The impact of demographic factors on selected aspects of e-learning in higher education

2017 ◽  
Vol 34 (2) ◽  
pp. 114-121 ◽  
Author(s):  
Aleksander Aristovnik ◽  
Nina Tomazevic ◽  
Damijana Kerzic ◽  
Lan Umek
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Statistical Tests ◽  
Main Task ◽  
Content Type ◽  
E Learning ◽  
Face To Face Learning ◽  
Students Attitudes ◽  
The Impact ◽  
Faculty Management

Purpose In higher education, a combination of traditional face-to-face learning and e-learning is becoming very popular. During their studies, students are enroled in several e-courses. They perceive various aspects of e-courses and show different responses when using teaching materials and learning in an e-course. The purpose of this paper is to measure such aspects from the students’ perspective and explore the differences among various subgroups of students. Design/methodology/approach In the survey, students expressed their opinions on 13 different aspects (a seven-level scale) of the e-courses in which they were enroled. In addition, the influence of some demographic characteristics was analysed. The authors used statistical tests (t-test and ANOVA) to compare the means among the analysed subgroups. Findings The empirical results reveal some differences among the subgroups of students. Students’ attitudes to blended learning increase significantly by year of study and decrease according to the amount of other non-study activities. Simplicity of finding materials in an e-course is the factor where male and female students differ significantly. This finding serves as a guideline for faculty management concerned with how to adjust blended learning to fulfil the various expectations of different student subgroups. Originality/value This paper’s insights will be of value to individuals and institutions engaged in the e-learning process in higher education. In particular, the results will be helpful to the faculty management and teachers with the main task to increase the engagement of particular groups of students regarding the work in e-courses.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

A Delphi-based approach for detecting key e-learning trends in postgraduate education

2017 ◽  
Vol 59 (6) ◽  
pp. 590-604 ◽  
Author(s):  
Blanca Lopez-Catalan ◽  
Victor A. Bañuls
Keyword(s):  
Higher Education ◽  
Delphi Study ◽  
Methodological Approach ◽  
National Level ◽  
Three Dimensional ◽  
Postgraduate Education ◽  
Content Type ◽  
E Learning ◽  
Education Administrators ◽  
The Impact

Purpose The purpose of this paper is to present the results of national level Delphi study carried out in Spain aimed at providing inputs for higher education administrators and decision makers about key e-learning trends for supporting postgraduate courses. Design/methodology/approach The ranking of the e-learning trends is based on a three-dimensional analysis that combines the cost of implementation, the impact of each trend on learning outcomes and the diffusion forecast among postgraduate courses in the time horizon. The authors use the Delphi method for managing an expert panel. Findings Mobile learning, gamification, social media and open education are found as some of the key e-learning trends that might have greater educational impacts in postgraduate programs in the next years. These results are expected to help educational institutions to plan future positioning strategies depending on their starting positions, resources and intentions to innovate. Originality/value Educational managers and planners need to identify priority issues and principal trends in higher education in order to raise their innovative offer and to maintain competitiveness. The results might help them. Moreover the indicator and the methodological approach is a novelty in the field.

Institutional factors for faculty members' implementation of blended learning in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bokolo Anthony Jnr.
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Institutional Theory ◽  
Teaching Quality ◽  
Faculty Members ◽  
Quantitative Methodology ◽  
Content Type ◽  
E Learning ◽  
Faculty Department ◽  
Practical Implications

PurposeThe aim of this study is to develop a model grounded by the institutional theory to investigate blended learning (BL) implementation among faculty members in higher education and further validate the model.Design/methodology/approachQuantitative methodology was employed, and data were gathered through questionnaires among 188 e-learning directors, managers and coordinators at faculty/department in institutions, which implement BL.FindingsFindings reveal that BL implementation by faculty members is significantly influenced by coercive, normative and mimetic pressures. Findings from this study also identified institutional initiatives that influence BL implementation. Accordingly, findings from this study provide insights into the institutional theory perspective toward BL. The findings support higher education to plan and initiate BL policies.Research limitations/implicationsData were collected from faculty members in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explore BL deployment from the lens of faculty members.Practical implicationsThis research contributes to the existing literature on the institutional theory and BL by presenting significant initiatives as practical suggestions for educationalist and policymakers. Therefore, this study provides practical implications to better understand BL initiatives by providing insights into how institutions can improve faculty members' satisfaction levels, improving course management, enriching teaching quality and enhancing learning content.Social implicationsThe findings provided in this study can be employed to design practices, policies and a culture that support continuance use of BL systems among faculty members to achieve an effective institutional outcome.Originality/valueThis study contributes to existing BL adoption and develops a model to examine faculty member implementation of BL approach. This research has several suggestions for higher education in terms of practice to support adoption of BL. The developed model can also be employed by academics, administration and institutions to determine success initiatives for achieving an appropriate change in adopting BL in their institutions.

Factors affecting students’ engagement with online content in blended learning

Kybernetes ◽  
2019 ◽  
Vol 48 (7) ◽  
pp. 1500-1515 ◽  
Author(s):  
Alka Dwivedi ◽  
Prasoom Dwivedi ◽  
Samo Bobek ◽  
Simona Sternad Zabukovšek
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Holistic Approach ◽  
Strategic Decision ◽  
Online Content ◽  
Content Type ◽  
Factors Affecting ◽  
Approach To Learning ◽  
Face To Face ◽  
E Learning

PurposeIncreasing use of information and communication technology (ICT) in education has, along with other consequences, shifted the context from teacher-centric to student-centric. These changes pose fresh challenges to the prevalent education systems all over the world, which already have fallen short of the expectations. The purpose of this study is to show that e-learning is not only about ICT following a holistic approach to learning which embeds systemic approach and learning loops but also about students and teacher’s actions in ICT-enabled learning environment. This study investigates the importance of engagement of students and teachers in blended learning with a focus on factors which affect this engagement.Design/methodology/approachBased on systems theory and socio-technological approach to e-learning, the paper documents an experiment which was carried out in a higher education institution. Postgraduate students of one course were divided into two groups. Instructor of the first group was not required to engage with the online content and had to deliver his course in a traditional face-to-face format. Instructor of the second group continuously spent time on the learning management system (LMS), developing more content, participating in online discussions and responding to students. LMS tracked the online activity of both the instructors, and semi-structured interviews of students were conducted.FindingsBased on behaviour of 152 students of a postgraduate programme, students’ time spent online is directly proportional to the instructor’s online time, promptness of instructor’s response to online activities queries of students increased student engagement, the students’ engagement increases if the online content is related to the syllabus but engagement is not the same as the face-to-face lectures in the class.Research limitations/implicationsThe research was conducted in India and is based on the behaviour of instructors and students in India. It was focussed on engagement issues of blended learning, while other issues of blended learning have not been in the focus of the research.Practical implicationsThe research is important for the practice of higher education, and the result of the study can be taken into consideration while developing online courses for students enrolled in higher education.Social implicationsIf higher education institutions take a strategic decision to use ICT in e-learning, engagements of participants and factors affecting engagement are crucial for the better quality of education. In such a way, blended learning fulfils requirements of a holistic approach to learning.Originality/valueDespite the fact that e-learning as a way to deliver academic content has been extensively researched, there are not many studies focussed on engagement issues in blended learning, and even fewer studies have been conducted in an experimental way which allow in-depth research.

scholarly journals Blended learning for building student-teachers’ capacity to learn and teach science-related interdisciplinary subjects

2016 ◽  
Vol 11 (2) ◽  
pp. 166-181 ◽  
Author(s):  
Yeung Chung Lee ◽  
Kwok-chi Lau ◽  
Valerie Wing Yan Yip
Keyword(s):  
Blended Learning ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Learning Approaches ◽  
Education Faculty ◽  
Content Type ◽  
Learning Modules ◽  
E Learning ◽  
Face To Face Learning

Purpose The purpose of this paper is to report the design and evaluation of an inter-university collaborative project entitled “Blended learning for building student-teachers’ capacity to learn and teach science-related interdisciplinary subjects.” The project is a response of the science education faculty of three Hong Kong tertiary institutes to the challenge of catering to the diversity of academic backgrounds among student-teachers. Design/methodology/approach E-learning modules have been produced covering four content domains of science. These modules are designed based on the 5E learning model and are delivered to students using the learning management system provided by Moodle. The design of the modules is iterative, based on the evaluation of three consecutive rounds of trials through student surveys, and focus group interviews with students and course lecturers. Findings The evaluation findings indicate positive outcomes for certain attributes such as conceptual understanding, eagerness and confidence in learning science, and metacognitive reflection on students’ own learning. There are challenges to be met in relation to instructional design to cater for the diversity of student abilities, and enhance motivation in self-directed learning. Practical implications The project indicates the ways to develop students’ basic science knowledge in a mixed-ability setting through the design of self-directed e-learning modules blended with their major courses and possible measures to address the limitations of such design. Originality/value The study represents a conscious effort for the science teacher education faculty of different universities to pull together to tackle a perennial teaching and learning problem. The findings provide important insights into possible ways to blend e-learning with face-to-face learning approaches to better cater to the needs of science learners with mixed abilities to prepare them for interdisciplinary teaching.

Psychological distress among students of higher education due to e-learning crackup: moderating role of university support

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zubaida Qazi ◽  
Wasim Qazi ◽  
Syed Ali Raza ◽  
Komal Akram Khan
Keyword(s):  
Higher Education ◽  
Psychological Distress ◽  
Structural Equation ◽  
Equation Modeling ◽  
Content Type ◽  
University Support ◽  
E Learning ◽  
The Impact ◽  
Academic Year ◽  
Moderating Role

PurposeThe emergence of electronic learning during the COVID-19 outbreak has been the way by which higher education has attempted to save the situation. However, e-learning still causes psychological distress because of its crackups and fear. Hence, the authors aim to study the impact of e-learning crackup on fear of academic year loss and psychological distress by incorporating university support as a moderator.Design/methodology/approachPartial least squares structural equation modeling (PLS-SEM) has been used to analyze data.FindingsThe results depict that e-learning crackup fosters students' fear of academic year loss, but e-learning crackup has an insignificant impact on psychological distress. However, psychological distress is driven by fear of an academic year loss. Lastly, university support moderates the relationship between e-learning crackup and psychological distress, but no moderating role exists between fear of academic year loss and psychological distress.Originality/valueThe recent pandemic has severely affected the mental health of students. Therefore, it is crucial to study the reasons that foster distress among them. But, unfortunately, there is a prominent absence of research for inspecting students' psychological distress because of the e-learning crisis, especially in the wake of COVID-19.

scholarly journals The Use of Edmodo: Its Impact on Learning and Students’ Attitudes Toward It

10.28945/4389 ◽  
2019 ◽  
Vol 18 ◽  
pp. 319-330
Author(s):  
Abdullah S Alqahtani
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Full Range ◽  
Future Research ◽  
Positive Attitudes ◽  
Diverse Backgrounds ◽  
E Learning ◽  
Students Attitudes ◽  
Online Tests ◽  
The Impact

Aim/Purpose: Edmodo is a free and secure social learning network for teachers, students, and parents. This research aims to investigate the impact of using the Edmodo network among the students at Imam Abdulrahman bin Faisal University and students’ attitudes toward it. Background: The creators of e-learning systems have recently taken remarkable strides, including the development of a full range of techniques and means of communication. Social networks encourage collaborative work and thus have huge potential to increase information sharing among users, which makes these networks especially useful in academic and higher-education systems. Edmodo network is one of the main choices to be adopted in education process. Methodology: This research has an experimental design based on a set of online tests. It also includes the development of a scale to determine students’ attitudes toward Edmodo Contribution: There is a lack of studies on the adoption of Edmodo within higher education. This research is an investigation of the impact that using Edmodo had on students at Imam Abdulrahman bin Faisal University. Findings: The findings of this research show that using Edmodo leads to a statistically significant improvement in learning skills among higher-education students. The results also illustrate that students have positive attitudes toward the use of Edmodo in their courses. Recommendations for Practitioners: Adopting Edmodo within their teaching model. Recommendation for Researchers: More investigation on this topic with a larger number of participants is recommended. Impact on Society: This investigation provides society with better understanding of adopting Edmodo within higher education. Future Research: Further work should include investigations of this topic that include a larger number of participants with more diverse backgrounds. The challenges of using Edmodo also need to be investigated in further studies.

The role of instructor experiential values in shaping students’ course experiences, attitudes and behavioral intentions

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Abhishek Mishra ◽  
Shweta Jha ◽  
Rajendra Nargundkar
Keyword(s):  
Higher Education ◽  
Behavioral Intentions ◽  
Structural Equation ◽  
Equation Modeling ◽  
Content Type ◽  
Service Excellence ◽  
Course Experiences ◽  
Students Attitudes ◽  
Two Stages ◽  
The Impact

Purpose Students’ experiences with instructors and courses determine an institute’s identity. With the instructor analogous to a brand spokesperson and the course to a brand, this study aims to examine the impact of the instructor experiential values on the student’s course experiences, as well as their attitudes and behavioral intentions towards the instructor. Design/methodology/approach This study uses a mixed-method approach that combines literature review and qualitative research, with two stages of empirical validation using structural equation modeling. Findings The instructor experiential values comprise appearance, entertainment, escapism, intrinsic enjoyment, efficiency and service excellence. The course experiences are composed of sensory, sentimental, behavioral and intellectual experiences. Strong effects of the instructor experiential values on the course experiences and, in turn, on the students’ attitudes and behavioral intentions are found. Research limitations/implications This study contributes to higher education literature by leveraging the theories of meanings transfer, experiential value and brand experience for a unique perspective to the students’ interactions with higher education institute instructors and courses. Originality/value The paper’s analogy of an instructor as a brand spokesperson endorsing the course brand is an original contribution to this domain.

Blended Learning in the Campus-Based University

2012 ◽  
pp. 303-321
Author(s):  
Amanda Jefferies
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Student Experience ◽  
Student Perspective ◽  
E Learning ◽  
Impact Of Technology ◽  
Distance Courses ◽  
Traditional Approaches ◽  
The Impact

The development of the term ‘blended learning’ in academic circles has been growing since 2004 when it first emerged as a sub-set of e-learning as noted by, among others, Conole who commented on the impact of technology in the student experience when she asserted that: ‘e-learning is now no longer a peripheral activity, the province of the isolated enthusiast, but is pervading Higher Education (HE), not just as an effective infrastructure for distance courses but blended with more traditional approaches on campus.’ (Conole & Fill, 2005). This chapter firstly explores the role and importance of blended learning from the student perspective in Higher Education and secondly, from the case study described below, identifies transcultural factors which contributed to the successful embedding of blended learning in a medium-sized UK institution.

Studying the impact of blended learning that uses the online PBwiki guided by activity theory on LIS students’ knowledge management

2016 ◽  
Vol 44 (3) ◽  
pp. 341-361 ◽  
Author(s):  
Chokri Barhoumi
Keyword(s):  
Knowledge Management ◽  
Blended Learning ◽  
Activity Theory ◽  
Information Science ◽  
Research Paper ◽  
Control Group ◽  
Content Type ◽  
Students Attitudes ◽  
The Impact ◽  
Experimental Group

Purpose This research paper aims to explore the impact of using wiki activities to support a blended learning course (70 per cent in-class and 30 per cent PBwiki activities) on the knowledge management of library and information science (LIS) students compared to 100 per cent in-class learning. Design/methodology/approach In the 2015 academic year, the researcher compared an experimental group (41 students) and a control group (41 students). Instruction of the experimental group was based on combining 2 h (70 per cent) of in-class learning and 1 h (30 per cent) of wiki-based learning activities each week. The control group’s experience was 100 per cent in a physical classroom without the use of a wiki. The researcher used a t-test to compare the means of the control and experimental groups in achievement tests and the students’ attitudes based on principles of activity theory (technological, individual and community levels) at 0.05 alpha levels. Findings The principal results of the study are that students in the experimental group perform better than those in the control group on the achievement test, learning tracks and attitudes. Learning tracks analysis shows that students in the experimental group had greater participation in different topics of discussion in the PBwiki than did the control group. The first topic discussed by students in the wiki is related to exam revision, and the second topic is related to the course content. Originality/value This research paper is useful for readers, parents, students and schools to explore the effectiveness of PBwiki activities to support blended courses in LIS education.

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