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Article
Publication date: 23 July 2020

Aikaterini Alexiou and Fotini Paraskeva

Undergraduate students often find it difficult to organize their learning activities and manage their learning. Also, teachers need dynamic pedagogical frameworks and learning…

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Abstract

Purpose

Undergraduate students often find it difficult to organize their learning activities and manage their learning. Also, teachers need dynamic pedagogical frameworks and learning technologies for supporting learners to advance their academic performance. The purpose of this paper is to investigate the effect of an ePortfolio intervention on self-regulated learning (SRL cognitive, affective, behavioral and contextual processes) and academic achievement.

Design/methodology/approach

For the purposes of this study, an ePortfolio was designed and implemented based on SRL. The ePortfolio-based self-regulated learning approach (ePSRL) system encompasses the merits of a social networking platform and the functionalities of a learning management system. The participants were 123 university students (38 females and 85 males) at a computer science department. Students were randomly divided into two groups, the experimental and the control group.

Findings

The results of the study indicate that there is a significant increase of the means across SRL processes between the perceptions in the experimental and the control group. The implementation of the ePSRL approach as a learning module for undergraduate students could enable learners to manage their learning processes, transform their behavior into measurable learning outcomes and foster their academic performance.

Originality/value

This paper considers the importance of SRL and ePortfolios. Also, highlights the need of providing technology enhanced training courses and interventions to undergraduate students for supporting them to thrive during their academic studies. Thus, it proposes a set of educational affordances and practical guidelines that can be used by practitioners, instructional designers and educators in higher education as well as in vocational education and training institutions.

Details

The International Journal of Information and Learning Technology, vol. 37 no. 4
Type: Research Article
ISSN: 2056-4880

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Book part
Publication date: 2 March 2023

Ioanna Papavassiliou-Alexiou, Christina Zourna, Nikos Koutsoupias and Aikaterini Papakota

This chapter presents the impact of the Covid-19 pandemic on the course of studies and life career skills development of undergraduate students at the University of Macedonia, a…

Abstract

This chapter presents the impact of the Covid-19 pandemic on the course of studies and life career skills development of undergraduate students at the University of Macedonia, a mid-sized public Greek University. It describes a multivariate methodology research that investigated how the students, first-hand experienced the unexpected changes from face-to-face on campus to synchronous online education during the lockdown and how they coped with these changes. Change is considered and described as a main component within current life and career trajectories addressing chaotic and unpredictable circumstances while Chaos Theory of Careers (CTC) offers the theoretical background of the chapter. The research followed the mixed methods paradigm: a multilevel embedded sequential explanatory design including a participant selection model and multivariate data analysis methods. A survey (N = 621) was conducted; individual interviews and focus groups’ discussions further explained the quantitative findings. The emerging clusters of students revealed similarities in feelings, motivation, adaptation, and life career skills development. The first cluster comprised of older, digitally high-skilled students, with the required technological equipment, adaptable to change, self-regulated, strongly in favor of synchronous online education; in the second cluster were grouped the younger, digitally medium-skilled students, who regularly participated in both modalities, critically recognized the advantages of either one, feeling strongly in favor of a combination; finally, the third cluster included digitally medium-skilled students who found serious difficulty in using online platforms, dissatisfied with social isolation and distant interaction, strongly preferring face-to-face instruction, valuing direct physical contact, social connection, and networking.

Details

Moving Higher Education Beyond Covid-19: Innovative and Technology-Enhanced Approaches to Teaching and Learning
Type: Book
ISBN: 978-1-80382-518-2

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Book part
Publication date: 2 March 2023

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Abstract

Details

Moving Higher Education Beyond Covid-19: Innovative and Technology-Enhanced Approaches to Teaching and Learning
Type: Book
ISBN: 978-1-80382-518-2

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Book part
Publication date: 2 March 2023

Anna Visvizi, Miltiadis D. Lytras and Haifa Jamal Al-Lail

Institutions, including higher education institutions (HEIs), may use crises as an opportunity to develop, to transform and to improve their institutional resilience. Indeed, the…

Abstract

Institutions, including higher education institutions (HEIs), may use crises as an opportunity to develop, to transform and to improve their institutional resilience. Indeed, the Covid-19 pandemic proves that a vast majority of HEIs around the world effectively adapted to the circumstances of the pandemic and successfully embarked on remote learning. The analysis of HEIs proves as well that the nearly overnight switch to remote learning was but one aspect of the quiet transformation that HEIs worldwide were subdued to. In this context, this chapter identifies the administrative practices, including talent management, operations management, and above all, the organizational culture. The notion of changed expectations on the part of the faculty and the students is highlighted. The key point that this chapter makes is that the faculty and the art of education, rather than simply teaching, need to be placed first if HEIs are to retain their resilience.

Details

Moving Higher Education Beyond Covid-19: Innovative and Technology-Enhanced Approaches to Teaching and Learning
Type: Book
ISBN: 978-1-80382-518-2

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