Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19.

This study investigated the relationships between self-efficacy, self-regulation, and teaching presence, cognitive presence, and learning engagement during the pandemic. A total of 1435 undergraduate students in Korea completed an online survey on their learning experiences during COVID-19. The findings indicate that self-efficacy had a positive relationship with teaching presence and cognitive presence as well as self-regulation. No direct relationship between self-efficacy on learning engagement was found; however, the relationship between self-efficacy and learning engagement was fully mediated by self-regulation, teaching presence, and cognitive presence. Self-regulation had a positive relationship with both cognitive presence and learning engagement. Teaching presence had a positive impact on cognitive presence, but not on learning engagement. However, cognitive presence fully mediated the relationship between teaching presence and learning engagement. In effect, this study lends support to the significance of the role of cognitive presence in online learning.

An investigation of the social influence processes of flipped class students: An application of the extension of the technology acceptance model.

Universities are increasingly incorporating flipped learning as an effective instructional approach. Given the popularity of flipped learning, numerous studies have examined the psychological aspects of students and learning achievement in flipped learning classes. However, little research has examined the social influence processes of students in flipped class. This study investigated the effects of social influence processes (i.e., subjective norm, image, and voluntariness) on students' perceived usefulness of and intention to register for flipped learning using the extension of technology acceptance model (TAM2). A total of 306 undergraduates who took flipped classes participated in this research. The primary research findings indicated that subjective norm influenced perceived usefulness and intention to register for flipped classes. However, image did not influence perceived usefulness or intention to register for flipped classes. Voluntariness affected perceived usefulness and influenced intention to register for flipped classes through perceived usefulness.

Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19.

This study examined the structural relationships among self-efficacy, resource management, and learning engagement during the COVID-19 era based on self-regulation theory. We also investigated whether the level of depression moderates the structural relationships among the factors by comparing a non-depressed group and a moderate-to-high depressed group. This study confirmed that resource management influenced learning engagement regardless of the depression level. Self-efficacy for learning also influenced resource management. The implications of this study are that self-efficacy is a prerequisite for resource management for learning. However, the direct influences of self-efficacy on learning engagement were observed only in the non-depressed group. Self-efficacy for learning indirectly influenced learning engagement through resource management in the depressed group. The self-regulated behaviors, such as resource management should be encouraged to enhance learning engagement of depressed students. Students' depression should also be monitored on a regular basis to help improve learning engagement during as well as after the COVID-19 era.

The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners.

In massive open online learning courses (MOOCs) with a low instructor-student ratio, students are expected to have self-directed learning abilities. This study investigated the relationship among motivation, self-monitoring, self-management, and MOOC learners' use of learning strategies. An online survey was embedded at the end of three MOOCs with large enrollments asking for learners' voluntary participation in the study. The survey results from 470 participants indicated that motivation positively influenced self-monitoring, self-management, and learning strategies. In addition, self-monitoring and self-management did not affect the utilization of learning strategies. This underscores learners' motivation and the need to encourage them to adopt appropriate learning strategies for successful learning. The results also revealed that self-monitoring positively affected self-management. The findings highlight the critical need to enhance self-monitoring skills to further promote self-management skills in MOOCs. In addition, self-monitoring and self-management did not encourage learners to use related learning strategies in this study. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies.