Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness

2020 ◽  
pp. 1-15 ◽  
Author(s):  
Renee Kaufmann ◽  
Jessalyn I. Vallade
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Learning Environment

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

scholarly journals Trajectories of engagement: a repeated cross-sectional investigation of student perceptions of an online learning environment

2012 ◽  
Vol 20 ◽  
Author(s):  
Stuart Palmer ◽  
Dale Holt
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Large Scale ◽  
Online Learning Environment ◽  
Cross Sectional ◽  
Short Period ◽  
Significant Difference ◽  
System Use ◽  
Over Time

Evaluations of online learning environments (OLEs) often present a snapshot of system use. It has been identified in the literature that extended evaluation is required to reveal statistically significant developments in the evolution of system use over time. The research presented here draws on student OLE evaluations surveys run over the period 20042011 and include nearly 6800 responses exploring students’ perceptions of importance of, and satisfaction with elements of their OLE. Across the survey period, satisfaction ratings with all OLE elements rose significantly, suggesting a positive student engagement with the OLE over time. The corresponding ratings of importance of OLE elements generally rose significantly, though a number of elements registered no significant difference in the first two years of the survey, suggesting that short period surveys may struggle to reveal statistically significant trends. OLE element use appeared to be closely linked to perceived value. The OLE elements with the highest mean importance and satisfaction ratings related to student access of online learning resources. Other detailed results are also reported. We demonstrate a method for, and one large-scale case study of, quantifying and visualising the trajectories of engagement that students have had with an institutional OLE over time.Keywords: online learning environment; learning management system; repeated cross-sectional evaluation; student survey(Published: 24 September 2012)Citation: Research in Learning Technology 2012, 20: 17143 - http://dx.doi.org/10.3402/rlt.v20i0.17143

Investigation of Higher Education Student Perceptions of Social Presence and Motivations in Online Learning Environments

2022 ◽  
pp. 341-362
Author(s):  
Murat Çoban
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environment ◽  
Education Student ◽  
Online Learning Environments ◽  
The Social

This chapter determines the social presence perceptions and motivation levels of higher education students participating in the online learning environment and reveals the possible causes that affect these variables. According to the findings obtained from the study in which the explanatory design was used among the mixed research methods, it was concluded that the social presence perceptions of the participants were lower compared to their motivation. Besides, it was found out that there is a positive relationship between social presence and motivation variables. According to the qualitative findings, the majority of the participants stated that they were not satisfied with distance education, encountered technical and hardware problems, and the online learning environment was not effective enough in the context of communication and interaction. The research results contribute to the literature in terms of the effectiveness of online learning environments.

scholarly journals American Medical Student Perceptions of the Online Learning Environment, their Quality of Life, and the School of Medicine’s Response During COVID-19 Pandemic

2020 ◽  
Author(s):  
Eric W. Villanueva ◽  
Hannah Meissner ◽  
Ryan W. Walters
Keyword(s):  
Quality Of Life ◽  
Online Learning ◽  
Medical Student ◽  
Medical Students ◽  
Learning Environment ◽  
American Medical ◽  
Student Perceptions ◽  
Medical Schools ◽  
Online Learning Environment

Abstract Purpose: Responding to the COVID-19 pandemic, American medical schools made swift changes to clinical education based on guidelines provided by the Association of American Medical Colleges. We collected medical student perceptions of the online learning environment, quality of life (QoL), and the pandemic response by their School of Medicine (SoM). The purpose of this study was to provide suggestions to inform medical schools’ response during the continuation of this pandemic and the next.Methods: Between April 29, 2020 and May 16, 2020, the authors distributed a 60-item questionnaire that assessed demographics, learning environment, QoL, and the SoM response. Likert-type items were analyzed on an item-by-item basis, whereas themes were identified for open-ended questions.Results: A total of 330 medical students (of 632; 52.2%) responded. Those who responded had positive perceptions of the online learning environment with moderate QoL disruptions to concentration and sleep. Although most students perceived being able to contribute meaningfully to the healthcare setting, they viewed themselves as underutilized. Three themes encapsulated both positive and negative perceptions of the SoM’s response—communication, learning environment, and empathy and support.Conclusion: These findings provide insight into medical student perceptions of their learning environment and QoL as they acclimated to changes resulting from the COVID-19 pandemic. Results can help inform a SoM’s response during the continuation of the COVID-19 pandemic as well as during future pandemics or crises. Follow‐up surveys of medical students at multiple institutions across the United States and abroad will be essential to better characterize student perceptions.

scholarly journals Staff and student perceptions of an online learning environment: Difference and development

2009 ◽  
Vol 25 (3) ◽  
Author(s):  
Stuart Palmer ◽  
Dale Holt
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Academic Staff ◽  
Student Evaluations ◽  
Student Perspectives ◽  
Online Learning Environment ◽  
Learning Materials ◽  
Efficient Delivery ◽  
The Mean

<span>Academic staff play a fundamental role in the use of online learning by students. Yet, compared to studies reporting student perspectives on online learning, studies investigating the perspectives of academic staff are much more limited. Perhaps the least common investigations are those that compare the perceptions of academic staff and students using the same online learning environment (OLE). Much research indicates, at least initially, academic staff most value OLE systems as a mechanism for efficient delivery of learning materials to students. Following the mainstreaming of an OLE at Deakin University in 2004, the data from a large, repeated, representative and quantitative survey were analysed to investigate comparative staff and student evaluations of an OLE, and to explore the evidence for development in the use of an OLE by academic staff. Generally, students were found to give higher importance and satisfaction ratings to elements of the OLE than staff. Students were also more likely than staff to agree that the OLE enhanced their learning. A comparison of the mean ratings recorded for staff in 2004 and 2005 showed that both importance and satisfaction ratings of elements of the OLE were almost universally higher after a year of use of the OLE.</span>

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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