scholarly journals A Study on Student Perception Towards Online Education During Covid-19 Crisis

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
P. Nishitha ◽  
Digvijay Pandey
Keyword(s):  
Online Education ◽  
Student Perception

scholarly journals STUDENTS PERCEPTION’S TOWARDS ONLINE TEACHING: AN EMPIRICAL STUDY IN BERHAMPUR UNIVERSITY

2020 ◽  
pp. 196-213
Author(s):  
Bharat Kumar Lakra
Keyword(s):  
Regression Analysis ◽  
Online Education ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Perception ◽  
Perceived Usefulness ◽  
Educational Institutions ◽  
Online Class ◽  
Teaching Characteristics

In the Coronavirus disease -19 (COVID-19) response, all the educational institutions have been compulsory to move all teaching and learning activities online at very short time notice by the University Grand Commission (UGC). Consequently, all classes, simulations, practicums, viva-voces, and valuation, etc., were adapted for the online setting. Online education has been at the forefront of discussions as a new and viable option for learning opportunities in higher education. Academic institutions continue to see remarkable growth of online education during COVID-19. Due to the pandemic situation, UGC has instruction with 40 per cent of online learning. Hence educational institutions have been implementing online classes. The article investigates to identify the factors which students perceive significant influence towards online class. From a student perception, there has been adaptation and the prospect to advance new skills, possibly providing online teaching via elearning or virtual learning. Further, this study sought to provide an investigation of online teaching in University with an intention on how the teaching and learning interaction will affect students ‘perceptions relating to their online class preparedness and experiences. The results revealed from descriptive statistics, correlation, and regression analysis that students reported a moderate relationship between the extracted factor scores and overall satisfaction of online teaching. The findings of four factors that affect the students' views about online teaching characteristics instruction seen that student perceptions about online teaching are positively affected by "Perceived Usefulness” of online teaching. The second most important factor is student supportiveness, followed by faculty responsiveness and perceived flexibility. Further, Multiple Regression Analysis has been analysed to inspect the relationship between the various online teaching characteristics and the overall satisfaction from online teaching. Thus, this study may be helpful to teachers in constructing proper pedagogical techniques which can be suitable and beneficial for learning, understanding and application of the online teaching-learning process.

scholarly journals A survey of student perception and feedback during the COVID-19 lockdown

2021 ◽  
pp. 234-241
Author(s):  
Sivaram Hariharan ◽  
A Tamilselvan ◽  
D Senthilkumar ◽  
M Ramanathan
Keyword(s):  
Online Education ◽  
Online Survey ◽  
Student Perception ◽  
Student Feedback ◽  
Thought Processes ◽  
Student Groups ◽  
Social Distancing ◽  
Mixed Feelings ◽  
Examination Methods ◽  
Return To College

Objectives: The purpose of this study was to investigate students’ thought processes during this extended COVID-19 lockdown and to ascertain their views about online education, their main current apprehensions and worries, their stress levels, and their view of an eventual post-COVID-19 return to college. Methods: An online survey was conducted on 300 plus students of the PSG College of Pharmacy, India. The survey was split gender-wise and across senior-junior years. Results: Three out of the four groups showed an overall desire to return to college and resume normal operations with reasonable social distancing norms. All the student groups surveyed were extremely keen on resuming practical labs but showed mixed feelings towards resuming traditional examination methods. All the groups showed stress and uncertainty regarding the lockdown. Conclusion: A reasonable picture could be obtained from student feedback and thoughts pertaining to during and after the COVID-19 lockdown. These preliminary findings may help educators formulate appropriate policies to address students’ issues.

scholarly journals Study on acceptance level of online education during pandemic period among under graduate and post graduate students

2022 ◽  
Vol 27 ◽  
pp. 131-139
Author(s):  
Nazneen Ebrahim Sarguroh Sonde
Keyword(s):  
Graduate Students ◽  
Online Education ◽  
Student Perception ◽  
Secondary Data ◽  
Virtual Space ◽  
Educational Institutions ◽  
Home Learning Environment ◽  
Acceptance Level ◽  
Post Graduate ◽  
Sudden Transition

This study focuses on analysing the acceptance level with the online education among under graduate and post graduate students during period of pandemic especially during Covid-19. In this regard, student perception with the online education was analysed using the secondary data as collected from various sources. As the COVID-19 pandemic threatens the academic calendars, educational institutions around the world have been closed and about 70% of the students are engaged in the online education. Students faced various problems related to depression, poor internet activity and inconvenient home learning environment. The online education by the various e-techniques and methods has proven to a solution for colleges and universities, but still the success of online education depends on student’s perception and satisfaction level. The sudden transition from a face-to-face to virtual space causes a disruption to the students. Based on the findings of these study, the research implications for educational institutions and researchers are discussed.

scholarly journals Student perception of online education supported in the Covid-19 period

2021 ◽  
Vol 15 ◽  
pp. 71-79
Author(s):  
Mihaela Luminita Sandu ◽  
Mihaela Rus ◽  
Claudia Sălceanu ◽  
Tanase Tasente
Keyword(s):  
Online Education ◽  
Social Order ◽  
Online Courses ◽  
Student Perception ◽  
Digital Technologies ◽  
Vital Role ◽  
Global Context ◽  
New Ways Of Working ◽  
Doing Business ◽  
The Social

The coronavirus pandemic has brought many changes, requiring the identification of new ways of working, interaction and lifestyle. This created a context conducive to questions about the social order, the need for investment and the areas where such investment is needed in the future. Strengths and weaknesses were visible, both in a global context and in a European context; new challenges have arisen that society as a whole has to face. Digital technologies are a key component in collective efforts to address the virus and support new ways of living and doing business in this exceptional time. The European Commission has taken various measures to address the various aspects of the pandemic, and digital technologies play a vital role in this. Ensuring infrastructure, connectivity and rules of use are an important goal to enable the European (but also global) population to remain active and safe. Through this paper, we aimed to measure students' perception of online courses, the technology used to conduct online courses and the quality of teaching by teachers. The study involved, between October 1-15, 2020, a number of 120 students of the Faculty of Law and Administrative Sciences ("Ovidius" University of Constanta)

scholarly journals The use of animated agents in e-learning environments: an exploratory, interpretive case study

2006 ◽  
Vol 12 (3) ◽  
Author(s):  
A. Kamil Mahmood ◽  
Elaine Ferneley
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Student Perception ◽  
Diverse Range ◽  
Animated Agents ◽  
Interpretive Case Study ◽  
E Learning ◽  
Empirical Investigations

There is increasing interest in the use of animated agents in e-learning environments. However, empirical investigations of their use in online education are limited. Our aim is to provide an empirically based framework for the development and evaluation of animated agents in e-learning environments. Findings suggest a number of challenges, including the multiple dialogue models that animated agents will need to accommodate, the diverse range of roles that pedagogical animated agents can usefully support, the dichotomous relationship that emerges between these roles and that of the lecturer, and student perception of the degree of autonomy that can be afforded to animated agents.DOI: 10.1080/09687760600668552

scholarly journals Student Perception of Learning English Online

2021 ◽  
Vol 3 (2) ◽  
pp. 47-55
Author(s):  
Kinga Tünde Pécsi
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Perception ◽  
Age Groups ◽  
Learner Autonomy ◽  
Teaching Learning ◽  
The Impact ◽  
Learning English

The aim of this research was to highlight the impact of online education on teaching and learning English as a foreign language among students aged 12-19, and to research the importance of learner autonomy and motivation in the online teaching – learning process. In order to collect data from the 81 subjects, members of five different classes and age groups, a questionnaire created in Google Forms was used. The questionnaire was designed to provide information about the students’ attitude and motivation for studying English in an online context, autonomy and effort invested in the learning process. Student progress was measured using the end of semester grades of the first semester of the 2019/2020 year compared to those of the first 2020/2021 semester. Results reveal the importance of perceived choice as a factor that supports learner autonomy and learner motivation. The limitations of the study are due to the fact that the students’ level of English and their previous knowledge of the subjects studied online had not been tested beforehand as the current pandemic situation was not foreseeable.

scholarly journals STUDENT PERCEPTION OF ONLINE LEARNING DURING COVID: FINDINGS FROM A INDIAN UNIVERSITY

2021 ◽  
Vol 8 (10) ◽  
pp. 16-32
Author(s):  
Vinti Agarwal ◽  
Sibaram Khara
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Economic Impact ◽  
Student Perception ◽  
Private University ◽  
Digital Devices ◽  
Perception Of Quality ◽  
Interactive Classrooms ◽  
Evaluation Patterns

The pandemic threw student lives in disarray as they were forced to transition overnight to an online system of education for which they and the faculty were least prepared. In addition to the uncertainty relating to academic schedules, mode of examinations and evaluation patterns, students were forced to adapt to learning online without the facility of books, laboratories, libraries, computer systems and interactive classrooms. What was the perception of students regarding online learning as a result of this quick transition has been explored through a case of private university in Delhi-NCR region with an enrolment of 12000 students. The students were administered a survey with questions on the economic impact of the pandemic, ownership of digital devices, access to internet, and perception of online education. The 2463 student responses received indicated that perception of online learning was quite low even at the level of higher education despite the access to smartphones and internet. The factors scores relating to perception of quality of online education however were found to significantly vary across age, ownership of device and economic impact of covid.

scholarly journals Student Attitudes Towards Online Education during the COVID-19 Viral Outbreak of 2020: Distance Learning in a Time of Social Distance

2020 ◽  
Vol 4 (4) ◽  
pp. 256-266 ◽  
Author(s):  
Shem Unger ◽  
William Meiran
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
News Media ◽  
Disease Transmission ◽  
Student Attitudes ◽  
Student Perception ◽  
Wide Range ◽  
Significant Difference ◽  
Online Distance Learning

In this paper, undergraduate student attitudes towards rapidly shifting to an entirely online learning environment were assessed due to COVID-19. In addition, surveys on perceptions about misinformation in media, overall anxiety towards distance learning, knowledge of disease outbreak, and level of preparedness during the onset of the Coronavirus (COVID-19) 2020 outbreak were analyzed. Students surveyed (N = 82) consisted of Wingate undergraduate students from across majors and academic years as part of an animal behavior course covering psychology and human behavior during the COVID-19 2020 crisis during the first two weeks when students returned to school entirely online from off-campus. The majority of students responded that online learning would not be the same as in-class learning (91.5%), indicating a significant difference in responses. Many students indicated they had witnessed some misinformation on COVID-19 in media (98.8%), and there was a significant difference for student perception on being well informed from standard news media (e.g., TV, newspapers) versus social media (t-test = 3.78, p <0.001). Many students (75.6%) responded they held some level of anxiety towards rapidly shifting to finishing a semester online, with 84.2% having discussed disease transmission actively and yet only 64.6% felt well prepared for emergency situations. The majority of students felt preventative measures (university requiring students to move off campus and remainder of semester moving to online distance learning) were based on good science and medical knowledge. Of the students that freely commented in the survey, overall students displayed a wide range of responses, with most expressing anxiety toward online learning, disappointment regarding graduation ceremony, and online learning being different than standard in-class learning. A follow up survey consisting of one question, revealed improvement in students that stated they felt less anxiety towards online learning after 3 weeks (51.4% Yes: 48.6% No), but still many students exhibiting anxiety towards distance education.

scholarly journals The Effectiveness of Online Education in Basic Medical Sciences Courses during the COVID-19 Pandemic in Saudi Arabia: Cross-Sectional Study

2021 ◽  
Vol 14 (1) ◽  
pp. 224
Author(s):  
Mohamed A. Alblihed ◽  
Syed Moyn Aly ◽  
Ashraf Albrakati ◽  
Ahmed Fathy Eldehn ◽  
Shaimaa Ahmed Awad Ali ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Medical Students ◽  
Online Education ◽  
Blended Learning ◽  
Student Perception ◽  
Dental Students ◽  
Educational Process ◽  
Cross Sectional ◽  
Significant Difference ◽  
The Impact

Coronavirus-19 (COVID-19) is an emerging pandemic that has caused significant disruptions to education, resulting in marked scholar closures across the world. The present study documents the student perception of the online educational process at six universities in Saudi Arabia during the COVID-19 lockdown period. The individual variable factors, i.e., institution, sex, and blended learning, that might influence student perception were also investigated. In this respect, a questionnaire that assessed the impact of COVID-19 on the online learning process and student perception was emailed to a total of 17,230 students from 3 institutions (medical, applied health and dental students) affiliated with six universities in Saudi Arabia. Principal component analysis (PCA) was performed to determine the validity of the questionnaire. A total of 4850 (28%) students responded to the questionnaire and 46.9% (n = 2275) of the respondents were highly satisfied with their online education. Analyses of the scores from the students showed a highly significant difference (p = 0.000) between the male and female students. Applied health students (highly satisfied score = 63.13) were the most satisfied with their online education, while medical students (highly satisfied score = 39.3) were the least satisfied with this education. In addition, applied health, dental and medical students showed a significantly higher score in favor of blended learning after schools re-open (p = 0.000). Collectively, student satisfaction with online education was common, and blended learning was preferred over the traditional format by both genders and all the students. The present data provide interesting contributions and evidence for policy makers and implementers, which might be helpful for the judgment side of decision making.

scholarly journals How to improve students’ experience in blending learning? Evidence from the perceptions of students in a Postgraduate Master’s Degree

2021 ◽  
Vol 12 (2) ◽  
pp. 1-15
Author(s):  
Beatriz Garcia-Ortega ◽  
Javier Galan-Cubillo
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Blended Learning ◽  
Master's Degree ◽  
Learning Experience ◽  
Student Perception ◽  
Learning Context ◽  
Face To Face ◽  
Master’S Degree ◽  
Face To Face Learning

This paper examines the perceptions of a group of students of a Postgraduate Master’s Degree in Cosmetics Industry at the Universitat de València, delivered with a blended learning modality, in relation to their experience in face-to-face learning and differentiating between those with or without a previous background in a remote online learning environment, with the added purpose of identifying strategies to enhance that experience, while offering further evidence for scholars, educators and institutions in this field. To this end, a survey with open questions devised ad hoc leaning on our literature review was submitted to a group of 114 students of the Master’s Degree in the period 2017-2020. Students were enquired about the pros and cons of their blended learning experience in relation to the traditional face-to-face learning, and which modality they would choose next time if both were offered, only considering the achievement, experience and satisfaction, regardless of the price. 77 students of our initial sample participated in the questionnaire, 38 of them without previous experience in blended or distance learning. The results show a certain predilection for face-to-face learning, especially in the group of newbies in blended or distance learning. They highlight how they miss a closer interaction with their peers and professors and the difficulties to assimilate certain content, while appraising the flexibility, autonomy, and the self-pace of the blended learning modality. Correspondingly, students with experience in remote online education settings generally show a better predisposal and find fewer disadvantages in blended learning. This suggests that the factor of experience and adaptation to new tools and methods improves student perception and confidence and shapes their preferences, with a foreseeable growing acceptance of blended learning in the future. Finally, the outcome allows us to define a series of strategies to improve the achievement, experience, and satisfaction of students in this learning context.

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