014; Ebner & Gegenfurtner, 2019).…”
Section: Introductionmentioning
confidence: 99%
“…LMS helps higher education institutions to offer distance courses and discussion forums and makes the faculty-student and student-student interactions through peer feedback, faculty feedback, and communication (8)(9)(10). Using this software is growing exponentially over time because it is fair and makes the users able to access the needed information (11).…”
Section: Introductionmentioning
confidence: 99%
“…The SciPro system, which is specifically used today all over the world to do the thesis, caused an improvement in the quality and quantity of theses. It evaluates the performance of the thesis process from many important aspects, such as an increase in the rate of thesis completion, an increase in student autonomy, a shorter time spent by the supervisor regarding the beginners' questions, and an improvement in providing feedback and thesis quality (3,4,6,11). However, there is no evidence in this regard in Iran.…”
Section: Introductionmentioning
confidence: 99%
“…Slack has been widely used to facilitate workspace collaboration among software development teams [3] as well as researcher and scientists [4,5]. Some recent study has shown the effectiveness of using Slack in higher education, but mostly in special courses that group interaction is heavily involved, for example, in a chemical engineering laboratory course [6], in team projects in a graduate business course [7], and a master's thesis seminar [8]. However, there is little study on exploring the use of Slack, or other similar online messaging tools, to assist traditional classroom teaching in both settings where collaborative learning may or may not be a major component.…”
Section: Introductionmentioning
confidence: 99%