ethanporcaro/eric-fulltext-meta huggingface dataset:
What Motivates American and Filipino Students to Take Online Classes?
Author: Chung, Christina
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Student Motivation,Self Determination,Rewards,Goal Orientation,Student Attitudes,Cultural Background,Access to Computers,Cultural Differences,Intention,Self Management,Computer Use

This cross-cultural study of the Philippines and the United States examines factors that affect students' online learning motivation by focusing on technical and psychological perceptions and how these perceptions influence goal orientation for online learning among American and Filipino students. Applying Self-Determination Theory and the Technology Acceptance Model as the theoretical foundations, this study scrutinizes how the two countries' different cultural perceptions and levels of IT infrastructure affect online learning. Several constructs for psychological and technological aspects were measured. All relationships were significant for both countries. However, external regulation is not significant to intrinsic motivation for the American respondents, while an external reward is negatively significant to intrinsic motivation for Filipino respondents. This study suggests that psychological and technological factors are important to increase intention to take online classes for American and Filipino students.
Promoting Learning Retention and Nudging Behavior Change through Learning Design Practices for WHO Online Platform
Author: Utunen, Heini
Date: 2023-05-00
Type: Journal Articles
Subjects: Retention (Psychology),Behavior Change,Learning Strategies,Online Courses,Student Behavior,Behavior Modification,Curriculum Development,Cognitive Processes

This article aims to present learning strategies that can be applied to OpenWHO online courses to primarily increase learning retention and nudge behavior change where applicable. This paper draws on existing research on learning strategies and takes an innovative approach to recommend how these strategies could be applied to learning design to support online learners. Thus, by examining recent cognitive science literature, this critical reflection paper presents approaches to design effective online courses that improve learning retention or nudge changes in behavior where necessary.
A Study of the Use of Blended Learning/Online Learning Tools in a Higher Education Institution in an ASEAN Country
Author: Crosling, Glenda
Date: 2023-05-00
Type: Journal Articles
Subjects: Use Studies,Blended Learning,Electronic Learning,Educational Technology,Higher Education,Cognitive Processes,Active Learning,College Faculty,Teacher Attitudes,Foreign Countries,Faculty Development,Undergraduate Study

Blended learning (BL) tools are increasingly used in higher education (HE) due to global technological advancements. BL tools for this study are online tools integrated with face-to-face teaching that support program management and expedite some educational processes like assignment submission. Importantly, BL can enhance the development of students' higher cognition skills through the communication and active learning it supports. Academic staff who design and implement BL programs are key parties in BL implementation. However, there is limited information available on academic staff uses and perspectives on BL. This study addresses this gap by drawing on a large-scale quantitative survey and responses to qualitative open-ended questions of members of the academic staff in a private HE institution in Malaysia. The study investigates what digital tools they used in their teaching, why they used them, and their impact on their students' learning. We found that the tools most used were limited in their support for students' higher skills development and were mainly used for efficiency in program management. We recommend that staff professional development (PD) in BL be required. The study adds to the BL literature as it advocates for staff technological skills development fused with pedagogical approaches to develop students' higher cognitive skills.
Effectiveness of Collegiate Learning Assessment Task-Based Ebook to Empower Critical Explanatory with Different Problem-Solving Style Types
Author: Laksmi, Monika Lintang
Date: 2023-05-00
Type: Journal Articles
Subjects: College Students,Student Evaluation,Evaluation Methods,Electronic Books,Student Empowerment,Problem Solving,Cognitive Style,Critical Thinking,Biology

This study has three aims: (1) test the effectiveness of using an ebook based on the Collegiate Learning Assessment (CLA) Task to empower critical explanatory ability; (2) examine the influence of problem-solving style differences on critical explanatory ability; and (3) assess the interaction between the use of CLA Task-based Ebooks and problem-solving styles on critical explanatory ability. This study used a quasi-experimental design and 4×3 factorial design. The instrument was an essay test and Problem Solving Style Questionnaire (PSSQ). ANCOVA was used for data analysis (p = 0.05). This study concludes that: (1) CLA Task-based ebooks are more effective at empowering critical explanatory capabilities than PowerPoint-based CLA Tasks and PowerPoint-based conventional media; (2) Students with the problem-solving Assimilator type have a higher critical explanatory ability value than Diverger, Converger, and Accommodator types; and (3) The interaction between students who use CLA Task-based Ebook media with the problem-solving style Assimilator type has a higher average value of critical explanatory ability than other combinations.
Elearning Readiness of Facilitators and Learners in Adult Literacy Programmes: A Mixed-Method Enquiry
Author: Akintolu, Morakinyo
Date: 2023-05-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Readiness,Adult Literacy,Adult Students,Adult Educators,Foreign Countries,Student Attitudes,Teacher Attitudes,Educational Technology

Numerous projects and programmes for adult literacy have been undertaken in developing countries in the past years, so it comes as no surprise that the fundamental problems and the global statistics on literacy have not changed even slightly in a country like South Africa. The present study examines the elearning readiness of adult facilitators and learners involved in adult literacy programmes and has these objectives: examine facilitators and learners on the use of technology in the adult literacy programme, investigate the use of technology for elearning in adult literacy programmes, and ascertain the extent to which elearning can motivate learners to learn. The study was underpinned by the Technology Acceptance Model (TAM), whereby a convergent mixed-method approach was adopted in which quantitative and qualitative data were collected simultaneously, analysed separately, and interpreted. Data were collected through questionnaires and semi structured interviews from 120 adult learners that were randomly selected, and ten adult facilitators conveniently selected from the literacy centres in KwaZulu-Natal province of South Africa. The study recommends that adult literacy centres should be equipped with relevant ICT gadgets to enhance adult literacy programmes and all adult literacy education stakeholders should be involved in the implementation process. Additionally, the government should make elearning an area of focus for a future literacy programmes.
Revising the Paradigm: Relationship between Elearning and Achievement of Healthcare Research Scholars
Author: Kundi, Ghulam Muhammad
Date: 2023-05-00
Type: Journal Articles
Subjects: Health Services,Researchers,Scholarship,Higher Education,Electronic Learning,Academic Achievement,Relationship,Predictor Variables,Graduate Students

The objective of the study was to investigate the relationship between elearning and the academic achievement of research scholars in healthcare's higher education institutions using multimediators. The study used a theoretical network approach for the review of the literature and the Barron &amp; Kenny model for mediation. The study employed a quantitative deductive cross-sectional survey design. The sample size was 137 doctoral and master's level researchers in healthcare's higher education institutions. Convenient sampling was done. The study found that predictors explain significant variation in the criterion variable. The study reported that perception about elearning is a significant mediator between the use of learning and students' academic achievement, the use of eLearning between eLearning and achievement, whereas partial mediation is shown by training and coaching facilities between the use of eLearning and achievement. The study found that computer experience was insignificant for more than three variables, i.e., eLearning, Training and Coaching Facilities, Use of eLearning, and Students' Academic Achievement. Except for Perception about eLearning, the rest of the demographics have a significant role. The study recommends following the principles of end-user computing, usefulness, and ease of use in developing elearning systems. Moreover, developers should not play down the orgware and peopleware to give technology a human face to avoid disturbances, resistance, and failures.
Rhetoric and Emotional Design for the Improvement of User Experience in Moodle
Author: García, José de Jesús Ramírez
Date: 2023-05-00
Type: Journal Articles
Subjects: Learning Management Systems,Design,Psychological Patterns,Rhetoric,User Needs (Information),Student Experience,College Students,Usability,Computer Interfaces

Learning Management Systems (LMSs) in education are necessary, especially since the COVID-19 pandemic. A good user experience (UX) in these systems has become increasingly important. However, there are limited resources that could guide implementing both the hedonic and pragmatic qualities of UX. The objective of the present study is to identify emotional design factors and apply an innovative perspective from a rhetorical perspective that could serve to improve the user experience. Utilizing the User Experience Questionnaire, a rhetorical evaluation, and four open-ended questions in three control groups, we evaluate Moodle at the Faculty of Sciences of the Universidad Autónoma de San Luis Potosí (UASLP). The findings show an improvement in UX that generated better user satisfaction. We concluded that ethos, pathos, and logos serve to cover the pragmatic and hedonic aspects of UX. This paper serves as a guide for other educational institutions that want to improve their LMS.
Students&apos; Online Engagement and Usage of Discussion Boards on Blackboard: A Study from the UAE
Author: Mohebi, Laila
Date: 2023-05-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Learner Engagement,Feedback (Response),Learning Management Systems,Group Discussion,Foreign Countries,Student Needs,Student Attitudes,Educational Benefits,Electronic Learning

Academic institutions need to enhance online and virtual learning strategies to ensure student engagement, satisfaction, and feedback in online classrooms. Providing online education has become the need of the hour because it enhances learning without regard for distance or the need to travel to school. The present study conducted a qualitative research design to explore students' online engagement in Blackboard's discussion forums. The study aimed to investigate students' perceived benefits of discussion forums and their views on improving their engagements in the discussion boards. In the current study 17 students at a federal university in the United Arab Emirates (UAE) reflected on their engagement in a discussion forum using SWOT analysis. The thematic data analysis technique was used for the data analysis. This study revealed that students perceived the benefit of discussion forums in a number of areas, including by sharing their experiences, reflecting on other students' opinions and giving feedback, and improving students' satisfaction with the course. However, the results indicated that a more technological system could enhance students' engagement in discussion forums by improving the elearning infrastructures and students' needs.
Student Support as a Panacea for Enhancing Student Success in an Open Distance Learning Environment
Author: Olugbara, Cecilia Temilola
Date: 2023-05-00
Type: Journal Articles
Subjects: Student Personnel Services,Academic Achievement,Open Education,Distance Education,Educational Environment,Social Isolation,Dropouts,Literature Reviews,Academic Support Services,Social Support Groups,College Students

Student support is a fundamental component of any open and distance learning (ODL) system to mitigate the intrinsic challenges of student isolation, high dropout rates, and low throughput. Research interest in student support is continually growing as a panacea for enhancing student success in ODL, but relatively little research has been carried out to understand factors influencing student support in enhancing student success in an ODL environment. This study conducted a systematic literature review on 84 studies published between 2012 and 2022 as indexed by the Web of Science and Google Scholar, which covered factors influencing student support in the ODL environment. The data were analyzed using the template analysis technique to categorize the factors into the three dimensions of the Simpson distance student support model. The classification sought to provide a comprehensive guide for ODL institutions in the development of support services appropriate for enhancing students' success in an ODL environment.
The Analysis of the Relationship between Online Unethical Behaviors and Personality Types
Author: Hebebci, Mustafa Tevfik
Date: 2023-05-00
Type: Journal Articles
Subjects: College Students,Ethics,Behavior,Personality Traits,Personality,Computer Use,Internet,Predictor Variables,Relationship,Sex,Educational Attainment,Courses,Foreign Countries

This research analyzed the predictive effect of personality types on online unethical behaviors and the relationship between these two variables. Online unethical behaviors are discussed in terms of gender, educational level, and ethics course experience. The study group of the research conducted in the correlational survey model consisted of 269 female and 261 male university students studying at the associate and undergraduate levels. The research data were collected using the Five Factor Personality Scale and the Online Unethical Behavior Scale. Correlation, independent samples t-test, and stepwise regression analysis were used in the data analysis. As a result, agreeableness and conscientiousness personality types were found to predict online unethical behaviors. Further, the correlation analysis results indicated that all personality types except neuroticism had a negative and significant relationship with online unethical behaviors. Additionally, the t-test results suggest a significant relationship between gender and online unethical behaviors. Overall, the study concluded that there was no significant relationship in terms of ethics course experience and educational level. The findings were discussed within the literature framework, and suggestions are given.
The Commitment of University of Petra Students to the Ethics of Distance Learning
Author: Alsalkhi, Mahmoud J.
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Ethics,Distance Education,Student Attitudes,Gender Differences,Institutional Characteristics,Grade Point Average,Instructional Program Divisions,Persistence,Tests,Assignments,Teacher Student Relationship,Peer Relationship,Discipline

The study aimed at identifying the degree of commitment of the University of Petra students to the ethics of distance learning from their point of view. Also, this study aimed to identify the differences in the degree of commitment according to variables such as gender, type of college, GPA, and academic level. To accomplish the study objectives, I used a questionnaire consisting of 19 items and verified its validity and reliability. The study sample consisted of 277 students who were enrolled in the University of Petra for the summer semester of 2020/2021. The results of the study revealed that the degree of commitment of the University of Petra students to the ethics of distance learning was generally high in three areas of study: tests and assignments, the relationship of the student to the teacher and colleagues, and commitment and discipline. The results showed significant differences between the mean student responses attributed to the variable of gender in favor of females. Also, observed differences in the students' responses were due to the variable of college type in favor of scientific colleges and to the variable of GPA in favor of the Fair rate. In addition, the results showed that there were no statistically significant differences between the mean student responses attributed to the variable of academic level.
The Development of Preservice Teachers&apos; Metacognitive Knowledge and Self-Regulation in Online Learning
Author: Elsayary, Areej
Date: 2023-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Metacognition,Teacher Education Programs,Online Courses,COVID-19,Pandemics,Educational Change,Distance Education,Student Attitudes,Early Childhood Education,Foreign Countries,Reflective Teaching

This study investigated the development of preservice teachers' metacognitive knowledge and self-regulation in online learning using the reflective practice model. The study was conducted during the COVID-19 pandemic when learning moved completely online. The participants were preservice teachers in an early childhood program in the United Arab Emirates (UAE). A sequential mixed-method approach using quantitative and qualitative data was used. The study's results reveal that preservice teachers were able to develop their metacognitive knowledge and regulation due to their use of the reflective model. The preservice teachers set new goals for themselves to achieve and prepare for their future jobs.
The Effect of Augmented Reality on the Level of Attention of First Elementary Students in the Course of Experimental Sciences
Author: Jafari, Esmaeil
Date: 2023-05-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Program Effectiveness,Attention,Elementary School Students,Females,Foreign Countries,Eye Movements,Lecture Method

The utilization of new technologies in teaching and learning is always one of the main concerns of the educational system. The increasing development of technology has caused comprehensive changes, especially in education. In this regard, Augmented Reality (AR) is one of these important educational technologies. AR creates an interaction between the real world and virtual objects, which creates a bridge between traditional educational tools and the technology, and this can affect student performance. This study was conducted to investigate the effect of AR on the level of attention of first elementary students in an experimental sciences course. To achieve this goal, the focused and sustained attention of 30 female students while using the software was measured in two groups lecture method and learning using AR through an eye tracker. The results of the t-test for the two components of focused attention and sustained attention indicate the effectiveness of AR in promoting students' attention. The findings of this study have important implications for learning stakeholders about the effect of AR as an educational and interactive tool on the attention of first elementary students in the course of experimental sciences.
The Mediating Effect of Student Satisfaction on the Relationships among Elearning Success Factors in Nursing Education
Author: Chang, Woan Ching
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Nursing Education,Nursing Students,Undergraduate Study,Electronic Learning,Student Satisfaction,Relationship,Success,Influences,Independent Study,Educational Quality

Elearning provides enormous opportunities for working nurses to further their studies and to enhance their professional development. The purpose of this study was to identify the elearning success factors in elearning nursing undergraduate programs in Malaysia. The conceptual framework for this study is based on DeLone and McLean's Information Systems Success Model. This is a cross-sectional quantitative correlational study using a predictive design and multivariate analysis method. Stratified random sampling technique was applied to recruit 241 nursing students through an online survey. Self-administered questionnaires were adapted to measure the independent and dependent variables of the study. The variance-based Partial Least Squares Structural Equation Modeling (PLS-SEM) method was employed to analyze the possible effects on the relationships among the variables studied. The findings revealed statistically significant relationships among the factors of self-directed learning (SDL) abilities, elearning quality, student satisfaction, and elearning benefits. The study found a mediating effect of student satisfaction on elearning benefits through SDL abilities and elearning quality. The findings highlight the crucial role of learning environmental needs among online learners. A collaborative effort between universities, educators, and support personnel is essential to ensure successful elearning education for student nurses.
School Participation in Marginalization and School Dropout: The Case of Portugal
Author: Azevedo, Joaquim
Date: 2023-05-23
Type: Journal Articles
Subjects: Dropouts,Foreign Countries,Social Isolation,At Risk Students,Identification,Student Behavior,Discipline,Student Records,Elementary Education,Student Mobility

This study focuses on the analysis of school exclusion, which underlies and causes early school leaving, in 20 schools around Porto, Portugal. It is based on the qualitative and documental study of the personal school files of 25 youth, born between 1996 and 2003, who have left school and are now in a situation of social exclusion. We created a characterization grid for these &quot;at-risk&quot; students, and we have picked the following categories for the analysis of their schooling paths: early detection of misalignment processes between students and school; disruptive behaviour and corrective and punitive actions by schools; individual academic paths; main pedagogical recommendations devised by schools; and the articulation mode for these measures leading up to the exclusion from school. The study allows us to understand how these educational practices, through processes marked by humiliation and disqualification, create unteachable students, as well as make them solely accountable--together with their families--for their own academic failure, thus hiding the role of the schools as promoters of silent exclusion.