This paper documents and shares findings from a Systematic Literature Review (SLR) that was conducted to explore what published evidence exists of how Indigenous perspectives have been incorporated into the Australian...
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This paper examines students' perceptions of AI in higher education, with insights drawn from a Virtual Collaborative learning (VCL) course. Qualitative analysis of student-generated podcasts revealed a range of a...
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We implemented research-based learning (RBL) as an alternative to traditional frontal classroom lectures and laboratory sessions to impart knowledge on the emerging topic of microplastics in soil to students. The RBL ...
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Professional engineering practice is being transformed by technological developments, globalisation, and changes in societal expectations. In response, approaches to engineering education must advance to better prepar...
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This paper presents the digital transformation process of a face-to-face training programme at the Technical University of Dresden into mobile learning solutions aimed at improving the teaching skills of student tutor...
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Given the emergence of blended learning as the dominant mode of learning at university in a post-COVID-19 world, the need to examine students' perceptions of blended learning is increasingly becoming more importan...
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Given the emergence of blended learning as the dominant mode of learning at university in a post-COVID-19 world, the need to examine students' perceptions of blended learning is increasingly becoming more important. This study examined the mediating role of student engagement in the relationship between the types of support (i.e., teacher, digital) and learner satisfaction in blended learning environments. A sample of 674 Year 1 and Year 2 students from a public university in Singapore participated in this study. Structural equation modelling showed that (1) teacher autonomy and digital relatedness support predicted agentic engagement, (2) digital competence and relatedness support predicted emotional engagement, (3) emotional engagement predicted all learner satisfaction facets except for learner-instructor interaction and (4) agentic engagement predicted all learner satisfaction facets except for learner-technology interaction. Of the four dimensions of student engagement, only emotional and agentic engagement mediated the relationships between various dimensions of support and learner satisfaction. Overall, these findings highlight the importance of emotionally engaging students and imbuing a sense of agency in them to enhance the relationships between the types of support and learner satisfaction.
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