FOREIGN

Title: Online Learning Stress as A Moderator Between Learning Readiness, Learning Attitude, and
Learning Students' Mental Psychological Performance: A Covid-19 Perception-Based View

Author: Tang ShuPeng; Jamalsafri Bin Saibon

Publication Year: 2022

Publication Date: 2022

Source type: scholarly journals

After experiencing the COVID-19 pandemic, educational institutions have to shift their academic
activities from manual to the online pattern. Online academic activities may cause attitudinal and
behavioral changes in students' learning patterns. With the support of self-determination theory, the
present study attempts to determine the role of the online learning climate in students’ performance. In
addition, the current study also tries to determine the impact of the online learning climate on students'
learning readiness and learning attitude. Moreover, this study also attempts to determine the mediating
role of learning readiness and learning attitude in the relationship between online learning climate and
students’ performance. To determine the moderating role of online learning stress in the relationship
between learning readiness and student performance and between learning attitude and student
performance is also an important objective of the current study. For empirical investigation, this study
collected the data from 426 sports online learning students at different universities in China. The
present study applied partial least square structural equation modeling for empirical analyses using
Smart PLS software. The present study's findings acknowledge that online learning climate did not
directly influence students’ performance; however, online learning climate has positive associations with
learning readiness and learning attitude, respectively. Additionally, the present study’s outcomes
confirm that learning readiness and learning attitude positively mediate the relationship between online
learning climate and students’ performance, respectively. The present study's findings also revealed that
online learning stress negatively moderates the relationship between learning readiness and student
performance but does not moderate the relationship between learning attitude and student
performance. The present study's findings also offer essential practical, theoretical, and managerial
implications.

Title: Students’ Experience of Online University Education During the COVID-19 Pandemic: Relationships
to Psychological Health

Author: Publication year: Slykerman, Rebecca F; Li, Eileen; Mitchell, Edwin A

Publication Year: 2022

Publication date: feb 2022

Source type: Scholarly Journal

The COVID-19 pandemic resulted in the complete closure of many university campuses and a rapid shift
to complete online delivery of university teaching. Understanding the student experience of online
learning under these conditions is important to inform improvements and adaptations to continued
online delivery of university services. The aim of this study was to examine students’ experience of
online learning, studying, and assessment during the pandemic and investigate the association between
these perceptions and measures of psychological health. A cohort of 391 undergraduate students
completed measures of stress, anxiety and psychological wellbeing at the beginning and end of a
semester during which a shift to complete remote delivery of university teaching occurred due to
COVID-19 restrictions. Students also rated how stressful or difficult they found five aspects of online
learning, study and assessment which was used to calculate a composite score. T-tests were used to
compare stress, anxiety and psychological wellbeing scores from the beginning and end of the semester.
Regression models were used to examine the relationship between online learning composite score and
psychological health measures. Unexpectedly, stress and psychological wellbeing improved over the
semester during which the university campus closed, and all teaching and assessments were online.
Students with higher stress scores and lower psychological wellbeing scores at the beginning of the
semester were more likely to experience difficulty and stress with online teaching.

Title: Instructional design strategies for stress-reduced online collaboration in Asia's high context culture

Author: Jung, Insung; Choi, Sook-Kyoung; Kudo, Masayuki 2

Publication Year: 2012

Publication Date: 2012

Source type: Scholarly Journal

Online collaboration allows the learners to exchange ideas and views beyond time and space constraints
and can improve the richness and quality of learning experiences. It promotes co-construction of
knowledge, offers authentic learning contexts, and also enables learners to become more cognitively
and affectively engaged. However, there is also evidence that online collaboration presents
psychological difficulties or stress for learners. Even though a certain level of stress can stimulate a
learner's physical and mental functions and enhance learning performance, it is generally agreed that
persistent or excessive stress leads to negative beliefs, and results in poor learning performance. This
paper will explore instructional design strategies that help learners mitigate stress in an online
collaborative learning environment in the Asian context, based on the results of a study that identified
important factors influencing learners' stress in online collaboration where English was used as a
medium of communication. Four stress factors in English-based online collaboration in a high context
culture in Asia are: Self-efficacy, instructional design, technology use, and collaborative process.
Instructional strategies to promote self-efficacy, especially language self-efficacy, match Asian learners'
learning styles to online collaboration, reduce fear of using online technologies in interactions, and
scaffold and facilitate collaborative process will be offered in the paper. The paper will highlight the
importance of considering both individual features of learners and socio-cultural aspects of learning
environments in instructional design.

Title: Determining the dominant learning style of millennial students enrolled in online business courses
to help instructors apply the appropriate teaching methodology in online courses

Author: Papoulias, Lambe Bobby

Publication Year: 2016

Source type: Dissertation or Thesis

A student’s ability to achieve his or her goal in an online course depends on the quality of the material
presented by the instructor, and the motivational aspect of the student before committing to an online
course. However, neither of these can be reached to their maximum if the dominant learning styles of
students are not uncovered prior to enrolling in an online course. With the quick expansion of online
learning in higher education, proper protocol has not been taken in order to help millennials reach their
full potential, by allowing instructors to help identify methods to communicate with the students
through an online platform. To maximize the impact of these two aspects, the dominant learning styles
of millennials must be uncovered. The purpose of this quantitative study was to examine the dominant
learning styles of millennials enrolled in an online business course, in order to provide instructors with
insight of how to present course material to students on an online platform. The population consisted of
37 millennials enrolled in three separate online business courses at a California State University. Data
were collected using one research instrument, the Building Excellence (BE) Learning Style Survey,
consisting of approximately 120 questions. The survey instrument was used to measure the dominant
learning styles of the participants among 28 different elements among six categories (perceptual,
psychological, environmental, physiological, emotional, and sociological). The study looked into the
perceptual category to reveal a strong necessity of millennials preferring to learn material by having it
presented using visual images, and/or visual text. By improving the method of instruction in an online
business course to incorporate with these learning styles, instructors can maximize their ability to teach
students.

Title: Student Engagement: Perspectives of Online Students in Higher Education

Author: Blakey, Carla Hugg

Publication Year: 2021

Source type: Dissertation or Thesis

The number of students enrolling in both online programs and online courses is continuing to rise.
Accordingly, educators want to know how these students can learn and succeed in this environment.
The notion of student engagement has been connected to student learning, determination, and
gratification. While research on student engagement is plentiful, there is no one explicit consensus of
what student engagement is, or is not, among the findings. Similarly, studies on student engagement
have yet to provide a distinct understanding of what student engagement is in online education.
Remedying this is critical as educators must understand exactly how to create, augment, and advance
engaging experiences for online students.

This dissertation is an investigation into the concept of student engagement and online learning in
higher education. The purpose of this qualitative, three-article dissertation was to discover and
understand features and experiences of student engagement as described by online students. Two
descriptive qualitative studies, paired with a qualitative synthesis of literature, found that online
students value and desire engagement, although it may be experienced differently in online settings.
This dissertation presents student engagement from four different angles: behavioral, cognitive,
emotional, and agentic. The studies, collectively, provide a clearer understanding of student
engagement from the perspective of online education’s key beneficiaries: the students. This dissertation
offers several implications relevant to educators, administrators, and policymakers, and suggests several
areas of consideration for future research on student engagement in online education.