Supportive online learning environment to improve students' satisfaction in object-oriented programming courses

2010 ◽  
Author(s):  
Saleh Alhazbi ◽  
Loay Sabry Ismail
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Online Learning Environment ◽  
Students Satisfaction ◽  
Programming Courses

Big Five Personality in Online Learning and Games

2016 ◽  
Vol 7 (3) ◽  
pp. 33-46 ◽  
Author(s):  
Peter Krátky ◽  
Jozef Tvarožek ◽  
Daniela Chudá
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Style ◽  
Individual Student ◽  
Online Learning Environment ◽  
Big Five Personality ◽  
Effective Learning ◽  
Learning Content ◽  
Student’S Performance ◽  
Programming Courses

Online learning gives promise of effective learning for masses. Personalized learning experiences tailored for individual needs and preferences of each student are key ingredients in making online learning successful. Current approaches to adaptive and personalized online learning use student's personality profile and preferred learning style to adapt learning content and activities in order to provide the best possible experience to each individual student. Research has shown that effects on different types of learning activities in various settings may be different. This study analyses how personality affects student's performance in an online learning environment for programming exercises and how the student's personality can be estimated unobtrusively using a casual online game. The data used to evaluate were collected from an online learning environment used in university programming courses over the course of several years. The activity indicators show significant correlations with overall academic results of students and particularly with personality traits.

scholarly journals The role of community of inquiry and self-efficacy on accounting students’ satisfaction in online learning environment

2021 ◽  
Vol 25 (1) ◽  
pp. 1-16
Author(s):  
Fachmi Pachlevi Yandra ◽  
Badr Alsolami ◽  
Ivana Oktarina Sopacua ◽  
Wisnu Prajogo
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Social Presence ◽  
Self Efficacy ◽  
Community Of Inquiry ◽  
Accounting Students ◽  
Educational Institutions ◽  
Online Learning Environment ◽  
Higher Educational Institutions ◽  
Students Satisfaction

The Community of Inquiry (CoI) framework provides a solid guideline for researchers to investigate a quality of online learning. However, there are still very limited studies that explore the pattern of relationships between CoI framework and accounting students’ satisfaction in online learning. In the context of online learning, self-efficacy plays a role to determine the level of students’ confidence to get success in the learning process. Students with a high level of self-efficacy will not perceive a difficult task as an obstacle to be avoided, but rather as a challenge to develop abilities. This research aims to explore the relationship between CoI framework and accounting students’ satisfaction through online learning self-efficacy. Self-administered survey was conducted to 437 accounting students. Hypothesis was tested using SEM-PLS. Results showed that CoI framework were good predictors of accounting students’ satisfaction. Different from most studies, this research found that students were more influenced by social presence instead of teaching presence. Higher educational institutions needed to focus on how to improve social presence in the online learning environment. In addition, higher educational institutions needed to manage students' online learning self-efficacy instead of technology self-efficacy.

Measurement of Social presence influence student satisfaction in an acupuncture online training

2021 ◽  
Vol 07 ◽  
Author(s):  
Yun Jin Kim
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Survey ◽  
Online Training ◽  
P Value ◽  
Online Learning Environment ◽  
The Social ◽  
Students Satisfaction

Purpose: The current COVID-19 pandemic is affecting medical institutions in way that may disrupt the learning of medical educations. This study purposed to evaluate students’ satisfaction, online learning environment, and social presence of students’ clinical acupuncture online learning. Methods: The participants of this study (N= 40) were registered for a bachelor of medicine program of Traditional Chinese Medicine in 2018 and enrolled in the clinical acupuncture online training course started from March 2020. A self-evaluated online survey based online learning environment, students’ satisfaction, and social presence were used for data collection. All data are shown as mean (M) ± standard deviation (SD). A p-value of <0.05 was considered statistically significant. Multiple regression analysis was used to address the effects of learning environment on social presence and student’ s satisfaction with online learning on social presence. Results: The results explained that measure the students’ satisfaction of online learning in the clinical acupuncture and their effect of learning environment and social presence. Learning environment categories related to the motivational needs and the social presence items were significantly correlated p< 0.05. The results of this study advised the social presence explained for the variance in students’ satisfaction in clinical acupuncture online training. Conclusions: These findings support the use of online learning obtain factors that affect the variance of student satisfaction in clinical acupuncture online learning. It can be explained that the primary deficiencies in assigning clinical acupuncture online learning at the undergraduate level fall within the social contexts and interpersonal.

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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