Online university education is the new normal: but is face-to-face better?

2021 ◽  
Vol 18 (3) ◽  
pp. 278-297
Author(s):  
Garry John Stevens ◽  
Tobias Bienz ◽  
Nidhi Wali ◽  
Jenna Condie ◽  
Spyros Schismenos
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Online Teaching ◽  
University Education ◽  
University Teaching ◽  
Weight Of Evidence ◽  
New Normal ◽  
Content Type ◽  
Face To Face ◽  
Significant Difference

Purpose Following the rapid shift to online learning due to COVID-19, this paper aims to compare the relative efficacy of face-to-face and online university teaching methods. Design/methodology/approach A scoping review was conducted to examine the learning outcomes within and between online and face-to-face (F2F) university teaching programmes. Findings Although previous research has supported a “no significant difference” position, the review of 91 comparative studies during 2000–2020 identified 37 (41%) which found online teaching was associated with better learning outcomes, 17 (18%) which favoured F2F and 37 (41%) reporting no significant difference. Purpose-developed online content which supports “student-led” enquiry and cognitive challenge were cited as factors supporting better learning outcomes. Research limitations/implications This study adopts a pre-defined methodology in reviewing literature which ensures rigour in identifying relevant studies. The large sample of studies (n = 91) supported the comparison of discrete learning modes although high variability in key concepts and outcome variables made it difficult to directly compare some studies. A lack of methodological rigour was observed in some studies. Originality/value As a result of COVID-19, online university teaching has become the “new normal” but also re-focussed questions regarding its efficacy. The weight of evidence from this review is that online learning is at least as effective and often better than, F2F modalities in supporting learning outcomes, albeit these differences are often modest. The findings raise questions about the presumed benefits of F2F learning and complicate the case for a return to physical classrooms during the pandemic and beyond.

Constructing an Affective Tutoring System for Designing Course Learning and Evaluation

2017 ◽  
Vol 55 (8) ◽  
pp. 1111-1128 ◽  
Author(s):  
Cheng-Hung Wang ◽  
Hao-Chiang Koong Lin
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Tutoring System ◽  
Modern Life ◽  
Face To Face ◽  
Key Factor ◽  
Digital Environments ◽  
Technological Developments ◽  
User Friendly

Computers and the Internet are indispensable in modern life. Increasingly useful digital environments and technological developments have reshaped models of knowledge acquisition. Studies on the development of online learning have yielded valuable insights. In the design of online teaching systems that can replicate face-to-face teaching, user-friendly design is a key factor determining whether a system is immediately accepted by users. In this study, we designed an affective tutoring system (ATS) for curriculum teaching. Participants’ learning processes were recorded during ATS teaching sessions. Negative emotions in the participants were recognized in real time and recorded in a learning state database. We determined the learning outcomes of students who were taught using the ATS or normal online learning. The experimental results indicated that the ATS is an effective tool and significantly improves learning outcomes.

scholarly journals The Effectiveness of Online Learning for the Cognitive Domain of Course Learning Outcomes from Students' Point of View

2021 ◽  
Vol 15 (9) ◽  
pp. 2186-2188
Author(s):  
Muhammad Humayun ◽  
Ambreen Khalid ◽  
Asmara Syed ◽  
Ekramy Elmorsy ◽  
Anam Arshad ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Point Of View ◽  
Cognitive Domain ◽  
Male Students ◽  
Face To Face ◽  
Digital Era ◽  
Online Lecture ◽  
Structured Questionnaire

Aim: To explore the students' opinion about the learning of the cognitive domain of the course learning outcomes studied through online learning methodology. Methods: A structured questionnaire containing eleven questions regarding the cognitive domain of course learning outcomes has been distributed among the willing participants who are studying in the college of medicine. The completely filled questionnaires were evaluated. Results: Two hundreds and one (201) completely filled questionnaire were received from the medical students which included one hundred and fifteen (115) female students (57.2%) and 86 male students (42.8%). The main benefits of the online learning in the opinion of the students are that the Online teaching enhanced their capability to search for the other available teaching material on the internet, helped them in learning independently and reduced their preparation time along with travelling fatigue. The opinion expressed by the students regarding the understanding of difficult concepts is that it is better in face to face classes as compared to online lecture. Conclusion: The Online learning is an effective teaching technique in the current digital era but with some limitations as students feel difficulty in understanding the difficult concepts in medicine through online learning. Keywords: Online Learning, Cognitive Domain. Learning Outcome

scholarly journals EFEKTIVITAS PEMBELAJARAN GEOGRAFI MENGGUNAKAN GOOGLE CLASSROOM PADA SMA NEGERI DI KOTA SAMARINDA

2021 ◽  
Vol 2 (2) ◽  
pp. 46-53
Author(s):  
Wulan Safriani Purnamasari ◽  
Pelipus Goon ◽  
Iya' Setyasih ◽  
Yulian Widya Saputra ◽  
Yaskinul Anwar
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Data Retrieval ◽  
Educational Goals ◽  
Analytical Technique ◽  
Face To Face ◽  
Face To Face Learning ◽  
Quantitative Descriptive

Online learning is one of the new policies in the education sector due to the global pandemic, namely COVID-19. This online learning policy is expected to continue to support the achievement of educational goals. Effectiveness in learning is often measured as a standard for achieving educational goals. Google classroom as a digital-based education platform is considered capable of being a learning link between teachers and students. The implementation of this research is to determine the effectiveness of online teaching and learning activities using Google Classroom at SMA Negeri 1, SMA Negeri 3, SMA Negeri 7 and SMA Negeri 8. This research is quantitative descriptive. The population used in this study were students in grades X, XI, and XII and high school teachers in the city of Samarinda.  Data retrieval was carried out using google forms, learning outcomes documents, and interviews, then the analytical technique used was the interactive model of analysis by comparing the results of the google form questionnaire, learning outcomes, and interviews. The results of the study illustrate that online geography learning using google classroom ranges from 51% -75% only and is considered less effective due to several factors, namely network constraints, quota costs and and google classroom used in this study is not optimal. In addition, when face-to-face learning using google meet only 30% - 50% of students who follow it and some teachers do not carry out face-to-face for fear of burdening students. As a result, teachers only provide materials, media, videos, and assignments in Google Classroom, even though the average student learning outcomes are above the KKM. The conclusion in the study shows the use of google classroom when learning geography online is less effective.

“Stickiness”: gauging students’ attention to online learning activities

2018 ◽  
Vol 119 (7/8) ◽  
pp. 460-468 ◽  
Author(s):  
Ainslie Robinson ◽  
David Cook
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Sufficient Evidence ◽  
Content Type ◽  
Face To Face ◽  
Education Environment ◽  
Mere Presence ◽  
The Difference

Purpose Online content developers use the term “stickiness” to refer to the ability of their online service or game to attract and hold the attention of users and create a compelling and magnetic reason for them to return repeatedly (examples include virtual pets and social media). In business circles, the same term connotes the level of consumer loyalty to a particular brand. This paper aims to extend the concept of “stickiness” not only to describe repeat return and commitment to the learning “product”, but also as a measure of the extent to which students are engaged in online learning opportunities. Design/methodology/approach This paper explores the efficacy of several approaches to the monitoring and measuring of online learning environments, and proposes a framework for assessing the extent to which these environments are compelling, engaging and “sticky”. Findings In particular, the exploration so far has highlighted the difference between how lecturers have monitored the engagement of students in a face-to-face setting versus the online teaching environment. Practical implications In the higher education environment where increasingly students are being asked to access learning in the online space, it is vital for teachers to be in a position to monitor and guide students in their engagement with online materials. Originality/value The mere presence of learning materials online is not sufficient evidence of engagement. This paper offers options for testing specific attention to online materials allowing greater assurance around engagement with relevant and effective online learning activities.

scholarly journals Implementation of discovery learning in a digital class and its effect on student learning outcomes and learning independence level

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 386
Author(s):  
Wasis Wuyung Wisnu Brata ◽  
Firmanul Catur Wibowo ◽  
Nadia Rahmadina
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Discovery Learning ◽  
Cognitive Test ◽  
Face To Face ◽  
Significant Difference ◽  
Digital Classroom ◽  
And Control

Background: The need to use online learning is inevitable during the Covid-19 pandemic. There has been a call for action in education policy to provide a more flexible, digitally based learning strategy. It is presumed that this change in learning methods will reduce meaningful learning experiences. Methods: This study examines the application of discovery learning in the digital classroom and its effect on learning outcomes and independent learning. The research employed a quasi-experiment method, and the sample was taken using a randomized sampling technique. Two classes with the same initial knowledge value were used as experimental and control groups. The instrument used was a cognitive test and a Self-Directed Learning (SDL) questionnaire. Results: The results of this research show that there is a significant difference in learning outcomes and SDL in the experiment and control group. Students that apply discovery learning with a combination of face-to-face and digital classes get better results on both variables than in conventional discovery class. Conclusions: It can be concluded that the application of discovery learning through the digital classroom has a positive effect on learning outcomes and students' level of independence. This study was only conducted in one secondary school and more samples are recommended for further study. The limitations of the application of face-to-face discovery learning can be overcome by the application of online learning, which facilitates meaningful learning experiences for students.

scholarly journals Beyond the Periphery: Towards the Peer Review of Online Teaching

10.28945/3443 ◽  
2016 ◽  
Author(s):  
John P Egan
Keyword(s):  
Online Learning ◽  
Peer Review ◽  
Online Teaching ◽  
Teaching And Learning ◽  
University Teaching ◽  
Teaching Process ◽  
Face To Face ◽  
Unique Part ◽  
Operational Aspects

In this paper I examine both philosophical and operational aspects of cultivating a peer review of teaching process that embraces online learning as an integral, unique part of university teaching and learning endeavors. Reflecting on my own experiences as both a candidate and reviewer, my analysis seeks to disrupts presumptions about observation, interaction, teaching and assessment, which are experienced substantively differently in online than in face-to-face classes. A protocol for reviewing peers’ online teaching is also proposed.

scholarly journals ONLINE EDUCATION: LEARNING OUTCOME, SUCCESS & CHALLENGES

2021 ◽  
Vol 1 ◽  
pp. 524-536
Author(s):  
Michael Alexander Radin ◽  
Natalia Shlat
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Outcome ◽  
Digital Learning ◽  
Face To Face

This paper’s intents are to render the learning outcome, success and challenges that emerge in an online teaching and learning environment in comparison to the traditional face to face classroom environment. First of all, we will examine how the students acclimate to the new online digital learning atmosphere after the traditional face to face learning environment; what challenges and barriers the students encounter in a synchronous and in an asynchronous online learning environments? Second of all, we will focus on how professors adapt to the new digital online teaching styles and examine the new essential teaching innovations that arise in order to achieve and go beyond the expected learning outcomes; how to remit to the students’ challenges and retain the positive and engaging learning environment? In addition, our aims are to examine new pedagogical innovations that naturally emerge while responding to the students’ travails and to smoothly navigate them to achieve the expected learning outcomes.Furthermore, our paper’s intents are to portray how an online learning environment can attain more effective learning outcomes in comparison to the traditional face to face classroom environment; how to think beyond our horizons and to enhance the learning outcomes in a digital learning atmosphere while addressing the students’ challenges? Moreover, we will emphasize how the immediate graded feedback and students’ feedback serve as pertinent tools in achieving the learning outcome and inspires students to learn in an online atmosphere. 

A fit for purpose pedagogy: Online learning designing and teaching

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jay Andrew Cohen
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Practical Implication ◽  
Online Learning Environment ◽  
Learning Material ◽  
Learning Design ◽  
Content Type ◽  
Face To Face ◽  
Fit For Purpose

Purpose As online learning becomes more ubiquitous and particularly in consideration of the current need to move classroom based teaching online given Covid-19, it seems opportune to address the pedagogical differences between online and face-to-face teaching, so that online delivery moves beyond the paradigms of its face-to-face counterpart, such as the lecture. 10; 10;This paper explores the need for a fit for purpose pedagogical approach for online learning, as opposed to one in which a classroom based pedagogy is applied, often rather clumsily to an online learning environment. Design/methodology/approach The engagement of students in an online learning environment is closely associated with student success. The argument is that students who are actively engaged are more likely to learn and to achieve greater success. Student engagement is facilitated through the design and arrangement of the learning material, and by the presence, attitude and the facilitation of learning by the online teacher or trainer. Findings Rather than presenting any research findings this paper simply explores concepts relating to online learning design and online teaching. Practical implications The practical implication of this paper are better alignment between teaching/training interventions and learning design. Originality/value This paper is a viewpoint paper and is original. This paper has not been submitted elsewhere. 10; 10;This paper would be a valuable resource for those new to online learning or those looking to establish a fit for purpose approach to online learning.

scholarly journals Students’ and lecturers’ perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): a cross-sectional study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Maximiliane Amelie Schlenz ◽  
Alexander Schmidt ◽  
Bernd Wöstmann ◽  
Nobert Krämer ◽  
Nelly Schulz-Weidner
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Cross Sectional Study ◽  
Knowledge Gain ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Face To Face ◽  
Significant Difference ◽  
The Future ◽  
Face To Face Learning

Abstract Background On account of physical distancing measures, universities worldwide are strongly affected by SARS-CoV-2 (COVID-19). Thus, the dental school of Justus-Liebig-University Giessen (Germany) transferred the established “face-to-face” learning to online learning in the spring term 2020. The aim of this study was to assess the students’ and lecturers’ perspectives on the implementation of online learning due to COVID-19, using a questionnaire survey. Methods After the online period, all students and lecturers were asked to fill out an online questionnaire containing evaluative statements regarding handling, didactic benefit, motivation, and overall assessment. Furthermore, the questionnaire for lecturers contained additional aspects regarding knowledge gain in terms of providing online learning. Besides that, students and lecturers were asked for the amount of online learning in the future curriculum (independent of COVID-19). Data were subjected to regression analysis and T-test (p < .05). Results 36.8% of students preferred “face-to-face” learning instead of sole online learning. An increase of know how concerning online teaching was observable for lecturers. Both, students and lecturers, want to keep up with online courses in the future curriculum. However, in terms of the optimal amount of online learning a significant difference between students’ and lecturers’ perspective was observed. While students suggested 53.2% (24.9) (mean (standard deviation)) lecturers only stated 38.6% (21.5). Conclusions Within the limitation of this study, students’ and lecturers’ showed a predominantly positive perspective on the implementation of online learning, providing the chance to use online learning even beyond COVID-19 in the future curriculum.

scholarly journals Internet pages for asynchronous online and face-to-face learning about solutions and dissolution

2021 ◽  
pp. 60-60
Author(s):  
Lidija Ralevic ◽  
Biljana Tomasevic ◽  
Dragica Trivic
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Research Study ◽  
Online Communication ◽  
Educational Process ◽  
Face To Face ◽  
Significant Difference ◽  
Asynchronous Online Learning ◽  
Post Test ◽  
Face To Face Learning

In the last decades online communication has become an important part of the realization of the educational process. In the conditions caused by the COVID-19 pandemic it has become particularly significant since in most cases it was necessary to switch to some forms of online teaching-learning. This paper presents the results of a research study conducted as a pedagogical experiment with parallel groups. The aim of this research study was to compare the effects of the application of internet pages for independent online asynchronous learning outside the school environment (group A) and face-to-face learning realized by a teacher at school (group B). The content of the internet pages was created in order to enable the acquisition of the concepts of solutions and dissolution. The effects of the approaches applied were studied based on the student achievement in a post-test (immediately upon learning about the concepts of solutions and dissolution) and in a delayed post-test (a year after the acquisition of these concepts). The participants in this research study were 187 primary school students, who participated in the pedagogical experiment when they were in the seventh grade, while they were in the eighth grade when they did the delayed post-test. The results showed that there was not a statistically significant difference between the overall achievements of the students who learnt about the concepts of solutions and dissolution by independent asynchronous online learning and face-to-face learning at school. This implies that the similar results can be achieved with asynchronous online learning as with face-to-face learning when the conditions do not allow school-based education.

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