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Article: The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19

TitleThe effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19
Authors
Issue Date26-Sep-2023
PublisherAustralasian Society for Computers in Learning in Tertiary Education
Citation
Australasian Journal of Educational Technology, 2023, v. 39, n. 3, p. 17-34 How to Cite?
Abstract

During COVID-19, universities are reconfiguring learning environments and increasing flexibility in course offerings. Teachers have found synchronous hybrid teaching challenging with many students preferring online to in-person classroom attendance. Understanding students’ decision-making as to where, when and how they choose to learn will be critical in informing the design of learning spaces and courses. This survey-based study of 369 undergraduates across disciplines explored the relationships between students’ backgrounds and psychological factors (self-efficacy for online learning, conceptions of learning, perceptions of previous online course experiences) and student choices of learning spaces for synchronous online learning. While pre-pandemic studies in Western contexts identified non-traditional student characteristics as major factors associated with students’ choices of learning spaces (i.e., learning online at home), this Hong Kong study found significant associations between undergraduates’ choices, their origin and the disciplines. Logistic regression indicated those who preferred stimulating education and cooperative learning or perceived their previous online course experiences as having clearer goals had greater odds of attending classes synchronously online on campus from locations different from the scheduled teaching spaces. Qualitative analysis suggests personality, self-regulation and the university’s social and organisational structures as factors to consider in future studies of student choices of learning spaces.


Persistent Identifierhttp://hdl.handle.net/10722/338071
ISSN
2023 Impact Factor: 3.3
2023 SCImago Journal Rankings: 1.000

 

DC FieldValueLanguage
dc.contributor.authorZeng, Min-
dc.contributor.authorBridges, SM-
dc.date.accessioned2024-03-11T10:26:02Z-
dc.date.available2024-03-11T10:26:02Z-
dc.date.issued2023-09-26-
dc.identifier.citationAustralasian Journal of Educational Technology, 2023, v. 39, n. 3, p. 17-34-
dc.identifier.issn1449-3098-
dc.identifier.urihttp://hdl.handle.net/10722/338071-
dc.description.abstract<p>During COVID-19, universities are reconfiguring learning environments and increasing flexibility in course offerings. Teachers have found synchronous hybrid teaching challenging with many students preferring online to in-person classroom attendance. Understanding students’ decision-making as to where, when and how they choose to learn will be critical in informing the design of learning spaces and courses. This survey-based study of 369 undergraduates across disciplines explored the relationships between students’ backgrounds and psychological factors (self-efficacy for online learning, conceptions of learning, perceptions of previous online course experiences) and student choices of learning spaces for synchronous online learning. While pre-pandemic studies in Western contexts identified non-traditional student characteristics as major factors associated with students’ choices of learning spaces (i.e., learning online at home), this Hong Kong study found significant associations between undergraduates’ choices, their origin and the disciplines. Logistic regression indicated those who preferred stimulating education and cooperative learning or perceived their previous online course experiences as having clearer goals had greater odds of attending classes synchronously online on campus from locations different from the scheduled teaching spaces. Qualitative analysis suggests personality, self-regulation and the university’s social and organisational structures as factors to consider in future studies of student choices of learning spaces.</p>-
dc.languageeng-
dc.publisherAustralasian Society for Computers in Learning in Tertiary Education-
dc.relation.ispartofAustralasian Journal of Educational Technology-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.titleThe effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19-
dc.typeArticle-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.14742/ajet.8345-
dc.identifier.volume39-
dc.identifier.issue3-
dc.identifier.spage17-
dc.identifier.epage34-
dc.identifier.eissn1449-5554-
dc.identifier.issnl1449-3098-

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