COVID 19 Online Learning Experience as Starting Point for Media Competence Development

Abstract Background With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. Aim To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. Methods This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. Results This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. Conclusion Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

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College Students' Online Learning Experience: Characteristic Differences and Improving path

2020 International Conference on Modern Education and Information Management (ICMEIM) ◽

10.1109/icmeim51375.2020.00150 ◽

2020 ◽

Author(s):

YinQian Xuan

Keyword(s):

College Students ◽

Online Learning ◽

Learning Experience

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Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

Sustainability ◽

10.3390/su13148053 ◽

2021 ◽

Vol 13 (14) ◽

pp. 8053

Author(s):

Maram Meccawy ◽

Zilal Meccawy ◽

Aisha Alsobhi

Keyword(s):

Online Learning ◽

Student Satisfaction ◽

Teaching And Learning ◽

Success Factors ◽

Faculty Perceptions ◽

Learning Experience ◽

Negative Perception ◽

E Learning ◽

Online Distance Learning ◽

Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v6i2.238 ◽

2005 ◽

Vol 6 (2) ◽

Cited By ~ 26

Author(s):

Peter Shea ◽

Alexandra Pickett ◽

Chun Sau Li

Keyword(s):

Higher Education ◽

Online Learning ◽

Faculty Development ◽

Diffusion Of Innovation ◽

Online Teaching ◽

Learning Experience ◽

Faculty Satisfaction ◽

Access To Higher Education ◽

Innovation Research ◽

Discipline Area

Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of institutional settings. Although online learning has seen rapid growth in recent years, it remains a relatively small percentage of the entire curriculum of higher education today. As a relatively recent development, online teaching can be viewed through the lens of diffusion of innovation research. This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. It is concluded through factor and regression analysis that four variables are significantly associated with faculty satisfaction and their likelihood, therefore, to adopt or continue online teaching – these include levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included. Keywords: online teaching, faculty satisfaction, faculty development, diffusion of innovation, access, higher education, study

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Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience

ReCALL ◽

10.1017/s0958344011000267 ◽

2012 ◽

Vol 24 (1) ◽

pp. 3-19 ◽

Cited By ~ 15

Author(s):

Jérôme Eneau ◽

Christine Develotte

Keyword(s):

Online Learning ◽

Distance Learning ◽

Interpersonal Relationships ◽

Learning Experience ◽

The Body ◽

Learning Collaborative ◽

Online Learners ◽

Social And Emotional ◽

Learning Platform ◽

Working Together

AbstractThis study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in “French as a Foreign Language”. Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The material used was 27 self-analysis papers in response to an assignment which asked students to review their distance learning experience (reflective dimension) and to highlight the role of others, if any, in their learning (collaborative dimension). In addition to these two major points, the analysis by category of the body of results shows principally that in qualitative terms, the factors of autonomisation for online learning are interconnected and include: the difficulties related to distance learning and the strategies that learners develop to face those difficulties, the importance of interpersonal relationships in social and emotional terms in overcoming those difficulties, the specific modes of sociability developed for distance learning and the related development of a new type of autonomy that is both individual and collective. The discussion examines the creation, over the course of time, of a new “distance learning culture” that is nonetheless never easy to create and share.

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Thai Students' Experiences of Online Learning at Indonesian Universities in the Time of the COVID-19 Pandemic

Journal of International Students ◽

10.32674/jis.v10is3.3199 ◽

2020 ◽

Vol 10 (S3) ◽

pp. 58-74

Author(s):

Sandi Ferdiansyah ◽

Supiastutik ◽

Ria Angin

Keyword(s):

Online Learning ◽

International Students ◽

Undergraduate Students ◽

Emotional Support ◽

Learning Experience ◽

Learning Motivation ◽

Learning Needs ◽

Important Data ◽

Thematic Content Analysis ◽

Thai Students

The present interview study reports on eight Thai undergraduate students’ experiences of online learning at three different Indonesian universities based in East Java, Indonesia. Semi-structured interviewing was designed based on the sociocultural framework proposed by Ma (2017) to elucidate the students’ voices of online learning experience. The data garnered from online interviewing were transcribed and interpreted using thematic content analysis. The study elicits three important data themes: the agility of the student participants to adapt online learning to suit their learning needs, the participants’ strategies to build learning autonomy, and the participants’ ability to sustain their learning motivation. This study stresses the important roles of such other agents as teachers, parents, and friends in providing international students with mental and emotional support to help them get through COVID-19 affected online learning.

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Kuwait University First Online Learning Experience Imposed By COVID-19:, An Assessment Of The Usability Of The E-Learning Platforms

10.34120/0085-035-138-011 ◽

2021 ◽

pp. 11

Author(s):

محمد الصقر الزايد ◽

بتول عبدالرسول الهندال

Keyword(s):

Online Learning ◽

Learning Experience ◽

Kuwait University ◽

E Learning ◽

Learning Platforms

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Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

Acta Technologica Dubnicae ◽

10.1515/atd-2017-0017 ◽

2017 ◽

Vol 7 (2) ◽

pp. 96-104 ◽

Cited By ~ 1

Author(s):

Szilvia Simándi

Keyword(s):

Online Learning ◽

Learning Environment ◽

Learning Communities ◽

Information Society ◽

Online Learning Environment ◽

Community Learning ◽

Study Circles ◽

Starting Point ◽

Learning Centered

Abstract Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008), as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc.) there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013). Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010) Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

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Graduate Students’ Experience and Academic Achievements with Online Learning during COVID-19 Pandemic

Sustainability ◽

10.3390/su132313055 ◽

2021 ◽

Vol 13 (23) ◽

pp. 13055

Author(s):

Halima Ahmed Omar ◽

Eqlima Mohamad Ali ◽

Shashidhar Belbase

Keyword(s):

Higher Education ◽

Academic Achievement ◽

Online Learning ◽

Distance Learning ◽

Graduate Students ◽

United Arab Emirates ◽

Higher Education Institutions ◽

Learning Experience ◽

Graduate Studies ◽

Online Distance Learning

Higher education institutions in the United Arab Emirates (UAE) adopted a distance/online learning approach during the COVID-19 pandemic in order to ensure that students were safe while they received an uninterrupted, high-quality education off-campus. This was the first time that all of the higher education institutions adopted this approach. Therefore, it is crucial to conduct this study to gain insight into graduate students’ experiences in distance learning and to verify whether these experiences are linked to their achievements. The purpose of this study was to examine graduate students’ experiences toward online and distance learning during the COVID-19 pandemic in the academic year 2020–2021 and their academic achievement. A questionnaire was developed for this study and sent online to graduate students’ emails with the coordination of the College of Graduate Studies at a higher education institution in the UAE. The study received 138 responses. The data was analyzed using IBMSPSS-26. The findings of the study showed that graduate students’ level of Engagement, ease of Communication, and quality of learning Experience with online/distance learning were related significantly to their overall academic achievement.

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