Managing Individual Online Learning Experience: The Roles of Perceived Engagement and Perceived Performance

2022 ◽  
pp. 331-344
Author(s):  
Mohamad Rahimi Mohamad Rosman ◽  
Izzatil Husna Arshad ◽  
Noor Rahmawati Alias ◽  
Zaila Idris ◽  
Haslinda Abdul Hamid
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Perceived Performance

scholarly journals A guide for evaluation of online learning in medical education: a qualitative reflective analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nourhan F. Wasfy ◽  
Enjy Abouzeid ◽  
Asmaa Abdel Nasser ◽  
Samar A. Ahmed ◽  
Ilham Youssry ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Best Practice ◽  
Online Courses ◽  
Learning Experience ◽  
Organizational Capacity ◽  
Expert Consensus ◽  
Educational Effectiveness ◽  
Education Community ◽  
Rapid Shift

Abstract Background With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. Aim To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. Methods This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. Results This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. Conclusion Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

scholarly journals Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Peter Shea ◽  
Alexandra Pickett ◽  
Chun Sau Li
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Faculty Development ◽  
Diffusion Of Innovation ◽  
Online Teaching ◽  
Learning Experience ◽  
Faculty Satisfaction ◽  
Access To Higher Education ◽  
Innovation Research ◽  
Discipline Area

<p>Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of institutional settings. Although online learning has seen rapid growth in recent years, it remains a relatively small percentage of the entire curriculum of higher education today. As a relatively recent development, online teaching can be viewed through the lens of diffusion of innovation research. This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. It is concluded through factor and regression analysis that four variables are significantly associated with faculty satisfaction and their likelihood, therefore, to adopt or continue online teaching – these include levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included. </p> <p><b>Keywords: </b>online teaching, faculty satisfaction, faculty development, diffusion of innovation, access, higher education, study </p>

Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience

ReCALL ◽  
2012 ◽  
Vol 24 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Jérôme Eneau ◽  
Christine Develotte
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Interpersonal Relationships ◽  
Learning Experience ◽  
The Body ◽  
Learning Collaborative ◽  
Online Learners ◽  
Social And Emotional ◽  
Learning Platform ◽  
Working Together

AbstractThis study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in “French as a Foreign Language”. Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The material used was 27 self-analysis papers in response to an assignment which asked students to review their distance learning experience (reflective dimension) and to highlight the role of others, if any, in their learning (collaborative dimension). In addition to these two major points, the analysis by category of the body of results shows principally that in qualitative terms, the factors of autonomisation for online learning are interconnected and include: the difficulties related to distance learning and the strategies that learners develop to face those difficulties, the importance of interpersonal relationships in social and emotional terms in overcoming those difficulties, the specific modes of sociability developed for distance learning and the related development of a new type of autonomy that is both individual and collective. The discussion examines the creation, over the course of time, of a new “distance learning culture” that is nonetheless never easy to create and share.

Thai Students' Experiences of Online Learning at Indonesian Universities in the Time of the COVID-19 Pandemic

2020 ◽  
Vol 10 (S3) ◽  
pp. 58-74
Author(s):  
Sandi Ferdiansyah ◽  
Supiastutik ◽  
Ria Angin
Keyword(s):  
Online Learning ◽  
International Students ◽  
Undergraduate Students ◽  
Emotional Support ◽  
Learning Experience ◽  
Learning Motivation ◽  
Learning Needs ◽  
Important Data ◽  
Thematic Content Analysis ◽  
Thai Students

The present interview study reports on eight Thai undergraduate students’ experiences of online learning at three different Indonesian universities based in East Java, Indonesia. Semi-structured interviewing was designed based on the sociocultural framework proposed by Ma (2017) to elucidate the students’ voices of online learning experience. The data garnered from online interviewing were transcribed and interpreted using thematic content analysis. The study elicits three important data themes: the agility of the student participants to adapt online learning to suit their learning needs, the participants’ strategies to build learning autonomy, and the participants’ ability to sustain their learning motivation. This study stresses the important roles of such other agents as teachers, parents, and friends in providing international students with mental and emotional support to help them get through COVID-19 affected online learning.

scholarly journals Graduate Students’ Experience and Academic Achievements with Online Learning during COVID-19 Pandemic

2021 ◽  
Vol 13 (23) ◽  
pp. 13055
Author(s):  
Halima Ahmed Omar ◽  
Eqlima Mohamad Ali ◽  
Shashidhar Belbase
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Distance Learning ◽  
Graduate Students ◽  
United Arab Emirates ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Graduate Studies ◽  
Online Distance Learning

Higher education institutions in the United Arab Emirates (UAE) adopted a distance/online learning approach during the COVID-19 pandemic in order to ensure that students were safe while they received an uninterrupted, high-quality education off-campus. This was the first time that all of the higher education institutions adopted this approach. Therefore, it is crucial to conduct this study to gain insight into graduate students’ experiences in distance learning and to verify whether these experiences are linked to their achievements. The purpose of this study was to examine graduate students’ experiences toward online and distance learning during the COVID-19 pandemic in the academic year 2020–2021 and their academic achievement. A questionnaire was developed for this study and sent online to graduate students’ emails with the coordination of the College of Graduate Studies at a higher education institution in the UAE. The study received 138 responses. The data was analyzed using IBMSPSS-26. The findings of the study showed that graduate students’ level of Engagement, ease of Communication, and quality of learning Experience with online/distance learning were related significantly to their overall academic achievement.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Understanding Learner Behaviour in Online Courses through Learning Analytics

2021 ◽  
pp. 381-390
Author(s):  
D. Thammi Raju ◽  
G. R. K. Murthy ◽  
S. B. Khade ◽  
B. Padmaja ◽  
B. S. Yashavanth ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Learning Experience ◽  
Training Needs ◽  
Online Course ◽  
Quality Of Education ◽  
Time Data

Building an effective online course requires an understanding of learning analytics. The study assumes significance in the COVID 19 pandemic situation as there is a sudden surge in online courses. Analysis of the online course using the data generated from the Moodle Learning Management System (LMS), Google Forms and Google Analytics was carried out to understand the tenants of an effective online course. About 515 learners participated in the initial pre-training needs & expectations’ survey and 472 learners gave feedback at the end, apart from the real-time data generated from LMS and Google Analytics during the course period. This case study analysed online learning behaviour and the supporting learning environment and suggest critical factors to be at the centre stage in the design and development of online courses; leads to the improved online learning experience and thus the quality of education. User needs, quality of resources and effectiveness of online courses are equally important in taking further online courses.

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