scholarly journals Intrinsic and Extrinsic Motivation to E learning in Higher Education Institutions

2013 ◽  
Vol 12 (1) ◽  
pp. 3131-3137
Author(s):  
Abdulkareem Al-Alwani
Keyword(s):  
Higher Education ◽  
Extrinsic Motivation ◽  
Administrative Support ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Release Time ◽  
Face To Face ◽  
Physical Resources ◽  
E Learning ◽  
Strongly Agree

There were many researches which were conducted about implementation of e learning in Higher Education Institutions, but few of them were focused on the motivation of e learning. Even though, there are many applications of e learning in Higher Education Institutions, it is very obvious that there is a resistance to e learning from many users in different fields. The researcher in this study tries to examine the knowledge of selected faculty members to know what their motivations are towards e learning. The research explores various intrinsic and extrinsic motivations such as physical resources, accessibility to internet, perception towards e learning, training, pedagogy and teaching strategies, confidence, comparison to face-to-face teachings, time factor, administrative support, lack of time for students, lack of monitoring, recognition, workload, relevancy to taught courses, in-adequate release time, age, and students technical knowledge. Faculty from various countries responded ‘strongly agree that adequate and workable physical resources, and accessibility to internet have high percentage (>30%) that motivates them to utilize e learning. While a small percentage chose less agree and disagree to other responses that contribute to motivation towards e learning.

scholarly journals Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Engin Karadag ◽  
Ahmet Su ◽  
Hatice Ergin-Kocaturk
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Student Satisfaction ◽  
Hierarchical Linear Modeling ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Linear Modeling ◽  
Education Systems ◽  
Face To Face ◽  
Academic Activities

AbstractCOVID-19 pandemic triggered distance education in higher education. Decisions such as isolation, social distancing and quarantine made by countries unexpectedly and suddenly forced face-to-face education to change to distance education within days. All academics around the world had to move online overnight. All the educational and academic activities in higher education (courses, exams, meetings, etc.) had to be conducted online in a few days. Based on these changes, this study aimed to analyze the relationships among student, faculty (adaptations of faculty members to distance education) and institutional (distance learning capacities of the universities) variables that affected satisfaction of the students related to distance education in higher education institutions in Turkey during COVID-19 pandemic using hierarchical linear modeling (HLM). The study group included 14,962 students and 3631 academics from 30 universities. The results showed that universities with higher distance education capacities got higher satisfaction scores. HLM analysis showed that 43% of the variation in satisfaction scores resulted from universities. The second HLM analysis showed that 44% of the overall satisfaction score variance of the students could be explained by the factors of university features (Level 2: distance education capacity and acceptance and use of distance education systems of faculty members). Thus, it was determined that 44% of the university factor calculated as 43% in Model 1 (which is calculated within students’ general satisfaction scores) resulted from the distance education capacity and the acceptance and use of distance education systems of faculty members. The findings of this study provide insights to improve distance education by stakeholders of higher education institutions.

scholarly journals E-Teaching in Higher Education: An Essential Prerequisite for E-Learning

2018 ◽  
Vol 7 (2) ◽  
pp. 93-97 ◽  
Author(s):  
Sarah Guri-Rosenblit
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
New Technologies ◽  
Higher Education Institutions ◽  
Undergraduate Level ◽  
Face To Face ◽  
E Learning ◽  
Teaching In Higher Education ◽  
Essential Prerequisite

The discourse on the implementation of the digital technologies in higher education settings focuses mainly on students’ learning rather than on professors’ teaching. The little attention paid to the crucial role of teachers in online settings results in a restricted and moderate adaptation of the technologies in higher education worldwide. In most higher education institutions, the new technologies are used mainly for add-on functions and not for substituting face-to-face encounters or for an intensive web-enhanced teaching. This article starts with briefly explaining why most students, particularly at the undergraduate level, are unable and/or unwilling to study by themselves without expert teachers to guide their knowledge construction, discusses the problematics of digital literacy of teachers, examines the main reasons for the reluctance of many academics to utilize the technologies more fully in their teaching, and concludes by recommending some strategies for incorporating more fully the huge array of the technologies’ capabilities in higher education institutions. 

Learning across Multiple Spaces

2014 ◽  
pp. 372-392
Author(s):  
Laura Fedeli ◽  
Pier Giuseppe Rossi ◽  
Lorella Giannandrea
Keyword(s):  
Higher Education ◽  
Cultural Heritage ◽  
Traditional Instruction ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Department Of Education ◽  
Teaching Staff ◽  
Face To Face ◽  
E Learning

This chapter deals with four different case studies represented by graduate and post-lauream courses run at the Department of Education, Cultural Heritage and Tourism at University of Macerata (Italy). These cases synthesize the research developed in the last 10 years by the teaching staff who have promoted the activation of e-learning in the institution. The choice to present different contexts, from blended solutions where face-to-face courses are integrated with online environments to fully online courses, is framed in a new pedagogical perspective; that is, the need to focus on the methodologies and strategies is recognized as successful in e-learning in order to improve the quality of traditional instruction developed in the presence of higher education institutions. This process shifts attention from “quality of e-learning” to “quality through e-learning.” In fact, the differentiated and flexible use of technologies is aimed at helping students become more involved in the educational setting and to help them contextualize their studies more effectively.

scholarly journals Possibilities of Computer-supported Collaborative Learning in Blended-learning

2015 ◽  
Vol 1 ◽  
pp. 415
Author(s):  
Lāsma Ulmane-Ozoliņa
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Theoretical Background ◽  
Computer Supported Collaborative Learning ◽  
Face To Face ◽  
E Learning ◽  
Learning Options ◽  
Learning Analysis

<p>Higher education institutions in Latvia offer blended learning where traditional face to face lectures are combined with e-learning options. Research on blended learning in Latvia is very little. Author offers her view on blended learning analysis in Latvia and possibility to introduce computer-supported collaborative learning as tool to involve students in more active learning and learners’ community building. As theoretical background author uses sociocultural theory and participatory metaphor. Article describes several very important issues to put attention on when starting to introduce CSCL and blended learning in Latvia’s higher education institutions.</p>

scholarly journals Testing the success of real-time online delivery channel adopted by higher education institutions in the United Arab Emirates during the Covid-19 pandemic

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Iffat Sabir Chaudhry ◽  
Rene Paquibut ◽  
AbuReza Islam ◽  
Habib Chabchoub
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Real Time ◽  
United Arab Emirates ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Learning System ◽  
Face To Face ◽  
E Learning ◽  
Future Outcomes

AbstractE-learning was mandated for all the higher education institutions (HEI) in the United Arab Emirates (UAE) to encounter the pandemic and practice social distancing in year 2020. This led education institutions to shift from face-to-face traditional classroom settings to online education channels for delivering education to their students despite being less familiar with the real-time remote learning. The current study attempts to measure the success of e-learning systems adopted by the HEIs in UAE. An e-learning system success measuring the framework based on DeLone and McLean (J Manage Inf Syst 19(4):9–30, 2003) was developed including the measures of quality, system use, perceptual benefits and future outcomes from students’ perspective. A survey was conducted from more than 1200 students studying at different higher education institutions of the UAE region. The findings have implications for educators and policy-makers recommending the success factors of e-learning delivery channels in this region.

scholarly journals Challenge Accepted: Experiences of Turkish Faculty Members at the Time of Emergency Remote Teaching

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Faik Özgür Karataş ◽  
Sevil Akaygun ◽  
Suat Çelik ◽  
Mehmet Kokoç ◽  
Sevgi Nur Yılmaz
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Private Higher Education ◽  
Survey Method ◽  
Snowball Sampling ◽  
Online Questionnaire ◽  
Technical Problems ◽  
Face To Face

The Covid-19 pandemic caught everyone unprepared. Higher education institutions were expected to be the least affected due to their long history of distance education, which has enabled the development of expertise and technical infrastructure, but were they? The present study focuses on faculty members’ experiences at the time of emergency remote teaching and afterwards. The survey method was devised to conduct the study. An online questionnaire called the Emergency Remote Teaching Views Questionnaire was developed by the researchers and administered at higher education institutions throughout Turkey. With a combination of convenience and snowball sampling, 351 faculty members from 72 different public and private higher education institutions were reached. The descriptive analysis of the data revealed that almost 62% of the faculty members had never taken any form of training regarding online distance education before the Covid-19 pandemic. Although one fifth of the faculty members indicated that they had had distance education experience three times or more before the pandemic, around 62% of them encountered remote teaching for the first time. Many faculty members indicated that they spent more time on remote teaching than face-to-face teaching; they had trouble following students’ development; the students were disinterested in the classes; they had technical problems, but they also received support from their institutions. Although only one fourth of the faculty members reported being unsure about the quality of their remote teaching, three fourths of them believed that it was not as fruitful as face-to-face teaching. This was especially evident in the area of assessment and evaluation. Based on these results, it can be concluded that higher education institutions were caught unprepared, but their adaptation was very quick.

scholarly journals THE DEGREE OF EFFECTIVENESS OF DISTANCE LEARNING IN LIGHT OF ‎THE OUTBREAK OF THE CORONA VIRUS FROM THE POINT OF VIEW OF ‎STUDENTS IN HIGHER EDUCATION INSTITUTIONS IN BEERSHEBA

2022 ◽  
Vol 04 (01) ◽  
pp. 268-285
Author(s):  
Hatem AZBARGA
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Point Of View ◽  
Faculty Members ◽  
Corona Virus ◽  
E Learning ◽  
Degree Of Stability ◽  
Descriptive Approach ◽  
High Degree

The study aims to identify the degree of effectiveness of distance learning in light of ‎Covid-19 outbreak from the point of view of students in higher education institutions ‎in Beersheba. In this study, the researcher used the descriptive approach through a ‎questionnaire that was given to (150) students in higher education institutions in ‎Beersheba. The students were chosen randomly, and the validity of the study tool was ‎verified by presenting it to a group of arbitrators, and its stability was verified, as the ‎value of Cronbach's alpha was (94.4%), which has a high degree of stability, and ‎appropriate statistical methods were used for: Reaching the results The results were as ‎follows: ‎ ‎1.‎ The degree of effectiveness of distance learning in light of the outbreak of the ‎Corona virus from the point of view of students in higher education institutions in ‎Beersheba region came to a medium degree.‎ ‎2.‎ The degree of continuity of distance learning in light of the outbreak of the Corona ‎virus from the point of view of students in higher education institutions in Beersheba ‎region came to a medium degree.‎ ‎3.‎ The degree of e-learning obstacles from the point of view of students in higher ‎education institutions in Beersheba region came to a medium degree.‎ ‎4.‎ The degree of interaction of faculty members with distance education in light of the ‎Corona crisis from the point of view of students in higher education institutions in ‎Beersheba region came to a medium degree.‎ ‎5.‎ The degree of students' interaction with distance learning in light of e-learning from ‎the point of view of students in higher education institutions in Beersheba region ‎came to a high degree.‎ ‎6.‎ There are statistically significant differences in the responses of the study sample ‎members towards the degree of effectiveness of distance learning in light of the ‎outbreak of the Corona virus from the point of view of students in higher education ‎institutions in Beersheba region due to the gender variable, and the differences were ‎in favor of females versus males.‎ ‎7.‎ There are differences in the average responses of the sample members about the ‎degree of effectiveness of distance learning in light of the outbreak of the Corona ‎virus from the point of view of students in higher education institutions in Beersheba ‎region due to the variable of the teaching stage in the college in favor of those ‎studying a teaching certificate versus those studying a first and a second title.‎ ‎8.‎ There are no differences in the average responses of the sample members about the ‎degree of effectiveness of distance learning in light of the outbreak of the Corona ‎virus from the point of view of students in higher education institutions in Beersheba ‎region due to the variable of the year of study in the college.‎

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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