Internet Self-Efficacy, Self-Regulation, and Student Performance: African-American Adult Students in Online Learning

The paper intended to investigate adult students’ Internet self-efficacy, self-regulation, and performance in online learning environments. The relationships between these variables and the effect of student characteristics on Internet self-efficacy and self-regulation were explored. The participants of this study were African American students from a university in the United States. They participated in two web-based research courses offered in summer. Data were collected through an online survey and were analyzed by a quantitative approach. The results showed Internet self-efficacy was positively related to self-regulation at a significant level. Internet selfefficacy and self-regulation differed in terms of student performance. The differences of gender and age did not have a significant impact on Internet self-efficacy and self-regulation. Discussions and implications were addressed according to the major findings of this study

Chapter 38 Learning Analytics

In this chapter, we present an overview of the field by articulating definitions and existing models of learning analytics. Case examples of learning analytics from Asian researchers are then summarized and reported. This is followed by an exploration of the key tensions in this field. The chapter concludes with a discussion of potential areas for future research in this area

Webtoon-based online comics in measuring the Pancasila student profile at Madrasah Tsanawiyah in Riau Province

The objectives of the Pancasila student profile are a number of characters and competencies that are expected to be achieved by students, which are based on the noble values of Pancasila. The purpose of this article is to measure the Pancasila student profile at Madrasah Tsanawiyah (MTs) Riau Province and to find out its effect through the use of webtoon-based online comics. This study conducted a quantitative descriptive approach and focus group discussions in six State MTs. The research instrument used in this study was a Pancasila student profile questionnaire, which was distributed to students. The findings show the six indicators and their implementation in each madrasa. The six MTs in this study were categorized as very good, which indicated the need to increase Pancasila student profile. There are considerable disparities in indices of religion, fear of God Almighty, and noble character, global variety, mutual collaboration, independence, critical thinking, and creativity for Pancasila student profile policies. The use of webtoon-based online comics in measuring the Pancasila student profile studied in this study is based on madrasa policy and it has not been thoroughly tested in all MTs in Riau Province. Furthermore, it can consider its use in a wider Madrasah Tsanawiyah frame. MTs in Indonesia can measure the Pancasila student profile through the use of webtoon-based online comics to achieve student character standards that are in line with educational goals in Indonesia. This research provides a webtoon-based online comic framework to measure the Pancasila student profile

University students’ use of mobile technology in self-directed language learning: using the integrative model of behavior prediction

Mobile technology offers great potential for university students’ language learning. Numerousstudies have been conducted on utilizing mobile technology in language learning classroom.However, using it in self-initiated and self-directed learning outside class remains to be explored.The present study employed the integrative model of behavior prediction to investigate the re-lationships between attitude, subjective norm, self-efficacy and behavioral intention, as well asthe association between intention, facilitating conditions, self-regulation skills and actual use ofmobile technology in self-directed language learning. This study also examined whether self-regulation skills moderated intention and actual use. Survey data from 676 language learnersin different disciplines from Chinese universities were collected and analyzed using structuralequation modeling approach. The results showed that 37.1 percent of respondents indicated thatthey never used mobile technology for self-directed language learning. Of the other 425 re-spondents who did indicate that they used mobile technology for this purpose, the majority ofthem seemed to be extrinsically motivated. Learning activities regarding vocabulary acquisitionand translation were far more reported than those in terms of listening, speaking, reading andwriting. In addition, attitude and subjective norm significantly explained students’ intention touse mobile technology, but self-efficacy did not have a direct effect on students’ intention.Moreover, students’ self-regulation skills and intention significantly predicted students’ actual useof mobile technology. Through moderation analysis, the results indicated that the relationshipbetween intention and actual behavior would be stronger with any increase in self-regulationskills. These findings are discussed and implications are formulated.Teaching and Teacher Learning (ICLON

Investigating the Opinions of Academic StaffMembers at Kuwait University about their Preparedness for ImplementingWeb 2.0 Educational Platforms into their Teaching Courses

The current study sought to determine Kuwait University academic staff’s implementation of Web 2.0 educational platforms into their teaching courses as well as identify how prepared they are in using them and the challenges surrounding them. The study also aimed to investigate the reasons for the disinclination of utilizing Web 2.0 educational platforms in their teaching. The findings may help decision-makers to overcome these challenges, particularly at Kuwait University, which has allocated a large amount of money and tireless human efforts to bringingcutting-edge technology into its classrooms. The study adopted a mixed method approach for achieving the objectives and answering the research questions. Tools were represented in the forms of a questionnaire and interview, and both were confirmed for validity and reliability. The results show that academic staff at Kuwait University agreed on the implementation of Web 2.0 educational platforms into their teaching courses; however, some challenges caused their willingness to implement these platforms to decline. The study additionally found that there were cultural, technical, and other reasons for the disinclination to use Web 2.0 educational platforms and that an administrative reason restrained some academic staff from implementing them in their courses. Recommendations were drawn based on the findings of the study

Propuesta de recursos digitales para mejorar el proceso de enseñanza aprendizaje de los docentes de una institución educativa Daule, 2022

La investigación denominada propuesta de recursos digitales para mejorar el proceso de enseñanza aprendizaje de los docentes de una institución educativa Daule, 2022, tuvo como objetivo elaborar una propuesta de recursos digitales para mejorar el proceso de enseñanza aprendizaje de los docentes de una institución educativa Daule, 2022. La investigación planteó la hipótesis que afirmaba que la elaboración de una propuesta de recursos digitales permitirá mejorar el proceso de enseñanza aprendizaje de los docentes de una institución educativa Daule, 2022. La muestra de estudio corresponde a 30 profesionales en docencia, entre ellos 19 mujeres y 11 varones. El estudio es no experimental, asume un diseño descriptivo propositivo, donde se trabajó dos cuestionarios con la escala de Likert, para el cual se tabulo la data en SPSS versión 21. Como resultado se obtuvo que el nivel de recursos digitales es medio con un 53,3%, y el nivel de proceso enseñanza aprendizaje se ubica en un nivel alto con un 93,3%. El estudio concluye afirmando que una propuesta de recursos digitales permitirá mejorar el proceso de enseñanza aprendizaje de los docentes de una institución educativa Daule, 202

A Study Of Urban Principals’ Perceptions Of Technology Implementation And STEM Program Sustainability

STEM careers are becoming more prominent in today’s workforce. The platform of today’s industries derives from science, technology, engineering, and math, the study of which ultimately provides students and stakeholders with the foundation to function in a globally diverse society. Due to the recent budget shortfalls, the existence of STEM programs within this Texas Urban School District was threatened. District principals were directed to review their respective budgets to determine where potential cuts could be made. The purpose of this qualitative phenomenological study was to describe the perceptions of urban district principals regarding technology implementation and identify recommendations for the sustainability of STEM programs within this Texas Urban School District. This research study consisted of six STEM principals, with two of each representing the elementary, middle, and high school levels. The research questions that guide this study are: (1) What are the perceptions of principals regarding the implementation of technology within urban schools? (2) What are the perceptions of principals regarding the sustainability of STEM programs within urban schools? (3) How do urban principals develop knowledge about STEM education? (4) What are the perceptions of principals regarding barriers to learning for STEM students? The results of this study revealed that technology implementation is indeed a vital component in urban education. Collectively, implementation of the technology needed for STEM learning apparently cannot be fully realized if principals lack access due to funding or other circumstances that repress its utilization. Technology implementation and STEM program sustainability can be increased through programs and businesses that consistently provide STEM resources, higher education contacts, and career pathway opportunities. Continuous professional development and training is needed for STEM instructors, as they educate students as technology evolves and as they strive to support a growing workforce. This study found that STEM learning and teachers’ technology implementation are interwoven and work together to build a bridge to prepare students for today’s workforce

Online Doctoral Students and the Importance of Social Network Connections

University personnel offering online doctoral degrees struggle to address high attrition of students in the dissertation phase; these students can feel isolated, disconnected, and unmotivated. The purpose of this study was to explore ways online doctoral students in the dissertation phase used social networking sites (SNS) to overcome isolation and to increase persistence. The conceptual framework was situated in communities of practice (CoP) and the theory on self-determination. Research questions explored participants\u27 experiences with using SNS to remain connected and persistent. Data were collected from in-depth interviews with 7 online doctoral students, who met the criteria of being in the dissertation phase for a minimum of 2 quarters and using at least 1 social networking site; the participants were from 4 online institutions in the United States. An interpretative phenomenological analysis was used to examine themes and interpret the lived experiences of participants. Findings revealed that online doctoral students in the dissertation phase valued working with peers and with doctoral graduates from other institutions as a strategy to remain persistent in completing their dissertations. They focused on learning and on sharing with others for social and emotional support in a safe environment. Other elements included being held accountable and being challenged to keep moving. The results could influence instructional design for online doctoral candidates emphasizing the use of SNS for support from a CoP. Implications for positive social change include higher education personnel supporting unmonitored SNS interactions and increasing trust within school-created SNS spaces for students in the dissertation phase

Building a Call to Action: Social Action in Networks of Practice

The three research papers completed as part of this dissertation explore how people contributing to #BlackLivesMatter build knowledge, using social construction of knowledge (SCK), and what they are building knowledge about, using critical consciousness, because understanding how these processes play out on Twitter provides a way for others to understand this social movement. Paper 1 describes a new methodological approach to combining social network analysis (SNA) and social learning analytics to assess SCK. The sequential mixed method design begins by conducting a content analysis according to the Interaction Analysis Model (IAM). The results of the content analysis yield descriptive data that can be used to conduct SNA and social learning analytics. The purpose of Paper 2 was to use the typology of digital activism actions identified by Penney and Dadas (2014) from interviews with digital activists to validate them in a quantitative study. Paper 2 found that the actions taken by people who are helping to facilitate face-to-face action (p \u3c .0000001 , r = -0.076) or provide face-to-face updates (p \u3c .0000001 , r = -0.060) were negatively correlated with the actions of people who were facilitating online actions suggesting that digital activists should be treated as a unique population of activists. Paper 3 used the outcomes of a content analysis and lexicon analysis performed on #BlackLivesMatter data to determine 1) the levels of SCK and critical consciousness present in online data and 2) social learning analytics to ascertain the extent that SCK and critical consciousness can predict social action. Results of the content analysis and lexicon analysis found all levels of SCK and critical consciousness in the data. Results of social learning analytics conducted using Naïve Bayes classification indicate that SCK and critical consciousness can only predict information sharing behaviors of online social action like personal opinions, forwarding information, and engaging in discussion. Evidence of information sharing behaviors on Twitter provides a high degree of confidence that further research including replies and other interactions between users will reveal robust SCK

COGNITIVE PRESENCE IN PEER FACILITATED ASYNCHRONOUS ONLINE DISCUSSION: THE PATTERNS AND HOW TO FACILITATE

This study, in the context of peer-facilitated asynchronous online discussion, explored the characteristics and patterns of students’ cognitive presence, and examined the practices that aim to enhance cognitive presence development. Participants were 53 students from a graduate-level online course that focused on the integration of educational technologies. Data were collected from discussion transcripts, student survey, student artifacts, and researcher’s observations. Results demonstrated four phases of students’ cognitive presence: Triggering event, Exploration, Integration, and Resolution. Among the four phases, students’ cognitive presence tended to aggregate at the middle phases: Integration and Exploration. Percentage of the Resolution was very low. The distribution of students’ discussion behaviors further revealed: a) the hierarchical relationship between the four phases: Integration and Resolution involved a higher-level of cognitive engagement, and Triggering event and Exploration involved a lower-level of cognitive engagement; b) the phase of Resolution heavily relied on experiment, while the other three phases heavily relied on making use of personal experience; c) creating of cognitive presence occurred in both the private space of individual activities and the shared space of having dialogues. The conversation analysis of threads and episodes explored the temporal evolvement of cognitive presence. The results showed that, in an ongoing discussion, students’ cognitive presence evolved in a non-linear way, rather than strictly phase by phase as suggested by the PI model. Experiments were designed and conducted to determine the effects of two pedagogical interventions – 1) providing guidance on peer facilitation techniques; 2) asking students to label their posts. The results showed that the Intervention 1 and the combination of two interventions credibly improved students’ cognitive presence. They were especially effective in improving Integration, a higher level of cognitive presence. After having added Intervention 2, cognitive presence increased from the first-half to the second-half semester, although the improvement was not found to be statistically credible. This study confirmed the close association between and among cognitive presence, social interaction, and peer facilitation. The results clearly showed that Intervention 1 – providing guidance on peer facilitation credibly improved students’ social interaction and peer facilitation. However, Mixed findings were obtained for Intervention 2 – asking students to label their posts. It was found that Intervention 2 positively increased students’ social interaction. However, it did not show any impact on students’ peer facilitation behaviors. It is also worth noting that the effect of the combination of two interventions was much larger than any single one of them. Conversation analysis was conducted to zoom in on the dynamic process of discussion. The cases revealed that when students were provided with the guidance on peer facilitation techniques, they tended to use a variety of facilitation techniques in a strategic way to help peers to achieve a sustained and deeper-level conversation. Compared to the control group, the students in the treatment group showed more peer facilitation behaviors, which led to more conversations and more higher-level cognitive presence. This study has unpacked the complexity of students’ cognitive presence in a peer-facilitated discussion environment, especially when students are coached in performing teaching presence. The results shed light on the pedagogical practices and strategies of creating an online learning community that incubates rich cognitive presence. Finally, implications are discussed for the research and practices in online instruction and discussion analytics