Structural Relationships between Learning Emotion and Knowledge Organization and Management Processes in Distance Learning Environments: “An Applied Study”

No.

Comment

Corrections

In lines 256 - 260  a study is presented and it is said that "The study concluded that several fundamental factors  affect the level of motivation and learners' continuity in learning effectively." I recomment to the authors to present the aforementioned fumdamental factors.

The factors have been included in red.

I recomment to the authors to clarify why passion is often linked with self-efficacy line 277.

It is shown in red why passion is associated with self-efficacy

In line 364 a full stop is missing.

Done: 2.8. The structural relationship of emotion and its impact on knowledge management processes through the mediating role of self-regulation in distance learning environments (the proposed model).

In Figure 2 one node has a description "Knowledge Management Scale in .. " then the rest description is missing.

The scale of self-regulation in distance learning included three main dimensions, the first is retrieving and organizing information, the second is Strategy regulation and schedule monitoring, and the third is time management efficiency. The scale of knowledge management in distance learning included four main dimensions, the first is the acquisition and storage of knowledge, the second is the application of knowledge, the third is knowledge sharing, and the fourth is the formation of knowledge.

In sample section I recomment to the authors to mention the mean age and SD of the participants.

Done

You mention "Determine the alternatives to the scales and their weights through the 4-Point Likert  Scale as (strongly agree-agree-disagree-strongly disagree) with their weights. Weights (1,2,3,4) were determined, respectively, for each item. "  Please explain why you chose 4-Point Likert Scale.

The choice of a Likert Scale, including the number of response options, depends on the research objectives and the nature of the data being collected. A 4-Point Likert Scale is often preferred due to its potential to reduce neutral response bias, as participants are less likely to select a non-committal option. This can result in a clearer understanding of participants' attitudes and opinions. Additionally, the limited number of response options encourages thoughtful consideration of feelings and beliefs, leading to more distinct and discernible responses. Furthermore, using a 4-Point Likert Scale can help avoid extreme endpoints, promoting a balanced representation of opinions and minimizing potential response bias associated with strong language choices.

You mention “The scales were initially presented to a panel of arbitrators consisting of faculty members and educational technology specialists.”  Please mention in more detail the area of  expertise of the  panel of arbitrators.

More detail has been added in

Section 3.3.1.

To assess the validity and reliability of the tools - scales used, I suggest before CFA  to do EFA (exploratory factor analysis).

Several indicators were examined to establish the construct validity of the measurement instrument, including Macdonald's Omega and Composite Reliability. The mentioned indicators adequately establish the validity and reliability. Additionally, CFA is employed throughout the instrument's development process to test the latent structure of the measurement tool. Additionally, it is utilized to confirm the primary dimensions and factor loadings of the instrument.

I recommend to clearly distinguish all  the tables mentioned, from the rest of the text.

Done

In Figure  5, I recommend to describe nodes v77, v78… in a  more expressive manner to make more easily understandable.

The nodes are described in the preceding paragraph before Figure 5.

No.

Comment

Corrections

1

line 38 "a multitude of studies" requires at least one example from the literature

Done

2

Lines 131 and 536 (another), and in methodology, the 0.05 significance level requires at least one  literature reference.

Sáez-Delgado, F., López-Angulo, Y., Mella-Norambuena, J., Baeza-Sepúlveda, C., Contreras-Saavedra, C., & Lozano-Peña, G. (2022). Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education. Sustainability, 14(24), 16863.

3

Paragraphs that end at lines 329; 332; 333 and 335; 361; 460; 463; 466, and 467 (in this case, if it is the same as (AlAli & Saleh, 2022), please tell the reader); 473, 476, 479; 498; 568; 626; Table 7 for given the acceptance levels; 666;

Done

4

The authors should ground their definitions in the literature. For instance, what do they define for "non-traditional learning style" (line 114).

Modification done

The intended meaning is that the distance learning pattern is unconventional (non-traditional) or non-conventional in nature.

5

Since the paper lies on a conceptual framework, the reader needs to understand the meaning the authors give to some words that are key to their work, such as harmonious passion and obsessive passion (e.g., lines 124-125); academic passion (consensual and compulsive) (e.g., lines 165-166); harmonious passion: internal, external, obsessive: internal, external (e.g., lines 228-229).

It is explained in the theoretical framework under (2.6. The dual model of emotion in e-learning environments).

6

All the text has to be revised concerning tables and figures: there is not enough space between the text and them, and sometimes the titles are unexistent or are confused with the text. In the tables, please review the lower and upper cases to present coherence. Namely, in Table 5, please remove the column of repeated Pearson coefficient and put it as the title of the 1st column (as I wrote in the attached pdf). At some point in the text, the authors confused the number of tables and of the figures, and that should be carefully reviewed.

Done

7

Last paragraph on page 5 and page 18 of the pdf I attached: The text on page 5 must be withdrawn or replaced by a summary since its place is (and very well) on page 18. You should not be talking about the promising results at the beginning of your work, in my view.

The paragraph has been revised and abridged.

8

On lines 254-255, the authors wrote, "Merely designing educational courses for e-learning and distance learning environments is no longer adequate to achieve desirable learning outcomes that satisfy students." but did not define what the meaning of "desirable" was, and they present a quantitative study. They should clarify their concept, preferably with/based on a literature reference.

In the given paragraph, the word "desirable" refers to the learning outcomes that are sought after or preferred in the context of the distance education system. These are the outcomes that are considered favorable or ideal, and they aim to satisfy students' educational needs and goals. The paragraph emphasizes that simply designing courses for e-learning and distance learning environments is no longer sufficient to achieve these desired learning outcomes that meet students' expectations. Instead, the focus should be on understanding and addressing learners' motivations for learning to enhance the effectiveness of distance education.

9

In the paragraph that begins on line 500, the authors should make a table or summarize their text. Otherwise, it seems they are repeating Table 4 findings.

It has been clarified and modified

No.

Comment

Corrections

1

The work presented, entitled, Structural Relationships between Learning Emotion and Organizational Processes and Knowledge Management in Distance Learning Environments "An Applied Study", refers to an interesting topic with a great capacity for classroom application.

The methodological approach is very well founded, with structural equation analysis that reinforces the model chosen and gives consistency to the data obtained.

Although the results have the limitations expressed by the authors, they are useful for future work in this field.

The issue of self-regulation and knowledge management are central in explaining the motivation and involvement of students in their academic trajectory, crossing it with harmonious passion and emotional obsession within distance learning seems to me to be an interesting contribution.

The results are well explained and the bibliography is adequate and current.

Thank you for positive comments