scholarly journals Assessing the Higher Education Settings after the Transition to Online Learning: Exploring Teaching, Assessments, and Students’ Academic Success

2021 ◽  
Vol 20 (12) ◽  
pp. 159-173
Author(s):  
Nahla Moussa
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Success ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
Research Report ◽  
Mixed Method Research ◽  
Education Students ◽  
Online Mode ◽  
The Impact

This empirical research report intended to explore the impact of the sudden transition to online learning and teaching and assessment at higher education institutions in the United Arab Emirates (UAE). Furthermore, the study assessed the difference in students’ academic achievement and their perception of the transition to online learning. A mixed-method research design was adopted to achieve the purpose of this research paper. Content analysis, the Correlation Coefficient, and Simple Linear Regression were supportive analysis tools. Data analysis proved that the higher education system in the UAE embraced appropriate teaching and assessment approaches to the online mode of teaching and learning. Moreover, higher education students maintained high academic success after transitioning to online learning. Students’ perception of the transition to online learning positively correlated to students’ academic success. Thus, higher education students maintained a decent level of academic success after transitioning to the online mode of learning.

Showing a Human and Professional Face to the World

2017 ◽  
pp. 506-522
Author(s):  
Jennifer Munday ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Sense Of Self ◽  
Learning Design ◽  
Education Students ◽  
Learning Space ◽  
The World ◽  
Positive Results

The online learning space can appear to be cold and impersonal for Higher Education students. The aim of this chapter is to show the progress of a teaching and learning design using a “sense of self” model, which is being used in ePortfolio creation in two Higher Education institutions. This chapter demonstrates that an ePortfolio can be a tool for showcasing students' levels of achievement in regard to a “sense of self”. The authors intend that the positive results from the outcomes of the two pedagogic approaches to the ePortfolio process should encourage other users of ePortfolio to engage with flexible and creative approaches to the production of showcase and reflective ePortfolios with students at all phases of a degree program. Academics can positively affect the human connections between students and teachers, emerging professionals and the profession, by encouraging multi-faceted aspects within an ePortfolio as the interface between the online and the professional world.

scholarly journals INVESTIGATION INTO ONLINE LEARNING READINESS OF HIGHER EDUCATION STUDENTS DURING COVID-19 PANDEMIC

2021 ◽  
Vol 9 (3) ◽  
pp. 24-39
Author(s):  
Necati TAŞKIN ◽  
Kerem ERZURUMLU
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Success ◽  
Education Students ◽  
Learning Readiness ◽  
Grade Point ◽  
Smart Mobile Phone ◽  
High Level ◽  
Smart Mobile ◽  
Online Learning Readiness

This study aims to investigate the online learning readiness of learners and to examine this readiness according to various variables. The descriptive survey model was used in this study. The data of the study were collected from 1963 higher education students who participated voluntarily according to the convenience sampling method. Demographic information form and online learning readiness scale were used as data collection tools. The pandemic period academic grade point means of students constitute their academic achievement for this study. MANOVA was used to investigate whether the demographic variables influenced the readiness sub-factor mean scores of the students. One-factor ANOVA was used to determine whether the academic achievements of the students differ significantly according to their readiness levels. In this study, it was observed that the students had moderate-level readiness, but they were close to the high-level limit. It was observed that gender, education level and the faculty/college were effective on readiness while the grade level and the type of education were not effective. Learners who have a personal computer, internet connection or smart mobile phone are more ready for online learning. In addition, students with a high level of readiness got academically more successful. Readiness is crucial in the success of the experiences and activities to be performed in the online learning environment. Increasing the technological facilities and computer use, the competence of learners will increase online learning readiness and academic success.

Showing a Human and Professional Face to the World

2017 ◽  
pp. 94-110
Author(s):  
Jennifer Munday ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Sense Of Self ◽  
Learning Design ◽  
Education Students ◽  
Learning Space ◽  
The World ◽  
Positive Results

The online learning space can appear to be cold and impersonal for Higher Education students. The aim of this chapter is to show the progress of a teaching and learning design using a “sense of self” model, which is being used in ePortfolio creation in two Higher Education institutions. This chapter demonstrates that an ePortfolio can be a tool for showcasing students' levels of achievement in regard to a “sense of self”. The authors intend that the positive results from the outcomes of the two pedagogic approaches to the ePortfolio process should encourage other users of ePortfolio to engage with flexible and creative approaches to the production of showcase and reflective ePortfolios with students at all phases of a degree program. Academics can positively affect the human connections between students and teachers, emerging professionals and the profession, by encouraging multi-faceted aspects within an ePortfolio as the interface between the online and the professional world.

scholarly journals Adoption Of Social Networking In Education: A Study Of The Use Of Social Networks By Higher Education Students In Oman

2014 ◽  
Vol 10 (2) ◽  
pp. 143-154 ◽  
Author(s):  
Elham M. Al-Mukhaini ◽  
Wafa S. Al-Qayoudhi ◽  
Ali H. Al-Badi
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Learning Styles ◽  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Education Students ◽  
Wide Range ◽  
The Impact ◽  
Social Networking Tools

The use of social networks is a growing phenomenon, being increasingly important in both private and academic life. Social networks are used as tools to enable users to have social interaction. The use of social networks (SNs) complements and enhances the teaching in traditional classrooms. For example, YouTube, Facebook, wikis, and blogs provide a huge amount of material on a wide range of subjects. This research aims to explore the need to change the traditional style of teaching and learning after the innovation of Web 2.0. The main objectives of this research are to discover the motives for the use of social networks by higher education students in Oman, to recognize the impact of social networking tools in learning and education generally, to analyse the problems that students might face when using social networks, and to determine whether the traditional learning methods need to be changed in the era of Web 2.0 technologies? In order to achieve the objectives of this research, the research methodology is to conduct a survey amongst Omani students at different universities, colleges, and other higher education institutions and to explore the social networking tools that might have an influence on teaching and learning styles. The type of data collected will be both quantitative and qualitative. This study is based mainly on the student's perspective - the impact on students of using social networking tools and what effect it has on the traditional style of learning and teaching. This study highlights the benefits of using social networks as tools for developing a new style of learning, and the negative impacts that can affect the process of learning, in order to provide a justification for using social networks in higher education.

scholarly journals Psychological and Pedagogical Features of Students' Adaptation to Studying at Higher Education Institutions

2020 ◽  
Vol 7 (1) ◽  
pp. 184-191
Author(s):  
Liubomyra Iliichuk ◽  
Oleksii Vorobets
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
Academic Success ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Adaptation Period ◽  
Education Students ◽  
Higher Education Institution ◽  
The Impact

The article describes the peculiarities of the process of students' adaptation to studying at a higher education institution, emphasizes the relevance of this problem in the context of the issue of training highly qualified specialists capable of effective work in the specialty at the level of world standards, ready for continuous professional improvement and personal development. The paper emphasized that the period of adaptation is a particularly important stage of studying at a higher education institution. It is particularly relevant when higher education students adapt to the content and nature of the educational process, in the period of adoption of norms and requirements of the new social environment, inclusion in the system of interpersonal relations, formation of a system of personal orientations, values, necessary for professional activity. The relationship between students' academic success and their level of adaptation to studying at a higher education institution has been identified. The results of an experimental study are presented, where the main factors of adaptation of higher education students, affecting their activity and academic success, are identified. Among these factors, the authors singled out magnitude of educational and extracurricular workload, working capacity during the school day and week, health condition, manifestation of various signs of fatigue, self-efficacy, motivation to learning, relationships with classmates and teachers, social frustration. The researchers stressed that the first-year students' adaptation period is different, depending on their individual and psychological characteristics, the level of readiness to study at a higher education institution, the correct choice of the future profession. On the basis of the results of the experimental study, the ways and directions of successful students' adaptation are determined, which foresees, first of all, the reduction of the impact of maladaptation factors on higher education students, increase in their resistance to these factors and strengthening of those factors that are favorable to them.

The University of Panic

2022 ◽  
pp. 277-289
Author(s):  
Tara Brabazon
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Online Learning ◽  
Teaching And Learning ◽  
Social Problems ◽  
Education Students ◽  
Teaching And Research ◽  
Paul Virilio ◽  
Public Scrutiny ◽  
The University

A pandemic crushes assumptions and inherited narratives of higher education. This chapter explores how COVID-19 tested the parameters of teaching and learning and how universities failed this test. Through the panic of shutdowns, lockdowns, economic restructures, social distancing, and closures, the speed of change and decision making was profound and under public scrutiny. Online learning has been a panacea for economic and social problems for 20 years. To manage a crisis the scale of COVID-19, online learning would be the obvious solution. However, the pandemic showed the flaws in this strategy and the toxic reality of quick fixes to higher education. Students were short changed and academics pushed to exhaustion. After COVID-19, higher education is in shreds. The visions and futures of universities are blurred. Using the theories of Paul Virilio, particularly his University of Disaster, this chapter probes how higher education unravels and dissociates teaching and research. When time is short and risks are high, what mode of leadership will survive in the post-pandemic university?

scholarly journals The Practice of Online Differentiated Instruction and Its Impact on Motivation and Academic Performance in the Wake of Covid-19

2021 ◽  
Author(s):  
Mohd Hasrul Kamarulzaman ◽  
Hazita Azman ◽  
Azizah Mohd Zahidi ◽  
Melor Md Yunus
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Differentiated Instruction ◽  
Teaching And Learning ◽  
Survey Design ◽  
Gifted Students ◽  
Learning Preferences ◽  
Teacher Cognition ◽  
Mixed Method Research ◽  
The Impact

Differentiated instruction has been implemented in classrooms where students who come from various backgrounds require appropriate lessons that are tailored to their varied learning preferences. As the spread of coronavirus 19 (Covid-19) is becoming more rampant, online learning has been lifted up as the main platform of teaching and learning, forcing the need to shift from the conventional face-to-face classroom to online, or virtual, mode of knowledge transfer. Having such global phenomenon affecting education, how does it affect the implementation of differentiated instruction that has been practised regularly by teachers before the wake of Covid-19? Previous studies have shown how it is done in the normal classroom setting, and that the practice of differentiated instruction contributes to students’ motivation as well as academic performance. However, there is a need to explore how do teachers go about with online differentiated instruction and how does it affect the students, since online learning poses various threads to both teachers and students; and thus, one might argue the effectiveness of not only the teaching approach but also the overall teaching and learning outcomes. Borg’s framework of teacher cognition, which has been extensively used in exploring how teachers teach, can be utilized to document the practice of online differentiated instruction. This study aimed to explore the practice of online differentiated instruction by teachers and examined its impact on students’ motivation and academic performance during the Covid-19 outbreak. The participants of this study consists of 247 gifted students from a public school in Malaysia. To meet these aims, this study employed a mixed method research design, utilizing the framework of teacher cognition to explore the teachers’ practice of online differentiated through interviews; and, utilizing a survey design using a questionnaire to determine the impact of online differentiated instruction towards students’ motivation and academic performance. The findings revealed that although online differentiated instruction is feasible, however, appropriate combination of differentiation constructs need to be applied in order to achieve higher motivation and better academic performance among the students.

scholarly journals The Impact of e-Learning Quality on Student Satisfaction and Continuance Usage Intentions during COVID-19

2021 ◽  
Vol 11 (8) ◽  
pp. 368-374
Author(s):  
Wilert Puriwat ◽  
◽  
Suchart Tripopsakul
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Empirical Studies ◽  
Education Students ◽  
Course Content ◽  
Continuance Usage ◽  
E Learning ◽  
The Impact

The COVID-19 pandemic has severely affected people’s lives, changing the ways of working, living, playing, and learning. With this pandemic, classroom learning has been suspended due to infection concerns, and e-learning has emerged, becoming an important mechanism for educational institutions to continue their teaching and learning activities. However, there have been only a few empirical studies providing insight into the factors affecting students’ e-learning satisfaction and usage behaviors during the COVID-19 outbreak. Thus, this study aims to investigate the impact of e-learning quality on student satisfaction and continuance usage intentions among higher education students in Thailand during the pandemic. Based on empirical research with 185 higher education students, the results revealed that e-learning quality was a second-order construct comprised of three elements, namely, course content and design, administrative and technical support, and instructor and learner characteristics. Course content and design was the most important dimension of overall e-learning quality. Furthermore, overall e-learning quality had a significant positive impact on student satisfaction and continuance usage intentions toward e-learning platforms. Mediation analysis indicated that student satisfaction partly mediated the relationship between e-learning quality and continuance usage intentions.

scholarly journals Book Review: Fostering Self-Efficacy in Higher Education Students

2016 ◽  
Vol 13 (1) ◽  
pp. 137-139
Author(s):  
Janine Delahunty ◽  
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Real Life ◽  
Efficacy Beliefs ◽  
Education Students ◽  
Teaching And Research ◽  
The Impact

by Laura Ritchie, Palgrave Teaching and Learning series (2016) What is self-efficacy, why is it worthy of attention in higher education, how are selfefficacy beliefs linked to teaching and learning excellence and what is “excellence” anyway? These are some points of discussion found in the first few pages of Laura Ritchie’s book, directing the reader towards strategies in later chapters that are drawn from real-life situations aimed at helping the practitioner recognise and apply principles for building strong self-efficacy beliefs in their students. The author argues that the impact of self-efficacy on learning is “fundamental to everything” (p. vii); she writes from her years of teaching and research in higher education, and as a recipient of a UK National Teaching Fellow award.

scholarly journals Group Work And Distance Online Learning in Higher Education – Reflecting on the Covid-19 Experience in the Natural Sciences

2021 ◽  
Author(s):  
Pillay Rajendran
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Group Work ◽  
Teaching And Learning ◽  
Online Technology ◽  
Pedagogical Strategy ◽  
Group Members ◽  
The Impact

The sudden shift to online education at higher education institutions due to the Covid-19 pandemic had an impact on teaching and learning. For many the “new experience” meant learning or improving on the use of online technology in the distance mode. Although there have been many studies conducted on the impact of the pandemic on higher education, there is a paucity of research on specific pedagogies to mediate learning in the distance context, group work being one of them. This paper presents a reflective analysis of a case study in which group work was a pedagogical strategy used during the lockdown. Data collection involved questionnaires and a part transcript of a group’s mobile synchronous text chat. The data were analysed qualitatively and quantitatively for the open and closed questions, respectively. The findings reveal mobile phones as the most common technological device used, the specific challenge of data and internet access on group work success, and the professional benefit of developing social skills even in a distance online context. The study confirms that group work is a viable pedagogical strategy to mediate distance online learning which requires the expert guidance of the lecturer and reflection by group members to improve their distance online interactions.

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