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Khan Z, Ali A, Khan DM, Aldahmani S. Regularized ensemble learning for prediction and risk factors assessment of students at risk in the post-COVID era. Sci Rep 2024; 14:16200. [PMID: 39003293 PMCID: PMC11246502 DOI: 10.1038/s41598-024-66894-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2024] [Accepted: 07/05/2024] [Indexed: 07/15/2024] Open
Abstract
The COVID-19 pandemic has had a significant impact on students' academic performance. The effects of the pandemic have varied among students, but some general trends have emerged. One of the primary challenges for students during the pandemic has been the disruption of their study habits. Students getting used to online learning routines might find it even more challenging to perform well in face to face learning. Therefore, assessing various potential risk factors associated with students low performance and its prediction is important for early intervention. As students' performance data encompass diverse behaviors, standard machine learning methods find it hard to get useful insights for beneficial practical decision making and early interventions. Therefore, this research explores regularized ensemble learning methods for effectively analyzing students' performance data and reaching valid conclusions. To this end, three pruning strategies are implemented for the random forest method. These methods are based on out-of-bag sampling, sub-sampling and sub-bagging. The pruning strategies discard trees that are adversely affected by the unusual patterns in the students data forming forests of accurate and diverse trees. The methods are illustrated on an example data collected from university students currently studying on campus in a face-to-face modality, who studied during the COVID-19 pandemic through online learning. The suggested methods outperform all the other methods considered in this paper for predicting students at the risk of academic failure. Moreover, various factors such as class attendance, students interaction, internet connectivity, pre-requisite course(s) during the restrictions, etc., are identified as the most significant features.
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Affiliation(s)
- Zardad Khan
- Department of Statistics and Business Analytics, United Arab Emirates University, Al Ain, UAE.
| | - Amjad Ali
- Department of Statistics and Business Analytics, United Arab Emirates University, Al Ain, UAE
| | - Dost Muhammad Khan
- Department of Statistics, Abdul Wali Khan University Mardan, Mardan, Pakistan
| | - Saeed Aldahmani
- Department of Statistics and Business Analytics, United Arab Emirates University, Al Ain, UAE.
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2
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Tsai YH, Janssen TWP, Vu TV, Meeter M, van Atteveldt NM, Jansen BRJ, Magis-Weinberg L. Trajectories of early adolescents' perceptions of school motivation and effort during the pandemic in Perú: A four time point longitudinal observational study. Acta Psychol (Amst) 2023; 239:103984. [PMID: 37523830 DOI: 10.1016/j.actpsy.2023.103984] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Revised: 06/18/2023] [Accepted: 07/05/2023] [Indexed: 08/02/2023] Open
Abstract
In this longitudinal, observational study, following 883 adolescents (aged 11-15 years, grades 6th - 8th) we tracked changes in perceived school motivation and effort across four time points during the two years of remote education in Perú as a consequence of COVID-19 (retrospective reports before the pandemic, May 2020, July 2021, and November 2021). Compared to before the pandemic, levels of perceived school motivation and effort dropped sharply in May 2020 and continued to decrease across 2 years. Perceived school motivation was positively associated with perceived school effort at almost all time points. Furthermore, students with lower levels of perceived school motivation had a steeper decline in perceived school effort. In a subsample of 380 students in 8th grade, perceived school effort in July 2021 predicted objective math performance in November 2021. Our findings suggest that COVID-19 has further compounded decreases in subjective and objective indices of school engagement and performance that are typically observed in early adolescence. Our results from a large sample of low- to middle-class Peruvian adolescents highlight the experiences of youth in a country that had particularly long school closures, and that is under-represented in the literature.
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Affiliation(s)
- Yi-Heng Tsai
- Department of Psychology, National Taiwan University, Taiwan
| | - Tieme W P Janssen
- LEARN! Research Institute, Vrije Universiteit Amsterdam, the Netherlands; Section Clinical, Neuro and Developmental Psychology, Faculty of Behavioral and Movement Science, Vrije Universiteit Amsterdam, the Netherlands
| | - Tuong-Van Vu
- LEARN! Research Institute, Vrije Universiteit Amsterdam, the Netherlands; Section Clinical, Neuro and Developmental Psychology, Faculty of Behavioral and Movement Science, Vrije Universiteit Amsterdam, the Netherlands
| | - Martijn Meeter
- LEARN! Research Institute, Vrije Universiteit Amsterdam, the Netherlands; Department of Educational and Family Studies, Vrije Universiteit Amsterdam, the Netherlands
| | - Nienke M van Atteveldt
- LEARN! Research Institute, Vrije Universiteit Amsterdam, the Netherlands; Department of Clinical, Neuro- & Developmental Psychology, Vrije Universiteit Amsterdam, the Netherlands
| | - Brenda R J Jansen
- Department of Developmental Psychology, University of Amsterdam, the Netherlands
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3
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Perez-Aranda J, Medina-Claros S, Urrestarazu-Capellán R. Effects of a collaborative and gamified online learning methodology on class and test emotions. EDUCATION AND INFORMATION TECHNOLOGIES 2023:1-33. [PMID: 37361848 PMCID: PMC10206348 DOI: 10.1007/s10639-023-11879-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/12/2023] [Accepted: 05/04/2023] [Indexed: 06/28/2023]
Abstract
This study examines the influence of students' individual attitude and social interactions on participation in collaborative and gamified online learning activities, as well as the influence of participating in those activities on students' online class- and test-related emotions. Based on a sample of 301 first year Economics and Law university students and using the Partial Least Squares-Structural Equation Modelling approach, all the relationships among first-order and second-order constructs included in the model are validated. The results support all the hypotheses studied, confirming the positive relationship that both students' individual attitude and social interactions have on participation in collaborative and gamified online learning activities. The results also show that participating in those activities is positively related with class- and test-related emotions. The main contribution of the study is the validation of the effect of collaborative and gamified online learning on university students' emotional well-being through the analysis of their attitude and social interactions. Moreover, this is the first time in the specialised learning literature that students' attitude is considered as a second-order construct operationalised by three factors: the perceived usefulness that this digital resource brings to the students, the entertainment that this digital resource brings to the students, and the predisposition to use this digital resource among all those available in online training. Our findings aim to shed light for educators when preparing and designing computer mediated and online teaching programs that seek to generate positive emotions as a motivation for students.
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Affiliation(s)
- Javier Perez-Aranda
- Department of Economics and Business Management, University of Malaga, Campus El Ejido, E-29071 Malaga, Spain
| | - Samuel Medina-Claros
- Department of Applied Economics (Public Finance, Economic Policy and Political Economy), University of Malaga, Campus El Ejido, E-29071 Malaga, Spain
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4
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Longitudinal exploration of online learning burnout: the role of social support and cognitive engagement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2023. [PMCID: PMC10025060 DOI: 10.1007/s10212-023-00693-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/22/2023]
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5
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Al Mazrooei AK, Hatem Almaki S, Gunda M, Alnoor A, Manji Sulaiman S. A systematic review of K-12 education responses to emergency remote teaching during the COVID-19 pandemic. INTERNATIONAL REVIEW OF EDUCATION. INTERNATIONALE ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT. REVUE INTERNATIONALE DE PEDAGOGIE 2023; 68:811-841. [PMID: 36778602 PMCID: PMC9902250 DOI: 10.1007/s11159-023-09986-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Emergency remote teaching (ERT) has potential for transforming future instruction and learning across the K-12 educational domain. The study presented here evaluated empirical evidence from peer-reviewed literature pertaining to the challenges and opportunities experienced by teachers and students during the implementation of ERT prompted by the COVID-19 pandemic. To locate relevant reports and research, the authors explored three databases: Web of Science, ScienceDirect and Scopus. Based upon predefined selection criteria, they selected 51 studies for thematic and content analysis. Next, they developed a taxonomy which comprised three categories: (1) K-12 education responses to ERT; (2) educational inequality; and (3) learning outcomes. Using this taxonomy, the authors conducted a deep analysis and critical review to highlight multiple challenges and critical gaps in the literature surrounding ERT in K-12 education settings. Their review reveals innovative strategies for overcoming obstacles to technological readiness, online learning adaptation and teachers' and students' physical and mental health. This knowledge will be valuable to policymakers, researchers, practitioners and educational institutions in reducing the adverse effects of catastrophic situations on childhood education in the future.
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Affiliation(s)
- Ahmed Khalaf Al Mazrooei
- Department of Education studies, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900 Malaysia
| | - Samah Hatem Almaki
- Department of Education studies, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900 Malaysia
| | - Mnyero Gunda
- Department of Curriculum and Instruction, Faculty of Education, The Open University of Tanzania, Dar es Salaam, Tanzania
| | - Alhamzah Alnoor
- Management Technical College, Southern Technical University, Basrah, Iraq
| | - Saif Manji Sulaiman
- Department of Education studies, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900 Malaysia
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Lau KL, Jong MSY. Acceptance of and self-regulatory practices in online learning and their effects on the participation of Hong Kong secondary school students in online learning. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 28:1-18. [PMID: 36589517 PMCID: PMC9793378 DOI: 10.1007/s10639-022-11546-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Accepted: 12/20/2022] [Indexed: 06/17/2023]
Abstract
This study investigated how the acceptance and use of self-regulatory strategies in online learning affected Hong Kong secondary school students' participation in online learning. A self-reported questionnaire was distributed to 1381 students from six secondary schools. Findings of the descriptive analysis indicated that students did not frequently use most types of online self-regulatory strategies. Although they agreed that the online learning methods were easy to use and facilitated learning, they did not actively participate in online learning activities and showed a low tendency to continuation. Further, structural equation modeling indicated that the effect of strategy use on actual participation was stronger than that of user acceptance. The former had a significant indirect effect on actual participation through the strong effect it had on user acceptance. Consequently, suggestions have been made for improving the instructional design of online learning and increasing students' willingness and readiness to participate in online learning.
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Affiliation(s)
- Kit Ling Lau
- Department of Curriculum and Instruction, the Chinese University of Hong Kong, Hong Kong, Hong Kong
| | - Morris Siu Yung Jong
- Department of Curriculum and Instruction, the Chinese University of Hong Kong, Hong Kong, Hong Kong
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7
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Alam SS, Masukujjaman M, Ahmad M, Jaffor R. Acceptance of online distance learning (ODL) among students: Mediating role of utilitarian and hedonic value. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 28:1-34. [PMID: 36589518 PMCID: PMC9788660 DOI: 10.1007/s10639-022-11533-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/27/2021] [Accepted: 12/13/2022] [Indexed: 05/05/2023]
Abstract
Nowadays, the teaching methods are changed from offline to online primarily for the advent of the internet facility. The Industrial Revolution 4.0 ("Education 4.0") stresses offering online courses at the university level. The study aims to find out the factors influencing students' intentions to admit to online distance learning courses. In addition, the study wanted to establish the utilitarian and hedonic value construct in mediating the association between attitude and intention. Based on an intensive literature survey, an extended Technology Acceptance Model was proposed including some cognitive and technology-specific factors to test empirically. This is a quantitative study with an exploratory and descriptive scope and cross-sectional design. The information was gathered by applying the convenience sampling method from 293 Malaysian students who participated in anonymous surveys. The obtained data were analyzed using structural equation modeling applying AMOS 21 version. The study reveals that hedonic value, utilitarian value, perceived ease of use, and attitude except for perceived usefulness, affect behavioral intention to accept online distance learning courses except for perceived usefulness construct. The antecedents of utilitarian value are perceived fees, attitude, perceived usefulness, and perceived ease of use, whereas the antecedents of hedonic value are perceived fees, attitude, and perceived usefulness, except for perceived ease of use. Finally, self-efficacy affects perceived ease of use, perceived usefulness, and attitude towards joining online distance learning courses. This study's conclusions will benefit all stakeholders in the education system who are considering or have already adopted e-learning.
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Affiliation(s)
- Syed Shah Alam
- Graduate School of Business, The National University of Malaysia, Bangi, Malaysia
| | | | | | - Romlah Jaffor
- Faculty of Economics and Management, The National University of Malaysia, Bangi, Malaysia
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8
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Zhao J, Liu E. What factors can support students' deep learning in the online environment: The mediating role of learning self-efficacy and positive academic emotions? Front Psychol 2022; 13:1031615. [PMID: 36578679 PMCID: PMC9791265 DOI: 10.3389/fpsyg.2022.1031615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Accepted: 11/18/2022] [Indexed: 12/14/2022] Open
Abstract
Introduction In 2020, COVID-19 forced higher education institutions in many countries to turn to online distance learning. The trend of using online education has accelerated across the world. However, this change in the teaching mode has led to the decline of students' online learning quality and resulted in students being unable to do deep learning. Therefore, the current research, aimed at promoting deep learning in the online environment, constructed a theoretical model with learning self-efficacy and positive academic emotions as mediators, deep learning as the dependent variable, perceived TPACK support, peer support, technical usefulness, and ease of use as independent variables. Methods The theoretical model was verified by SPSS26.0 and smartPLS3.0, and to assess the measurement and structural models, the PLS approach to structural equation modeling (SEM) was performed. Results The study found that (a) positive academic emotions play a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning; (b) learning self-efficacy plays a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning. Discussion The findings of this study fill the gaps in the research on the theoretical models of deep learning in the online environment and provide a theoretical basis for online teaching, learning quality, and practical improvement strategies.
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Affiliation(s)
- Jingxian Zhao
- Shandong Women's University, Jinan, Shandong, China,SEGi University, Kota Damansara, Malaysia
| | - Enyun Liu
- Shandong Women's University, Jinan, Shandong, China,*Correspondence: Enyun Liu
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9
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Aldosari AM, Alramthi SM, Eid HF. Improving social presence in online higher education: Using live virtual classroom to confront learning challenges during COVID-19 pandemic. Front Psychol 2022; 13:994403. [PMID: 36467142 PMCID: PMC9714682 DOI: 10.3389/fpsyg.2022.994403] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 10/19/2022] [Indexed: 03/03/2024] Open
Abstract
The COVID-19 pandemic has compelled practically all higher education institutions to adopt online education tools over the previous 2 years. Online education has a huge potential to supplement or take the place of in-person instruction. However, there are certain drawbacks of online learning, such as the absence of classroom environment interaction and the difficulty in keeping track of students' engagement and participation. In this study, a live virtual classroom was developed to aid students in their learning activities. The effectiveness of these live video classes was reported from both students and instructors, as well as the variables promoting their implementation within higher education institutions. One of the more significant findings to emerge from this study is that the instructors found it convenient, as they could readily check course participants understanding by studying their live video lectures. The second major finding was that students felt satisfaction with online learning while asking questions without interfering with the instructor's presentation. Moreover, peers could also provide them with more expertise. However, the teaching process became dynamic, requiring the educator to pay close attention. The course participants also experienced anxiety when they were in front of other people. Additionally, both the instructor and the students need to be highly self-sufficient in technology.
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Okoye K, Hussein H, Arrona-Palacios A, Quintero HN, Ortega LOP, Sanchez AL, Ortiz EA, Escamilla J, Hosseini S. Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 28:2291-2360. [PMID: 35992366 PMCID: PMC9376914 DOI: 10.1007/s10639-022-11214-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Accepted: 06/29/2022] [Indexed: 05/05/2023]
Abstract
Digital technology and literacy can heighten the transformation of teaching and learning in higher education institutions (HEIs). This study uncovers the extent to which digital technologies have been used to advance the teaching and learning process in HEIs, and the barriers and bottlenecks to why it may not have been effectively implemented across the HEIs. The study used nine selected countries in Latin America (LATAM) based on the main focus of the educators, commercial, and financial investors; to show the level of impact/implications of computer technologies on the teaching and learning processes. We applied a two-step (mixed) methodology (through a quantitative and qualitative lens) for the research investigation, using data collected from survey we administered to faculty members in HEIs across the different countries in LATAM. In turn, we implemented a Text Mining technique (sentiment and emotional valence analysis) to analyze opinions (textual data) given by the participants to help determine challenges and obstacles to using the digital technologies for teaching and learning in the region. Quantitatively, we applied a Kruskal-Wallis H-test to analyze the collected multiple choice and ranked items in the questionnaire in order to identify prominent factors that consummately influence the reach, barriers, and bottlenecks, and where the differences may lie across the different LATAM countries. The results show that the users upheld the emphasis on lack of training, infrastructures and resources, access to internet and digital platforms, as the main challenges to the teaching-learning process. The study also empirically discussed and shed light on critical factors the HEIs, particularly in LATAM, should resolve and adopt in support of the decision-making strategies, operational policies and governance, financial investments, and policymaking, at a time when "digital technologies" have become an inevitable and indispensable part of education and learning.
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Affiliation(s)
- Kingsley Okoye
- Writing Lab, Institute for Future of Education, Office of the Vice President for Research and Technology Transfer, Tecnologico de Monterrey, CP 64849 Monterrey, Nuevo Leon Mexico
| | - Haruna Hussein
- Writing Lab, Institute for Future of Education, Office of the Vice President for Research and Technology Transfer, Tecnologico de Monterrey, CP 64849 Monterrey, Nuevo Leon Mexico
| | - Arturo Arrona-Palacios
- Division of Sleep and Circadian Disorders, Department of Medicine, Brigham and Women’s Hospital, Boston, MA USA
- Division of Sleep Medicine, Harvard Medical School, Boston, MA USA
| | - Héctor Nahún Quintero
- NOVUS Department, Institute for Future of Education, Office of the Vice President for Research and Technology Transfer, Tecnologico de Monterrey, CP 64849 Monterrey, Nuevo Leon Mexico
| | - Luis Omar Peña Ortega
- NOVUS Department, Institute for Future of Education, Office of the Vice President for Research and Technology Transfer, Tecnologico de Monterrey, CP 64849 Monterrey, Nuevo Leon Mexico
| | | | - Elena Arias Ortiz
- Social Sector Department, Mexico Education Division, Inter-American Development Bank, 1300 New York Avenue, N.W. Washington, D.C. 20577 USA
| | - Jose Escamilla
- Institute for Future of Education, Office of the Vice President for Research and Technology Transfer, Tecnologico de Monterrey, CP 64849 Monterrey, Nuevo Leon Mexico
| | - Samira Hosseini
- Writing Lab, Institute for Future of Education, Office of the Vice President for Research and Technology Transfer, Tecnologico de Monterrey, CP 64849 Monterrey, Nuevo Leon Mexico
- School of Engineering and Sciences, Tecnologico de Monterrey, CP 64849 Monterrey, Nuevo Leon Mexico
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Ventura-León J, Caycho-Rodríguez T, Mamani-Poma J, Rodriguez-Dominguez L, Cabrera-Toledo L. Satisfaction towards virtual courses: Development and validation of a short measure in COVID-19 times. Heliyon 2022; 8:e10311. [PMID: 36033303 PMCID: PMC9393057 DOI: 10.1016/j.heliyon.2022.e10311] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Revised: 07/05/2022] [Accepted: 08/11/2022] [Indexed: 11/19/2022] Open
Abstract
This study was aimed to develop and validate a short scale to measure satisfaction with virtual courses (SVC-S) in a sample of higher education students during the covid-19 pandemic; specifically, in the year 2021. A total of 3080 students between 16 and 56 years of age participated (Mean = 25.71; SD = 8.83); 1836 were female (59.60 %) and 1244 male (40.40 %). The participants were students from three cities in Peru (77.90% from Lima, 12.70% from Trujillo and 9.42% from Cajamarca). Qualitative and quantitative procedures were followed for the construction of the SVC-S. Item response theory (IRT) considering Samejima's two-parameter Graded Response Model (GRM) (2PL) and the test-item information function was used to establish accuracy/reliability, and the relationship of the SVC-S with a similar measure was examined to demonstrate convergence and discrimination. The results reveal that the data present an optimal fit (M2 (2) = 3.62; RMSEA = .016; CFI = 1.00). Reliability is excellent (r xx = .93) and the information function suggests that the instrument is more accurate at low levels of the latent trait. Regarding convergence with an academic satisfaction scale, the SVC-S showed an appropriate correlation (r = .70) whose average variance extracted (AVE) reported good discrimination of the constructs; despite being conceptually similar. SVC-S is concluded to be a valid and reliable measure that can be used in future studies in higher education.
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Frei-Landau R, Muchnik-Rozanov Y, Avidov-Ungar O. Using Rogers' diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:12811-12838. [PMID: 35702319 PMCID: PMC9185714 DOI: 10.1007/s10639-022-11148-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Accepted: 05/30/2022] [Indexed: 05/05/2023]
Abstract
Using mobile learning (ML) has become exceedingly relevant in times of distant teaching. Although much is known about the factors affecting ML usage, less is known about the ML adoption process under constraints such as the COVID-19 pandemic. The aim of this exploratory case study was to gain insight into the ML adoption process using the lens of Rogers' Diffusion of Innovation Theory. Participants were in-service (32) and preservice (29) teachers who attended ML training. Data were collected using semi-structured interviews (20), focus groups (6), and participants' reflections (183) at three time points. Data underwent multilevel analysis (content and linguistic analysis), revealing 12 themes that denote the ML adoption process and demonstrated intergroup similarities and differences. The study provides theoretical insight into the ML adoption process under crisis and highlights the features that must be addressed to promote optimal ML adoption in teacher education in both routine and emergency conditions.
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Affiliation(s)
- Rivi Frei-Landau
- School of Education, Achva Academic College, 79800 Shikmim, Israel
- The Culturally-Sensitive Clinical Psychology Program, Achva Academic College, Shikmim, Israel
| | - Yulia Muchnik-Rozanov
- School of Education, Achva Academic College, 79800 Shikmim, Israel
- Technion - Israel Institute of Technology, Haifa, Israel
| | - Orit Avidov-Ungar
- School of Education, Achva Academic College, 79800 Shikmim, Israel
- Department of Education & Psychology, The Open University, Ra’anna, Israel
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13
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AL-Nuaimi MN, Al Sawafi OS, Malik SI, Al-Emran M, Selim YF. Evaluating the actual use of learning management systems during the covid-19 pandemic: an integrated theoretical model. INTERACTIVE LEARNING ENVIRONMENTS 2022:1-26. [DOI: 10.1080/10494820.2022.2055577] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Accepted: 03/14/2022] [Indexed: 09/01/2023]
Affiliation(s)
| | - Omar Said Al Sawafi
- English Language and Literature, Al-Buraimi University College, Al Buraimi, Sultanate of Oman
| | - Sohail Iqbal Malik
- Information Technology, Al-Buraimi University College, Al Buraimi, Sultanate of Oman
| | - Mostafa Al-Emran
- Faculty of Engineering & IT, The British University in Dubai, Dubai, United Arab Emirates
| | - Yasser Fouad Selim
- English Language and Literature, Al-Buraimi University College, Al Buraimi, Sultanate of Oman
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14
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Alt D, Boniel-Nissim M, Naamati-Schneider L, Meirovich A. Precursors of Openness to Provide Online Counseling: The Role of Future Thinking, Creativity, and Innovative Behavior of Future Online Therapists. Front Psychol 2022; 13:848235. [PMID: 35432144 PMCID: PMC9010563 DOI: 10.3389/fpsyg.2022.848235] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Accepted: 03/02/2022] [Indexed: 11/24/2022] Open
Abstract
The outbreak of the COVID-19 pandemic has accelerated the need for online counseling to preserve therapeutic processes that have begun face to face and to provide service to others in need during lockdowns. Previous studies underscored the importance of providing updated training as counselors frequently hesitate to use technological advances in therapeutic sessions. This study aims at reducing such barriers by revealing personal characteristics of future professionals that might inhibit or encourage their openness toward providing online counseling. To this end, this study is focused on several precursors of openness to provide online counseling: preference to communicate emotions online, identification of emotional expressiveness advantages in providing online counseling, innovative behavior, creativity, and future problem-solving thinking skills. The question at focus is which constructs would be found contributive to students' openness to provide online counseling. The sample included 277 undergraduate students (future counselors) who filled out questionnaires. Data were analyzed using Partial Least Squares Structural Equation Modeling. Our findings pointed to the centrality of students' preference to communicate their emotions online in explaining their openness to conducting online counseling. This study might help pinpointing the adjustments curriculum designers should address to better reflect the intensive changes within the counseling field that necessitate transferring face-to-face skills to online settings.
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Affiliation(s)
- Dorit Alt
- Faculty of Social Sciences and Humanities, Kinneret College, Jordan Valley, Israel
- Faculty of Education and Instruction, Tel Hai College, Upper Galilee, Israel
| | - Meyran Boniel-Nissim
- Faculty of Social Sciences and Humanities, Kinneret College, Jordan Valley, Israel
- Department of Education, The Max Stern Yezreel Valley College, Yezreel Valley, Israel
| | | | - Adaya Meirovich
- Health Systems Management, Hadassah Academic College, Jerusalem, Israel
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15
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Rosli MS, Saleh NS. Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model. CURRENT PSYCHOLOGY 2022; 42:1-20. [PMID: 35370388 PMCID: PMC8953966 DOI: 10.1007/s12144-022-02996-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/07/2022] [Indexed: 11/30/2022]
Abstract
This study proposes a unified theoretical model to integrate the full spectrum of Self-Determination Theory, self-efficacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theoretical model, 7 hypotheses were tested to understand the acceptance of technology enhanced learning. A total of 303 university students participated in this study. The Heterotrait-Monotrait (HTMT) ratio of correlation was applied to measure Discriminant Validity for the Covariance-Based Structural Equation Model. Based on the results, the unified theoretical model provided better insight to understanding acceptance of technology enhanced learning (R2 = .71). Intrinsic motivation (IM), amotivation, motivation, and technology enhanced self-efficacy (TELSE) were identified as significant determinants of students' perceived ease of use (PEU). Amotivation, motivation and TELSE were significant determinants of students' perceived usefulness (PU) towards technology enhanced learning. During the Covid-19 pandemic, students had internalised external regulation and identified regulation. The empirical results also revealed that the relationship between amotivation and PEU were moderated by gender. Gender also played a role in moderating the effects of amotivation and motivation relationships towards PU. However, the relationships between IM and motivation toward PEU and TELSE to PU were vulnerable towards the moderating effects of gender and students' field of study. In conclusion, students' view on technology acceptance have changed since the pandemic, therefore, their participation in design, development, and implementation of learning resources is much needed than before to improve their psychological motivation.
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Affiliation(s)
- Mohd Shafie Rosli
- School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81310 Johor Bahru, Malaysia
| | - Nor Shela Saleh
- Department of Social Science, Centre for General Studies and Co-Curricular, Universiti Tun Hussein Onn Malaysia, Batu Pahat, 86400 Malaysia
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Spiros MC, Plemons AM, Biggs JA. Pedagogical access and ethical considerations in forensic anthropology and bioarchaeology. Sci Justice 2022; 62:708-720. [DOI: 10.1016/j.scijus.2022.03.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 03/13/2022] [Accepted: 03/28/2022] [Indexed: 10/18/2022]
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Calaguas NP, Consunji PMP. A structural equation model predicting adults' online learning self-efficacy. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:6233-6249. [PMID: 35002467 PMCID: PMC8727476 DOI: 10.1007/s10639-021-10871-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2021] [Accepted: 12/16/2021] [Indexed: 05/24/2023]
Abstract
We aimed to model the direct effects of the theorized relationships of academic self-efficacy, computer use self-efficacy, learning management system self-efficacy, internet and information-seeking self-efficacy, and online learning self-efficacy using structural equation modeling. The study proves that academic self-efficacy has positive predictive relationships with computer use self-efficacy, learning management system self-efficacy and internet and information self-efficacy. Secondly, modeling revealed that computer use self-efficacy, learning management system self-efficacy and internet and information self-efficacy positively predicts online learning self-efficacy. This study provides empirical evidence on a previously theorized set of relationships and informs policy makers on significant relationships they can employ to inform program development aimed at improving online learning self-efficacy anchored on their particular use cases.
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Affiliation(s)
- Noriel P. Calaguas
- Assistant Professor, School of Nursing and Allied Medical Sciences, Holy Angel University, 2009 Angeles City, Philippines
| | - Paolo Maria P. Consunji
- Senior Technical Trainer (Worldwide IT Systems), International Data Corporation, 140 Kendrick Street, Building B, MA 02494 Needham, USA
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Yu Z, Li M. A bibliometric analysis of Community of Inquiry in online learning contexts over twenty-five years. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:11669-11688. [PMID: 35610978 PMCID: PMC9118826 DOI: 10.1007/s10639-022-11081-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Accepted: 04/27/2022] [Indexed: 05/09/2023]
Abstract
Since the outbreak of COVID-19, online learning has gained popularity among educators and learners, where Community of Inquiry (CoI) has caught researchers' attention. To bibliometrically analyze the framework of CoI over twenty-five years, we adopted both qualitative and quantitative research methods to examine the framework of CoI in online learning contexts. We concluded that teaching presence, social presence, cognitive presence, metacognition, and self-efficacy played important roles in the framework of CoI. This study also explored the top ten authors, sources, organizations, and countries using VOSviewer and established citation networks through the clustering techniques in CitNetExplorer. Future research could focus on how to motivate the educational institutes and educators to change their traditional educational methods and whether to include both metacognition and self-efficacy in the CoI framework.
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Affiliation(s)
- Zhonggen Yu
- Faculty of Foreign Studies, Beijing Language and Culture University, 15 Xueyuan Road, Haidian District, 100083 Beijing, China
| | - Ming Li
- Faculty of Foreign Studies, Beijing Language and Culture University, 15 Xueyuan Road, Haidian District, 100083 Beijing, China
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Naciri A, Radid M, Kharbach A, Chemsi G. E-learning in health professions education during the COVID-19 pandemic: a systematic review. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2021; 18:27. [PMID: 34710319 PMCID: PMC8609102 DOI: 10.3352/jeehp.2021.18.27] [Citation(s) in RCA: 54] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Accepted: 10/14/2021] [Indexed: 05/10/2023]
Abstract
As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.
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Affiliation(s)
- Aziz Naciri
- Multidisciplinary Laboratory in Sciences and Information, Communication and Education Technology, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
- Corresponding ;
| | - Mohamed Radid
- Laboratory of Physical Chemistry of Materials, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
- Observatory of Research in Interdisciplinary Didactics and University Pedagogy, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
| | - Ahmed Kharbach
- Laboratory of Biostatistics, Clinical Research and Epidemiology, Faculty of Medicine and Pharmacy of Rabat, Mohamed V University, Rabat, Morocco
- High Institute of Nursing Professions and Technical Health, Agadir, Morocco
| | - Ghizlane Chemsi
- Multidisciplinary Laboratory in Sciences and Information, Communication and Education Technology, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
- Observatory of Research in Interdisciplinary Didactics and University Pedagogy, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
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