scholarly journals Covid-19 and E-learning: Factors that influence online classes grasp by Ibn Tofail University’s students - Morocco

2021 ◽  
Vol 319 ◽  
pp. 02024
Author(s):  
Khaoula Jabari ◽  
Zakaria Abidli ◽  
Imane Zemami ◽  
Aida Soulaymani ◽  
Omayma Jabari ◽  
...  
Keyword(s):  
Distance Learning ◽  
Quantitative Study ◽  
Data Analytics ◽  
Online Courses ◽  
Geographic Area ◽  
Psychological State ◽  
Online Classes ◽  
Health Crisis ◽  
E Learning ◽  
Learning Factors

This quantitative study is an investigation on distance learning during the lockdown in Morocco following the coronavirus health crisis. This research conducted 145 students of Ibn Tofail University (Kenitra) aims to relate the factors that influence the assimilation of online classes thought via official platforms and the tools to which professors have access. The data analytics tool used for data treatment and analysis in this is SPSS. The results show that the category of the geographic area in which the students live, their psychological state during confinement, the presence of the professor and the availability of the materials and tools necessary to follow the online courses all have a significant impact on assimilation of lessons by students.

A Case Study Analysis of the Use of Online vs. Proctored Final Exams in Online Classes

2012 ◽  
pp. 207-217
Author(s):  
Stuart S. Gold
Keyword(s):  
Online Courses ◽  
Online Classes ◽  
Final Exam ◽  
Case Study Analysis ◽  
Online Examination ◽  
Final Exams ◽  
E Learning ◽  
Primary Focus ◽  
Examination Process

This case study examines the results of an effort by a large regionally accredited institution to assure the integrity of its online final examination process. The question of whether the student outcomes achieved when administering an entirely online final exam are comparable to the outcomes achieved when administering proctored final exams for online (e-learning) university classes is the primary focus of this study. The results of an analysis of over 100 online courses and 1800 students indicate that it is possible to establish processes and procedures that allow the results achieved by students on their final exam to be comparable irrespective of whether the final exam is proctored or is a fully online examination.

Distance Learning Courses

2012 ◽  
pp. 17-32
Author(s):  
Kelley Walters ◽  
Melanie Shaw ◽  
David Long
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Online Classes ◽  
Instructional Efficacy ◽  
Online Assessments ◽  
Available Technology ◽  
Key Terms

Drawing on current literature and a survey of online students and instructors from online institutions, the researchers explored the different types of assignments and assessments required for completion of online courses, the Learning Management Systems utilized, and differences between undergraduate and graduate tasks assigned, according to field of study. While there is a significant amount of available research on instructional efficacy in online classes, there are few studies that account for the types of course activities students must complete in distance learning courses. This study details the variety of online assessments and activities assigned to students attending institutions of higher education that are either fully online or utilizing a blended learning format. Recommendations are made for diverse instructional tasks, which can be assigned based on available technology and curricular flexibility. Key terms used in the study are defined at the end of this chapter.

scholarly journals Implementation of Online Teaching in Medical Education: Lessons Learned from Students’ Perspectives during the Health Crisis in Marrakesh, Morocco

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Majda Sebbani ◽  
Latifa Adarmouch ◽  
Adil Mansouri ◽  
Ouassim Mansoury ◽  
Sarah Michaud ◽  
...  
Keyword(s):  
Distance Learning ◽  
Online Teaching ◽  
Online Courses ◽  
Virtual Learning ◽  
Cross Sectional Study ◽  
Lessons Learned ◽  
Educational Approach ◽  
Cross Sectional ◽  
Health Crisis ◽  
June July

Background. On the announcement of the COVID-19 health emergency, the Marrakesh School of Medicine accelerated the digitization and the establishment of courses available to students through the faculty platform. We aimed to describe the students’ perspectives toward the online educational approach implemented during the COVID-19 pandemic and to investigate the factors that might affect the implementation of online teaching in the future. Methods. This was a cross-sectional study among medical students in Marrakesh during June-July 2020. Data collection was based on a self-administered electronic questionnaire distributed via the student platform. We studied the knowledge and previous practices of virtual technologies and students’ appreciation of distance learning during the lockdown. Univariate and multivariate analyses were performed using SPSS16.0 software. Results. A total of 111 students participated. The female-to-male sex ratio was 2.2 with an average age of 20.6 ± 1.8. The majority of students felt that they had a good knowledge of virtual technologies (on a scale of 1 to 10, 81% ≥ 5/10), and two-thirds reported using them in medical studies. Before the COVID-19 lockdown, 16.2% of the students used the platform and 39.6% did not attend in-person courses (16.0% in 1st cycle versus 49.2% in 2nd cycle, p = 0.01 ). During the pandemic, 79% of the students appreciated the virtual learning (54.0% in 1st cycle versus 89.0% in 2nd cycle, p < 0.001 ) and 80.2% thought that the online courses were understandable. Regarding to student’s preferences, 41.4% preferred blended education and 68.5% of the students would recommend continuing distance learning after the pandemic. Regarding satisfaction, previous use of the educational platform (OR = 66.3, CI 95% [1.9; 2.2 ∗ 103]), improvement of learning during distance learning (OR = 22.6, IC 95% [4.1, 123.7]), and professor support (OR = 7, IC95% [1.3, 38]) seemed to be the most powerful factors in the multivariate analysis. Conclusion. Our results will contribute to the implementation of actions by taking advantage of the experience during the health crisis. The institutionalization of virtual learning with more interaction in addition to the in-person courses is the main recommendation of this study.

scholarly journals An Empirical Study Of Student Attitudes Toward Acceptance Of Online Instruction And Distance Learning

2011 ◽  
Vol 4 (11) ◽  
pp. 23 ◽  
Author(s):  
Dat-Dao Nguyen ◽  
Yue Jeff Zhang
Keyword(s):  
Distance Learning ◽  
Online Instruction ◽  
Student Attitudes ◽  
Online Courses ◽  
Online Course ◽  
Online Classes ◽  
Delivery Methods ◽  
Web Based ◽  
Learning Domains ◽  
Student Preference

This study investigates to what extent student attitudes toward acceptance of online instruction and Distance Learning are affected by determinants such as demographics, learning environment, learning domains, delivery methods, and web-based instructional technology. Logistic Regression and Discriminant Analysis use statistically significant determinants to predict student preference on future online classes. Factor Analysis provides an exploratory model of online learning acceptance having three factors; namely, Communication/Feedback, Course Outcome, and Effort Required. Practical implications of findings and insights on field observations are offered. Overall, students agreed that they had learned sufficient knowledge from an online course. Students satisfied with their recent learning outcome tend to take more online courses in the future.

scholarly journals E-Learning in Times Of COVID-19: Insights into Management and Communication Students’ Perspectives Throughout the Global Coronavirus Pandemic

2021 ◽  
Vol 3 (2) ◽  
pp. 33-41
Author(s):  
Jasmin Séra ◽  
Georg Feldmann
Keyword(s):  
Applied Sciences ◽  
Distance Learning ◽  
Working Environment ◽  
Current Status ◽  
Health Crisis ◽  
Conference Theme ◽  
University Of Applied Sciences ◽  
E Learning ◽  
One Year ◽  
And Shifts

The COVID-19 pandemic has brought not only a global health crisis, but also many changes and shifts towards a more digitalized working environment. In line with the GlobalET conference theme of this year, this paper looks at how particularly the education sectors has been affected by these new forms of working. One year after the outbreak of the COVID-19 pandemic the Competence Team for the Digitalization of Communication at the FHWien der WKW – University of Applied Sciences for Management and Communication conducted two comparative online surveys with students as well as 60 in-depth interviews. The results of this research help to identify and improve ongoing Distance Learning practices, starting with logistics such as the preferred study mode, recommended duration of the Distance Learning units or mandatory attendance of students during class. The outcome of the research will further contribute to sharpen the clarity of the purpose of digital activities to understand the required support services or online material and to develop possibilities to track students’ study progress. Even though there is an understanding that more than one year after the outbreak of the COVID-19 pandemic the findings can only represent the current status and cannot give a long-term outlook, they might be useful to further develop students’ needs for future Distance Learning and its practices.

scholarly journals A Study on Commerce Students Attitude towards Online Classes during Lockdown Period (With Special Reference to Madurai City)

2021 ◽  
Vol 9 (2) ◽  
pp. 1-8
Author(s):  
M Parimala ◽  
V Gayathri
Keyword(s):  
Online Courses ◽  
Secondary Data ◽  
Primary Data ◽  
Educational Institutions ◽  
Online Classes ◽  
Chi Square ◽  
Scaling Methods ◽  
Wh Questions ◽  
E Learning ◽  
Commerce Students

The COVID -19, lockdown period teaches many things to each one of us; all “WH” questions are answered to realize our self like Who we are? How is our life need to be? Which is necessary for life and What are all not important that much. To find the answer to any “WH” questions, critical thinking and knowledge are much important. This lockdown help to unlock our wisdom at the global level. Many of us got a chance to expose talents and skills which is hidden inside of them. Enrolled in online courses, attended webinars which keep each of the active and enthuse to gain more and more knowledge. Arts students get a chance to study basic computer language online courses. Teaching through virtual mode has become the requisite part of educational institutions around the world due to the pandemic crisis of COVID-19. The present study aims to determine the student’s attitude towards e-learning, primary data and secondary data were used, primary data has been collected from II and III Year Commerce Students of Lady Doak College and Ambika College of Madurai. By using Convenient Sampling techniques, 120 respondents’ datas’ are collected with the help of a structured questionnaire. Through e-mail ID, a Google form link was shared to collect the datas’. Tools like Chi-Square, ANOVA, Correlation, t-test and Likert Scaling methods are used to analyze the attitude of the students towards online classes. Even though advantages of e-learning, it would not be meaningful if learners don’t adapt to it.

scholarly journals EDUTAINMENT AND INFOTAINMENT IN DISTANCE LEARNING AND TEACHING ENGLISH TO UNIVERSITY STUDENTS AND ADULT LEARNERS

2021 ◽  
pp. 169
Author(s):  
Elena A. Bugreeva
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
University Students ◽  
Online Courses ◽  
Instructional Designers ◽  
Teaching English ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
History Of ◽  
E Learning

The era of digitization and post-literacy has changed many aspects of our life. This paper investigates into edutainment and infotainment as an approach to the instructional design of an English course for university students or adult learners, including distance learning. Apart from a brief history of edutainment and infotainment, the research attempts to realize the nature of edutainment, specify the concept, and point out its advantages and disadvantages. The article describes some instruments of edutainment and infotainment that can improve e-learning English. The findings may be interesting for the faculty engaged in synchronous and asynchronous e-learning and instructional designers creating online courses.

Using Course Maps for Easy Classroom to Computer Transition

2011 ◽  
pp. 1940-1944
Author(s):  
Stephanie J. Etter ◽  
Lisa T. Byrnes
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Online Courses ◽  
Online Classes ◽  
History Of Higher Education ◽  
Course Content ◽  
Learning Programs ◽  
History Of

Online learning is the fastest growing segment in the educational marketplace (Conhaim, 2003). As the number of online courses increases and distance learning programs grow in popularity, questions of quality and comparability of online courses with traditional methods naturally arise (Schulman & Sims, 1999). While online learning is the fastest growing educational segment, partly in thanks to on-campus students who choose to take courses online, there are still debates about not only the quality of the course content, but the quality of the technology used as well. According to Bowman (2003), in “the history of higher education, online classes are relatively new, and it is yet to be determined how to take full advantage of the technology” (p. 73).

Designing an E-Learning Health Promotion Course: Meeting the National Benchmarks

2017 ◽  
Vol 4 (3) ◽  
pp. 184-189 ◽  
Author(s):  
Amar Kanekar
Keyword(s):  
Distance Learning ◽  
Health Program ◽  
Course Design ◽  
Online Courses ◽  
Peer Review Process ◽  
Evidence Base ◽  
Quality Matters ◽  
Blended Courses ◽  
E Learning

The purpose of this coaching article is to assist health education academicians and specialist practitioners to understand the design of a fully distance learning health program and planning course applying the Quality Matters and Blackboard Exemplary Course rubric frameworks. Quality Matters is a nationally recognized, faculty-centered, peer-review process designed to certify the quality of online and blended courses and online components. The Blackboard Exemplary course framework uses best practices in designing engaging online courses with detailed feedback and course improvement. This article is a peer to peer teaching effort of step by step application of various rubric features, used nationally, providing examples of its applications toward a distance learning course. Additionally, the course designer discusses literature related to the evidence base of Quality Matters and some of the limitations of using course design tools.

scholarly journals Lecturer Readiness for Online Classes during the Pandemic: A Survey Research

2021 ◽  
Vol 11 (3) ◽  
pp. 139
Author(s):  
Kasiyah Junus ◽  
Harry Budi Santoso ◽  
Panca Oktavia Hadi Putra ◽  
Arfive Gandhi ◽  
Titin Siswantining
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
Learning Goals ◽  
Online Classes ◽  
Teaching Online ◽  
Online Distance Education ◽  
E Learning ◽  
Learning Platforms ◽  
Online Distance ◽  
Strategic Solution

Due to the COVID-19 pandemic, most educational institutions across the world have shifted their teaching and learning processes and put efforts into preparing online distance education to ensure education continues uninterrupted. Some did not face difficult tasks or challenges during this process because they were already implementing online or blended learning before the pandemic. However, some institutions, lecturers and students were not ready to adapt to the conditions, and it is therefore important to examine to what extent lecturers are ready to teach online. This research aims to evaluate the readiness of lecturers during a pandemic that arises unexpectedly. It also aims to investigate the weaknesses and obstacles that lecturers must overcome in order to teach an online class. This research applies a mixed-method approach. Lecturers were surveyed through online preparedness questionnaires, and several themes were constructed from the gathered qualitative data. The results show that lecturers have strong baseline technical skills to use e-learning platforms for online courses; they have quickly adapted to using a Learning Management System (LMS), and most have a tactical solution for most online classes with insufficient feasibility, but they do not have a strategic solution. Their sufficiency for teaching online courses was not optimised since they did not fully believe the learning goals could be achieved. This paper elaborates on the theoretical and practical implications.

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