scholarly journals K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China

2021 ◽  
Vol 16 (1) ◽  
pp. 1-30
Author(s):  
Mingzhang Zuo ◽  
Yunpeng Ma ◽  
Yue Hu ◽  
Heng Luo
Keyword(s):  
Online Learning ◽  
Learning Experiences ◽  
K 12

An Inquiry-Based Approach to Blended and Online Learning in K-12 Education

2017 ◽  
pp. 138-155
Author(s):  
Norman Vaughan
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Experiences ◽  
Digital Technologies ◽  
Design Strategies ◽  
Inquiry Based Learning ◽  
Opportunities For Learning ◽  
K 12 ◽  
K To 12

The purpose of this chapter is to demonstrate how Garrison, Anderson, and Archer's (2001) Practical Inquiry model can be used to create effective blended and online learning experiences in a K to 12 education context. The chapter begins with an introduction to inquiry-based learning followed by design strategies and examples of how digital technologies can be used to successfully integrate synchronous and asynchronous opportunities for learning in blended and online courses.

scholarly journals Designing Authentic Learning Activities to Train Pre-Service Teachers About Teaching Online

2017 ◽  
Vol 18 (7) ◽  
Author(s):  
Tian Luo ◽  
Alexander Murray ◽  
Helen Crompton
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Learning Framework ◽  
Authentic Environment ◽  
High Level ◽  
K 12 ◽  
Authentic Learning Experiences ◽  
Web Building

Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming authentic as students learn with tasks that are connected to real-world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. An authentic learning framework was utilized in the development of the class. Findings explicate the design of the course and how it aligned to the authentic learning framework. It appears that web-based tools were beneficial as the pre-service teachers designed their own K-12 online classes. Findings show that the pre-service teachers' comfort increased when using the using online web building applications in the authentic environment. Furthermore, a high level of engagement in reflective and collaborative learning was uncovered during the activities. This research acts as a springboard for educators who are interested in designing online higher education courses incorporating authentic learning experiences.

Educational Transformation through Online Learning: To Be or Not to Be

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
Anthony G Picciano ◽  
Jeff Seaman ◽  
I. Elaine Allen
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Instructional Quality ◽  
The United States ◽  
American Education ◽  
Institutional Mission ◽  
Educational Transformation ◽  
Related Research ◽  
Student Access ◽  
K 12

The purpose of this article is to examine online learning at the macro level in terms of its impact on American K-12 and higher education. The authors draw on six years of data that they have collected through national studies of online learning in American education as well as related research to do a critical and balanced analysis of the evolution of online learning in the United States and to speculate where it is going. Their collection of data represents some of the most extensive research examining online learning in the totality of K-20 education. Issues related to the growth of online learning, institutional mission, student access, faculty acceptance, instructional quality, and student satisfaction are explored. Of particular importance is an attempt to determine if online learning is in fact transforming American education in its essence and to speculate on the future.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

The Landscape of K-12 Online Learning

2018 ◽  
pp. 521-542
Author(s):  
Michael K. Barbour
Keyword(s):  
Online Learning ◽  
K 12

scholarly journals Online Learning: Challenges and Solutions for Learners and Teachers

2022 ◽  
pp. 0258042X2110695
Author(s):  
Utpala Das
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Online Teaching And Learning ◽  
Learning Challenges ◽  
Augmented Learning ◽  
Jel Code ◽  
Enhanced Learning

The COVID-19 pandemic led to an expansion and increase in the demand for online teaching and learning across the globe. Online teaching and learning is attracting a large number of students for enhanced learning experiences. However, there are many challenges and hindrances that pose a problem in the smooth learning. The impediments in the learning process are suppressing the advantages that may aid the learners with augmented learning sessions. The article presents some challenges faced by teachers and learners, supplemented with the recommendations to remove them. JEL Code: A20

scholarly journals Understanding Arab Students’ Behavioral Patterns in an Online Course: An Explanatory Study Based on Hofstede’s National Cultural Dimensions

2021 ◽  
Vol 13 (22) ◽  
pp. 12426
Author(s):  
Ahmed Tlili ◽  
Mouna Denden ◽  
Saida Affouneh ◽  
Soheil Hussein Salha ◽  
Zhenyu Cai ◽  
...  
Keyword(s):  
Online Learning ◽  
Sequential Analysis ◽  
Learning Experiences ◽  
Cultural Dimensions ◽  
Learning Performance ◽  
Online Course ◽  
Behavioral Patterns ◽  
Cultural Backgrounds ◽  
Arab Region ◽  
Inequality In Education

The provision of online learning experiences has been implemented by many universities worldwide to overcome several challenges, including inequality in education. However, this experience is still not a common approach in public universities in the Arab region. Furthermore, several research studies have pointed out that a country’s culture should be considered in order to enhance online learning, as students may behave differently based on their cultural backgrounds. Nevertheless, little is known about how a given culture may affect the learning behavioral patterns of students. Therefore, to better understand the cultural phenomenon and to enhance the adoption of online learning in the Arab region, this study aims to understand how an Arab culture may affect the online learning behaviors of students. Specifically, this study applies a lag sequential analysis (LSA) approach to understand the behavioral patterns of 116 students from Tunisia in a six-week online course. The study then further discusses the different learning behavior patterns based on the theoretical framework of Hofstede’s national cultural dimensions. The findings highlight that culture can affect how students engage in online learning discussions and how they maintain their learning performance online. The findings further indicate that online learning experiences may be beneficial for female students who experience social pressures in Arab cultures.

scholarly journals University Student’s Experiences with Online Synchronous Learning during Covid-19

2021 ◽  
Vol 9 (1) ◽  
pp. 34-43
Author(s):  
Rasto Rasto ◽  
Sambas Ali Muhidin ◽  
Tutik Inayati ◽  
Marsofiyati Marsofiyati
Keyword(s):  
Online Learning ◽  
Learning Experiences ◽  
Personal Support ◽  
First Finding ◽  
Synchronous Learning ◽  
Comprehension Ability ◽  
Attention To Students ◽  
Coordination And Collaboration

This study delivers new insights on students' experiences who have studied their courses at least one semester during the Covid-19 Pandemic. We collected 199 respondents and analyzed the result of the questionnaire. The first finding is that students rather use discussions as a method to conduct online learning in classes. Students also would prefer both methods (asynchronous and synchronous) during online learning. We categorized students' learning experiences into intimacy and connection, supports, coordination and collaboration, technical difficulties, and traits. This study concludes that whole experiences about online synchronous learning did not change, except for the lack of personal support from lecturers when students face difficulties in certain subjects and hardware malfunction during classes. We recommend that lecturers pay more attention to students with less comprehension ability. We also recommend that lecturers run more creative ways other than lecturing in classes and limit lecturing time to decrease boredom.

scholarly journals Measuring University Students’ Perceptions and Attitudes toward Sudden Transition to Online Learning and Academic Self- Efficacy

2021 ◽  
Vol 9 (4) ◽  
pp. 153
Author(s):  
Mona Saad Alamri
Keyword(s):  
Online Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Learning Experiences ◽  
Statistical Correlation ◽  
Social Distancing ◽  
Sudden Transition ◽  
Academic Self Efficacy

Online learning has unquestionably shaped contemporary education. The emergence and spread in recent months of the COVID-19 virus, with the attendant preventative implementation of social distancing, has significantly enhanced online learning’s influence. In the Kingdom of Saudi Arabia, where strict social distancing precautions were implemented early in the pandemic, thousands of college students were rapidly shifted from conventional to online instructional environments. Now that these students have a semester of experience with online learning, the time is propitious to explore these students’ online learning experiences. One concept in connection with which students’ online learning experiences have not been extensively studied is that of academic self-efficacy. The present study seeks to investigate Jeddah University students’ experiences with online learning in light of their assessments of their academic self-efficacy. Employing a combined descriptive/correlational research design organized around a pair of survey instruments—one designed to query students’ online learning experiences and a second designed to measure their senses of their academic self-efficacy—the present study investigates attitudes of a population of 1,167 Jeddah University undergraduate students randomly selected from the available pool of 16,893 individuals. The study finds that student attitudes with respect to both online learning and self-efficacy are high. It shows, furthermore, significant statistical correlation between students’ highly positive experiences with online instruction and their high senses of their academic self-efficacy. By developing the understanding regarding student attitudes and self-efficacy, this research opens avenues for further research into the connections between online learning and students’ self-perceptions. Moreover, the study’s findings hold significant implications for bettering Saudi Arabian e-learning, an outcome fully in keeping with the policy goals outlined in the 2030 vision.

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