Online Learning Environment Research Articles

The mediating role of self-regulated online learning behaviors: Exploring the impact of personality traits on student engagement

AbstractOnline learning environments have become increasingly prevalent in higher education, necessitating an understanding of factors influencing student engagement. This study examines the mediating role of self-regulated online learning in the relationship between five-factor personality traits and student engagement among university students. A sample of 437 university students from educational sciences, social sciences, and health sciences disciplines participated in the study. Data were collected using ‘The Big Five Inventory’ to assess personality traits, the ‘Self-Regulated Online Learning Questionnaire’ to measure self-regulated online learning, and the ‘Student Engagement Scale in the Online Learning Environment’ to evaluate student engagement. Structural equation modeling with bootstrap analysis was employed to analyze the data. The study findings indicate that the five factor personality traits significantly predict self-regulated online learning. Furthermore, self-regulated online learning is a significant predictor of students’ engagement in the online learning environment. Additionally, the five factor personality traits are found to be significant predictors of student engagement in the online learning environment. Lastly, self-regulated online learning plays a partially mediating role in the relationship between the five factor personality traits and student engagement in the online learning environment. This study underscores the importance of considering individual differences in personality traits and fostering self-regulated learning strategies to enhance student engagement in online learning environments. Understanding these dynamics can inform the design of effective interventions aimed at improving student outcomes in online education.

Impact of psychological safety and inclusive leadership on online learning satisfaction: the role of organizational support

The appeal of online education within the academic community has grown significantly due to advancements in technology and increased investments made during the pandemic. Despite the rapid expansion of research in online education, most studies have concentrated on technology and teaching techniques, overlooking social factors that also play a crucial role in students’ contentment with online learning. This study uses quantitative methods to investigate the impact of selected social variables on students’ satisfaction with online education. The research employed a designed questionnaire to gather data from African students engaged in online studies abroad. The collected data was then analyzed using SPSS-AMOS version 23. The study utilized a hierarchical linear regression model to assess the influence of different variables on students’ satisfaction with online education. The findings revealed that psychological safety and inclusive leadership positively influenced students’ satisfaction with online education. Conversely, perceived organizational support and learner–learner interaction adversely affected students’ satisfaction in the online learning environment. Moreover, the research highlighted that psychological safety, inclusive leadership, and perceived organizational support positively influenced learner–learner interaction. Additionally, perceived organizational support was identified as a moderator, affecting the relationships between other variables and students’ satisfaction with online education. Because of these findings, educational institutions and researchers are recommended to recognize social constructs’ critical role in students’ satisfaction with online education. It is essential to broaden the focus beyond technological aspects and teaching methods, as social variables are equally vital for students to have a fulfilling academic experience in online education.

Investigating Students’ Perception with an Online Dynamic Earth Course during COVID-19: A Quantitative Inquiry

This study investigated Earth science students’ experiences with online education during the COVID-19 pandemic at the University of Tennessee, Knoxville, in the US. We used an existing survey from the online education literature, the Online Learning Environment Survey (OLES), which consists of three instruments: (a) community of inquiry (CoI), (b) Institutional Support (IS), and (c) Self-Directed Online Learning Scale (SDOLS). The survey rating subscales ordered from highest to lowest are autonomous learning, asynchronous online learning, institutional support, teaching presence, social presence, and cognitive presence, respectively, indicating interest for the online learning environment. Among all of the subscales, the asynchronous online category was rated the highest by the students. The data were then analyzed using Rasch modeling. According to the Rasch analyses, asynchronous online teaching represents the most favorable course delivery technique for geoscience education. Overall, the survey data show a general interest in online delivery and the effectiveness of the modality, thus indicating potential for evolving into an online Earth science program. Finally, also discussed are possible future extensions of the research (e.g., extending the research to other introductory online geoscience courses).

Exploring the Influence of Chinese College Students’ Self-regulated Learning Behavior on Academic Achievement in Online Education: A Study on the Mediating Role of Online Course Perceptions

Online education offers students a more diverse learning approach. Students can choose courses that suit their learning pace and schedule, without being limited by time and space. Online education provides a self-regulated learning environment where there is no one to supervise them. Self-regulated learning training, along with prompts, activities and supporting tools, can effectively promote the academic achievement of online learning goals. In online learning environments with low levels of support and guidance, it is worth observing and summarizing university students’ self-regulated learning (SRL) behaviors, and further proposing corresponding key strategies to effectively enhance students’ learning outcomes. This study found that SRL behavior has a positive impact on learning outcomes, indicating that training in self-regulated learning significantly contributes to improved learning effectiveness. These findings offer valuable insights for the instructional design and management of online education.

Current Status of Online Self-Learning Efficacy Level for High School Students

Self-efficacy in learning is an individual's belief in their ability to effectively achieve learning goals during autonomous learning. Its measurement is typically conducted through self-report questionnaires, aiming to comprehensively assess students' levels of self-efficacy in learning. Factors influencing self-efficacy in learning include personal successful experiences, personality traits, social support, learning environments, task difficulty, among others. Self-efficacy in learning is closely related to online learning, as it not only affects students' attitudes, motivation, and strategies in learning but also predicts their behaviors and outcomes in online learning. Therefore, enhancing students' self-efficacy in learning is crucial for promoting their autonomous learning and academic success in online learning environments.

Engineering students’ perceptions of problem and project-based learning (PBL) in an online learning environment

ABSTRACT Modern engineering curricula often rely on approaches such as problem and project-based learning (PBL) as a core teaching and learning strategy. With a growing need to move these student-centred active learning curricula to online and blended learning environments, it is essential that practitioners understand the impact that these different modes of delivery may have on student collaboration. This paper aims to identify factors that affect students’ perceptions of PBL in an online learning environment. This case study was carried out in an Irish university over a seven-week period with first-year engineering students during the COVID-19 pandemic. The study utilised a questionnaire (n = 94) and semi-structured interviews (n = 7) to collect participant data. Qualitative data were analysed using Braun and Clark’s thematic analysis. The analysis identified 6 themes and 18 sub-themes that are linked to students’ perceptions of problem and project-based learning (PBL) in an online environment. The identified themes and sub-themes in this study are uniquely reported findings within the context of online PBL in engineering education.

The relationships of motivation and self-regulation to students’ cognitive presence and empowerment in online learning environment

The relationships of motivation and self-regulation to students’ cognitive presence and empowerment in online learning environment

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.

Evaluating the Impact of Gamification on Learning Effectiveness in Technical Vocabulary Instruction

With the rise of digital education, the integration of gamified elements has emerged as a potential strategy to enhance student engagement and comprehension in various academic disciplines. This study seeks to evaluate the impact of gamification on learning effectiveness in the domain of technical vocabulary instruction during an online course. A mixed-methods approach was employed, involving data collection from students enrolled on an online technical vocabulary programme offered by the Language Centre at Gdansk University of Technology. A quantitative analysis of placement test scores, the frequency of using course material and final grades was conducted to understand their impact on learning outcomes, and data from surveys provided insights into students' perceptions and experiences with gamified activities. The findings indicate that the incorporation of gamification positively influenced learning effectiveness during the online course. Participants demonstrated higher levels of motivation, active participation, and a deeper understanding of technical terminology achieved through gamified interactions. The study's outcomes contribute to the growing body of research on gamification's potential benefits in online learning environments, especially in the context of technical vocabulary instruction, and offer valuable implications for educators and course designers seeking innovative approaches to optimize learning experiences in virtual settings.

Student Engagement in an Online Class

The present study used descriptive research design to assess student engagement in an online class of a city college in Southern Philippines. It underscored the critical role of student engagement in shaping the various educational outcomes in an online learning environment. A sample of 239 college students were randomly selected to respond to a researcher-made questionnaire, which was pilot-tested and passed the test of validity and reliability. With at least two years’ experience of attending online classes that started during the COVID-19 era, the students’ Internet profile was characterized as having used cellphones and phone Internet to attend online classes and having spent more than 2 to 4 hours daily on the Internet for non-academic purposes. The findings of this study have further shown that the students are engaged in the cognitive, affective, and behavioral domains of online learning. Using the Kruskal-Wallis test for Likert-scale data, no significant difference was found in student engagement in an online class when grouped according to access to Internet, time use of Internet for non-academic purpose, and types of gadgets used. Based on these findings, the study has recommended the following: a) the use and mastery of teaching strategies that promote active listening, asking direct questions to the teachers, greater talking time of the students, and more interaction between teacher and students; and b) the use of breakout rooms in an online classroom for small group discussions and greater collaborative learning among students.

Facilitating online learning environment in math classes: Teachers views and suggestions

Facilitating online learning environment in math classes: Teachers views and suggestions

Learner attitudes, satisfaction and success in online learning environments: a mediation-moderation model for higher educational institutions

PurposeThis study examines learner satisfaction and success as mechanisms through which online learning quality translates into learners’ continuous intentions of use by extending DeLone and McLean’s information system success model. It also examines the moderating effect of perceived supervisory support and learners’ self-regulation on online learning quality in Higher Education Institutions.Design/methodology/approachSurvey data were obtained from 540 students in both private and public higher institutions of learning in Ghana. The Partial Least Squares – Structural Equations Modelling (PLS-SEM) technique was used to test the hypothesised relationships.FindingsThe results revealed that system quality emerged as the single most important variable in the DeLone and McLean model, that influences learner success and satisfaction. Further, learner satisfaction has a significant positive effect on learner attitudes, whilst self-regulation was found to moderate the relationship between online learning quality and learner success as well as learner satisfaction.Originality/valueThe study appears to be among the first to explore the inter-relationship among online learning environment quality and learner attitudes and moderating factors perceived supervisory support and self-regulation. The study highlights insightful practical implications for students, faculty and administrators of higher institutions.

Educator-to-student incivility in online nursing education during COVID-19 as reported by nursing students: A descriptive cross-sectional study

BackgroundEducators' incivility in online nursing education is a serious academic issue; much of it is still unknown as it occurs in a less supervised environment. AimThis study examined variables and differences in educator-to-student incivility in online nursing education during COVID-19, as reported by nursing students. MethodsUtilizing the Incivility in Online Learning Environments (IOLE) online survey, a cross-sectional design was used to collect data in 2021 from a convenience sample of 163 nursing students studying in different universities in Jordan. Version 25 of the Statistical Package for the Social Sciences (SPSS) was used to generate descriptive and inferential statistics. ResultsAs reported by nursing students, there was a low degree of incivility among nursing educators in online nursing education, 45(range 23–92), and a moderate frequency in the past 12 months, 63(range 23–92). Around 37.00 % of students thought incivility in online nursing education was a mild problem. On a scale of 0–100, 63.00 % of the students reported the level of nursing educators' civility in online nursing education ranged from 50.00 % to 70.00 % (an average of 60.00 %). Differences in students' reporting of online nursing educators' incivility and its' frequencies were significantly influenced by students' grade point averages (GPA) and genders, respectively. ConclusionsAlthough nursing students have a positive sense of civility among their nursing educators, incivility in online nursing education should be zero-level and disclosed and treated at its early signs.

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.

Empowering Leaders: A Work in Progress on Promoting Leadership Roles in Online Learning through Project-Based Learning (PBL)

This article explores the evolving landscape of online learning and the pivotal role of project-based learning (PBL) in fostering leadership skills among student teachers. As education continues to transition to virtual platforms, there is a growing need to cultivate leadership qualities in student teachers to prepare them for the dynamic challenges of the digital age. Student teachers need to develop proficiency in digital pedagogy, which includes not only using technology for teaching but also understanding how to engage students in meaningful ways in an online setting.. Therefore, this work in progress aims to shed light on ongoing initiatives, strategies, and best practices in integrating PBL to promote and develop leadership roles within the online learning environment. By engaging in projects, student teachers learn to facilitate active, inquiry-based learning experiences for their future students.

Fostering Global Success Empowering Young Learners in Online Education

This qualitative descriptive study explores the independent characteristics of second-grade students at Betro Elementary School (SDN Betro) within the context of online learning. Through interviews, observations, and documentation, the study investigates the self-reliance of students, the dynamics of parent-student interaction, and the daily habits cultivated by students in response to online education. Findings reveal a notable level of self-reliance among students, manifested in their ability to complete tasks autonomously and adhere to schedules. Positive communication and collaboration between parents and students are observed, fostering a conducive learning environment. The study underscores the importance of nurturing self-reliance in elementary students for successful online learning and provides valuable insights for educators and policymakers aiming to optimize remote education at the elementary level. Highlight: Student Autonomy: Second graders excel independently in navigating online learning environments. Parental Support: Positive parental engagement enhances children's online learning experience. Educational Impact: Fostering self-reliance in elementary students optimizes online education strategies. Keywoard: Elementary Education, Self-Reliance, Online Learning, Parent-Student Interaction, Qualitative Research

An LSTM-based prediction model for gradient-descending optimization in virtual learning environments

A virtual learning environment (VLE) is an online learning platform that allows many students, even millions, to study according to their interests without being limited by space and time. Online learning environments have many benefits, but they also have some drawbacks, such as high dropout rates, low engagement, and students' self-regulated behavior. Evaluating and analyzing the students' data generated from online learning platforms can help instructors to understand and monitor students learning progress. In this study, we suggest a predictive model for assessing student success in online learning. We investigate the effect of hyperparameters on the prediction of student learning outcomes in VLEs by the long short-term memory (LSTM) model. A hyperparameter is a parameter that has an impact on prediction results. Two optimization algorithms, adaptive moment estimation (Adam) and Nesterov-accelerated adaptive moment estimation (Nadam), were used to modify the LSTM model's hyperparameters. Based on the findings of research done on the optimization of the LSTM model using the Adam and Nadam algorithm. The average accuracy of the LSTM model using Nadam optimization is 89%, with a maximum accuracy of 93%. The LSTM model with Nadam optimisation performs better than the model with Adam optimisation when predicting students in online learning.

Nursing/midwifery students' perceptions of caring pedagogy and online learning during the COVID-19 pandemic.

This study aimed to gain a better understanding of nursing/midwifery students' perspectives on a pedagogy of caring and online learning during the COVID-19 pandemic. In addition, it aimed to determine if the COVID-19 pandemic impacted students' perceptions and experience of online learning and students' desire to enter the nursing/midwifery workforce. Mixed methods. A multi-centre cross-sectional survey of Australian nursing and midwifery students was undertaken to explore students' experience of learning during the COVID-19 pandemic. There are several key findings from this study that may be relevant for the future delivery of undergraduate health education, students transitioning to practice and healthcare workforce retention. The study found that although students were somewhat satisfied with online learning during COVID-19, students reported significant issues with knowledge/skill acquisition and barriers to the learning process. The students reported feeling less prepared for practice and identified how clinical staff were unable to provide additional guidance and support due to increased workloads and stress. The textual responses of participants highlighted that connection/disconnection, empathy and engagement/disengagement had an impact on learning during COVID-19. Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. In addition, graduates entering the workforce felt less prepared for entry into practice due to changes in education delivery during COVID-19 that they perceived impacted their level of clinical skills, confidence and ability to practice as new graduate nurses/midwives. Not applicable. Attention must be given to the transition of new graduate nurses and midwives whose education was impacted by pandemic restrictions, to support their professional career development and to ensure retention of future healthcare workforce. Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. Educators should consider how connection and engagement can be actively embedded in the online learning environment.

Enhancing online learning environments through real-time social presence dashboards

Online learning is promoted to play a pivotal role in the future of education, necessitating a focus on student engagement and interactivity as essential components for successful online educational environments. Social presence, as a construct capturing these social aspects, is extensively recognized, and investigated within the realm of education and widely shaping the online learning experience. However, a crucial gap remains in the absence of a real-time measurement of social presence.Drawing from prior research, this study identifies indicators derived from social network analysis as promising metrics for assessing social presence in online learning environments. What remains unclear is the means to effectively convey this information to instructors, enabling them to enhance the educational online experience. To address this gap, we conducted focus groups involving seven experts in online education and pedagogical expertise.Our findings reveal that the development of a social presence dashboard holds immense potential for enriching the online teaching experiences through the utilization of these identified indicators. Furthermore, incorporating additional visualizations and graphical representations with such dashboards can equip online instructors with the necessary insights to foster social interactions and capture real-time social dynamics within online courses.However, the implementation of such dashboards necessitates a careful consideration of important ethical and practical considerations, including informed consent procedures, student monitoring practices, and adherence to ethical standards. This research contributes valuable insights into the ongoing discourse on improving online education by leveraging technology to enhance social presence and pedagogical effectiveness.

Traversing Situations and Contexts in Networked Learning

To meet the goals of business education and develop responsible business leaders, educators need to design networked learning environments that nurture and leverage connections. This includes connecting students to each other, their teachers, to industry and to the community. This paper aims to understand factors that support or inhibit students’ participation in networked learning in a business education context. Productive participation in learning networks is essential if students are to connect meaningfully with people and resources in ways that support their learning and experience. As the physical and digital learning environments students engage in often include complex configurations of tools, tasks, and epistemic resources, they require the skills and dispositions to effectively transition between these environments. Using a situated readiness framework by Hachmann and Dohn (2018), this study presents an analysis of focus group data from business students in higher education to identify ways in which students’ level of readiness impacts on their ability to participate effectively in learning networks. Students in the present study highlighted a range of challenges they faced when attempting to traverse between face-to-face and online learning environments. However, our study also revealed numerous other situations or contexts that business students needed to traverse as part of their networked learning experience. These were grouped into five overarching categories: domain; space and configuration; format, structure and resources; people or groups; and purpose and responsibility. Overlayed onto the situated readiness framework, these categories can be used by other researchers to gain a more nuanced understanding of how students navigate the complexities of networked learning environments. Future research conducted across a range of learning contexts would allow the categories to be refined and built upon. The study also identified skills and dispositions that contributed to students' level of readiness to navigate situations and contexts within networked learning environments, and some preliminary design considerations based on the findings. To support business students in higher education on their journey to becoming responsible business leaders, it is imperative that they are able to participate productively in complex networked learning environments. As educators, this requires us to understand their level of readiness to do so and equip them with the skills and dispositions they need to participate effectively.