A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction
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ABSTRACT:
SUBMITTER: Zheng Y
PROVIDER: S-EPMC10809156 | biostudies-literature | 2023 Jan
REPOSITORIES: biostudies-literature
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Project description:IntroductionThis study investigates the interplay between Online Learning Self-Efficacy (OLSE), Informal Digital Learning of English (IDLE), student engagement in online classes, and the mediating effect of Social Presence (SP) among intermediate Chinese English as a Foreign Language (EFL) students. The research sample consisted of 389 participants enrolled in online English courses within a chain of language schools.MethodsData collection involved the use of validated scales to assess OLSE, IDLE, SP, and online student engagement. Structural Equation Modeling (SEM) was employed for data analysis.ResultsThe findings revealed direct influences of OLSE and SP on online student engagement. Additionally, IDLE exhibited a positive impact on online student engagement, with a partial mediation effect through SP. This suggests that informal digital English learning significantly contributes to students' engagement in online classes, with this influence being facilitated by the sense of social presence experienced by students during virtual interactions.DiscussionThis research underscores the importance of OLSE, IDLE, and SP in shaping student engagement within online learning environments. The results highlight that fostering informal digital English learning can enhance students' active participation in online courses, with SP serving as a key mediator in this relationship. These insights provide valuable guidance for educators and institutions seeking to improve student engagement in online educational settings.
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Project description:Informal workplace learning accounts for a large extent of employees' learning. Informal learning activities such as reflection or keeping up-to-date resemble self-regulated learning strategies that indicate the ability to plan, monitor, and regulate one's learning. However, little is known about the relationship between informal learning behaviors and self-regulated learning strategies. Structural equation modeling with data from 248 employees revealed that the informal learning behaviors of reflection, keeping up-to-date, feedback-seeking, and knowledge-sharing are strongly related to the metacognitive self-regulated learning strategies of monitoring and regulation. However, informal learning behaviors lack the deep-processing strategies of elaboration and organization, and the resource strategies of help-seeking and effort regulation. Only innovative behavior is strongly related to effort regulation. These results suggest a potential deficit in employees' strategy use. Employees should consider further resources to increase their learning effectiveness in the workplace. The results are discussed, and practical implications are outlined.
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Project description:Self-regulated learning (SRL) plays a critical role in asynchronous online courses. In recent years, attention has been focused on identifying student subgroups with different patterns of online SRL behaviors and comparing their learning performance. However, there is limited research leveraging traces of SRL behaviors to detect student subgroups and examine the subgroup differences in cognitive load and student engagement. The current study tracked the engagement of 101 graduate students with SRL-enabling tools integrated into an asynchronous online course. According to the recorded SRL behaviors, this study identified two distinct student subgroups, using sequence analysis and cluster analysis: high SRL (H-SRL) and low SRL (L-SRL) groups. The H-SRL group showed lower extraneous cognitive load and higher learning performance, germane cognitive load, and cognitive engagement than the L-SRL group did. Additionally, this study articulated and compared temporal patterns of online SRL behaviors between the student subgroups combining lag sequential analysis and epistemic network analysis. The results revealed that both groups followed three phases of self-regulation but performed off-task behaviors. Additionally, the H-SRL group preferred activating mastery learning goals to improve ethical knowledge, whereas the L-SRL group preferred choosing performance-avoidance learning goals to pass the unit tests. The H-SRL group invested more in time management and notetaking, whereas the L-SRL group engaged more in surface learning approaches. This study offers researchers both theoretical and methodological insights. Additionally, our research findings help inform practitioners about how to design and deploy personalized SRL interventions in asynchronous online courses.
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Project description:ObjectiveTraining in video consultations is seldom included in the curriculum for future physicians. Exploration of preferred teaching methods and learning objectives in this context among medical students remains limited. This study addresses this research gap by conducting a survey among medical students in Germany to assess their educational requirements concerning video consultations and patient-centred distance learning.MethodsThis quantitative study employed an online questionnaire designed for German medical students, following the guidelines of the International Association for Health Professions Education. The study primarily focused on discerning the didactic preferences related to patient-centred digital teaching regarding family medical video consultations. We provided a detailed explanation of a concrete learning concept, a family medical synchronous distance learning seminar. Subsequently, we surveyed students to gauge their needs, expectations, and evaluations of this concept. The collected data were subjected to descriptive analysis.ResultsThe analysis revealed that students aspire to offer video consulting services to their patients in the future (sample size (n) = 369, median (med) = 68 of 101 Likert scale points, interquartile range (IQR) = 53.75), despite having limited knowledge in this area (n = 353, med = 21, IQR = 33.25). To acquire expertise in telehealth, students favor blended learning models (n = 331, med = 76, IQR = 50). They also recognize the benefits of distance learning, particularly for students with family responsibilities or those who must travel long distances to their learning institutions,. The presented distance seminar concept resonated with them (n = 278, med = 72.5, IQR = 50.5), surpassing five other digital learning models in preference. Furthermore, they expressed a desire for its continued implementation beyond the Coronavirus SARS-CoV-2 pandemic (n = 188, med = 77.5, IQR = 44.75).ConclusionsThe deficiency in medical school education regarding video consultations requires attention. This issue could be resolved by integrating one of the five distance learning concepts outlined in this article.
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