Background: University students need to self-regulate but are sometimes incapable of doing so. Learning Analytics Dashboards (LADs) can support students' appraisal of study behaviour, from which goals can be set and performed. However, it is unclear how goal-setting and self-motivation within self-regulated learning elicits behaviour when using an…

Background: Behavioural intention (BI) has been predicted using other variables by adopting the technology acceptance model (TAM). However, few studies have examined whether BI can predict learning performance. Objectives: The present study used an extended TAM to investigate whether students' BI is a predictor of their listening learning…

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…

Emotions are critical to learning. However, the function of emotions in the emerging context of massive open online courses (MOOCs) has been under-researched. The present study complemented this line of research by modelling the relation between learner emotions, engagement with videos, engagement with assignments, and self-perceived achievement…

This study examined students' engagement characteristics in online courses and their impact on academic achievements, trying to distinguish between course completers and noncompleters. Moreover, this research is intended to differentiate between those who pass the final exam and those who do not. Four online courses were examined with a similar…

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…

The role of social tools in massive open online courses (MOOCs) is essential as they connect participants. Of all the participants in an MOOC, top contributors are the ones who more actively contribute via social tools. This article analyses and reports empirical data from five different social tools pertaining to an actual MOOC to characterize…

Over the last 5 years, massive open online courses (MOOCs) have increasingly provided learning opportunities across the world in a variety of domains. As with many emerging educational technologies, why and how people come to MOOCs needs to be better understood and importantly what factors contribute to learners' MOOC performance. It is known that…

Since 2006, the ability to use information and communication technology (ICT) has been included as a key competence in the curriculum in Norway, and specific competence aims are developed for most grades. The aim of this study was to identify students' ability to use ICT according to the competence aims, and to examine factors that can predict…

This study explored students' perceptions of self-directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology-supported classroom environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology. Based on the literature review, this study…

Considering the increasingly challenging resource environments in many business schools, this study examined whether course technologies, learner behaviors or instructor behaviors best predict online course outcomes so that administrators and support personnel can prioritize their efforts and investments. Based on reviewing prior online and…

Previously assumed to be a homogenous and highly skilled group with respect to information and communications technology, the so-called Net Generation has instead been shown to possess a diverse range of technology skills and preferences. To better understand this diversity, we subjected data from 2096 students aged between 17 and 26 from three…

Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is…

Previous research has examined factors influencing teacher decisions to integrate technology using between-teacher designs. This study used a within-teacher design to compare students who were assigned multi-media learning objects for learning fractions with students taught by the same teachers who were not assigned to the technology. There were…

The study was conducted to investigate the relation of adolescent students' mathematics motivation and achievement to their appropriate help-seeking and inappropriate guessing behaviour while using instructional software. High school students (n = 90) completed brief assessments of mathematics motivation and then worked with software for geometry…