scholarly journals When Students Faced Online Learning in Coronavirus Times: A Case Study

2021 ◽  
Vol 3 (2) ◽  
pp. 1-10
Author(s):  
Joanna Rabiega-Wiśniewska
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Survey Design ◽  
Research Process ◽  
Future Research ◽  
Full Time ◽  
Material Contact ◽  
Respondent Group ◽  
Education Design ◽  
Survey Instruments

In this paper, we present survey research which we conducted at Maria Grzegorzewska University, Poland, on April 2nd-10th, 2020. This work aimed at gathering information about online learning responses among full-time students of pedagogy. Due to the pandemic situation caused by coronavirus all activities at Polish universities have been suspended. Nevertheless, the learning process has been continued. For the first three weeks, academics and students have tried to adjust to a completely new way of education design and work. Our research provides insight into students’ thoughts and emotions which accompanied them during those weeks of online learning courses. During the survey, respondents reported also their difficulties and observations regarding the quality of educational material, contact with lecturers, and reviewed assessments. In general, the majority of respondents have been doing well in this particular situation and positively evaluate the efforts of the lecturers. They find although online learning challenging. In the Introduction, we present circumstances of the research process and methodological background for the survey design. In the Methods section, we describe the survey structure and the respondent group, then we define the survey instruments. Next, the results are presented in two parts. First, we introduce the students’ experiences and emotions associated with online learning. Second, we show what respondents said about their actual online courses taken in the studied period. In the following discussion, we present the most important findings and their possible explanation. In Conclusion, we summarize our analysis of the collected material and make recommendations for future research.

The Same but Different

2019 ◽  
pp. 1-32
Author(s):  
Maria Northcote
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Future Research ◽  
Technological Innovations ◽  
Research Directions ◽  
Learning Programs ◽  
History Of ◽  
Future Research Directions ◽  
Practical Recommendations

The field of online learning, like many other technological innovations, has not burgeoned without controversy. Despite the debates about the role and value of online learning, it has continued to grow in many sectors, especially in higher education. Alongside the growth of online learning, discussions about its benefits and limitations have also flourished, and many studies have investigated the quality and integrity of online courses. This chapter offers an investigation of some of the history of online learning, concluding with a collection of practical recommendations and suggestions for future research directions to guide institutions embarking on online learning programs.

Striving for Inclusion in E-Learning and E-Health

2021 ◽  
pp. 44-72
Author(s):  
Sandra Sanchez-Gordon
Keyword(s):  
Life Cycle ◽  
Literature Review ◽  
Online Courses ◽  
Research Process ◽  
Future Research ◽  
Online Platforms ◽  
E Learning ◽  
Learning Platforms ◽  
To Come ◽  
Definition Of

The purpose of this chapter is to present a seven-year journey to understand the barriers that people face when interacting with e-learning and e-health online platforms and to come up with software engineering solutions to make these platforms more inclusive. This chapter per the author presents a set of contributions intended to serve as steppingstones to future research efforts. These contributions include a literature review about accessibility of e-learning platforms; the accessibility audit of e-learning and e-health platforms; the identification of accessibility requirements; the design of architectures, process, and models to improve accessibility; and the definition of a life cycle for the management of accessible online courses. In this context, this chapter relate the evolution of the research process followed and summarize the results obtained so far.

Student perceptions of the effectiveness of group and individualized feedback in online courses

First Monday ◽  
2008 ◽  
Author(s):  
Philip Ice ◽  
Lori Kupczynski ◽  
Randy Wiesenmayer ◽  
Perry Phillips
Keyword(s):  
Online Learning ◽  
Best Practices ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Mixed Methods Research ◽  
Online Courses ◽  
Future Research ◽  
The Face ◽  
Individualized Feedback ◽  
Community Of Inquiry Framework

While an abundance of research exists on best practices in the face-to-face classroom, the same is not true for online learning. In this new and constantly evolving environment, researchers are just beginning to understand what constitutes effective learning strategies. One of the most well recognized models for explaining online learning is the Community of Inquiry Framework (CoI). However, despite its recent empirical validation, the CoI provides only general indicators of effectiveness, not guides to specific practices. This study looks at a common practice, providing students with feedback, and assesses whether narrowly targeted, individualized feedback or group feedback is more effective. Through mixed methods research the authors examined student preferences and strategies by student level, finding that while there is no one best solution there are strategies that appear most appropriate for different learner levels. Suggestions for implementing best practices and directions for future research are also discussed.

scholarly journals Faculty Perceptions of Online Teaching at a Mid-Sized Liberal Arts University

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Dana L Shreaves ◽  
Yu-Hui Ching ◽  
Lida Uribe-Florez ◽  
Jesús Trespalacios
Keyword(s):  
Online Learning ◽  
Liberal Arts ◽  
Online Teaching ◽  
Online Courses ◽  
Faculty Perceptions ◽  
Future Research ◽  
Liberal Arts University ◽  
Online Study ◽  
Data Content ◽  
The University

This mixed-methods study examined faculty perceptions of online teaching at a mid-sized liberal arts university in order to understand faculty acceptance and participation in online teaching at the university. Seventy-nine participants responded to a survey that collected qualitative and quantitative data. Content analysis examined faculty perceptions of online teaching and identified six themes. An examination of 21 quantitative factors identified 17 factors reported by more than 50% of respondents to influence their decision to teach or not teach online. Study participants perceived online learning as attractive to students but they wanted any online courses carefully regulated, in part because online learning was seen as contrary to their teaching values. Participants were influenced by personal preferences but also the desire for robust faculty resources, and more effective technology and infrastructure. Implications and directions for future research were discussed.

Anytime/Anywhere Online Learning

2010 ◽  
pp. 115-123 ◽  
Author(s):  
Terry A. Morris
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Online Courses ◽  
Learning Preferences ◽  
Future Research ◽  
Distance Learners ◽  
Institutional Barriers ◽  
Accessibility Barriers ◽  
Barriers And Challenges

Even with the convenience of anytime/anywhere online learning, adult learners still encounter barriers and challenges. This chapter explores the growth of online education in higher education and the participation of adult learners. The chapter introduces K. Patricia Cross’ research about the situational, dispositional, and institutional barriers faced by adult learners in the 1980s. The relevancy of these barriers to today’s adult distance learners is examined. Characteristics of adult learners are discussed. New barriers for learners introduced by online education are explored, including social interaction barriers, technology barriers, student-support barriers, pedagogy barriers, and accessibility barriers. Suggestions for removing and/or reducing these barriers are discussed, including providing technical support services, offering online orientations, pre-assessing student readiness, providing professional development opportunities for faculty which model andragogy and online course methodology, and designing online courses to support learning preferences of adult learners. Recommendations are made for future research.

Learner Assessment in Blended and Online Settings

2016 ◽  
pp. 1132-1146
Author(s):  
Kay A. Persichitte ◽  
Suzanne Young ◽  
Tonia A. Dousay
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Future Research ◽  
Instructional Designers ◽  
Web Based ◽  
Assessment Of Learning ◽  
Learner Assessment ◽  
K 12 ◽  
Effective Assessment

In this chapter, the authors distinguish between blended and online learning settings, discuss a variety of types of learner assessment, describe contemporary trends, challenges, and recommendations for the effective assessment of learning in blended and online courses, and offer several recommendations for future research. The content targets teachers, instructional designers, administrators, and program managers of K-12 blended and online learning settings. Suggestions are offered for using web-based communication tools for feedback and assessment in blended settings. The authors conclude with a discussion of implementation topics associated with assessment in these learning environments that deserve additional attention and consideration.

scholarly journals The Persistence of Anxiety Experienced by New Generation in Online Learning

10.28945/4040 ◽  
2018 ◽  
Keyword(s):  
Online Learning ◽  
Survey Methodology ◽  
Online Courses ◽  
Online Course ◽  
Future Research ◽  
Face To Face ◽  
The World ◽  
Course Experience ◽  
New Generation ◽  
The Impact

Aim/Purpose: To investigate anxiety in online courses and its relationship with overall online courses satisfaction as it may vary with online courses experience. Background: Delivering online courses in higher education institutions continue to increase. Anxieties seem to be persistent. Although there are many technology and internet related anxieties studies, online courses anxieties are relatively scarce. The cause for this anxiety has not been resolved or addressed sufficiently. This study takes part in this quest. Methodology: A fully online course with not face to face interaction was used for the study. A survey methodology approach was used for the anxiety scale measurements. Over 1400 students participated in the survey. Contribution: Students taking online courses continue to be challenged with anxieties. Their experiences (number of courses taken) with online courses may influence their anxieties and satisfaction levels, but that has not been studies. We contribute to this body of literature. Findings: One third of students reported to continue to experience anxiety while taking their online courses. The effect of their anxieties on their satisfaction does not seem to be influenced by their online course experience. Recommendations for Practitioners: Focus on the various elements that may influence anxieties and satisfaction of students while taking courses. For IT designers, interface and point of interactions may be the aspect to pay attention to, while professors would need to consider course pedagogy and its interaction within the IT learning environment. Recommendation for Researchers: Anxiety in online learning should take front stage as it represents an underlying stream of influence on all research in the field. Further study of the effect of online course experience on satisfaction and anxiety is necessary. Impact on Society: Anxiety in learning has many detrimental effects that last a student’s career and personality over their entire life. The impact of reducing anxieties while online learning is significant and tangible especially that online learning is at its initial stages of an exponential growth and will change the world sooner than later. Future Research: Pedagogy for efficient and effective online courses to reduce anxieties and in-crease satisfaction.

scholarly journals The Effects of Instructional Design on Student Engagement with Video Lectures at Cyber Universities

10.28945/3728 ◽  
2017 ◽  
Vol 16 ◽  
pp. 189-207 ◽  
Author(s):  
Jamie Costley ◽  
Christopher Hughes ◽  
Christopher Lange
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Student Engagement ◽  
Online Courses ◽  
The Body ◽  
Future Research ◽  
Body Of Knowledge ◽  
Video Lectures ◽  
Time Parameters ◽  
Positive Correlations

Aim/Purpose: The number of students enrolled in online courses that use video lectures is on the rise. However, research shows that the number of students watching video lectures is low, and the number watching videos to completion is even lower. Background: This paper seeks to understand this problem by looking for correlations between instructional design and student engagement with video lectures. Methodology: Students at a cyber-university in South Korea (n=1801) were surveyed on their perception of the instructional design used in the courses they took and their engagement with online video lectures. Contribution: This paper contributes to the body of knowledge by demonstrating positive correlations between instructional design, watching, and finishing video lectures. Findings: While most other research has found low levels of online lecture viewership, this paper found significantly higher numbers watching and finishing videos. Other major findings of the paper are that five key elements of instructional design for online learning environments (designing methods, setting the curriculum, establishing time parameters, establishing netiquette, and utilizing the medium effectively) all correlated positively with students watching and finishing video lectures. Recommendations for Practitioners : Based on findings in this paper, it is recommended that practitioners consider taking actions when designing their instruction for online courses. These include batching their video lectures together by topic, devoting greater resources to helping students utilize the medium, and communicate time parameters in a way that encourages students to view video lectures in a timely manner. Recommendation for Researchers: As the watching of video lectures in this study was mandatory for learners, an interesting area of further research would be to examine whether that decision led to higher numbers of students watching them. Future Research: It is important for researchers to conduct further research into the interplay between ways instructors can design their instruction in order to encourage learners to better experience online learning.

scholarly journals Supporting Student-Initiated Mobile Device Use in Online Learning

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Karen Milheim ◽  
Christy Fraenza ◽  
Kim Palermo-Kielb
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mobile Devices ◽  
Mobile Device ◽  
Online Courses ◽  
Ease Of Use ◽  
Future Research ◽  
Course Materials ◽  
Need Support ◽  
Device Use

Understanding the experiences of students who self-initiate mobile device use for online courses or course-related activities provides institutions with valuable insights. In this study, we report how students enrolled in online courses in higher education voluntarily used mobile devices for their coursework and course-related activities, the challenges in using these devices, and how they managed those challenges. We surveyed 103 college students enrolled in one or more fully online courses regarding their habits in using mobile devices for online learning. Findings reveal most participants use mobile devices for convenience, portability, and overall ease of use. The way the devices are used for course-related activities varies, however, with reasons ranging from taking notes and reading course materials, to downloading those materials, communicating, socializing, and other purposes. Challenges when using these devices often relate to access issues and overall limitations of the technology. Yet, despite these limitations, some reported that, depending on the task, even though using a mobile device often took longer compared to a laptop or PC, the convenience of using it was a greater benefit. Participants were surveyed about their experiences prior to the COVID-19 pandemic, providing additional perspectives for possible future research focused on emergency circumstances to remote teaching or alternative forms of instruction. Additionally, this study provides a foundation of how and why students choose to use mobile devices for coursework and in what ways they may need support from their institutions related to their use.

scholarly journals Anxiety & Performance in Online Learning

10.28945/3736 ◽  
2017 ◽  
Author(s):  
Raafat George Saadé ◽  
Dennis Kira ◽  
Tak Mak ◽  
Fassil Nebebe
Keyword(s):  
Online Learning ◽  
Survey Methodology ◽  
Online Courses ◽  
Online Course ◽  
Future Research ◽  
Undergraduate Level ◽  
Psychological States ◽  
First Semester ◽  
Expected Performance

Aim/Purpose: To investigate the state of anxiety and associated expected performance in online courses at the undergraduate level. Background: Online courses continue to increase dramatically. Computer related anxieties remain an important issue, and, in this context, it has evolved to online learning anxieties with deeper psychological states involved. Consequently, performance is compromised. Methodology: A first semester online course in information technology was used for the study. A survey methodology approach was used for the anxiety scale measurements. A sample of 1377 participants was obtained. Contribution: Although there are many technology and internet related anxieties studies, they are relatively scarce. Characteristics of educational performance as they relate to anxiety have not matured and are still controversial. We contribute to this body of literature. Findings: 30% of students seem to experience some sort of anxiety with online courses. Female students are more anxious about taking online courses than male. Recommendations for Practitioners: Through successive iterations between design and measuring the experience of anxiety, it is important to identify and mitigate sources of anxieties and to design course with greater distribution of marks on more tasks. Recommendation for Researchers: Anxiety in online learning should take front stage as it represents an underlying stream of influence on all research in the field. Impact on Society: It has been shown that the progress of nations depends on the academic performance of its students. As such, studies have also shown that anxiety in learning affects performance. Ultimately this impacts the nation’s progress and quality of life. Future Research: Pedagogy for efficient and effective online courses to reduce anxieties and enhance performance.

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