scholarly journals Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meixun Zheng ◽  
Daniel Bender ◽  
Cindy Lyon
Keyword(s):  
Online Learning ◽  
Comparative Study ◽  
Online Courses ◽  
Dental Students ◽  
Dental School ◽  
Perceived Effectiveness ◽  
Course Performance ◽  
Didactic Instruction ◽  
Face To Face ◽  
The Impact

Abstract Background The COVID-19 pandemic forced dental schools to close their campuses and move didactic instruction online. The abrupt transition to online learning, however, has raised several issues that have not been resolved. While several studies have investigated dental students’ attitude towards online learning during the pandemic, mixed results have been reported. Additionally, little research has been conducted to identify and understand factors, especially pedagogical factors, that impacted students’ acceptance of online learning during campus closure. Furthermore, how online learning during the pandemic impacted students’ learning performance has not been empirically investigated. In March 2020, the dental school studied here moved didactic instruction online in response to government issued stay-at-home orders. This first-of-its-kind comparative study examined students’ perceived effectiveness of online courses during summer quarter 2020, explored pedagogical factors impacting their acceptance of online courses, and empirically evaluated the impact of online learning on students’ course performance, during the pandemic. Method The study employed a quasi-experimental design. Participants were 482 pre-doctoral students in a U.S dental school. Students’ perceived effectiveness of online courses during the pandemic was assessed with a survey. Students’ course grades for online courses during summer quarter 2020 were compared with that of a control group who received face-to-face instruction for the same courses before the pandemic in summer quarter 2019. Results Survey results revealed that most online courses were well accepted by the students, and 80 % of them wanted to continue with some online instruction post pandemic. Regression analyses revealed that students’ perceived engagement with faculty and classmates predicted their perceived effectiveness of the online course. More notably, Chi Square tests demonstrated that in 16 out of the 17 courses compared, the online cohort during summer quarter 2020 was equally or more likely to get an A course grade than the analogous face-to-face cohort during summer quarter 2019. Conclusions This is the first empirical study in dental education to demonstrate that online courses during the pandemic could achieve equivalent or better student course performance than the same pre-pandemic in-person courses. The findings fill in gaps in literature and may inform online learning design moving forward.

scholarly journals The Persistence of Anxiety Experienced by New Generation in Online Learning

10.28945/4040 ◽  
2018 ◽  
Keyword(s):  
Online Learning ◽  
Survey Methodology ◽  
Online Courses ◽  
Online Course ◽  
Future Research ◽  
Face To Face ◽  
The World ◽  
Course Experience ◽  
New Generation ◽  
The Impact

Aim/Purpose: To investigate anxiety in online courses and its relationship with overall online courses satisfaction as it may vary with online courses experience. Background: Delivering online courses in higher education institutions continue to increase. Anxieties seem to be persistent. Although there are many technology and internet related anxieties studies, online courses anxieties are relatively scarce. The cause for this anxiety has not been resolved or addressed sufficiently. This study takes part in this quest. Methodology: A fully online course with not face to face interaction was used for the study. A survey methodology approach was used for the anxiety scale measurements. Over 1400 students participated in the survey. Contribution: Students taking online courses continue to be challenged with anxieties. Their experiences (number of courses taken) with online courses may influence their anxieties and satisfaction levels, but that has not been studies. We contribute to this body of literature. Findings: One third of students reported to continue to experience anxiety while taking their online courses. The effect of their anxieties on their satisfaction does not seem to be influenced by their online course experience. Recommendations for Practitioners: Focus on the various elements that may influence anxieties and satisfaction of students while taking courses. For IT designers, interface and point of interactions may be the aspect to pay attention to, while professors would need to consider course pedagogy and its interaction within the IT learning environment. Recommendation for Researchers: Anxiety in online learning should take front stage as it represents an underlying stream of influence on all research in the field. Further study of the effect of online course experience on satisfaction and anxiety is necessary. Impact on Society: Anxiety in learning has many detrimental effects that last a student’s career and personality over their entire life. The impact of reducing anxieties while online learning is significant and tangible especially that online learning is at its initial stages of an exponential growth and will change the world sooner than later. Future Research: Pedagogy for efficient and effective online courses to reduce anxieties and in-crease satisfaction.

Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

2021 ◽  
pp. 984-1000
Author(s):  
Alan Cromlish
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Learning ◽  
Post Secondary ◽  
Face To Face ◽  
Specific Teaching ◽  
Collaborative Learning Opportunities ◽  
Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

2016 ◽  
pp. 426-447
Author(s):  
Kathryn Woods
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Prior Knowledge ◽  
Learning Environments ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Online Learning Environments ◽  
The Impact

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

Fostering Collaboration in CSCL

2009 ◽  
pp. 335-340 ◽  
Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Strategies ◽  
Online Courses ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Face To Face ◽  
The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

Exploring the Strategies Needed to Successfully Migrate Ground Campus Instruction to Fully Online Higher Education Courses

2021 ◽  
pp. 530-557
Author(s):  
Dawn DiPeri ◽  
Marlena Daryousef ◽  
Darrell Norman Burrell
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Design Theory ◽  
Online Courses ◽  
Face To Face ◽  
Training Support ◽  
Extreme Stress ◽  
Institutions Of Higher Learning ◽  
Education Administrators ◽  
The Impact

The impact of COVID-19 has put immediate stress on institutions of higher learning to properly and successfully migrate their traditional face to face courses to fully online. There are several components to be considered in the rapid migration of courses online including the management and support of teaching faculty which includes instructional design and training support. Faculty are under extreme stress preparing for multiple modalities but some of the practices put into place over Spring are important as we move forward in the quest for high-quality online migration of land-based courses. This study seeks to explore strategies needed by higher education administrators to successfully migrate face to face teams to fully online ones and the components of helping to support the development of online courses from face to face in a short timeframe. The study investigates management theory, instructional design theory, and the perspectives of 12 administrators tasked with supporting the rapid migration of online instruction.

Impact of COVID-19 on Adolescent Online Learning in Bangladesh

2022 ◽  
pp. 209-218
Author(s):  
Fahmedur Rahman Himel ◽  
Fariha Jahan Prima
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Comparative Study ◽  
Online Classes ◽  
Government Schools ◽  
Children's Education ◽  
Rural Government ◽  
Adolescent Learning ◽  
The Impact ◽  
Structured Questionnaire

In this pandemic circumstance, the Bangladesh government started distance learning using broadcasting and online classes. This is a comparative study exploring the impact of online classes on adolescent learning during COVID-19 lockdown in Bangladesh. The study conducts a telephonic interview with 10 headteachers of urban and rural government schools through a semi-structured questionnaire. The study uses descriptive and documentary methods for analysis. The study finds the limitations and challenges facing by the teachers and the students to attend online classes. However, online examinations and assignments are more impactful than online classes to engage students and practice lessons but not enough to compensate for the learning gaps. Even parents are not satisfied with these. Many parents admitted their children to madrasah, and many parents want to continue their children's education after reopening the schools.

scholarly journals What’s in a Name? The Experience of the Other in Online Classrooms

2014 ◽  
Vol 8 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Cathy Adams
Keyword(s):  
Online Learning ◽  
Educational Research ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Online Courses ◽  
Virtual Learning Environments ◽  
The Other ◽  
Face To Face ◽  
Online Classrooms

Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online. 

scholarly journals The Impact of Online Learning on International Students' Studies Amid the Covid-19 Pandemic During the 2020 Spring Semester: A Case Study of Southwest University.

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Allan Muganga ◽  
Naomy Kalabwa Leah ◽  
Tebatso Namanyane ◽  
Mirajur Rhaman Shaoan
Keyword(s):  
Online Learning ◽  
International Students ◽  
Online Courses ◽  
Research Question ◽  
Network Connectivity ◽  
Structured Interviews ◽  
Spring Semester ◽  
Limited Class ◽  
The Impact

Toward the end of 2019 and since the beginning of 2020, there has been a worldwide collapse of the pandemic disease called covid-19 that caused a complete shutdown in several countries. As a result, schools, universities and other institutions of higher learning were forced to close. The only way learning could take place was through online learning. Unplanned online learning brought uncertainty among institutions, educators and learners which needs to be examined. The purpose of this case study was, therefore, to explore how online learning during the COVID-19 period influenced SWU international students’ studies, and to understand the attitude of these international students toward online learning during the covid-19 period and finally finding out strategies that SWU international students used to tackle the challenges they encountered through online learning. Semi-structured interviews were conducted among twelve international students offering different online courses. Researchers used content analysis to help them arrive at findings and conclusions. Results from the research showed that poor network connectivity, limited class participation was among the strongest themes to address the first research question. Passion for learning and apathy of online learning were among the themes under students’ attitude. Strategies used to cope up with the challenges faced included prior class preparations and seeking better internet connectivity showed up.

scholarly journals The Transition Online: A Mixed-Methods Study of the Impact of COVID-19 on Students with Disabilities in Higher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 13
Author(s):  
Laura E Mullins ◽  
Jennifer Mitchell
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Students With Disabilities ◽  
Online Courses ◽  
World Health ◽  
Online Classroom ◽  
Global Pandemic ◽  
University Experience ◽  
The University ◽  
The Impact

Following the World Health Organization’s announcement of the global pandemic because of the Coronavirus Disease 2019, most Canadian universities transitioned to offering their courses exclusively online. One group affected by this transition was students with disabilities. Previous research has shown that the university experience for students with disabilities differs from those of their non-disabled peers. However, their unique needs are often not taken into consideration. As a result, students can become marginalized and alienated from the online classroom. In partnership with Student Accessibility Services, this research revealed the impact of the transition to online learning because of the pandemic for university students with disabilities. Students registered with Student Accessibility Services completed a survey about the effects of online learning during a pandemic on the students’ lives, education, and instructional and accommodation. It was clear from the results that online education during COVID-19 affected all aspects of the students’ lives, particularly to their mental health. This research provided a much-needed opportunity for students with disabilities to share the factors influencing their educational experience and identified recommendations instructors should consider when developing online courses to increase accessibility and improve engagement. 

Sign in / Sign up

Export Citation Format

Share Document