Meeting Online Learners Where They Are: e-Learning during a time of pandemic

eLearn ◽  
2021 ◽  
Vol 2021 (8) ◽  
Author(s):  
Ana-Paula Correia ◽  
Sean Hickey ◽  
Traci Lepicki ◽  
Alicia Willis
Keyword(s):  
Online Learning ◽  
Formal Education ◽  
Training Methods ◽  
State University ◽  
Workplace Training ◽  
Online Learners ◽  
Virtual Training ◽  
Training Materials ◽  
E Learning ◽  
The Ohio State University

While adult and workplace training were quick to adopt the use of online learning, many of these efforts have not advanced far beyond taking presentation slides or video recordings from formerly in-person training and making them available on learning-management systems. Compared to formal education, adult and workplace training has been much slower to iterate and improve upon early digital and virtual educational methods, leaving online learning that is viewed as neither engaging for the end-user nor effective at achieving intended outcomes. The COVID-19 pandemic and resulting lockdown added urgency to this problem, with many organizations being forced to either improve upon existing virtual training methods or finally completely replace in-person training with online options. The Ohio State University?s Center on Education and Training for Employment used evidence-based practices to develop a training collection specifically aimed at trainers, learning designers, and learning and development professionals. Translating the latest e-learning research into practical solutions, making use of proven instructional strategies, center learning designers created online training materials that are well-positioned to be effective at engaging adult learners, simultaneously instructing learners and demonstrating the learning content being delivered.

scholarly journals A snapshot of online learners: e-Readiness, e-Satisfaction and expectations

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Hale Ilgaz ◽  
Yasemin Gülbahar
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Qualitative Data ◽  
Learning Experience ◽  
Online Learners ◽  
Satisfaction Scale ◽  
Online Programs ◽  
Program Administrators ◽  
Learning Programs ◽  
E Learning

The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An e-readiness scale and an e-satisfaction scale was administered as quantitative measures, with open-ended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.

Virtual Training of E-Learning in the Formation of Natural Science Educational Space

2016 ◽  
pp. 530-542
Author(s):  
Elvira Matveeva
Keyword(s):  
Distance Education ◽  
21St Century ◽  
Natural Science ◽  
Learning Systems ◽  
State University ◽  
Virtual Training ◽  
Knowledge And Skills ◽  
Information And Computer Technology ◽  
E Learning ◽  
Triple H

The beginning of the second decade of the 21st century is characterized by reforming the basic forms of acquisition of knowledge and skills of students as well as training. Currently the focus is on traditional forms of learning based on information and computer technology and distance education. The chapter goal is analyses Vardan Mkrttchian and Elvira Matveeva last publications about virtual training of E-learning Systems in the formation of natural science educational space and using basic chemistry subjects in online and blended education at Astrakhan State University and realization in teaching electro energetics using www.wizIQ.com plus Triple H-Avatar Cloud Private Platform of HHH University.

scholarly journals A Reflection on Teachers' Experience as E-Learners

2009 ◽  
pp. 56-84 ◽  
Author(s):  
Tony Cunningham ◽  
Claire McDonnell ◽  
Barry McIntyre ◽  
Theresa McKenna
Keyword(s):  
Online Learning ◽  
Lived Experience ◽  
Time Management ◽  
Online Courses ◽  
Online Collaboration ◽  
Student Perspective ◽  
Online Learners ◽  
Effective Learning ◽  
E Learning ◽  
Scaffolding Learning

This chapter explores the insights gained by a group of teachers from their lived experience as e-learners participating in a blended module on designing e-learning. An understanding of the student perspective on online learning was obtained, but we were also able to reflect on our participation in the module on the basis of our other roles: as teachers and potential e-tutors, and as course designers. As a result, important considerations were identified for the design and facilitation of online courses. These include the support provided to online learners, particularly over the first few weeks; appropriate assessment methods; the facilitation of online collaboration; access to the Internet; time management; and contextualising and scaffolding learning activities. Some issues relating to the implementation of effective e-learning in higher education institutions were also considered. Our lived experience as e-learners was invaluable to our development as e-tutors and module designers, and this approach is strongly recommended to achieve effective learning on how to be an effective online tutor and facilitator and how to design and develop online programmes and activities that make full use of the strengths of online learning.

Choosing Online Learning Communities or Collaborative Learning

2005 ◽  
pp. 90-95
Author(s):  
Daniel Teghe ◽  
Bruce Allen Knight
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Computer Mediated Communication ◽  
Training Methods ◽  
Mediated Communication ◽  
Learning Contexts ◽  
Computer Mediated ◽  
Opportunities For Learning ◽  
E Learning ◽  
And Training

The adoption and innovative use of computer-mediated communication (CMC) technology can have positive outcomes for regional development (Ashford, 1999; Harris, 1999; Mitchell, 2003). Especially when it involves the use of online environments, CMC can lead to what Gillespie, Richardson, and Cornford (2001) refer to as the “death of distance,” and is likely to boost opportunities for growth in e-commerce, e-business, and e-learning in the regions. Although such growth depends on continuous learning and innovation (Rainnie, 2002), actual opportunities for learning and training can be affected by approaches to the provision of online learning that are unnecessarily rigid and inflexible. Online education and training methods that include strict participation requirements can have the effect of marginalizing and excluding those learners who cannot engage with inflexible and regimented learning contexts. This represents an important problem in regions, because of limited access to other learning contexts.

Utilizing a 5-Stage Learning Model for Planning and Teaching Online Courses

2020 ◽  
pp. 138-147
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Formal Education ◽  
Online Courses ◽  
Instructional Delivery ◽  
Instructional Technologies ◽  
Online Learners ◽  
Web Based ◽  
Teaching Online ◽  
Challenges And Opportunities

Since the 5Ds Model for Planning and Teaching Online Courses was republished for the second time in 2009 and updated in the years beyond, numerous relevant models and approaches for online teaching have been emerging. Also, the utilization of the internet as an instructional delivery medium for both formal education and training has been widened as the number of online learners of all kinds has been on the rise. This is all happening as the web-based and instructional technologies are constantly changing and new challenges and opportunities in the online learning arena are evolving. This chapter presents some summaries of the emerging online learning research, web-based instructional technologies, and identifies some of the opportunities in this online learning field.

scholarly journals EVALUATION OF EDUCATION AND TRAINING PROGRAM FOR CIVIL SERVANTS: A NEW APPROACH TO IMPROVING EMPLOYEE PRODUCTIVITY

2020 ◽  
Vol 22 (3) ◽  
Author(s):  
Deden Komar Priatna
Keyword(s):  
Training Program ◽  
Formal Education ◽  
Training Programs ◽  
Work Productivity ◽  
Education And Training ◽  
Civil Servants ◽  
Employee Productivity ◽  
Training Methods ◽  
Training Materials ◽  
And Training

The purpose of this study was to determine the level of influence of the implementation of existing education and training programs on the work productivity of civil servants. Based on the results of data processing, it is known that the elements of the implementation of education and training programs that must be considered and improved are as follows: Training Materials, Non-Formal Education, Training Schedules, Instructor Hospitality, Training Variations, Training Methods, and Training Guidebooks. While the elements of implementing education and training programs that must be maintained are as follows: Formal Education, Instructor Skills, Instructor Ability, Training Infrastructure Facilities, Training Curriculum, Training Evaluation. The implementation of education and training programs affects the work productivity of civil servants and the effect of the implementation of training programs is more dominant, this is so because the implementation of training programs is more often done and more applicable even though it still seems theoretical in the work of civil servants. Therefore an appropriate education and training program will have an impact on increasing the productivity of its employees.

scholarly journals Realities of Graphic Novels: An Interview with Frederick Aldama

2017 ◽  
Vol 5 (3) ◽  
pp. 1
Author(s):  
Ruzbeh Babaee
Keyword(s):  
Latin American ◽  
Graphic Novels ◽  
Age Groups ◽  
Comic Book ◽  
Bright Spot ◽  
State University ◽  
White House ◽  
E Learning ◽  
The Ohio State University ◽  
Distinguished Scholar

The trend about producing and reading graphic novels has grown since the late twentieth century. These books with comic backgrounds seem to have a miraculous energy. They have been even appealing to unenthusiastic readers. They tempt people of different age groups, races and genders. They are also used for teaching ESL courses, e-learning activities, designing reality games, and teaching creative writing. If you talk to its followers, you may get the feedback that graphic novels can fulfil your demands and dreams from writing your assignments to taking you to the moon. Although many researchers have investigated the benefits of graphic novels, many faculties and librarians are still reluctant to include graphic novels in their curricula. Perhaps it is simply the attitude of many teachers and librarians that graphic novels look like a comic book, and simply are not “real” books. They have too few words, too many pictures, and lack quality to be seriously considered as literature. In the following, I, Ruzbeh Babaee, did an interview with Distinguished Professor Frederick Luis Aldama on realities of graphic novels.Aldama is a distinguished scholar and Professor of English at The Ohio State University, United States. In the departments of English and Spanish & Portuguese he is involved in teaching courses on US Latino and Latin American cultural phenomena, literature, film, music, video games, and comic books.  He has founded and directed the White House Hispanic Bright Spot awarded LASER/Latino and Latin American Space for Enrichment Research. Professor Aldama won the Ohio Education Summit Award for Founding & Directing LASER in 2016. In April 2017, Aldama was awarded OSU’s Alumni Award for Distinguished Teaching and inducted into the Academy of Teaching. He is the author, co-author, and editor of 30 books, including his first book of fiction/graphic fiction, Long Stories Cut Short: Fictions from the Borderlands.

scholarly journals Examining e-Learners’ Preferences and Readiness Satisfaction: A Holistic Modelling Approach

Open Praxis ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 209
Author(s):  
Hale Ilgaz ◽  
Yasemin Gülbahar
Keyword(s):  
Online Learning ◽  
Structural Equation ◽  
Holistic Approach ◽  
Learning Preferences ◽  
Research Model ◽  
Online Learners ◽  
The Past ◽  
Level Of Satisfaction ◽  
E Learning ◽  
Modelling Approach

Over the past several years, online learning has become an extremely popular research topic. Nevertheless, there continues to be a need for a holistic approach when examining online learning. To examine issues related to online learning as well as the effects caused to online learners; researchers in this study developed and tested a model that employed a holistic approach. The aim of this study was to investigate the effect of participants’ learning preferences and readiness to participate in online learning had on their overall satisfaction. The researchers utilized structural equation modelling to determine the relationships that occurred between variables. It was revealed in the results that e-Learners preferences and readiness, which constituted the primary components of this research model, did predict their level of satisfaction with e-learning.

scholarly journals Empirical Study of E-Learning on Financial Literacy and Lifestyle: A Millenial Urban Generations Cased Study

2021 ◽  
Vol 1 (3) ◽  
pp. 75-81
Author(s):  
Muhamad Ferdy Firmansyah ◽  
Haikal Zulian Maulana
Keyword(s):  
Online Learning ◽  
Financial Literacy ◽  
Financial Management ◽  
Formal Education ◽  
Literacy Learning ◽  
Lifestyle Changes ◽  
Primary Data ◽  
Quantitative Research Methods ◽  
Technological Developments ◽  
E Learning

Technological developments have an influence on education, one of which is the development of online learning or more commonly known as e-learning. Technological developments in e-learning have long developed but significant developments occurred during the current Covid-19 pandemic where the education sector carried out online learning. This causes the existence of e-learning in both formal and non-formal education to be an important factor in the success of educational attainment. People in this era of globalization still have inconsistent attitudes in financial management individually, this causes the financial literacy of each individual to be different. This   difference in financial literacy is one of the factors caused by different lifestyles. This study aims to see patterns of financial literacy in the development of e-learning where access to financial literacy learning is more developed in online channels. In addition to assumptions in financial literacy that are currently starting to develop online, this study also aims to determine the extent to which lifestyle will affect financial literacy. This study uses primary data and quantitative research methods approach using Confirmatory Factor Analysis (CFA). The results show that in e-learning, financial literacy is currently running and lifestyle has a significant effect on financial literacy. One of these lifestyle changes is the existence of E-Learning which shifts the lifestyle pattern of face-to-face learning to online learning. This can provide novelty in educational technology in the application of E-learning, especially in the case of financial literacy. In addition, e-learning can still support the achievement of education in financial literacy. Repair and improvement of e-learning facilities as the main learning media must be carried out. It is hoped that with this research, e-learning can be used in financial literacy learning, both through formal and non-formal education in the community and public web seminars during the Covid-19 pandemic.

Profiling Student Readiness for Online Learning During the COVID-19 Pandemic

2022 ◽  
pp. 477-498
Author(s):  
Ferit Karakoyun ◽  
Bülent Basaran
Keyword(s):  
Online Learning ◽  
University Students ◽  
Latent Profile Analysis ◽  
Family Income ◽  
Profile Analysis ◽  
Education Level ◽  
State University ◽  
Learning Readiness ◽  
Student Profiles ◽  
E Learning

The purpose of this study was to identify the online learning readiness profiles of university students during the COVID-19 pandemic and to explain their profile membership through their background characteristics. For this purpose, data were collected from a total of 330 university students studying at a state university, and latent profile analysis (LPA) was conducted on these data. As a result of the analyses, two student profiles were identified as “high e-learning readiness” and “low e-learning readiness.” Other findings obtained in the study revealed that student family income level, mother's education level, time and purpose of the internet use, having a computer or not, and their views on whether e-learning compensated for face-to-face education during the COVID-19 pandemic process explained the differences in the probabilities profile membership. On the other hand, gender and father's education level were found to have no relationship with profile membership. The findings were discussed in line with the related literature.

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