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Article
Publication date: 25 January 2021

Sunyoung Park and Petra A. Robinson

The purpose of this study is to examine how academic coaches, through academic student support, impact graduate student performance in a time-intensive online learning program for…

Abstract

Purpose

The purpose of this study is to examine how academic coaches, through academic student support, impact graduate student performance in a time-intensive online learning program for pursuing a master’s degree in leadership and human resource development in a research-intensive public university in the Southern USA.

Design/methodology/approach

The participants in this study were 435 graduate students enrolled in their online master’s degree program. Framed by the theory of transactional distance and by adopting a pre-experimental design and the analysis of variance (ANOVA) technique, the student performance in three courses was compared (principles of adult education, research methods and performance analysis) with academic coaches.

Findings

The findings indicate that the average score of students was higher when students received more feedback and comments from an academic coach than less feedback and comments in the performance analysis course. Students who had an academic coach in the adult education class performed better than those who did not have a coach. However, there was not a significant difference in academic performance based on the number of academic coaches (one versus three) in the research methods course.

Originality/value

This preliminary work may lead to a better understanding of how academic coaches can best support adult learners in their pursuits of online postsecondary education. This study would suggest implications for online instructors and institutions to enhance student success and retention in online learning activities by using academic coaching.

Details

European Journal of Training and Development, vol. 46 no. 1/2
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 31 August 2021

Tessa Withorn, Jillian Eslami, Hannah Lee, Maggie Clarke, Carolyn Caffrey, Cristina Springfield, Dana Ospina, Anthony Andora, Amalia Castañeda, Alexandra Mitchell, Joanna Messer Kimmitt, Wendolyn Vermeer and Aric Haas

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of…

5253

Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

Findings

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 49 no. 3/4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 4 December 2020

Micheal M. van Wyk

This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.

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Abstract

Purpose

This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.

Design/methodology/approach

Mapping a pragmatic research approach, an explanatory mixed methods design was used for the study.

Findings

Empirical evidence revealed that student teachers were satisfied and experienced the academic support tools as being positively applied to their online learning. Furthermore, it is reported that student teachers preferred the discussion forum as the most appropriate academic support e-tool in the course under coronavirus (COVID-19) lockdown.

Research limitations/implications

This exploratory pragmatic study extends the knowledge of the online academic support e-tools for an open distance e-learning (ODeL) context that was used under COVID-19 lockdown. This study provides additional evidence concerning a revised academic support frame for an ODeL online learning context. Research limitations: small sample size was used, and therefore caution must be applied, as the findings might not be transferable to a similar context. The current study has only examined a teacher education course and could not be generalised to similar conditions as those under COVID-19 lockdown. This exploratory research has raised many questions that require further investigation. More research is required to determine the efficacy of the academic support e-tools with regard to student learning in other online courses and contexts.

Practical implications

The student teachers that participated in this study were empowered to using the academic support e-tools to support them under COVID-19 lockdown. The discussion was mostly preferred academic supportive e-tool as an engaged, participatory and communicative platform for accelerated learning in the teaching methodology of economics course.

Originality/value

A noteworthy contribution was made in the design and testing of the reliability of methodological tools, which could be replicated in blended and ODeL contexts.

Details

Interactive Technology and Smart Education, vol. 18 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 15 September 2022

Miftachul Huda

The presence of digital learning space is widely seen as there is an active engagement between educators and learners. However, the challenge raised mainly amidst the pandemic…

Abstract

Purpose

The presence of digital learning space is widely seen as there is an active engagement between educators and learners. However, the challenge raised mainly amidst the pandemic age, which is potentially leading to the interference on the active engagement in education process. The necessary act to have a critical response from the student’s feedback towards the online learning services should be taken into consideration in ensuring the continuance of teacher education in enabling to grab the potential chance to advance the assessment of strategic approach in online learning. This paper aims to examine the digital access during the pandemic age through elaborating the extensive value of better learning service or adaptation for the online learning achievement amidst the pandemic age.

Design/methodology/approach

This study is conducted with a qualitative approach through the particular method of data collection, namely, structured interview. This qualitative approach was selected to enable obtaining the richness of information and related data. The insightful feedback will be coming from 27 higher education learners.

Findings

The finding revealed that better design of achievement pathway on the digital access could be enhanced in supporting the online learning performance through the online services. The main point refers to look into detail about digital online infrastructure insufficiency for online access support and improvements on digital online infrastructure for accessibility of learning service. The main occupations are clearly pointed in the following phase. Those are empowering digital access for learning service support and enhancing digital-adaptation for online learning achievement.

Originality/value

This study is supposed to contribute in assisting the value contribution with an extensive point to continue the digital access during pandemic age through the adaptation empowerment of higher learner’s online learning services.

Details

foresight, vol. 25 no. 1
Type: Research Article
ISSN: 1463-6689

Keywords

Article
Publication date: 9 August 2022

Chenhui Wang, Suqi Li and Yu-Sheng Su

This study focused on parents' health anxiety by proxy about their children when they started learning online during the COVID-19 pandemic, to explore the impact of academic…

Abstract

Purpose

This study focused on parents' health anxiety by proxy about their children when they started learning online during the COVID-19 pandemic, to explore the impact of academic stress by parent-proxy on parents' learning support services with the mediating role of health anxiety by parent-proxy and the moderating role of parental educational level.

Design/methodology/approach

In total, 8,940 primary school students' parents participated in the study. Bootstrapping was performed to test the constructed model.

Findings

(1) Academic stress by parent-proxy positively predicted health anxiety by parent-proxy. (2) Health anxiety by parent-proxy significantly positively predicted learning support services. (3) Academic stress by parent-proxy also significantly positively predicted learning support services. (4) Academic stress by parent-proxy positively predicted parents' learning support services through the mediating effect of health anxiety by parent-proxy. (5) Parental educational level moderated the relationship between academic stress by parent-proxy, health anxiety by parent-proxy, and learning support services. Academics and parents will benefit from the conclusions of this study in both theory and practice.

Originality/value

During the COVID-19 pandemic, offline learning has been replaced with online learning, which has brought with it many physical and mental health problems, including additional academic stress. Most studies on learning support services have focused on offline learning. However, this study explored the relationships between academic stress by parent-proxy, health anxiety by parent-proxy, learning support services, and parental educational level in the context of online learning. Results show that it is necessary to pay attention to academic stress and health to provide children with appropriate learning support services.

Details

Library Hi Tech, vol. 41 no. 1
Type: Research Article
ISSN: 0737-8831

Keywords

Open Access
Article
Publication date: 7 November 2019

Chiaki Iwasaki, Yasuhiro Tada, Tomoki Furukawa, Kaede Sasaki, Yoshinori Yamada, Tsutomu Nakazawa and Tomoya Ikezawa

The purpose of this paper is to discuss the development and assessment of learning support environments for academic writing that utilize ICT, such as e-learning and online

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Abstract

Purpose

The purpose of this paper is to discuss the development and assessment of learning support environments for academic writing that utilize ICT, such as e-learning and online tutoring, in Japanese higher education. First, the authors introduce the design of an e-learning writing program for the Japanese language and assess whether the program is an effective learning support tool for undergraduates. Second, the authors analyze and assess online tutoring support for academic writing and clarify the merits and disadvantages of online and offline tutoring at writing centers, then suggest instructional strategies by analyzing the writing tutoring process.

Design/methodology/approach

The authors adopted e-learning goals to assess its effectiveness. The authors asked the participants questions they could answer from five-point scales, conducted a paired t-test, and included a free description-type questionnaire. Then, to assess online tutoring, the 12 students took pre- and post-test questionnaires, after which the authors conducted a Wilcoxon signed rank test. In addition, the authors carried out a Kruskal–Wallis rank sum test in order to confirm differences in satisfaction level and the effectiveness of face-to-face tutoring and online tutoring.

Findings

By analyzing the pre- and post-test results, the t-test confirmed that the students found the e-learning system to be effective for nurturing academic literacy. This means the system is appropriate as a support tool for nurturing academic writing, especially writing knowledge and rules, and university must provide a comprehensive learning support environment including e-learning. Next, the authors found no statistically significant difference between face-to-face and online tutoring, although some problems with the writing process remained. So online tutoring has opportunity to promote autonomous learning. The research results make it clear that because of writing centers’ potential and their effectiveness in utilizing ICT tools.

Originality/value

Research findings about academic writing are to improve the tutoring process and writing strategies, such as the use of ICT for academic writing support like e-learning, online tutoring, do not exist. To provide learning opportunity to learners and promote autonomous learning, e-learning and online tutoring are important. For the reasons noted above, it is necessary to provide an alternative writing support environment to students in Japan. Therefore, the authors report on and assess the development of learning support environments for e-learning programs and online tutoring for academic writing at the undergraduate level in Japan.

Details

Asian Association of Open Universities Journal, vol. 14 no. 2
Type: Research Article
ISSN: 2414-6994

Keywords

Article
Publication date: 1 April 2005

Mercedes Fisher and Derek E. Baird

Investigating the social structure in online courses helps in designing for and facilitating student support and retention. Aims to provide data showing how course design and use…

6788

Abstract

Purpose

Investigating the social structure in online courses helps in designing for and facilitating student support and retention. Aims to provide data showing how course design and use of social software technologies provided social and collaborative learning opportunities for online students.

Design/methodology/approach

A study of computer‐mediated groups that utilized social media technologies and a web‐based collaborative model in an online program. Participants were put into groups and observed as they constructed knowledge using both online dialogue (synchronous and asynchronous) and social media technologies as tools to support their learning.

Findings

The integration of web‐based learning communities and collaborative group assignments into the course design has a positive influence on student retention in online courses.

Research limitations/implications

The research was limited to the online student population at Pepperdine University, and did not include data or research from similar online programs at other universities. Future research should include data collected from students outside the USA to find out what role cultural mores, attitudes, and gender play.

Practical implications

Provides curriculum design strategies that foster community, utilize social/ participatory media, and support online student learning and retention through effective course design.

Originality/value

Current research on distance learning curriculum has focused on the instructor's perspective. It is felt that research from the student's perspective can also yield some valuable insights for online course design.

Details

Campus-Wide Information Systems, vol. 22 no. 2
Type: Research Article
ISSN: 1065-0741

Keywords

Book part
Publication date: 19 March 2013

Andrew Doig and Steve Hogg

‘I like the fact that it's simple; I like the fact that it's not too complicated, and I think that whoever developed it, developed it with the people in mind’. Blended learning

Abstract

‘I like the fact that it's simple; I like the fact that it's not too complicated, and I think that whoever developed it, developed it with the people in mind’. Blended learning master's student talking about Solent Online Learning.The authors carried out an extended project aimed at making effective use of the Virtual Learning Environment (VLE) for the delivery of high-quality online distance and blended learning. This was in response to a greater demand for such courses through the emergence of a new constituency of learner, principally professional learners, those already in employment but seeking to improve their level of qualification and employability through the study of flexibly delivered credit bearing courses. The growth of this constituency can be seen very much as a response to the changes to the funding structure in the higher education sector in the UK. To this end, the authors worked within a team that developed an approach to effective course design, the Solent Online Learning Standard, and then a new methodology for collaborating with academic staff in the development and delivery of such courses. In order to best facilitate this, the team also created a new instance of its institutional VLE, called Solent Online Learning and tailored more to the needs of these new professional learners.

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

Article
Publication date: 26 June 2020

Richard Allen Carter Jr, Mary Rice, Sohyun Yang and Haidee A. Jackson

Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and…

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Abstract

Purpose

Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic.

Design/methodology/approach

The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment.

Findings

The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families.

Originality/value

Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

Article
Publication date: 9 November 2015

Robert Detmering, Anna Marie Johnson, Claudene Sproles, Samantha McClellan and Rosalinda Hernandez Linares

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library…

5285

Abstract

Purpose

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

Design/methodology/approach

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

Findings

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 43 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

1 – 10 of over 79000