ANALYSIS OF THE CONSEQUENCES OF THE TRANSITION TO ONLINE LEARNING ON THE EXAMPLE OF MOOC PHILOSOPHY DURING THE COVID-19 PANDEMIC

2020 ◽  
Vol 8 (4) ◽  
pp. 1083-1093
Author(s):  
Daria Bylieva ◽  
Zafer Bekirogullari ◽  
Victoria Lobatyuk ◽  
Tatiana Nam
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Sharp Increase ◽  
Educational Technologies ◽  
Online Course ◽  
First Year ◽  
First Year Students ◽  
Peter The Great ◽  
E Learning ◽  
Learning Portfolios

Purpose of the study: The situation of a mass transition of Universities to online education in the period of the COVID-19 pandemic allowed us to see the challenges of distance e-learning in practice. In this unique situation, the same students studying the same course changed only the form of education, which allows us to see the consequences of such a transition. The purpose of the study is the analysis of changes in students' educational activities in the transition to online learning. Methodology: The article provides a quantitative statistical analysis of changes in the behaviour of first-year students of Peter the Great St. Petersburg Polytechnic University (N=3122) in the framework of studying the mass open online course “Philosophy” on the platform open.edu when switching to fully e-learning in March 2020. The authors have applied data mining MOOCs from students’ learning portfolios. Main Findings: Existing technological solutions and educational technologies made it possible to quickly adapt the education system to the distance format. However, the transition to fully e-learning has led to a sharp increase (by 16-17%) in the number of students who do not participate in intermediate tests and not doing homework in the e-course and later did not return to normal learning. Applications of this study: Since modern higher education is increasingly using e-learning, it is necessary to anticipate the consequences of the implementation of e-learning. The study helps to see general trends in this area. Novelty/Originality of this study: The study provides an analysis of students’ learning when switching to online education based on data taken directly from students’ learning portfolios, which allows us to see a completely objective picture of changes in students' behaviour.

scholarly journals Persepsi mahasiswa terhadap pembelajaran daring pada masa pandemi Covid-19

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Dian Cahyawati ◽  
Muji Gunarto
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Learning Effectiveness ◽  
Learning Tools ◽  
First Year Students ◽  
Mental Preparation ◽  
Self Regulated Learning ◽  
E Learning ◽  
To Receive

Artikel ini menguraikan hasil penelitian tentang persepsi mahasiswa terhadap pembelajaran daring pada awal masa pandemi Covid-19.  Metode yang digunakan adalah survey dengan angket yang dibagikan secara online kepada mahasiswa aktif semseter genap 2019/2020. Diperoleh responden sebanyak 91 orang. Responden mahasiswa laki-laki ada 38% dan perempuan sebanyak 62%. Sebanyak 46% adalah mahasiswa tingkat pertama dan sisanya ada 54% adalah mahasiswa tingkat kedua dan ketiga. Hampir 90% responden mengikuti lebih dari lima mata kuliah pembelajaran daring melalui aplikasi Google Classroom, Google Meet, Zoom, Edmodo, e-learning kampus, atau Whatsapp Group. Persepsi mahasiswa terhadap pembelajarn daring menunjukkan bahwa mahasiswa masih merasa terhambat dalam mengikuti pembelajaran daring, hanya 15% responden yang menyatakan kesetujuannya terhadap pembelajaran daring, berpendapat bahwa beban tugas lebih banyak, masih kesulitan menerima materi, masih sangat berkepentingan untuk bertemu dan mendapatkan penjelasan dari dosen. Upaya perbaikan efektivitas pembelajaran daring perlu dilakukan dan dipersiapkan oleh dosen dan mahasiswa. Khusus untuk mahasiswa, persiapan perangkat dan aplikasi pembelajaran daring, dan meningkatkan persiapan mental yaitu beradaptasi, mandiri, tangguh, dan bertanggung jawab adalah upaya untuk mencapai hasil pembelajaran yang maksimal.AbstractThis article outlines the results of research on students' perceptions of online learning at the beginning of the Covid-19 pandemic. The method used was a survey with a questionnaire distributed online to active students of even semester 2019/2020. Obtained respondents as many as 91 people. 38% of males and 62% female. About 46% were first-year students and the remaining 54% were second and third-year students. Nearly 90% of respondents attended more than five online learning courses through the Google Classroom application, Google Meet, Zoom, Edmodo, campus e-learning, or Whatsapp Group. The exploration of perception results showed that students still find some obstacles in participating in online learning, argue that the student's assignment was more, they were difficult to receive about the material, still very important to meet and get an explanation from the lecturer. Improving online learning effectiveness could be done and prepared by lecturers and students. Specifically for students, preparing the online learning tools and applications, and improving mental preparation namely adaptable, self-regulated learning, tough, and responsible are the efforts to achieve maximum learning outcomes.

scholarly journals Primary school pre-service teachers' competence level of computational concepts in programming using Dr. Scratch

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Theresia Yunia Setyawan
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Learning Tools ◽  
First Year Students ◽  
Mental Preparation ◽  
Self Regulated Learning ◽  
Competence Level ◽  
E Learning ◽  
To Receive

This article outlines the results of research on students' perceptions of online learning at the beginning of the Covid-19 pandemic. The method used was a survey with a questionnaire distributed online to active students of even semester 2019/2020. Obtained respondents as many as 91 people. 38% of males and 62% female. About 46% were first-year students and the remaining 54% were second and third-year students. Nearly 90% of respondents attended more than five online learning courses through the Google Classroom application, Google Meet, Zoom, Edmodo, campus e-learning, or Whatsapp Group. The exploration of perception results showed that students still find some obstacles in participating in online learning, argue that the students' assignment was more, they were difficult to receive about the material, still very important to meet and get an explanation from the lecturer. Improving online learning effectiveness could be done and prepared by lecturers and students. Specifically for students, preparing the online learning tools and applications, and improving mental preparation namely adaptable, self-regulated learning, tough, and responsible are the efforts to achieve maximum learning outcomes.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

scholarly journals Examining Saudi EFL University Students’ Readiness for Online Learning at the Onset of Covid-19 Pandemic

2021 ◽  
Author(s):  
Elham Abdullah Ghobain ◽  
Abdullah Ahmed Zughaibi
Keyword(s):  
Online Learning ◽  
Online Education ◽  
University Students ◽  
Learning Outcomes ◽  
English Learners ◽  
Test Performance ◽  
First Year ◽  
English Major ◽  
Males And Females ◽  
First Year University

Nowadays, especially after the COVID-19 crisis lockdown, the heavy reliance on technology and online platforms led to a greater expectation of more learning autonomy among English learners in EFL contexts such as Saudi Arabia. The sudden shift to online learning requires an investigation into students’ readiness and willingness for such a mode of learning. This can provide educators with many prospects about learning outcomes achievement and assessment, test performance, and interaction during classes. Therefore, the current study seeks to contribute to the well-known area of learner autonomy research, which is still lacking in the context of the study, by exploring the readiness of Saudi first-year undergraduate English learners towards online education. Participants’ level of readiness is identified according to their autonomous behaviors and activities. The study will also assess the investigated concept considering the influence of gender and field of study of the participants on their autonomy levels. A total of 802 students participated in this study. It was found that Saudi first-year university students are moderately autonomous, that both males and females have similar levels of aptitude and readiness for taking responsibility for their learning, and that English-major and non-English-major groups showed comparatively similar levels across different learning autonomy dimensions. Yet interestingly, English-major participants displayed a relatively lower autonomy level than students of other majors.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals Assessment of knowledge, attitude and skills towards e-learning in first year medical students

2019 ◽  
Vol 7 (11) ◽  
pp. 4119 ◽  
Author(s):  
Monali Hiwarkar ◽  
Onjal Taywade
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Positive Impact ◽  
First Year ◽  
First Year Students ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Education In India ◽  
E Learning

Background: With digitization the e-learning modalities are being increasingly used by medical students. These often help the first MBBS students to overcome limitations of conventional teaching methods like didactic lectures. However, e-learning is not official part of medical education in India and the awareness about its use among medical students need to be evaluated. Aim and objective of the study was to assess the extent to which MBBS first year students use e-resources for learning as well as to assess knowledge, attitude, skills and habits of first MBBS students towards e-learning.Methods: A questionnaire of twenty five questions on various aspects of e-learning was administered to the first MBBS students at two medical colleges. The data generated from responses was compiled and analyzed on SPSS to get insight on various aspects of e-learning.Results: Out of 236 students surveyed 77.97% were aware about the academic websites related to first MBBS subjects. 90.68 % accepted that e-learning helped in understanding topics, 84.32% recommended conventional teaching to be supplemented with e-learning. However there was no statistically significant difference between responses from two groups i.e. female and male students (p>0.05).Conclusions: The majority of first MBBS students use e-resources for learning various topics in anatomy, physiology and biochemistry. The e-resources have made a positive impact on overall learning especially anatomy. e-learning can supplement conventional teaching in the first year of medical training.

Flying SOLO for Student Success

2015 ◽  
pp. 244-265
Author(s):  
Regina L. Garza Mitchell ◽  
Gina L. Cano-Monreal
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Success ◽  
Technical College ◽  
Online Courses ◽  
First Year Experience ◽  
First Year ◽  
Student Preparedness ◽  
Low Socioeconomic ◽  
Global Workforce

This chapter describes how one innovative practice evolved to become an integral part of the college's efforts to increase student preparedness and success in courses so that they will be employable and competitive in the global workforce. Texas State Technical College Harlingen aimed to enhance student success in online education through implementing a mandatory class, Student Online Learning Orientation, for new online students. The course was developed as the result of faculty research and recommendations regarding online learning at the college. The majority of students at the college are underprepared and from low socioeconomic backgrounds, putting them at a disadvantage in taking these courses. Rather than a barrier to taking online classes, the goal of this class is to provide students with the necessary tools and skills to be successful. Results of the program show an increase in persistence and completion of online courses, and the course has become an integral part of the college's training and first-year experience for all students.

Harnessing the Tiger of Emerging E-Learning Platforms

2018 ◽  
pp. 147-170
Author(s):  
Theresa Neimann ◽  
Victor X. Wang
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
New Technology ◽  
Program Completion ◽  
Future Technology ◽  
E Learning ◽  
Learning Platforms ◽  
Key Drivers ◽  
The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

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