scholarly journals Relationships Between Minority Students Online Learning Experiences and Academic Performance

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Alex Kumi Yeboah ◽  
Patriann Smith
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Academic Performance ◽  
Minority Students ◽  
Learning Experiences ◽  
Online Course ◽  
Student Body ◽  
Program Of Study ◽  
Use Of Technology ◽  
The Relationship

The study investigated the relationship between minority students’ use of technology, social media, the number of online courses, program of study, satisfaction, and academic performance. Participants in the study were a diverse student body regarding age, gender, and educational level, and functioned at both undergraduate and graduate levels. Analysis of variance (ANOVA) and Chi-square tests were used to find the relationship between participants’ online learning experiences and academic performance. Results showed that satisfaction and use of social media had no relationship with the academic performance of participants. However, a relationship existed between the use of technology, the number of courses in online, program of study, and academic performance. Categories that emerged from the open-ended questions were flexibility and time convenience, self-confidence, lack of support, self-regulated learning skills, and language and linguistic differences. The authors concluded that varying factors such as cultural, language, personal, and efficacy skills facilitated the academic performance of minority students in an online learning environment. This study reiterates the importance of establishing multicultural presence in an online course and suggests best pedagogical methods for teaching minority students in an online course.

scholarly journals Developing the Oral Skill in Online English Courses Framed by the Community of Inquiry

2017 ◽  
Vol 19 (1) ◽  
pp. 73 ◽  
Author(s):  
Luz Edith Herrera Díaz ◽  
Darlene González Miy
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Community Of Inquiry ◽  
Learning Experiences ◽  
Teaching Presence ◽  
Online Course ◽  
Preliminary Study ◽  
Community Of Inquiry Framework ◽  
Basic English ◽  
The Relationship

Over the last decade, the community of inquiry framework has proved successful for online learning experiences in diverse disciplines, although studies in the teaching of English as a foreign language arena are still scarce. In this vein, this article reports a preliminary study about the development of the oral skill in a Basic English online course, uncovering the relationship between the community of inquiry framework (with its three forms of presence: teaching, cognitive, and social) and some indicators of the oral skill. Findings, based on learners’ perceptions, confirmed the existence of such framework and suggest that the teaching presence fosters grammar, accuracy, and vocabulary. Discussion of findings, limitations of the study and future possible research actions conclude this report.

scholarly journals Understanding Arab Students’ Behavioral Patterns in an Online Course: An Explanatory Study Based on Hofstede’s National Cultural Dimensions

2021 ◽  
Vol 13 (22) ◽  
pp. 12426
Author(s):  
Ahmed Tlili ◽  
Mouna Denden ◽  
Saida Affouneh ◽  
Soheil Hussein Salha ◽  
Zhenyu Cai ◽  
...  
Keyword(s):  
Online Learning ◽  
Sequential Analysis ◽  
Learning Experiences ◽  
Cultural Dimensions ◽  
Learning Performance ◽  
Online Course ◽  
Behavioral Patterns ◽  
Cultural Backgrounds ◽  
Arab Region ◽  
Inequality In Education

The provision of online learning experiences has been implemented by many universities worldwide to overcome several challenges, including inequality in education. However, this experience is still not a common approach in public universities in the Arab region. Furthermore, several research studies have pointed out that a country’s culture should be considered in order to enhance online learning, as students may behave differently based on their cultural backgrounds. Nevertheless, little is known about how a given culture may affect the learning behavioral patterns of students. Therefore, to better understand the cultural phenomenon and to enhance the adoption of online learning in the Arab region, this study aims to understand how an Arab culture may affect the online learning behaviors of students. Specifically, this study applies a lag sequential analysis (LSA) approach to understand the behavioral patterns of 116 students from Tunisia in a six-week online course. The study then further discusses the different learning behavior patterns based on the theoretical framework of Hofstede’s national cultural dimensions. The findings highlight that culture can affect how students engage in online learning discussions and how they maintain their learning performance online. The findings further indicate that online learning experiences may be beneficial for female students who experience social pressures in Arab cultures.

scholarly journals Evaluating Online Course Quality: A Study on Implementation of Course Quality Standards

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Whitney Zimmerman ◽  
Barbara Altman ◽  
Bethany Simunich ◽  
Kay Shattuck ◽  
Barbra Burch
Keyword(s):  
Quality Assurance ◽  
Online Learning ◽  
Course Design ◽  
Quality Standards ◽  
Online Course ◽  
Faculty Professional Development ◽  
Course Quality ◽  
Peer Reviewers ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship of intentional faculty professional development, intentional online course design, and informal course reviews to the results of official interinstitutional peer review within higher education institutions. Quality MattersTM (QM) provided the setting for this exploration of the relationship of three independent variables at the course level at institutions that have voluntarily implemented QM online learning quality assurance tools and processes. Data for this study were extracted from a larger statistical project conducted regularly by QM, which included the results of 5,436 online course reviews completed between September 2014 and May 2020 at 360 institutions. These courses were assessed for meeting quality standards in structured, interinstitutional, reviews, conducted by three faculty peer reviewers. QM provided the setting and data for this study; however, the study was not about QM. Instead, it was about exploring the relationships of variables within an institution’s control in the quest for benchmarking and improving online learning. Having and disseminating online course quality standards does not ensure implementation of those standards and quality assurance processes. This observational study provides a better understanding of how the implementation of those standards and quality assurance processes might impact outcomes.

scholarly journals Challenging Teachers’ Pedagogic Practice and Assumptions about Social Media

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Helen C. Cartner ◽  
Julia L. Hallas
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Online Course ◽  
Small Scale ◽  
Pedagogical Practice ◽  
Critical Reasoning ◽  
Professional Development For Teachers ◽  
Effective Technology ◽  
The Relationship

This article describes an innovative approach to professional development designed to challenge teachers’ pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this support. To contend with this challenge, we drew on Bain’s (2004) “baker’s dozen” questions to guide the design of an online postgraduate course for teachers. This article discusses the design of the online course and what teachers came to understand about the relationship between social media and teaching as a result of completing the course activities. This small-scale case study utilised qualitative data from three cohorts of participating teachers and found that teachers do change their pedagogical practice and assumptions about social media for their own teaching contexts when they engage in course activities that challenge their existing mental models and encourage critical reasoning and reflection on learning.

Social media and student performance: the moderating role of ICT knowledge

2019 ◽  
Vol 18 (2) ◽  
pp. 197-219
Author(s):  
Robert Kwame Dzogbenuku ◽  
George Kofi Amoako ◽  
Desmond K. Kumi
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Student Performance ◽  
Computer Technology ◽  
Knowledge Generation ◽  
Future Research ◽  
Content Type ◽  
Media Usage ◽  
Technology Knowledge ◽  
The Relationship

Purpose This study aims to determine the impact of social media usage on university student’s academic performance in Ghana. Design/methodology/approach A quantitative research method was used for the study. With the aid of a simple random sampling technique, quantitative data were obtained from 373 out of 400 respondents representing 93 per cent of volunteered participants. Data collected was analysed using structural equation modelling to establish the relationship among social media information, social media entertainment, social media innovation, social media knowledge generation and student performance. Findings The findings of this study indicate that social media information, social media innovation and social media entertainment all had a significant positive influence on social media knowledge generation, which has wide learning and knowledge management implications. Also, the study indicated that information computer technology knowledge moderates the relationship between social media and student performance. Research limitations/implications The sample taken was mainly cross-sectional in nature rendering the inference of causal relationships between the variables impossible. Future researchers should adopt a longitudinal research design to examine causality. Finally, the study was limited to only university students in Accra, Ghana. Future research can extend to a bigger student population and to other West African and African countries. Practical implications This paper will serve as a profitable source of information for managers and researchers who may embark on future research on social media and academic performance. The findings that social media information, innovation and entertainment can likewise enhance social media knowledge generation can help managers and university teachers to use the vehicle of innovation and entertainment to communicate knowledge. Social implications The findings of this study will help policymakers in education and other industries that engage the youth to realise the important factors that can make them get the best in the social media space. Originality/value Social media usage in academic performance is increasingly prevalent. However, little is known about how social media knowledge generation mediates between social media usage and academic performance and, furthermore, whether the information computer technology knowledge level of students moderates the relationship between social media knowledge generation and academic performance of university students in sub-Saharan Africa, particularly Ghana. Theoretically, the findings of this study provide clear research evidence to guide various investigations that can be done on the relationships of the variables under social media usage, knowledge generation and university student performance, which advances the diffusion of new knowledge.

Relationships in Online Learning Experiences

2020 ◽  
pp. 140-152
Author(s):  
Robyn J. Emde ◽  
Erin Kathleen Doherty ◽  
Bradley ‘Scott' Ellis ◽  
Dina Flynt
Keyword(s):  
Online Learning ◽  
Student Retention ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Social Presence ◽  
Online Environment ◽  
Education Experience ◽  
Program Of Study ◽  
Personal Investment ◽  
The Relationship

A relationship is documented as a personal investment in another's life. Relationships add to learning environments as substantial to the growth of students. In an online learning environment, a relationship is defined by the mutual agreement between an educator and a learner in which expectations of increased knowledge gained through the education experience provided by the educator. It is evident that in an online environment it is vital to consistently evaluate in order to have the enrichment of relationships between student to professors and student to student. Research has shown that the creation of such environments results in a feeling of community and social presence for the students. Student satisfaction extends to the relationship students feel toward their professors. The strength of the student to professor relationship results in a key component in student retention. The method in which the relationships are established and built in an online environment are vital for student satisfaction and retention of students within a program of study.

scholarly journals Exploring The Relationship of Social Media Usage and Multitasking of Social Media on Self-Efficacy and Academic Performance

2021 ◽  
Vol 37 (1) ◽  
pp. 227-243
Author(s):  
Mahir Tahrir Salih Mohammed ◽  
◽  
Faridah Ibrahim ◽  
Norzita Yunus ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Academic Performance ◽  
Self Efficacy ◽  
Mediating Effect ◽  
Media Multitasking ◽  
Media Usage ◽  
Malaysian Students ◽  
The Relationship ◽  
Academic Self Efficacy

Social media usage is known to harness new lifestyle among the youth. Use of social media promotes the negative as well as positive consequences for the students in general and academic life. This study examined the relationship between social media usage, multitasking of social media, and students' academic self-efficacy on students' academic performance among Malaysian youth. The current work also evaluates the mediating effect of students' academic self-efficacy on social media usage and social media multitasking on their academic performance. This study embraced a cross-sectional research design and quantitative data collected from 644 Malaysian students of higher education institutions. The collected data were analysed using SPSS v23 and PLS-SEM-based SmartPLS 3.1. The findings revealed that social media usage and social media multitasking are positively and significantly related to students' self-efficacy. Moreover, the results also showed that social media usage and multitasking, and students' self-efficacy are significantly associated with their academic performance. The results also exposed the mediational effect of students' self-efficacy on the relationship between social media multitasking and students' academic performance in higher education. The study recommends that by initiating the self-efficacy program in promoting social media's academic use and multitasking among Malaysian higher education students would result in better performance. Keywords: Social Media, self-efficacy, multitasking, media usage, academic performance.

scholarly journals Visualizing Student Behavior and Performance in an Online Course

2021 ◽  
Author(s):  
Michael J Parker
Keyword(s):  
Online Learning ◽  
Student Behavior ◽  
Online Course ◽  
Course Structure ◽  
Course Material ◽  
Potential Benefits ◽  
And Performance ◽  
The Impact ◽  
The Relationship

Online learning has been an area of tremendous growth in recent years [1], further accelerated by necessity during the coronavirus pandemic [2]. Without the feedback provided by synchronous sessions, however, instructors may lack ongoing insight into students’ progress and performance in fully asynchronous online offerings. Providing greater visibility into students’ online learning behavior has several potential benefits: 1) teachers who seek to provide live sessions that depend on knowledge from asynchronous resources will have a better gauge of students’ preparation; 2) enhanced understanding of the relationship between student pacing and performance can help teachers and researchers characterize the impact of timely engagement with online course material; 3) providing a means of monitoring the effect of changes in course structure or incentives may guide course designers/planners in continuous improvement; and 4) visualizations that illustrate the relationship between students’ course progress and performance have the promise of allowing teachers to take steps early to positively affect students’ outcomes. In this visual case study, visualizations are provided for exploration of the relationship between student progress and performance in an online medicine-related course.

scholarly journals Introduction to Section II

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Learning Styles ◽  
Minority Students ◽  
American Educational Research Association ◽  
Research Association ◽  
Special Issue ◽  
Conference Participation ◽  
Virtual Conference ◽  
Issue Section

In addition to the special issue section reflecting papers presented in the OTL SIG at the 2016 conference of the American Educational Research Association this issue also features papers from our standard submission process. These papers investigate issues related to the academic performance of minority students in online settings, experiential online learning, learning styles, and virtual conference participation.

Designing Online Conversations to Engage Local Practice

2008 ◽  
pp. 177-202 ◽  
Author(s):  
Alyssa Wise ◽  
Thomas M. Duffy
Keyword(s):  
Online Learning ◽  
Knowledge Building ◽  
Learning Experiences ◽  
Design Principles ◽  
Two Dimensions ◽  
Virtual Space ◽  
Local Practice ◽  
Online Conversations ◽  
Online Environments ◽  
The Relationship

In this chapter we present a model for the design of a conversation space to support knowledge-building. While we focus on online environments, the model has much greater generality. The model, an expansion and adaptation of Nonaka’s work, considers knowledge as consisting of complementary explicit and tacit dimensions. It argues that these two dimensions of knowledge are mutually reinforcing, inseparable and irreducible and thus in order to build robust knowledge we must attend to both dimensions and, most critically, the relationship between them. Our model conceptualizes the development of knowledge as a spiral between the complementary processes of Externalization (through collective online reflection) and Internalization (through conscientious local practice) and discusses eight principles for designing online conversations to foster effective Externalization, thus promoting the knowledge-building spiral. The broader message of this chapter is that designers need to expand their frame for thinking about “online” learning to include not only the virtual space but also the local spaces which learners inhabit in order to create useful and engaging learning experiences. All of the eight design principles presented here support this consideration.

Sign in / Sign up

Export Citation Format

Share Document