scholarly journals Jordanian University Students’ Views on Emergency Online Learning During COVID-19

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Saleh Al-Salman ◽  
Ahmad S Haider
Keyword(s):  
Online Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Learning Experience ◽  
Economic Status ◽  
Psychological State ◽  
The Future ◽  
Personal Challenges

The present study investigates the influence of digital technology, instructional and assessment quality, economic status and psychological state, and course type on Jordanian university students’ attitudes towards online learning during the COVID-19 emergency transition to online learning. A survey of 4,037 undergraduate students representing four Jordanian public and private universities revealed that personal challenges (such as economic and psychological stress) decreased students’ willingness to learn online in the future, while the quality of the online experience (including instructional and assessment quality) improved their attitudes towards learning online in the future. Students also believed that Arts & Humanities courses were better suited for online teaching/learning than Sciences courses, a difference that persisted after controlling for personal challenges and the quality of the online learning experience.

scholarly journals Online language teaching and learning: Anglistics students' perspectives on the new educational environment imposed by the COVID 19 outbreak

2020 ◽  
Vol 50 (3) ◽  
pp. 231-248
Author(s):  
Marijana Prodanović ◽  
Valentina Gavranović
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Common Denominator ◽  
Education Policies ◽  
Online Delivery ◽  
Education Environment

This paper focuses on students' perspectives on the quality of online teaching and learning environment, created, and organized as a response to the COVID-19 outbreak, which unexpectedly interrupted the traditional face-to-face education context and changed the delivery and mode of classes overnight. The aim of this research is to gather information pertaining to students' learning experience in an online education environment, and to gain a deeper insight into the nature of online delivery of classes as perceived by students who had not had any similar learning experience prior to this newly created educational context. The theoretical framework of the paper states the latest EU education policies passed as an immediate and urgent response to the pandemic and its aftermath. This pilot study relies on a qualitative research which includes the analysis of a corpus of questionnaires taken by a group of 52 undergraduate students majoring in English. The main part of the questionnaire is composed of open-ended questions, and the respondents were asked to write their own answers, thus providing a valuable resource for the analysis; the other part relies on one Likert-scale question measuring the overall attitude of the respondents to the online learning. The students' answers are analyzed and classified into several categories according to their common denominator. Not only do the results show the students' opinions related to the benefits and drawbacks of online delivery of classes, the comparison of online and traditional form of teaching and learning, types of courses which are more suitable to be delivered in one of these modes, and the students' suggestions how to improve the quality of online classes, but they also shed light on different aspects of online teaching and its complexities enhanced by social and psychological factors involved.

Using Data Analytics to Foster the Instructional Quality of Online Education

2017 ◽  
pp. 37-55
Author(s):  
B. Jean Mandernach
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Data Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Instructional Quality ◽  
Learning Programs ◽  
Using Data

The growth of online learning has spurred interest in how administrators can (and should) utilize data to drive teaching evaluations, decision-making and program oversight. Within the realm of higher education administration, online learning programs offer a distinct advantage over their campus-based counterparts: tangible artifacts. The reality of online teaching and learning is that every interaction creates a digital footprint of the teaching-learning dynamic. While researchers have actively explored how the data from these digital footprints can be used to enhance student learning, less attention has been given to how administrators can utilize data analytics to foster the instructional quality of online education. Beyond learning analytics, teaching analytics provide valuable insights that allow administrators to efficiently evaluate the quality of online teaching, proactively support faculty, and make informed program oversight decisions to maximize the online learning experience.

scholarly journals "A website for my subject": The experiences of some academics' engagement with educational designers in a team based approach to developing online learning materials

2000 ◽  
Vol 16 (3) ◽  
Author(s):  
Geraldine Torrisi-Steele ◽  
Glenda Davis
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Academic Staff ◽  
Learning Experience ◽  
Learning Materials ◽  
Development Teams ◽  
Multimedia Development

<span>In recent years Australian universities have increased their focus on flexible delivery and online learning. Successful development of online teaching materials requires both knowledge of pedagogy as it applies to multimedia technologies as well as knowledge of the capabilities of current software and hardware. While academics are familiar with the skills and approaches required to operate in traditional environments they are often not equipped to meet the new demands of web authoring and online course design. Consequently, the potential of the online learning environment to improve the quality of the learning experience often remains unrealised.</span><p>To address this issue Griffith University, as part of its focus on flexible learning, has established campus based production centres. The centre offers academics the services of multimedia development teams. An educational designer is allocated to work collaboratively with the academic to assist with the design of the online materials and the integration of the online resources into courses.</p><p>This paper explores the expectations, experiences and perceptions taken from the perspective of ten lecturers within Griffith University, as they engage with the educational designer to develop online learning materials. Motivated by the authors' belief that the development of online learning materials is an endeavour aimed at improving the quality of teaching and learning, this paper seeks to raise some of the issues and concerns which educational designers, as staff developers, need to consider in order to guide interactions with academic staff toward a more fruitful end.</p>

scholarly journals Students’ satisfaction with learning experience in Covid-19 imposed virtual learning environment

2021 ◽  
Vol 8 (29) ◽  
pp. 124-131
Author(s):  
Marijana Prodanović ◽  
Valentina Gavranović
Keyword(s):  
Learning Environment ◽  
University Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
Common Denominator ◽  
Learning Context ◽  
Students Satisfaction

The organisation of the overall teaching and learning process during the ongoing pandemic has brought to light a complex range of educational aspects which need to be considered while reexamining and reevaluating the quality of teaching practices. The unavoidable criterion relevant for creating a meaningful educational context includes students’ perspectives and thoughts on these aspects of the processes they are active participants of. This paper focuses on university students‘ satisfaction with various aspects of online teaching and learning organisation. It reports on the answers the respondents, students majoring in English, gave to the Students‘ Satisfactory Survey, which consisted of a set of five-point Likert scale and one open-ended questions. The aim of this study is to investigate how satisfied the university students are with the online teaching-learning context – its overall organisation and the quality of lectures organised, delivered and assessed in a virtual environment. The results to a set of closed-ended questions are represented with statistic data and followed by the descriptive narrative, and the answers to the open-ended question are classified according to a common denominator, and subsequently analysed and discussed. The answers analysis shows that the majority of students have a rather positive attitude towards the online learning environment, and it also points to the aspects which can be improved.

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

2005 ◽  
Vol 6 (2) ◽  
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

<p>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. </p> <p><b>Keywords: </b>online teaching, faculty satisfaction, faculty development, diffusion of innovation, access, higher education, study </p>

Quality of life, physical activity and burnout syndrome during online learning period in Brazilian university students during the COVID-19 pandemic: a cluster analysis

2021 ◽  
pp. 1-15
Author(s):  
Diana Vilela Azzi ◽  
Júlia Melo ◽  
Armindo de Arruda Campos Neto ◽  
Paula Midori Castelo ◽  
Eric Francelino Andrade ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Cluster Analysis ◽  
Online Learning ◽  
University Students ◽  
Burnout Syndrome

MODERN APPROACHES TO RAISING THE PEDAGOGICAL CULTURE OF PARENTS IN AN INFORMAL ENVIRONMENT

2021 ◽  
Vol 12 (1) ◽  
pp. 113-120
Author(s):  
Yordanka Nikolova ◽  
Keyword(s):  
Online Learning ◽  
Team Building ◽  
Educational Process ◽  
Teacher Communication ◽  
Innovative Solutions ◽  
The Future ◽  
Informal Environment ◽  
Pedagogical Culture

This article analyzes and summarizes the results of a study conducted through a survey of parents and interviews with teachers interacting with each other through innovative forms (trainings, team building, workshops) in an informal environment and sought a correlation with the quality of student-parent-teacher communication, in terms of online learning. The researched innovative solutions and activities are presented to the future pedagogues in order to improve the pedagogical preparation of the pedagogical students from the Faculty of Pedagogy of Sofia University „St. Kliment Ohridski “and their motivation for the realization of fully- fledged relationships, a two-way relationship with parents as a major factor in increasing the effectiveness of the educational process.

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

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.

scholarly journals Students' Personal and Academic Attributions of University Withdrawal

1995 ◽  
Vol 25 (2) ◽  
pp. 53-77
Author(s):  
Genevieve M. Johnson ◽  
George H. Buck
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Psychological State ◽  
Full Time ◽  
Apparent Lack ◽  
Canadian Universities ◽  
Student Academic Performance ◽  
Wide Range

A Commission of Inquiry on Canadian University Education recently reported that approximately 42% of full-time undergraduate students who entered Canadian universities in 1985 failed to obtain a degree within five years. While this statistic is startling, perhaps, of greater concern is the apparent lack of interest shown by most Canadian universities in the subject of undergraduate student attrition. As an initial step toward addressing the issue of Canadian university attrition, a conceptual model of undergraduate student withdrawal is proposed. The model is based on the assumption that students are characterized by a wide range of personal and academic variables. Such characteristics interact or co-exist with institutional variables such as campus integration. This interaction results in the quality of student academic performance and the nature of student psychological condition. Poor quality of student academic performance results in institution-initiated undergraduate withdrawal; a variety of psychological variables (e.g., satisfaction, stress) result in student-initiated undergraduate withdrawal. The bases of this model were findings obtained from questioning 498 undergraduate students who had withdrawn from a large Western Canadian university. Personal student characteristics, institutional factors and societal variables frequently emerged as students' attributions of university withdrawal. Student academic performance was validated as the causal factor for institutional-based undergraduate withdrawal and student psychological state appeared critically related to student-based undergraduate withdrawal. From these findings, preadmission counseling, academic and personal student support and an increased commitment to accommodating students are recommended.

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