Student interaction and the role of the teacher in a state virtual high school: what predicts online learning satisfaction?

2019 ◽  
Vol 29 (1) ◽  
pp. 57-71 ◽  
Author(s):  
Yining Zhang ◽  
Chin-Hsi Lin
Keyword(s):  
High School ◽  
Online Learning ◽  
Student Interaction ◽  
Virtual High School ◽  
Learning Satisfaction

Encouraging Learners Interactions in an Emergency Remote Environment

Relay Journal ◽  
2020 ◽  
pp. 201-208
Author(s):  
Mizuka Tsukamoto
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Interaction ◽  
Online Learning Environment ◽  
First Semester ◽  
Teacher Student ◽  
Remote Environment ◽  
Made In

This paper provides reflections on my first semester of teaching emergency remote teaching (ERT), due to the outbreak of the COVID-19 pandemic. After describing the context, I have described the choices I made in order to create and maintain an online learning environment, where student interaction is maximised, and enables the instructor to focus on the role of being a facilitator. Though it was not without a few challenges, overall, it could be considered a successful first attempt with possibly more teacher-student and student-student interaction achieved by the end of the semester.

Riding the School Bus Called Technology

2011 ◽  
pp. 1581-1582
Author(s):  
Augusta Droste ◽  
Bruce Droste
Keyword(s):  
High School ◽  
Online Learning ◽  
School Bus ◽  
Virtual High School ◽  
Technology Teachers ◽  
Teaching Learning ◽  
New Millennium

In the constantly growing and changing realm of teaching, learning, and technology, teachers are expected to embrace strange new technological mediums with enthusiasm and confidence. It is asking a lot! In our combined 10 years of working with teachers in the Virtual High School at the Marlboro College Technology Graduate Center, and in teaching the “Pedagogy of Online Learning” at Cambridge College, we have arrived at a few basic conclusions about what teachers must know and be able to do in order to have the best chance of success in the new millennium.

Study of online learning for accounting subjects in vocational schools during the pandemic period

2021 ◽  
Vol 7 (3) ◽  
pp. 437
Author(s):  
Chandra Situmeang ◽  
Syahrizal Chalil ◽  
Choms G.G.T Sibarani ◽  
Dian Y.T.S Situmorang
Keyword(s):  
Online Learning ◽  
Online Survey ◽  
Student Characteristics ◽  
Cross Sectional ◽  
Moderating Variables ◽  
Learning Satisfaction ◽  
Relationship Of ◽  
The Relationship

Since COVID-19 pandemic has changed the way people conduct things, including educational activities, online learning has become a necessity that schools must adopt. This study aims to analyze the relationship of various variables that affect the success of online learning in accounting subjects in vocational high. This study is a quantitative cross-sectional online survey with 308 respondents from 26 schools in North Sumatra, Indonesia. Data analysis was performed through regression analysis with moderating variables. It concluded that the success of online learning process as measured by Learning Satisfaction was influenced by Student Characteristics, Learning Accessibility, and Textbooks, while Multimedia Materials and other Text Materials did not have any effect. It further observed that teacher Support does not affect learning satisfaction but can moderate the relationship between student characteristics and textbook quality. This means that all related parties need to focus on changing students' mindset, improving the quality of textbooks, and increasing accessibility. On the other hand, to increase success, it is necessary to strengthen the role of teachers.

scholarly journals Adaptability and High School Students’ Online Learning During COVID-19: A Job Demands-Resources Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Andrew J. Martin ◽  
Rebecca J. Collie ◽  
Robin P. Nagy
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Self Efficacy ◽  
Job Demands ◽  
Learning Support ◽  
School Students ◽  
Personal Resource ◽  
The Relationship

The present study investigated the role of adaptability in helping high school students navigate their online learning during a period of COVID-19 that entailed fully or partially remote online learning. Drawing on Job Demands-Resources theory and data from a sample of 1,548 Australian high school students in nine schools, we examined the role of adaptability in predicting students’ online learning self-efficacy in mathematics and their end of year mathematics achievement. It was found that beyond the effects of online learning demands, online and parental learning support, and background attributes, adaptability was significantly associated with higher levels of online learning self-efficacy and with gains in later achievement; online learning self-efficacy was also significantly associated with gains in achievement—and significantly mediated the relationship between adaptability and achievement. These findings confirm the role of adaptability as an important personal resource that can help students in their online learning, including through periods of remote instruction, such as during COVID-19.

Riding the School Bus Called Technology

2011 ◽  
pp. 1806-1807
Author(s):  
Augusta Droste ◽  
Bruce Droste
Keyword(s):  
High School ◽  
Online Learning ◽  
School Bus ◽  
Virtual High School ◽  
Technology Teachers ◽  
Teaching Learning ◽  
New Millennium

In the constantly growing and changing realm of teaching, learning, and technology, teachers are expected to embrace strange new technological mediums with enthusiasm and confidence. It is asking a lot! In our combined 10 years of working with teachers in the Virtual High School at the Marlboro College Technology Graduate Center, and in teaching the “Pedagogy of Online Learning” at Cambridge College, we have arrived at a few basic conclusions about what teachers must know and be able to do in order to have the best chance of success in the new millennium.

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