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Цахим сургалтаар оюутны сурах арга барил, сурлагын амжилтыг дээшлүүлэх нь (Их, дээд сургуулийн математикийн хичээлийн жишээн дээр)
Abstract
Investigating students' self-regulated learning and academic achievement in an eLearning environment (The case of university mathematics course)\\
Rationale of research\\
In the result of rapid development of ICT, the rise of new demands and changes in the structure of industries, communications, culture, skills and competences lead to enormous positive changes in the society and individuals (Marcelo & Eugenio, 2009). Consequently, researchers studying the proper uses of ICT in all levels of education and factors influencing these, from the various aspects. For the case of our country most researches done in the direction of development and experiment e-learning contents for certain course and making analysis and conclusions. In such researches usually consider the role, needs, efficiencies and advantages of use of e-learnings in education. On the other hand, there are less detailed study on perception of students towards e-learning, factors influencing these perceptions and acceptance of technologies. In most cases researchers studied the efficiency of e-learning by comparing achievements of students in traditional and e-learning groups.
For new century learners with intense development of ICT, the systematic research on possibility of development and improvement of study skills, attitude and motivation through e-learning, and thus to increase academic achievement is lacking. Hence the explanation of efficiency of e-learning by studying how factors related to e-learning affect students learning skills and academic achievements, and based on the results of such studies to develop methodologies for increase of efficiency of e-learning are crucial. In other words, there are real needs to develop theoretical model which explains the relationships between student achievement and e-learning systematically, and to study relationship between factors.
The current international research practice lies on researching relationships between variables by determining reliability and validity of measures of variables in the theoretical model. In Mongolia, e-learning environments have been studied, in particular, e-learning readiness and technology acceptance have been measured and used in some studies. But in most cases the study of reliability and validity of measurement models were not considered. In some researches the reliability was touched but with less appropriateness and needed more detailed research. The study of reliability of validity of measurement is a crucial issue in education measurement. Therefore, the development of the Mongolian version of measurement models to measure variables in the theoretical model and determination of their reliability and validity are very important. \\
Goal of the research\\
To study opportunities to improve students learning skills and achievement through e-learning and make related conclusions.\\
Research objectives\\
We proposed following research objectives in order to achieve our goal:
To summarize theories and concepts of academic achievements and learning skills.
To analyze problems related with higher education teaching and learning, and theoretical and practical problems of e-learning;
To summarize theories and methodologies on learning based on learning management systems (LMS);
To study 3P model and other measurement theories and make conclusion.
To experiment e-learning courses based on LMS and summarize results.
To study students learning skills and academic achievements and summarize results.
To develop guidelines and recommendations based on the results of research\\
Research sample \\
The sample data gathered from students who studied a general education course of Mathematics of National University of Mongolia in spring semester of 2019. These students attended the course using web based LMS. The information on student’s readiness for e-learning and experiences with LMS were collected from 139, 97 and 86 responses of students at the beginning, middle and end of the course through online survey. From all these the responses of 83 students who participated in all three surveys met the requirements and used for the study. \\
Conclusion\\
The main purpose of the research is to study the ways to improve learning skills and academic achievements of university level students through e-learning based on LMS. Therefore, based on the results of the study that meet the objectives of the study, the following conclusions are made.
We studied, analyzed and summarized International and national research results on student readiness for e-learning, perceived use of LMS and learning skills. This study result shows that it is necessary to pay attention to the concept and policy issues of e-learning in our country's universities. In other words, it is important to develop and implement methodologies to improve the effectiveness of e-learning based on the results of theoretical and systematic research.
Based on the study and summarization of theory of higher education teaching and learning and learning skills, e-learning theory concepts and methodological issues, an e-learning course was developed to support students' self-directed learning through LMS.
The math e-learning pilot course curriculum to support students' learning through LMS was developed based on cognitive, psychology, curriculum, and didactic theories. The curriculum based on our experience of the last 10 years of teaching general education math course of NUM which has achieved certain qualitative and quantitative results.
The proposed measurement models for students readiness for e-learning and acceptance of e-learning are shown to be reliable (α=.841-.965, α=.650-.764) and valid (χ^2/df = 1.33 (p=.003), CFI = 0.94, TLI = 0.95, RMSEA = .063; χ^2/df = 1.54 (p=.000), CFI = 0.93, TLI = 0.91, RMSEA = .081).
The proposed research model, the 3P model of e-learning, is appropriate (χ ^ 2 / df = 1.30 (p = .060), CFI = 0.97, TLI = 0.96, RMSEA = .061), hence the relation between e-learning and student learning success structure can be explained with the use of this model.
It has been shown that the main goal of higher education, that is to improve students' learning skills, self-learning with self-management and motivation, and to have a positive impact on their lifelong learning skills, which in turn can affect their academic success, can be achieved through LMS.
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This study investigates the effectiveness of using e-learning in teaching in tertiary institutions. In
institutions of higher education, the issue of utilizing modern information and communication
technologies for teaching and learning is very important. This study reviews literature and gives a
scholarly background to the study by reviewing some contributions made by various researchers
and institutions on the concept of e-learning, particularly its usage in teaching and learning in higher
educational institutions. It unveils some views that people and institutions have shared globally on
the adoption and integration of e-learning technologies in education through surveys and other
observations.
It looks at the meaning or definitions of e-learning as given by different researchers and the role that
e-learning plays in higher educational institutions in relation to teaching and learning processes, and
the advantages and disadvantages of its adoption and implemention.
Key words: Elearning, Information and Communication Technologies, Higher Education
Mongolia is a country with low population density in the world. Provision of sustainable and up to date professional development for in-service teachers is one of the biggest issues in the education system of the country. Institute of Teachers Professional Development (ITPD) is a central organization of the Ministry of Education responsible for teacher’s developments. ITPD started its online training system for teachers from 2014.
In this paper we will study structural relationships among in-service teacher’s behavioral intention, perceived usefulness and perceived ease of use, and the quality of this online system using a Technology acceptance model. Important conclusions of this study are as follows. The high quality of the online training system makes it more easy to use for teachers. In-service teachers’ perceived usefulness and system quality are most important determinants of intention to use the system in the future.
This paper presents a narrative review of the literature related to the landscape of learning and teaching in Massive Open Online Courses (MOOCs). Past reviews of the MOOC literature have primarily focused on identifying trends and categorising MOOC studies. Syntheses of recent empirical contributions on learning and teaching in MOOCs are scarce. This review evaluated 102 academic studies published between 2014 and 2016 on the learning and teaching aspects of MOOCs. These studies were analysed using Biggs’ 3P Model of Teaching and Learning as an organising framework. The analysis examines four key learning and teaching factors: learner factors, teaching context, learner engagement, and learning outcomes. Five important findings emerged from this analysis: (1) evidence-based research on non-mainstream consumers of MOOCs is scarce; (2) the role of learner factors is oversimplified in evidence-based MOOC research; (3) there is no attempt to reconcile different approaches to measuring learner engagement with MOOCs; (4) measures of learning outcomes lack sophistication and are often based on single variables; and (5) the relationships between many of the key learning and teaching factors have not been clarified. It is argued that continuing to study learning and teaching factors in isolation without considering how they interact with each other does not move the research field forward.
Despite arguments about the importance of self-regulated learning (SRL) in massive open online courses (MOOCs) (Terras & Ramsay, 2015), understanding of the topic is limited. This study offers a systematic review of empirical research on SRL in MOOCs. It revealed that the body of literature on SRL in MOOCs has grown from 2014 to 2016. The content analysis findings show that SRL was a factor positively influencing learning in MOOCs. SRL strategies were identified, including motivational regulation strategies, specifically self-efficacy, task value, and goal setting. Particular cognitive regulation strategies were not identified, and goal setting was found as a metacognitive regulation strategy. Regarding behavioural and contextual regulation strategies, help seeking, time management, and effort regulation were identified. In addition, several MOOC designs and SRL interventions that consider unique characteristics of MOOCs were proposed to promote SRL. Implications of these findings and future research are discussed.
Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Järvelä and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills.
With rapid development of science and technology, introduction of the ICT different
methodologies into the learning environment today becomes one of the most
important factors. Application of IT tools in classroom learning in and methodology
for teaching and learning processes creates number of issues, which could be solved
with the help of online Learning Management System (LMS).
This paper presents experiment results using of Moodle, at the course of Linear
algebra and analytic geometry (LAAG) in the first semester of 2010-2011 and 2011-
2012 study year. The paper presents quantitative and qualitative rationale
interdependence analysis and experiment conclusion based on midterm and final
exam results of the freshman students of the National University of Mongolia
Digital technologies are becoming an integral part of everyday life and are increasingly used at all levels of education. Anecdotal evidence suggests an increase in the use of Computer Algebra Systems (CAS) for the teaching and learning of mathematics at universities. However, little is known about the current extent of CAS use in universities, the various practices mathematicians apply when teaching with technology, and mathematicians’ views on the role of CAS in the literacy of students and the mathematical curriculum. To bridge this gap, I designed a two-phase international comparative study to examine 1) the extent of CAS use in; 2) the factors influencing CAS integration into; and 3) the effects of different teaching traditions on university-level CAS-assisted mathematics teaching. The first (qualitative) phase, comprised interviews, class observations, and a review of mathematicians’ curriculum materials in Hungary (HU), the United Kingdom (UK), and the United States (US). Findings of this phase were incorporated into the development of an on-line questionnaire sent to mathematicians in Hungary, the UK, and US.
The analysis of responses by 1100 mathematicians revealed that many mathematicians extensively use CAS in their teaching and research. Mathematicians who reported CAS use in teaching indicated that they primarily use it to visualize mathematical concepts in their classes. Engaging students in experimentation and solving ‘real world’ problems in computer labs were also often implied. Participants highlighted that the majority of CAS use takes place in service courses for students studying in science and engineering disciplines, since these courses are taught for a large number of students and involve substantial computational and modelling elements.
According to the model developed in the study, the teaching use of CAS is significantly influenced by mathematicians’ CAS use in their own research. The data analysis revealed that if mathematicians use CAS in research it is highly probable that they try to experiment with its application in teaching as well. The integration of CAS was also substantially affected by mathematicians’ conceptions of the role of CAS in mathematical literacy and its application to teaching and learning. Overall, mathematicians believed that CAS has become an integral part of mathematical literacy and were optimistic about its uses in mathematics teaching. Participants highlighted several obstacles that could hinder integration. However, mathematicians who have already used CAS in their teaching were more concerned about pedagogical issues while non-users who were more troubled by access and technological difficulties. The analysis of the data could not identify significant differences in mathematicians’ work and conceptions between the participating countries. Most emerging differences were the result of dissimilarities in curricula and the economical situation between countries. Hence, it can be suggested that mathematicians are internationally mobile and aware of various mathematical practices in several countries.
The comparison of school and university-level findings revealed that mathematicians utilized CAS in their teaching whenever they felt it was appropriate for illustrating mathematical concepts and were modestly concerned about the motivational aspects of CAS. In contrast, school-level studies highlighted teachers’ extensive focus on motivational opportunities of technologies. Assessment was an important, but polarizing issue for mathematicians. However, in comparison to teachers, who are bound to a centralized assessment structure, mathematicians have a greater freedom to experiment with different forms of CAS-enhanced assessment techniques.
The results imply that it would be beneficial to further examine and document mathematicians’ CAS-assisted teaching practices with already existing teaching materials. Such a study would not only be beneficial for the advancement of university-level mathematics teaching but would also provide valuable contributions to school-level research and practices.
E-learning systems have witnessed a usage and research increase in the past decade. This article presents the e-learning concepts ecosystem. It summarizes the various scopes on e-learning studies. Here we propose an e-learning theoretical framework. This theory framework is based upon three principal dimensions: users, technology, and services related to e-learning. This article presents an in-depth literature review on those dimensions. The article first presents the related concepts of computer use in learning across time, revealing the emergence of new trends on e-learning. The theoretical framework is a contribution for guiding e-learning studies. The article classifies the stakeholder groups and their relationship with e-learning systems. The framework shows a typology of e-learning systems’ services. This theoretical approach integrates learning strategies, technologies and stakeholders.
To identify the most commonly used external factors of Technology Acceptance Model (TAM) in the context of e-learning adoption, a quantitative meta-analysis of 107 papers covering the last ten years was performed. The results show that Self-Efficacy, Subjective Norm, Enjoyment, Computer Anxiety and Experience are the most commonly used external factors of TAM. The effects of these commonly used external factors on TAM's two main constructs, Perceived Ease of Use (PEOU) and Perceived Usefulness (PU), have been studied across a range of e-learning technology types and e-learning user types. The results show that the best predictor of student's PEOU of e-learning systems is Self-Efficacy (β = 0.352), followed by Enjoyment (β = 0.341), Experience (β = 0.221), Computer Anxiety (β = -0.199) and Subjective Norm (β = 0.195). The best predictor of student's PU of e-learning systems is Enjoyment (β = 0.452), followed by Subjective Norm (β = 0.301), Self-Efficacy (β = 0.174) and Experience (β = 0.169). Using these external factors and their effect sizes on PEOU and PU, this study proposes a General Extended Technology Acceptance Model for E-Learning (GETAMEL).
This study explores the Cyprus primary school principals' attitudes towards Information and Communication Technologies (ICT) as well as their perceptions about the factors that facilitate or inhibit ICT integration in primary schools in Cyprus. A sequential mixed method approach was used to answer the research questions that guided this study. First, a survey was conducted among principals. Using a stratified random sampling 250 primary school principals from all over Cyprus (total population was 336) participated in this study. Data were collected through questionnaires, which were mailed to the principals. One hundred and thirty one questionnaires were received completed (response rate 52.4%). Then, a qualitative approach was followed. Eight principals were chosen to be interviewed based on specific criteria. The mixed method approach was chosen in order to safeguard the purpose of triangulation, complementarity, and expansion. Quantitative data were analyzed using the statistical package SPSS and descriptive and inferential statistics were used to answer the research questions. The method of qualitative content analysis was used for the analysis of the qualitative data. Cyprus primary school principals, generally, hold positive attitudes towards ICT. However, a number of statistically significant differences were observed across gender, years of service, academic qualifications, access to a computer and the internet at home, inservice training on ICT for teaching and learning purposes, existence of a computer in the principal's office, computer experience, and the principals' attitudes towards ICT. In addition, even though principals value the importance of ICT in the teaching and learning process as well as for the fulfilment of their managerial and administrative purposes, they still need more tailor-made in-service training and incentives in order to transfer their theoretical enthusiasm into practice. Moreover, principals are aware of a number of factors that can facilitate or inhibit ICT integration. These factors can be divided in two main categories: internal factors (inspiring and competent leadership, school-based in-service training on ICT, capable ICT coordinator, provision of incentives to the ICT coordinator, involvement of primary stakeholders in the integration process, collaboration with the district ICT advisory teacher, teachers' competence and knowledge on ICT, acceptance of the innovation from the teachers) and external factors (centre-based in-service training on ICT, pupils' background knowledge on ICT, technical support-maintenance of ICT, time available for principals to prepare the ICT integration, number of computers per class, support of the innovation from the Ministry of Education and Culture).
This study used a posttest control group design and to find out differences between students' self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper based traditional method was used. A survey adapted from Davaanyam [Davaan-yam, T. (2013). The structural relationships among Mongolian students' attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement. Ph. D. Dissertation. Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.
The study aimed to describe links between methods of assessing and teaching mathematics. Specifically, it tried to evaluate the effectiveness of the Mathcad software as a tool in assessing mathematics and its impacts to improved teaching and learning achievements. Teachers often face overburdened tasks to assess and evaluate students learning progresses-attainment of new knowledge and skills – through manuals checks of complicated multi-stage math problem solutions and computations. Thus, it required to prepare worksheets with problem solutions using Mathcad, in order to guide and check students' problem-solving activities. MSW-application (Mathcad-based worksheets with problem-solving computations) was experimented in both traditional teaching environment and Moodle-based learning management system setting. This study assumes the hypothesis that using this software will help both students and teachers to improve learning and teaching activities and efficiency. Under the study, 3-year long experiments were carried out among students, majored in software engineering at National University of Mongolia, during the Linear algebra and Analytical geometry course in 2010 to 2013. The experiments covered 4 experimental groups of 98 students and another 4 control groups of 96 students for three years. Of them, 85% were new students covered throughout the experiments and continued their studies consistently during this period. The study confirmed positive progresses and achievements in regard to teachers' efficiency to evaluate students' tasks by assessing problem solutions and calculations and responding to students on their performance. Moreover, MSW had more positive impacts within Moodle environment than traditional environment.
Book's abstract : Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the "why" of achievement, self-regulation models focus on "how" students activate, alter, and sustain their learning practices using a variety of self-related processes. This book brings together a number of internationally known researchers representing different theoretical perspectives on students' self-regulated learning. In each chapter, the authors first describe a particular view of self-regulated learning to show how key subprocesses are defined and measured. Second, evidence that these key subprocesses affect student motivation and achievement is reviewed. Third, the authors describe and discuss how student self-regulated learning can be developed or taught based on their theoretical perspective. This book focuses on the influences of student self-regulated learning practices on academic achievement and motivation.
Research dealing with various aspects of* the theory of planned behavior (Ajzen, 1985,
1987) is reviewed, and some unresolved issues are discussed. In broad terms, the theory is
found to be well supported by empirical evidence. Intentions to perform behaviors of different
kinds can be predicted with high accuracy from attitudes toward the behavior, subjective
norms, and perceived behavioral control; and these intentions, together with perceptions of
behavioral control, account for considerable variance in actual behavior. Attitudes, subjective
norms, and perceived behavioral control are shown to be related to appropriate sets of salient
behavioral, normative, and control beliefs about the behavior, but the exact nature of these
relations is still uncertain. Expectancy value formulations are found to be only partly
successful in dealing with these relations. Optimal rescaling of expectancy and value
measures is offered as a means of dealing with measurement limitations. Finally, inclusion of
past behavior in the prediction equation is shown to provide a means of testing the theory*s
sufficiency, another issue that remains unresolved. The limited available evidence concerning
this question shows that the theory is predicting behavior quite well in comparison to the
ceiling imposed by behavioral reliability.
The success of an e-learning intervention depends to a considerable extent on student acceptance and use of the technology. Therefore, it has become imperative for practitioners and policymakers to understand the factors affecting the user acceptance of e-learning systems in order to enhance the students’ learning experience. Based on an extended Technology Acceptance Model (TAM), the main aims of this study are to investigate the factors affecting students’ behavioral intention to adopt e-learning technology and to explore the moderating effect of age and gender on the relationships among the determinants affecting e-learning acceptance. This study is based on a total sample of 604 students who used a Web-based learning system at Brunel University in England. Confirmatory Factor Analysis (CFA) was used to perform reliability and validity checks, and structural equation modeling (SEM) was used to test the research model. The results indicate that perceived ease of use, perceived usefulness, social norm, and self-efficacy were critical factors for students’ behavioral intention to use e-learning, with the effect of perceived usefulness found to have the highest magnitude among the main determinants. We also found that age moderates the effect of PEOU, PU, and SE on BI, and that gender moderates the effect of PEOU and SN on BI. However, surprisingly, no significant moderating effect of age on the relationship between SN and BI was found; results also revealed no moderating of gender on PU or SE and BI. Overall, the proposed model achieves acceptable fit and explains 62% of its variance, which is higher than that explained by the original TAM. Based on these findings, implications to both theory and practice are discussed.
In this country report we summarize the current development of OER in Mongolia from the point of view of eight factors. In order to write the report, we used a desk review of available policy frameworks related to the support of OER and the results of our survey from almost 600 teachers from Mongolia. As a result of the desk review, we conclude that the government of Mongolia is building necessary infrastructures to support OER but the policies that sustain the development of OER are not in place. Since the survey results tell us that teachers’ beliefs on the importance of using OER have positive influence on integration of OER into teaching activities, we conclude that successful use and adaptation of OER requires improvement of understanding and positive attitudes toward OER for the case of Mongolia. Public awareness of the importance of OER is also a necessary requirement.
https://www.ieice.org/ken/paper/20170527cbU2/eng/
The usage of e-learning in developing countries has gradually advanced in recent years with an improved availability of internet connections and information technology support. While e-learning technology introduced relatively late in Mongolian universities, there isn’t any notable implementation yet. Assessment of students’ e-learning readiness is crucial to engage e-learning successfully in university scale. Purpose of this study was to support the development of an instrument to measure the readiness in e-learning environments and evaluate students’ perception, acceptance toward e-learning in National University of Mongolia. In the study, we used 13-item questionnaire with 5-point Likert-type scale responses. Results were based on 6119 responses from the undergraduate students of the university. Reliability, correlation and factor analysis are conducted in order to validate the instrument. The findings of the study indicates that the majority of the students have enough technological access, skills and ability to participate in the e-learning activities.
p>This paper reviews the e-learning course development in selected universities of Mongolia and attempts to classify the e-learning programs that are in practice at the tertiary education level in the country. The given paper uses both secondary and primary sources.
The authors determined what factors influence e-learning type classification and how time consuming is e-learning in course development stage in comparison to that of face-to-face learning? Methods such as computation using threshold values, k -means clustering, and comparison of means using paired t tests were used. Furthermore, comparison of means was used to validate the factors.
In conclusion, authors deliver recommendations based on analysis lessons learned for further development. This research has practical implications for higher education managers to make informed decisions.</p
This study investigated the use of ICT in the Early Years (R-3) in two diverse school settings. Students were surveyed to investigate their use of ICT at home and school. The findings presented, focus on student's self-assessed capabilities and attitudes using ICT and explore differences between the responses from the two schools.
The theoretical framework presented in this article explains expert performance as the end result of individuals' prolonged efforts to improve performance while negotiating motivational and external constraints. In most domains of expertise, individuals begin in their childhood a regimen of effortful activities (deliberate practice) designed to optimize improvement. Individual differences, even among elite performers, are closely related to assessed amounts of deliberate practice. Many characteristics once believed to reflect innate talent are actually the result of intense practice extended for a minimum of 10 years. Analysis of expert performance provides unique evidence on the potential and limits of extreme environmental adaptation and learning.
A comprehensive questionnaire consisting of attitude and use items was administered to the entire student body of a 4-year undergraduate university. A response rate of 38% resulted in 1,444 completed surveys. A principal component factor analysis supported the a priori assumption that there were 5 independent categories of computer use. Respondents indicated different levels of computer use. Word processing was the application used most frequently. Other uses included e-mail for task and nontask activities and mathematical and statistical computations. Moreover, significant differences were observed between the mean attitudes of the low and high users of all the different categories of use. Respondents who reported higher use of computers indicated a more positive attitude toward computers on all the different attitude scales. Finally, significant correlations were observed between the attitude items and the categories of use. The results suggest that computers are used for several different activ...
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.
Extracts available on Google Books (see link below). For integral text, go to publisher's website : http://www.elsevierdirect.com/product.jsp?isbn=9780121098902
If you're confused about the differences between a learning management system (LMS) and a learning content management system (LCMS), you're not alone. Not only are the names similar, some suppliers are positioning LCMSs as the new wave of LMSs. In fact, an LMS and an LCMS are complementary but very different systems that serve different masters and address unique business challenges. In essence, an LMS is a high-level, strategic solution for planning, delivering, and managing all learning events within an organization, including online, virtual classroom, and instructor-led courses. The primary solution is replacing isolated and fragmented learning programs with a systematic means of assessing and raising competency and performance levels throughout the organization. For example, an LMS simplifies global certification efforts, enables companies to align learning initiatives with strategic goals, and provides a viable means of enterprise-level skills management. The focus of an LMS is to manage learners, keeping track of their progress and performance across all types of training activities. It performs heavy-duty administrative tasks, such as reporting to HR and other ERP systems but isn't generally used to create course content. In contrast, the focus of an LCMS is on learning content. It gives authors, instructional designers, and subject matter experts the means to create e-learning content more efficiently. The primary business problem an LCMS solves is to create just enough content just in time to meet the needs of individual learners or groups of learners. Rather than developing entire courses and adapting them to multiple audiences, instructional designers create reusable content chunks and make them available to course developers throughout the organization. This eliminates duplicate development efforts and allows for the rapid assembly of customized content.
Although the developments of multimedia technology and internet networks have contributed to immense improvements in the standard of learning as well as distance learning in developed world, the developing world is still not in position to take advantage of these improvements because of limited spread of these technologies, lack of proper management and infrastructure problems. Unless we succeed in solving these problems to enable people of developing countries to take advantages of these technologies for distance learning the vast majority of the world population will be lagging behind. In this paper we take stock of the current situation and suggest some future directions in the resolution of these problems. We recommend the use of mobile and multimedia technology to reach this vast population of under-developed countries to impart quality learning in an effective way.
Purpose ‐ The main purpose of this study is to examine whether quality factors as the antecedents to learner beliefs can affect learners' intention to use an e-learning system. Design/methodology/approach ‐ This study gathered sample data from eight high-tech companies in Taiwan. A total of 680 questionnaires were randomly distributed, 522 questionnaires were returned for a response rate of 76.76 percent, and 483 usable questionnaires were analyzed, with a usable response rate of 71.03 percent. Data were analyzed by using structural equation modeling. Findings ‐ Information quality, service quality, system quality, and instructor quality, as the antecedents of e-learning acceptance can provide detailed accounts of the key forces underpinning employees' perception with regard to their beliefs (i.e. perceived usefulness, perceived ease of use, and perceived enjoyment), and this situation can further enhance employees' usage intention of the e-learning system. Originality/value ‐ Based on the extended technology acceptance model and the updated DeLone and McLean information systems success model, this study integrates related e-learning quality factors including information quality, service quality, and system quality into the research model and further contributes additionally to the identification of instructor quality that may lead to e-learning acceptance. Also, it should be noted that the empirical evidence on capturing both extrinsic and intrinsic motivators for completely explaining quality antecedents of e-learning acceptance is well documented in this study. Hence, this study contributes significantly to the body of research on evaluating the quality antecedents of e-learning acceptance.
Evaluation of e-learning systems success is an essential process in managing and developing these types of systems. There are still arguments about the factors can be used to evaluate the success of e-learning systems. Inadequate attention has been paid to investigate the role of IT infrastructure services as a foundation to create the success of e-learning systems. The focus of this study is the role of IT infrastructure services in terms of the success of e-learning systems. A model is proposed which includes five constructs: IT infrastructure services; perceived usefulness; user satisfaction; customer value; and organizational value. A quantitative study was conducted at an Australian University, with survey responses from 110 Academic staff members and 720 students who use the e-learning system. The empirical study confirmed that an IT infrastructure services is a valid and reliable construct to measure e-learning systems success. In addition, this study provides evidence of the critical role of IT infrastructure services in the success of e-learning systems via its significant effect on perceived usefulness, user satisfaction, customer value, and organizational value.
This paper addresses the notion of the impact of mobile learning technology from the learner's as well as educator's point of view. The authors have outlined the application of the e-learning in smart classes, which is followed by a similar argument with regard to the m-learning technology. This is followed by a statistical evaluation of the m-learning which through multiple surveys is conducted among the undergraduate and postgraduate students as well as the academics. In conclusion, the outcomes of these surveys are presented in graphical forms that highlight the merits and demerits of the m-learning technology.
This study was designed to identify those learner attributes that may be used to predict student success (in terms of grade point average) in a Web-based distance education setting. Students enrolled in six Web-based, general education distance education courses at a community college were asked to complete the Group Embedded Figures Test for field dependence/independence and the Online Technologies Self-Efficacy Scale to determine their entry-level confidence with necessary computer skills for online learning. Although the students who were more field independent tended to have higher online technologies self-efficacy, they did not receive higher grades than those students who were field dependent and had lower online technologies self-efficacy. Cognitive style scores and online technologies self-efficacy scores were poor predictors of student success in online distance education courses.
Course management systems (CMSs) in higher education have emerged as one of the most widely adopted e-learning platforms. This study examines the success of e-learning CMSs based on user satisfaction and benefits. Using DeLone and McLean’s information system success model as a theoretical framework, we analyze the success of e-learning CMSs in five dimensions: system quality, information quality, instructional quality, user satisfaction, and CMS benefits. An analysis of survey data collected from students participating in a university-wide CMS shows that system quality, information quality, and instructional quality positively influence user satisfaction, which, in turn, increases the benefits of CMSs. By providing a comprehensive framework for the critical success factors in e-learning CMSs and their causal relationships, this study provides practical implications for managing e-learning courses and resources for a more flexible and effective CMS-centered, e-learning environment.
In the age of our mobile learning, an impending onus is placed on educational institutions to embrace this technological innovation that is widely accepted, used, and available globally. The clear societal value of mobile technology as a productivity tool for engagement, creation, and collaboration has generated a new need for education to revisit existing instructional paradigms constrained by physical walls and time. Mobile learning (mLearning) creates a venue to promote a culture of participation where learners and leaders alike can engage in combined efforts with multiplicative outcomes of greater success. This article explores the factors that national, state, and local educational organizations must understand in order to make steps toward successful integration of mLearning technology. Characteristics necessary for effective and efficient use of mLearning strategies for educators are also examined.
In recent years, the use of mobile technologies has increased in a number of fields such as banking, economy, tourism, entertainment, library research, etc. These developments have also led to the use of mobile technologies for educational purposes. The successful integration of mobile learning (m-learning) technologies in education primarily demands that teachers' and students' adequacy and perceptions of such technology should be determined. Therefore, the aim of this study was to compare teachers' and students' abilities and perceptions concerning m-learning. Research data for the analysis were obtained from a sample of 467 teachers and 1556 students from 32 schools that were surveyed in Northern Cyprus. Based on our results, we conclude that teachers and students want to use m-learning in education. Their perceptions are positive but their m-learning adequacy levels are not sufficient.