scholarly journals Pandemic enforcement: E-working and e-learning joined their efforts globally

2021 ◽  
Vol 129 ◽  
pp. 01002
Author(s):  
Michal Beno ◽  
Jozef Hvorecky
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Slovak Republic ◽  
Optimal Solution ◽  
Value Added ◽  
Full Time ◽  
Global Features ◽  
Hybrid Education ◽  
University Teachers ◽  
E Learning

Research background: E-learning and e-working collaborated on a voluntary basis for long. The global COVID-19 lockdown enforced them to a rapid worldwide transition to work, teach, and learn from home. Purpose of the article: Our main aim is to identify the interrelations between e-learning and e-working during the pandemic period. Considering e-working as the 1st pillar and e-learning as the 2nd pillar, we ask: What structure can we build above them? What are its global features? Methods: Our study uses a comparative analysis. We juxtapose results of a survey among 120 full-time Austrian e-workers on their experience with e-working and e-learning with one of 172 university teachers in Czech and Slovak Republic. Our findings can be applied far beyond their local frontiers. Findings & Value added: Among the employees, 40% are facing some difficulties with face-to-display work. Only 40% of the employees would like to work at cubicles after the pandemic, 30% prefer hybrid (combination of online and on-site) and 30% full e-working. 75% of e-workers participated in online courses. 45% of them wander whether schools and universities are prepared for e-learning. 60% highlight that education system needs to invest in its ICT to be better prepared for online education; 70% recommend hybrid education as the optimal solution. 40% of them believe that online learning is more challenging compared to traditional onsite learning. Some of their suggestions contradict the opinion of university educators. A majority of them considers online education as a temporary replacement.

scholarly journals Pedagogical design in the design of educational materials when creating electronic courses

2021 ◽  
Vol 113 ◽  
pp. 00045
Author(s):  
O.A. Kalimullina ◽  
A.N. Afzalova ◽  
Y.N. Kuznetsova
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Practical Aspect ◽  
Educational Process ◽  
Full Time ◽  
Educational Materials ◽  
University Teachers ◽  
Electronic Environment ◽  
Pedagogical Design ◽  
E Learning

The article indicates the importance of the principles of pedagogical design and pedagogical design in ensuring the effectiveness of e-learning. The author considers the features and advantages of blended learning for both students and university teachers in general, shows the possibilities of using the electronic environment within the framework of full-time and distance learning. The practical aspect of these problems is considered, which is associated with the fact that few teachers are ready to master the latest technologies, design the content and organizational aspects of the digital educational space, adapt the educational process to the requirements of an innovative society, since there are no ideas about the digital educational space as a whole.

Experimental Analysis of Students’ Satisfaction Factors in E-Learning Environment: A Case Study on Saudi Arabian University

2017 ◽  
Vol 16 (02) ◽  
pp. 1750018 ◽  
Author(s):  
Hussein Abdel-Jaber
Keyword(s):  
Online Education ◽  
Self Efficacy ◽  
Online Courses ◽  
Learning Assessment ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Perceived Satisfaction ◽  
Regulated Learning ◽  
E Learning ◽  
Students Satisfaction

Despite the proliferation of studies outlining the immense benefits obtained from e-learning, the understanding of students’ satisfaction with e-learning in developing countries is still unclear. Therefore, this paper investigates the relationship between Saudi students’ satisfaction with online courses and a number of individual, as well as institutional characteristics cited as robust predictors of students’ satisfaction in the educational literature. These include: students’ levels of internet self-efficacy, self-regulated learning, assessment of course and instructors’ interactivity and their evaluation of the Learning Management System (LMS) used. The results indicated that students’ internet self-efficacy and self-regulated learning constitute critical factors influencing students’ satisfaction with e-learning. Further, students’ assessment of course, as well as instructors’ interactivity are found to marginally affect perceived satisfaction with e-learning among Saudi students. The LMS used (Blackboard) seemed to be the weakest factor influencing students’ experience with online education. Overall, based on the results obtained and in order to maximise the benefits of e-learning; this paper recommends for Saudi universities to extensively use LMS to increase the interactions among primary stakeholders: students–instructors, students–students and students–LMS.

scholarly journals Az online oktatás könyvtári támogatása a Szegedi Tudományegyetemen

2021 ◽  
Author(s):  
Tiffany Fülöp ◽  
Gyula Nagy
Keyword(s):  
Online Education ◽  
General Education ◽  
Information Science ◽  
Online Courses ◽  
Learning Material ◽  
Electronic Learning ◽  
E Learning ◽  
Electronic Teaching ◽  
Education Platform ◽  
The University

Fortunately, the forced change to online education required by the pandemic situation did not caught the University of Szeged completely unprepared. Our institution has a long tradition of using electronic teaching materials in various projects and situations. One of the most important tool is the SZTE Repository of Educational Resources, operated by the Klebelsberg Library, which stores almost 4,500 electronic learning material and it has more than 1 million downloads. In the first part of our study, we show our experiences gained during the development and running of the database. In the second part, we would like to talk about the development of an online education platform (https://edu.ek.szte.hu). It has launched last year and we presented here our first e-learning course, ‘Introduction to library and information science’. This course was previously held-in-person by the library staff to hundreds of students per semester at the university as a general education course. Redesigning the course took several months. During this time, we had to face several technical and education-related issues and questions which gave us the experience and the necessary knowledge about the methods of switching from classroom teaching to online courses.

scholarly journals Do online courses provide an equal educational value compared to in-person classroom teaching? Evidence from U.S. survey data using quantile regression

2021 ◽  
Vol 29 ◽  
pp. 85
Author(s):  
Manini Ojha ◽  
Mohammad Arshad Rahman
Keyword(s):  
Online Education ◽  
Survey Data ◽  
Online Courses ◽  
The United States ◽  
Full Time ◽  
Online Classes ◽  
Educational Value ◽  
Highly Educated ◽  
Nationally Representative ◽  
Full Time Employment

Education has traditionally been classroom-oriented with a gradual growth of online courses in recent times. However, the outbreak of the COVID-19 pandemic has dramatically accelerated the shift to online classes. Associated with this learning format is the question: what do people think about the educational value of an online course compared to a course taken in-person in a classroom? We address this question and present a Bayesian quantile analysis of public opinion using a nationally representative survey data from the United States. We find that previous participation in online courses and full-time employment status favor the educational value of online courses. We also find that the older demographic and females have a greater propensity for online education. In contrast, highly educated individuals have a lower willingness towards online education vis-à-vis traditional classes. Regional variations in the propensity to value online classes also exist. Besides, covariate effects show heterogeneity across quantiles which cannot be captured using probit or logit models.

scholarly journals The Role of the Blackboard LMS in EFL Course Delivery During the COVID-19 Pandemic: Investigating Attitudes and Perceptions of Faculty and Students

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Abdullah M. Almelhi
Keyword(s):  
Online Education ◽  
Faculty Perceptions ◽  
Virus Disease ◽  
Full Time ◽  
System Quality ◽  
Personal Factors ◽  
Corona Virus ◽  
Positive Attitudes ◽  
E Learning ◽  
Face To Face Learning

This paper aimed to identify faculty perceptions of VLEs and their students’ attitudes towards e-learning in the time of the pandemic. Towards this aim, the researcher used two surveys in a descriptive study to collect data from 47 EFL instructors and 103 students regarding a variety of constructs about e-learning effectiveness and attitudes, especially in the Corona virus time. Results indicated that the instructors’ perceptions of the Blackboard LMS were greatly positive as to establishing efficient teacher-students’ communication, facilitating students’ comprehension, boosting up their instrumental motivation, engaging them in active, interactive learning, and creating instructor-students’ rapport. The students’ attitudes survey revealed that, overall, students had positive attitudes towards using Blackboard LMS during the pandemic due to convenience of use, platform availability, system quality and quality of e-learning over Blackboard. Other reasons include users’ personal factors such as their satisfaction tendency, their self-confidence initiated by the VLE of Blackboard, their enjoyment of learning in this medium, the interesting and useful learning activities and tools as well as their staying safe in this mode of learning in the pandemic time. Other factors identified include the learners’ willingness to continue learning via Blackboard and their expectation that full-time learning online would replace traditional face-to-face learning. The study concludes that teachers’ and students’ perceptions and attitudes towards VLEs, with particular reference to Blackboard, could be valuable to faculty and institutions in their quality assurance efforts and the development of promising online courses and programs in EFL to satisfy the needs of students. Eventually, the study discusses suggested improvements and implications for e-learning on the Blackboard Lean platform as perceived by students and teachers alike to protect students through online education as an alternative to traditional education during the Corona Virus Disease 2019 (COVID-19) in present and future waves of the pandemic.

Achieving Job Satisfaction for Instructors in E-Learning

2017 ◽  
pp. 521-537
Author(s):  
Vasilica Maria Margalina ◽  
Carmen De-Pablos-Heredero ◽  
José Luis Montes Botella
Keyword(s):  
Online Education ◽  
Structural Equation ◽  
Online Courses ◽  
Equation Model ◽  
Relational Coordination ◽  
Coordination Model ◽  
Time Restrictions ◽  
E Learning ◽  
Spanish Universities ◽  
Instructor Satisfaction

Relational coordination model has been applied to different sectors reaching positive results in terms of performance in contexts with highly interdependent tasks, uncertainty, time restrictions and tacit knowledge. In this research, the relational coordination model has been applied to prove high levels of instructor satisfaction in e-learning. According to the model, organizations can achieve performance by providing frequent, timely and problem solving communication mechanisms to support shared knowledge, in a context of shared goals and mutual respect. Instructors who teach online courses in Spanish universities and e-learning companies have been surveyed on these particular issues. By using Structural Equation Model analysis (SEM), it has been shown how higher standards in terms of relational coordination among instructors in e-learning explain higher degrees of satisfaction. The conclusions should be considered by universities and companies when they evaluate alternatives for the improvement of performance in online education and training.

Massive Open Online Courses in China

2020 ◽  
pp. 98-109
Author(s):  
Xiaobin Li
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Chinese Literature ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Challenges And Opportunities ◽  
E Learning

The purpose of this chapter is to provide an overview of the literature on massive open online course (MOOC) development in China, its accompanying practices, challenges, and opportunities. The chapter also offers recommendations derived from the literature on how to make MOOCs benefit more Chinese. To conduct this study, the author reviewed Chinese literature on MOOCs since 2012, when the first five articles on MOOCs appeared in Chinese journals, which introduced concepts and practices of Western MOOCs into China. The author also reviewed well-known English journals on online education and e-learning since 2013, when the first Chinese MOOCs appeared.

Constructing a Working Life-Oriented Model for Online Course Modernization

2013 ◽  
pp. 267-291
Author(s):  
Irja Leppisaari ◽  
Riina Kleimola ◽  
Markus Maunula ◽  
Tuula Hohenthal
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
Working Life ◽  
Education Development ◽  
E Learning ◽  
Education Design ◽  
Modernization Process ◽  
Meaningful Role ◽  
Future Project

Working life should be more actively integrated in higher education as a partner in education design. The e-Learning of the Future project (2009–2012, ERDF) meets work-oriented online education development challenges through working life mentoring that utilizes social media. In the project’s operational model, educational technology experts design and develop teaching in online courses collaboratively with higher education instructors and working life experts. This chapter examines how development of the model was initiated and what problems and challenges emerged. The study will help to establish directions on including working life in online education development through a virtual media laboratory. The model’s use in updating online courses to produce authentic content appears promising. The following critical factors, however, can be found when implementing the model: 1) structuring of the modernization process, 2) supervision of an online interaction process between modernizers/actors, and 3) finding a meaningful role in the process for the working life mentors.

scholarly journals Students’ attitude to e-learning

2021 ◽  
Vol 97 ◽  
pp. 01042
Author(s):  
Azat Mukhametshin ◽  
Norair Asratyan ◽  
Aelita Safina ◽  
Azat Gaifutdinov ◽  
Gulchachak Ganieva ◽  
...  
Keyword(s):  
Online Education ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Traditional System ◽  
Current State ◽  
Part Time Students ◽  
Part Time ◽  
E Learning ◽  
Remote Learning

In the context of the Covid-19 pandemic, the relevance of the transition to remote forms of training has increased not only for part-time students, but also for full-time ones. Online learning, based on the use of various electronic educational platforms, differs significantly from the traditional system and completely changes the entire educational process, including the forms of knowledge acquisition, control and assessment. ELearning has many advantages, but it can only be considered as an addition to traditional forms of training. However, under the conditions of the pandemic, remote learning for a certain period of time became the only form of communication between students and teachers and showed alongside with its advantages its shortcomings as well. It turned out that higher education is not only technically, but also organizationally unprepared for the transition to online education. This work examines the main aspects of the remote learning system as a necessary and effective technology in the current conditions. At the same time, our task is to analyze the negative assessments that students give to the current state of remote education.

scholarly journals Different Approaches to the Development of Online Learning in Higher Education

2020 ◽  
Vol 8 (SPE3) ◽  
Author(s):  
Iurii V. Kornilov ◽  
Dmitriy A. Danilov ◽  
Alla G. Kornilova ◽  
Aleksei I. Golikov ◽  
Ilya B. Gosudarev
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Academic Staff ◽  
Learning Technologies ◽  
North Eastern ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Competencies Development

The processes of online learning implementation, including e-learning and distance learning technologies in higher education have been revealed. The experience of the development of the first online courses at M. K. Ammosov North-Eastern Federal University is described. As a part of the study, the main approaches to the development of online learning in higher education are identified. The authors of the study focus on the work of the advanced training courses for the academic staff as the opportunity for professional competencies development in the context of online education.

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