The current study validated the proposed structure of relationships among outcome-related achievement emotions (pride and anxiety), their cognitive predictors (appraisals und online-learning-related self-efficacy), and learning outcomes (competence gain and satisfaction) in the context of online learning in higher education. On the basis of a…

Background: With the development of artificial intelligence (AI) technology, generative AI has been widely used in the field of education and represents a groundbreaking shift in overcoming the constraints of time and space within educational activities. However, previous literature has not paid enough attention to AI-involved teaching patterns,…

This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second-language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5-year-old children (N = 104) twice: prior to and following a seven-session…

Background: In view of the widespread use of digital technologies in English as a foreign language (EFL) learning and the importance of students' approaches to learning (SAL) and digital competence, as well as the threats of technostress in digital settings, digital EFL learning requires a critical examination. Objectives: This study sought to…

Background: Since the outbreak of COVID-19, universities in Hong Kong have implemented online and hybrid teaching modes, making computer-assisted language learning (CALL) a primary way for English learning. Research on English learning motivation and self-regulation has seldom considered learners' emotions (satisfaction and preparedness) and the…

Background: Due to the global COVID-19 pandemic, online learning became the only way to learn during this unprecedented crisis. This study began with a simple but vital question: What factors influenced the success of online learning during the COVID-19 pandemic with a focus on online learning self-efficacy? Objectives: The purpose of this study…

The adoption of technology in teaching has been identified to relate to various factors from attitudes and self-efficacy to subjective norms and digital references. The aim of this study is to broaden the perspective to hierarchical grouping effects. Multilevel modelling of the study utilizes the data of 2355 Finnish basic education teachers. The…

Instructor behaviour is known to affect learning performance, but it is unclear which specific instructor behaviours can optimize learning. We used eye-tracking technology and questionnaires to test whether the instructor's gaze guidance affected learners' visual attention, social presence, and learning performance, using four video lectures:…

Technologies bring a new era of content presentation for online teaching and learning. With more instructors adopting new tools to design online teaching materials, students are often put into learning contexts with certain new design components. Assessing learner experience and outcome in these contexts is challenging because of the complexity…

We apply Carroll's model of school learning, which theorizes about the relationship between time and learning, to motivate the design of a large, first-year, university mathematics course, where students have the choice to attend lectures and/or watch online videos. The theoretical model informs how the course and resources are designed in order…

We describe three iterations of a Massive Open Online Course (MOOC) developed from online preparation materials for a reformed introductory physics classroom at the Massachusetts Institute of Technology, in which the teaching staff interact with small groups of students doing problems using an expert problem-solving pedagogy. The MOOC contains an…

In this work, Web 2.0 technologies in higher education are evaluated using students' perceptions, satisfaction, performance and behaviour. The study evaluates the Web 2.0 tools as stand-alone entities as well in terms of their cross-operability and integration (confluence) to synergistic contributions towards the enhancement of student…

In an effort to understand teachers' technology use, recent scholarship has explored the idea of technological pedagogical content knowledge (TPCK or TPACK). Many studies have used self-reports to measure this knowledge (SR TPCK). Several studies have examined the construct validity of these assessments by analysing the internal relationships of…

Learning is becoming increasingly self-directed and often occurs away from schools and other formal educational settings. The development of a myriad of new technologies for learning has enabled people to learn anywhere and anytime. Web 2.0 technology allows researchers to shed a new light on the importance and prevalence of informal learning.…

With the increased affordances of synchronous communication tools, more opportunities for online learning to resemble face-to-face settings have recently become available. However, synchronous communication does not afford as much time for reflection as asynchronous communication. Therefore, a combination of synchronous and asynchronous…