scholarly journals Undergraduate Students’ Attitudes towards Online Language Classes during the COVID-19 Pandemic: Are Students Thriving or Surviving?

2021 ◽  
Vol 3 (10) ◽  
pp. 16-31
Author(s):  
Jokha Al Hosni ◽  
Wafa Al Dhahli
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Online Identity ◽  
Sultan Qaboos University ◽  
Global Pandemic ◽  
Teachers And Students ◽  
Language Courses ◽  
Students Attitudes ◽  
Life Education

The global pandemic has tremendously affected all walks of life. Education is no exception, with online learning being the only available mode of learning. This sudden shift to online learning, which was given marginal attention before the pandemic, has entailed many challenges for decision-makers, teachers and students alike. This paper highlights the general attitudes of Omani undergraduate students towards online language courses amid the COVID-19 pandemic. The participants are 155 undergraduate students who took online English requirements in the Centre for Preparatory Studies (CPS) at Sultan Qaboos University (SQU) in Spring 2021. A quantitative approach to data collection has been embraced to collect students’ perspectives on different aspects related to their online learning experience. A survey addressing different aspects of online learning related to connectivity, communication, learning experience and learning environment, assessment and learner’s online identity was conducted. The findings show that students are thriving and have a general positive attitude towards the online learning experience. However, students reported some factors which made the online instruction stressful such as technical issues, marathon assignments, disconnectedness and online identity. The findings of the study can be good indicators that should be taken into consideration when designing, running and evaluating online language courses for undergraduate students to help them thrive during this mode of learning.

scholarly journals Online Learning in Egyptian Universities Post COVID-19 Pandemic: A Student’s Perspective

2021 ◽  
Vol 16 (18) ◽  
pp. 38
Author(s):  
Hebatalla Kaoud ◽  
Dina El-Shihy ◽  
Mostafa Yousri
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Personal Attributes ◽  
Educational Institutions ◽  
Educational Systems ◽  
Different Types ◽  
Students Attitudes ◽  
Methods Of Learning ◽  
Online Methods

The COVID-19 Pandemic has challenged the educational systems worldwide, and in an attempt to overcome such challenges, educational institutions were forced to adjust their educational content from the traditional methods of learning to online methods of delivery instead. This paper is the first paper to collect data from three different types of universities to examine the students’ attitudes towards online learning in Egypt amid COVID-19. A total of 450 undergraduate students were surveyed to predict online learning achievement. The study examined issues related to technical challenges, electronic communication, online learning motivation, students’ personal attributes and competencies, and their interactions with colleagues and instructors. The findings of the study provide useful insights regarding the students' attitudes towards currently adopted methods of online learning and suggest several implications that could aid educational institutions in the formulation of strategies that would enhance the overall online learning experience. This paper also serves as a foundation for further research and discussion.

Thai Students' Experiences of Online Learning at Indonesian Universities in the Time of the COVID-19 Pandemic

2020 ◽  
Vol 10 (S3) ◽  
pp. 58-74
Author(s):  
Sandi Ferdiansyah ◽  
Supiastutik ◽  
Ria Angin
Keyword(s):  
Online Learning ◽  
International Students ◽  
Undergraduate Students ◽  
Emotional Support ◽  
Learning Experience ◽  
Learning Motivation ◽  
Learning Needs ◽  
Important Data ◽  
Thematic Content Analysis ◽  
Thai Students

The present interview study reports on eight Thai undergraduate students’ experiences of online learning at three different Indonesian universities based in East Java, Indonesia. Semi-structured interviewing was designed based on the sociocultural framework proposed by Ma (2017) to elucidate the students’ voices of online learning experience. The data garnered from online interviewing were transcribed and interpreted using thematic content analysis. The study elicits three important data themes: the agility of the student participants to adapt online learning to suit their learning needs, the participants’ strategies to build learning autonomy, and the participants’ ability to sustain their learning motivation. This study stresses the important roles of such other agents as teachers, parents, and friends in providing international students with mental and emotional support to help them get through COVID-19 affected online learning.

scholarly journals Assessment under Covid-19: Exploring Undergraduate Students’ Attitudes towards Their Online Thesis Proposal Presentations vs. Face-to-face

2021 ◽  
Vol 7 (4) ◽  
pp. 139-155
Author(s):  
Olga Stognieva ◽  
Victor Popov
Keyword(s):  
Undergraduate Students ◽  
Testing System ◽  
Face To Face ◽  
Course Assessment ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Business Informatics ◽  
Online Format ◽  
Students Satisfaction ◽  
End Of Course Assessment

This study conducted in an EFL setting investigates students’ perception of the thesis proposal presentation in an online format due to safety concerns during the Covid-19 pandemic. Fifty-five students aged 20-22 years old, level B2-C1 in English, in their fourth year of a Business Informatics Bachelor’s programme at HSE University, Moscow, were surveyed regarding their end-of-course assessment experience, which involved a Skype online presentation, rather than the usual face-to-face presentation. Data were collected using a researcher-made questionnaire consisted of 3 sections and 12 items. A mixed-method approach using quantitative and qualitative data was employed. The findings indicate that emergency transition to the new format did not affect students’ satisfaction or results of the presentation. Overall, students were more than satisfied with the online format, and the results were similar, if not better, than in previous years. To minimise the disadvantages of this format, recommendations for teachers and students were offered. This study might offer new insight on the most appropriate and beneficial oral testing system for students and staff.

scholarly journals The perceived satisfaction with emergency remote teaching (ERT) amidst COVID-19: An exploratory case study in higher education

2021 ◽  
Vol 23 (5) ◽  
pp. 116-130
Author(s):  
K. Fuchs ◽  
S. Karrila
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Descriptive Analysis ◽  
Practical Significance ◽  
Global Pandemic ◽  
Perceived Satisfaction ◽  
Traditional Classroom Teaching ◽  
Socio Demographic Factors

Introduction. Online learning is a well-established pedagogical paradigm that has been researched and discussed from a number of perspectives. Educators associate a variety of opportunities and challenges with online education, and recently an unprecedented global pandemic, COVID-19, made traditional classroom teaching temporarily impossible. Emergency remote teaching (ERT) is a newly emerging sub-paradigm that possesses characteristics and challenges that differ from traditional online learning.Methodology and research methods. This study quantitatively examined undergraduate students' (n = 219) perspectives on the most important attributes that are associated with ERT. Moreover, the students' satisfaction with ERT was assessed, and the relationships between socio-demographic factors were analysed.Results and scientific novelty. A descriptive analysis revealed that most students preferred a traditional on-site classroom arrangement, while they were satisfied with the alternative ERT having fully virtual delivery. Also, the study highlighted that the students rated being knowledgeable, friendly, and patient as the most important characteristics of their lecturer in these unusual circumstances.Practical significance. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration.

scholarly journals Students Attitude towards Online Classes at Undergraduate Level

2021 ◽  
Vol 4 (2) ◽  
pp. 447-458
Author(s):  
Farzana Yousaf ◽  
Sonia Rafique ◽  
Shumaila Mahmood
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Visual Display ◽  
Good Time ◽  
Online Classes ◽  
Online Classroom ◽  
Self Study ◽  
Students Attitudes ◽  
Educational Delivery ◽  
Student’S Attitude

During the COVID-19 pandemic, it is a good time to welcome the introduction of technology and its latest offerings to make educational delivery more effective and make it more productive with online learning. A sample of 100 students was selected to collect data. The sample was randomly selected. The focus of this concept was to determine whether students' attitudes towards online classes were based on their online learning experience. Student’s attitude towards online classes based on their tested experience. The attitudes of the students in the online class were also investigated. Adaptation to classroom and self-study, high cost of online classes, access to electronic exams, a well-designed curriculum, easy Internet access, easy-to-use online classroom visual display, and familiarity with the teacher in a good student experience.

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 Switching from Face-to-Face to Online Instruction Midsemester

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Debora Herold ◽  
Tina Chen
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Undergraduate Students ◽  
Online Instruction ◽  
Online Classes ◽  
Face To Face ◽  
Global Pandemic ◽  
Limited Perspective ◽  
Technology Changes ◽  
Before And After

The COVID-19 pandemic disrupted higher education during Spring 2020 by forcing all face-to-face classes to unexpectedly transition to online learning. To better understand how switching to remote learning affected students and the factors that impacted their ability to successfully complete classes, 168 undergraduate students in three different psychology classes (six sections total) were asked in the last week of the semester about their experiences from before and after the switch. Students reported some decreased access to technology, changes in work responsibilities, some amount of physical illness, and the need to care for others who were physically ill. Notably, students consistently reported increased stress and decreased ability to focus. Students varied in how much they prioritized classes after the switch, which predicted their performance in the class, measured by exam grade, overall grade, and completion of attendance before and after the switch. Importantly, survey respondents significantly differed from non-respondents in their class performance, which suggests that results from voluntary surveys may capture a limited perspective and possibly underestimate the detrimental effects of the shift to online instruction. Implications for planning for future online classes in a global pandemic are discussed.

scholarly journals STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

2021 ◽  
Vol LXIX (1) ◽  
pp. 73-91
Author(s):  
Iulia Gonţa ◽  
Cristina Tripon
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

scholarly journals EFL Students Affective Attitudes towards Distance E-Learning Based on Moodle Platform during the Covid-19the Pandemic: Perspectives from Dr. MoulayTahar University of Saida, Algeria

2021 ◽  
Author(s):  
Djamel BENADLA ◽  
Mohamed Hadji
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Social Situation ◽  
Learning System ◽  
Negative Attitudes ◽  
Affective Attitudes ◽  
Teachers And Students ◽  
E Learning ◽  
Efl Students ◽  
The University

The practice of the online learning system in Algeria is novel. However, with the spread of Covid 19, Algerian universities have been compelled to undertake remote and digital teaching. The University of Dr. MoulayTahar in Saida has arbitrarily hastened in implementing E-learning as an alternative teaching measure to maintain both positive educational outcomes and keep students safe and healthy. This research purports to examine how the University of Dr. MoulayTahar in Saida has used Moodle platform to facilitate the teaching process during the Covid 19. This paper, therefore, stresses the issues of distance e-learning that challenge both teachers and students alike. The researchers attempt to answer the following question: What are the affective attitudes of EFL students towards distance learning assisted with Moodle Platform during the Coronavirus? To supply an adequate answer to the raised question, the researchers have selected a sample of 157 participants. The researchers collected data through a questionnaire and delivered copies to the participants. The findings revealed that both the teachers and the learners were not well prepared for an online learning experience. That there are more disadvantages than advantages. The results of the research conveyed that the technical skills, the teachers’ lack of experience as well as the social situation of the students have made E. learning a complex process. The analysis also revealed that Master students have negative attitudes towards e-learning, and they would prefer face-to-face interaction in the classroom and handouts more than virtual learning.

scholarly journals Optimalisasi Platform Digital Dalam Pembelajaran Daring Di Tengah Pandemi COVID-19

2021 ◽  
Vol 21 (1) ◽  
pp. 23-32
Author(s):  
Ferdi Arifin ◽  
Elita Ulfiana ◽  
Wihadi Admojo
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Management System ◽  
Learning Activities ◽  
Digital Learning ◽  
Digital Platform ◽  
Learning Platform ◽  
Global Pandemic ◽  
Offline Learning ◽  
Teachers And Students

Global pandemic forces teachers and students for studying from home. Many platforms can be used for substituting offline learning to online learning. Optimalization digital learning platform is one of ways to adjust learning activities in the pandemic. This article aims to elaborate optimalization digital platform for online learning among teachers in Abi Ummi school. The research uses qualitative and netnography approach for understanding how to optimize online learning in the pandemic. The result shows that social media can be one of digital platform for online learning. The most digital platfom used by Abi Ummi teachers are Google Classrom as learning management system, Youtube and Instagram as material contents shared, and Whatsapp and Telegram as media messengers for discussing the material.

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