An Improved Questionnaire for Gathering Student Perceptions of Teaching and Learning

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.

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Once good teaching, always good teaching? The differential stability of student perceptions of teaching quality

Educational Assessment Evaluation and Accountability ◽

10.1007/s11092-018-9277-5 ◽

2018 ◽

Vol 30 (2) ◽

pp. 159-182 ◽

Cited By ~ 4

Author(s):

Holger Gaertner ◽

Martin Brunner

Keyword(s):

Student Perceptions ◽

Teaching Quality ◽

Good Teaching ◽

Differential Stability ◽

Perceptions Of Teaching

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Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

Advances in Early Childhood and K-12 Education - Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning ◽

10.4018/978-1-5225-8009-6.ch024 ◽

2019 ◽

pp. 500-522

Author(s):

Gina Tovine ◽

April Fleetwood ◽

Andrew Shepherd ◽

Colton J. Tapoler ◽

Richard Hartshorne ◽

...

Keyword(s):

Higher Education ◽

Blended Learning ◽

Learning Communities ◽

Student Perceptions ◽

Learning Environments ◽

Teaching And Learning ◽

Virtual School ◽

Design Development ◽

Florida Virtual School ◽

K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

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Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course

Handbook of Research on Practices and Outcomes in E-Learning ◽

10.4018/978-1-60566-788-1.ch026 ◽

2010 ◽

pp. 440-454 ◽

Cited By ~ 3

Author(s):

C. Candace Chou

Keyword(s):

Student Perceptions ◽

Social Presence ◽

Teaching And Learning ◽

Personal Identification ◽

Online Course ◽

Pedagogical Practice ◽

Learning Tools ◽

Student Views ◽

E Learning ◽

Meaningful Interaction

This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service teachers. This chapter also examines the pedagogical applications of E-Learning tools in an online course. The capabilities of a system that allows meaningful interaction, reflection, personal identification, and a sense of community play a key role in the degree of social presence. This study highlights some key findings regarding the efficacy of E-Learning tools from student perspectives and make recommendations for future pedagogical practice.

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