Learners’ Perceptions toward Quality of Online Education and Factors Influencing Successful Online Learning: A Comparison between Open University and Regular University Students

2021 ◽  
Vol 17 (3) ◽  
pp. 157-178
Author(s):  
Ilkyung Noh ◽  
Sueyeon Song ◽  
Myungjin Kim
Keyword(s):  
Online Learning ◽  
Online Education ◽  
University Students ◽  
Open University ◽  
Factors Influencing

Online Learning Experiences of University Students

2011 ◽  
pp. 1512-1518
Author(s):  
Johanna Lammintakanen ◽  
Sari Rissanen
Keyword(s):  
Online Learning ◽  
Online Education ◽  
University Students ◽  
Empirical Studies ◽  
Access To Education ◽  
Education Students ◽  
Humanistic Approach ◽  
The Subject ◽  
The Cost

The aim of this article is to provide an overview of university students’ experiences of online learning, based both on some previous empirical studies and literature during the last decade. Online education has become widespread in many countries during recent years, and the paradigmatic shift from traditional to online education (e.g., Harasim, 2000; Karuppan, 2001) has occurred as part of planned educational policy, with both international and national experiences supporting its growth. Similarly, students now have increasingly higher expectations regarding the quality of learning, and they expect a more individual, flexible, and humanistic approach in education. Students are increasingly demanding online access and universities are working to meet these demands (e.g., Song, Singleton, Hill, & Hwa Koh, 2004). In addition, technology is expected to improve access to education, reduce costs, improve the cost-effectiveness of education, and maintain the competitive advantage in student recruitment in higher education (Katz & Yablon, 2003; Newton, 2003). It is also important to note that no consistent paradigm for online education exists; rather there are multiple ways of making use of the Web in education, and these will vary for many reasons, for example, the needs of the learner and the subject being taught.

scholarly journals University Students’ Self-Rated Health in Relation to Perceived Acoustic Environment during the COVID-19 Home Quarantine

2021 ◽  
Vol 18 (5) ◽  
pp. 2538
Author(s):  
Angel M. Dzhambov ◽  
Peter Lercher ◽  
Drozdstoy Stoyanov ◽  
Nadezhda Petrova ◽  
Stoyan Novakov ◽  
...  
Keyword(s):  
Online Education ◽  
University Students ◽  
Structural Equation ◽  
Online Survey ◽  
Equation Modeling ◽  
Single Item ◽  
Acoustic Environment ◽  
Self Rated Health ◽  
Human And Nature

Background: Online education became mandatory for many students during the Coronavirus disease 2019 (COVID-19) pandemic and blurred the distinction between settings where processes of stress and restoration used to take place. The lockdown also likely changed perceptions of the indoor acoustic environment (i.e., soundscape) and raised its importance. In the present study, we seek to understand how indoor soundscape related to university students’ self-rated health in Bulgaria around the time that the country was under a state of emergency declaration caused by the COVID-19 pandemic. Methods: Between 17 May and 10 June 2020, we conducted a cross-sectional online survey among 323 students (median age 21 years; 31% male) from two universities in the city of Plovdiv, Bulgaria. Self-rated health (SRH) was measured with a single-item. Participants were asked how frequently they heard different types of sounds while at home and how pleasant they considered each of those sounds to be. Restorative quality of the home (the “being away” dimension of the Perceived Restorativeness Scale) was measured with a single-item. A priori confounders and effect modifiers included sociodemographics, house-related characteristics, general sensitivity to environmental influences, and mental health. Our analysis strategy involved sequential exploratory factor analysis (EFA), multivariate linear and ordinal regressions, effect modification tests, and structural equation modeling (SEM). Results: EFA supported grouping perceived sounds into three distinct factors—mechanical, human, and nature sounds. Regression analyses revealed that greater exposure to mechanical sounds was consistently associated with worse SRH, whereas no significant associations were found for human and nature sounds. In SEM, exposure to mechanical sounds related to lower restorative quality of the home, and then to poorer SRH, whereas nature sounds correlated with higher restorative quality, and in turn with better SRH. Conclusions: These findings suggest a role of positive indoor soundscape and restorative quality for promoting self-rated health in times of social distancing.

scholarly journals Factors Influencing Students’ Behavior and Attitude Towards Online Education during COVID-19

2021 ◽  
Vol 13 (13) ◽  
pp. 7469
Author(s):  
Gratiela Dana Boca
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Individual Characteristics ◽  
Online Assessment ◽  
Teaching Skills ◽  
Educational Activities ◽  
Online Platforms ◽  
Factors Influencing ◽  
The World

Universities around the world have faced a new pandemic, forcing the closure of campuses that are now conducting educational activities on online platforms. The paper presents a survey about students behavior and attitudes towards online education in the pandemic period from the Technical University of Cluj Napoca, Romania. A group of 300 students participated. The questionnaire was structured in four parts to determine student’s individual characteristics, student’s needs, students’ knowledge in using virtual platforms and students’ quality preferences for online education. The students said that online education in a pandemic situation is beneficial for 78% of them. A total of 41.7% percent of students appreciated the teachers’ teaching skills and the quality of online courses since the beginning of the pandemic, and 18.7% percent of the students appreciated the additional online materials for study to support their education. However, students found online education stressful, but preferred online assessment for evaluation. This pandemic has led to the new stage of Education 4.0, online education, and the need to harmonize methods of education with the requirements of new generations.

Quality of life, physical activity and burnout syndrome during online learning period in Brazilian university students during the COVID-19 pandemic: a cluster analysis

2021 ◽  
pp. 1-15
Author(s):  
Diana Vilela Azzi ◽  
Júlia Melo ◽  
Armindo de Arruda Campos Neto ◽  
Paula Midori Castelo ◽  
Eric Francelino Andrade ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Cluster Analysis ◽  
Online Learning ◽  
University Students ◽  
Burnout Syndrome

scholarly journals Examining Saudi EFL University Students’ Readiness for Online Learning at the Onset of Covid-19 Pandemic

2021 ◽  
Author(s):  
Elham Abdullah Ghobain ◽  
Abdullah Ahmed Zughaibi
Keyword(s):  
Online Learning ◽  
Online Education ◽  
University Students ◽  
Learning Outcomes ◽  
English Learners ◽  
Test Performance ◽  
First Year ◽  
English Major ◽  
Males And Females ◽  
First Year University

Nowadays, especially after the COVID-19 crisis lockdown, the heavy reliance on technology and online platforms led to a greater expectation of more learning autonomy among English learners in EFL contexts such as Saudi Arabia. The sudden shift to online learning requires an investigation into students’ readiness and willingness for such a mode of learning. This can provide educators with many prospects about learning outcomes achievement and assessment, test performance, and interaction during classes. Therefore, the current study seeks to contribute to the well-known area of learner autonomy research, which is still lacking in the context of the study, by exploring the readiness of Saudi first-year undergraduate English learners towards online education. Participants’ level of readiness is identified according to their autonomous behaviors and activities. The study will also assess the investigated concept considering the influence of gender and field of study of the participants on their autonomy levels. A total of 802 students participated in this study. It was found that Saudi first-year university students are moderately autonomous, that both males and females have similar levels of aptitude and readiness for taking responsibility for their learning, and that English-major and non-English-major groups showed comparatively similar levels across different learning autonomy dimensions. Yet interestingly, English-major participants displayed a relatively lower autonomy level than students of other majors.

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.

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 Ensuring Online Learning Quality: Perspectives from the State University of New York

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Kristyn Muller ◽  
Kim A Scalzo ◽  
Alexandra M Pickett ◽  
Lisa Dubuc ◽  
Lawrence Dugan ◽  
...  
Keyword(s):  
New York ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
The State ◽  
State University ◽  
Institutional Perspective ◽  
Online Programs ◽  
Quality Scorecard

As online learning continues to grow within higher education, it is important for colleges and universities to ensure that they are delivering quality online courses and programs. This paper will discuss the evaluation and assessment of online learning from an institutional perspective. Open SUNY, the system-wide office of online education that supports and services the State University of New York (SUNY), has developed a process using the Online Learning Consortium’s (OLC) Quality Scorecard for the Administration of Online Programs to help SUNY campuses examine and improve the quality of online learning. The first half of this paper will describe the development of that tool and the implementation of the Open SUNY Institutional Readiness Process. The second half of this paper will explain the OLC Quality Scorecard standards for the Evaluation & Assessment section and provide examples of best practices from four different SUNY community colleges.

scholarly journals Jordanian University Students’ Views on Emergency Online Learning During COVID-19

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Saleh Al-Salman ◽  
Ahmad S Haider
Keyword(s):  
Online Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Learning Experience ◽  
Economic Status ◽  
Psychological State ◽  
The Future ◽  
Personal Challenges

The present study investigates the influence of digital technology, instructional and assessment quality, economic status and psychological state, and course type on Jordanian university students’ attitudes towards online learning during the COVID-19 emergency transition to online learning. A survey of 4,037 undergraduate students representing four Jordanian public and private universities revealed that personal challenges (such as economic and psychological stress) decreased students’ willingness to learn online in the future, while the quality of the online experience (including instructional and assessment quality) improved their attitudes towards learning online in the future. Students also believed that Arts & Humanities courses were better suited for online teaching/learning than Sciences courses, a difference that persisted after controlling for personal challenges and the quality of the online learning experience.

scholarly journals Pendekatan Kualitatif Pada Persepsi Mahasiswa terhadap Kualitas Pendidikan Online

CAHAYAtech ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 37
Author(s):  
Bambang Subiyanto ◽  
Arthur Daniel Limantara ◽  
Elkana Lewi Santoso ◽  
Fauzie Nursandah ◽  
Sri Wiwoho Mudjanarko
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Teaching Methods ◽  
Self Regulation ◽  
Administrator Perceptions ◽  
Institutions Of Higher Education ◽  
Negative Experiences ◽  
Course Content ◽  
Positive Experiences

The quality of online learning in institutions of higher education has become a growing concern in recent years. While some studies have focused on faculty and administrator perceptions, there is a lack of research conducted on students' perceptions of the quality of online education.This study uses qualitative methods to investigate students' perceptions from two universities and one community college regarding the quality of online education based on their own online learning experiences.Interviews and observations were conducted with three students. Various documents are collected, digitally, and printed. Positive and negative experiences of students are examined. Factors contributing to the experiences were also identified. The findings of this study reveal that flexibility, cost-effectiveness, availability of electronic research, easy connection to the Internet, and a well-designed classroom interface are positive experiences for students. Student negative experiences are caused by delayed feedback from the instructor, lack of technical support from the instructor, lack of self-regulation and self-motivation, a sense of isolation, monotonous teaching methods, and poorly designed course content. These findings can be used by instructors to understand students' perceptions about online learning, and ultimately improve their online learning practices.

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