-
Partial versus full captioning mode to improve L2 vocabulary acquisition in a mobile-assisted language learning setting: words pronunciation domain J. Comput. High Educ. (IF 2.271) Pub Date : 2021-04-04 Mohammed Ali Mohsen, Hassan Saleh Mahdi
Video captioning has been investigated extensively in the Computer-Assisted Language Learning (CALL) literature to aid second language vocabulary acquisition. However, a little is known about how video captioning could foster learners’ pronunciation, which is a component of second language vocabulary acquisition proposed by Nation (Nation, Learning vocabulary in another language, Cambridge University
-
Scaffolding problem solving with learners’ own self explanations of subgoals J. Comput. High Educ. (IF 2.271) Pub Date : 2021-03-30 Lauren E. Margulieux, Richard Catrambone
Procedural problem solving is an important skill in most technical domains, like programming, but many students reach problem solving impasses and flounder. In most formal learning environments, instructors help students to overcome problem solving impasses by scaffolding initial problem solving. Relying on this type of personalized interaction, however, limits the scale of formal instruction in technical
-
Improving the portability of predicting students’ performance models by using ontologies J. Comput. High Educ. (IF 2.271) Pub Date : 2021-03-24 Javier López-Zambrano, Juan A. Lara, Cristóbal Romero
One of the main current challenges in Educational Data Mining and Learning Analytics is the portability or transferability of predictive models obtained for a particular course so that they can be applied to other different courses. To handle this challenge, one of the foremost problems is the models’ excessive dependence on the low-level attributes used to train them, which reduces the models’ portability
-
Gamification in education: a mixed-methods study of gender on computer science students’ academic performance and identity development J. Comput. High Educ. (IF 2.271) Pub Date : 2021-03-19 Leila Zahedi, Jasmine Batten, Monique Ross, Geoff Potvin, Stephanie Damas, Peter Clarke, Debra Davis
Underrepresentation of women in computer science (CS) increasingly demands the necessity to find and enhance current learning engagement approaches to bring more women into computing fields. Some researchers have been exploring the influence of gamification on female students as one of these possible learning engagement strategies. Gamification refers to the introduction of video game elements into
-
Exploring the effects of corpus-based business English writing instruction on EFL learners’ writing proficiency and perception J. Comput. High Educ. (IF 2.271) Pub Date : 2021-03-10 Yea-Ru Tsai
This exploratory research presents the implementation and evaluation of the effects of integrating corpus consultation with business English writing instruction. The subjects consisted of English as a foreign language (EFL) learners enrolled in two undergraduate business English writing classes. Two groups of EFL students were randomly assigned, one group (n = 49) receiving corpus-based writing instruction
-
An investigation of under-represented MOOC populations: motivation, self-regulation and grit among 2-year college students in Korea J. Comput. High Educ. (IF 2.271) Pub Date : 2021-02-28 Min Young Doo, Curtis J. Bonk, Jungwon Kim
Educators have raised concerns that massive open online courses (MOOCs) mainly serve the interests of advantaged groups. In response, this study examined underrepresented MOOC learners; namely, 2-year college students in South Korea in terms of their perceptions of MOOCs and learning readiness for MOOCs. A total of 119 Korean 2-year college students participated in the survey and their responses were
-
Designing supports for promoting self-regulated learning in the flipped classroom J. Comput. High Educ. (IF 2.271) Pub Date : 2021-02-09 Meehyun Yoon, Janette Hill, Dongho Kim
The flipped classroom model has gained prominence as advances in technology afford increasing opportunities for ubiquitous access to a variety of online resources. Despite the benefit of the flipped classroom model, flipped classrooms are not equally advantageous to all students due to its self-regulated nature. To address the issues in flipped learning, we explored principles for supporting self-regulated
-
The effect of mobile phone usage policy on college students’ learning J. Comput. High Educ. (IF 2.271) Pub Date : 2021-02-06 Evren Sumuer
The purpose of this study was to investigate the effect of mobile phone usage policies on college students’ learning. Based on quasi-experimental research, with pretest–posttest nonequivalent group design, two pre-existing groups were randomly assigned treatment conditions, namely the removal of students’ mobile phones (Restricted Phone Access), and the allowance for students’ mobile phone usage (Unrestricted
-
Gaining insight from survey data: an analysis of the community of inquiry survey using Rasch measurement techniques J. Comput. High Educ. (IF 2.271) Pub Date : 2021-01-01 Jason T. Abbitt, William J. Boone
This article presents the results of evaluating a dataset collected with the Community of inquiry (CoI) survey (Arbaugh, The International Review of Research in Open and Distributed Learning 9:1–21, 2008) using Rasch psychometric techniques to evaluate instrument functioning. Data were collected over a two-year period yielding a sample of 704 survey responses from students who were enrolled in a blended
-
Does one size fit all? Investigating the effect of group size and gamification on learners’ behaviors in higher education J. Comput. High Educ. (IF 2.271) Pub Date : 2020-11-27 Adnan Ahmad, Farrukh Zeeshan, Rutab Marriam, Alia Samreen, Sohaib Ahmed
Gamification—the use of game elements in serious contexts, has been prevalent to enhance users’ motivation and engagement in difficult activities. In the literature related to higher education, the use of gamification has emerged as a new pedagogical approach in order to improve students’ learning behaviors. On the other hand, traditional education research suggested that working in groups can enhance
-
Providing students with agency to self-scaffold in a computational science and engineering course J. Comput. High Educ. (IF 2.271) Pub Date : 2020-11-23 Camilo Vieira, Alejandra J. Magana, Anindya Roy, Michael Falk
This study implements a design-based research approach to design and evaluate different scaffolding strategies for supporting student learning as well as promoting student agency within a computational science course. The course introduces computational methods and tools in the context of disciplinary problems for materials science and engineering students. Initial course offerings suggested that students
-
Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data J. Comput. High Educ. (IF 2.271) Pub Date : 2020-10-23 Martine Schophuizen, Karel Kreijns, Slavi Stoyanov, Scott Rosas, Marco Kalz
Openness in education is not a consistent term or value since “open” is used to describe various things and often means different things to different individuals. In a research context, it is important to identify the many interpretation(s) and perspectives of openness being investigated, especially since the underlying ideas behind these different interpretations and contexts can yield different results
-
Effects of embedded questions in recorded lectures J. Comput. High Educ. (IF 2.271) Pub Date : 2020-09-07 Hans van der Meij, Linn Bӧckmann
Online video-recorded lectures have become an increasingly more important means for student learning (e.g., in flipped classrooms). However, getting students to process these lectures sufficiently to come to class well-prepared is a challenge for educators. This paper investigates the effectiveness of open-ended embedded questions for accomplishing that. An experiment compared a video-recorded lecture
-
Utilizing learning analytics in course design: voices from instructional designers in higher education J. Comput. High Educ. (IF 2.271) Pub Date : 2020-08-25 Pauline Salim Muljana, Tian Luo
Studies in learning analytics (LA) have garnered positive findings on learning improvement and advantages for informing course design. However, little is known about instructional designers’ perception and their current state of LA-related adoption. This qualitative study explores the perception of instructional designers in higher education regarding factors influencing their intent and actual practice
-
Evaluating higher education educators’ computer technology competencies in Libya J. Comput. High Educ. (IF 2.271) Pub Date : 2020-07-22 Ilham Hbaci, Heng-Yu Ku, Ramadan Abdunabi
The purpose of this study was to evaluate issues related to the integration of technology into Libyan higher education from Libyan educators’ perspectives. A total of 161 Libyan educators who worked at the two main universities in Eastern Libya participated in the study. The study focused on four critical computer technology skill areas: (1) basic computer operation, (2) advanced computer operation
-
Examining barriers and desired supports to increase faculty members’ use of digital technologies: perspectives of faculty, staff and administrators J. Comput. High Educ. (IF 2.271) Pub Date : 2020-06-28 Drew Polly, Florence Martin, T. Christa Guilbaud
Faculty members at Institutions of Higher Education have access to more technology than ever before and are teaching college and university students who use technology constantly in their personal lives. However, barriers still exist that limit how technology can enhance teaching at colleges and universities. This study examined the perspectives of faculty members, administrators, and technology support
-
Perceived user satisfaction and intention to use massive open online courses (MOOCs) J. Comput. High Educ. (IF 2.271) Pub Date : 2020-06-15 Irma Pozón-López, Elena Higueras-Castillo, Francisco Muñoz-Leiva, Francisco J. Liébana-Cabanillas
The aim of the present work is to contribute to the study of use intention for technologies related to the increasingly popular massive open online courses (MOOCs). Informed by a scientific literature review, the work proposes a behavioral model to explain use intention via various constructs. The results of the analysis verify the effect of user perceived satisfaction and autonomous motivation as
-
Influence of learner motivational dispositions on MOOC completion J. Comput. High Educ. (IF 2.271) Pub Date : 2020-06-12 Robert L. Moore, Chuang Wang
This study examined the role motivational dispositions had on completing a massive open online course (MOOC) using identifiable data from 10,726 students who enrolled in an iteration of the HarvardX MOOC, Super Earths and Life. As part of the course registration process, learners had the option to complete a pre-course survey and self-report information including their level of education, gender and
-
Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs J. Comput. High Educ. (IF 2.271) Pub Date : 2020-06-06 Yunjo An, Meina Zhu, Curtis J. Bonk, Lin Lin
This study explored instructors’ perceptions, interest, self-efficacy, perceived barriers, and support needs regarding gamification in MOOCs. Both quantitative and qualitative data were collected from an online survey and follow-up interviews. Most participants showed interest in gamification and indicated that they would consider utilizing gaming elements in their future MOOCs. Interestingly, they
-
The effects of social and cognitive cues on learning comprehension, eye-gaze pattern, and cognitive load in video instruction J. Comput. High Educ. (IF 2.271) Pub Date : 2020-04-22 Jewoong Moon, Jeeheon Ryu
Students experience challenges when understanding visual information in multimedia learning. Specifically, immersive multimedia environments, such as virtual reality increase the likelihood that students undergo distractions in which information seeking during system-paced instruction occurred. Although previous studies have reviewed various cue designs to yield students’ higher attention, skepticism
-
The effects of video lecture viewing strategies on cognitive load J. Comput. High Educ. (IF 2.271) Pub Date : 2020-04-06 Jamie Costley, Mik Fanguy, Chris Lange, Matthew Baldwin
Ideally, instruction should be delivered in a way that reduces the processing of information that does not contribute to learning (extraneous load) and increases cognitive processing that contributes to learning (germane load). One way students might effectively manage extraneous load is through specific video lecture viewing strategies to control the flow of information. Extant research provides conflicting
-
An exploration of factors influencing the decision-making process and selection of academic help sources J. Comput. High Educ. (IF 2.271) Pub Date : 2020-03-07 Joan Giblin, Jill Stefaniak, Angela Eckhoff, Tian Luo
This study identifies factors that influence undergraduate students’ selection of a source of help. Learners engage in intentional decisions to seek help from human and non-human sources to resolve gaps in knowledge. Previous research in academic help-seeking assumed learners sought only human sources of assistance, resulting in a narrow understanding of how learners resolve knowledge gaps. Methodological
-
Role of conjecture mapping in applying a game-based strategy towards a case library: a view from educational design research J. Comput. High Educ. (IF 2.271) Pub Date : 2020-02-25 Andrew A. Tawfik, Matthew Schmidt, Chelsy P. Hooper
Despite the prevalence of case-based reasoning in systems design, many of the established design principles are based on theory rather than empirical studies. This study describes the evolution of a case library learning environment and its transition to a game-based learning approach using educational design research (EDR). We discuss our iterative processes of design and development and situate these
-
Vertical versus shared e-leadership approach in online project-based learning: a comparison of self-regulated learning skills, motivation and group collaboration processes J. Comput. High Educ. (IF 2.271) Pub Date : 2020-02-13 Ramazan Yilmaz, Fatma Gizem Karaoglan Yilmaz, Hafize Keser
The purpose of this research is to examine the effect of vertical and shared e-leadership approaches on self-regulated learning skills, motivation and group collaboration processes (group cohesion, group atmosphere, and group transactive memory system) in online project-based learning. The study was carried out according to a factorial experimental design (2 × 2) and mixed methods approach was used
-
Correction to: Students’ conceptual understanding and attitudes towards technology and user experience before and after use of an ePortfolio J. Comput. High Educ. (IF 2.271) Pub Date : 2020-01-17 Christine Slade, Terri Downer
The original published version of this article unfortunately omitted data in Appendices 1 and 2.
-
Investigating educational affordances of virtual reality for simulation-based teaching training with graduate teaching assistants J. Comput. High Educ. (IF 2.271) Pub Date : 2020-01-11 Fengfeng Ke, Mariya Pachman, Zhaihuan Dai
This study investigated the affordances and constraints of a VR-based learning environment for the teaching training of university graduate teaching assistants in relation to the task, goal-based scenarios, and learning support design. Seventeen graduate teaching assistants participated in a multiple-case study with an OpenSimulator-supported, simulation-based teaching training program. The study indicated
-
Dynamic learner engagement in a wiki-enhanced writing course J. Comput. High Educ. (IF 2.271) Pub Date : 2020-01-02 Min Kyu Kim, So Mi Kim
Despite the importance of preparing students to write successfully in their academic and professional careers, instructors often struggle to sustain student focus on the complex and demanding nature of the writing process. In response, we conducted a pilot project at a university located in urban Los Angeles using a wiki-enhanced and blended writing course designed to sustain appropriate learner engagement
-
Exploring how enrolling in an online organic chemistry preparation course relates to students’ self-efficacy J. Comput. High Educ. (IF 2.271) Pub Date : 2019-11-28 Ninger Zhou, Christian Fischer, Fernando Rodriguez, Mark Warschauer, Susan King
Self-efficacy has a strong influence on the learning and motivation of science students at the postsecondary level, especially in upper division science classes, which are key to student success in science majors. This empirical mixed methods research study (N = 205) examines the associations between students’ participation in an online preparation course and student self-efficacy in organic chemistry
-
Students’ conceptual understanding and attitudes towards technology and user experience before and after use of an ePortfolio J. Comput. High Educ. (IF 2.271) Pub Date : 2019-11-27 Christine Slade, Terri Downer
EPortfolio use meets institutional reporting requirements and provides an opportunity for students to demonstrate learning, showcase their strengths to future employers, and develop lifelong reflective practice. At the same time, ePortfolio use offers students repeated opportunities to develop the skills necessary for academic progress and participation in contemporary online professional environments
-
International students’ reading digital texts on tablets: experiences and strategies J. Comput. High Educ. (IF 2.271) Pub Date : 2019-11-25 Ho-Ryong Park, Deoksoon Kim, Oksana Vorobel
This multiple case study investigated four university-level international students’ reading of digital texts on tablets. The study describes these students’ experiences with and strategies for mobile reading. The participants were four international students in the United States, and their first language (L1) was not English. The data were collected through observations, verbal reports, interviews
-
Using texts generated by STR and CAT to facilitate student comprehension of lecture content in a foreign language J. Comput. High Educ. (IF 2.271) Pub Date : 2019-11-23 Rustam Shadiev, Ai Sun
In this study, we applied a combination of speech-to-text recognition (STR) and computer-aided translation (CAT) technologies during lectures in English as a foreign language to facilitate student comprehension of the lecture content. The instructor lectured in English, the STR system generated texts from the voice input, and the CAT system then simultaneously translated the STR texts into the students’
-
Design review of MOOCs: application of e-learning design principles J. Comput. High Educ. (IF 2.271) Pub Date : 2019-11-21 Eunjung Grace Oh, Yunjeong Chang, Seung Won Park
The purpose of this study is to explore the pedagogical design of massive open online courses (MOOCs) using evidence-based e-learning principles. MOOCs have become an important part of discourse in higher education. However, there has been shared concern on the quality of MOOCs as learning systems for engaging learners as well as fulfilling their needs. The researchers conducted a design review of
-
Factors affecting student dropout in MOOCs: a cause and effect decision‐making model J. Comput. High Educ. (IF 2.271) Pub Date : 2019-10-17 Hanan Aldowah, Hosam Al-Samarraie, Ahmed Ibrahim Alzahrani, Nasser Alalwan
Massive open online courses (MOOCs) are among the latest e-learning initiative that have gained a wide popularity among many universities. Student dropout in MOOCs is a major concern in the higher education and policy-making communities. Most student dropout is caused by factors outside the institution’s control. In this study, a multiple-criteria decision-making method was used to identify the core
-
Using digital badges as goal-setting facilitators: a multiple case study J. Comput. High Educ. (IF 2.271) Pub Date : 2019-10-15 Zui Cheng, Jennifer C. Richardson, Timothy J. Newby
Students’ goal-setting skills are highly related to their academic learning performance and level of motivation. A review of the literature demonstrated limited research on both applicable goal-setting strategies in higher education and the support of technology in facilitating goal-setting processes. Addressing these two gaps, this study explored the use of digital badges as an innovative approach
-
What can completion time of quizzes tell us about students’ motivations and learning strategies? J. Comput. High Educ. (IF 2.271) Pub Date : 2019-10-14 Tanya Y. Tan, Misha Jain, Teeba Obaid, John C. Nesbit
Learning management systems (LMS) offer quiz tools that help students prepare for examinations. The purpose of this study is to investigate quiz tracking variables typically reported by LMS in relation to student achievement, motivation and learning strategies. The data from 143 undergraduate students comprised quiz tracking variables (number of attempts, completion time, and score), exam scores and
-
How lecturers neutralize resistance to the implementation of learning management systems in higher education J. Comput. High Educ. (IF 2.271) Pub Date : 2019-10-04 Lucy Charity Sakala, Wallace Chigona
The aim of the study was to investigate neutralisation techniques used by lecturers to justify their resistance behaviours during the implementation of learning management systems (LMS) in higher educational institutions (HEIs). Moreover, we explored why lecturers employed such neutralisation techniques to justify their resistance behaviours. A number of studies identified resistance as a barrier to
-
Assessing prior knowledge of statistics in students attending an online university J. Comput. High Educ. (IF 2.271) Pub Date : 2019-09-06 Vanessa Fernández-Chamorro, Sonia Pamplona, María José Pérez-Fructuoso
This study analyzes the relationship between the entry path to a degree and the prior statistical competence of students taking a Statistics and Probability course at an online university. We assessed students’ prior knowledge by administering a pretest of the information covered in the course analyzed. The sample includes 108 students from different schools of an online university. According to the
-
Virtual interactive consulting agent to support freshman students in transition to higher education J. Comput. High Educ. (IF 2.271) Pub Date : 2019-08-24 Orly Lahav, Vadim Talis, Rachel Gali Cinamon, Albert Rizzo
The virtual interactive consulting agent system is an online virtual career center that supports freshman students in transition to higher education. This virtual counseling system, based on accumulative empirical knowledge for working students and knowledge about effective career intervention, aims to guide first-year university students in combining study and work effectively. Three main aspects
-
Special issue on the current trends in E-learning Assessment J. Comput. High Educ. (IF 2.271) Pub Date : 2019-08-12 Juan A. Lara, Shadi Aljawarneh, Sonia Pamplona
In this full review paper, the recent emerging trends in E-learning Assessment have been reviewed and explored to address the recent topics and contributions in the era of Distance Education. This includes a set of rigorously reviewed world-class manuscripts addressing and detailing state-of-the-art, frameworks and techniques research projects in the area of E-learning Assessment, using different approaches
-
What do participants think of today’s MOOCs: an updated look at the benefits and challenges of MOOCs designed for working professionals J. Comput. High Educ. (IF 2.271) Pub Date : 2019-08-08 Min Liu, Wenting Zou, Yi Shi, Zilong Pan, Chenglu Li
Literature on MOOCs has shown that understanding learners’ perspectives in taking MOOCs is critical if a MOOC needs to be successful. Now that MOOCs have been in wide use, in this study we took an updated look at learners’ perspective of taking MOOCs designed for working professionals and course aspects that these MOOC participants found beneficial. General interest in the topic, personal growth and
-
Models to provide guidance in flipped classes using online activity J. Comput. High Educ. (IF 2.271) Pub Date : 2019-06-26 Pablo Schwarzenberg, Jaime Navon, Mar Pérez-Sanagustín
The flipped classroom gives students the flexibility to organize their learning, while teachers can monitor their progress analyzing their online activity. In massive courses where there are a variety of activities, automated analysis techniques are required in order to process the large volume of information that is generated, to help teachers take timely and appropriate actions. In these scenarios
-
Managing in-lecture media use: the feasibility and value of a split-class policy J. Comput. High Educ. (IF 2.271) Pub Date : 2019-06-24 Douglas A. Parry, Daniel B. le Roux, Laurenz A. Cornelissen
High levels of digital media use have become a feature of university lectures. While certainly capable of supporting learning outcomes, studies indicate that, when media use is off-task, it presents as a disruption, distracting both users and those around them from academic tasks. In this study an exploratory, mixed-methods assessment of a media use policy for a semester-long course is presented. This
-
Investigating variation in learning processes in a FutureLearn MOOC J. Comput. High Educ. (IF 2.271) Pub Date : 2019-06-14 Saman Rizvi, Bart Rienties, Jekaterina Rogaten, René F. Kizilcec
Studies on engagement and learning design in Massive Open Online Courses (MOOCs) have laid the groundwork for understanding how people learn in this relatively new type of informal learning environment. To advance our understanding of how people learn in MOOCs, we investigate the intersection between learning design and the temporal process of engagement in the course. This study investigates the detailed
-
A supervised learning framework: using assessment to identify students at risk of dropping out of a MOOC J. Comput. High Educ. (IF 2.271) Pub Date : 2019-05-24 David Monllaó Olivé, Du Q. Huynh, Mark Reynolds, Martin Dougiamas, Damyon Wiese
Both educational data mining and learning analytics aim to understand learners and optimise learning processes of educational settings like Moodle, a learning management system (LMS). Analytics in an LMS covers many different aspects: finding students at risk of abandoning a course or identifying students with difficulties before the assessments. Thus, there are multiple prediction models that can
-
Comparing badges and learning goals in low- and high-stakes learning contexts J. Comput. High Educ. (IF 2.271) Pub Date : 2019-05-24 Bradley J. Morris, Colleen Dragovich, Rachael Todaro, Sebiha Balci, Eve Dalton
Digital badges (i.e., digital credentials for achievements) have been suggested as a useful and scalable implementation of gamification. Digital badges (hereafter “badges”) provide two potential supports for learning: (1) badges provide support for motivation by rewarding achievement and (2) badges provide implicit learning goals. The present paper describes two experiments in which we investigated
-
Preservice teachers’ Web 2.0 experiences and perceptions on Web 2.0 as a personal learning environment J. Comput. High Educ. (IF 2.271) Pub Date : 2019-05-20 Jieun Lim, Timothy J. Newby
To explore students’ use of Web 2.0 tools and their perceptions of using Web 2.0 as a personal learning environment (PLE), quantitative surveys (n = 113) and interviews (n = 12) were conducted. In the survey, we identified that students already have familiarity with using Web 2.0 tools, as well as a positive attitude toward using Web 2.0 for learning. However, in the interview, students referenced
-
Process mining for self-regulated learning assessment in e-learning J. Comput. High Educ. (IF 2.271) Pub Date : 2019-05-10 Rebeca Cerezo, Alejandro Bogarín, María Esteban, Cristóbal Romero
Content assessment has broadly improved in e-learning scenarios in recent decades. However, the e-Learning process can give rise to a spatial and temporal gap that poses interesting challenges for assessment of not only content, but also students’ acquisition of core skills such as self-regulated learning. Our objective was to discover students’ self-regulated learning processes during an e-Learning
-
Interactive student response system with iBeacon and web-socket for flipped classroom learning J. Comput. High Educ. (IF 2.271) Pub Date : 2019-05-08 Hung-Hsu Tsai, Chih-Tsan Chang, Xin-Yu Hou, You-Ming Yong, Kuo-Ching Chiou, Pao-Ta Yu
The paper proposes an interactive student response portfolio (ISREP) system with iBeacon and web-socket technology, which supports flipped-classroom learning activities in traditional classrooms. The design of the ISREP system aims at promote interactions in classroom learning (CL). It offers APPs and web-interface functions for students and teachers, respectively. Students’ APP can scan iBeacon devices
-
The use of an extended flipped classroom model in improving students’ learning in an undergraduate course J. Comput. High Educ. (IF 2.271) Pub Date : 2019-04-29 Jianpeng Guo
One of the biggest barriers preventing teachers from utilizing the flipped classroom approach in their teaching practices is the lack of a general and practical framework for guiding the design and implementation of flipped classrooms. This leads to the fact that the effectiveness of the flipped classroom approach is unconfirmed. Building on research findings from the field of learning and instruction
-
Exploring the difficulty on students’ preparation and the effective instruction in the flipped classroom J. Comput. High Educ. (IF 2.271) Pub Date : 2019-04-10 Sachika Shibukawa, Mana Taguchi
This study aims to find out how students prepared for a flipped classroom and to examine what type of instruction could effectively guide students to do pre-class preparation. We conducted case studies for over two years in a physiology class at a Japanese university. In a survey performed in 2017, students were asked to participate in a questionnaire and an interview. Their responses in the questionnaire
-
The role of graduate programs in fostering IDT identities: reflections on an emerging profession J. Comput. High Educ. (IF 2.271) Pub Date : 2019-04-08 Brent G. Wilson, Aysenur Ozyer
How do people come to think of themselves as instructional designers? This is partly a matter of acquiring expertise, e.g., the knowledge and skill sets found in professional standards, e.g., those of IBSTPI or AECT. But identity also involves adoption of new professional roles and affiliation and active engagement with professional communities. IDT academic programs facilitate and sport student in
-
Effects of user perceptions of SAP ERP system on user learning and skills J. Comput. High Educ. (IF 2.271) Pub Date : 2019-04-06 Sung J. Shim, Minsuk K. Shim
This study examines the effects of playfulness and anxiety as perceived by users in relation to SAP enterprise resource planning (ERP) system on users’ learning of business processes and users’ skills to use the system. Data was collected from a survey of college students who took a course on business process integration with ERP system where students used SAP ERP system to complete course works on
-
Web gamification with problem simulators for teaching engineering J. Comput. High Educ. (IF 2.271) Pub Date : 2019-04-05 F. David de la Peña Esteban, Juan A. Lara Torralbo, David Lizcano Casas, María Concepción Burgos García
Problem-solving is one of the biggest challenges that students can find in an Engineering degree. Information and communication technologies are of great use in this regard, providing learners with tools that complement their study and facilitate skills acquisition. A good strategy to enhance student motivation towards problem-solving is to use engaging and interactive gamification techniques. To achieve
-
Psychological impact of e-learning on social network sites: online students’ attitudes and their satisfaction with life J. Comput. High Educ. (IF 2.271) Pub Date : 2019-04-04 Poonsri Vate-U-Lan
This paper reports on the findings of a study pertaining to the psychological impact of e-learning on social network sites. The findings have resulted by means of a correlational analysis between attitude towards e-learning on social network sites and satisfaction with life of students experienced with e-learning experiences. It was based on an online survey of 607 valid responses with e-learning experiences
-
Blended approach to learning and practising English grammar with technical and foreign language university students: comparative study J. Comput. High Educ. (IF 2.271) Pub Date : 2019-04-02 Ivana Simonova
Blended design of teaching/learning foreign languages, in this case English grammar, has become widely spread within the higher education. The main objective of the article is to discover whether blended approach enhances the process of acquiring new knowledge in the field. The research was conducted at two institutions: faculty of informatics and management, University of Hradec Kralove (technical
-
To flip or not to flip: social science faculty members’ concerns about flipping the classroom J. Comput. High Educ. (IF 2.271) Pub Date : 2019-04-01 Morris Siu-Yung Jong
Flipped Classroom (FC) is a blended learning approach being promoted in higher education in recent years. It flips the conventional pedagogic arrangement so that students use the out-of-class time to conduct lower-order learning and the in-class time to conduct higher-order learning. Nevertheless, unlike the adoption phenomena in other academic disciplines such as Science, Engineering, Medicine and
-
Personalized word learning for university students: a profile-based method for e-learning systems J. Comput. High Educ. (IF 2.271) Pub Date : 2019-03-27 Haoran Xie, Di Zou, Ruofei Zhang, Minhong Wang, Reggie Kwan
It is widely acknowledged that the acquisition of vocabulary is the foundation of learning English. With the rapid development of information technologies in recent years, e-learning systems have been widely adopted for English as a Second Language (ESL) Learning. However, a limitation of conventional word learning systems is that the prior vocabulary knowledge of learners is not well captured. Understanding
-
Student-to-student connectedness in higher education: a systematic literature review J. Comput. High Educ. (IF 2.271) Pub Date : 2019-03-19 Jason MacLeod, Harrison Hao Yang, Yinghui Shi
Student-to-student connectedness is promoted by active, student-centered learning processes. It is a socio-psychological result of interpersonal communication and behavior in the classroom, which emulates belonging, cohesiveness, and supportiveness among peers. Currently, two survey instruments exist—Dwyer et al.’s (Commun Res Rep 21(3):264–272, 2004. https://doi.org/10.1080/08824090409359988) Connected
-
Exploring the relationship between African American adult learners’ computer, Internet, and academic self-efficacy, and attitude variables in technology-supported environments J. Comput. High Educ. (IF 2.271) Pub Date : 2019-03-18 Yu-Chun Kuo, Brian R. Belland
This study was conducted to investigate the relationship between African American adult students’ computer, Internet, and academic self-efficacy, and their attitudes toward computers, in technology-supported environments. The study examined whether computer and Internet self-efficacy differed between students with high and low levels of user attitude and computer anxiety. Correlations between academic
-
Evaluation of mobile learning for the clinical practicum in nursing education: application of the FRAME model J. Comput. High Educ. (IF 2.271) Pub Date : 2019-03-18 Kam Cheong Li, Linda Yin-king Lee, Suet-lai Wong, Ivy Sui-yu Yau, Billy Tak-ming Wong
This paper presents an evaluation of mobile learning practice for the clinical practicum in nursing education. Nursing students need to practise nursing skills and follow specific clinical procedures in wards. In this study, they were provided with a mobile device for learning purposes, with mobile apps preinstalled for watching nursing videos and conducting clinical assessments. The evaluation was
Contents have been reproduced by permission of the publishers.