The empirical study investigates what log files and process mining can contribute to promoting successful learning. We want to show how monitoring and evaluation of learning processes can be implemented in the educational life by analyzing log files and navigation behavior. Thus, we questioned to what extent log file analyses and process mining can predict learning outcomes. This work aims to provide support for learners and instructors regarding efficient learning with computer-based learning environments (CBLEs). We evaluated log file and questionnaire data from students ( = 58) who used a CBLE for two weeks. Results show a significant learning increase after studying with the CBLE with a very high effect size ( < .001,  = 1.71). A cluster analysis revealed two groups with significantly different learning outcomes accompanied by different navigation patterns. The time spent on learning-relevant pages and the interactivity with a CBLE are meaningful indicators for Recall and Transfer performance. Our results show that navigation behaviors indicate both beneficial and detrimental learning processes. Moreover, we could demonstrate that navigation behaviors impact the learning outcome. We present an easy-to-use approach for learners as well as instructors to promote successful learning by tracking the duration spent in a CBLE and the interactivity.

COVID-19 dramatically influenced students' and staff's learning and teaching experiences and approaches to learning. While many papers examined individual experiences in the context of higher education, synthesising these papers to determine enabling and hindering influences of digital adaptation was needed to guide the next phase of online learning reforms. This study explored the main dimensions of digital technology adaptation in higher education during the COVID-19 pandemic. The consequences for student and staff experiences and what aspects should be sustained and developed were discussed in this review. A total of 90 articles (published between 1st January 2020 and 30th June 2021) were identified and analysed based on the preferred reporting items for systematic reviews and meta-analyses framework. Four dimensions (with associated sub-factors) were found to influence student and staff experiences: techno-economic; personal and psychological; teaching, learning and assessment; and social. The findings highlighted that an integrated approach, across institutional, technical platforms, and individuals would be required to sustain digital learning initiatives during the crisis time.

HyFlex learning environments have been meeting the unique needs of students and institutions for nearly 20 years. However, it was the pandemic that gave HyFlex its widespread acceptance and application. Literature suggests that HyFlex may now be considered part of the new norm in education and therefore, further study is needed on how it affects both teaching and learning. Our flipped design thinking course leverages active learning requiring the instructor and students to interact extensively. We piloted a specific version of HyFlex we named "Interactive Synchronous HyFlex" where students can participate on a daily basis in person or synchronously online. In this specific instance of HyFlex we explore: (1) Does student academic performance differ in the HyFlex environment compared to the Face to Face only environment? And (2) Does student academic performance differ based on how they chose to participate in the HyFlex course? Data were collected for this quasi-experimental study design on overall semester grades and three significant design projects during the semester. We compared the course offered as a Face to Face only experience to the course offered as a HyFlex course enabling remote participation. Second, we parse students in the HyFlex course into two categories: those who did not participate remotely vs. those who participated remotely once or more times. Students in the HyFlex course had a significantly different grade distribution earning more A's and more F's than their Face to Face only counterparts. Given the positive results of the Interactive Synchronous HyFlex approach, we plan to continue implementing it in our introductory design course though we will increase our attention on the remote students as they may need additional scaffolding to be successful.

Computer programming is a skill of increasing importance in scientific and technological fields. However, in introductory computer science (CS1) courses in higher education, approximately one in every three students fails. A common reason is that students are overwhelmed by an accelerated and inflexible pace of learning that jeopardizes success. Accordingly, in the computer science education literature it has been suggested that the pedagogical philosophy of 'mastery learning,' which supports students progressing at their own pace, can improve academic outcomes of CS1 courses. Nevertheless, few extended mastery learning implementations in CS1 have been documented in the literature, and there is a lack of guidance and best practices to foster its adoption. In this paper, we present a four-year action research study in which a modular mastery-based CS1 course was designed, evaluated and improved in successive iterations with cohorts of engineering freshmen in a Latin American research university ( = 959). In the first year of the intervention, only 19.3% of students passed the course in their first semester attempting it. In successive iterations, the instructional design, teaching and learning activities, course content, and course management were iteratively improved such that by the fourth year of offering 77.1% of students passed the course in their first semester. Over this period, course attrition was reduced from 25.0% to 3.8% of the cohort, and students' mean time spent in the course decreased from 23.2 weeks ( = 7.38) to 14.9 ( = 3.64). Results indicate that modularization for mastery learning is a viable approach for improving academic results in a CS1 course. Practical considerations towards successful implementation of this approach are presented and discussed.

Innovative, pedagogically informed instructional design is instrumental in increasing student engagement and improving learning outcomes in online learning environments. Interactive learning resources provide students with the opportunity to engage with content in a more personalised manner. H5P (HTML 5 Package) is a collaborative platform that allows developers to create interactive content and has been regularly used in education settings. Some evidence suggests using interactive H5P resources in online education courses could lead to greater student engagement. However, to date, there has been little investigation into whether H5P resources can improve student learning outcomes. The current study aimed to assess whether using interactive H5P resources improved assessed learning outcomes in an online undergraduate psychology course. A randomized cross-over design was utilized to test whether students exposed to H5P interactive videos had improved assessment results when compared to a control group. This study found no meaningful differences in assessment scores between students exposed to H5P versus those that were not. There was low overall engagement with the interactive content. However, students who did engage with the resources reported a positive experience and indicated a preference for more interactive elements in future courses. Future research should extend on the instructional design obstacles identified in this study, for example, by examining whether improved accessibility and education on the benefits of interactive resources would increase engagement and grades.

This article maps considerations of inclusiveness and support for students with disabilities by reviewing articles within the field of learning analytics. The study involved a PRISMA-informed systematic review of two popular digital libraries, namely Clarivate's Web of Science, and Elsevier's Scopus for peer-reviewed journal articles and conference proceedings. A final corpus of 26 articles was analysed. Findings show that although the field of learning analytics emerged in 2011, none of the studies identified here covered topics of inclusiveness in education before the year of 2016. Screening also shows that learning analytics provides great potential to promote inclusiveness in terms of reducing discrimination, increasing retention among disadvantaged students, and validating particular learning designs for marginalised groups. Gaps in this potential are also identified. The article aims to provide valuable insight into what is known about learning analytics and inclusiveness and contribute knowledge to this particular nascent area for researchers and institutional stakeholders.

Aviation is a multidisciplinary subject that has influenced human development over the last century. Learning about aviation exposes students to principles of flight, earth science, aeronautical engineering, language, aviation communication and airmanship. In higher education, many non-aviation undergraduates participate in aviation related activities to have a first glimpse of the aviation industry and equip themselves with basic concepts. This study aims to examine learning perception among 82 university students who have participated in a series of online aviation career exploration activities during the pandemic in Hong Kong and China. They participated in virtual visits and career talks led by aviation professionals, hands-on flight simulation activities and online discussion in an online lab setting. A mixed research method was employed with the use of a motivational survey, teachers' observation and semi-structured interviews to understand students' learning perceptions. This study found that flying laboratory activities could effectively motivate students to learn aviation and improve their aviation knowledge. This could promote students' aviation industry optimism, which may help the industry to recover in the post-pandemic world. This article offers recommendations for online engineering educators to use emerging technologies to teach aviation for future career preparation.

With the rapid adoption of online learning across higher education, there is an urgent need to identify its challenges and ways of addressing them. Online group projects, in particular, present significant issues for educators. This paper presents the findings of a systematic literature review identifying the key challenges of online group projects, together with strategies to address them. From a corpus of 114 recent papers, the 57 most relevant were analysed, to identify themes related to challenges and strategies. Key challenges were: low and uneven participation by students; a lack of clarity and preparation for students; and poor relationships. Strategies for addressing challenges were: careful design of projects, particularly regarding fair assessment; clear guidance and preparation of students; and practical and emotional support throughout, to encourage confidence and engagement. The findings of this review will enable educators to design and facilitate online group projects which students find rewarding and valuable.

Adult learners are a significant proportion of distance learners and many of these students are working mothers. Several instructional design models center the learner, and this requires understanding the learner needs, strengths, and context. There is a gap in the literature describing the experience of modern working mother students in distance education. To understand this experience, the researchers interviewed and observed six academically high-achieving working mother students as they participated in their distance education courses during the pandemic. A discourse analysis approach was utilized to analyze the data. This extreme sample revealed several strategies that these students used to be successful despite their challenges. The findings suggest that understanding the experiences of distance learners as they study in the home are important for effective course design. More specifically, working mothers face significant distractions in their study environments, but the cognitive load can be reduced by making use of their prior knowledge, scaffolding instruction, and encouraging social presence. Additional strategies from the literature that address these constructs are provided for instructors and instructional designers.

As online learning has become an inevitable trend in the post-peak era of the COVID-19 pandemic, distributed pair programming (DPP) is gaining momentum in both education and industry. DDP serves as a collaborative programming approach and also benefits the development of computational thinking, a fundamental skill in today's world. This study conducted a systematic review of studies on DPP published after 2010 to understand the themes and factors that impact the team effectiveness of DPP and thus inform future research and practices on how to better leverage this approach for teaching and learning. The results showed that individual characteristics attracted major investigations in the selected 23 studies, including prior programming experience, actual skill, perceived skill, gender, personality, time management, confidence, and self-esteem, with pair compatibility identified as a critical team design factor that significantly affects programmers' satisfaction. Although the feel-good factor in the team process was investigated, no significant impact was found. Under the team environment theme, we compared different opinions on the orientation (e.g., scripted roles) and the use of technology (e.g., integrated development environment tools). Future research should investigate how task structure influences team effectiveness of DPP and relates to computational thinking education. Additionally, because most studies were conducted in higher education contexts, more research in primary and secondary educational contexts is also needed.

While extensive studies on informal online learning have been well documented to afford teachers' collaborative learning and knowledge sharing, little is still known about their motivational factors regarding the continuance intention of informal online learning. To this end, an extended expectation confirmation model (ECM) was proposed including intrinsic and extrinsic motivation. The proposed research model and several hypotheses were empirically evaluated using questionnaire surveys with the valid data collected from 231 Chinese in-service teachers in the shared mobile learning community. The results consolidate the appropriateness of the extended ECM to explain teachers' informal online learning continuance. Specifically, satisfaction is the major determinant of continuance intention, followed by perceived usefulness and intrinsic motivation. In addition, extrinsic motivation positively predicts perceived usefulness and confirmation. The results of this study provide some theoretical and practical implications into in-service teachers' continuance intention of informal online learning.

In this commentary we present an analogy between Johann Wolfgang Von Goethe's classic poem, , and institutional learning analytics. In doing so, we hope to provoke institutions with a simple heuristic when considering their learning analytics initiatives. They might ask themselves, "Are we behaving like the sorcerer's apprentice?" This would be characterized by initiatives lacking faculty involvement, and we argue that when initiatives fit this pattern, they also lack consideration of their potential hazards, and are likely to fail. We join others in advocating for institutions to, instead, create ecosystems that enable faculty leadership in institutional learning analytics efforts.

Blended Learning (BL) as a pedagogical approach has increased in significance during the COVID-19 pandemic, with blended and online learning environments becoming the new digital norm for higher educational institutions around the globe. While BL has been discussed in the literature for thirty years, a common approach has been to categorise learner cohorts to support educators in better understanding students' relationships with learning technologies. This approach, largely unsupported by empirical evidence, has failed to adequately address the challenges of integrating learning technologies to fit with non-traditional students' preferences, their BL self-efficacy and the associated pedagogical implications. Focusing on student preference, our study presents findings from a pre-COVID survey of undergraduate students across four campuses of an Australian regional university where students shared their learning technology preferences and the self-regulated learning that influenced their academic self-efficacy in a BL context. Findings show students want consistency, relevance, and effectiveness with the use of BL tools, with a preference for lecture recordings and video resources to support their learning, while email and Facebook Messenger were preferred for communicating with peers and academic staff. Our study suggests a quality BL environment facilitates self-regulated learning using fit-for-purpose technological applications. Academic self-efficacy for BL can increase when students perceive the educational technologies used by their institution are sufficient for their learning needs.

Digital competence is considered to be a crucial learning outcome in education in the 21st century. In this context, research highlights the fact that the perceptions that instructors manifest about different aspects of Information and Communication Technologies (ICTs) condition these professionals' behaviour towards these learning resources. In the same line, this study aims to analyse the effects that exist between a series of dimensions related to the perception of university teaching staff on the capacity of ICTs to respond to different needs of students, on perceived efficacy and attitudes towards these tools and, lastly, on active behaviour towards their use. To do so, 345 university instructors from the Spanish educational system filled in an online questionnaire. The application of a Structural Equation Model underscores the fact that the ability of ICTs to respond to the different needs of students in the university classroom and their perceived efficacy in the teaching-learning process both exert a positive effect on attitudes in favour of their incorporation into the classroom. In turn, these attitudes also have a significant effect on active behaviour with ICT resources. In addition, various mediating effects are seen to influence an active behaviour. All this gives rise to a discussion on the implications of these results to encourage the training of university teaching staff in the knowledge and management of ICTs. Increasing confidence in ICTs as effective tools to respond to different needs could significantly favour positive attitudes and behaviour so that these resources are actively integrated into the classroom.

Although e-Portfolio is acknowledged as one of the powerful pedagogical practices that enhance learning in higher education (HE), not much is known about the types of social media (SM) utilized as e-Portfolios and the benefits for students. This literature analysis, using directed content analysis, aims to explore the above vacuum. The research questions in this study are: (1) In what ways do the SM as e-Portfolios benefit students in HE? (2) To what extent are the benefits of SM as e-Portfolios comparable to those of conventional e-Portfolios? and (3) What are the drawbacks that practitioners and researchers need to be concerned with? Findings indicate that blogs are the most popular SM used as e-Portfolios to support learning, followed by social networking sites and collaborative projects. The study yields 13 advantages and 12 drawbacks when SM is manipulated as e-Portfolios. These findings conclude that the use of SM as e-Portfolios has a great potential in supporting students' learning and development by providing an environment for them to learn meaningfully from their experiences and engage in critical reflections and dialogues that allow them to gain new knowledge and valuable insights and thus, improve their skills. A pedagogical framework for the planning and implementation of SM as e-Portfolios is suggested based on the findings and aims of the papers that were reviewed.

Higher education may benefit from investigating alternative evidence-based methods of online learning to understand students' learning behaviors while considering students' social cognitive motivational traits. Researchers conducted an in situ design-based research (DBR) study to investigate learner experience design (LXD) methods, deploying approaches of asynchronous video, course dashboards, and enhanced user experience. This mixed-methods study ( = 181) assessed associations of students' social cognitive motivational traits (self-efficacy, task-value, self-regulation) influencing their learning behaviors (engagement, elaboration, critical thinking) resulting from LXD. Social cognitive motivational traits were positively predictive of learning behaviors. As motivational factors increased, students' course engagement, usage of elaboration, and critical thinking skills increased. Self-efficacy, task-value, and self-regulation explained 31% of the variance of engagement, 47% of the explained variance of critical thinking skills, and 57% of the explained variance in the usage of elaboration. As a predictor, task-value beliefs increased the proportion of explained variance in each model significantly, above self-efficacy and self-regulation. Qualitative content analysis corroborated these findings, explaining how LXD efforts contributed to motivations, learning behaviors, and learning experience. Results suggest that mechanisms underpinning LXD and students' learning behaviors are likely the result of dynamically catalyzing social cognitive motivational factors. The discussion concludes with the LXD affordances that explain the positive influences in students' social cognitive motivational traits and learning behaviors, while also considering constraints for future iterations.

The present study aims to conceptualize service quality and perceived value in the context of blended learning by redefining and modifying the existing SERVQUAL model, reviewing prior marketing literature on perceived value, and examining the relationships between service quality, perceived value, and student satisfaction. The sample was restricted to colleges in South Korea, where blended learning programs have started to receive much attention. We examined our hypotheses by using regression analysis via the statistical programs Amos 22.0 and SPSS 23.0. The following results are produced. First, the conceptualization of service quality and perceived value was confirmed. Second, the different effects of online and offline service quality on each perceived value are confirmed. Offline service quality is more effective in generating perceived epistemic value, perceived social value, and perceived emotional value than online service quality, whereas online service quality is more effective in triggering perceived conditional value than offline service quality. Finally, perceived emotional value and perceived conditional value are the important determinants of student satisfaction. We address the theoretical implications that (1) service quality and perceived value are conceptualized through modification, refinement, and empirical testing and develop a multidimensional scale for service quality and perceived value, and (2) the sequential and causal relationships among service quality, perceived value, and student satisfaction are confirmed. Practically, we expect that our measurement scales for service quality and perceived value, which have high validity and reliability, can serve as diagnostic tools for blended learning program evaluation from students' perspective.

Flipped classroom (FC) is a "blended" instructional approach that requires students to complete pre-lecture individual learning tasks in preparation for participating in related in-lecture peer learning activities. One of the critical problems of FC has been students' lack of motivation to complete the assigned online pre-lecture tasks prior to attending the corresponding face-to-face lectures. Spherical video-based immersive virtual reality (SV-IVR), which can be produced without costly computing equipment and sophisticated technical expertise, is a technological tool with considerable potential for enhancing teaching and learning. This mixed-methods study was grounded in the instructional motivation theory of ARCS (Attention, Relevance, Confidence and Satisfaction). A total of 188 education students (i.e., pre-service teachers) who were generally knowledgeable about the pedagogical concept of FC evaluated the ARCS motivational affordances of SV-IVR in support of the pre-lecture stage of FC. These students were from teaching majors of (i) language education, (ii) social and humanities education, and (iii) mathematics and science education. The results indicated the participants across the 3 majors positively perceived SV-IVR as having desirable benefits on "A," "R," and "S," but not "C." This research provides new insights into adopting SV-IVR in FC, in particular, shedding light on leveraging this technological tool in pre-service teacher education.

Although fully online learning is now the 'new normal' in many parts of the world, its implementation is often beset by challenges such as the lack of student self-regulation, and the sense of isolation. In this paper, we explored the use of chatbots to support student goal setting (Study 1) and social presence (Study 2) in online activities. In Study 1, participants in a fully online course were invited to complete a goal setting activity prior to attending class via a chatbot. The chatbot engaged participants with five questions developed based on the SMART (specific, measurable, achievable, realistic, and timely) goal setting framework. In Study 2, English-as-Foreign-Language participants in a fully online course were tasked to complete listening practices. The chatbot was designed based on the social presence framework (interpersonal communication, open communication, cohesive communication) to guide students through listening exercises. In both Study 1 and 2, we evaluated participants' behavioral engagement by measuring their conversation records with the chatbots, as well as participants' perceived usefulness and ease of use of the chatbots. We also gathered in-depth interview data concerning the participants' perceptions of interacting with the chatbots. Overall, our findings found positive learner experiences with both chatbots with regard to the chatbots' perceived usefulness and perceived ease of use. We also provided suggestions for instructors to apply chatbots in teaching and learning.

The interaction between teachers and students is vital for promoting teaching quality. Online learning spaces have various features that can support teacher-student interaction in online learning contexts. In this study, a preliminary model was developed by analyzing the principles underlying the interaction between teachers and students and the support features of online learning spaces. Then, the interaction model was refined and validated in three rounds of teaching practice involving 31 college students. A real-time dynamic artificial intelligence analysis system was used to analyze the teacher-student interaction during three rounds of design-based research. The results showed that the model significantly fostered students' engagement during the interaction. Moreover, students significantly improved their final exam scores and their innovative problem-solving ability after the intervention.