scholarly journals Digital Literacy and Other Factors Influencing the Success of Online Courses in Remote Indigenous Communities

2017 ◽  
pp. 189-210 ◽  
Author(s):  
Prabha Prayaga ◽  
Ellie Rennie ◽  
Ekaterina Pechenkina ◽  
Arnhem Hunter
Keyword(s):  
Digital Literacy ◽  
Online Courses ◽  
Indigenous Communities ◽  
Factors Influencing

scholarly journals Factors Influencing Students’ Behavior and Attitude Towards Online Education during COVID-19

2021 ◽  
Vol 13 (13) ◽  
pp. 7469
Author(s):  
Gratiela Dana Boca
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Individual Characteristics ◽  
Online Assessment ◽  
Teaching Skills ◽  
Educational Activities ◽  
Online Platforms ◽  
Factors Influencing ◽  
The World

Universities around the world have faced a new pandemic, forcing the closure of campuses that are now conducting educational activities on online platforms. The paper presents a survey about students behavior and attitudes towards online education in the pandemic period from the Technical University of Cluj Napoca, Romania. A group of 300 students participated. The questionnaire was structured in four parts to determine student’s individual characteristics, student’s needs, students’ knowledge in using virtual platforms and students’ quality preferences for online education. The students said that online education in a pandemic situation is beneficial for 78% of them. A total of 41.7% percent of students appreciated the teachers’ teaching skills and the quality of online courses since the beginning of the pandemic, and 18.7% percent of the students appreciated the additional online materials for study to support their education. However, students found online education stressful, but preferred online assessment for evaluation. This pandemic has led to the new stage of Education 4.0, online education, and the need to harmonize methods of education with the requirements of new generations.

scholarly journals Identifying factors that influenced wellbeing and learning effectiveness during the sudden transition into eLearning due to the COVID-19 lockdown

Work ◽  
2021 ◽  
Vol 68 (1) ◽  
pp. 45-67
Author(s):  
Alessandro Naddeo ◽  
Rosaria Califano ◽  
Iolanda Fiorillo
Keyword(s):  
Coming Out ◽  
Online Courses ◽  
Learning Effectiveness ◽  
Who Guidelines ◽  
Human Comfort ◽  
Factors Influencing ◽  
Rapid Changes ◽  
Sudden Transition ◽  
Teaching Learning ◽  
Educational Delivery

BACKGROUND: The sanitary emergency due to COVID-19 virus obliged people to face up several changes in their everyday life becauseWorld Health Organisation (WHO) guidelines and countries' Health Systems imposed lockdown of activities and social distancing to flatten the infection curve. One of these rapid changes involved students and professors that had to turn the traditional "in presence" classes into online courses facing several problems for educational delivery. OBJECTIVES: This work aimed to investigate the factors that affected both teaching/learning effectiveness and general human comfort and wellbeing after the sudden transition from classrooms to eLearning platforms due to COVID-19 in Italy. METHODS: A workshop, involving students and experts of Human Factors and Ergonomics, has been performed to identify aspects/factors that could influence online learning. Then, from workshop output and literature studies, a survey composed of two questionnaires (one for students and one for teachers) has been developed and spread out among Italian universities students and professors. RESULTS: 700 people answered the questionnaires. Data have been analysed and discussed to define the most important changes due to the new eLearning approach. Absence of interactions with colleagues and the necessity to use several devices were some of the aspects coming out from questionnaires. CONCLUSIONS: The study shows an overview of factors influencing both teaching/learning effectiveness and general human comfort and wellbeing. Results could be considered as a basis for future investigation and optimization about the dependencies and correlations among identified factors and the characteristics of the products/interaction/environment during eLearning courses.

scholarly journals Russian Students’ Readiness for Distance Learning: Current Situation and Future Challenges

2021 ◽  
Vol 25 (2) ◽  
pp. 80-97
Author(s):  
V. N. Kiroy ◽  
D. N. Sherbina ◽  
A. A. Chernova ◽  
E. G. Denisova ◽  
D. M. Lazurenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Digital Literacy ◽  
Online Courses ◽  
Learning Technologies ◽  
Internet Technologies ◽  
Future Challenges ◽  
Distance Learning Technologies ◽  
Relationship Of ◽  
The Relationship

In the context of the COVID pandemic, there has dramatically increased the significance of distance learning technologies. Higher education will most probably increase their usage even after overcoming the coronavirus. This paper aims at assessing Russian university students’ readiness to exercise distance learning technologies. The survey within Rostov-on-Don universities provided data on 428 students’ skills in using Internet technologies when studying. It is shown that in the pre-pandemic period, no more than a quarter of students had the necessary skills to participate in video conferences, and about 16 % of students took online courses autonomously. Only 6,5 % of the respondents could manage both technologies that comprise distance learning. The results obtained on the relationship between academic performance and self-participation in online courses, as well as on the relationship of these indicators with general digital literacy and immersion in social networks, should be taken into account within wide computerization of education during the pandemic.

Users' Digital Competences Study to Design MOOCs for Digital Literacy in Mexico

2017 ◽  
pp. 337-351
Author(s):  
Ricardo Mendoza-Gonzalez ◽  
Laura C. Rodríguez-Maríinez ◽  
Mario A. Rodríguez-Díaz
Keyword(s):  
Digital Divide ◽  
State Government ◽  
Digital Literacy ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Government Programs ◽  
Nuevo Leon ◽  
Government Program ◽  
Current Program

Several government programs oriented to contribute in reducing digital divide gaps have emerge in Mexico, particularly in States like Jalisco, Nayarit, Nuevo Leon, Veracruz, and Aguascalientes. However, current alternatives have certain weaknesses and issues that should be solved in order to provide appropriate literacy. To contribute in achievement of this goal, here is proposed an alternative to conform a strategy based on Massive Open Online Courses (MOOCs). First, a study was performed to establish the actual level of digital competences of current program users, and then obtained feedback was considered to structure the contents to offer through the MOOCs. This study was performed in the Aguascalientes state government program Vagones de Ciencia.

The Dynamics of Video Gaming

2013 ◽  
pp. 684-697
Author(s):  
Sandra Schamroth Abrams
Keyword(s):  
Student Learning ◽  
Video Game ◽  
Digital Literacy ◽  
Qualitative Studies ◽  
Video Gaming ◽  
Game Play ◽  
Educational Gaming ◽  
Factors Influencing ◽  
Insight Into

The idea of bridging literacies has been a topic of much research and theory, and educators continue to struggle to help students understand how their learning transcends the classroom walls. Contributing to the discussion, this chapter focuses on factors influencing video game learning, examining the decisions and game play of eight academically struggling eleventh-grade males. Data from two related qualitative studies suggest that direct and peripheral factors influenced students’ game play. Findings from these two studies are important to the discussion of educational gaming because they can inform educators of students’ struggles and successes in learning outside the classroom. Overall, the evaluation of students’ video gaming can provide educators insight into the affordances of this digital literacy and issues affecting student learning outside the classroom.

Learning for sustainability in the digital world

2017 ◽  
Vol 25 (1) ◽  
pp. 1-3 ◽  
Author(s):  
Sarah Speight
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Online Courses ◽  
Relevant Literature ◽  
Approaches To Learning ◽  
Massive Open Online Courses ◽  
Content Type ◽  
Effective Learning ◽  
Digital World ◽  
Sustainability Literacy

Purpose The purpose of this editorial is to provide some context to this special issue and explain how the authors are linking sustainability and digital literacy. Design/methodology/approach Making reference to relevant literature, the paper explores how the four case studies, all written by practitioners, adopt particular approaches to learning for sustainability. Findings Driven by personal commitment to the sustainability agenda, the authors have found their own routes to developing effective learning for their own students or for general audiences via massive open online courses (MOOCs). Their initiatives have limited reach at present, but all signal the growing commitment within higher education to sustainability as a subject of study and pedagogic approach in teaching and learning, and to the development of digital literacy. Originality/value Digital pedagogies can support sustainability literacy by facilitating the convenient delivery of content and also by facilitating networked and collaborative learning that can cross the boundaries of culture and context.

The adoption of e-learning beyond MOOCs for higher education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maggie Liu ◽  
Chunhui Liu
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Structural Equation ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Content Type ◽  
Factors Influencing ◽  
E Learning ◽  
Acceptance Model ◽  
First Time

Purpose This paper aims to explore factors influencing university students’ intent to take formal lectures completely through e-learning with cloud meetings. Design/methodology/approach This study has surveyed Chinese students who have experienced e-learning with cloud meetings as well as traditional massive open online courses (MOOC) without live dialogues. The data are analysed based on structural equation modelling to assess factors influencing students’ intent to choose e-learning with cloud meetings. Findings The findings show that as per the technology acceptance model, e-learning students who find learning to be easier with cloud meetings than MOOCs believe cloud meeting courses to be more beneficial and thus are more willing to take e-learning with cloud meetings. Originality/value This study compares e-learning with cloud meetings with MOOCs without live dialogues for the first time to highlight the value of open dialogues in real time for effective e-learning.

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