Learning analytics to unveil learning strategies in a flipped classroom
Publication date: Available online 20 February 2017 Source:The Internet and Higher Education Author(s): Jelena Jovanović, Dragan Gašević, Shane Dawson, Abelardo Pardo, Negin Mirriahi (Source: The Internet and Higher Education)
Source: The Internet and Higher Education - February 20, 2017 Category: Information Technology Source Type: research
The effectiveness of wikis for project-based learning in different disciplines in higher education
Publication date: Available online 2 February 2017 Source:The Internet and Higher Education Author(s): Samuel Kai Wah Chu, Yin Zhang, Katherine Chen, Chi Keung Chan, Celina Wing Yi Lee, Ellen Zou, Wilfred Lau Concerning the effectiveness of using wikis for project-based learning in higher education, this study compared the perceptions and actions among students in three undergraduate courses of different disciplines, English Language Studies, Information Management, and Mechanical Engineering, who used wikis in their course assignments. Using a triangulation methodology, the study shows that students mostly hold p...
Source: The Internet and Higher Education - February 1, 2017 Category: Information Technology Source Type: research
Comparing online and blended learner's self-regulated learning strategies and academic performance
Publication date: Available online 26 January 2017 Source:The Internet and Higher Education Author(s): Jaclyn Broadbent The existing literature suggests that self-regulated learning (SRL) strategies are relevant to student grade performance in both online and blended contexts, although few, if any, studies have compared them. However, due to challenges unique to each group, the variety of SRL strategies that are implicated, and their effect size for predicting performance may differ across contexts. One hundred and forty online students and 466 blended learning students completed the Motivated Strategies for Learning Qu...
Source: The Internet and Higher Education - January 26, 2017 Category: Information Technology Source Type: research
An analysis of instructor social presence in online text and asynchronous video feedback comments
Publication date: Available online 26 January 2017 Source:The Internet and Higher Education Author(s): Rebecca A. Thomas, Richard E. West, Jered Borup Online and blended instructors are increasingly providing student feedback via asynchronous video, and students have reported in previous research that they are better able to perceive their instructors' social presence in video as compared to text. However, research is lacking that examines actual feedback comments for indicators of social presence. We addressed this gap by coding for indicators of social presence in 422 text and asynchronous video feedback comments pr...
Source: The Internet and Higher Education - January 25, 2017 Category: Information Technology Source Type: research
Rethinking the accessibility of online higher education: A historical review
This article problematizes a range of assumptions that underpin those claims. To do so, two concepts are deployed: “authentic accessibility” and “programmatic definition”, each of which encourages us to examine actual practice rather than aspirations. This article further deconstructs the commonly held perceptions of online education by presenting conflicting discourses about the purposes of distance education, the characteristics of distance students, and the technologies that have mediated distance education throughout its historical development. The findings highlight the increasing multiplicity of online educat...
Source: The Internet and Higher Education - January 11, 2017 Category: Information Technology Source Type: research
Students as pinners: A multimodal analysis of a course activity involving curation on a social networking site
This study examined how Pinterest, a multimodal social networking site, was used as a tool in a graduate course to allow students to explore interesting language use in everyday life for a class assignment. The findings indicated that pinners' collection on the Pinterest board celebrated various uses of language and multimodal signifiers as different examples of language use. Thus, pins revealed pinners' interpretation of what made particular instances of language use “psycholinguistic examples.” The affordances of the Pinterest board as a public site allowed pinners to engage in on-going communication with their fello...
Source: The Internet and Higher Education - January 11, 2017 Category: Information Technology Source Type: research
Being knowledge, power and profession subordinates: Students' perceptions of Twitter for learning
Publication date: Available online 3 January 2017 Source:The Internet and Higher Education Author(s): Natasa Lackovic, Roger Kerry, Rachael Lowe, Tony Lowe Further conceptualisations are needed that consider students' actual engagement with and perceptions of Twitter for learning. To address this gap, an optional Twitter learning activity was created for a UK-based cohort of Year 1 Physiotherapy students. However, students did not contribute in this medium. Forty-three participating students were surveyed, and two focus groups held. These methods explored: 1) the frequency of student self-initiated use of social medi...
Source: The Internet and Higher Education - January 3, 2017 Category: Information Technology Source Type: research
Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning
Publication date: Available online 30 December 2016 Source:The Internet and Higher Education Author(s): Sven Heimbuch, Daniel Bodemer Wikis mainly distribute user-generated content over the article and its corresponding talk page. While educational research provides article-related suggestions for learner's support, research has rarely analyzed the potentials of supporting learning-related processes at the talk page level. With the presented experiment, we address this issue by investigating effects of visual controversy awareness information on content-related discussion threads. Such information can induce socio-cogn...
Source: The Internet and Higher Education - December 29, 2016 Category: Information Technology Source Type: research
Authenticity, relevance, and connectedness: Graduate students' learning preferences and experiences in an online reading education course
This study examined Master's in Reading Education students' learning experiences and preferences in an online two-course sequence designed to foster social learning and the application of knowledge through teacher action research. Interviews, discussion forum posts, and end-of-year course effectiveness surveys served as data sources. When sharing course aspects that facilitated learning, students most frequently referred to (a) synchronous and asynchronous interactions and collaboration with classmates and the instructor and (b) authentic assignments that built on one another, aiding the successful completion of action res...
Source: The Internet and Higher Education - October 17, 2016 Category: Information Technology Source Type: research
Comparing the use of a social annotation tool and a threaded discussion forum to support online discussions
This study aimed to understand how a threaded forum and asocial annotation tool, Diigo, supported online discussions. Forty-five pre-service teachers in two sections of an undergraduate course participated in two online discussion activities. A crossover study was conducted to examine student participation and interaction, and students' perceived learning experience in the two environments. In the first activity, students in Section A used Diigo for the online discussion while students in Section B used a threaded discussion forum. In the second activity, the two sections switched their online discussion environments. A pa...
Source: The Internet and Higher Education - October 11, 2016 Category: Information Technology Source Type: research
From the Periphery to Prominence: An Examination of the Changing Profile of Online Students in American Higher Education
This study used nationally representative data and employed multinomial logistic regression to examine the changing profile of online students in American higher education. Although online education continues to become an increasingly mainstream mode of instruction, certain student groups may engage disproportionately with computer-mediated instruction. Weighted descriptive statistics revealed that the proportion of postsecondary students who enrolled in online courses increased from 5.9% in 2000 to 32.1% in 2012, with 23.6% of students enrolled in some online courses and 8.5% of students enrolled in fully online programs....
Source: The Internet and Higher Education - September 21, 2016 Category: Information Technology Source Type: research
Massive Open Online Courses and Underserved Students in the United States
This study replicates findings that suggest MOOC participants are already educationally advantaged while also contributing new findings on the underrepresentation of some racial/ethnic minorities in MOOCs. In addition, data indicate that while underserved users were more likely to take MOOCs for educational advancement, they were also less likely to complete MOOCs. Such findings further challenge the democratizing power of MOOCs as currently conceived. (Source: The Internet and Higher Education)
Source: The Internet and Higher Education - September 13, 2016 Category: Information Technology Source Type: research
Affordances and constraints of BYOD (Bring Your Own Device) for learning and teaching in higher education: Teachers' perspectives
Discussions regarding the affordances and constraints are made and implications are explored. (Source: The Internet and Higher Education)
Source: The Internet and Higher Education - August 9, 2016 Category: Information Technology Source Type: research
Comparing student performance in blended and traditional courses: Does prior academic achievement matter?
Publication date: Available online 9 August 2016 Source:The Internet and Higher Education Author(s): Carlos J. Asarta, James R. Schmidt The performance of students in blended and traditional versions of a collegiate course is compared within the context of students' prior academic achievement. The blended version of the course used flipped and flexible instructional modes, in which only online lectures were available, class periods were used for complementary learning activities, and there was no punitive attendance policy. Significant differences in student performance between the blended and traditional versions were...
Source: The Internet and Higher Education - August 9, 2016 Category: Information Technology Source Type: research
Investigating the impact of learning environments on undergraduate students' academic performance in a prerequisite and post-requisite course sequence
This study focused on undergraduate accounting, and employed a mixed methods approach to answer two main research questions. First, does student performance in post-requisite undergraduate accounting education vary based on the learning environment of the prerequisite course? Second, how do the learning environments of prerequisite and post-requisite courses influence student perceptions of the undergraduate accounting course sequence? The results of this study indicate that student academic performance in the post-requisite course does not vary based on the learning environment of the prerequisite course. Additionally, wh...
Source: The Internet and Higher Education - August 9, 2016 Category: Information Technology Source Type: research
