scholarly journals Online Learning as e-Learning: The Quality and Results (Critical Analysis)

2020 ◽  
Vol 29 (12) ◽  
pp. 21-32
Author(s):  
A. V. Dozhdikov
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Quality Of Education ◽  
Full Time ◽  
High Quality ◽  
Complete Replacement ◽  
Online Technologies ◽  
The Impact

This article critically examines the result obtained by researchers at the Higher School of Economics in relation to the results of the experiment to assess the quality of online learning. It is noted that the thesis about the possibility of “complete replacement of traditional forms of education with online education without loss of quality” is distorted in the media, and the conclusions are based on insufficient data. To clarify the conditions of the transition and implementation of online technologies, it is proposed to hold a large-scale experiment with a randomly selection mechanisms for participants of training courses, instructors, disciplines (modules). The article focuses on the fact that while the impact of online education on the psychology and physiology of students has not been sufficiently studied, there is a risk of deteriorating health, as well as a drop in the quality of education. It is proposed to develop temporary standards limiting the maximum time of work online for different categories of students and teachers.The risks of «financial bubbles» in the online education market due to the rush demand after the COVID-19 pandemic for government agencies and private businesses has been identified. The conclusion is made about the priority development of short-term online courses related to the development of rather narrow and applied competencies in demand by the modern information society, about the possible success of online technologies in case of obtaining a “second higher” education and improving qualifications. High-quality online systems in the field of higher education require serious investments in research and development in the field of psychology and pedagogy of education, the use of medical control tools. In the medium term, the benefits of this research, conducted by medical scientists, educators and psychologists, will be used by organizations on the “second wave” of interest to online learning. From an organizational point of view, the correct “rotation” of the contingent of students, when part of the time they study full-time, and part of the time they learn online with computers / tablets and high-quality Internet access, will not lead to a deterioration in the quality of education, but will significantly reduce the spread of the pandemic.

scholarly journals Analysis of the situation in higher education during the COVID-19 pandemic in the world: opportunities and threats of online training

2020 ◽  
Vol 185 (9-10) ◽  
pp. 167-177
Author(s):  
Olga Kolomiets ◽  
◽  
Tatijana Litvinova ◽  
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Online Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Quality Of Education ◽  
Material Transfer ◽  
The World ◽  
The Impact

Introduction. the essence of the situation in education during the COVID-19 pandemic in the world is quite complex: due to the large number of restrictions in some countries, education is conducted completely remotely or hybrid. In the period of 2020, medical university students were forced to practice in hospitals in the context of the pandemic, helping local medical staff, which helped to fill the shortage of specialists. The quality of education will inexorably fall due to low involvement in remote education as well as many distractions which have already proven many researchers. Universities were not ready for mass digitalization due to government restrictions and social distancing, so the quality of material transfer cannot match the classical education. The purpose of the study is to examine the impact of the pandemic COVID-19 on the medical education market and its stakeholders. Results. Universities were not ready for the transition to online (distance) education, as evidenced by the decline in the quality of education, based on surveys of the faculty of some universities. As a result, on the one hand, you can get higher education online while in your country, on the other hand, the quality of education falls without an adequately commensurate practical part (for example, medical education cannot be of high quality when it is taught online). Over time, only the year 2025 is expected to surge technologies to improve online education and the full transfer of many universities to provide distance learning; it is a good chance to get an education to those who previously could not obtain it, including for economic reasons. Conclusion. The global COVID-19 pandemic has become a catalyst for global processes of digital transformation in all spheres of life. In such circumstances, the role of digital technologies in education has become extremely important. Among the many technological advantages, their ability to protect human lives and at the same time ensure the implementation of the educational process remained almost unnoticed. Current situation has accelerated the mass transition to the use of digital technologies, including digitalization of education, its technologization and standardization.

scholarly journals Can Online Learning Bend the Higher Education Cost Curve?

2015 ◽  
Vol 105 (5) ◽  
pp. 496-501 ◽  
Author(s):  
David J. Deming ◽  
Claudia Goldin ◽  
Lawrence F. Katz ◽  
Noam Yuchtman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Postsecondary Education ◽  
Learning Technologies ◽  
Cost Curve ◽  
Full Time ◽  
For Profit ◽  
Education Data ◽  
The Impact

We examine whether online learning technologies have led to lower prices in higher education. Using data from the Integrated Postsecondary Education Data System, we show that online education is concentrated in large for-profit chains and less-selective public institutions. We find that colleges with a higher share of online students charge lower tuition prices. We present evidence of declining real and relative prices for full-time undergraduate online education from 2006 to 2013. Although the pattern of results suggests some hope that online technology can “bend the cost curve” in higher education, the impact of online learning on education quality remains uncertain.

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.

scholarly journals COVID-19 Pandemic and Possible Futures of Adult Online Learning in Higher Education : Six Trends That Could Shape the Future

2021 ◽  
pp. 72-85
Author(s):  
Nicolas Gagnon
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Education ◽  
Online Education ◽  
Time Span ◽  
Emerging Trends ◽  
The Future ◽  
Adult Online Learning ◽  
The Impact ◽  
Insight Into

The COVID-19 pandemic has had and will have, profound effects on adult education (Boeren, Roumell & Roessger, 2020; Kapplinger & Lichte, 2020) and online learning practices. The impact was unprecedented and led to the largest and quickest transformation of pedagogic practice ever seen in contemporary universities (Brammer & Clark, 2020). Although it is too soon for a full assessment, the first step is to gain insight into an understanding of the macro trends taking shape inside and outside the walls of institutions and then explore how these trends may affect the future. Against this background, a question arises: How is the COVID-19 pandemic shaping the future of adult online learning in higher education? Drawing on adult education and higher education scholarly and practitioner literature published over the last year, the purpose of this paper is threefold: (i) in the context of the COVID-19 pandemic, to identify and analyze emerging trends that could shape the future of adult online education in higher education, (ii) to analyze these trends over a longer time span in the literature, and (iii) to explore the possible futures of adult education and online learning in higher education.

scholarly journals Online Learning During the COVID-19 Pandemic and Inequality of Access to Education

Federalism ◽  
2020 ◽  
pp. 188-206
Author(s):  
M. L. Agranovich ◽  
Ju. V. Ermachkova ◽  
M. A. Livenets
Keyword(s):  
Online Learning ◽  
Quality Education ◽  
Quality Of Education ◽  
Federal State ◽  
Access To Education ◽  
Using Data ◽  
Online Format ◽  
Equity Of Access ◽  
The Impact

The urgent worldwide shift of school education to online format resulted from the COVID-19 pandemic raised a number of problems of a technical, organizational, methodological, and psychological nature. These problems are surveyed by both the international community and national researchers. Equally important is the assessment of the consequences of education in a remote format for the quality of education and equal access to education. The article considers how the transition to remote education will affect the equity of access to quality education, differentiation of students’ educational results on a territorial and socio-economic basis. Analysis and evaluation were carried out using data collected before the mass transition to online learning: the results of the international survey of the quality of education PISA, surveys of the Federal State Statistics Service, and regular educational statistics. Differentiation of learning conditions, interregional variation, and differences in the ability of households to use ICT to participate in online learning are examined. Preliminary assessments of the impact of the transition to online learning during the COVID-19 pandemic on strengthening differentiation of access to quality education and learning outcomes are made.

Internationalization market and higher education field: institutional perspectives

2019 ◽  
Vol 34 (2) ◽  
pp. 315-334 ◽  
Author(s):  
Nizar Mohammad Alsharari
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Quantitative Research ◽  
Swot Analysis ◽  
Local Population ◽  
Quality Of Education ◽  
Content Type ◽  
Policy And Strategy ◽  
Wide Range

Purpose The purpose of this paper is to explore the internationalization market of higher education (HE) globally and HE field. It examines the internationalization status of HE in Jordan as influenced by institutional perspectives as an example from developing countries. Design/methodology/approach This paper adopts a quantitative research design that includes a statistical and SWOT analysis of HE in Jordan. Data were collected from different courses: documents and archival records, websites analysis, surveys, interviews with professors and administrators, and an SWOT analysis as well as TOWS matrix. The latter has been constructed as a picture of internationalized education in the Jordan that can be used as a basis for decision making and strategies for higher education institutions (HEIs). Findings The study findings reveal that it is important for Jordan to endorse itself as an “education hub” in the Middle East and to educate its community to the level of skills required by globalization. The challenges of internationalizing HE are revealed by the SWOT analysis and TOWS matrix that highlight a wide range of opportunities and strengths that encourages the Jordan HE system to accelerate internationalization. The opportunities include overall improvement in the quality of education, the diffusion of technology and creating a globally competent workforce. The internationalization status in Jordan HE is still in its embryonic stage. The HE should take serious steps toward the internationalization including admission of international students, foreign postgraduate students, international accreditation, global ranking, online education and smart education. These steps will help the universities leaders to improve their universities position internationally and financially. Research limitations/implications The findings reveal implications for HE policy and strategy in the development of internationalized HE in the Jordan. The study shows how SWOT analysis and TOWS matrix can provide a solid platform against which particular case studies can be measured in terms of opportunities for and challenges of development. It also provides institutional perspectives with practical implications, focusing on some of the critical issues in this developing field for HE policy and strategy alike. A major threat to the Jordan progress in developing its HE sector identified in this study is external accreditation being seen as a signal of high quality, when more realistic standards are perhaps more relevant to the local population. Originality/value The paper is one of the very few studies in the area of the internationalization of HE in the Jordan that can contribute to the sustainability of the international dimension of HEIs. The opportunities and threats recognized in this paper can inform strategy for more balanced development of the Jordan’s internationalized HE, and for raising the quality of education overall.

scholarly journals An Exploratory Study of Online Equity: Differential Levels of Technological Access and Technological Efficacy Among Underserved and Underrepresented Student Populations in Higher Education

10.28945/4664 ◽  
2020 ◽  
Vol 16 ◽  
pp. 093-121
Author(s):  
Madhumita Banerjee
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Transfer Students ◽  
Academic Outcomes ◽  
Educational Equity ◽  
First Semester ◽  
Access To Technology ◽  
K 12 ◽  
The Impact

Aim/Purpose: This study aims to explore levels of Technological Access (ownership, access to, and usage of computer devices as well as access to Internet services) and levels of Technological Efficacy (technology related skills) as they pertain to underserved (UNS) and underrepresented (UNR) students. Background: There exists a positive correlation between technology related access, technology related competence, and academic outcomes. An increasing emphasis on expanding online education at the author’s institution, consistent with nationwide trends, means that it is unlikely that just an increase in online offerings alone will result in an improvement in the educational attainment of students, especially if such students lack access to technology and the technology related skills needed to take advantage of online learning. Most studies on levels of Technological Access and Technological Efficacy have dealt with either K-12 or minority populations with limited research on UNS and UNR populations who form the majority of students at the author’s institution. Methodology: This study used a cross-sectional survey research design to investigate the research questions. A web survey was sent to all students at the university except first semester new and first semester transfer students from various disciplines (n = 535). Descriptive and inferential statistics were used to analyze the survey data. Contribution: This research provides insight on a population (UNS and UNR) that is expanding in higher education. However, there is limited information related to levels of Technological Access and Technological Efficacy for this group. This paper is timely and relevant as adequate access to technology and technological competence is critical for success in the expanding field of online learning, and the research findings can be used to guide and inform subsequent actions vital to bridging any educational equity gap that might exist. Findings: A critical subset of the sample who were first generation, low income, and non-White (FGLINW) had significantly lower levels of Technological Access. In addition, nearly half of the survey sample used smartphones to access online courses. Technological Efficacy scores were significantly lower for students who dropped out of or never enrolled in an online course. Transfer students had significantly higher Technological Efficacy scores while independent students (determined by tax status for federal financial aid purposes) reflected higher Technological Efficacy, but at a marginally lower level of significance. Recommendations for Practitioners: Higher education administrators and educators should take into consideration the gaps in technology related access and skills to devise institutional interventions as well as formulate pedagogical approaches that account for such gaps in educational equity. This will help ensure pathways to sustained student success given the rapidly growing landscape of online education. Recommendation for Researchers: Similar studies need to be conducted in other institutions serving UNS and UNR students in order to bolster findings and increase awareness. Impact on Society: The digital divide with respect to Technological Access and Technological Efficacy that impacts UNS and UNR student populations must be addressed to better prepare such groups for both academic and subsequent professional success. Addressing such gaps will not only help disadvantaged students maximize their educational opportunities but will also prepare them to navigate the challenges of an increasingly technology driven society. Future Research: Given that it is more challenging to write papers and complete projects using a smartphone, is there a homework gap for UNS and UNR students that may impact their academic success? What is the impact of differing levels of Technological Efficacy on specific academic outcomes of UNS and UNR students?

scholarly journals Student’s Satisfaction of the Quality of Online Learning in Higher Education: An Empirical Study

2021 ◽  
Vol 13 (21) ◽  
pp. 11960
Author(s):  
Carmen Jiménez-Bucarey ◽  
Ángel Acevedo-Duque ◽  
Sheyla Müller-Pérez ◽  
Luis Aguilar-Gallardo ◽  
Miguel Mora-Moscoso ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Service Quality ◽  
Student Satisfaction ◽  
Structural Equation ◽  
Digital Transformation ◽  
Three Dimensions ◽  
Technical Service ◽  
The Impact

Higher education institutions (HEIs) have been facing a digital transformation in online learning as a result of the restrictions generated by COVID-19. Therefore, identifying which are the elements that influence student satisfaction will allow HEIs to establish strategies to ensure the quality of the digital transformation. This study proposes a model that measures student satisfaction considering three dimensions: teacher quality, technical service quality and service quality. Then, the impact of each dimension on student satisfaction is estimated using a Partial Least Squares Structural Equation Model (PLS-SEM), and finally an Importance-Performance Map Analysis (IPMA) was performed to identify the improvements that should be made to increase student satisfaction. When analyzing the responses of 1430 students at the School of Medicine, it was found that the quality of technical service should be improved, specifically training, and encouraging teachers to use strategies that allow student participation.

scholarly journals The system of maintaining the quality of education through public regulation of activity of higher education institutions

2019 ◽  
pp. 43-53
Author(s):  
Nazariy N. Popadynets ◽  
Yuliya V. Zhuravel ◽  
Olena V. Panukhnyk
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
General Scheme ◽  
State Regulation ◽  
Information Support ◽  
Quality Of Education ◽  
Social Infrastructure ◽  
The Impact

Abstract. The purpose of the research is to determine government measures to form a mechanism toensure the formation of the quality of education in higher education institutions. Methods. In the course ofthe research, general scientific methods and approaches, a systematic approach, general logical researchmethods (analysis, synthesis, generalization, comparison) were used. Results. The article discusses key studies of the development of education in the country; in particular, attention paid to the processes of stateregulation of the activities of higher education institutions. On the basis of theoretical and methodologicalanalysis, a general scheme of the mechanism of state regulation of higher education is proposed, which consists of subject-objective, target, instrumental and information-analytical components. It was determined thatthe stimulation of educational institutions to continuously improve the quality and availability of educationalservices in accordance with the future needs of the labor market and the economy, the production of newservices occurs through partial regulation of these processes by the state. It has been proved that comprehensive legal, organizational, resource, information support for the development of the economy, employmentand social infrastructure capable of realizing the rights of education and development of the population, aswell as meeting the needs of various industries in qualified personnel, stimulating the demographic reproduction of the population directly depends on the quality of education in country, which is the basis for theformation of professional skills of each specialist. Practical meaning. Based on the analysis of the scientificworks of domestic scientists, as well as the practice of one of the universities, a system of indicators and keymeasures of the external system for ensuring the quality of education have been determined. Most educationalinstitutions in the country can use it by implementing in their practice those indicators to which this or thatinstitution responds. Prospects for further research. The results obtained determine the need for further assessment of the impact of other indicators for the implementation of a comprehensive assessment of theinternal and external system of education quality, which will help unify those indicators that will be mosteffective for a particular educational institution.

scholarly journals Impacto de la evaluación y acreditación de las carreras profesionales ofertadas por la Universidad Nacional de Chimborazo desde la percepción de los estudiantes / Impact of the assessment and accreditation of the careers offered by the National University of Chimborazo from the perception of the students

Ciencia Unemi ◽  
2017 ◽  
Vol 9 (21) ◽  
pp. 36 ◽  
Author(s):  
Rene Basantes Avalos ◽  
Jhonny Coronel Sanchez ◽  
Alexander Vinueza jara
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Group Performance ◽  
Institutional Development ◽  
Quality Of Education ◽  
National University ◽  
Regular Variable ◽  
The Impact ◽  
New Strategies

El aseguramiento de la calidad educativa en las Universidades Públicas de Ecuador requiere de un proceso de evaluación y acreditación por parte del CEAACES “Consejo de Evaluación, Acreditación y Aseguramiento de la Calidad de la Educación Superior”. La Universidad Nacional de Chimborazo se encuentra ubicada en el grupo” C” de desempeño. En este artículo se evalúa el impacto de la evaluación interna a docencia y servicios con carácter de acreditación, desde la percepción de los estudiantes. Para ello se obtuvo información de 281 alumnos, mediante una encuesta, que posterior a su análisis, arrojó información sobre sus percepciones respecto a variables como: Institución, Planes de estudio, Docentes, Recursos y Desarrollo de habilidades y destrezas, además, grado de satisfacción con la formación recibida y la Carrera que estudian. Ninguna de las variables de estudio obtuvo excelente, sin embargo, Estudiantes y Profesores fue catalogada como buena, Planes de estudio y Dependencia estuvieron más distantes de alcanzar esa valoración y percibieron como regular la variable Recursos. Estos resultados servirán para la implementación de nuevas estrategias en búsqueda de la calidad, a través de los procesos de evaluación y acreditación, debiéndose enfocar el perfeccionamiento en los ejes de desarrollo institucional, con el objetivo de mejorar en el ranking nacional. ABSTRACTEnsuring the quality of education in public universities in Ecuador requires a process of evaluation and accreditation by the CEAACES "Evaluation Council, Accreditation and Quality Assurance of Higher Education". The National University of Chimborazo is located in the "C" group performance. This article evaluates the impact of internal evaluation on teaching and services with accreditation character from the perception of the students. The data of 281 students was obtained through out a survey which after analysis yielded information on their perceptions of variables such as: Institution, Curriculum, Teachers, Resources and Development of abilities and skills also satisfaction with the training and career studying. None of the study variables obtained excellent, however, Students and Teachers was classified as good, Curricula and dependence were more distant to reach that assessment and Resources perceived as regular variable. These results will be used to implement new strategies in pursuit of quality, through the evaluation and accreditation processes, the improvement being due to focus on institutional development axes, with the aim of improving the national ranking.

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