The role of vocabulary components in second language learners' early reading comprehension

Background

In countries with German as an official language, children with German as a second language perform overall worse in school than their German native speaking peers. This particularly affects written language skills, which require advanced language knowledge. The reasons are manifold, but one is prominent, namely poor vocabulary knowledge. Vocabulary, however, consists not only of the number of known words but also of a complex and hitherto under-researched lexico-semantic framework, which is referred to as vocabulary depth.

Method

In the present study, a sample of 373 children (322 German native speakers and 51 with German as a second language) was examined longitudinally in Grade 2 and 3 for their reading comprehension and vocabulary breadth and depth. Vocabulary depth was defined as relational and semantic word knowledge. Latent change score models on vocabulary breadth and depth development including reading precursor skills, non-verbal intelligence and SES were conducted.

Results

The children with German as a second language scored lower than the native German speakers in reading and vocabulary tests, with the difference in vocabulary depth being more pronounced than in vocabulary breadth. Importantly, the differences did not tend to diminish over time, which could have been expected. The differences in reading comprehension can be accounted for mainly by the variations in vocabulary, especially in vocabulary depth.

Conclusions

These findings emphasise the importance of including not only vocabulary breadth but also vocabulary depth in the context of reading research on children who do not speak the majority language.

     

The effect of practice and expectancy of inferential questions on poor comprehenders' inferential processing and monitoring

Background

Previous studies have shown that undergraduates improve their answering and monitoring accuracy when they exclusively practice and expect inferential questions after reading. This study examined whether children with poor comprehension, who struggle particularly with inferential questions, would benefit from similar practice with and without feedback.

Methods

To address this question, 44 poor comprehenders and 44 control participants from 6th–9th grades practiced answering literal or inferential questions after reading each of three texts. They were also asked to predict their success in these questions, whereas some received feedback on their prediction (monitoring) accuracy. Then, participants read an additional three texts, but answered both practiced and unpracticed types of questions after reading all texts. They also predicted their success after reading each text.

Results

Both poor and good comprehenders answered literal questions more accurately when they had practiced. However, only good comprehenders improved their answering of inferential questions when they had practiced. No differences were found between the groups in monitoring accuracy. Feedback had a positive effect on answering accuracy, irrespective of practice.

Conclusions

Poor comprehenders differentiate to some extent between literal and inferential questions and are flexible enough to execute a different text processing plan for each type of questions. However, they presumably lack the knowledge and/or resources to execute inferential processing efficiently during reading. Moreover, all children seem to have difficulty with comprehension monitoring. Practicing and/or expecting one type of questions, with or without feedback, is insufficient for improving this ability.

     

The effects of expressions of fear induced by background music on reading comprehension

Background

Research has suggested that background music can have a positive or negative effect that can influence the affective state of individuals. Although research has demonstrated that fear negatively influences our cognitive performance, there is a research gap in understanding the combined effects of different background music tempo and fear in influencing reading comprehension performance.

Methods

Data were collected from 70 participants enrolled at a public university in Canada. Participants were required to listen to background music of varying speeds with three conditions (no music, slow music and fast music). We adopted a cross-sectional multi-level modelling approach for the main analyses, and further analyses using t-test and ANOVA.

Results

Results indicated that expression of fear was not a significant predictor of participants' reading comprehension performance (Model 1). However, when music condition was added (Model 2) in addition to expression of fear, a significant relationship between reading comprehension performance and music condition was found, showing better reading comprehension performance in the slow music condition than in the no music condition. Furthermore, there was a significant interaction effect between music condition and expression of fear on reading comprehension performance (Model 3). Importantly, not all individuals were affected by the music to the same extent, with the possibility that baseline level of fear being the key issue in influencing comprehension performance.

Conclusions

Considering both expression of fear and music condition is required to understand the combined effects on cognitive performance. Expression of fear during cognitive tasks such as reading could be an essential signal that interventions should be applied. Such strategies may be especially beneficial for task performers with higher baseline levels of fear and possibly provide us with insights for best practice and research implications in the field of reading comprehension among individuals with special needs.

     

Does speed-reading training work,and if so,why? Effects of speed-reading training and metacognitive training on reading speed,comprehension and eye movements

Background

Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern speed-reading training programs on reading performance in typical readers is sparse. The present study had two goals. First, we sought to extend prior research on speed-reading by assessing the effects of a speed-reading application on reading performance in a pre-training and post-training design with a control group. Second, we aimed to identify the mechanism underlying speed-reading training programs.

Methods

We assessed reading speed, comprehension and eye movements of 30 German-speaking undergraduates (M_age = 22.77 years, SD_age = 3.41 years) before and after they received a commercial, app-based speed-reading training, a metacognitive training or no training.

Results

Results revealed higher reading speed in the speed-reading condition and metacognitive condition compared with the control condition, although not to the extent claimed in the application. Eye-movement data indicated that the increase in reading speed was due to fewer and shorter fixations in measures reflecting late but not early lexical processing. No differences in comprehension performance were observed between the three conditions.

Conclusions

We discuss our findings in support of the idea that the increase in reading speed was not caused by a change in basic characteristics of participants' reading behaviour, but rather by an increase in their awareness of their own reading process. Further research is needed to investigate whether the observed effects are maintained over time.

     

The role of letter knowledge acquisition ability on children's decoding and word identification: Evidence from an artificial orthography

Background

Letter knowledge is crucial in the first stages of reading development. It supports learning letter-sound mappings and the identification of the letters that make up words. Previous studies have investigated the longitudinal impact of early letter knowledge on children's further word reading abilities. This study employed an artificial orthography learning paradigm to explore whether the rate of letter learning modulates children's reading and word identification skills.

Methods

In an initial training phase, 8-year-old Spanish children (N = 30) learned nine artificial letters and their corresponding sounds (two vowels and six consonants). The letter learning rate was set according to the number of attempts needed to name at least seven letters (i.e., 80% correct). These ranged from 1 to 4. In a second training phase, children visualized words made up of the trained letters while listening to their pronunciations. Some words included a context-dependent syllable (i.e., leading to grapheme-to-phoneme inconsistency), and others had an inconsistent syllable (i.e., phoneme-to-grapheme inconsistency). The post-test consisted of a reading aloud task and an orthographic-choice task in which the target word was presented with a distractor equal to the target except for the substitution of a letter.

Results

Children showed a high accuracy rate in the post-test tasks, regardless of whether words contained context-dependent or inconsistent syllables. Critically, the letter learning rate predicted both reading aloud and identification accuracy of words in the artificial orthography.

Conclusions

We provide evidence for the vital role of letter knowledge acquisition ability in children's decoding and word identification skills. Training children on this ability facilitates serial letter-sound mapping and word identification skills. Artificial orthography paradigms are optimal for exploring children's potential to achieve specific literacy skills.

     

How simple is reading in Arabic? A cross‐sectional investigation of reading comprehension from first to sixth grade

This study aimed to examine, from a cross‐sectional perspective, the extent to which the simple view of reading (SVR) model can be adapted to the Arabic language. This was carried out by verifying, in both beginning and more skilled readers, whether the unique orthographical and morphological characteristics of Arabic contribute to reading comprehension beyond decoding and listening comprehension abilities. Reading comprehension was evaluated in a large sample of first to sixth‐grade Arabic‐speaking children. The participants' decoding and listening comprehension abilities were investigated together with their orthographic and morphological knowledge. Path analysis indicated that reading comprehension was moderately explained by the SVR (56–38%). Orthographic and morphological knowledge explained an additional 10–22% of the variance beyond that explained by the basic SVR components. These findings demonstrate that certain linguistic aspects of Arabic impact reading processes differently when compared with other languages. The psycholinguistic implications of these findings are discussed in the light of previous findings in the literature.

What is already known about this topic?

• The ‘simple view of reading’ model explains reading comprehension as the product of decoding and listening comprehension.
• This model explains between 70% and 83% of the variance in reading comprehension in English, in which the contribution of decoding and listening comprehension varies as a function of the level of the readers.
• Orthographic transparency and other unique characteristics of the languages studied might influence reading comprehension in these languages

What does this paper add?

• Arabic is a diglossic language that is characterised by relatively unique orthographic and morphological features for which the validity of the simple view of reading (SVR) has not been tested.
• The basic components of the SVR (decoding and listening comprehension) have explained between 56% and 38% of the variance in reading comprehension in children from the first to the sixth grade.
• Decoding, as one of the basic components of the SVR, failed to contribute to reading comprehension when orthography and morphology were considered.

Implications for practice and/or policy

• This large‐scale cross‐sectional study is the first of its type to assess reading comprehension in Arabic.
• The study justifies the necessity to assess the suitability of the SVR in languages with very specific linguistic characteristics such as Arabic.
• The results emphasise the necessity of considering the complex orthography and the rich morphology of Arabic for improving teaching, assessment and intervention.

     

Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most?

The present study examined whether knowledge of connectives contributes uniquely to expository text comprehension above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge. Furthermore, it was examined whether this contribution differs for readers with different language backgrounds or readers who vary in reading fluency, general vocabulary knowledge or metacognitive knowledge levels. Multilevel regression analyses revealed that knowledge of connectives explained individual differences in eighth graders' text comprehension (n = 171) on top of the variance accounted for by the control variables. Moreover, the contribution of knowledge of connectives to text comprehension depended on a reader's level of metacognitive knowledge: more metacognitive knowledge resulted in a larger association between knowledge of connectives and text comprehension. Reading fluency, vocabulary knowledge and language background did not interact with knowledge of connectives. Findings are interpreted in the context of the strategic use of connectives during expository text reading.

What is already known about this topic?

• Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.
• In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.
• For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.

What this paper adds:

• The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).
• The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).
• Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.

Implications for theory, policy or practice

• Secondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell, 2003 ).
• We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.
• More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.

     

Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers

While the majority of published research on conceptual change has focused on how misconceptions can be abandoned or modified, some recent research findings support the hypothesis that acquired scientific knowledge does not necessarily erase or alter initial non‐scientific knowledge but rather coexists with it. In keeping with this “coexistence claim,” this article presents an analysis of scientific understanding in four groups of individuals with varying degrees of expertise (preschoolers, elementary students, secondary students, and science teachers) using a cognitive task on buoyancy. This task allowed us to determine the prevalence of certain conceptions and the interference caused by two possible conceptual distractors with regard to producing accurate answers. Results describe the progression of the desired (scientific) conception with age/expertise as well as the evolution or regression of the statuses of two misconceptions. Results also show that misconceptions continue to interfere with performance even when there is a higher degree of scientific expertise, and that patterns of such interference can be studied. In keeping with these conclusions, we argue for the use of a model of conceptual learning called “conceptual prevalence.” © 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:1121–1142, 2017

     

STEM‐focused high schools as a strategy for enhancing readiness for postsecondary STEM programs

The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student‐centered, reform‐oriented instruction, ample student supports, and real‐world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary STEM. This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina. After identifying ISHS and non‐STEM comparison high schools serving students who were similar in terms of socioeconomic status and academic achievement prior to high school entry, we employed propensity‐score weighting and HLM modeling to estimate the impact of attending an ISHS on a set of outcome measures obtained from student surveys and from the state's longitudinal student data system. Analyses of student survey data found that attending an ISHS raises the likelihood that a student will complete pre‐calculus or calculus and chemistry in high school, leads to increased involvement in STEM extracurricular and out‐of‐class activities, and enhances interest in science careers and aspirations to earn a master's or higher degree. Analyses of student outcome data from state administrative records revealed a positive impact of inclusive STEM high school attendance on grade point average (GPA) but not on ACT scores. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 53: 709–736, 2016

     

<Emphasis Type="Italic">Ureaplasma urealyticum</Emphasis>-derived lipid-associated membrane proteins introduce IL-6, IL-8, and TNF-α cytokines into human amniotic epithelial cells via Toll-like receptor 2

Objective

The purpose of this study was to determine the role of Ureaplasma urealyticum-derived lipidassociated membrane proteins (LAMPs) in the host innate immune system, specifically their effect on Toll-like receptors (TLRs).

Methods

LAMPs were derived from U. urealyticum strains, and human amniotic epithelial cells (HAECs) were isolated from healthy full-term placentas. Cytokine concentrations were determined by enzyme-linked immunosorbent assay (ELISA) and TLR2 mRNA by real-time PCR. Expression of TLR2 was confirmed by Western blotting and immunohistochemistry.

Results

LAMPs induced HAECs to produce inflammatory cytokines interleukin (IL)-6, IL-8, and tumor necrosis factor (TNF)-α. Cytokine production was reduced after blocking TLR2 using TLR2 inhibitor (anti-hTLR2-IgA).

Conclusions

LAMPs isolated from U. urealyticum induced TLR2-dependent up-regulation of inflammatory genes and cytokines in HAECs.

     

Increasing the immune activity of exosomes: the effect of miRNA-depleted exosome proteins on activating dendritic cell/cytokine-induced killer cells against pancreatic cancer

Background

Tumor-derived exosomes were considered to be potential candidates for tumor vaccines because they are abundant in immune-regulating proteins, whereas tumor exosomal miRNAs may induce immune tolerance, thereby having an opposite immune function.

Objective

This study was designed to separate exosomal protein and depleted exosomal microRNAs (miRNAs), increasing the immune activity of exosomes for activating dendritic cell/cytokine-induced killer cells (DC/CIKs) against pancreatic cancer (PC).

Methods

PC-derived exosomes (PEs) were extracted from cultured PANC-1 cell supernatants and then ruptured; this was followed by ultrafiltered exosome lysates (UELs). DCs were stimulated with lipopolysaccharide (LPS), PE, and UEL, followed by co-culture with CIKs. The anti-tumor effects of DC/CIKs against PC were evaluated by proliferation and killing rates, tumor necrosis factor-α (TNF-α) and perforin secretion. Exosomal miRNAs were depleted after lysis and ultrafiltration, while 128 proteins were retained, including several immune-activating proteins.

Results

UEL-stimulated DC/CIKs showed a higher killing rate than LPS- and PE-stimulated DC/CIKs.

Conclusions

miRNA-depleted exosome proteins may be promising agonists for specifically activating DC/CIKs against PC.

     

Cognitive-enhancing effects of hydrolysate of polygalasaponin in SAMP8 mice

Objectives

The aim of the study is to evaluate the cognitive-enhancing effects of hydrolysate of polygalasaponin (HPS) on senescence accelerate mouse P8 (SAMP8) mice, an effective Alzheimer’s disease (AD) model, and to research the relevant mechanisms.

Methods

The cognitive-enhancing effects of HPS on SAMP8 mice were assessed using Morris water maze (MWM) and step-through passive avoidance tests. Then N-methyl-d-aspartate (NMDA) receptor subunit expression for both the cortex and hippocampus of mice was observed using Western blotting.

Results

HPS (25 and 50 mg/kg) improved the escape rate and decreased the escape latency and time spent in the target quadrant for the SAMP8 mice in the MWM after oral administration of HPS for 10 d. Moreover, it decreased error times in the passive avoidance tests. Western blotting showed that HPS was able to reverse the levels of NMDAR1 and NMDAR2B expression in the cortex or hippocampus of model mice.

Conclusions

The present study suggested that HPS can improve cognitive deficits in SAMP8 mice, and this mechanism might be associated with NMDA receptor (NMDAR)-related pathways.

     

Activity of metalloproteinases and adiponectin in obese patients— a possible factor of incisional hernias after bariatric procedures

Purpose

Metalloproteinases are a key component of the pathogenesis of abdominal hernias. Obesity is considered a risk factor in herniogenesis and hernia recurrence. The aim of this study was to evaluate the serum concentrations of metalloproteinase-2 (MMP-2), MMP-9, MMP-13, and adiponectin in morbidly obese and nonoverweight controls.

Materials and methods

The participants were recruited from among patients undergoing bariatric and non-bariatric surgery and divided into two groups: I (body mass index (BMI)≥35 kg/m², n=40) and II (BMI<25 kg/m², n=30). Serum concentrations of MMP-2, MMP-9, MMP-13, and adiponectin were measured using enzyme-linked immunosorbent assay (ELISA).

Results

A statistically significant difference between groups was observed for MMP-2 concentration. The median MMP-9 concentration was higher in the obese group, but the difference was not statistically significant. Median MMP-13 concentrations did not differ between groups. Serum adiponectin concentration was insignificantly higher in the non-obese group.

Conclusions

The elevated serum MMP-2 and MMP-9 concentrations in obese individuals may be related to the higher incidence of incisional hernias in this population.

     

匹伐他汀钙对高胆固醇血症患者动脉粥样硬化的影响（英文）

目的:观察匹伐他汀钙对高胆固醇血症患者外周血管的影响。创新点:首次在国内发现匹伐他汀钙能够改善高胆固醇血症患者肱动脉和颈动脉血管内皮功能而且延缓其动脉粥样硬化发展,并首次证实改善内皮功能是匹伐他汀钙延缓其动脉粥样硬化发展的重要原因。方法:按照入选排除标准,选取本院高胆固醇血症患者(HC),完成超声心动图检查的40例。根据剂量不同,分为两个剂量组:1 mg剂量组20例(男性5例,女性15例,平均年龄(55.20±8.35)岁),2 mg剂量组20例(男性9例,女性11例,平均年龄(57.56±6.09)岁)。访视结束后完成超声心动图检查的HC组36例,两个剂量组分别有2人失访。治疗后1 mg剂量组18例(男性3例,女性15例,平均年龄(56.00±7.85)岁),2 mg剂量组18例(男性7例,女性11例,平均年龄(57.79±6.46)岁)。选择本院同期体检中心30例正常人作为对照(年龄和性别均与病例组匹配,男性14例,女性16例,平均年龄(54.94±6.90)岁)。所有研究对象,均经隔夜禁食12~14小时,次日清晨抽取空腹肘静脉血,测定临床生化指标。采用Sequia512彩色多普勒超声诊断仪,应用高分辩率外周血管超声技术,检测HC治疗前后肱动脉血流介导性舒张功能(FMD)、颈动脉结构和功能。结论:经匹伐他汀钙治疗8周后,高胆固醇血症患者血管功能明显改善,表现为FMD升高,僵硬度减小;颈动脉僵硬度和内中膜厚度(IMT)延缓进展与其内皮功能改善密切相关。     

Comparative genomic analysis of <Emphasis Type="Italic">Lactobacillus plantarum</Emphasis> ZJ316 reveals its genetic adaptation and potential probiotic profiles

Objective

In previous studies, Lactobacillus plantarum ZJ316 showed probiotic properties, such as antimicrobial activity against various pathogens and the capacity to significantly improve pig growth and pork quality. The purpose of this study was to reveal the genes potentially related to its genetic adaptation and probiotic profiles based on comparative genomic analysis.

Methods

The genome sequence of L. plantarum ZJ316 was compared with those of eight L. plantarum strains deposited in GenBank. BLASTN, Mauve, and MUMmer programs were used for genome alignment and comparison. CRISPRFinder was applied for searching the clustered regularly interspaced short palindromic repeats (CRISPRs).

Results

We identified genes that encode proteins related to genetic adaptation and probiotic profiles, including carbohydrate transport and metabolism, proteolytic enzyme systems and amino acid biosynthesis, CRISPR adaptive immunity, stress responses, bile salt resistance, ability to adhere to the host intestinal wall, exopolysaccharide (EPS) biosynthesis, and bacteriocin biosynthesis.

Conclusions

Comparative characterization of the L. plantarum ZJ316 genome provided the genetic basis for further elucidating the functional mechanisms of its probiotic properties. ZJ316 could be considered a potential probiotic candidate.

     

The effects of augmented reality-supported instruction in tertiary-level medical education

A significant body of the literature has documented the potential of Augmented Reality (AR) in education, but little is known about the effects of AR-supported instruction in tertiary-level Medical Education (ME). This quasi-experimental study compares a traditional instructional approach with supplementary online lecture materials using digital handout notes with a control group (n = 30) and an educational AR application with an experimental group (n = 30) to investigate any possible added-value and gauge the impact of each approach on students' academic performance and training satisfaction. This study's findings indicate considerable differences in both academic performance and training satisfaction between the two groups. The participants in the experimental group performed significantly better than their counterparts, an outcome which is also reflected in their level of training satisfaction through interacting and viewing 3D multimedia content. This study contributes by providing guidelines on how an AR-supported intervention can be integrated into ME and provides empirical evidence on the benefits that such an approach can have on students' academic performance and knowledge acquisition.

Practitioner notes

What is already known about this topic

• Several studies have applied various Augmented Reality (AR) applications across different learning disciplines.
• The effects of AR on students' perceptions and achievements in higher education contexts is well-documented.
• Despite the increasing use of AR-instruction in Medical Education (ME), there has been no explicit focus on AR's effects on students' academic performance and satisfaction.

What this paper adds

• This quasi-experimental study compares the academic performance and training satisfaction of students in an experimental group (AR) and a control group (handout notes).
• This study provides instructional insights into, and recommendations that may help students achieve better academic performance in AR-supported ME courses.
• The experimental group reported greater training satisfaction than their counterparts.

Implications for practice and policy

• Students who followed the AR-supported instruction achieved better academic performance that those in the control group.
• AR-supported interventions encourage active learning and lead to significant performance improvement.
• The experimental group outperformed the control group in academic performance and training satisfaction measurements, despite the lower experimental group's lower pre-test performance scores.

     

How student perceptions about online learning difficulty influenced their satisfaction during Canada's Covid-19 response

The COVID-19 pandemic has posed a significant challenge to higher education and forced academic institutions across the globe to abruptly shift to remote teaching. Because of the emergent transition, higher education institutions continuously face difficulties in creating satisfactory online learning experiences that adhere to the new norms. This study investigates the transition to online learning during Covid-19 to identify factors that influenced students' satisfaction with the online learning environment. Adopting a mixed-method design, we find that students' experience with online learning can be negatively affected by information overload, and perceived technical skill requirements, and describe qualitative evidence that suggest a lack of social interactions, class format, and ambiguous communication also affected perceived learning. This study suggests that to digitalize higher education successfully, institutions need to redesign students' learning experience systematically and re-evaluate traditional pedagogical approaches in the online context.

Practitioner notes

What is already known about this topic

• University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
• The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
• Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.

What this paper adds

• Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
• Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
• Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.

Implications for practice and/or policy

• We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
• We offer insights into student experience concerning online learning environments during an abrupt transition.
• We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.