Student Perception of Effective Online Learning: A Study of Practical Design Courses

2021 ◽  
Vol 0 (0) ◽  
pp. 0-0
Author(s):  
Asmaa Elantary ◽  
Tharaa Al Mindeel ◽  
Rawan Alghamdi
Keyword(s):  
Online Learning ◽  
Student Perception ◽  
Practical Design

Learners’ perceptions of instructor feedback in e-learning courses – findings from HBMSU, United Arab Emirates

2017 ◽  
Vol 2 (3) ◽  
pp. 35 ◽  
Author(s):  
Niyi Awofeso ◽  
Moyosola Bamidele
Keyword(s):  
Online Learning ◽  
United Arab Emirates ◽  
Online Courses ◽  
Student Perception ◽  
Test Reliability ◽  
Specific Information ◽  
Limited Participation ◽  
Instructor Feedback ◽  
Learning Programs ◽  
Real Person

Instructor feedback is constructive and specific information provided by an instructor to a learner on his or her course work and/or class contributions in relation to the course objectives and expectations. Effective instructor feedback is particularly important in online learning as learners are more likely to withdraw from online learning environments due to delayed, or inadequate feedback, compared with students enrolled in physical classes. Not all learners are equally active, and there are indeed learners who hardly take an active part in online course activities -the so-called lurkers. Courteous instructor feedback to such learners on their limited participation has been shown to improve learners’ participation in online courses. Diligent learners engaged in online learning programs expect feedback to be contextual, supportive, constructive, timely, substantive, summative and formative.  This study examined the perceptions of 66 undergraduate and postgraduate learners on feedback provided in eight online courses facilitated by the same instructor at the School of Health and Environmental Studies, Hamdan Bin Mohammed Smart University, Dubai, UAE between August 2014 and December 2015. Data collection from learners was anonymized and participation was voluntary. The survey sought to elicit learners’ perceptions on the extent to which feedback provided in specified courses were motivational, timely, frequent, supportive, and individualized. A polytomous Rasch model was utilized to analyze the data with Winsteps and STATA. Analysis of the 20 survey questions revealed a real person reliability of 0.82 and a Cronbach Alpha test reliability of 0.96, suggesting that the scale discriminates well between the persons. The real item separation reliability of 0.77 suggests that the questions are reliable in measuring the specified items.  Descriptive analyses revealed general agreement among the majority of learners on the effectiveness of feedback provided by the instructor, although Infit and Outfit Z-standard deviation statistics revealed two questions with unexpected rare (i.e. “mostly disagree” or “completely disagree”) extremes in several learners’ responses.  Unlike single questions related to learner feedback in most Student Perception of Teaching Surveys, this survey instrument comprehensively explores the dimensions of instructor feedback, aspects of which may not be previously known to learners or instructors. Our results indicate that systematic collection and analysis of learners’ feedback comments have a strong potential to enhance feedback competencies of course facilitators, as well as provide a common platform for both learners and course facilitators vis-à-vis the diverse objectives of instructor feedback.  

scholarly journals Determinants and Consequences of Students Learning Satisfaction During Covid-19 Pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Arfah Habib Saragih ◽  
Joansyah Adwie ◽  
Adang Hendrawan
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Student Performance ◽  
Student Perception ◽  
Learning Performance ◽  
Intention To Use ◽  
Learning Satisfaction ◽  
Survey Results ◽  
Positive Effect

This study examines the effect of student perception in online learning on student satisfaction and its impact on student learning performance and intention to use in the future. The regression analysis method was used based on the survey results from 157 students. Results indicate that students' perceptions of online learning had a positive effect on student satisfaction, intention to use, and student learning performance. Further, student satisfaction has a positive effect on student learning performance but does not affect the intention to use. The implications for lecturers, students, and faculties are also discussed. Keywords:  student perception, online learning, student satisfaction,   student performance, intention to use, covid-19 pandemic

Perception of Learning Among Students From India Set Against the Pandemic

2021 ◽  
pp. 260-274
Author(s):  
Felix Bast
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Rural Areas ◽  
Urban Areas ◽  
Electronic Device ◽  
Student Perception ◽  
Educational Institution ◽  
Self Report ◽  
The World ◽  
Populous Country

India is the second-most populous country in the world. There had been a tremendous shift towards online learning through the Indian government's digital initiatives in general, and during COVID-19 lockdown in particular. An online self-report survey (n = 1318) was conducted to assess students' perception of online learning in this changed situation in comparison with traditional classroom learning. The study analysed eight independent variables on student perception towards online learning (e.g., gender, nature of the settlement, economic background, religiosity, primary electronic device, technology-receptiveness, age, and educational institution), with each of these variables forming respective research hypotheses. Results revealed several exciting facets of student perceptions. Receptiveness towards online learning was significantly higher for students from urban areas compared with rural areas. Possible reasons for these results are discussed, and the findings are contextualized in a broader perspective.

scholarly journals Students Perceptions in Online Class Learning During the Covid-19 Pandemic

2020 ◽  
Vol 3 (3) ◽  
pp. 83-95
Author(s):  
Dewi Surani ◽  
Hamidah Hamidah
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Student Perception ◽  
Learning Objectives ◽  
Descriptive Statistics ◽  
Survey Method ◽  
Online Class ◽  
Insight Into

The article was to determine student perceptions in online learning. This research was conducted by survey method by giving questionnaires to 239 active students of Bina Bangsa University. Quantitative data were analyzed by descriptive statistics and qualitative data from open-ended questions to gain insight into student perceptions. The analysis shows that 80% of students are willing to take part in online learning, 62% of students claim online learning provides benefits, and 32% of students have difficulty understanding the material. In conclusion, the perception of students in online learning is relatively good with several obstacles that require improvement. So it is recommended that online learning should be planned, implemented, and evaluated in order to minimize problems and maximize the achievement of learning objectives An abstract should explain a brief, comprehensive summary of article contents; it allows readers to survey. Keywords:  Student Perception, Online Learning, Covid-19 Pandemic

scholarly journals Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Florence Martin ◽  
Doris U Bolliger
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Student Perceptions ◽  
Online Courses ◽  
Student Perception ◽  
Online Communication ◽  
Content Category ◽  
Engagement Strategies ◽  
Online Communication Tools

Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance in online courses. This survey-based research study examines student perception on various engagement strategies used in online courses based on Moore’s interaction framework. One hundred and fifty five students completed a 38-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies. Learner-to-instructor engagement strategies seemed to be most valued among the three categories. Icebreaker/introduction discussions and working collaboratively using online communication tools was rated the most beneficial engagement strategy in the learner-to-learner category, whereas sending regular announcements or e-mail reminders and providing grading rubrics for all assignments was rated the most beneficial in learner to instructor category. In the student-content category, students mentioned working on real world projects and having discussions with structured or guiding questions were the most beneficial. This study also analyzed age, gender, and online learning years of experience differences on their perception of engagement strategies. The results of the study have implications for online instructors, instructional designers, and administrators who wish to enhance engagement in the online courses.

scholarly journals Good Practices in Digital Object Development for American Elementary Schools: Promoting Excellence and Innovation in Instructional Quality and Assessment

2016 ◽  
Vol 9 (1) ◽  
pp. 80
Author(s):  
Amanda A Reece
Keyword(s):  
Online Learning ◽  
Elementary Schools ◽  
Student Perception ◽  
Instructional Quality ◽  
Learning Object ◽  
Learning Resources ◽  
Development Programs ◽  
Digital Object ◽  
Good Practices ◽  
Online Learning Resources

<p>A program of development of online learning resources should provide content, resources, support and activities to promote excellence and innovation in instructional quality and assessment.  This article provides details on four good practices in digital object development for American elementary schools.  In addition, research is provided of an evaluation of the learning object development programs with a view toward the ultimate impact on student perception and success.</p> <p> </p>

scholarly journals The Used of Online Learning Method in Acquiring Children's English Vocabulary at English Buzz Bali

2021 ◽  
Vol 21 (2) ◽  
pp. 162
Author(s):  
Ni Putu Manik Masuci
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Student Perception ◽  
Action Learning ◽  
Field Work ◽  
Learning Method ◽  
Percentage Score ◽  
Online Platform ◽  
New Learning ◽  
Post Test

This study entitled “The Used of Online Learning Method in Acquiring Children's English Vocabulary at English Buzz Bali”. It focuses on finding out the effectiveness of Online Learning Method in acquiring English vocabulary. This study was test how effective is the use of online learning method to teach children’s English Vocabulary at English Buzz Bali and to know the student perception about their new learning method of study. The research of this study applied field work research that used theories by Revan Revan (1991 in M. Pedlar edition (2011) about theory of action learning and Terry Anderson (2008) about online learning method. This research used teaching and observation technique involving students in the third grade of elementary school. The data in this study were the collected from the result of Pre-test and Post-test of the students of English Buzz Bali using online platform; ZOOM for their teaching and learning process. There were ten children (M= 9) participating in this study and official permission from the school has been obtained to conduct the study. The result of this study shows that, the use of online learning method is quite effective to acquiring English vocabulary for the children during the pandemic Covid-19.  It can be seen from the high percentage score (80,85%) of correct answer from the Post-test of the students who been taught through online platform.  It can be concluded that online learning method is the suggested ways to acquiring children’s English vocabulary during the pandemic Covid-19.

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