A tri-phenomenon perspective to mitigate MOOCs' high dropout rates: the role of technical, pedagogical, and contextual factors on language learners' L2 motivational selves, and learning approaches to MOOC

Smart Learning Environments, Journal Year: 2024, Volume and Issue: 11(1)

Published: March 19, 2024

Abstract MOOC attrition rates have become a research hotspot in open and online education, requiring researchers to pinpoint psychological, technological, pedagogical, technical factors that could mitigate this problem. For aim, the current study applied tri-phenomenon approach explore language learners' perceptions of support coupled with moderation role their motivation plays shaping learning approaches MOOC. To do so, 428 learners who completed course on Iranian platform answered survey before getting certificate. An analysis structural equation modeling (SEM) revealed instructional peer were positively correlated deep while negatively surface one. Although was provided instance, it did not contribute approach. Moreover, attended MOOCs learn intrinsically perceived more support, whereas joined these courses pass some obligations or get certificates greater help them such criteria shape Further, both types significantly mediate within As result findings, theoretical practical contributions been reported lead MOOCs' enrolment

Language: Английский

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Exploring the Integration of Artificial Intelligence-Based ChatGPT into Mathematics Instruction: Perceptions, Challenges, and Implications for Educators

Education Sciences, Journal Year: 2024, Volume and Issue: 14(7), P. 742 - 742

Published: July 6, 2024

This research investigates how secondary school mathematics educators in the Nsukka Education Zone, Enugu State, Nigeria, perceive incorporation of artificial intelligence-based ChatGPT into teaching mathematics. The study employed a sequential exploratory mixed-methods strategy, starting with systematic survey and followed by detailed interviews. Mathematics Teachers’ Awareness Perceptions AI-based Questionnaire (MTAPACQ) used this was adapted from an existing online administered to 80 teachers, who were selected using stratified random sampling ensure varied representation across different local government areas. explored teachers’ awareness, utilisation, perceptions ChatGPT. Following quantitative phase, in-depth qualitative interviews conducted subset five teachers familiar gain deeper insights their experiences. findings indicate limited awareness ChatGPT, only 17% demonstrating familiarity technology. infrequent utilisation is mainly associated awareness. Teachers integrate report positive outcomes, including improved effectiveness, heightened student engagement, enhanced comprehension complex concepts. Nevertheless, overall tool’s impact on learning are moderate. identified challenges relation integration include technical adaptability, curriculum alignment, need for customisation accommodate diverse styles. emphasises significance continuous professional development ongoing support instruction proficiently. derived hold value educators, policymakers, technology developers aspiring elevate role intelligence education.

Language: Английский

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University mathematics lecturers’ experiences of teaching and learning during COVID-19 pandemic: A comparative study between Kuwait and United Kingdom

Eurasia Journal of Mathematics Science and Technology Education, Journal Year: 2025, Volume and Issue: 21(3), P. em2603 - em2603

Published: Feb. 26, 2025

Educators around the world were forced into a sudden change from face-to-face teaching to online because of Covid-19 crisis. This study aims investigate how mathematics university lecturers in Kuwait and UK experienced responded this unprecedented change. It explores challenges opportunities related an mode working. Using Technological, Pedagogical Content Knowledge (TPACK) framework, analyses responses questionnaire (31 438 respondents) which focused time period encompassing Spring 2021 Summer 2021, while data collection lasted 2022.<br /> Responses revealed centrality importance content knowledge impacting their technological pedagogical knowledge. Respondents seemed report experiences common both countries such as insufficient adjust change, adapting strategies, lack good computer skills, limited student interaction motivation. Understandably, rapid meant that institutions may have on supporting staff using widely available institutional technologies instead providing specific subject resources support exacerbate faced. Findings show lecturer’s developed over pandemic but contextually pedagogically, values believes most influential resulting majority respondents indicating they not likely pursue working post pandemic.

Language: Английский

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Physical home-learning environments of traditional and non-traditional students during the COVID pandemic: exploring the impact of learning space on students’ motivation, stress and well-being

Smart Learning Environments, Journal Year: 2023, Volume and Issue: 10(1)

Published: Jan. 20, 2023

Abstract When the COVID-19 pandemic forced higher education institutions to implement their programs in an online setting, different groups of students were influenced extents. In many cases, main locus learning moved students' homes, and experiences suddenly contextualized residential situation immediate physical environment. The present study consequently examines role environments on factors influencing students’ when pursuing from at home. It contrasts traditional a institution non-traditional academic continuing institution, which address target with living conditions needs support. Data collected via survey sent enrolled these two institutions, total 353 participating during timeframe impacted by COVID-related lockdowns. We found that stress well-being is strongly linked quality surrounding environment place, whereas perceived motivation more related place itself. How are affected moderated overall socio-spatial context. Academic resilient sub-optimal than students. Altering design can help mitigate negatively impact motivation, particularly important for students, who primarily dedicate time studies.

Language: Английский

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The connection between distance learning profiles and achievement emotions in secondary mathematics education

European Journal of Psychology of Education, Journal Year: 2025, Volume and Issue: 40(1)

Published: Jan. 6, 2025

Abstract During the COVID-19 pandemic, distance learning became dominant form of education, utilizing a variety technological resources to activate students and facilitate independent learning. In this study, latent profile analysis was used identify different profiles covariance analyze relationships between identified students’ ( n = 552) achievement emotions in Finnish upper secondary schools 18). The results supported four-profile model contrasting teaching practices against student involvement: largest (32.97%) characterized as deactivating–distracted , followed by deactivating–engaged (24.92%) activating–engaged (24.64%), with smallest (17.57%) being activating–distracted . Here, activation refers focus on participation school support, whereas distraction reflects involvement environment. Notably, exhibited most positive emotions, while associated negative emotions. These highlight importance active participation, promoting engagement, need for support contexts foster

Language: Английский

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Guiding the Mathematics Quizzers: The Tales of Coaches

Published: March 13, 2025

This phenomenology study aimed to explore and understand the lived experiences of mathematics coaches their quizzers. Snowball sampling was used determine which 14 were involved. They all involved in in-depth interviews. The results revealed participants' experiences, included having difficulty managing time, gaining more experiential knowledge learning, developing other abilities confidence. In reaction challenges, they have prioritized streamlined activities, support networks teamwork, valued physical emotional health, education students. came following realizations on time management, resilience, adaptability development, as well concentrating teaching tasks taking chances foster improvement. study's findings anticipated significance value for participants, head coaches, researchers.

Language: Английский

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Study on the direct and indirect effect of teachers' teaching methods and students' math self-concept on mathematics academic achievement: Using TIMSS 2019 data

The Mathematical Education, Journal Year: 2025, Volume and Issue: 64(1), P. 45 - 64

Published: Feb. 28, 2025

Language: Английский

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Developing and integrating digital resources in online mathematics instruction and assessment during Covid-19

Cogent Education, Journal Year: 2023, Volume and Issue: 10(2)

Published: July 2, 2023

Technological tools such as computers and the internet were used to continue education student assessment in mathematics during COVID-19 pandemic Nepal. This study examined integrating digital resources teaching, learning, practices among 456 digitally literate teachers secondary schools Nepal, administering an online questionnaire Google Forms. The structural equation modeling mean decrease accuracy plots primary statistical data analysis. Findings indicated that use of teaching classes was high results showed sharing instruction significantly affects assessment, whereas developing impacted integration assessment.

Language: Английский

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Exploring the Impact of Self-Concept and IT Identity on Social Media Influencers’ Behavior: A Focus on Young Adult Technology Features Utilization

International Journal of Human-Computer Interaction, Journal Year: 2023, Volume and Issue: 40(22), P. 6941 - 6952

Published: Oct. 25, 2023

This research investigates the inspiration of self-concept and Information Technology (IT) identity on behavior Social Media Influencers (SMI), specifically regarding their utilization technology features. With advent social media, individuals have been presented with a unique opportunity to showcase creativity connect broader audience, known as "followers." Drawing upon unified theory acceptance use (UTAUT), this study examines relationship between SMIs in utilizing features, self-concept, IT within context media platform usage. The methodology employed is partial least squares (PLS) regression, providing comprehensive understanding how individuals' shapes concerning usage findings significant implications for businesses seeking engage aiming establish presence media. highlights TikTok's potential self-expression personal brand development, underscoring importance realm SMIs.

Language: Английский

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The relationships of motivation and self-regulation to students’ cognitive presence and empowerment in online learning environment

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: May 25, 2024

Language: Английский

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