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Showing 1 to 15 of 78 results Save | Export
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Lange, Christopher; Costley, Jamie – Innovations in Education and Teaching International, 2022
Both sequencing content and fading instructional support are scaffolding techniques designed to make it easier for learners to process information. While sequencing content separates problems into manageable parts before problem-solving, fading of instruction gradually reduces instructional support before problem-solving. Although cognitive load…
Descriptors: Cognitive Processes, Difficulty Level, Instructional Design, College Students
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Madani, Haider; Adhikari, Ajay; Hodgdon, Christopher – Journal of International Education in Business, 2023
Purpose: This study aims to leverage the Unified Theory of Acceptance and Use of Technology framework developed by Venkatesh et al. (2003) to explore the factors influencing faculty willingness and acceptance of online teaching at a major Saudi Arabian university as we move to a post-COVID-19 new normal. Design/methodology/approach: We surveyed…
Descriptors: Foreign Countries, Teacher Attitudes, Online Courses, Educational Technology
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Dan Wang – International Review of Research in Open and Distributed Learning, 2024
This study examines the effects of corrective feedback (CF) on language learners' writing anxiety, writing complexity, fluency, and accuracy, and compares the effectiveness of feedback from human teachers with an AI-driven application called Poe. The study included three intact classes, each with 25 language learners. Using a quasi-experimental…
Descriptors: Artificial Intelligence, Feedback (Response), Anxiety, Foreign Countries
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Pessi Lyyra; Sanna Anttonen; Tomi Waselius – European Journal of Open, Distance and E-Learning, 2024
A major challenge for distance learning in higher education is supporting course completion. Counteracting completion risk factors requires investigating their significance across (non)completion stages. We tested the predictability of known risk factors at each completion stage. Not initiating was explained by available time, low motivation and…
Descriptors: Distance Education, Open Education, Higher Education, Online Courses
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Costley, Jamie – International Journal of Educational Technology in Higher Education, 2021
This research investigates how learning groups affect student learning from two perspectives: first, the amount of group work students do, and second, the role that they take within the group. It is not clear from the current research how a student's role in collaborative learning affects his/her development of critical thinking and the…
Descriptors: Role, Group Dynamics, Group Activities, Cooperative Learning
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Rõõm, Marili; Lepp, Marina; Luik, Piret – Education Sciences, 2021
One of the problems regarding MOOCs (Massive Open Online Courses) is the high dropout rate. Although dropout periods have been studied, there is still a lack of understanding of how dropout differs for MOOCs with different levels of difficulty. A quantitative study was conducted to determine the periods with the highest dropouts in computer…
Descriptors: Online Courses, Large Group Instruction, Dropout Rate, Programming
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Costley, Jamie; Fanguy, Mik; Lange, Chris; Baldwin, Matthew – Journal of Computing in Higher Education, 2021
Ideally, instruction should be delivered in a way that reduces the processing of information that does not contribute to learning (extraneous load) and increases cognitive processing that contributes to learning (germane load). One way students might effectively manage extraneous load is through specific video lecture viewing strategies to control…
Descriptors: Video Technology, Lecture Method, Instructional Effectiveness, Learning Strategies
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Fei Wang; Xiaopeng Zhu; Lingli Pi; Xingyao Xiao; Jingyu Zhang – Education and Information Technologies, 2024
Studies have shown that course participation and academic performance are key factors in defining the success of online education, but much remains unknown regarding how best to define the success of online K-12 after-school education that are popular in Asian countries. To address this issue, we used a longitudinal clustering approach to analyze…
Descriptors: Student Participation, Academic Achievement, English (Second Language), Second Language Learning
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Sharen, Colleen M.; Kirk, Heather – International Journal for the Scholarship of Teaching and Learning, 2023
As a result of the COVID-19 pandemic, many institutions had shifted to primarily online teaching during the 2020- 21 academic year. This case study at Brescia University College (London, Canada) investigates the experiences of faculty members who, for the most part, had never taught online prior to March 2020. It explores faculty members'…
Descriptors: COVID-19, Pandemics, School Closing, Online Courses
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Angela Fellingham; Taslima H. Shuwara; Taina Saint Amand; Felicia Gunawan; Ahmed Elbediwy; Simon Gould – New Directions in the Teaching of Natural Sciences, 2024
The transition students face moving from Further Education (FE) to Higher Education (HE) can be a daunting experience. This transition to HE may require a substantial adjustment to a student mindset recognising that they would be responsible for their own learning and their eventual success compared to a FE environment where student learning is…
Descriptors: Teaching Methods, Science Instruction, Continuing Education, Higher Education
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Omer Kocak – International Journal of Technology in Education, 2024
Student response systems (SRSs) increase the engagement of students by supporting them to participate in the course and thus contribute to their academic achievement. However, in most of the experimental studies in which the effects of SRSs were investigated, details on how to integrate SRSs into the course were not provided. This study aimed to…
Descriptors: Academic Achievement, Cognitive Processes, Difficulty Level, Asynchronous Communication
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Costley, Jamie – Interactive Technology and Smart Education, 2020
Purpose: This study aims to look at the relationship between extraneous cognitive load and germane cognitive load and how the use of cognitive learning strategies might moderate the relationship. Design/methodology/approach: This present study used survey data (n = 440) from randomly selected students taking large online classes in South Korea.…
Descriptors: Cognitive Processes, Difficulty Level, Electronic Learning, Learning Strategies
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Mirva Heikkilä; Miira Häkkinen; Anni Vidbäck; Mirjamaija Mikkilä-Erdmann; Ilari E. Sääksjärvi – Environmental Education Research, 2025
Environmental content is becoming increasingly important in schools, but teachers may have difficulty grasping accurate knowledge. This study investigated how student teachers construct a conceptual understanding of biodiversity loss in an online environment. Sixty-five first-semester primary student teachers at a Finnish university were given the…
Descriptors: Student Teachers, Teacher Education Programs, Biodiversity, Scientific Concepts
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Ringphami Shimray; Thinley Wangdi – Journal of Multilingual and Multicultural Development, 2025
The present study explored the antecedents and potential solutions to boredom in online English classrooms from the perspectives of 105 Thai EFL university students. Guided by a qualitative approach, an open-ended survey and semi-structured interviews were used to collect the data. The thematic analysis of the data revealed nine antecedents that…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Learner Engagement
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Qiuye Li; Shaorui Xu; Yushan Xiong; Wei He; Shaona Zhou – Physical Review Physics Education Research, 2023
A significant proportion of universities throughout the world switched from conventional face-to-face course delivery to emergency remote teaching (ERT) in response to the pervasive COVID-19 outbreak. A series of challenges are faced by both teachers and students as a result of the rapid and abrupt switch to ERT. Within the context of ERT, physics…
Descriptors: COVID-19, Pandemics, School Closing, Distance Education
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