scholarly journals Realistic Job Preview as an Alternative Tool to Improve Student Readiness for Online Learning

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Zahir Ibrahim Latheef ◽  
Robert Robinson ◽  
Sedef Smith
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Mixed Methods Study ◽  
Online Classes ◽  
Online Learners ◽  
Self Assessment ◽  
Realistic Job Preview ◽  
Student Readiness ◽  
Online Readiness ◽  
Orientation Technique

Readiness for online learning has been established as a key component of student success in online classes. In addition, the COVID-19 pandemic has underscored how vital being prepared for online can be. This paper highlights an orientation technique widely used in the business field, namely Realistic Job Preview (RJP), as a method to prepare students for what online learning might be like. Our research proposes an RJP would help students adapt to their new role as online learners. For the purposes of this study, we developed a video providing a realistic preview of online learning following recommendations from RJP research. We then conducted a mixed methods study to examine student perceptions of our realistic preview video and an online readiness self-assessment. Overall, our findings provide strong evidence for the use of RJP as a strategy to improve student readiness for online learning.

scholarly journals Emergency Online Learning in Low-Resource Contexts: Student Perceptions of Effective Engagement Strategies

2020 ◽  
Author(s):  
Victoria Abou-Khalil ◽  
Samar Helou ◽  
Eliane Khalifé ◽  
MeiRong Alice Chen ◽  
Rwitajit Majumdar ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Collaborative Work ◽  
Instructional Designers ◽  
Online Classes ◽  
Teacher Strategies ◽  
Low Resource ◽  
Engagement Strategies ◽  
Sequential Mixed Methods ◽  
Screen Sharing

The COVID-19 pandemic forced the transition to emergency online learning without prior preparation or guidelines. This transition has been particularly challenging in developing countries and low-resource contexts and hindered student engagement. We aim to identify the engagement strategies which students, engaging in emergency online learning in low-resource contexts, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. First, we conducted a literature review and interviewed ten teachers and ten students to identify a list of engagement strategies. Then, we designed a questionnaire that examines student perceptions of these strategies. We administered the questionnaire to 313 students engaging in emergency online learning in low-resource contexts. Our analysis results showed that student-content engagement strategies, e.g. screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student-teacher strategies, e.g. Q&A sessions and reminders. Student-student strategies, e.g. group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies depends on the context and the students’ characteristics, e.g. gender, major, and technology access. To support instructors, instructional designers, and researchers we propose a ten-level guide for engaging students during emergency online classes in low-resource contexts.

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

Implementing a Measurement Framework to Assess and Evaluate Student Readiness for Online Learning and Growth

2018 ◽  
pp. 315-331 ◽  
Author(s):  
Shannon Sampson ◽  
Kelly D. Bradley ◽  
Heather Arrowsmith ◽  
Richard Mensah
Keyword(s):  
Online Learning ◽  
Rasch Analysis ◽  
Student Understanding ◽  
Valuable Insight ◽  
Online Classes ◽  
Measurement Scales ◽  
Online Technology ◽  
Student Readiness ◽  
Measurement Framework ◽  
Insight Into

This chapter was developed out of a study on the effectiveness of an online technology mini-course to prepare students for success in online classes. The work focuses on the methodology used to measure student readiness to engage with technology, and to measure growth in student technical knowledge as a result of the mini-course. The researchers applied Rasch analysis for both of these purposes, creating measurement scales from brief surveys. This chapter describes the results of the study, providing a step-by-step description of how to develop a similar scale for use in the classroom, and how to interpret results of Rasch analysis to gain valuable insight into student understanding of technology.

scholarly journals Are they paying attention, or are they shoe-shopping? Evidence from online learning

2021 ◽  
Vol 5 (1) ◽  
pp. 200-209
Author(s):  
Jo Smith ◽  
Karen Schreder
Keyword(s):  
Online Learning ◽  
Mixed Methods ◽  
Adult Learners ◽  
Education Program ◽  
Online Courses ◽  
Mixed Methods Study ◽  
Online Classes ◽  
Teaching Online ◽  
Abrupt Transition ◽  
Doctorate Of Education

In response to the coronavirus pandemic, schools across the nation made an abrupt transition to teaching online as states instituted stay-at-home measures. This mixed methods study examines the attentiveness of adult learners in an online Doctorate of Education program. Three main findings emerged: 1) online courses where the students and instructor all are logged on to Zoom synchronously had higher average attentiveness compared to hybrid format courses where some students are physically in the classroom and some are on zoom; 2) average attentiveness was higher during the synchronous portion of classes with an asynchronous portion compared to fully synchronous online classes; and 3) average attentiveness was lower for class segments of over 30 minutes than class segments under 30 minutes.

scholarly journals Examining Student Perception of Readiness for Online Learning: Importance and Confidence

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Florence Martin ◽  
Brandy Stamper ◽  
Claudia Flowers
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Repeated Measures ◽  
Student Perception ◽  
Steady Increase ◽  
Online Student ◽  
Student Readiness ◽  
Technical Competencies ◽  
Online Readiness ◽  
Learning Competencies

The last two decades have seen a steady increase in the number of online courses in higher education. This survey-based study examines student readiness for online learning in 2018, through the dimensions of importance and confidence as measures of readiness.  An instrument with four subscales of competencies (online student attributes, time management, communication, and technical) that measures student readiness for online learning (SROL) was developed. Reliability of student responses to an online readiness instrument and factors related to student perception are examined. Descriptive statistics and item level means for the competencies are provided. Two repeated measures ANOVAs with one-within subject factor (four subscales for importance and competency) were conducted. Online student attributes, time management, and technical competencies were rated high for importance compared to communication competencies. Students were confident in online student attributes and technical competencies compared to time management and communication. Data was also analyzed based on demographic differences. MANOVA showed significant differences based on the race (white and non-white) of the students and course format (asynchronous, synchronous, and blended) on their perceptions of online learning competencies.

scholarly journals Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Rex Bringula ◽  
Jon Jester Reguyal ◽  
Don Dominic Tan ◽  
Saida Ulfa
Keyword(s):  
Online Learning ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Self Concept ◽  
Online Classes ◽  
Online Learners ◽  
Face To Face ◽  
Learning Mathematics ◽  
Face To Face Learning ◽  
The Relationship

AbstractIn this mixed-methods research, the relationship between four factors of individual online learners and their mathematics self-concept was explored. In addition, the challenges the students faced in learning mathematics online during the Coronavirus disease (COVID-19) pandemic were determined. The participant students were from two mathematics classes offered online during the summer of 2020. Pure online classes were first offered during this period because face-to-face learning sessions were suspended due to the COVID-19 pandemic. It was found that students owned the devices they were using for online classes. Internet connection and power interruption were the most problematic aspects of online learning. Students had positive as well as negative mathematics online learning self-concepts. Individual factors were partly related to mathematics self-concept. Qualitative data shows that students faced technological, personal, domestic, assessment, pedagogical, consultation, and test anxiety challenges. Implications and recommendations for teaching mathematics in an online environment are offered.

scholarly journals Engineering students’ readiness for online learning amidst the COVID-19 pandemic: Scale validation and lessons learned from a developing country

2021 ◽  
Author(s):  
Md. Abdullah Al Mamun ◽  
Md. Akbar Hossain ◽  
Sayedus Salehin ◽  
Md. Shahadat Hossain Khan ◽  
Mahbub Hasan
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Engineering Students ◽  
Situational Factors ◽  
Delivery Mode ◽  
Digital Inequality ◽  
Face To Face ◽  
Student Readiness ◽  
Proposed Model ◽  
Online Readiness

Abstract Background - Engineering education utilizes a face-to-face model for delivery of course materials and workshops. The recent outbreak of the COVID-19 pandemic imposed a countrywide lockdown and forced education institutes to shift to an internet-based online delivery mode. Purpose/Hypothesis - This study developed an instrument to meticulously measure the students’ readiness for online learning in a pandemic situation. A situation like COVID-19 accelerates a long-standing issue of digital inequality among the students in education. The study proposed a reconceptualised model for students’ online readiness for emergencies like COVID-19. The proposed model consists of (a) motivation, (b) self-efficacy, and (c) situational factors.Design/Method - The proposed model was validated with the engineering students (for pilot study N = 68 and main study N = 988) from several universities in Bangladesh. To validate the underlying relationships between the latent constructs, an exploratory factor analysis (EFA) was performed followed by structural equation modelling (SEM) for the construct validity of the measurement model and to assess the model fit. Results - The findings showed that besides motivation and self-efficacy, the situational factors describing the contextual dynamics emerging from the COVID-19 significantly influenced the student's online readiness.Conclusions - The impact of situational factors on student readiness for online learning is complex, specially during events such as the COVID-19 pandemic. By analyzing the collected data, it is evident that current practices of teaching should be blended with face-to-face, synchronous and asynchronous internet-based learning. We argue that digital inequality is an important factor influencing student readiness for online learning.

Support for Study: Online Educational Environments and the Rights to Education

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Lin Lin ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Collaborative Inquiry ◽  
Expert Knowledge ◽  
The Self ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Learners ◽  
Educational Environments ◽  
Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

scholarly journals Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies

2021 ◽  
Vol 11 (1) ◽  
pp. 24
Author(s):  
Victoria Abou-Khalil ◽  
Samar Helou ◽  
Eliane Khalifé ◽  
MeiRong Alice Chen ◽  
Rwitajit Majumdar ◽  
...  
Keyword(s):  
Online Learning ◽  
Collaborative Work ◽  
Instructional Designers ◽  
Online Classes ◽  
Education Students ◽  
Low Resource Settings ◽  
Low Resource ◽  
Engagement Strategies ◽  
Sequential Mixed Methods ◽  
Screen Sharing

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings.

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