The role of students' relational identity and autotelic experience for their innovative and continuous use of e-learning.

Over the last decades, using e-learning systems as an alternative format of education for traditional classroom has been growing in higher education and due to COVID-19 pandemic, this transition has been unprecedently accelerated. Although there is a large body of research on e-learning, little is known about the extent to which innovative and continuous use of e-learning systems can be influenced by students' social and motivational factors especially their relational identity and autotelic experience. This study collected data from 400 higher education students through a survey to explore the role of students' relational identity and autotelic experiences regarding their innovative and continuous use of e-learning systems while considering the mediating role of students' perception of relatedness. Collected data were analyzed using the structural equation modeling method. The results showed that students' relational identity and autotelic experience significantly influence the innovative and continuous use of e-learning. The results showed that relational identity and autotelic experience positivly associatewith innovative (ß = 0.190, t = 3.544; ß = 0.405, t = 7.973) and continuous use of e-learning (ß = 0.188, t = 3.115; ß = 0.344, t = 7.459) and relatedness plays a moderating role between relational identity and continuous use (ß = 0.194, t = 4.500, p = 0.000). Relatedness weakens the relationship between relational identity and innovative use of e-learning. However, it reinforces the relationship between relational identity and the continuous use of e-learning. It was found that relatedness strengthens the relationship between autotelic experience with innovative and continuous use of e-learning. The results of this study provide evidence of how students' social and motivational factors can influence their approaches to the innovative and continuous use of e-learning systems. We discuss these results and provide agenda for future practical and professional work.

Design, implementation, and evaluation of an online supported peer feedback module to enhance students' argumentative essay quality.

We know little to what extent peer feedback strategies can be applied on a large scale in higher education for complex tasks. This study aimed to design, implement, and evaluate an online-supported peer feedback module for large-scale use to enhance higher education students' argumentative essay writing performance. To do this, 330 students from five different courses at bachelor and master levels followed the online supported peer feedback module. In this module, students were asked to write an argumentative essay about a controversial issue, provide peer feedback for two peers, and revise their original essays based on the received feedback. Three types of data including original essay (pre-test) data, peer feedback data, and revised essay (post-test) data collected. Students also filled out the learning satisfaction questionnaire at the end of the module. The findings showed that the suggested online-supported peer feedback module was effective in improving students' argumentative essay quality in all courses at the bachelor and master levels. The findings also showed there is a difference in the level of students' satisfaction with the module among the courses and between the education levels. The findings of this study provide insights into and add value to the scalability of online peer feedback tools for argumentative essay writing in different contexts. Based on the findings, recommendations for future studies and educational practice are provided.

Effects of Digital Learning Materials on nursing students' mathematics learning, self-efficacy, and task value in vocational education.

The use of digital environments in nursing education offers new opportunities for nursing students' medical mathematics learning. The aim of this study was to investigate the effects of Digital Learning Materials (DLMs) on nursing students' mathematics learning, self-efficacy, and task value. A pre-test/post-test control group design was used. Students were assigned to the DLMs group (experimental condition) or the face-to-face group (control condition). Students in both conditions completed the same assignments and discussed these with their peers and the (online) teacher via the discussion board or in the classroom setting. The results showed that the mathematics learning of students undergoing DLMs training and of those undergoing face-to-face training improved from the pretest to the post-test, but no significant differences were found between the two conditions. A significant interaction effect between condition and self-efficacy was reported, producing a large reduction in the self-efficacy of students in the DLMs condition and a small reduction in the self-efficacy of students in the face-to-face condition. No significant differences were found for students' task value. The study offers new insights for the future design of mathematics training with DLMs, focusing on students' appreciation of DLMs features, considering students with low and high learning abilities separately.

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction.

This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design was used with 203 students who were randomly assigned to groups of three. They were asked to work on the digital module with the aim of exploring various perspectives, and the "pros and cons" on the topic of "Genetically Modified Organisms (GMOs)." The results suggest that the module can be used to foster students' domain-specific knowledge gain and their attitudinal change. Furthermore, the module was evaluated positively in terms of students' motivation and satisfaction with the learning experiences. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):31-39, 2017.