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Factors influencing online learning fatigue among blended learners in higher education

Year 2023, , 16 - 32, 31.01.2023
https://doi.org/10.31681/jetol.1161386

Abstract

This cross-sectional study aims to investigate the factors influencing the levels of online learning fatigue among blended learners in higher education amid the post-pandemic era. In this context, a total of 347 college students voluntarily completed an online questionnaire, including the Online Learning Fatigue (OLF) Scale, to determine the fatigue levels and to examine the three-level construct of the OLF. The gender preference in the seven OLF subscales supported the literature that women are more prone to be fatigued. Additionally, the findings supported the structural relationships between the seven factors of the three-level construct of the OLF and produced results that support the theoretical framework for the model to scrutinize online learning fatigue levels in higher education. The regression analysis results supported that information equivocality was a significant predictor of information overload, and that the system complexity and system pace of change were significant predictors of system feature overload. Finally, it supported the three-level construct of the OLF, supporting the notion that system feature overload, communication overload, and information overload are significant predictors of LMSs fatigue. Considering the limitations, the factors that should be addressed to form well-structured online learning settings are scrutinized, and theoretical and practical implications are discussed.

Supporting Institution

Not applicable.

Project Number

Not applicable.

Thanks

The author wish to thank Dr Esra BARUT TUGTEKIN (Distance Education Application and Research Center - INUZEM, Inonu University, TÜRKİYE) for her help throughout this cross-sectional study's data collection procedure. Her significant contributions, useful discussions and valuable insights are greatly appreciated.

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Year 2023, , 16 - 32, 31.01.2023
https://doi.org/10.31681/jetol.1161386

Abstract

Project Number

Not applicable.

References

  • Alford, B. A., & Beck, A. T. (1997). The integrative power of cognitive therapy. Guilford Press.
  • Bailenson, J. N. (2021). Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology, Mind, and Behavior, 2(1), 1-6. https://doi.org/10.1037/tmb0000030
  • Barber, N., & Sher, J. (2022). Exploring the online learning experience of first-year speech-language pathology students in a Johannesburg-based university. South African Journal of Communication Disorders, 69(2), 1-9. https://doi.org/10.4102/sajcd.v69i2.914
  • Barut Tuğtekin, E. (2021). Development of the learning management systems evaluation scale based on transactional distance theory. Journal of Educational Technology and Online Learning, 4(3), 503-515. https://doi.org/10.31681/jetol.943335
  • Barut Tugtekin, E. (2022). Investigation of the relationship between digital hoarding, information technologies self-efficacy, and anxiety. European Journal of Education Studies, 9(1), 157-177. http://dx.doi.org/10.46827/ejes.v9i1.4106
  • Barut Tugtekin, E., & Koc, M. (2020). Understanding the relationship between new media literacy, communication skills, and democratic tendency: Model development and testing. New Media & Society, 22(10), 1922-1941. https://doi.org/10.1177/1461444819887705
  • Batista, J. & Marques, R. P. (2018). Considerations on information and communication overload issue in smart cities. O. Mealha, M. Divitini & M. Rehm (Ed.), In Citizen, territory and technologies: Smart learning contexts and practices (pp. 129–136). Springer.
  • Bawden, D., & Robinson, L. (2009). The dark side of information: overload, anxiety and other paradoxes and pathologies. Journal of Information Science, 35(2), 180-191. https://doi.org/10.1177/0165551508095781
  • Beidel, D. C., & Turner, S. M. (1986). A critique of the theoretical bases of cognitive behavioral theories and therapy. Clinical psychology review, 6(2), 177-197. https://doi.org/10.1016/0272-7358(86)90011-5
  • Bohn, R., & Short, J. E. (2012). Measuring consumer information. International Journal of Communication, 6, 980-1000.
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1-6. https://doi.org/10.5281/zenodo.3778083
  • Butler, D. L., Mattingley, J. B., Cunnington, R., & Suddendorf, T. (2012). Mirror, mirror on the wall, how does my brain recognize my image at all?. PLoS One, 7(2), e31452. https://doi.org/10.1371/journal.pone.0031452
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri (24. baskı). Pegem Akademi.
  • Caglar, E., Bilgili, N., Karaca, A., & Deliceoglu, G. (2017). Screen time differences among Turkish university students as an indicator of sedentary lifestyle and inactivity. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 19(4), 1105-1130. https://doi.org/10.15516/cje.v19i4.2462
  • Cavus, N. (2015). Distance learning and learning management systems. Procedia-Social and Behavioral Sciences, 191, 872-877. https://doi.org/10.1016/j.sbspro.2015.04.611
  • Chandra, S. R., & Issac, T. G. (2014). Mirror image agnosia. Indian Journal of Psychological Medicine, 36(4), 400-403. https://doi.org/10.4103/0253-7176.140726
  • Cho, J., Ramgolam, D. I., Schaefer, K. M., & Sandlin, A. N. (2011). The rate and delay in overload: An investigation of communication overload and channel synchronicity on identification and job satisfaction. Journal of Applied Communication Research, 39(1), 38-54. https://doi.org/10.1080/00909882.2010.536847
  • Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
  • Cohen, M. A., Rogelberg, S. G., Allen, J. A., & Luong, A. (2011). Meeting design characteristics and attendee perceptions of staff/team meeting quality. Group Dynamics: Theory, Research, and Practice, 15(1), 90-104. https://doi.org/10.1037/a0021549
  • de Oliveira Kubrusly Sobral, J. B., Lima, D. L. F., Lima Rocha, H. A., de Brito, E. S., Duarte, L. H. G., Bento, L. B. B. B., & Kubrusly, M. (2022). Active methodologies association with online learning fatigue among medical students. BMC Medical Education, 22(1), 1-7. https://doi.org/10.1186/s12909-022-03143-x
  • Durak, G., Çankaya, S., & İzmirli, S. (2020). Examining the Turkish universities’ distance education systems during the COVID-19 pandemic. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14(1), 787-809. https://doi.org/10.17522/balikesirnef.743080
  • Elbogen, E. B., Lanier, M., Griffin, S. C., Blakey, S. M., Gluff, J. A., Wagner, H. R., & Tsai, J. (2022). A National Study of Zoom Fatigue and Mental Health During the COVID-19 Pandemic: Implications for Future Remote Work. Cyberpsychology, Behavior, and Social Networking. 25(7), 409-415. https://doi.org/10.1089/cyber.2021.0257
  • Ellwart, T., Happ, C., Gurtner, A., & Rack, O. (2015). Managing information overload in virtual teams: Effects of a structured online team adaptation on cognition and performance. European Journal of Work and Organizational Psychology, 24(5), 812-826. https://doi.org/10.1080/1359432X.2014.10008
  • Eppler, M. J. (2015). Information quality and information overload: The promises and perils of the information age. L. Cantoni & J. A. Danowski (Ed.), In Communication and technology (pp. 215–232). Walter de Gruyter GmbH.
  • Fauville, G., Luo, M., Muller Queiroz, A. C., Bailenson, J. N., & Hancock, J. (2021). Nonverbal mechanisms predict zoom fatigue and explain why women experience higher levels than men. SRRN Electronic Journal. https://dx.doi.org/10.2139/ssrn.3820035
  • Fırat, M., & Bozkurt, A. (2020). Variables affecting online learning readiness in an open and distance learning university. Educational Media International, 57(2), 112-127. https://doi.org/10.1080/09523987.2020.1786772
  • Fraenkel, J.R., Wallen, N.E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • George, D., & Mallery, P. (2010). SPSS for windows step by step: A simple study guide and reference, 17.0 update, (10th ed.). Boston Pearson Education.
  • Guo, Y. F., Liao, M. Q., Cai, W. L., Yu, X. X., Li, S. N., Ke, X. Y., ... & Zeng, F. F. (2021). Physical activity, screen exposure and sleep among students during the pandemic of COVID-19. Scientific Reports, 11(1), 1-11. https://doi.org/10.1038/s41598-021-88071-4
  • Haase, R. F., Ferreira, J. A., Fernandes, R. I., Santos, E. J., & Jome, L. M. (2016). Development and validation of a revised measure of individual capacities for tolerating information overload in occupational settings. Journal of Career Assessment, 24(1), 130-144. https://doi.org/10.1177/10690727145656
  • Harriger, J. A., & Pfund, G. N. (2022). Looking beyond zoom fatigue: The relationship between video chatting and appearance satisfaction in men and women. International Journal of Eating Disorders. 55, 923-932. https://doi.org/10.1002/eat.23722
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There are 73 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Ufuk Tuğtekin 0000-0003-0129-3477

Project Number Not applicable.
Publication Date January 31, 2023
Published in Issue Year 2023

Cite

APA Tuğtekin, U. (2023). Factors influencing online learning fatigue among blended learners in higher education. Journal of Educational Technology and Online Learning, 6(1), 16-32. https://doi.org/10.31681/jetol.1161386


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