دورية أكاديمية
Is It the Same, Socially? Fully Online Learning and Its Impacts on Social Identification, Academic Performance and Confidence
| العنوان: | Is It the Same, Socially? Fully Online Learning and Its Impacts on Social Identification, Academic Performance and Confidence |
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| اللغة: | English |
| المؤلفون: | Riley Attard, Lillian Smyth (ORCID |
| المصدر: | Higher Education Research and Development. 2023 42(8):1855-1873. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, Social Behavior, Social Environment, Identification (Psychology), Learning Processes, Academic Achievement, Student Attitudes, Outcomes of Education, Peer Relationship, Correlation, Medical Students, Foreign Countries, Self Esteem, Distance Education, COVID-19, Pandemics |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.1080/07294360.2023.2209521 |
| تدمد: | 0729-4360 1469-8366 |
| مستخلص: | Previous research demonstrates links between student social identification, perceived learning norms, learning approaches and academic outcomes and indicates the value of bolstering student social identification in higher education settings. The current study aimed to examine whether the models identified in this previous research replicated in a fully online environment. This is critical knowledge in the context of the industry-wide debate on the gains and losses of online university. Self-report survey data (N = 112), e-learning analytics and grades were used to examine student social identification, perceptions, behaviours, and outcomes over a 4-month period of online learning during the COVID-19 pandemic. Results were unexpected: previous models failed to replicate in our data. Exploratory analysis identified three ways forward: examination of student learning activity outside of institutionally provided online contexts, revisiting the use of SPQ as a measure of learning approach, and examining student social interactions and identification in a social media-rich online environment. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1403703 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0729-4360 1469-8366 |
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| DOI: | 10.1080/07294360.2023.2209521 |