scholarly journals Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model

2021 ◽  
Vol 11 (12) ◽  
pp. 820
Author(s):  
Cristina Checa-Morales ◽  
Carmen De-Pablos-Heredero ◽  
Yenny Guiselli Torres ◽  
Cecilio Barba ◽  
Antón García
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Student Motivation ◽  
Shared Knowledge ◽  
Organizational Model ◽  
Face To Face ◽  
Discriminant Model ◽  
Wilks Lambda ◽  
Discriminant Power ◽  
Selection Of

Face-to-face education continues to present benefits in terms of student motivation, even though in COVID-19 scenario, online education has been the model of choice. In addition to the traditional face-to-face style, the intensive face-to-face style remains, which allows greater flexibility for the student. The objective of this study was to compare both educational styles and build an organizational model to improve student satisfaction. Two-way general linear model (GLM) with educational styles and satisfaction as fixed factors and discriminant analysis was applied. The selection of the most discriminant variables was made applying the F of Snedecor, Wilks’-Lambda, and the 1-Tolerance. A discriminant model was built. The four variables with the highest discriminant power were problem-solving communication with students’ representatives and shared knowledge and goals with lectures in the intensive style and frequent communication with administrative officers in the traditional style. In addition, it was found that greater face-to-face attendance did not imply greater coordination and that intensive style students show greater satisfaction. The appropriate duration of face-to-face education can contribute to the design of an innovative hybrid system in the future.

scholarly journals Organizational Differences among Universities in Three Socioeconomic Contexts: Finland, Spain and Ecuador. Relational Coordination Approach

2021 ◽  
Vol 11 (8) ◽  
pp. 445
Author(s):  
Cristina Checa-Morales ◽  
Carmen De-Pablos-Heredero ◽  
Angela Lorena Carreño ◽  
Sajid Haider ◽  
Antón García
Keyword(s):  
Discriminant Analysis ◽  
Problem Solving ◽  
Student Satisfaction ◽  
Shared Knowledge ◽  
Relational Coordination ◽  
Competitive Strategies ◽  
Discriminant Model ◽  
Organizational Differences ◽  
Shared Goals ◽  
Discriminant Power

The knowledge of local culture is essential to establish competitive strategies in higher education. The objective of this research was to identify the organizational differences among three universities with different international contexts and satisfaction level. An approach was made regarding Relational Coordination (RC) attributes: accurate, frequent and problem-solving communication, shared knowledge, mutual respect and shared goals, by discriminant analysis method. A random sample of 300 students, 100 belonging to each university, was surveyed on the 23 RC variables in 2017–2018. First, the RC variables were evaluated by general linear model (GLM). The three universities—Arcada University of Applied Science (ARCADA) in Finland, University of Cordoba (UCO) in Spain and Agricultural Polytechnic of Manabi “MFL” (ESPAM) in Ecuador—and the two levels of student satisfaction—Low and High—were used as fixed factors. Second, a discriminant model was built with RC variables. A higher level of RC practices concerning to accurate, frequent and problem-solving communication achieved higher levels of satisfaction, regardless of the universities’ socioeconomic context. RC differentiation among three universities showed that shared goals with lecturers and administrative officers and problem-solving communication among classmates were the variables with the highest discriminant power. Two clusters were obtained, where UCO was the most differentiated university. In conclusion, organizational practices made a difference among the three universities. Discriminant analysis can be adapted and extended to different universities to improve quality.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2018 ◽  
pp. 1-19
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

scholarly journals Gamification in Online Educational Systems

2020 ◽  
Author(s):  
Hazem Ibrahim ◽  
Walid Ibrahim
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Educational System ◽  
Student Motivation ◽  
Peer To Peer ◽  
Retention Rates ◽  
Educational Systems ◽  
Education Systems ◽  
Online Tutoring ◽  
Made In

The usage of gamification in online educational systems has grown considerably over the last several decades. This has been in response to reports of low completion and retention rates in online educational systems such as MOOCs. The usage of gamification and the application of social and educational networking to online education systems has been found to increase student satisfaction with the system. However, it has been shown that as students become more familiar with the gamified educational system, the initial boost in motivation diminishes. Efforts made in order to increase the personalization of gamified educational system, however, indicated an increase in student motivation over the duration of the course. Suggestions for further work include the usage of smarter leaderboard systems, as well as the potential for personalization in peer to peer online tutoring platforms.

scholarly journals Thrown into Deep Water: Feedback on Student Satisfaction—A Case Study in Hungarian and Romanian Universities

2022 ◽  
Vol 12 (1) ◽  
pp. 36
Author(s):  
Mónika Harangi-Rákos ◽  
Daniela Ștefănescu ◽  
Kinga-Emese Zsidó ◽  
Veronika Fenyves
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Further Education ◽  
Point Of View ◽  
Daily Lives ◽  
Hybrid Education ◽  
Face To Face ◽  
Long Run ◽  
Wilcoxon Rank Sum Test ◽  
Significant Difference

As a result of the COVID-19 health epidemic, online life has exploded into our daily lives, forcing most of us to move previously seemingly irreplaceable “face-to-face” activities into “non-face-to-face” meetings and activities in many sectors. One of the biggest challenges has been in the field of education: This sector, compared to other sectors, was less digitized. Under these circumstances, the entire education process was transferred to online space overnight, which was/is a major challenge for everyone. Thus, a questionnaire survey was conducted among students from two universities in Hungary and Romania, the results of which are included in the present article. The aim of the research was to measure students’ satisfaction and to examine the benefits of online education, for example, in terms of introducing hybrid education over the long term. Descriptive statistics as well as the Wilcoxon rank-sum test were used to analyze the database. The results showed that, from a practical point of view, there was no significant difference between the Hungarian and Romanian respondents who had a fundamentally positive view of digital education. In this respect, positive feedback can be seen as encouraging, especially for those individuals and social strata who may find online education much more attractive than traditional physical teaching. Online education could be an attractive, accessible, sustainable form of further education in the long run.

scholarly journals VIDEO-BASED LEARNING ON STATISTICAL TOPICS AMONG FOUNDATION STUDENTS IN UNIVERSITI MALAYSIA SABAH: AN IN-DEPTH ANALYSIS OF SATISFACTION

2021 ◽  
Vol 6 (23) ◽  
pp. 118-127
Author(s):  
Nurliyana Juhan ◽  
Che Haziqah Che Hussin ◽  
Mohd Azrul Abdul Rajak ◽  
Sitty Nur Syafa Bakri
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Learning Experience ◽  
Positive Outcome ◽  
Learning Technology ◽  
Face To Face ◽  
Depth Analysis ◽  
Video Based Learning ◽  
Teaching Learning

Video-based learning has recently gained popularity as one of the numerous choices in remote education approaches during the pandemic that differs from conventional face-to-face lecture-based education. However, video-based learning and online teaching were different and quite challenging for students, especially when studying statistics and it is conducted remotely. Therefore, the purpose of this study is to assess student satisfaction with video-based learning on statistical topics. This study was conducted with 357 foundations of science students in the Preparatory Centre for Science and Technology, Universiti Malaysia Sabah. An independently developed questionnaire focusing on four factors, namely teaching, learning, technology, and skills, was given to students, and the results were then analysed. Based on the questionnaire the range of the mean is 4.54 – 4.87, which suggested that the video-based learning on statistical topics had an overall positive outcome on student satisfaction. Mostly, students scored higher mean scores for the items under the factor of teaching than for the items under the other three factors. This study also discovered that video-based learning relied on teaching, learning, and skills rather than the technology itself. However, technology continues to be a critical platform for educators’ educational activities. Therefore, this study demonstrated the critical significance of meeting the rising demand for online education, particularly video-based learning, while still providing a compelling student learning experience.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

scholarly journals ProReal®: The ‘good enough’ online alternative to face-to-face Dramatherapy

Dramatherapy ◽  
2021 ◽  
pp. 026306722110208
Author(s):  
Claire Anne Quigley
Keyword(s):  
Ambiguity Tolerance ◽  
Face To Face ◽  
On Line ◽  
And Control ◽  
Selection Of

The Covid-19 restrictions have limited the access of face-to face therapies for many people and continues to effect how Dramatherapists operate. The following article offers reflections around adapting to an on-line medium, focusing more specifically around the software of ProReal. Limitations and considerations are acknowledged, including technological difficulties, computer efficacy, ambiguity tolerance and the need for careful contracting and reassurance of autonomy and control when using on-line platforms. The article ends with a short selection of vignettes from ProReal sessions.

scholarly journals Usefulness of Discriminant Analysis in the Morphometric Differentiation of Six Native Freshwater Species from Ecuador

Animals ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 111
Author(s):  
Ana Gonzalez-Martinez ◽  
Carmen De-Pablos-Heredero ◽  
Martin González ◽  
Jorge Rodriguez ◽  
Cecilio Barba ◽  
...  
Keyword(s):  
Discriminant Analysis ◽  
Rural Communities ◽  
Development Program ◽  
Freshwater Species ◽  
Hydrographic Basin ◽  
Wilks Lambda ◽  
Morphological Variables ◽  
Morphometric Differentiation ◽  
Discriminant Power

The aim of this research was to find out the morphometric differentiation of six native freshwater species in the Guayas Hydrographic Basin (Ecuador) by means of discriminant analysis. A total of 1355 mature fishes (Cichlasoma festae, Andinoacara rivulatus, Dormitator latifrons, Bryncon dentex, Hoplias microlepis and Leporinus ecuadorensis) were captured and 27 morphometric measurements and 20 landmarks were used. Two-way analysis of variance with species and sex as fixed factors and discriminant analysis were applied. The selection of the most discriminant variables was made applying the F of Snedecor, Wilks’-Lambda and the 1-Tolerance. While sex within species had no significant effect on the morphology, differences among species were significant. Twenty-seven morphological variables showed highly significant differences among six native freshwater species. Nine biometric variables with high discriminant power were selected. The six species analyzed were discriminated by the morphometric models generated, thus showing that discriminant analysis was useful for differentiating species. The morphometric differentiation by discriminant analysis is a direct, simple and economic methodology to be applied in situ in rural communities. It favors the implementation of a livestock development program and it could be used with other native freshwater species in the Guayas Hydrographic Basin.

scholarly journals Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

2019 ◽  
Vol 9 (3) ◽  
pp. 213
Author(s):  
Rezaul Chowdhury
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Professional Practice ◽  
Assessment Tools ◽  
Discussion Forums ◽  
Self Assessment ◽  
Industry Practice ◽  
The University ◽  
Engineering Hydrology

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

Sign in / Sign up

Export Citation Format

Share Document