Factors Influencing Online Learning Fatigue among Blended Learners in Higher Education

Autor/in	Tugtekin, Ufuk
Titel	Factors Influencing Online Learning Fatigue among Blended Learners in Higher Education
Quelle	In: Journal of Educational Technology and Online Learning, 6 (2023) 1, S.16-32 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tugtekin, Ufuk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Online Courses; Blended Learning; College Students; Student Attitudes; Gender Differences; Fatigue (Biology); Predictor Variables; COVID-19; Pandemics; Barriers; Foreign Countries; Stress Variables; Turkey + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Collegestudent; Schülerverhalten; Geschlechterkonflikt; Fatigue; Ermüdung; Prädiktor; Ausland; Türkei
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. (As Provided).
Anmerkungen	Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: https://dergipark.org.tr/en/pub/jetol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01