Student perceptions of instruction sheets in face-to-face and remotely-operated engineering laboratory learning

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

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Using Social Media to Support Presentation Skill Development in Traditional Classroom Environments

Journal of Organizational and End User Computing ◽

10.4018/joeuc.2017070104 ◽

2017 ◽

Vol 29 (3) ◽

pp. 68-91 ◽

Cited By ~ 1

Author(s):

Paul M. Di Gangi ◽

Samuel H. Goh ◽

Carmen C. Lewis

Keyword(s):

Social Media ◽

Student Perceptions ◽

Skill Development ◽

Traditional Classroom ◽

Future Research ◽

Classroom Environments ◽

Learning Tool ◽

Face To Face ◽

Use Of Social Media ◽

Presentation Skill

Social media has become widely adopted in both society and business. However, the academy has been slow to leverage social media as a learning tool. The purpose of this study is twofold. First, this study explores student perceptions about the use of social media in face-to-face classroom environments. Second, this study examines how social media, as a learning tool, supports presentation skill development. Using a proprietary social media application, we conducted a sequential mixed method study using students enrolled in undergraduate introductory information systems courses that included a student presentation project. One hundred seventy-seven students responded to a survey based on a facilitator and inhibitor model of social media use and an open-ended questionnaire to understand how social media impacts presentation skill development. The implications of the results from this study are discussed along with directions for future research.

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Student perceptions of face‐to‐face induction for on‐line programmes

Quality Assurance in Education ◽

10.1108/09684880210446578 ◽

2002 ◽

Vol 10 (4) ◽

pp. 207-212 ◽

Cited By ~ 1

Author(s):

Myra Hodgkinson

Keyword(s):

Student Perceptions ◽

Face To Face ◽

On Line

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Pencapaian Hasil Belajar Teori Kejuruan Ditinjau dari Persepsi Mahasiswa pada Pembelajaran Online

JURNAL DINAMIKA VOKASIONAL TEKNIK MESIN ◽

10.21831/dinamika.v4i2.27394 ◽

2019 ◽

Vol 4 (2) ◽

pp. 111-116

Author(s):

Sukardi Sukardi ◽

Muhammad Hudan Rahmat

Keyword(s):

Online Learning ◽

Learning Outcomes ◽

Student Perceptions ◽

Kendall’S Tau ◽

Kendall's Tau ◽

Face To Face ◽

Use Of Technology ◽

Vocational Theory ◽

Face To Face Learning ◽

Plat Form

One of the effort to overcome the ineffectiveness of face-to-face learning is to extend the interaction outside the classroom framework. In this case, advances in information technology can be utilized. The use of technology that functions like classroom face-to-face is through online learning. This study aims to find out: (1) student perceptions of online learning (a Moodle platform); and (2) the effect of student perceptions of online learning on the learning outcomes of Vocational Theory course. The research object was 117 students. The data analysis being used were descriptive statistics and Kendall's tau. The results of the study indicate that online learning is an excellent medium to complement face-to-face learning. The contribution of the perception of learning outcomes found in this study is only 1.70%. It can be said that 98.0% of learning outcomes are determined by other factorsUpaya yang dapat dilakukan untuk mengatasi masalah ketidak efektifan pembelajaran tatap muka adalah dengan membuat ekstensi berinteraksi di luar kelas. Dalam hal ini, kemajuan teknologi informasi dapat dimanfaatkan. Penggunaan teknologi informasi yang memiliki fungsi seperti layaknya tatap muka dalam kelas tersedia melalui pembelajaran online. Penelitian ini bertujuan untuk mengetahui: (1) persepsi mahasiswa terhadap pembelajaran online (plat form Moodle); dan (2) pengaruh persepsi mahasiswa pada pembelajaran online terhadap hasil belajar Teori Kejuruan. Objek penelitian berjumlah 117 orang mahasiswa. Teknik analisis data menggunakan statistik deskriptif dan Kendall's tau. Hasil penelitian menunjukkan bahwa pembelajaran online merupakan media yang sangat baik untuk melengkapi pembelajaran tatap muka. Besarnya nilai kontribusi persepsi terhadap hasil belajar yang ditemukan dalam penelitian ini hanya 1,70%, atau 98,30% hasil belajar ditentukan oleh faktor lain.

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A Literature Review and Directions for Future Research on International Student Perceptions of Online versus Face-to-Face Education: Program-centered Characteristics

The BRC Academy Journal of Education ◽

10.15239/j.brcacadje.2016.05.01.ja02 ◽

2016 ◽

Vol 5 (1) ◽

pp. 23-52

Author(s):

Lynn Fish ◽

Coral Snodgrass

Keyword(s):

Literature Review ◽

Student Perceptions ◽

Education Program ◽

International Student ◽

Future Research ◽

Face To Face

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Student Perceptions of Online Learning During the Covid-19 Pandemic

EduLine: Journal of Education and Learning Innovation ◽

10.35877/454ri.eduline607 ◽

2021 ◽

Vol 2 (1) ◽

pp. 1-16

Author(s):

Jesi Jecsen Pongkendek ◽

Dewi Satria Ahmar ◽

Haris Munandar ◽

Muhammad Fath Azzajjad

Keyword(s):

Online Learning ◽

Blended Learning ◽

Student Perceptions ◽

Random Sampling ◽

Face To Face ◽

Question Item ◽

The Future ◽

Learning Platforms ◽

Face To Face Learning ◽

Made In

Due to the COVID-19 pandemic, lectures must be conducted online. This research is a survey research to find out the perception of students in participating in online learning. Survey of Musamus University students in 6 faculties with a total of 262 respondents. Respondents were selected by proportionate stratified random sampling. The instrument used is a questionnaire made in google form with a total of 21 questions. Data analysis was carried out by calculating the percentage of each answer for each question item. Through this research, the results obtained are (1) Students realize online learning is a learning solution during the Covid-19 pandemic; (2) Students are happy with participating in online learning; (3) Students are enthusiastic to complete assignments; (4) Students realize that through the assignment of lecturers their knowledge is increasing; (5) Students find online learning beneficial for them; (6) Students have mastered the use of online learning platforms; (7) Students hope that online learning will no longer be carried out in the future. Students also prefer face-to-face learning compared to blended learning and online learning, but some students have realized that the blended learning model is an alternative in learning that can be applied in the future

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Using Social Media to Support Presentation Skill Development in Traditional Classroom Environments

Social Media in Education ◽

10.4018/978-1-5225-5652-7.ch018 ◽

2018 ◽

pp. 336-362

Author(s):

Paul M. Di Gangi ◽

Samuel H. Goh ◽

Carmen C. Lewis

Keyword(s):

Social Media ◽

Student Perceptions ◽

Skill Development ◽

Future Research ◽

Mixed Method Study ◽

Classroom Environments ◽

Learning Tool ◽

Face To Face ◽

Use Of Social Media ◽

Presentation Skill

Social media has become widely adopted in both society and business. However, the academy has been slow to leverage social media as a learning tool. The purpose of this study is twofold. First, this study explores student perceptions about the use of social media in face-to-face classroom environments. Second, this study examines how social media, as a learning tool, supports presentation skill development. Using a proprietary social media application, we conducted a sequential mixed method study using students enrolled in undergraduate introductory information systems courses that included a student presentation project. One hundred seventy-seven students responded to a survey based on a facilitator and inhibitor model of social media use and an open-ended questionnaire to understand how social media impacts presentation skill development. The implications of the results from this study are discussed along with directions for future research.

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First-Year Japanese Learners' Perceptions of Computerised vs. Face-to-Face Oral Testing

New Technological Applications for Foreign and Second Language Learning and Teaching - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2591-3.ch010 ◽

2020 ◽

pp. 203-220

Author(s):

Hiroshi Hasegawa ◽

Julian Chen ◽

Teagan Collopy

Keyword(s):

Student Perceptions ◽

Test Anxiety ◽

Oral Proficiency ◽

First Year ◽

Oral Performance ◽

Structured Interviews ◽

Face To Face ◽

Affective Factors ◽

Japanese Learners

This chapter explores the effectiveness of computerised oral testing on Japanese learners' test experiences and associated affective factors in a Japanese program at the Australian tertiary level. The study investigates (1) Japanese beginners' attitudes towards the feasibility of utilising a computer-generated program vs. a tutor-fronted oral interview to assess their oral proficiency, and (2) the challenges and implications of computerised oral testing vis-à-vis Japanese beginners. It presents the initial findings of the qualitatively analysed data collected from student responses to open-ended survey questions and follow-up semi-structured interviews. A thematic analysis approach was employed to examine student perceptions of the two different test settings and their effects on students' oral performance in relation to test anxiety. Despite the fact that computerised oral testing was overall perceived to be beneficial for streamlining the test process and reducing learners' test anxiety, the findings also identified its limitations.

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The search for meaningful e-learning at Canadian universities: A multi-institutional research study

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v15i6.1713 ◽

2014 ◽

Vol 15 (6) ◽

Cited By ~ 13

Author(s):

Vincent Salyers ◽

Lorraine Carter ◽

Alanna Carter ◽

Sue Myers ◽

Penelope Barrett

Keyword(s):

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Instructional Designers ◽

Institutional Research ◽

Predictive Capacity ◽

Post Secondary ◽

Face To Face ◽

E Learning ◽

Face To Face Learning

<p>While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.</p>

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Longitudinal Learning Outcomes from Engineering-Specific Adaptions of Hybrid Online Undergraduate Instruction

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v16i23.17615 ◽

2021 ◽

Vol 16 (23) ◽

pp. 171-201

Author(s):

Ronald F. DeMara ◽

Tian Tian ◽

Wendy Howard

Keyword(s):

Student Perceptions ◽

Mixed Mode ◽

Controlled Study ◽

Degree Programs ◽

Computer Engineering ◽

Online Delivery ◽

Face To Face ◽

Undergraduate Instruction ◽

Hands On ◽

Delivery Strategies

Hybrid online delivery, which is also referred to as mixed-mode delivery, utilizes a combination of online content and traditional face-to-face methods which may benefit significantly from specific delivery adaptations for undergraduate engi-neering curricula. Herein, a novel eight-step phased instructional flow with several targeted adaptations is used to accommodate the mixed-mode delivery of STEM curricula is evaluated with a longitudinal study of students afforded these adapta-tions versus those without them. This STEM Blended Delivery Protocol (STEM-BDP) emphasizes scaffolding of analytical procedures along with hands-on prob-lem solving throughout online and face-to-face components equally. Two high enrollment course case studies utilizing STEM-BDP are examined herein, includ-ing an Electrical and Computer Engineering required core undergraduate course and a Mechanical and Aerospace Engineering undergraduate course. The details of the STEM-BDP delivery strategies, learning activities, and student perceptions surveys are presented. Student-resolution longitudinal analysis within a controlled study using blinded evaluation indicates that over a five-year period, failure rates have decreased by 63% among students undergoing STEM-BDP while control and alternatives have not demonstrated similar improvements within the same degree programs. Given increasing enrollments within STEM curricula, it is sought to overcome challenges of conventional lecture-only delivery in high-enrollment courses.

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