Cherng-Jyh Yen

Learner Autonomy as a Predictor of Course Success and Final Grades in Community College Online Courses

This study employed a quantitative research design to examine the predictive relationships between: (a) learner autonomy and course success; and (b) learner autonomy and final grades in community college online courses. Learner autonomy was defined as the characteristic of an individual who exhibited intentional behavior in learning activities. The results of the binary and ordinal logistic regression analyses suggested that learner autonomy was a valid predictor of course success and final grades in community college online courses. The implications of the results are discussed in the context of early identification and effective intervention. Specifically, two interventions are recommended: (a) blended learning programs, and (b) advisory and counseling services.

A multiple-group confirmatory factor analysis of the scores for online social presence: Do they measure the same thing across cultural groups?

Online learners and instructors are more diverse in their social and cultural backgrounds than their counterparts in face-to-face classrooms. The diversified social and cultural backgrounds of online learners and instructors complicate the conceptualization of online social presence and pose challenges to instructors in course design. This study conducted a multiple-group confirmatory factor analysis of the scores from the Computer-Mediated Communication Questionnaire (CMCQ), using Structural Equation Modeling, to assess the equality of the underlying factor structure across the low-context culture (LCC) and the high-context culture (HCC) groups. The results suggested that cultural groups perceived online social presence in a slightly different manner. Perception differences were observed in three of the four dimensions of online social presence.

A Study of the Predictive Relationships Between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes

This study assessed the predictive relationships between faculty engagement, learner satisfaction, and outcomes across multiple learning delivery modes LDMs. Participants were enrolled in courses with the options of three learning delivery modes: face-to-face, satellite broadcasting, and live video-streaming. The predictive relationship between faculty engagement and student satisfaction remained constant across the three learning delivery mode groups. In addition, faculty engagement was an effective predictor for learner satisfaction, regardless of LDM. Similarly, the predictive relationship between faculty engagement and learning outcomes as measured by final grades remained constant. The results also suggested that an increase in the faculty engagement score was accompanied by an increased probability of obtaining a better course final grade. Overall, findings from the study supported the importance of faculty engagement in student learning outcomes and satisfaction regardless of the LDM.

A Study of the Relationship between Gender and Online Social Presence

CMC has been considered a “democratizing†technology; however, research indicates that CMC does not automatically result in social equality, and points to the importance of social and cultural factors surrounding the adoption of technology. Research suggests that CMC may impose a disadvantage to females, demonstrating lower levels of social presence. This study assesses the predictive relationship between gender and online social presence. A total of 395 graduate students participated by responding to the Computer-Mediated Communication Questionnaire. Quantitative research designs and analyses were applied. This study concluded that online social presence is not related to gender; therefore, gender cannot serve as an effective predictor for online social presence. A female’s online social presence can be as high as a male’s. Effective strategies to improve online social presence for both genders are suggested. Additionally, this study raises the importance on gender equity in emerging social media.

The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses

ABSTRACT The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four self-regulated learning (SRL) exercises based on Zimmerman’s (2002) cyclical model. The exercises were completed weekly and repeated for a total of 3 weeks. During the last week of class, participants completed a final exam to measure math achievement as well as the metacognitive self-regulation and time/study environment management scales on the Motivated Strategies for Learning Questionnaire ([MSLQ], Pintrich, Smith, Garcia, & McKeachie, 1991). There were significant differences between the two groups, indicating that training in SRL improved math achievement and metacognitive skills assessed on both MSLQ scales. The findings suggested that training in SRL improves math achievement, metacognitive self-regulation and time/study environmental management skills of students enrolled in developmental math courses.

Online socio-cultural learning

Online socio-cultural learning assists the online learner to engage in active social interaction to build social relationships and to participate in online learning communities to improve knowledge development. Online technologies do not separate online learners causing them to work and learn alone. Effectively applying online socio-cultural learning concepts assists online learners in working alone while learning together by engaging in active online collaborative social interaction. The paper proposes an online socio-cultural learning construct that addresses six critical learning characteristics (meaningful activity; Learner uniqueness; process and development; relations; metacognition reflection; and cultural tools) to support effective online learning.

Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment PLE. This study examined each of the four aspects of learner self-regulation in online learning i.e., environment structuring, goal setting, time management, & task strategies as the predictor for level of initiative and sense of control with regard to iGoogle gadgets management in PLE. This study has concluded that goal setting, time management, and task strategies in self-regulated learning can predict level of initiative in organizing PLE. Furthermore, goal setting and task strategies can predict sense of control in PLE management.

Gamification for Learning

Gamification is the use of game mechanics and game dynamics to drive game-like engagements and actions in a non-game setting. As a teaching tool, gamification applies game mechanics, game dynamics, and frameworks to promote desired learning behaviors. Positive and effective gamification could enhance learning and engage learners in more social and context-rich decision making for problem solving in learning tasks. Effective gamification design should understand learners’ game personalities, social engagement styles, and intrinsic and extrinsic motivated user styles initially and evaluate and select appropriate game mechanics, game dynamics to create ideal gamification instructions. This chapter proposes a Model for Constructing Gamification to assist educators in designing effective gamification to support their existing instructions. Critical issues in gamification integration are discussed.

Gaming personality and game dynamics in online discussion instructions

Gamification is the use of game mechanics to drive game-like engagements and actions. It applies game mechanics, dynamics and frameworks to promote desired learning behaviours. Positive and effective gamification could enhance learning and engage learners in more social and context-rich decision-making for problem-solving in learning tasks. Effective gamification design should understand the game personalities of learners, social engagement styles, and intrinsic- and extrinsic-motivated user styles initially and evaluate and select appropriate game mechanics, game dynamics, to create ideal gamification instructions. The research question this study investigated is: How will four types of gaming personalities (i.e. Explorer, Socialiser, Killer and Achiever) predict the level of game dynamics in online discussion environments? This study concluded that examining how gaming personalities relate to game dynamics in a gamified online discussion instruction is not sufficient to design effective gamification. It suggests future studies in game instructions should focus on the relationships between game dynamics, gamification contexts, gaming personalities or preferences, dynamic gaming engagement styles, etc.

Disaster Prevention Literacy Among School Administrators and Teachers: A Study on the Plan for Disaster Prevention and Campus Network Deployment and Experiment in Taiwan

Taiwan is located at the high-risk region of natural disasters with the frequently occurred earthquakes. The importance of the disaster prevention education on campus is made even more obvious by the fact that natural disasters often occur during the school days. Given the leading roles the school administrators and teachers playing in the disaster prevention education of their pupils, this study purposed to investigate how disaster prevention literacy was among them and how disaster prevention literacy differed across various background variables of them. Furthermore, the current study also examined if disaster prevention literacy changed by participation in the disaster prevention education program. The results suggested that, among three dimensions of disaster prevention literacy (i.e., knowledge, attitude, & skills) the participants were highest on disaster prevention skills and lowest on disaster prevention knowledge. Additionally, three dimensions of disaster prevention literacy of the participants differed by school level, age, years of service, personal disaster experience, and school disaster-stricken status. The participation in the disaster prevention education program was also related to participants’ disaster prevention literacy. The implications of the above findings were discussed and the recommendations were also made for future disaster prevention education programs and research. Key word: Disaster prevention education on campus, literacy, knowledge, attitude, skills.