The Lack of Visual Interaction in Online Classes and its Effect on the Learning Experience of Students during the COVID-19 Pandemic: A Survey of a Bahraini Private University Students

2021 ◽  
Author(s):  
Lama Al Mahadin ◽  
Lilian Hallak
Keyword(s):  
University Students ◽  
Learning Experience ◽  
Private University ◽  
Online Classes ◽  
Visual Interaction

scholarly journals The Relationship between Teachers’ ICT Knowledge and Students’ Motivation in Online Learning

2021 ◽  
pp. 252-260
Author(s):  
Malakeh M. Itani ◽  
◽  
Manal K. Sinno
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Private University ◽  
Discussion Board ◽  
Online Classes ◽  
Structured Interviews ◽  
Technical Problems ◽  
Online Tools ◽  
Teaching Learning ◽  
The Relationship

Knowing that the teaching-learning experience has recently shifted to online platforms, researchers are concerned about enhancing students' motivation. This study aims at finding the relationship between teachers' ICT knowledge and students' motivation in online learning. A sample of 169 students enrolled at a private university in Jeddah, KSA, answered a survey of eight questions explicitly constructed for this research. Structured interviews with sixteen students and four teachers of different majors were conducted to triangulate the data. Descriptive statistics for each variable were then calculated. The results indicated that the factor that motivates the students most is the teacher's skillful use of online tools such as Announcements, Journal, Discussion Board, and Wiki. On the other hand, the factor that has the lowest effect on students' motivation is the teacher's ability to solve technical problems that emerge in online classes. Teachers' ICT knowledge is found to be directly related to students' motivation in online classes. It is, therefore, recommended that teachers have an adequate practice of using ICT in their online classes.

scholarly journals A CASE STUDY ON THE APPLICATION OF WEB-BASED BLENDED LEARNING

2020 ◽  
Vol 5 (17) ◽  
pp. 20-27
Author(s):  
Nurien Hidayu Muhamad Rusly ◽  
Azureen Abd Aziz ◽  
Suhaila Ngadiron
Keyword(s):  
University Students ◽  
Blended Learning ◽  
Learning Strategies ◽  
Learning Experience ◽  
Private University ◽  
Web Based ◽  
Learning And Teaching ◽  
Web Based Learning ◽  
Face To Face Learning ◽  
Methods Of Learning

This empirical study focuses on private university students’ perceptions regarding the advantages and limitations of web-based blended learning using a learning website. The focus is on the use of a learning website as an additional learning method combines with the traditional face to face learning instructions. This new method of learning is known as Blended Learning. It is transforming learning and teaching in higher education institutions. The sample consist of 40 randomly picked university students from various programs. Two questions raised: (1) What are students’ perceptions of the advantages of web-based learning? (2) What are students’ perceptions regarding the limitations of web-based learning? The results indicate clear advantages of this new experience in broadening students’ views on different methods of learning. Furthermore, this study highlighted that the learning web serves as helpful simulations in which enable students to experience the real learning experience and enable students to interact with each other virtually. The component on advantages gathered students’ feedback on how the learning website provides an environment for more effective learning strategies. However, several research findings showed some gaps and limitations that need to be handled wisely. This paper is to discover the roles and challenges of web-based learning on students’ learning.

Academic Probation: An Empirical Study of Private University Students

2015 ◽  
Author(s):  
Jashim Uddin Ahmed ◽  
Md. Humayun Kabir Chowdhury ◽  
Sheehan Rahman ◽  
AKM Mominul Haque Talukder
Keyword(s):  
Empirical Study ◽  
University Students ◽  
Private University ◽  
Academic Probation

scholarly journals Relationships between motivation, cognitive styles and perception of teaching practices for creativity

2016 ◽  
Vol 33 (3) ◽  
pp. 503-513 ◽  
Author(s):  
Eunice Maria Lima Soriano de ALENCAR ◽  
Denise de Souza FLEITH
Keyword(s):  
University Students ◽  
Intrinsic Motivation ◽  
Teaching Practices ◽  
Extrinsic Motivation ◽  
Cognitive Styles ◽  
Private University ◽  
Motivational Orientation ◽  
Pedagogical Practices ◽  
Public And Private ◽  
The Public

Abstract This study investigates differences between Pedagogy and Teachers' Certificate in Mathematics undergraduates, males and females, from public and private institutions with respect to motivational orientations, cognitive styles and perception of pedagogical practices for creativity implemented by their teachers, as well as relationships between these variables. Three hundred and sixty-five students answered scales regarding motivation to learn, cognitive styles, and teaching practices for creativity. Intrinsic motivation predominated in the private university students and extrinsic motivation in the public university students. The data revealed differences between courses, gender and type of university concerning cognitive styles. Private university and pedagogy students had a more positive perception of professors' teaching practices that promote creativity. Positive relationships were observed between the factors of the instrument of pedagogical practices for creativity, intrinsic motivation and nonconformist transformer style, and between the various cognitive styles and intrinsic and extrinsic motivational orientation.

scholarly journals Constructing Sociocultural Awareness from the EFL Classroom

2018 ◽  
pp. 149-172
Author(s):  
Nancy Yolanda Bautista Pérez
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Private University ◽  
Local Context ◽  
Action Research Project ◽  
Professional Programs ◽  
Video Recordings ◽  
Sociocultural Awareness ◽  
Field Notes ◽  
English Classroom

This article reports an action research project carried out with a group of 24 undergraduate students in a private university in Ibagué, Colombia. The study aimed to characterize the development of university students’ sociocultural skills, to analyze their perceptions and to examine the teacher’s procedures and possible implications required to implement the Raising Cultural Consciousness Macrostrategy taken from the Postmethod Pedagogy. To reach these objectives a series of interconnected tasks were designed and implemented in three different stages. To collect the data, five data collection methods were used: the students’ artifacts, teacher’s field notes, questionnaires, video recordings and a focus group. The findings revealed that these university students became gradually aware of the importance of having the opportunity to develop tasks that allowed them to connect the English classroom with the local and global context. Furthermore, students suggested that this type of pedagogy should be an explicit component of the curricula of their professional programs. A review of the literature also showed that in our local context this kind of sociocultural study with a postmethod orientation is scarce, thus this study intends to bridge this gap in the Colombian ELT field

Screen time-based sedentary behaviour, eating regulation and weight status of university students during the COVID-19 lockdown

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Seok Tyug Tan ◽  
Seok Shin Tan ◽  
Chin Xuan Tan
Keyword(s):  
Weight Gain ◽  
University Students ◽  
Sedentary Behaviour ◽  
Screen Time ◽  
Weight Status ◽  
Self Regulation ◽  
Body Height ◽  
Eating Behaviour ◽  
Private University ◽  
Content Type

Purpose This study aims to investigate the relationships among screen time-based sedentary behaviour, eating self-regulatory skills and weight status among private university students during the Movement Control Order (MCO). Design/methodology/approach A total of 186 private university students was enrolled in this cross-sectional study using a combination of snowball and purposive sampling approaches. Anthropometric measurements, including body height, body weight before and during the MCO enforcement were self-reported by the respondents. Screen-time based sedentary behaviour sedentary behaviour was evaluated using HELENA sedentary behaviour questionnaire, whereas the Self-Regulation of Eating Behaviour Questionnaire (SREBQ) was used to determine the eating self-regulatory skills in MCO. Findings Respondents spent most of the time on the internet for non-study purposes (148 ± 77.7 min). It is also noted that 64.5% of the respondents had medium eating self-regulatory skill during the MCO, with an average score of 3.0 ± 0.5. Findings from path analysis confirmed that poor eating self-regulation significantly contributed to the weight gain during home confinement (ß = −0.24, p = 0.01). In conclusion, eating self-regulation, but not total screen time, emerged as the determinant for weight gain during the COVID-19 lockdown. Originality/value According to the authors’ knowledge, this study was among the few that investigated sedentary behaviour, eating self-regulatory skills and weight status of university students during the COVID-19 pandemic.

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