Online Learning Research 2024

As the conversation of online learning continues, I would like to share quick summaries of five SoTL articles, which I am hoping help each of you to determine if and how online learning might be useful in further engaging your students.

The first article is entitled, “Interaction, Self-Regulated Learning, and Learning

Performance in Online Learning” by Cai et al. (2023). The study aimed to establish a learning effect model to identify key factors in online ed. A conceptual model from environmental factors to learning performance was constructed from the perspective of learning interaction. A study of 340 students showed that learning interaction, self-regulated learning and course design have a direct impact on learning performance.

The next article entitled, “Critical Thinking Process in Online Collaborative Learning Based on Different Group Metacognitive Regulation Levels” is by Li et al. (2023). In this paper, the authors note that learner’s critical thinking skills (CTS) could be cultivated in online learning through collaborations, which are promoted by group metacognitive regulation (GMR). Students collaborate online with the intervention of GMR for four tasks. GMR prompts were applied to guide students in regulating their collaboration. The results show that GMR is positively significantly correlated with CTS.

The third article entitled, “Online learning engagement factors of undergraduate students’ learning outcomes: Effects on learning satisfaction and performance” is by Nagaratnam, et al. (2023). This study explores the factors influencing the learning experience, using the community of inquiry (CoI) framework. Data were collected from 609 undergraduate students. The results indicated that the factors influencing students’ satisfaction with online learning were cognitive presence, social presence, and teaching presence. The model was further tested with specific measures including interaction, instruction, management, instructor quality, and technology.

The fourth article is entitled, “Predictors of Success and Preference for Online Education” by Castro (2023). The study investigated the critical success factors (CSF) influencing the effectiveness of online learning. Effectiveness was measured based on satisfaction, intention to re-enroll, intention to recommend, and preference for online learning using data from 2,703 students. Online services included academic (learning outcomes and delivery), academic support, and student services. Results show that the delivery of learning had the most influence as a predictor of success and may be the only crucial factor. Online learning, if designed appropriately, has the potential to become a prominent method of education.

Finally, an article addressing the most effective modality for learning (F2F, Blended, Online). A recent study by Affouneh et al. (2024) on A Large-Scale Study on the Preferred Learning Mode in Higher Ed shares updated information. The authors offered a sequential mixed-methods approach with 3,139 students. The results revealed that more than half of the students believed that blended and online learning were the future of education.

References

Affouneh, S., Salha, S., Agyemang Adarkwah, M., & Tlili, A. (2024). A large-scale study on the preferred learning mode in higher education. International Journal of Emerging Technologies in Learning, 19(4), 4–16. https://doi.org/10.3991/ijet.v19i04.42237 

Cai, Q., Comite, U., Tang, Y. (2023). Interaction, Self-Regulated Learning, and Learning Performance in Online Learning. International Journal of Emerging Technologies in Learning, 18(23), 214–228.

Castro, E. (2023). Predictors of success and preference for full online distance education: Insights Moving Forward the New Normal in Education. International Journal of Emerging Technologies in Learning (iJET), 18(24), 180–199. https://doi.org/10.3991/ijet.v18i24.41381 

Li, N., & Nurbiha A Shukor. (2023). Critical thinking process in online collaborative learning based on different group metacognitive regulation levels. International Journal of Emerging Technologies in Learning, 18(23), 130–144. https://doi.org/10.3991/ijet.v18i23.42839 

Nagaratnam, S., Sim, T. Y., Tan, S. F., & Leong, H. J. (2023). Online learning engagement factors of undergraduate students’ learning outcomes: Effects on learning satisfaction and performance. International Journal of Emerging Technologies in Learning, 18(23), 39–58. https://doi.org/10.3991/ijet.v18i23.38745