scholarly journals The Use of e-Learning Course during the COVID-19: A Systems Thinking Approach

2020 ◽  
Vol 15 (1) ◽  
pp. 2157-2160
Author(s):  
Chin-Yen Alice Liu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Systems Thinking ◽  
Online Courses ◽  
Learning Experience ◽  
Cloud Services ◽  
Learning Platform ◽  
E Learning ◽  
National Emergency

In the era of theInternet, most educators have been supported by powerful tools ranging from e-books and e-learning sites to cloud services, and students’ learning environment has been a mix between traditional study (in class) and e-learning through some kind of online learning platform. Due to the uncertainty of the rapidly changing COVID-19 situation, all colleges and universities have to shutter their physical campuses and move their courses to remote and online formats hastily. This prompted many to wonder if all of the faculty are ready and qualified to teach online courses and/or if all of the students are ready to learn in the comprehensive online environment. If not, what ultimate impact will be to our higher education during this national emergency virus pandemic since there is no choice but depend on where they sit currently, not to mention the negative reviews and concerns regarding the online education. To make this transfer seamlessly and conflict mitigation, this paper applied systems thinking for an e-Learning course and proposed a flexible grading method for an e-learning environment, which will enhance students’ grades by allowing students to control their own study paces and the amount of efforts spent in the course, which can bring a successful online learning experience.

Promoting Interaction in an Asynchronous E-Learning Environment

2015 ◽  
pp. 154-175 ◽  
Author(s):  
Maria Pavlis Korres
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Experience ◽  
Learning Objectives ◽  
Educational Performance ◽  
Communication Tools ◽  
Positive Attitudes ◽  
E Learning ◽  
High Level

Interaction is at the heart of the online learning experience. Theorists consider interaction a defining characteristic of education and regard it as vitally important in the design of e-learning courses. Interaction is a significant component in promoting learners' positive attitudes towards online education and affects their educational performance. This chapter examines the various ways an e-learning environment can promote interaction among participants by using the appropriate communication tools. It presents the results of a pilot e-learning course, confirming that different types of interaction can be promoted at a high level in an online environment and will contribute effectively to the achievement of the learning objectives.

Dental students’ education in the era of COVID-19 pandemic: from reality to virtuality: lessons to be learnt. (Preprint)

2020 ◽  
Author(s):  
Rola Alhabshneh ◽  
Anas Alibrahim ◽  
Tahani Abu-Alteen ◽  
Wiam Hamadah ◽  
Yousef Khader
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Dental Students ◽  
New Era ◽  
Learning And Teaching ◽  
Educational Plan ◽  
Dental Procedures ◽  
E Learning ◽  
Comprehensive Search

BACKGROUND The pandemic of coronavirus disease 2019 (COVID-19) has become a major public health challenge for many countries around the world. The global lockdown of educational institutions is going to cause major disruption to students’ learning and cancellation of their yearly assessments. Dental students are particularly at risk, due to the possibility of aerosols produced in many dental procedures that were suggested as a way of transmission of the COVID-19 virus. Shifting to online learning is needed in this era. OBJECTIVE This article aims to review the online learning experience, the effectiveness of tele-dentistry and the importance of implementing dental virtual simulation in preclinical and clinical courses during pandemics. Some suggestions are also provided to widen communication and creativity in the education system. The limitations of online learning and suggested solutions are also discussed. METHODS Two independent investigators conducted an electronic comprehensive search of PubMed/MEDLINE for articles published between 2000 and 2020, using the following search terms: “online education”; “Tele-dentistry”; “Education during pandemics”; “Virtual dentistry”; “COVID-19 reshaping education”; and “Dental E-learning.” Studies were selected and classified as included or excluded based on the title and abstract of the articles by the 2 researchers, working independently. Articles included were published in English, related to dentistry and online education. Articles excluded were not published in English or related to conventional education. It was not possible to analyze included articles, therefore we decided to do narrative review only. Authors’ points of view and suggestions were also added to shed light on the online learning experience and understand its quality and effectiveness during pandemics. RESULTS : from 150 articles reviewed, only 30 articles were found to qualify for inclusion. All included articles discussed online education based on experience of authors and provided some suggestions so that online learning experience becomes more effective. All included articles found that online education is a useful tool to be invested at times of pandemics and that it needs to be empowered and improved by schools and universities. CONCLUSIONS Being successful in riding the wave will take dental learning and teaching into a new era. In the future, every dean and faculty member will understand that online education is not only a potential source for new revenue. Instead, online education will be recognized as an essential core to every educational plan for institutional resilience and academic continuity. CLINICALTRIAL None

A Case Study Exploring Quality Standards for Quality E-Learning

2011 ◽  
pp. 232-240
Author(s):  
Colla J. MacDonald ◽  
Terrie Lynn Thompson
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Quality Standards ◽  
Critical Issue ◽  
Educational Institutions ◽  
Online Programs ◽  
Learning Programs ◽  
E Learning

In order to satisfy the needs of growing numbers of adult learners, the availability of well-designed, effectively implemented, and efficiently delivered online courses is essential (MacDonald, Stodel & Casimiro, 2006; Palloff & Pratt, 2001). Despite the demand and prevalence of e-learning, there are still concerns regarding the quality and effectiveness of education offered online (Carstens & Worsfold, 2000; Noble, 2002). Too often, in an “effort to simply get something up and running” (Dick, 1996, p. 59), educators have been forced to compromise quality and design. Intensive competition among educational institutions has resulted in quality assurance becoming a critical issue for promoting learning and learning programs. Within this economically motivated environment, online learning has not escaped the scrutiny of quality standards. Quality in online programs is generally defined in terms of the design of the learning experience, the contextualized experience of learners, and evidence of learning outcomes (Jung, 2000; Salmon, 2000). However, the plethora of online learning courses and programs with few standards to ensure the quality of content, delivery, and/or service creates a challenge. The resulting variance in quality makes it difficult for an organization or learner to choose a program that meets their needs and is also of high quality.

scholarly journals Sustainable Education through E-Learning: The Case Study of iLearn2.0

2021 ◽  
Vol 13 (18) ◽  
pp. 10186
Author(s):  
Fu-Hsuan Chen
Keyword(s):  
Citizen Participation ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Cloud Services ◽  
Learning Performance ◽  
Learning Tools ◽  
Course Content ◽  
Learning Platform ◽  
E Learning ◽  
Central Taiwan

The present paper studies a blended learning approach provided by a university in central Taiwan from 2018 to 2020. In this approach, a Moodle E-learning platform called iLearn2.0 was used along with an onsite classroom. iLearn 2.0 has four major features, including cloud services, mobile learning, flipped classroom, and data analysis. The platform was used during 2018–2020 in the Citizen Participation course, helping the researcher/teacher to design an interactive course content and aiding students to complete classroom activities through their devices. In total, 127 students enrolled in citizen participation courses were taught during 2018–2020, using different teaching methods. In 2018, students studied in a physical classroom. iLearn2.0 was integrated with the physical classroom for the 2019 course; lastly, the iLearn2.0 platform was used alone in 2020. To evaluate the effect of virtual teaching on the students’ performance, the researcher used summative assessment as the dependent variable. The findings show that the class that received the iLearn2.0- assisted teaching had a significantly better learning performance than the other two classes. However, when researchers used iLearn2.0 alone, both the scores and the feedback from students were lower than those in blended and face-to-face teaching. The results suggest the effectiveness of iLearn2.0 assistance, while learners’ performance did not show any significant change in a totally online class. Results were assessed in the view of sustainability, and three sustainability dimensions were found to be improved in the hybrid classroom. The researcher suggests that iLearn2.0 be integrated with other learning tools for maximum results, as it allows students to have a more diverse learning experience, strengthen sustainable learning, and grasp the progress of their courses and learning activities in a timely manner.

scholarly journals Different Approaches to the Development of Online Learning in Higher Education

2020 ◽  
Vol 8 (SPE3) ◽  
Author(s):  
Iurii V. Kornilov ◽  
Dmitriy A. Danilov ◽  
Alla G. Kornilova ◽  
Aleksei I. Golikov ◽  
Ilya B. Gosudarev
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Academic Staff ◽  
Learning Technologies ◽  
North Eastern ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Competencies Development

The processes of online learning implementation, including e-learning and distance learning technologies in higher education have been revealed. The experience of the development of the first online courses at M. K. Ammosov North-Eastern Federal University is described. As a part of the study, the main approaches to the development of online learning in higher education are identified. The authors of the study focus on the work of the advanced training courses for the academic staff as the opportunity for professional competencies development in the context of online education.

scholarly journals An ESL Online Classroom Experience in Oman during Covid-19

2020 ◽  
Author(s):  
Syerina Syahrin ◽  
Abdelrahman Abdalla Salih
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Online Classroom ◽  
Learning Platform ◽  
E Learning ◽  
Learning Styles Inventory ◽  
The Relationship

This paper aimed to investigate the online learning experience of a group of ESL students at a higher learning institution in Oman during the Covid-19. The paper studied the interaction between the students’ preferred online learning style and the technologies the students experienced on the e-learning platform (Moodle) for the particular ESL course. The rationale for investigating the relationship between the students’ learning styles and the technologies the students experienced is to evaluate if the learning style and the technologies complement each other. It is also aimed to provide an evaluation of an ESL e-learning course by considering the different technologies that can be incorporated into the e-learning classroom to meet the different learning styles. Data was gathered from 32 undergraduate students by utilizing Kolb’s Learning Styles Inventory. The study included analysis of Moodle utilizing Warburton’s Technologies in Use (2007) to develop an understanding of the technologies the students experienced online. The results of the study revealed that the majority of the students’ preferred learning style is reflected in the technologies they experienced in the online classroom. As the relationship of the technology in use and the students learning style preference in the classroom complements each other, the study revealed that the emphasis of the particular skill-based pedagogy ESL classroom is on receptive skills (listening and reading). The lack of the students’ productive skills (speaking and writing) is a cause for concern to the ESL course instructors, policymakers, and the wider community.

E-learning challenge studying the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aida Kamysbayeva ◽  
Alexey Koryakov ◽  
Natalya Garnova ◽  
Sergey Glushkov ◽  
Svetlana Klimenkova
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Content Type ◽  
Personal Learning ◽  
Classroom Activities ◽  
Hard Skills ◽  
E Learning ◽  
New Guidelines ◽  
Study Participants

PurposeThe COVID-19 crisis experience is shaping new guidelines for learning activities that need to be developed from an interdisciplinary and holistic perspective based on the analysis and assessment of potential impacts and social expectations.Design/methodology/approachThe research is devoted to the study of modern e-learning challenges in the context of social distance, the analysis of learning experience, problems and opportunities associated with online learning. The research was carried out at the “Blinded for peer review” and involved 300 graduate students. A qualitative method based on a two-step process was used in the study. The discussion allowed participants to discuss and compare personal learning experiences primarily related to the COVID-19 crisis.FindingsThe results of the study demonstrated that online learning is an efficient tool for the development of hard skills while being less effective for the improvement of soft skills; they also allowed us to identify important aspects of professional personnel training which should be taken into account while developing a strategy for harmonizing on-campus and online education with the diversification of curricula by various pedagogical technologies and digital tools, as well as bringing social interactions into classroom activities.Originality/valueDue to the fact that most study participants were technical and economic students, it was concluded that the e-learning format is an effective methodology for the development of technical and digital skills of students.

Dental students’ education in the era of COVID-19 pandemic: from reality to virtuality: lessons to be learnt. (Preprint)

2020 ◽  
Author(s):  
Rola Alhabshneh Sr ◽  
Anas Alibrahim ◽  
Anas Alibrahim ◽  
Tahani Alteen ◽  
Wiam Hamadah ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Dental Students ◽  
New Era ◽  
Learning And Teaching ◽  
Educational Plan ◽  
Dental Procedures ◽  
E Learning ◽  
Comprehensive Search

BACKGROUND Background: The pandemic of coronavirus disease 2019 (COVID-19) has become a major public health challenge for many countries around the world. The global lockdown of educational institutions is going to cause major disruption to students’ learning and cancellation of their yearly assessments. Dental students are particularly at risk, due to the possibility of aerosols produced in many dental procedures that were suggested as a way of transmission of the COVID-19 virus. Shifting to online learning is needed in this era. OBJECTIVE This article aims to review the online learning experience, the effectiveness of tele-dentistry and the importance of implementing dental virtual simulation in preclinical and clinical courses during pandemics. Some suggestions are also provided to widen communication and creativity in the education system. The limitations of online learning and suggested solutions are also discussed. METHODS Two independent investigators conducted an electronic comprehensive search of PubMed/MEDLINE for articles published between 2000 and 2020, using the following search terms: “online education”; “Tele-dentistry”; “Education during pandemics”; “Virtual dentistry”; “COVID-19 reshaping education”; and “Dental E-learning.” Studies were selected and classified as included or excluded based on the title and abstract of the articles by the 2 researchers, working independently. Articles included were published in English, related to dentistry and online education. Articles excluded were not published in English or related to conventional education. It was not possible to analyze included articles, therefore we decided to do narrative review only. Authors’ points of view and suggestions were also added to shed light on the online learning experience and understand its quality and effectiveness during pandemics. RESULTS from 150 articles reviewed, only 30 articles were found to qualify for inclusion. All included articles discussed online education based on experience of authors and provided some suggestions so that online learning experience becomes more effective. All included articles found that online education is a useful tool to be invested at times of pandemics and that it needs to be empowered and improved by schools and universities. CONCLUSIONS Being successful in riding the wave will take dental learning and teaching into a new era. In the future, every dean and faculty member will understand that online education is not only a potential source for new revenue. Instead, online education will be recognized as an essential core to every educational plan for institutional resilience and academic continuity.

Virtual Reality Enhanced Online Learning Environments as a Substitute for Classroom Instruction

2011 ◽  
Author(s):  
Hatem M. Wasfy ◽  
Tamer M. Wasfy ◽  
Jeanne M. Peters ◽  
Riham M. Mahfouz
Keyword(s):  
Virtual Reality ◽  
Online Learning ◽  
Learning Environment ◽  
Classroom Instruction ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Cnc Machining ◽  
Traditional Classroom Instruction ◽  
High Level

In this paper we present the main features of a virtual-reality enhanced online learning environment that can be used to deliver fully automated online courses with an ultimate goal of substituting traditional classroom instruction for many science, technology, engineering and math courses. The learning environment incorporates a high level of interactivity that will make the student an active participant in the learning experience, rather than a passive spectator. Virtual-reality is seamlessly integrated in order to simulate lab experiments, scientific instruments and/or industrial equipment. This will help bridge the gap between real world experience and online learning. The learning environment is illustrated using recently developed online courses for freshman university Physics, welding, CNC machining, and centrifugal pump maintenance.

scholarly journals E-Learning challenge studying the COVID-19 pandemic

2021 ◽  
Vol 16 (6) ◽  
pp. 0-0
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Social Interactions ◽  
Qualitative Method ◽  
Learning Experience ◽  
Classroom Activities ◽  
Hard Skills ◽  
Learning Challenges ◽  
Challenges And Opportunities ◽  
E Learning

The research is devoted to the study of modern e-learning challenges in the context of social distance, the analysis of learning experience, problems and opportunities associated with online learning. The research was carried out at the ‘Blinded for peer review’ and involved 300 graduate students. A qualitative method based on a two-step process was used in the study. The online learning challenges and opportunities were analyzed with due regard to pedagogical, social, and technological aspects. The results of the study demonstrated that online learning is an efficient tool for the development of Hard Skills while being less effective for the improvement of Soft Skills; they also allowed us to identify important aspects of professional personnel training which should be taken into account while developing a strategy for harmonizing on-campus and online education with the diversification of curricula by various pedagogical technologies and digital tools, as well as bringing social interactions into classroom activities.

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