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In this COVID-19 pandemic, learners across the world are encouraged to stay at home receiving online education, which has nearly caused various learning outcomes. It is thus necessary to analyze online learning outcomes, as well as their gender differences to provide constructive references for learners, teachers, and technology developers. This study obtained reliable data from various databases using searching techniques. The study also selected the research articles based on inclusion and exclusion criteria. After analyzing the forest and funnel plots drawn via Review Manager 5.3, the study arrived at the conclusion that online learning outcomes were significantly higher than the traditional learning outcomes with a large effect size (d = 1.24), while the gender differences in learning outcomes were not significant with a small effect size (d = -0.03). In the future, experts could make every effort to develop advanced emotion detection applications via interdisciplinary cooperation to improve online learning outcomes. [ABSTRACT FROM AUTHOR]

Since the birth of clickers at Pennsylvania State University, there have been numerous arguments on its effectiveness. This study, aiming to review use of clickers in education, examined literature over around a decade on use of clickers, involving benefits and defects of use of clickers, peer discussion, use of clickers in learning, teaching and problem solving, the effectiveness of use of clickers among non-students. Besides, relationships between lecturing and learning aided with clickers, and current developments in use of clickers were also reviewed and discussed. It was concluded that clickers, as one form of modern technology, had gained growing popularity due to their advantages, such as peer discussion, anonymity and instant feedback although disputes still remained. More studies on clickers and other new technologies were still needed to further push forward levels of education. Cross-disciplinary cooperation between computers, education and psychology may be needed to design more advanced educational technologies. [ABSTRACT FROM AUTHOR]

English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to answer questions in questionnaires. It was found that (1) The pass rates under blended learning increased compared with traditional multimedia learning and the dropout rates under blended learning decreased compared with multimedia learning; (2) males and females did not show any significant differences in learning outcomes; (3) affective factors under blended learning were significantly more favorable than those under multimedia learning; (4) under the blended learning model, male motivation was significantly higher than female; male attitude was significantly more favorable than female; males held higher self-esteem than females. However, male anxiety was significantly less than female. Reasons for the findings, as well as future research direction, were also explored. [ABSTRACT FROM AUTHOR]

Clickers are catching growing attention in education. This study, using data collected from a questionnaire, forty content words, and a vocabulary knowledge scale, aims to identify if clickers can enhance EFL (English as a foreign language) vocabulary knowledge and raise students' satisfaction level compared with the traditional multimedia-based instruction. Gender differences were also explored. Data from 115 EFL learners showed that: (1) Clickers-based instruction significantly increased participants' satisfaction level compared with traditional multimedia-based instruction in an EFL class; (2) Clickers-based instruction significantly enhanced participants' vocabulary knowledge compared with traditional multimedia-based instruction in an EFL class; (3) Males were significantly more satisfied with clickers-based instruction than females in an EFL class and there were no significant gender differences in satisfaction levels under multimedia-based instruction; (4) Males obtained significantly more vocabulary knowledge than females under clickers-based instruction, while females obtained significantly more vocabulary knowledge than males under multimedia-based instruction. [ABSTRACT FROM AUTHOR]

Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the data obtained from three questionnaires and an IELTS test instructed via Clickers and traditional multimedia at the end of corresponding semesters, it is found that Clickers pedagogy can give rise to better learning outcomes and higher metacognitive levels than traditional multimedia. Limitations of this study are also discussed, coupled with recommendations for future research. [ABSTRACT FROM AUTHOR]

Studies on gender differences in mobile English learning are in their initial stages. College English IV, designed by a number of professors and engineers in a university in China, serves as a mobile English learning platform. This study aims to determine gender differences in cognitive loads, attitudes, and academic achievements in English language learning assisted with this mobile English learning platform. Through a mixed research design, 79 randomly selected participants join the research, together with interviews and posts to collect qualitative data. Cognitive loads, attitudes, and academic achievements are measured through related scales to collect quantitative data. It is concluded that there are significant gender differences in cognitive loads, attitudes, and academic achievements in English language learning assisted with the mobile learning platform. Future research on gender differences in mobile English learning should also examine relationships between gender differences, learner motivation, achievement goals, and learning outcomes. [ABSTRACT FROM AUTHOR]

The flipped class has received great popularity in the last decade. This study, combining quantitative with qualitative research methods, randomly selected over 200 participants and adopted both structural equation modeling and bivariate correlation analysis, studied the factors influencing student satisfaction via corresponding scales that were evidenced valid and internally consistent. It was concluded that several factors, i.e., learner attitude, technology anxiety, teachers' prompt feedback, flexibility of CFLC, and perceived usefulness and ease of technology, exerted significant influence on student satisfaction. The data collected from the semi-structured interview supported the results as well. The design of CFLC should not ignore learner attitude, technology anxiety, teachers' prompt feedback, flexibility of CFLC, and perceived usefulness and ease of technology since they have great impact on student satisfaction. Future research, in need of multi-disciplinary cooperation, may also focus on course design, teacher satisfaction, and textbook choice. [ABSTRACT FROM AUTHOR]