Introduction: Defining Learning Analytics and Attitudes Learning Analytics (LA) represents the measurement, collection, analysis, and reporting of data about learners and their contexts, primarily for the purposes of understanding and optimizing learning and the environments in which it occurs. The effectiveness and widespread adoption of LA systems, however, are not solely dependent on technological sophistication […]
The Psychological Framework of Attitudes Toward Learning Management Systems The rapid integration of Learning Management Systems (LMS) into educational institutions and corporate training environments necessitates a deep psychological understanding of user acceptance. An attitude, in this context, is defined as a relatively enduring organization of beliefs, feelings, and behavioral tendencies directed toward the LMS as […]
Autonomous Motivation toward mathematics homework
Autonomous Motivation toward Mathematics Autonomous motivation, rooted in Self-Determination Theory (SDT) developed by Deci and Ryan, represents the highest quality of motivation, characterized by action stemming from genuine interest, inherent enjoyment, or a deep personal valuation of the activity. When applied to the domain of mathematics, autonomous motivation signifies that students engage with mathematical tasks […]
Introduction to Mobile Instant Messaging in Education The rapid proliferation of mobile technology has fundamentally altered the landscape of higher education, transitioning pedagogical practices towards more flexible and ubiquitous learning environments. Mobile Instant Messaging (MIM) tools, traditionally used for social networking and personal communication, have emerged as powerful, yet often informal, instruments for facilitating teaching […]
Defining Online Problem-Based Learning (OPBL) and Attitudes Online Problem-Based Learning (OPBL) represents a pedagogical approach where students collaboratively solve complex, real-world problems in a virtual environment. Unlike traditional didactic instruction, OPBL emphasizes student autonomy, critical thinking, and self-directed learning, requiring learners to actively construct knowledge through inquiry and resource investigation. The effectiveness of OPBL, however, […]
Introduction and Conceptual Framework The integration of active learning strategies within digital learning environments has become a hallmark of contemporary pedagogy, with the online question-posing assignment emerging as a particularly potent tool for fostering deeper cognitive engagement. This encyclopedia entry delves into the complex structure of student attitudes toward such assignments, recognizing that affective and […]
Defining Attitudes in the Context of Experiential Learning Attitudes are complex psychological constructs, typically defined as a predisposition to respond favorably or unfavorably toward a specific object, person, institution, or event. In the realm of outdoor education (OE), these attitudes represent the affective, cognitive, and behavioral inclinations individuals hold regarding learning in natural settings. Understanding […]
Introduction to Personal Response Systems and Attitudinal Constructs Personal Response Systems (PRS), frequently known as “clickers” or Student Response Systems (SRS), represent a significant technological integration within modern pedagogical environments, particularly in higher education settings characterized by large lecture halls. These systems allow instructors to pose questions – typically multiple-choice or short answer – and […]
Conceptualizing Attitudes Toward Literacy Attitudes toward reading and writing represent complex psychological constructs that significantly influence an individual’s engagement, persistence, and ultimate proficiency in literacy practices throughout the lifespan. These attitudes are not merely fleeting opinions but rather enduring, learned predispositions to respond consistently favorably or unfavorably toward the activities, contexts, or products associated with […]