Online learning perception among college students during COVID-19 pandemic around the world: Review

2021 ◽  
Vol 9 (3) ◽  
pp. 790-799
Author(s):  
Christine Ouma ◽  
Keyword(s):  
College Students ◽  
Systematic Review ◽  
Online Learning ◽  
United Arab Emirates ◽  
Home Environment ◽  
Learning Difficulties ◽  
Internet Access ◽  
High Volume ◽  
The Philippines ◽  
Course Material

The author conducted a systematic review of the perception of online learning among college students during the COVID-19 pandemic. The review included 21 studies from institutions in Asia (Saudi Arabia, United Arab Emirates, Pakistan, India, Sri Lanka, Nepal, Indonesia, and The Philippines), Europe (Romania and Poland), Africa (Ghana and Algeria), and South America (Chile). The results indicated that students from Asia and Africa overwhelmingly had an unfavorable view of online learning during the pandemic. More than 75% of students in Nepal, India, Indonesia, Pakistan, Algeria, and Ghana used mobile phones to access course material which brought challenges, such as the high cost of data bundles, unreliable network, and lack of adequate cellphone space to download the materials needed for class. Other than Poland, Romania, and United Arab Emirates, students from the rest of the countries reported unreliable internet access. Additional challenges reported include lack of prior experience with online learning, technical difficulties accessing materials online, high volume of assignments, poor communication between learners and educators, distractions from home environment, and lack of practical and clinical experience for students in medical schools. The findings from this systematic review could help administrators of higher education institutions acknowledge the online learning difficulties experienced by college students and prepare for future disruptions.

scholarly journals Zoom As A Tool For Online Learning

2020 ◽  
Author(s):  
Indriati Retno Palupi ◽  
Wiji Raharjo
Keyword(s):  
College Students ◽  
Online Learning ◽  
Internet Access ◽  
The Internet ◽  
Learning Needs ◽  
Virtual Communication ◽  
Face To Face ◽  
Advantages And Disadvantages

There Change the design of the studying process in University during the covid-19 pandemic from face to face to online learning needs some tools to support it. Some tools coming with their own advantages and disadvantages. One of them is Zoom. It becoming tools liked by many lecturers and college students because easy installation process and complete features although it is not free and easy to hack. Nevertheless, internet access is still becoming a big problem in online learning. A mix between two tools of online learning is one of the solutions, for example, zoom and google classroom application. Zoom is used for virtual communication in online learning but it does not provide features for sending the assignment. Otherwise, google classroom provides features to send and receipt some assignments, and it can save the quote on the internet. Both of them will complete each other to support all needs in online learning.

scholarly journals Efektivitas Layanan Bimbingan Belajar dalam Membantu Kegiatan Pembelajaran Daring dari Sekolah

2020 ◽  
Vol 3 (4) ◽  
pp. 815
Author(s):  
Rian Sugianto
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Learning Difficulties ◽  
Internet Access ◽  
Learning System ◽  
Learning Activities ◽  
Face To Face ◽  
Pros And Cons ◽  
School Learning ◽  
Media Systems

<p><em>The implementation of learning activities in schools has undergone a very big change with the covid-19 pandemic in Indonesia, learning activities that were initially carried out face-to-face in schools were replaced with online learning or commonly known as online learning. This change certainly has a serious impact on the systems and techniques of implementing educational activities in Indonesia, especially in school learning activities. The pros and cons of course become a natural thing when there is a change in policy. Online learning is not only technically problematic, but the essence or purpose of learning has not really been tested for its effectiveness in the online learning system. This study uses descriptive qualitative research that describes tutoring services in reducing students' learning difficulties during the COVID-19 pandemic. The results showed that the barriers to online learning were parents of ignorant students, internet access, difficulty understanding the material, feeling lazy and having difficulty concentrating. The solutions are: making online learning media systems, communicating with parents, making learning summaries, giving assignments that encourage students to be active.</em></p>

scholarly journals Guidelines for online learning

2020 ◽  
Author(s):  
Nicola Pallitt
Keyword(s):  
Online Learning ◽  
Internet Access ◽  
Learning Journey ◽  
Course Material

<div>Here are some guidelines to prepare us for our online learning journey together! </div><div> </div><div>These guidelines help us to think through the following questions: </div><div> </div><div>1. How can we best prepare ourselves and our surroundings for online learning? </div><div>2. How can we stay on track – even if we don’t have reliable Internet access all of the time? </div><div>3. Will we have access to course material and notes? </div><div>4. How will we know what to do, and by when? </div><div>5. What kinds of support is available to us when we may want to ask for help? </div>

scholarly journals Guidelines for online learning

2020 ◽  
Author(s):  
Nicola Pallitt
Keyword(s):  
Online Learning ◽  
Internet Access ◽  
Learning Journey ◽  
Course Material

<div>Here are some guidelines to prepare us for our online learning journey together! </div><div> </div><div>These guidelines help us to think through the following questions: </div><div> </div><div>1. How can we best prepare ourselves and our surroundings for online learning? </div><div>2. How can we stay on track – even if we don’t have reliable Internet access all of the time? </div><div>3. Will we have access to course material and notes? </div><div>4. How will we know what to do, and by when? </div><div>5. What kinds of support is available to us when we may want to ask for help? </div>

scholarly journals Online Lecture During Covid-19 Pandemic from College Students’ Perspective

AL-TA LIM ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 234-247
Author(s):  
Anita Indria ◽  
Hidayatul Dina ◽  
Meriyan Elza ◽  
Asmendri Asmendri ◽  
Milya Sari ◽  
...  
Keyword(s):  
College Students ◽  
Online Learning ◽  
Qualitative Method ◽  
Internet Access ◽  
Scientific Work ◽  
Pros And Cons ◽  
Online Lecture ◽  
Education Goals

This research aims to analyze the obstacles of online learning during pandemic Covid-19. There have been pros and cons of online lecture during the pandemic due to lack of effectiveness of achieving education goals. However, education is expected to bring an improvement to students to be well-educated generation. To reach the goal, students must comprehend the materials given by lecturers. Yet, there are some problems that college students face during the process of online lecture. These problems became the background to conduct this research from which it can be a scientific work to give a contribution to analyze the problems specifically. This research was conducted by using qualitative method. The data were obtained by conducting interview which were analyzed and explained in the form of narration while maintaining the authenticity of the data. The result of this research revealed that limited internet access and lack of lecturers’ responsibilities became the obstacles for college students during online lecture. The students expected lecturers and campus staff to understand their situations. They hoped that the lecturers gave relevant deadline for submitting the assignments, focused on making the students understand the materials, and controlled/accompanied the flow of discussion

A motivation treatment to enhance goal engagement in online learning environments: Assisting failure-prone college students with low optimism.

2019 ◽  
Vol 5 (2) ◽  
pp. 116-134 ◽  
Author(s):  
Jeremy M. Hamm ◽  
Raymond P. Perry ◽  
Judith G. Chipperfield ◽  
Patti C. Parker ◽  
Jutta Heckhausen
Keyword(s):  
College Students ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments

The (Mis)Uses of Race in Research on College Students: A Systematic Review

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 5-41
Author(s):  
Marc P. Johnston-Guerrero
Keyword(s):  
Higher Education ◽  
College Students ◽  
Systematic Review ◽  
Content Analysis ◽  
Student Affairs ◽  
Educational Outcomes ◽  
Racial Groups ◽  
Higher Education Journals ◽  
Wide Range ◽  
Implicit And Explicit

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

Learners’ perceptions of instructor feedback in e-learning courses – findings from HBMSU, United Arab Emirates

2017 ◽  
Vol 2 (3) ◽  
pp. 35 ◽  
Author(s):  
Niyi Awofeso ◽  
Moyosola Bamidele
Keyword(s):  
Online Learning ◽  
United Arab Emirates ◽  
Online Courses ◽  
Student Perception ◽  
Test Reliability ◽  
Specific Information ◽  
Limited Participation ◽  
Instructor Feedback ◽  
Learning Programs ◽  
Real Person

Instructor feedback is constructive and specific information provided by an instructor to a learner on his or her course work and/or class contributions in relation to the course objectives and expectations. Effective instructor feedback is particularly important in online learning as learners are more likely to withdraw from online learning environments due to delayed, or inadequate feedback, compared with students enrolled in physical classes. Not all learners are equally active, and there are indeed learners who hardly take an active part in online course activities -the so-called lurkers. Courteous instructor feedback to such learners on their limited participation has been shown to improve learners’ participation in online courses. Diligent learners engaged in online learning programs expect feedback to be contextual, supportive, constructive, timely, substantive, summative and formative.  This study examined the perceptions of 66 undergraduate and postgraduate learners on feedback provided in eight online courses facilitated by the same instructor at the School of Health and Environmental Studies, Hamdan Bin Mohammed Smart University, Dubai, UAE between August 2014 and December 2015. Data collection from learners was anonymized and participation was voluntary. The survey sought to elicit learners’ perceptions on the extent to which feedback provided in specified courses were motivational, timely, frequent, supportive, and individualized. A polytomous Rasch model was utilized to analyze the data with Winsteps and STATA. Analysis of the 20 survey questions revealed a real person reliability of 0.82 and a Cronbach Alpha test reliability of 0.96, suggesting that the scale discriminates well between the persons. The real item separation reliability of 0.77 suggests that the questions are reliable in measuring the specified items.  Descriptive analyses revealed general agreement among the majority of learners on the effectiveness of feedback provided by the instructor, although Infit and Outfit Z-standard deviation statistics revealed two questions with unexpected rare (i.e. “mostly disagree” or “completely disagree”) extremes in several learners’ responses.  Unlike single questions related to learner feedback in most Student Perception of Teaching Surveys, this survey instrument comprehensively explores the dimensions of instructor feedback, aspects of which may not be previously known to learners or instructors. Our results indicate that systematic collection and analysis of learners’ feedback comments have a strong potential to enhance feedback competencies of course facilitators, as well as provide a common platform for both learners and course facilitators vis-à-vis the diverse objectives of instructor feedback.  

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