ORCID Profile
0000-0001-9582-9767
Current Organisation
UNSW Sydney
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Publisher: Macrothink Institute, Inc.
Date: 12-11-2021
Abstract: The move from traditional teaching-centred approach to student-centred approach has resulted in more student collaboration outside classroom, contributing to the growing importance of information learning space (ILS). Review of recent literature suggests the ILS research agenda is at an initial stage of development, without convergence in research methods and lacks theoretical underpinning. Research studies were conducted on a piece meal basis, lacking comparability and generalization. Using a mixed-method approach, this study contributes to ILS knowledge by introducing a qualitative methodology based on concept mapping and sorting for idea generation to develop a taxonomy of four user-generated ILS types from a portfolio of 38 ILS sites on c us. This is followed by quantitative validation using seven ILS sites to evaluate satisfaction and usage behaviour. Drawing from middle range theory and the ILS taxonomy, practical design principles are proposed based on functionalities and features for the four ILS types. The learnings can be shared with designers, policy makers and different institutions to facilitate knowledge transfer, which contributes to generalization of learnings and theory building.
Publisher: SAGE Publications
Date: 2023
DOI: 10.1177/18344909231171728
Abstract: The COVID-19 pandemic has altered learning and teaching approaches in higher education. Research concerning COVID-19 revealed inconsistent results on student engagement, which is a robust predictor of academic performance in higher education. This exploratory study examines the relationship between grit and student engagement in the pandemic through the mediating role of negotiable fate. Although previous research demonstrated that grit could positively predict student engagement, there have been inconsistent findings between the two sub-factors of grit: consistency of interest (grit-CI) and perseverance of effort (grit-PE). Besides, there is a lack of theoretical explanation of the mechanism between grit and engagement. The adaptation of negotiable fate seeks to provide one of the pathways of how grit would be associated with student engagement. To examine these hypotheses, the present study recruited 339 undergraduate students from two universities in Hong Kong to participate in an online survey. The results showed that grit, grit-PE, and negotiable fate positively correlate with student engagement, but the path of grit-CI did not reveal any significant results. After accounting for the mediating effect of negotiable fate, grit-PE still positively correlates with student engagement, suggesting a partial mediation model. This study provides empirical evidence that grit positively predicts student engagement with the mediation of negotiable fate. However, only grit-PE was positively associated with other variables, while grit-CI did not reveal any significant predictions. The present study (1) extends the understanding of the mechanism between grit and student engagement and (2) explores the mediating role of negotiable fate in this relationship in the higher education context. Theoretical and practical implications of this mediation model among grit, negotiable fate, and student engagement were discussed.
Publisher: Informa UK Limited
Date: 22-02-2023
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Oscar K.T. Yau.