scholarly journals STRETCHING THE BOUNDARIES: USING ALN TO REACH ON-CAMPUS STUDENTS DURING AN OFF-CAMPUS SUMMER SESSION

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Christine Wang ◽  
Alaina Kanfer ◽  
Michelle Hinn ◽  
Lanny Arvan
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Summer School ◽  
Course Design ◽  
Rating Scale ◽  
Online Communication ◽  
Good Time ◽  
Summer Session ◽  
At Home

In this article we study an innovative use of asynchronous learning networks (ALN) to stretch the boundaries of the traditional university campus.An ALN was used to allow traditional on-campus students to take a required course, ECON 300: Intermediate Microeconomic Theory, during summer session while they were off campus, working summer jobs at home. Pre- and post surveys consisting of open-ended and rating scale questions were administered to 29 students. The surveys were used to assess the degree of student satisfaction with various aspects of the online learning experience and their learning environments at home as well as to assess additional important characteristics for successful online learning such as motivation, self-discipline and time management.The results indicate that the transfer from the traditional face-to-face classroom during the academic year to the online summer session requires strong motivation, self-discipline, good time management skills, and a comfortable learning environment including a stable Internet connection. The students' learning outcomes were closely related to their satisfaction with online communication, technical support, and the course design. Furthermore, prior online class experience affected learning outcomes. Additionally, prior experience with the technologies and a positive attitude toward technology were found to be important for successful online learning.The importance of online course design and student preparation, particularly when traditional on-campus students attend a summer school course through ALN, is discussed.

scholarly journals PENGGUNAAN ALAT KOMUNIKASI DARING VIA WHATSAPP GROUP DALAM PEMBELAJARAN SENI TARI PADA KELAS X OTKP SMK KARTIKA 1-2 PADANG

2020 ◽  
Vol 9 (4) ◽  
pp. 9
Author(s):  
Rahmi Syafira ◽  
Susmiarti Susmiarti
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Qualitative Study ◽  
Learning Outcomes ◽  
Online Communication ◽  
Lessons Learned ◽  
Communication Tools ◽  
Descriptive Approach ◽  
Online Communication Tools ◽  
Research Show

This study aims to determine and describe the use of online communication tools via whatsapp group in learning dance in class X OTKP SMK Kartika 1-2 Padang. This research is a qualitative study using a descriptive approach. The object of this research was 29 students of class X OTKP SMK Kartika 1-2 Padang. The research instrument was the researcher itself and was assisted by data collection tools such as dance videos, Whatsapp groups, and direct observation with the teacher doingthe instruction by using online learning communication tools for dance learning. The results of the research show that the use of online communication tools via WhatsApp group runs very well. Students are able to learn from any source in which at this time, the students can learn through technology / mobile phones.Students can access lessons learned such as learning dance practice on YouTube. At the second and third meetings, it can be seen that students understand and can do movements without the help of the teacher, and they can memorize only through YouTube. The last meeting also shows excellent learning outcomes. However, the teacher cannot assess the extent of the students' abilities in learning due to the fact that the teacher cannot monitor directly. Instead, the teacher can only provide direction in the form of solutions through Whatsapp group. Thus, the researcher concludes that the use of online communication tools via Whatsapp group in learning dance in class X OTKP is conducted well, and it can be used in learning dance practice.Keywords: The Use, Online Communication Tools, WhatsApp Group, Dance

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 No differences in grades or level of satisfaction in a flipped classroom for neuroanatomy

2015 ◽  
Vol 29 (2) ◽  
pp. 127-133 ◽  
Author(s):  
Stephney Whillier ◽  
Reidar Petter Lystad
Keyword(s):  
Learning Outcomes ◽  
Outcome Measures ◽  
Summer School ◽  
Flipped Classroom ◽  
Mode Of Delivery ◽  
Course Grades ◽  
Level Of Satisfaction ◽  
Final Grades ◽  
School Period ◽  
At Home

Objective The intensive nature of a 5- or 6-week teaching block poses unique problems for adequate delivery of content. This study was designed to compare the delivery of a unit of undergraduate neuroanatomy in a short summer school period, as a traditionally taught unit, with a rendition given in the form of the “Flipped Classroom.” The aim was to evaluate the effectiveness of the flipped classroom in the intensive mode classroom. Methods The flipped classroom encompassed the same learning outcomes, but students were responsible for covering the content at home in preparation for tutorials that applied their acquired knowledge to higher levels of thinking. The main outcome measures were the final course grades and the level of satisfaction with the course. Results There were no significant differences between the 2 cohorts in final grades (p = .259), self-rated knowledge (p = .182), or overall satisfaction with the course (p = .892). Conclusion This particular design of the flipped classroom did not add value to the intensive mode experience. It may be that this mode of delivery is ill suited to intensive classes for subjects that carry a lot of content. The use of the flipped classroom requires further research to fully evaluate its value.

scholarly journals Student Perception of Online Learning Experiences Associated with COVID-19

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Rebecca Elkins ◽  
Rhyanne McDade
Keyword(s):  
Online Learning ◽  
Student Retention ◽  
Student Satisfaction ◽  
Course Design ◽  
Student Perception ◽  
Learning Experiences ◽  
Course Structure ◽  
Design Elements ◽  
Student Opinions ◽  
Qualitative Analyses

Introduction: The devastation of COVID-19 has profoundly disrupted the U.S. educational system. Student dissatisfaction with online learning has adversely effected enrollment and student retention. Identifying factors that contribute to student satisfaction with online learning experiences is imperative to bolstering student retention and enrollment. This study examines student opinions related to overall satisfaction of online learning experiences during the COVID-19 shift to remote learning. Methods: A single electronic, university wide, survey was sent out to all 16,212 students enrolled at a Southern, regionally accredited university. The survey remained open for five weeks during the fall 2020 semester. A single e-mail reminder data was sent to all students with a link to the survey and the survey closing date. Descriptive, inferential and qualitative analyses were conducted.  Results: Student satisfaction with online learning experiences during COVID-19 were much lower than previously reported averages. Student satisfaction significantly differed based on sex and program type. Female students (M=1.53, SD=.500, p=.005) and students enrolled in online programs (M=1.53, SD=.500 p<.001) reported significantly higher levels of satisfaction with online learning amid the onset of COVID-19, in comparison to male students (M=1.42, SD=.495) and students enrolled in traditional (face-to-face or hybrid format) programs (M=1.46, SD=.499). Qualitative analyses found that student opinions about instructional design elements pertaining to course structure (content, sequence and methods), sociology and compassion influenced student satisfaction with online learning experiences. Conclusions: Student sex, type of program, elements of course design, and instructor compassion influenced student satisfaction with learning experiences during the onset of COVID-19. Improvement in course structure and student-teacher interaction may improve student rates of satisfaction with online learning experiences. 

scholarly journals The Systematic Implementation of an Innovative Postgraduate Online Learning Model in the Middle East

2021 ◽  
Vol 20 (8) ◽  
pp. 139-159
Author(s):  
Nessrin Shaya ◽  
Laila Mohebi
Keyword(s):  
Online Learning ◽  
Middle East ◽  
Online Education ◽  
Student Satisfaction ◽  
Course Design ◽  
Learning Model ◽  
Arab Countries ◽  
Perceived Learning ◽  
Senior Managers ◽  
Major Factors

This paper aims at examining the factors contributing to effective implementation of online learning in the Middle East higher education sector, through investigating the success and learning effectiveness of an innovative online learning model offered jointly by three prestigious universities in two different Arab countries. A mixed-method research approach was employed to triangulate data collected from key stakeholders engaged with the programme, namely senior managers and enrolled students, to derive findings that would inform managers, trainers and educators, from a systemic implementation, faculty-development and course-design perspective. Qualitative data gathered from face-to-face, semi-structured interviews with a number of senior managers took place delineated on the necessary enabling conditions to create, design and offer a quality online programme. Quantitative data collected from a student satisfaction survey examined factors contributing to perceived learning and student satisfaction in an online learning context. Following thematic analysis, five major factors were identified as critical for effective online learning implementation, namely: Rationale and Motivating Factors, Technology Infrastructure, E-Learning Pedagogy and Support Infrastructure, Course Design and Delivery and Lessons Learned. Results showed that Course Structure/Organisation, Learner Interaction, Student Engagement and Instructor Presence appeared to be the major factors contributing to high satisfaction and perceived learning. This paper argues that the shift towards blended and online modes of learning is inevitable, advocating the fundamental conception that online education is instrumental in expanding access to tertiary education. If properly designed and implemented, online education has the potential to alleviate academic rigor through improved faculty productivity at reduced tuition costs. Implications for further research and practical recommendations are also discussed.

scholarly journals The Factors Affecting Students’ Online Learning Outcomes during the COVID-19 Pandemic: A Bayesian Exploratory Factor Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-13
Author(s):  
Thi Tinh Thuong Pham ◽  
Hoang Anh Le ◽  
Doan Trang Do
Keyword(s):  
Factor Analysis ◽  
Online Learning ◽  
Learning Outcomes ◽  
Exploratory Factor Analysis ◽  
Course Design ◽  
Perceived Usefulness ◽  
Learning System ◽  
World Health ◽  
Health Crisis ◽  
Factors Affecting

The COVID-19 pandemic, a public health crisis of worldwide importance, announced by the World Health Organization (WHO) in January 2020 as an outbreak, has made distance education through the E-learning system an urgent and irreplaceable requirement. The study assessed factors affecting students’ online learning outcomes during the COVID-19 pandemic through interviews with 404 students who were subjects of the survey using the convenience sampling method via questionnaires. The study utilized the reliability analysis through Cronbach’s Alpha and the Bayesian Exploratory Factor Analysis (BEFA). The evaluation results of the research scales showed that 28 observed variables were used to measure 7 research concepts. Test results of the hypotheses showed that students’ online learning outcomes are affected by 6 factors in the descending order, respectively, learner characteristics, perceived usefulness, course content, course design, ease of use, and faculty capacity.

scholarly journals Higher Education during the Pandemic: The Predictive Factors of Learning Effectiveness in COVID-19 Online Learning

2021 ◽  
Vol 11 (8) ◽  
pp. 446
Author(s):  
Jenny T. Y. Tsang ◽  
Mike K. P. So ◽  
Andy C. Y. Chong ◽  
Benson S. Y. Lam ◽  
Amanda M. Y. Chu
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Outcomes ◽  
Predictive Factors ◽  
Course Design ◽  
Learning Effectiveness ◽  
Perceived Learning ◽  
Learning Platform ◽  
Student Dialogue ◽  
University Support

The global coronavirus disease (COVID-19) outbreak forced a shift from face-to-face education to online learning in higher education settings around the world. From the outset, COVID-19 online learning (CoOL) has differed from conventional online learning due to the limited time that students, instructors, and institutions had to adapt to the online learning platform. Such a rapid transition of learning modes may have affected learning effectiveness, which is yet to be investigated. Thus, identifying the predictive factors of learning effectiveness is crucial for the improvement of CoOL. In this study, we assess the significance of university support, student–student dialogue, instructor–student dialogue, and course design for learning effectiveness, measured by perceived learning outcomes, student initiative, and satisfaction. A total of 409 university students completed our survey. Our findings indicated that student–student dialogue and course design were predictive factors of perceived learning outcomes whereas instructor–student dialogue was a determinant of student initiative. University support had no significant relationship with either perceived learning outcomes or student initiative. In terms of learning effectiveness, both perceived learning outcomes and student initiative determined student satisfaction. The results identified that student–student dialogue, course design, and instructor–student dialogue were the key predictive factors of CoOL learning effectiveness, which may determine the ultimate success of CoOL.

scholarly journals KEEFEKTIFAN PEMBELAJARAN BAHASA INDONESIA MELALUI GOOGLE CLASSROOM DI MASA PANDEMI

2021 ◽  
Vol 16 (1) ◽  
pp. 24
Author(s):  
Layla Lusia Ningrum ◽  
Suparmin Suparmin ◽  
Titik Sudiatmi ◽  
Ita Retnowati
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Language Learning ◽  
Learning Outcomes ◽  
Ministry Of Education ◽  
Student Attendance ◽  
Alternative Learning ◽  
To Receive ◽  
Bahasa Indonesia ◽  
At Home

During the covid 19 pandemic, all students ranging from elementary school to student level are required to do learning through online. This policy provided by the Ministry of Education is intended to keep students learning safely at home in the midst of the Covid-19 pandemic and to ensure students continue to receive lessons during the pandemic. One application that is widely used during online learning today is google classroom. the author wants to research the effectiveness of Indonesian language learning through google classroom during the pandemic. If viewed through data, it can be concluded that there is an increase in student attendance and learning outcomes. With this can also be concluded that online learning through google classroom has effectiveness and can be used as an alternative learning during the pandemic.

The Other Side of Digitally Mediated Learning

2011 ◽  
pp. 1-21
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
The Other ◽  
Online Learning Environment ◽  
Mediated Learning ◽  
Construction Of Knowledge

Trust is an integral part of online learning. Learners must be able to trust the technology as well as the humans behind the technology. Anonymity provides protection and other benefits that support the co-construction of knowledge, yet there are potential tradeoffs that diminish this protection and increase the risk of deception. Cyber educators are responsible for designing and creating a safe online learning environment that promotes trust, hence increasing collaboration, student satisfaction, and improving learning outcomes.

Implementation of Guidance nuanced Learning Model at MAN 1 Bandar Lampung

2020 ◽  
Vol 7 (1) ◽  
pp. 47-52
Author(s):  
Rifda El Fiah ◽  
Saiful Bahri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Formal Education ◽  
Rating Scale ◽  
Soft Skills ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Expert Rating ◽  
Hard Skills ◽  
Process Implementation

This research was conducted based on the problems that often arise in formal education learning. This problem has an impact on learning achievement results obtained by students. This research was conducted at MAN 1 Bandar Lampung. The purpose of this study was to determine the feasibility of the instructional model nuanced guidance data collection techniques using expert rating scale and user rating scale. The results of this study indicate that the nuanced learning model meets the achievement of student learning outcomes in MAN 1 Bandar Lampung, by developing students' knowledge and skills in the form of soft skills and hard skills. Guidance nuanced learning model design consists of learning process planning standards, learning process implementation standards, learning process outcome standards, and learning process control standards. 

Sign in / Sign up

Export Citation Format

Share Document