Quality of Online Learning Participation in a Context of Crisis (Journal Pre-Proof)

• Jorge Chávez ^[1] ; Rosa Montaño ^[2] ; Rosa Barrera ^[2] ; Jaime Sánchez ^[3] ; Jaime Faure ^[4]
  1. [1] Universidad Andrés Bello

     Universidad Andrés Bello

     Santiago, Chile

     
  2. [2] Universidad de Santiago de Chile

     Universidad de Santiago de Chile

     Santiago, Chile

     
  3. [3] Universidad de Chile

     Universidad de Chile

     Santiago, Chile

     
  4. [4] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     

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• Localización: Higher learning research communications: HLRC, ISSN-e 2157-6254, Vol. 11, Nº. Extra 0 (Special Issue: Implications of COVID-19 on Higher Education), 2021, págs. 72-87
• Idioma: inglés
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• Resumen

  • Objectives: The COVID-19 pandemic has forced educational institutions to adopt online tools in order to conduct emergency remote teaching and make efficient use of virtual learning contexts. However, although these contexts may serve to improve teaching processes, a number of issues must be taken into consideration in order to ensure quality student learning. The purpose of our study is to examine types of participation in virtual learning processes by analyzing the level of information contained in message posts and the depth of contributions made by students Method: We analyze a computer programming module taught online using a learning management system during the first year of a computer science degree program at a Chilean university. We conducted a content analysis of the messages posted in the forums, followed by a statistical analysis of the codified data. For the latter, we used quantitative methods to identify relationships between the level of information contained in student contributions (information level) and a series of covariates, such as message length, perception of achieved learning, final grade, and message depth.

    Results: Results show that Number of Words (B = 0.02, SE = 0.002), Final Grade (B = 0.45, SE = 0.22), and Student Self-Perceived Learning (B = -0.82, SE = 0.40) predict higher Information Level.

    Conclusions: Greater clarity as to the relationship that exists between forms of participation in online collaborative environments and the quality of participants’ contributions would support the generation of activity models that are conducive to improved quality of participant learning.

    Implication for Practice: Results reveal the need for guidelines that define online classroom activities, as these have a considerable influence on the generation of dialogue that is conducive to the construction of new knowledge.