scholarly journals Is it a blessing? The impact of Covid-19 on non-traditional language learners’ satisfaction at Saudi Electronic University

2021 ◽  
pp. 12-17
Author(s):  
Amera Alharbi ◽  
Vicky Wright ◽  
Kate Borthwick
Keyword(s):  
Saudi Arabia ◽  
Online Learning ◽  
Language Learners ◽  
Quantitative Study ◽  
Self Efficacy ◽  
Traditional Students ◽  
Online Course ◽  
Traditional Language ◽  
Non Traditional Students ◽  
The Impact

This study examines non-traditional language learners’ interactions and satisfaction with online learning in the Saudi context during the pandemic. Saudi Electronic University (SEU) is unique in Saudi Arabia as it has adopted a blended mode of teaching and students’ completion of both online and class-based materials is mandatory. It enables non-traditional students to further their studies. In a quantitative study, 732 students completed a questionnaire which examines the online learning experiences of these learners. The survey assessed learners’ self-efficacy for completing an online course, interactions with content, instructor, other students, and overall satisfaction. The paper examines whether moving to entirely online learning during the pandemic has affected their life and study positively or negatively.

scholarly journals Pengaruh Thinking Style Tipe II terhadap Efikasi Diri Keputusan Karier yang Dimediasi oleh Planned Happenstance Skills pada Remaja

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Rosliyanti Sofyan ◽  
Wahyu Indianti
Keyword(s):  
Quantitative Study ◽  
Self Efficacy ◽  
Short Form ◽  
Career Decision ◽  
Type Ii ◽  
Thinking Style ◽  
Planned Happenstance ◽  
The Impact ◽  
Good Career

The aim of this study is to examine the impact of type II thinking style on career decision self-efficacy through planned happenstance skills through mediation of planned happenstance skills in adolescence. There was 720 students from three excellence schools who were participated in this quantitative study. The data were collected by using three scales: Career Decision Self-Efficacy Scale-Short Form, Thinking Style Inventory – Revised II, and Planned Happenstance Career Inventory, that have been adapted to Indonesian version by the researcher and previous researchers. The researchers were used macro PROCESS to analyzed the data. The result showed type II thinking style can affect career decision self-efficacy partially ( c = .3280, p = .0000; c’ = .1917, p = .0000). Based on the result of this study, we concluded when adolescents have good quality of planned happenstance skills, it can help adolescence who have type II thinking style have a good career decision self-efficacy.

An Exploratory Study of the Experiences of Older Non-Traditional Students in an Online Learning Environment

2014 ◽  
pp. 1176-1189
Author(s):  
Wenzhen Li ◽  
Leping Liu
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Learning Environment ◽  
Exploratory Study ◽  
Traditional Students ◽  
Technical Support ◽  
Technology Learning ◽  
Initial Learning ◽  
Non Traditional Students ◽  
Return To College

This study explored the experiences of non-traditional students in an online educational technology course using a qualitative method. Three participants were interviewed about their experiences with online computer technology learning. The results suggested that non-traditional students were motivated to return to college but some experienced the feeling of anxiety due to an unknown method of learning. Initial learning of technology could be intimidating and frustrating for non-traditional students. The findings indicated the importance of technical support in enhancing their online learning experiences.

scholarly journals Visualizing Student Behavior and Performance in an Online Course

2021 ◽  
Author(s):  
Michael J Parker
Keyword(s):  
Online Learning ◽  
Student Behavior ◽  
Online Course ◽  
Course Structure ◽  
Course Material ◽  
Potential Benefits ◽  
And Performance ◽  
The Impact ◽  
The Relationship

Online learning has been an area of tremendous growth in recent years [1], further accelerated by necessity during the coronavirus pandemic [2]. Without the feedback provided by synchronous sessions, however, instructors may lack ongoing insight into students’ progress and performance in fully asynchronous online offerings. Providing greater visibility into students’ online learning behavior has several potential benefits: 1) teachers who seek to provide live sessions that depend on knowledge from asynchronous resources will have a better gauge of students’ preparation; 2) enhanced understanding of the relationship between student pacing and performance can help teachers and researchers characterize the impact of timely engagement with online course material; 3) providing a means of monitoring the effect of changes in course structure or incentives may guide course designers/planners in continuous improvement; and 4) visualizations that illustrate the relationship between students’ course progress and performance have the promise of allowing teachers to take steps early to positively affect students’ outcomes. In this visual case study, visualizations are provided for exploration of the relationship between student progress and performance in an online medicine-related course.

Online Learning Readiness

2016 ◽  
Vol 12 (1) ◽  
pp. 51-62
Author(s):  
Min-Ling Hung
Keyword(s):  
Online Learning ◽  
Survey Data ◽  
Self Efficacy ◽  
Online Courses ◽  
Learner Control ◽  
Learning Motivation ◽  
Online Course ◽  
Motivation For Learning ◽  
Final Exams ◽  
Online Learning Readiness

The purpose of this study was to examine whether online students' course-related readiness would undergo changes between midterm exams and final exams, and which student-readiness factors might predict students' willingness to take an online course again. The analysis used survey data from 217 students enrolled in an online course that was presented three times over three consecutive semesters. The results of this study were as follows: (1) an increase in communication self-efficacy and a decrease in learner control and in motivation for learning from middle of the semester to the end of the semester; (2) communication self-efficacy and learning motivation were statistically significant predictors of the students' willingness to take future online courses.

scholarly journals DESIGNING AN ONLINE LEARNING COMMUNITY AMONG TEACHER EDUCATORS

2008 ◽  
Vol 3 (2) ◽  
pp. 71-82 ◽  
Author(s):  
Shironica Karunanayaka
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Teacher Educators ◽  
Community Building ◽  
Online Course ◽  
Educational Technologist ◽  
Online Learning Environment ◽  
Online Learning Community ◽  
The Impact

Online course delivery is rapidly growing among educational institutions all over the world, especially in Open and Distance Learning institutions. The frequent criticisms on distance education for having only limited interactions between teachers and students as opposed to traditional face to face teaching can be significantly minimized with the increased use of online methods, due to its unique instructional capabilities. Online learning provides ample opportunities for students learning at a distance to constantly interact with their teachers as well as peers, sharing experiences and working collaboratively. The creation of a sense of social presence is essential to establish a collaborative online learning environment, as it is a most important factor that helps people actively collaborate, thus increasing a sense of belonging to the learning community. The Faculty of Education of the Open University of Sri Lanka offered the online course, "Teacher Educator as an Educational Technologist" in December 2007, using the learning management system Moodle. The course was designed using a collaborative learning model, allowing adequate opportunities for the distant learners to actively engage in their learning process, engaging in a number of learning and assessment tasks with the support of learning resources and instructor guidance, while collaborating and sharing experiences among each other, mainly through discussion forums. Using the case study approach, an investigation was carried out to find out the specific strategies and techniques adopted by designers, instructors and students in enhancing community building among the participants in the online learning environment. It further explored the impact of community building on the distant learners, who were also novices to online learning. This paper discusses the development process in the building of an online learning community and emphasizes on the roles of designers, teachers, and learners.

Case Study Instruction Experiences in Educational Psychology and Pre-Service Teachers’ Achievement Goals for Learning

2020 ◽  
pp. 009862832097726
Author(s):  
Alyssa R. Gonzalez-DeHass ◽  
Patricia P. Willems ◽  
María D. Vásquez-Colina
Keyword(s):  
Educational Psychology ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Traditional Students ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Impact ◽  
Mastery Approach

Case studies have become a popular vehicle for pre-service teachers to be introduced to the challenges of classroom teaching and participate in hypothetical classroom decision-making. Because of the similarity of case study instruction to those classroom structures proven to influence a student’s adoption of mastery-approach goals, we expected that case study learning would predict educational psychology students’ adoption of these adaptive goals. However, there is limited empirical research on the impact of case study instruction on student’s motivation, particularly for students’ adoption of achievement goals. Therefore, the purpose of this study was to examine the relationships between students’ perceived experiences in case study instruction and each of four achievement goals identified in the goal literature. Since self-efficacy may be another important influence on students’ achievement goals, we also included it as another predictor variable in our regression analyses. Both online and traditional on-campus students are included in this study. While neither performance goal was significantly related to case study instruction for either class format, perceptions of case study instruction predicted online students’ mastery-approach goals and predicted lower rates of mastery-avoidance goals in traditional students. Self-efficacy predicted greater likelihood of mastery-approach goals for traditional students and lower rates of mastery-avoidance goals in both class formats.

scholarly journals Professional Skills Development Through the Network Learning Community Using an Online Learning Platform

2021 ◽  
Vol 15 (12) ◽  
pp. 202
Author(s):  
Muhammad Ashar ◽  
Waras Kamdi ◽  
Dediek Tri Kurniawan
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Self Efficacy ◽  
Skills Development ◽  
Live Streaming ◽  
Networked Learning ◽  
Learning Networks ◽  
Personal Learning ◽  
Learning Platform ◽  
The Impact

Networked learning Community (NLC)  that integrates a professional context into the learning experience that uses learning networks to promote self-efficacy and professional development. Online Learning design integrates three techniques: focus on developing personal learning networks, live streaming and online based learning communities and immersive skills and experience mastery for professionals. The hypothesis is that networked learning community among peers in the online learning will help support skills development and confidence in sustainable use of the platform in a personalized way. Meanwhile networking for learning with professionals will strengthen the impact of mastery experience on self-efficacy. Learning experiences as relevant for lifelong learning and professional success are important in today's learning era. NLC aligned with the goals of the 21st century skills movement can be an important mechanism for scaling up efforts to redesign academies that offer skills with a forum for broad but personal learning. The live streaming technique in the learning process in online media has a significant impact in monitoring and monitoring one-on-one learners' abilities. Learning outcomes can be easily corrected and evaluated by relevant experts so that the work can be used as a good portfolio. In the application of the  NLC the target output is that there is a promotion mechanism for students to the industrial world by bringing together professional companies and / or developing entrepreneurship with the addition of business training to the relevant NLC. The results of the platform development show that the flow and process of improving skills and professional learning with the community in one field of multimedia industry is getting better

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