scholarly journals A comparison the factors affected on academic satisfaction of students between traditional learning and distance learning models

2015 ◽  
Vol 1 (1) ◽  
pp. 01 ◽  
Author(s):  
Mahmut Demir ◽  
Sirvan Sen Demir
Keyword(s):  
Distance Learning ◽  
Convergent Validity ◽  
Reliability And Validity ◽  
Test Reliability ◽  
Traditional Learning ◽  
Learning Program ◽  
Academic Satisfaction ◽  
Factors Affecting ◽  
Face To Face ◽  
Distance Learning Program

The traditional on-campus classroom environments and distance learning have been the issue of debate and research in recent years. This research has also focused on these models. The main purpose of this research was to determine the factors affecting academic satisfaction and also the differences in academic satisfaction between distance learning and traditional learning students in tourism management education at SDU. To reach of the present research, first the literature was consulted to provide a conceptual model. Appropriate to the research model, 5-point Likert type survey has been prepared. Through conducting a face-to-face interview with 110 students of traditional learning program and an online (via internet) interview with 82 students of distance learning program were collected in the academic year of 2014-2015. The data obtained from the students was analysed via the SPSS. For the pre-test, reliability and validity analysis was done. And independent samples t-test was also used to determine whether differences in academic satisfaction of two groups. At second stage, structural and convergent validity of the data have revealed with the factor analysis. Then, correlation analysis and regression analysis were used. As a result, the findings demonstrated that the significant relationship between independent variables and academic satisfaction and all hypotheses have been supported.Keywords: academic satisfaction, traditional learning, distance learning.

I Have a Story to Tell You

2016 ◽  
pp. 44-70
Author(s):  
Serra Inci Celebi
Keyword(s):  
Distance Learning ◽  
Learning Program ◽  
Teaching Methodologies ◽  
Factors Affecting ◽  
Distance Learning Program ◽  
Qualitative Part ◽  
Students Satisfaction ◽  
Academic Year ◽  
High Uncertainty

The current study was conducted to learn the factors affecting students' satisfaction in distance learning (DL) and to understand students' perceptions of the barriers to their studies. The study consists of two parts: qualitative and quantitative. In the quantitative part, survey was used, and in the qualitative part, case study was used. The research covers the academic year of 2012-13. The results reveals students' perspectives, expectations, experiences, and satisfaction about the newly established distance learning program and based on these give important notes and suggest to redesign and rethink teaching methodologies in distance education especially in high uncertainty avoidance cultures like Turkey.

I Have a Story to Tell You

2016 ◽  
pp. 1426-1452
Author(s):  
Serra Inci Celebi
Keyword(s):  
Distance Learning ◽  
Learning Program ◽  
Teaching Methodologies ◽  
Factors Affecting ◽  
Distance Learning Program ◽  
Qualitative Part ◽  
Students Satisfaction ◽  
Academic Year ◽  
High Uncertainty

The current study was conducted to learn the factors affecting students' satisfaction in distance learning (DL) and to understand students' perceptions of the barriers to their studies. The study consists of two parts: qualitative and quantitative. In the quantitative part, survey was used, and in the qualitative part, case study was used. The research covers the academic year of 2012-13. The results reveals students' perspectives, expectations, experiences, and satisfaction about the newly established distance learning program and based on these give important notes and suggest to redesign and rethink teaching methodologies in distance education especially in high uncertainty avoidance cultures like Turkey.

Introduction to microelectronic design in a distance learning program

2021 ◽  
pp. 002072092199658
Author(s):  
Wieslaw Kuzmicz
Keyword(s):  
Distance Learning ◽  
Integrated Circuits ◽  
Educational Software ◽  
Learning Program ◽  
Ic Design ◽  
Advanced Level ◽  
Face To Face ◽  
Hands On ◽  
Short Video ◽  
Distance Learning Program

This paper describes observations and experiences collected during 14 years of running the “Integrated circuits” course in the framework of a distance learning program. The main objective of the “Integrated circuits” course is to raise the interest in microelectronics, convince the students that IC design is not a “secret science” requiring extraordinary talent and prepare the students for continuation toward M.Sc. degree. The course includes a mixture of teaching materials available online for self-studying, short video files, interactive self-tests, two “hands on” exercises and educational software needed for these exercises. E-mail and/or phone consultations, face-to-face or online meetings with the instructor are possible. About 1/3 of all students enrolled for the distance learning course perceive the “Integrated circuits” course as interesting, praise the design exercises and ask if it would be possible to continue education in microelectronic design at a more advanced level. Unfortunately distance learning at advanced level is not possible, mainly because professional design software can be used only on site, not remotely.

Factors affecting usage of e-resources: scale development and validation

2017 ◽  
Vol 69 (1) ◽  
pp. 64-75 ◽  
Author(s):  
Ruchi Jain Garg ◽  
Vinod Kumar ◽  
Vandana
Keyword(s):  
Convergent Validity ◽  
Discriminant Validity ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Test Reliability ◽  
Equation Modeling ◽  
Content Type ◽  
Postgraduate Students ◽  
Factors Affecting ◽  
Five Factors

Purpose The purpose of this paper is to develop and validate a scale involving the factors affecting usage of e-resources. Design/methodology/approach The present study identifies five factors affecting the usage of e-resources: training modes, awareness, influencers, utilitarian benefits, and experiential and hedonic benefits. To generate measurement items, two focus group discussions were carried out which resulted in 20 items. To empirically ensure reliability and validity of scale, data were collected from 347 postgraduate students actively using e-resources. To test reliability of scale, internal consistency reliability and construct reliability were examined. The construct validity of scale (which includes convergent validity and discriminant validity) was verified through confirmatory factor analysis using structure equation modeling. Findings Findings of the study present a statistically reliable and valid scale consisting of five factors and 18 items. Originality/value The present study is one of the distinctive studies on introducing a scale employing factors affecting usage of e-resources.

Equity Issues in the Star Schools Distance Learning Program

1995 ◽  
Vol 13 (2) ◽  
pp. 173-183
Author(s):  
Naida C. Tushnet ◽  
Treseen Fleming-McCormick
Keyword(s):  
Distance Learning ◽  
Rural Areas ◽  
Urban Areas ◽  
Department Of Education ◽  
Advanced Mathematics ◽  
Learning Program ◽  
Equity Issues ◽  
Underserved Students ◽  
Distance Learning Program ◽  
Mathematics And Science

The Star Schools distance learning program, sponsored by the U.S. Department of Education, is charged with serving “underserved” students. A recently concluded national evaluation of the program assessed the extent to which the program addressed the equity issue as defined in the legislation, that is, whether students in remote, rural areas and economically disadvantaged students were served by Star Schools. The study found that two distinct types of distance learning experiences are offered to students with equally distinct characteristics. A declining number of Star Schools courses are full courses, mainly in advanced mathematics and science or foreign languages, offered primarily to students in remote rural areas. At the same time, students in urban areas are receiving supplemental courses, mainly in elementary schools, in mathematics and science. These differences hinge on different definitions of “underserved.”

scholarly journals Development and Validation of Computational Thinking Assessment of Chinese Elementary School Students

2021 ◽  
Vol 15 ◽  
pp. 183449092110102
Author(s):  
Yan Li ◽  
Shan Xu ◽  
Jia Liu
Keyword(s):  
Convergent Validity ◽  
Computational Thinking ◽  
Verbal Ability ◽  
Reliability And Validity ◽  
Sixth Grade ◽  
Test Reliability ◽  
Neural Activation ◽  
School Students ◽  
Two Samples ◽  
Key Aspects

Recent advances in artificial intelligence have brought attention to computational thinking (CT) in school education worldwide. However, little is known about the development of the literacy of CT in children, mainly because of the lack of proper psychometric assessments. We developed the first psychometrically validated assessment on the literacy of CT of children in Chinese elementary schools, coined as the Computational Thinking Assessment for Chinese Elementary Students (CTA-CES). Items were constructed to reflect key aspects of CT such as abstraction, algorithm thinking, decomposition, evaluation, and pattern recognition. To examine the test reliability and validity, we recruited two samples of 280 third- to sixth-grade students in total. Cronbach’s alpha provided evidence for the reliability of the test scores, item response theory analyses demonstrated psychometric appropriateness, whereas construct validity was verified by convergent validity, and criterion-related validity was confirmed by correlations between the CTA-CES and measures related to CT, namely reasoning, spatial ability, and verbal ability. In addition, an fMRI study further demonstrated similar neural activation patterns when students conducted the CTA-CES and programming tasks. Taken together, the CTA-CES is the first reliable and valid instrument for measuring the literacy of CT for Chinese children, and may be applicable to children worldwide.

scholarly journals A Remote Access Robotics And Plc Laboratory For Distance Learning Program

2020 ◽  
Author(s):  
Akbar Eslami ◽  
Aliza Williams ◽  
Kerry Krauss ◽  
Amir Rezaei
Keyword(s):  
Distance Learning ◽  
Remote Access ◽  
Learning Program ◽  
Distance Learning Program

scholarly journals The Harris Hip Score

2020 ◽  
Author(s):  
ALIAA Khaja ◽  
Owayed AL-Mutairi ◽  
abdulaziz Alkhudair ◽  
Awdhah Abdulkarim
Keyword(s):  
Physical Function ◽  
Correlation Coefficient ◽  
Convergent Validity ◽  
Reliability And Validity ◽  
Test Reliability ◽  
Harris Hip Score ◽  
Cronbach’S Alpha ◽  
Good Reliability ◽  
Cronbach's Alpha ◽  
Pain Subscale

Abstract Background The Harris Hip Score (HHS) is a widely used Patient-Related Outcomes score. It measures pain and function levels in patients with hip pathologies. Objectives The main objective of this study is to translate and culturally adapt the HHS into Arabic, and to further assess the reliability and validity of translated version Material & Methods 110 patients participated in this survey. The internal consistency tests were performed using Cronbach’s alpha. Test-retest reliability (intra-correlation coefficient), convergent construct validity, convergent validity, floor & ceiling effects and responsiveness was also calculated. In order to measure the level of agreement, Bland-Altman Plot, forest Plots are performed. Results Test reliability for the first testing situation - calculated using Cronbach's alpha - was 0.98 for the pain subscale, 0.98 for the stiffness, and 0.99 for the physical function subscale. For the second testing, reliability was 0.99, 0.97, and 0.99 (pain, stiffness, and physical function, respectively). This only proves that WOMAC is an instrument with good reliability. Same calculation of Cronbach’s alpha was essential to testing the reliability of the Harris Hip Score. For each of the three testing occasions the reliability was very good or excellent – α 1 = 0.92, α 2 = 0.91, and α 3 = 0.90. Intra-class correlation coefficient was good with the score of 0.76 (95% CI 0.44-0.88). Conclusion Overall, Arabic version of HOOS could be used as diagnostic tool for patients with hip problems, when it comes to information about the overall condition of the patient, especially about the improvement or deterioration, however, it is important to be cautious using HHS when the change magnitude of patient’s condition is investigated, since there is a potential probability that the level of improvement of the patient’s condition will be overestimated by HHS.

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