Online Environment Research Articles

Disentangling the mechanism of student engagement in online language classrooms from the perspective of Community of Inquiry

Previous studies have revealed that students' participation is a complex matter affected by pedagogical, environmental, and individual factors. However, there is still insufficient empirical evidence regarding how those factors work in shaping classroom participation in the online context. In the field of language education, moreover, it still remains unclear as to how social interactions among students and teachers may affect students' cognitive engagement. To further understand the complex relations between language students' online engagement and the influencing factors, the current study conducted in-depth interviews with 24 university students enrolled in three online English courses in an International university in China. Analyses and interpretation of the qualitative data were informed by the Community of Inquiry framework. The findings suggest that students' engagement in online classrooms is a situated process affected by 1) pedagogical practices and support from teachers, which determines students' cognitive presence and perceived teaching presence directly, and 2) students' perceived social presence, which was shaped by both group dynamics and the online environment. Notably, the physically isolated online environment seemed to have played an impeding role in some students' cognitive engagement, but a facilitating a role in some others’, as mediated by their preference for social presence or absence. Overall, our study highlights the importance of providing students with a constructive, supportive and interactive environment for online language teaching and learning.

The impact of distance education on the socialization of college students in the Covid-19 era: problems in communication and impact on mental health

BackgroundThe problems of students’ social interaction and psychological well-being associated with online learning dependent on self-directed learning have become an important topic of research in recent years worldwide due to the COVID-19 pandemic, affecting their Social Emotional Learning. This paper aimed to compare the students’ loneliness, social anxiety, social interaction, and general psychological well-being at different stages of online learning (at the beginning and the height of the pandemic), considering their criteria (presence/absence of a job and own family).MethodsFor this, the researchers conducted an electronic survey of students (n = 320) twice, in February and May 2020, using four questionnaires: UCLA loneliness scale-3, Social Anxiety Scale for E-Learning Environments, Social Interaction Scale, and Brief Adjustment Scale. The responses at different stages of online learning were compared using Student’s t-test. Differences between employed and unemployed students with or without their own families were determined using the analysis of variance (ANOVA).ResultsThe findings showed that unemployed students without their families suffered the most from loneliness. Social interaction online was rated higher by students with their own families; psychological well-being at the beginning of the distance period and social anxiety at the height of the distance period were higher among unemployed students.ConclusionsThis research can become a theoretical basis for a phase-by-phase study of social predictors for the psychological well-being of higher education students and is of practical value for teachers and administrators of online learning aimed at students’ socialization. In addition, it provides education officials with information about how students perceive psychological well-being, anxiety, social interaction, and loneliness during distance learning, which can help officials direct their decisions and reforms to improve interaction in the online environment.

Analysing the influencing factors of on-line studying engagement of preparatory international students: A case study of the science and technology Chinese course

With the rapid development of network technology, cross-regional on-line higher education is becoming one of the mainstream directions of distance education development. The effectiveness of on-line studying is significantly influenced by the level of learning engagement, and research on this topic can help learners by providing them with process-oriented learning support and targeted teaching interventions. Using the example of on-line Science and Technology Chinese Course for preparatory international students at four universities in China, this study collected self-reported data from 463 students using a survey method. The questionnaire was divided into two parts: the on-line studying engagement scale and the factors influencing on-line studying engagement. Descriptive statistical analysis and differential testing were conducted on the data using SPSS software, and the structural validity of the questionnaire was tested using AMOS software. With the assistance of Smart PLS, a model of the influencing factors of on-line studying engagement was constructed to explore the relationship between on-line studying engagement and its influencing factors. The study found that: The overall level of engagement in on line studying for preparatory international students is above average. In demographic factors, apart from gender, all other variables have a significant impact on on-line studying. Student-level factors will have a more significant positive impact on the degree of on-line studying engagement of preparatory international students. Among them, academic self-efficacy, basic psychological needs satisfaction, the difficulty of the on-line course, and completion of the assignment have a significant positive effect. The influence of teacher-level factors on behavioral engagement and emotional engagement is stronger than that of student-level factors. However, the emotional support of teacher-level factors, the on-line environment of environmental-level factors, and the perceived usefulness of technology of teacher-level factors have a certain negative impact on engagement in online studying. According to the research results, this paper puts forward the optimization strategies of accelerating the update frequency of Chinese learning materials, strengthening the input of on-line emotional support, and holding language learning activities with cultural characteristics. This study makes an in-depth analysis of the influencing factors of preparatory international students’ on-line Chinese studying engagement, and puts forward the optimization strategies to improve the quality of on-line studying, to provide theoretical and practical reference for the development of cross-regional on-line higher education.

"Menyuarakan Kewaspadaan Terhadap Hoax: Mengenal dan Melawan Penyebaran Informasi Palsu melalui Pengabdian Masyarakat di Sekolah 'MIN 1 Kota Palangkaraya

This community service aims to increase the understanding and awareness of the community, especially students and teachers at 'MIN Satu Kota Palangkaraya' School, about the dangers of spreading hoaxes as well as strategies to identify and deal with them. Hoaxes or false information are increasingly becoming a troubling threat with their ability to spread rapidly through social media and other digital platforms. Through a series of activities such as workshops and discussions, participants will be given an in-depth understanding of the importance of verifying information before disseminating it. In addition, they will also be equipped with critical skills to analyze the content they encounter online. Thus, it is hoped that the community, especially the younger generation who are active users of social media, will become more vigilant and responsible in disseminating information, and be able to distinguish between valid information and hoaxes. By involving schools as the center of education, the project also aims to strengthen digital literacy among students and teachers. As such, they will become effective in combating the spread of hoaxes, and help create a safer online environment filled with accurate and useful information.

Utilization of Interpersonal Communication in the Context of Digital Marketing: A Review of the Literature and Implications for Business Practices

The integration of interpersonal communication within digital marketing strategies has become increasingly crucial for businesses aiming to foster stronger customer relationships and enhance brand loyalty. This study employs a qualitative approach, utilizing literature review and library research methods to examine the utilization of interpersonal communication in digital marketing contexts. By synthesizing findings from a diverse range of academic articles, industry reports, and case studies published over the past decade, this research identifies key trends and effective practices in leveraging interpersonal communication for digital marketing. The analysis highlights the importance of personalized interactions, trust-building, and responsive communication in online environments. Furthermore, it reveals that businesses that effectively integrate interpersonal communication strategies in their digital marketing efforts can achieve higher customer engagement and satisfaction. However, the study also discusses challenges such as maintaining authenticity and managing communication at scale. The findings provide valuable insights for practitioners aiming to optimize their digital marketing strategies and suggest areas for future research, particularly in the development of innovative communication tools and techniques. This comprehensive review contributes to the existing body of knowledge by elucidating the role of interpersonal communication in the digital marketing landscape and its implications for business practices.

What Eyeblinks Reveal: Interpersonal Synchronization in Dyadic Interaction

This study examines eyeblink synchronization in interactions characterized by mutual gaze without task-related or conversational elements that can trigger similarities in visual, auditory, or cognitive processing. We developed a study design capable of isolating the role of gaze in human-human interaction and observed the blinking behavior of dyads with mobile eye tracking glasses under three conditions: face-to-face mutual gaze, mediated mutual gaze through a mirror, and self-directed gaze in a mirror. The results revealed that when the interaction was through direct mutual gaze, eyeblink synchronization increased concurrently with a more structured temporal pattern. Also, the sense of connection between partners mimicked the synchronization. These findings suggest that even minor deviations caused by mediated interaction lead to reduced synchronization and a weakened sense of connection among partners. The paper also discusses the need for methodologies to enhance the efficacy and authenticity of online environments and human-robot interaction.

Deep Learning Approaches for Hate Speech Detection

The main goals of this project are to develop reliable hate speech identification models that can recognize derogatory terminology, prejudiced attitudes, and damaging stereotypes on a variety of internet platforms. To help the models train and generalize efficiently, the study focuses on using big datasets with a variety of content types, including both hate speech and non-hate speech. The findings of this study suggest that machine learning has the potential to mitigate the negative consequences of hate speech by using automated filtering and flagging tools. The study also highlights the need for continued research and development to improve the accuracy, uniformity, and transparency of hate speech detection systems, and ultimately to foster a safer online environment to encourage all people.

Socialisation of student youth in social networks

Social networks have become a part of the daily life of students, they influence the development of views, values and identity, which can have an impact on students’ social connections, so research is an urgent task that contributes to understanding this influence. The purpose of the study was to investigate the impact of social networks on various spheres of life of modern students. In order to investigate the issues of socialisation of young people in social networks, the study used generalisation and analytical method. As a result, the importance of developing strategies aimed at strengthening the positive impact of social networks on students was highlighted. It was revealed that changing social norms and creating an atmosphere of open and decent communication in an online environment can help improve students’ socialisation in the virtual world. It was noted that the protection of privacy and the development of critical thinking are important for ensuring the security and information competence of social network users. The importance of developing media literacy and skills in verifying the truthfulness of information in the process of socialisation of students was noted. Strategies that promote the development of virtual space and improve interaction in social networks were outlined. The paper analysed aspects of positive socialisation of students in the digital age that help them solve problems and cope with the challenges of the online environment. The results of scientific research can contribute to a better understanding of how social networks affect young people, and help researchers develop programmes and strategies aimed at supporting the positive aspects of this impact and reducing possible negative consequences

Exploring online deviant behaviour: a study on the impact of internet anonymity on tourists’ exaggerated comments

ABSTRACT The research objectives of this paper are to analyze the role of internet anonymity in customers’ publication of exaggerated online reviews, explore the potential processes of moral disengagement, and study possible moderating and mediating factors. To achieve these objectives, this study conducts a questionnaire survey among 530 internet users and perform regression analysis to test the research model. This test results reveal that internet anonymity has a positive impact on exaggerated online reviews through two moral disengagement mechanisms: advantageous comparison and distorting consequences. Moral identity not only negatively moderates the effect of internet anonymity on advantageous comparison and distorting consequences but also negatively moderates the mediating role of advantageous comparison and distorting consequences between internet anonymity and exaggerated online reviews. This research enriches the findings in the field of fake reviews and value co-destruction in the tourism sector and offers insights for relevant regulatory agencies to improve the online environment.

Development of the Need Satisfaction Perceived Online Scale

This study aimed to develop the Need Satisfaction Perceived Online Scale to measure individuals' satisfaction of perceived basic psychological needs in online environments. For the scale adaptation study, a sample of 251 university students (184 female, 67 male) was used. The exploratory factor analysis of the scale development study involved 346 university students (277 female, 69 male). The confirmatory factor analysis of the same study included 289 university students (227 female, 69 male). Data collection instruments included “The Need Satisfaction Perceived Online Scale”, “The Basic Needs Satisfaction Scale of College Students”, “The Self-Disclosure Scale” and “personal information form”. A scale consisting of 12 items and 3 sub-scales was obtained, explaining 57.9% of the total variance. The observed fit values showed good fit. Significant positive correlations were obtained between the sub-scales of the scale used for the analysis for criterion-related validity and the sub-scales of the relevant scale developed (p

Framing consumer empowerment in the digital economy: From networks and engagement toward sustainable purchase

AbstractThe current study investigates the influence of variety among online providers and customers' access to knowledge on consumer networks, consumer engagement, and sustainable purchasing. Emphasis is on the underlying relationships among these constructs in the digital economy, which has evolved into a complex structure of multifarious nodes and linkages unfolding in the online environment. The underlying theoretical approaches are knowledge‐attitude‐behavior (KAB) and customer sovereignty. Against this backdrop, a questionnaire‐based survey was given to 200 Millennials (i.e., generation Y) and gen Z Italians—approached as empowered stakeholders requiring accurate information and sustainable solutions from online providers—in January 2023. The data was processed via the structural equation modeling technique PLS‐SEM, based on SmartPLS 4. The findings indicated that sustainable purchasing is influenced to some extent by access to knowledge, consumer engagement, and consumer networks. The study endeavors to fill a research gap, as the relationships between variety among online providers and sustainable purchasing, as well as consumer engagement from the empowerment perspective are underexplored. The study provides new evidence of the relationships between consumer networks, consumers' access to knowledge, sustainable purchasing, and consumer engagement in the framework of online retail by inquiring respondents.

Learning in the Online Environment - Student Perceptions and Predictions

The solution provided by information and communication technology to the educational challenges that the education system has faced as a result of the pandemic situation due to the COVID-19 virus has been generally agreed upon and accepted on a planetary scale by the entire academic community. For an important period of time (approximately 1.5 years), the didactic activity took place mainly asynchronously. The implications of this fact on academic performances, the quality of the didactic act, and the well-being of students are addressed in many studies in order to find out answers considered as predictions of future instructive-educational actions. The present study is also included in the same dimension. The results recorded or highlighted the fact that learning in the online system presents both advantages (maximizing the use of time due to the elimination of losses due to travel, domestic comfort, and the exclusive decision to interact) and disadvantages (deficient feedback, investment of intellectual effort to obtain a positive relational agreement); motivation was slightly higher, assessment anxiety and learning efficiency were lower, while comfort and satisfaction with learning did not register significant changes. The preference that students emphasized for the way the didactic activity should be carried out aims at an alternation of synchronous and asynchronous activities in the mixed system, doubled by learning in the online system.

Linking self-regulated learning to community of inquiry in online undergraduate courses: A person-centered approach

AbstractThe Community of Inquiry (CoI) framework has gained widespread recognition as a theoretical model for understanding student learning in online environments. Despite its prevalence, CoI has been critiqued for its limited emphasis on learners’ proactive roles in self-regulating their own learning. To address this, researchers have suggested integrating self-regulated learning (SRL) into the CoI framework. This integration calls for empirical research to explore the relationship between SRL and the three established CoI presences: teaching, social, and cognitive. Using a person-centered approach, this study examines how varying SRL skills among 750 undergraduate students in an online introductory mathematics course are related to the three CoI components. Latent profile analyses identified five distinct SRL profiles: minimal regulators, low regulators with limited social skills, low regulators, moderate regulators, and competent regulators. We found that students in higher SRL profiles demonstrated higher perception of CoI, whereas those in relatively lower SRL profiles showed lower levels of perceived CoI. Our findings underscore the importance of incorporating self-regulation in the CoI framework for a more comprehensive understanding of online learning.

Navigating the online learning journey by self-regulation: Teachers as learners

Self-regulated learning (SRL) can be defined as the ability of learners to act independently and actively manage their own learning process. This skill becomes especially important in online environments, which allow learners to decide where and how to study. Most research on SRL has focused on students; few studies have addressed teachers' SRL as learners, and only a handful has done so in the context of online learning. A better understanding of teachers' SRL is essential since teachers are expected to support the development of their students' SRL abilities. This study contributes to bridging this gap by examining how online learning patterns reflect the self-regulated learning of teachers as learners in an online professional development (PD) course on nanotechnology. The study applies a mixed methods approach that combines the qualitative analysis of interviews with teacher learners and a personal summary of their learning process represented in four vignettes as well as quantitative log-file analysis to identify teachers' learning patterns. The patterns identified are interval learning, on-track learning, skipping difficult parts, concentrated learning toward the end of the course (i.e., “bingeing”), and watching together. These patterns indirectly shed light on teachers' SRL skills, especially their time management and task strategies, demonstrating that there is no one-size-fits-all approach to learning. The study highlights the need for a holistic approach, provides deeper insights into teachers’ learning experiences, and helps design future online PD courses.

AI student success predictor: Enhancing personalized learning in campus management systems

Campus Management Systems (CMSs) are vital tools in managing educational institutions, handling tasks like student enrollment, scheduling, and resource allocation. The increasing adoption of CMS for online and mixed-learning environments highlights their importance. However, inherent limitations in conventional CMS platforms hinder personalized student guidance and effective identification of academic challenges. Addressing this crucial gap, our study introduces an AI Student Success Predictor empowered by advanced machine learning algorithms, capable of automating grading processes, predicting student risks, and forecasting retention or dropout outcomes. Central to our approach is the creation of a standardized dataset, meticulously curated by integrating student information from diverse relational databases. A Convolutional Neural Network (CNN) feature learning block is developed the extract the hidden patterns in the student data. This classification model stands as an ensemble masterpiece, incorporating SVM, Random Forest, and KNN classifiers, subsequently refined by a Bayesian averaging model. The proposed ensemble model shows the ability to predict the student grades, retention, and risk levels of dropout. The accuracy achieved by the proposed model is assessed using test data, culminating in a commendable 93% accuracy for student grade prediction and student risk prediction, and a solid 92% accuracy for the complex domain of retention and dropout forecasting. The proposed AI system seamlessly integrates with existing CMS infrastructure, enabling real-time data retrieval and swift, accurate predictions, enhancing academic decision-making efficiency. Our study's pioneering AI Student Success Predictor bridges the chasm between traditional CMS limitations and the growing demands of modern education.

Impact of Data Augmentation on the Hate Speech Detection in Portuguese Language

Online communities allow users to establish a web presence, manage their identities, and stay connected with others. The internet has facilitated global outreach with just a click on the World Wide Web. However, the current landscape of online social media platforms are marred by various issues, with hate speech prominently taking center stage. Hate speech is characterized by hostile and malicious language driven by prejudice, targeting individuals or groups based on their innate, natural, or perceived characteristics. Detecting such speech is crucial for maintaining a safe online environment. This study examines the impact of dataset regularization techniques on the performance of BERTimbau-based models when applied to four Portuguese hate speech datasets: Fortuna et al. (2019), OFFCOMBR-2, ToLD-BR, and Hate-BR. Four Data Augmentation techniques are evaluated: Oversampling, Undersampling, Text Augmentation, and Synonym Replacement. Our experiments revealed that, apart from the Fortuna et al. (2019) dataset, the Data Augmentation techniques did not significantly enhance the performance of hate speech detection tasks.

Variations in the coherence and engagement in students’ experience of blended learning

We report a study which examines coherence of engagement of 344 first year engineering students’ blended learning experience. Using self-report and observational data sources, we demonstrate that student perceptions of the blended learning environment, academic learning outcomes, and engagement with the online learning activities are logically related at the variable level as shown by correlation analyses; and at the level of student groupings of similar learning experience and behaviors, as revealed by cluster, ANOVA, and 2 x 2 contingency analyses. Using self-report data, we found that when students perceived the learning activities in the f2f and online environments were integrated, they were more likely to be engaged with the online learning and to perform relatively higher on the assessment tasks than students who perceived disintegration between f2f and online learning. Using the observational data, students who were more engaged with the online learning tended to perceive that the online learning was well integrated with the f2f learning, that the online contributions were valuable for the whole learning experience, and achieved relatively higher than less engaged students. A 2 x 2 contingency table revealed a logical relationship between the groupings of students based on the selfreport and observational data: moderate and positive association was found between students with coherent perceptions and more engagement; and between students with fragmented perceptions and less engagement. The use of multiple data sources and methods enabled triangulation, strengthened analysis power, and offered a more comprehensive picture of students’ blended learning experience.

Building Bridges: Exploring Digital Strategies for Promoting Tolerance and Global Citizenship

This study examines how digital strategies influence tolerance and global citizenship in today's interconnected world. It addresses three main questions: 1) How do digital strategies promote tolerance? 2) What role does digitalization play in shaping global citizenship? 3) What challenges and opportunities does the digital age present for promoting tolerance and global citizenship? Through a review of literature and real-life examples, the study highlights the importance of leveraging digital technologies to foster inclusive online environments and cross-cultural dialogue. However, it also identifies challenges such as misinformation and digital divides. The paper concludes by recommending continued research and innovative approaches to harness digitalization for building more inclusive societies.

Key Determinants of Student Satisfaction in Online Learning During COVID-19: Evidence From Vietnamese Students

The adoption of online learning modalities has increasingly become prevalent, particularly with the advent of COVID-19, aiming to ensure student access to learning materials. This significant shift towards offering online educational formats compels educational institutions to alter their approach and develop curricula to guarantee an optimal student experience and satisfaction within the online environment. The aim of this research is to comprehensively examine the key factors that significantly impact the satisfaction of undergraduate students with online learning in Vietnamese universities. The quantitative research methodology was implemented through the collection of surveys from a total of 437 Vietnamese students. Utilizing the PLS-SEM statistical approach, the findings reveal that technology, communication, course, outcome, and motivation for learning have significant positive influences on students’ satisfaction with online education during the COVID-19 pandemic, while the effect of instructors’ attitude and the sudden change from traditional to online classes have been found with as nonsignificant. Valuable implications and practical recommendations are suggested for educational organizations and institutions in Vietnam to enhance specific activities that promote students’ satisfaction with online learning and improve teaching methods provided by instructors.

The Synchronous Online Environment: Impact on Instructor’s Academic Empathy

The COVID -19 pandemic has ushered in a new era of pedagogical strategies and offered a unique window into students’ lives. Among the many challenges and advantages of the online environment, the daily exposure to students’ lives—magnified during synchronous online teaching—served to humanize them in the classroom. This research delves into a novel area, exploring whether this heightened exposure to students’ day-to-day environments outside of the physical classroom leads to academic empathy from their instructors and whether it results in a better understanding of students’ individual challenges and circumstances. The results showed that synchronous instruction increased faculty members’ empathy for students’ diverse personal experiences. A significant discovery, however, was the role of student camera usage in enriching the synchronous online experience. Ultimately, the study underscores the benefits of students having cameras on during synchronous online classes to create a more connected and empathetic classroom environment.