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 Quality Assessment of Online Learning in Regional Higher Education Systems

2021 ◽  
Vol 17 (3) ◽  
pp. 929-943
Author(s):  
Olga A. Gritsova ◽  
Elena V. Tissen
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Quality Assessment ◽  
Student Satisfaction ◽  
Educational Process ◽  
Learning Mechanisms ◽  
Education Systems ◽  
Higher Education Systems

The quality of online learning mechanisms, widely implemented due to the COVID-19 pandemic, is a significant issue for regional higher education systems. The research aims to assess student satisfaction with the quality of online education by identifying discrepancies between their requirements and the actual learning process. In order to examine the gaps between students’ expectations and perceptions, a new approach was proposed based on the integrated use of Gap analysis and SERVQUAL methodology, combining qualitative and quantitative aspects. SERVQUAL questionnaires for measuring student satisfaction with online learning include the following criteria: tangibles, reliability, responsiveness, assurance, empathy. Full- and part-time undergraduates of humanitarian and socio-economic departments of two universities participated in the study. Ural Federal University bachelors, learning via Moodle and Microsoft Teams platforms, could directly communicate with their peers and professors, while students of National Research Nuclear University MEPhI were engaged in massive open online courses (MOOC). As a result, all five criteria were analysed in the proposed model for quality assessment of online learning to reveal the gaps between students’ expectations and perceptions of the educational process. Significant discrepancies in the «empathy» and «responsiveness» criteria in both groups demonstrate low student satisfaction with the quality of communication and individualisation of learning. The research findings can be used to construct resource allocation models for implementing educational programmes and developing support measures for regional higher education institutions.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

Fostering Successful Learning Communities to Meet the Diverse Needs of University Students by Creating Brain Based Online Learning Environments

2009 ◽  
Vol 5 (4) ◽  
pp. 18-25
Author(s):  
Silvia L. Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
University Students ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
University Level ◽  
The University

This paper introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

scholarly journals Comparing the Factors That Predict Completion and Grades Among For-Credit and Open/MOOC Students in Online Learning

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Ma. Victoria Almeda ◽  
Joshua Zuech ◽  
Ryan S. Baker ◽  
Chris Utz ◽  
Greg Higgins ◽  
...  
Keyword(s):  
At Risk ◽  
Online Learning ◽  
Online Education ◽  
Course Design ◽  
Student Groups ◽  
Course Success ◽  
Learning Platform ◽  
Massive Online Open Courses ◽  
New Students ◽  
Open Courses

Online education continues to become an increasingly prominent part of higher education, but many students struggle in distance courses. For this reasonFor this reason, there has been considerable interest in predicting which students will succeed in online courses , achieving poor grades or dropping out prior to course completionn). Effective intervention depends on understanding which students are at-risk in terms of actionable factors, and behavior within an online course is one key potential factor for intervention. In recent years, many have suggested that Massive Online Open Courses (MOOCs) are a particularly useful place to conduct research into behavior and interventions, given both their size and the relatively low consequences/costs of experimentation. However, it is not yet clear whether the same factors are associated with student success in open courses such as MOOCs as in for-credit course -- an important consideration before transferring research results between these two contexts. While there has been considerable research in each context, differences between course design and population limit our ability to know how broadly findings generalize; differences between studies may have nothing to do with whether students are taking a course for-credit or as a MOOC. Do , this body of literature has been split into two-subcategories: research on success in MOOCs and research on success in For-credit courses. Few studies Few studies have attempted tohave attempted to understand how students and their learning experiences differ between these contexts, bypassing an opportunity to synthesize findings across different student populations who engage in online education. Do bypassing an opportunity to synthesize findings across different populations who engage in online education. To address this issue, we Do learners behave the same way in MOOCs and for-credit courses? AAre the implications for learning different, even for the exact same behaviors? In this paper, we study these issues through developing models that predict student course success from online interactions, in an online learning platform that caters to both distinct student groups (i.e., students who enroll on a for-credit or a non-credit basis). Our findings indicate that our models perform well enough to predict students’ course grades for new students across both of our populations. Furthermore, models trained on one of the two populations were able to generalize to new students in the other student population. We find that features related to comments were good predictors of student grade for both groups. Models generated from this research can now be used by instructors and course designers to identify at-risk students both for-credit and MOOC learners, towards providing both groups with better support.

Brain Based Learning Environments in an Online Setting

2011 ◽  
pp. 90-98
Author(s):  
Silvia Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
Online Setting ◽  
Brain Based Learning ◽  
The University

This chapter introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

Engaging Adult Learners Online Through Technology, Andragogy, and Flexible Course Design

2017 ◽  
pp. 1-16
Author(s):  
Curtis L. Todd ◽  
Kokila Ravi ◽  
Harry A. Akoh ◽  
Vance Gray
Keyword(s):  
Adult Learners ◽  
Online Education ◽  
Student Satisfaction ◽  
Course Design ◽  
Adult Learner ◽  
Learning Paradigm ◽  
Program Coordinators ◽  
New Learning ◽  
Market Trends

Distance educational courses and programs, either fully online or hybrid, have been a major contributing factor in the shift that is felt in the academic landscape which now offers a variety of instructional modes, welcomes adult and non traditional learners, and offers a wider variety of curricular offerings reflecting current market trends. While a high percentage of students take classes online, adult learners particularly benefit from the flexibility and accessibility offered by online education. Yet, adult learners are more likely to be intimidated because of their lack of familiarity with this new learning paradigm. This chapter examines online and adult learners programming as well as strategies to address their needs, and presents the results of an evaluation that examined the effectiveness of an Online Adult Learner-Focused Program. The results of the study found various levels of student satisfaction with online adult learner-focused courses and as it relates to meeting the objectives of the program. Implications and recommendations for instructors, program coordinators and administrators are also discussed.

scholarly journals The Effectiveness of Online Learning Model Implementation

2021 ◽  
Author(s):  
Ali Muhtadi ◽  
Dian Wahyuningsih ◽  
Monika Sidabutar
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Problems ◽  
Educational Institutions ◽  
Student Preparation ◽  
Data Presentation ◽  
Face To Face ◽  
Learning Modes

The study from home policy was implemented to reduce crowds as an effort to suppress the spread of Covid-19. All levels of education were asked to learn from home, guided and facilitated by educators and educational institutions. Ideally, the learning process should run smoothly even though learning activities are carried out online. However, the shift in learning modes from face-to-face to online has created many learning problems. This study aimed to assess the effectiveness of the implemention of online learning models in Indonesia. This was a descriptive study and a quantitative approach was used. Data were collected online using a questionnaire. Data were analyzed interactively through three components of analysis, namely data reduction, data presentation, and drawing conclusions or verification. Based on the results, it was found that the implementation of online learning was effective. 100% of the lecturers implemented online learning using LMS, of which 86.67% were skilled at using the LMS platform in carrying out online learning. The lecturers used various strategies to organize learning, including integrating cognitive materials in core activities to improve student preparation, involvement and independence in online learning activities. In addition, 50% of the lecturers have conducted student satisfaction surveys on online learning. Keywords: effectiveness, learning model, online learning

A Conceptual Study on Employer Perception towards Hiring Employee with Online Degree/Certification

2020 ◽  
Vol 16 (3) ◽  
pp. 1-14
Author(s):  
Naresh B. ◽  
Rajalakshmi M.
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Vital Role ◽  
Geographical Differences ◽  
Course Content ◽  
Face To Face ◽  
Conceptual Study ◽  
Major Factors ◽  
The Impact

Higher education is enduring a transition across the world. This transition leads to the introduction of technology into the education system and provides opportunities to pursue a degree through online participation. According to Bramble and Panda, globalization plays a vital role in recognizing the necessity of providing online learning opportunities in higher education. The stakeholders and education institutions are very much concerned about the massive potential of online learning models. In the span of a decade, the demand for online courses has increased due to change in technology, lifestyle, economics, concerns of employees to develop knowledge, new competency skills and thinning out the geographical differences, etc. The innovative archetype of the online education is significant in quality, course content, satisfaction, and the perception of the users from various levels when compared to traditional face-to-face classroom systems. As a result, online education is more effective and efficient than the model of face-to-face education. The main objective of this research is to analyse and measure the various factors that affect employer perception towards online education systems in their recruitment process and cycle. 549 articles have been examined in terms of integrated literature review system to measure the impact. The result indicates, awareness, readiness, credentials and reputation are the major factors that affect employer perception on hiring decision.

Online Learning

2010 ◽  
pp. 54-68 ◽  
Author(s):  
Patsy D. Moskal ◽  
Charles Dziuban ◽  
Joel Hartman
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Styles ◽  
Adult Students ◽  
Student Satisfaction ◽  
Teaching Effectiveness ◽  
Learning Program ◽  
Online Programs ◽  
Online Distance Education ◽  
Online Distance

The authors describe the distributed learning program (Online@UCF) at the University of Central Florida (UCF) that serves a number of adult learners. They present outcomes from several years of research collected by the Research Initiative for Teaching Effectiveness on adults enrolled in online courses. Paradoxically, most educators in online learning focus on millennial generation students, their learning styles, and preference for Web 2.0 technologies. However, research at UCF confirms that online education resonates with adult students because it responds to their lifestyle needs, provides more active learning environments, and empowers their learning beyond classroom boundaries. This chapter examines the strategic elements required for successful adult online programs and explores components of online student satisfaction. The authors conclude by considering the opportunities and challenges for adults in online distance education.

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