Preference for Mode of Learning for Knowledge and Skills by Professional Management Students During the COVID-19 Pandemic Period

Sample Selection ◽

Jel Classification ◽

Skill Learning ◽

Classroom Learning ◽

Online Mode ◽

Professional Management ◽

Outcomes Of Education ◽

Management Students

Learning of skill and knowledge are differentiated and acknowledged as the outcomes of education. The COVID-19 pandemic phase has disturbed the teaching in classroom, curriculum and academic calendar of educational institutes across the world. Blended learning is an integration of offline and online approaches of sharing subject resources online after classroom learning. Students pursuing professional management course at the university campus and a reputed private college were considered for sample selection. Only those sample respondents with attendance for both modes of learning were considered. The whole population of 360 was invited to participate in the survey, and 294 student participants’ responses were shortlisted for analysis. The instrument was standardized after conducting a pilot study. Descriptive tools, correlation, regression and ANOVA were applied for analysis. The learning in classroom shows strong preference with all the variables having a positive opinion. Furthermore, preference for classroom learning had not changed during the COVID-19 pandemic phase. The classroom learning variables were significant with the COVID-19 effect except for flexibility. The learning of skills with labs or workplace place exposure was preferred over skill learning with an online demonstration. In future, educational institutes should focus on training faculty in the techniques and delivery of online learning, implementing changes in the curriculum that are suitable for online mode of teaching and employing emerging information and communication technologies. JEL Classification: I230

The Digital Girls Response to Pandemic: Impacts of in Presence and Online Extracurricular Activities on Girls Future Academic Choices

Education Sciences ◽

10.3390/educsci11110715 ◽

2021 ◽

Vol 11 (11) ◽

pp. 715

Author(s):

Francesco Faenza ◽

Claudia Canali ◽

Michele Colajanni ◽

Antonella Carbonaro

Keyword(s):

Extracurricular Activities ◽

Gender Gap ◽

Summer Camp ◽

Online Mode ◽

Long Duration ◽

Academic Choices ◽

Before And After ◽

Information And Communication

In the last few years, several initiatives based on extracurricular activities have been organized in many countries around the world, with the aim to reduce the digital gender gap in STEM (Science, Technology, Engineering, Math) fields. Among them, the Digital Girls summer camp, organized every year since 2014 by two Italian universities with the aim to attract female students to ICT (Information and Communication Technologies) disciplines, represents quite a unique initiative for its characteristics of long-duration (3–4 entire weeks) and complete gratuitousness for the participants. The COVID-19 emergency imposed severe changes to such activities, that had to be modified and carried out in the online mode as a consequence of social distancing. However, on one hand, the general lack of high-quality evaluations of these initiatives hinders the possibility to understand the actual impact of extracurricular activities on the future academic choices of the participants. On the other hand, the availability of data collected over different editions of Digital Girls has allowed us to analyze the summer camp impact and to evaluate the pros and cons of in-presence and online activities. The main contribution of this paper is twofold. First, we present an overview of existing experiences, at the national (Italian) and international levels, to increase female participation in integrated STEM and ICT fields. Second, we analyze how summer camp participation can influence girls’ future academic choices, with specific attention to ICT-related disciplines. In particular, the collection of a significant amount of data through anonymous surveys conducted before and after the camp activities over the two editions allowed us to evidence the different impacts of in-presence and online extracurricular activities.

Goodness of Cloud Computing: does Bangladesh ready for it

Global Disclosure of Economics and Business ◽

10.18034/gdeb.v2i2.184 ◽

2013 ◽

Vol 2 (2) ◽

pp. 159-167

Author(s):

Md. Ahsan ul Hasan

Keyword(s):

Cloud Computing ◽

Global Economy ◽

Vital Role ◽

Jel Classification ◽

Public And Private ◽

Classification Code ◽

Standards Of Living ◽

The World ◽

Information And Communication

Technology is playing a vital role in all aspect of our lives. Last decade has seen information and communication technologies dramatically transforming the world, enabling innovation and productivity increases, connecting people and communities, and improving standards of living and opportunities across the world. Even though global economy has been turbulent during last several years, governments and organizations trying to keep the momentum going and last couple of years “Cloud Computing” becoming fast-growing technology phenomenon. Cloud Computing can provide fundamental contribution to efficiency in public and private sectors as well as it can also promote growth, competition and business creation. The purpose of this study is to portrait whether developing countries like Bangladesh can be benefited from cloud computing, and also finds out Bangladesh’s readiness to take full advantage of it. JEL Classification Code: L86; C89

Engaging Learning Models with Information and Communication Technologies in Advancing Electronic Learning

Electronic Globalized Business and Sustainable Development Through IT Management ◽

10.4018/978-1-61520-623-0.ch015 ◽

2010 ◽

pp. 205-221

Author(s):

Jen-Her Wu ◽

Robert D. Tennyson ◽

Tzyh-Lih Hsia

Keyword(s):

Learning Environments ◽

Learning Model ◽

Learning Models ◽

Classroom Learning ◽

Electronic Learning ◽

Technology And Learning ◽

E Learning

Emerging information and communication technologies and learning models have triggered a new wave of educational innovation: electronic learning (E-learning). This study employs a hypercube innovation model to analyze the differences in technology and learning models in conventional (face-to-face) classroom learning and E-learning environments. The results of the analyses indicate that the innovation from traditional classroom learning to E-learning is radical for both the learner and instructor, leading to drastic changes in the technology and learning model. For education institutions, the technology is a fundamental change, while the learning model is reinforced. From the dynamic capability perspectives, a set of core capabilities needed for successfully exploiting E-learning is identified. These results provide insight for learners, instructors, and education institutions for enhancing their understanding of E-learning innovation and provide guidelines to help E-learning stakeholders adapt from conventional classrooms to E-learning environments.

Financial implications of implementing an e‐learning project

Journal of European Industrial Training ◽

10.1108/03090591111160788 ◽

2011 ◽

Vol 35 (7) ◽

pp. 658-686 ◽

Cited By ~ 2

Author(s):

Kunal Sharma

Keyword(s):

Content Type ◽

Secondary Sources ◽

Online Mode ◽

Descriptive Account ◽

E Learning ◽

Asian Context ◽

State Of Affairs ◽

Cost Factors

PurposeThis paper aims to outline the financial implications, while deploying information and communication technologies for implementing e‐learning, and to elucidate them, while implementing an e‐learning project in a conventional university environment.Design/methodology/approachThe paper is a descriptive account of the various cost factors and benefits accrued in implementing an e‐learning project and draws on a variety of secondary sources both published and unpublished.FindingsThe paper identifies the various cost factors as well as the benefits involved in e‐learning implementation in conventional educational institutions, so that e‐learning implementation is a smooth process. Three modes of e‐learning exist, namely, substantially online mode; replacement mode; and supplemental mode, and the costs of e‐learning vary for each. The paper also describes how to assess the success or failure of an e‐learning project.Research limitations/implicationsThe paper presents a review of literature developed from secondary sources since e‐learning implementation is in a budding stage in conventional universities, particularly in the Asian context.Practical implicationsThe paper outlines the financial implications of e‐learning and provides information on the various cost factors in implementing an e‐learning project for the first time. These factors should be duly acknowledged and given consideration, if the advantages of e‐learning are to be fully realised and e‐learning implementation is to succeed.Originality/valueThis paper provides a valuable summary of the state of affairs of financial implications, for instance the cost factors and benefits accrued while implementing an e‐learning project in the case of conventional universities. From this summary of the current situation, it goes on to suggest potential ways to transform the “digital divide” into “digital opportunities”.

DIGITAL INEQUALITY AS A PREREQUISITE OF SOCIO-ECONOMIC DIFFERENTIATION OF SOCIETY

Financial and credit activity problems of theory and practice ◽

10.18371/fcaptp.v5i40.245196 ◽

2021 ◽

Vol 5 (40) ◽

pp. 446-453

Author(s):

H. Sichkarenko ◽

A. Zlenko ◽

T. Stoian ◽

T. Kuchera ◽

N. Yevtushenko

Keyword(s):

Economic Growth ◽

Economic Development ◽

Jel Classification ◽

Digital Inequality ◽

Current State ◽

Information Poverty ◽

Key Indicators

Abstract. The aim of the article is to study the current state of digital inequality, factors of influence and trends in its transformation as a component of socio-economic differentiation of the population in the world and in Ukraine in order to to make optimal management decisions. The theoretical significance of the article is that it was generalized and systematized a prerequisite of socio-economic inequality — digitalization. Socio-economic factors of digital inequality are highlighted. The contradictory nature of digital wealth is shown. The interrelation between economic growth and key indicators of digital inequality is revealed. Based on statistical indicators, the problems of digital inequality and the degree of its relevance for Ukraine are highlighted. In the article digital inequality is seen as a dynamic threat that simultaneously extends to all spheres of society, broad sections of the population and has quantitative and qualitative characteristics. It is proved that the processes of digitalization, on which serious hopes were placed, do not lead to the equalization of economic potential and social structure, but are able to intensify the level of digital inequality. There are various direct and inverse interactions between digital inequality and the level of the socio-economic development in society. Not only the spread of information and communication technologies and socio-economic restrictions on access to them affect the economy and the labor market. In turn, the level of information and digital inequality affects all spheres of society and economic development of the country. The results of the study reveal the relationship between economic growth, key indicators and factors of digital inequality, allow for constant monitoring of the level of digital differentiation of Ukrainian society in order to identify and eliminate bottlenecks at different levels of governance. Keywords: information society, information, digital inequality, digital divide, digital inequality factors, information poverty, information wealth. JEL Classification A12, I31 Formulas: 0; fig.: 0; tabl.: 0; bibl.: 21.

Learning Management Systems through Moodle and Google Classroom for Education

Advances in Research ◽

10.9734/air/2020/v21i1030249 ◽

2020 ◽

pp. 32-37

Author(s):

Sempavalan Vasanth ◽

C. S. Sumathi

Keyword(s):

Educational Institutions ◽

Classroom Learning ◽

The World ◽

Teachers And Students ◽

E Learning ◽

Learning Platforms ◽

Giving Feedback

Information and Communication Technologies have become more prevalent in the last few years and has made a great impact on society. Worldwide, a lot of education programs offer new forms of education that are frequently supported by information and communication technology (ICT) to cater to young minds. E-learning in particular has been adopted by educational institutions all over the world and it is being used as a part of “blended learning” where it is incorporated into systems along with traditional classroom learning. Nowadays, it has become more relevant than ever due to the COVID-19 pandemic that the world is facing. Although these systems differ from classroom learning, they allow easy communication among teachers and students at any time necessary and provide an entire repository for students to use. For teachers, it acts as an environment for creating courses, assignments, giving feedback and grading students. In this paper, two such E-learning platforms namely Moodle and Google Classroom are compared and contrasted based on their usability and simplicity.

The Development of Digital Competences for University Tourism Teachers

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.6.21 ◽

2021 ◽

Vol 20 (6) ◽

pp. 403-425

Author(s):

Derling José Mendoza Velazco ◽

Magda Francisca Cejas Martínez ◽

Mercedes Navarro Cejas ◽

María Hipatia Delgado Demera ◽

Silvia Marieta Aldaz Hernández

Keyword(s):

Sample Selection ◽

University Teaching ◽

Teaching Staff ◽

Research Approach ◽

University Teachers ◽

Medium Level ◽

Level Of Understanding ◽

High Level

The aim of the research was to determine the virtual competences of Ecuadorian tourism teachers during the A-2021 cycle. A mixed research approach was used. A quantitative analysis was applied first, followed by a qualitative analysis. The sample selection was participatory and non-probabilistic. The sample consisted of 1003 active university teachers in Ecuador. A questionnaire comprising 106 questions divided into four variables was designed. A multivariate analysis of variance (MANOVA) and the Kruskal-Wallis test were carried out. The findings indicate the applicability of virtual competences by university teachers. These competences are of a medium level and do not comply with the comprehensive competences of student care. The technological training level of university teaching staff is low. Regarding the use and knowledge of technology, respondents indicated a high level of understanding. Attitudes towards and methodology use in information and communication technologies showed weaknesses in usage and accessibility. In conclusion, a matrix of virtual competences for university tourism teachers is presented. The application of this methodology considers the competences in a comprehensive and problem-oriented manner.

Online Learning at University Level amid COVID-19 Outbreak: A Survey of UMT Students

Global Educational Studies Review ◽

10.31703/gesr.2020(v-iii).01 ◽

2020 ◽

Vol V (III) ◽

pp. 1-16

Author(s):

Tanveer Hussain ◽

Shanawer Rafique ◽

Abdul Basit

Keyword(s):

Online Learning ◽

Online Survey ◽

Simple Random Sampling ◽

Online Mode ◽

University Level ◽

Role Of Information

This research inquires impact of COVID-19 outbreak on education. It measured the effectiveness and productivity of online learning during pandemic. Online mode of education. Knowing the role of information and communication technologies in assisting and facilitating online learning was also one of the main objectives. Online Survey was conducted for data collection. Sample was selected from University of Management and Technology using simple random sampling. According to the results, respondents agreed that COVID-19 has affected education at university level badly. Respondent agreed that sudden switch to online learning due to COVID-19 has created unrest among students. Respondents also strongly agreed that online leaning is less effective and classroom leaning is more effective. In current research, it has been observed that respondents strongly disagreed and 19.50% disagreed that ICTs have facilitated them during their online leaning amid COVID-19.

The Impact of ICT Penetration on Deforestation: A Panel Data Evidence

Review of Economic Perspectives ◽

10.2478/revecp-2019-0018 ◽

2019 ◽

Vol 19 (4) ◽

pp. 345-364

Author(s):

Rasim Yilmaz ◽

Cuneyt Koyuncu

Keyword(s):

Case Studies ◽

Selection Process ◽

Sample Selection ◽

Fixed Time ◽

Strong Negative Correlation ◽

Regression Problems ◽

The Impact

Abstract A growing number of case studies and reports suggest that Information and Communication Technologies (ICT) play an important role in fighting against deforestation, and the penetration of ICT help decrease deforestation in a different part of world’s forests. The aim of this study is to test whether diffusion of ICT contributes to decreasing in deforestation in the world. For this purpose, the effect of ICT penetration on deforestation is estimated by using bivariate and multivariate fixed time effect models. In the sample selection process, those countries having 2% or more forest area as a percentage of total land area we included in our analysis. The largest sample includes 174 countries. The period under study is between 1991 and 2012. It is found that ICT penetration is significantly and negatively associated with deforestation. The results are robust to the inclusion of a number of control variables as well as different indicators of ICT penetration and deforestation as such all available four ICT indicators and two deforestation indicators are used. To avoid potential spurious regression problems in the analyses, the original models are re-estimated by using the stationary forms of all independent and dependent variables. A strong negative correlation between ICT indicators and deforestation indicators is also supported by the findings of re-estimated bivariate and multivariate models. Empirical evidence at the macro level provided in this paper confirms the results mentioned in the case studies.

Improvement of an Online Education Model with the Integration of Machine Learning and Data Analysis in an LMS

Applied Sciences ◽

10.3390/app10155371 ◽

2020 ◽

Vol 10 (15) ◽

pp. 5371 ◽

Cited By ~ 5

Author(s):

William Villegas-Ch ◽

Milton Román-Cañizares ◽

Xavier Palacios-Pacheco

Keyword(s):

Data Analysis ◽

Online Education ◽

Learning Management Systems ◽

Management Systems ◽

Educational Models ◽

Online Mode ◽

Learning Management ◽

The Way

The events that took place in the year 2020 have shown us that society is still fragile and that it is exposed to events that rapidly change the paradigms that govern it. This has been shown by a pandemic like Coronavirus disease 2019; this global emergency has changed the way people interact, communicate, study, or work. In short, the way in which society carries out all activities has changed. This includes education, which has bet on the use of information and communication technologies to reach students. An example of the aforementioned is the use of learning management systems, which have become ideal environments for resource management and the development of activities. This work proposes the integration of technologies, such as artificial intelligence and data analysis, with learning management systems in order to improve learning. This objective is outlined in a new normality that seeks robust educational models, where certain activities are carried out in an online mode, surrounded by technologies that allow students to have virtual assistants to guide them in their learning.