Policy measures providing equipment and e-learning training to economically disadvantaged students, and sustaining peer communication with increased teacher involvement¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Based on the finding that peer support predicted both self-efficacy types while teacher support did not, the authors recommend that institutions "need to find ways to maintain communication and collaboration between students, whilst at the same time increasing involvement of teachers in supporting students' e-learning process". They further recommend that, because access to technology and e-learning skills is unequal, "policy measures are needed for students coming from/living in economically disadvantaged families/backgrounds to provide them with the necessary equipment and training in the use of e-learning platforms". These actions aim at influencing antecedents of emotions such as self-efficacy to improve students' emotional balance.

Design Implications¶

Context¶

Requirements¶

• Institutional and policy-level action at international, national, and local levels

Constraints¶

• Recommendations are grounded in a cross-sectional convenience sample that excluded students without internet access or devices

Target Learners¶

• Higher education students, especially those from economically disadvantaged backgrounds

Target Learning Goals¶

• Emotional wellbeing and self-efficacy in e-learning

Affordances¶

• Control Value Theory Achievement Emotions E Learning

Claims¶

• Class and teacher organization and peer support positively predict self-efficacy, while workload negatively predicts e-learning self-efficacy but positively predicts computer self-efficacy [+W]

Related Strategies¶

• Consider Socio-Cultural Factors
• Engage Positive Role Models

Examples¶

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Key Sources¶

• Raccanello, D., Balbontín-Alvarado, R., Bezerra, D. da S., Burro, R., Cheraghi, M., Dobrowolska, B., Fagbamigbe, A. F., Faris, M. E., França, T., González-Fernández, B., Hall, R., Inasius, F., Kar, S. K., Keržič, D., Lazányi, K., Lazăr, F., Machin-Mastromatteo, J. D., Marôco, J., Marques, B. P., Mejía-Rodríguez, O., Méndez Prado, S. M., Mishra, A., Mollica, C., Navarro Jiménez, S. G., Obadić, A., Mamun-ur-Rashid, M., Ravšelj, D., Tatalović Vorkapić, S., Tomaževič, N., Uleanya, C., Umek, L., Vicentini, G., Yorulmaz, Ö., Zamfir, A.-M., & Aristovnik, A. (2022). Higher education students' achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey. Learning and Instruction, 80, 101629. https://doi.org/10.1016/j.learninstruc.2022.101629