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 Analysis of Educational Data in the Current State of University Learning for the Transition to a Hybrid Education Model

2021 ◽  
Vol 11 (5) ◽  
pp. 2068
Author(s):  
William Villegas-Ch. ◽  
Xavier Palacios-Pacheco ◽  
Milton Roman-Cañizares ◽  
Sergio Luján-Mora
Keyword(s):  
Online Education ◽  
Educational Model ◽  
Hybrid Education ◽  
Face To Face ◽  
Current State ◽  
Use Of Technology ◽  
Technological Advances ◽  
The World ◽  
The Face ◽  
Education Model

Currently, the 2019 Coronavirus Disease pandemic has caused serious damage to health throughout the world. Its contagious capacity has forced the governments of the world to decree isolation and quarantine to try to control the pandemic. The consequences that it leaves in all sectors of society have been disastrous. However, technological advances have allowed people to continue their different activities to some extent while maintaining isolation. Universities have great penetration in the use of technology, but they have also been severely affected. To give continuity to education, universities have been forced to move to an educational model based on synchronous encounters, but they have maintained the methodology of a face-to-face educational model, what has caused several problems in the learning of students. This work proposes the transition to a hybrid educational model, provided that this transition is supported by data analysis to identify the new needs of students. The knowledge obtained is contrasted with the performance presented by the students in the face-to-face modality and the necessary parameters for the transition to this modality are clearly established. In addition, the guidelines and methodology of online education are considered in order to take advantage of the best of both modalities and guarantee learning.

Development of computational thinking with on-line practices in time of pandemic: a possible road?

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Gilson Pereira dos Santos Júnior ◽  
Simone Lucena
Keyword(s):  
High School ◽  
Online Education ◽  
Educational Institution ◽  
Computational Thinking ◽  
Digital Technologies ◽  
Daily Lives ◽  
Face To Face ◽  
Know How ◽  
Human Ability ◽  
On Line

We live in a society in which mobile and digital technologies are increasingly present in our daily lives and we cannot limit ourselves to knowing how to use them. It is important to know how to adapt them, personalize them and program them, if necessary, to solve our problems. Computational thinking is understood as the human ability to teach, humans or machines, to solve problems with the fundamentals of computing. Its development has gained space in education, formal and non-formal, through face-to-face practices. With the pandemic, the challenge arises to develop this skill with young people from high school in a public educational institution through online practices. In this article, we discuss the didactic design, based on the principles of online education, created for the development of computational thinking with online practices. The preliminary results indicate the feasibility of developing computational thinking from the perspective of online education.

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.

scholarly journals Investigation of Burnout Levels of Physical Education and Sports Teachers during Covid-19 Period

2021 ◽  
Vol 7 (2) ◽  
pp. 159
Author(s):  
Berna Karakoç ◽  
Önder Karakoç ◽  
Özgür Aktaş ◽  
Murat Arslan
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Maslach Burnout Inventory ◽  
Structured Interview ◽  
Emotional States ◽  
Face To Face ◽  
Content Analysis Method ◽  
Significant Difference ◽  
Statistical Program ◽  
Level Of Significance

Due to the COVID-19 pandemic, it was decided to conduct educational activities online and the burnout status of teachers who suddenly switched to distance education became a matter of curiosity. This study was carried out to examine the burnout levels of physical education and sports teachers during the Covid-19 period and to examine possible changes that may occur after this process by getting information about how they will approach their profession. profession and students. In this context, the research group consists of 210 physical education and sports teachers, 142 men and 68 women. These teachers took a break from face-to-face education due to the pandemic and continued their lessons with online education. The Maslach Burnout Inventory and 3 semi-structured questions were used to find out the emotional states of physical education and sports teachers and how they approached students during and after the pandemic. IBM SPSS 22 statistical program was used in the analysis of the data obtained from the scale. Analysis of normality showed that the data were normally distributed. Parametric test independent samples t-test was used to compare paired groups, one-way ANOVA was used to compare more than two groups and the level of significance was accepted as (p)<.05. In addition, the content analysis method was used in the analysis of the data obtained from the semi-structured interview form. The results showed that physical education and sports teachers participating in the study experienced moderate burnout. It was determined that the most negatively affected aspect of teachers was emotional exhaustion during the Covid-19 pandemic. There was no significant difference between the burnout levels of physical education and sports teachers according to the variables of gender, age, professional seniority, the type of sports they do. Physical education and sports teachers stated that they missed their students and they wanted face-to-face education to start at school, while more than half of the teachers stated that their attitudes to students will change after the pandemic.

Dimensions of Student Satisfaction on Online Programs

2011 ◽  
pp. 640-645
Author(s):  
Petek Askar ◽  
Oktay Dönmez ◽  
Gonca Kizilkaya ◽  
Volkan Çevik ◽  
Kerem Gültekin
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Immediate Feedback ◽  
Online Programs ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Significant Difference ◽  
Complex Phenomena ◽  
E Mail

This research studies on the evaluation of online courses are usually conducted for investigating the differences between face-to-face and Web-based environments with respect to achievement. Most of the findings indicated “no significant difference” (Russell, 1999). However, only looking at achievement as a quality measure is reducing the complex phenomena into a single variable. Therefore, an analysis of the system with its components is needed. A study on students’ frustrations with a Web-based distance education course (Hara & Kling, 1999) showed that there were two foci of frustration among students in the course. The first focus was technological problems; students without access to technical support were especially frustrated. The second focus involved the course content and the instructor’s practices in managing communications with students. Students were frustrated because of a lack of immediate feedback from the instructor and ambiguous instructions on the Web and via e-mail.

scholarly journals Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students

2021 ◽  
Vol 13 (16) ◽  
pp. 8735
Author(s):  
Juan Luis Martín Ayala ◽  
Sergio Castaño Castaño ◽  
Alba Hernández Santana ◽  
Mariacarla Martí González ◽  
Julién Brito Ballester
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Student Performance ◽  
Final Exam ◽  
Conditioning Factors ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
Containment Measures ◽  
The Face

The COVID-19 pandemic, and the containment measures adopted by the different governments, led to a boom in online education as a necessary response to the crisis posed against the education system worldwide. This study compares the academic performance of students between face-to-face and online modalities in relation to the exceptional situation between the months of March and June 2020. The academic performance in both modalities of a series of subjects taught in the Psychology Degree at the European University of the Atlantic (Santander, Spain) was taken into account. The results show that student performance during the final exam in the online modality is significantly lower than in the face-to-face modality. However, grades from the continuous evaluation activities are significantly higher online, which somehow compensates the overall grade of the course, with no significant difference in the online mode with respect to the face-to-face mode, even though overall performance is higher in the latter. The conditioning factors and explanatory arguments for these results are also discussed.

scholarly journals Cohort-Specific Online Discussion Experiences: A Collaborative And Multidisciplinary Approach To Improving Student Learning

2017 ◽  
Vol 10 (4) ◽  
pp. 241-254 ◽  
Author(s):  
Adam L. Selhorst ◽  
Eric Klein ◽  
Justin Harrison
Keyword(s):  
Online Education ◽  
Student Success ◽  
General Education ◽  
Student Satisfaction ◽  
Online Discussion ◽  
Online Discussions ◽  
Progression Rate ◽  
Cohort Size ◽  
Grade Point ◽  
Significant Difference

Research addressing the effects of cohort size on student success in asynchronous online discussions is sparse.  As such, the following study attempted to determine an optimal student cohort size to enhance success and engagement within online discussions in general education courses at a large post-secondary university consisting of predominately adult learners.  Experimental courses split mandatory discussions into one, two, or three cohorts to maintain a discussion size of no more than ten students per cohort per week.  The effects of cohort size on student grade-point-average (GPA), withdraw rate, fail rate, and progression rate was evaluated in addition to effects on student satisfaction as measured by end-of-course surveys (EoCS).  Results showed no significant difference in either student success or student satisfaction between courses with one, two, or three online discussion cohorts.  Future online education research should focuses on upper division courses where students might benefit from smaller group discussions.

scholarly journals COMPARING STUDENT PERFORMANCE: ONLINE VERSUS BLENDED VERSUS FACE-TO-FACE

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
David K. Larson ◽  
Chung-Hsien Sung
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Management Information Systems ◽  
Faculty Satisfaction ◽  
Learning Effectiveness ◽  
Online Delivery ◽  
Final Grade ◽  
Face To Face ◽  
Delivery Modes ◽  
Significant Difference

The purpose of this research was to perform a three way comparison of delivery modes for an introductory Management Information Systems course to determine if there existed a difference in student success among the delivery modes. The research compares student exam and final grade results in this class that was taught by the same instructor using face-to-face, blended and online delivery modes. An Analysis of Variance test was used on the exam and final grade data to determine if a significant difference existed. Additionally, a discussion of this class in relation to student satisfaction, learning effectiveness and faculty satisfaction is presented. This research demonstrates that there is no significant difference among delivery modes. Additionally, blended and online modes for this class do very well when measuring student satisfaction, learning effectiveness and faculty satisfaction.

Instructional Design in the Face of COVID-19: Learned Lessons and Pending Tasks

2022 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Gerardo Quiroz Vieyra ◽  
Luis Fernando Muñoz González
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Lessons Learned ◽  
Hybrid Education ◽  
Face To Face ◽  
The Face ◽  
Information And Communication ◽  
Addie Model ◽  
Teaching Learning

Faced with confinement due to COVID-19, educational institutions with face-to-face models had to continue their activities under conditions and with resources not used up to that moment. For this, the institutions formulated and put into operation continuity plans, which involved everything from remote education to hybrids between the latter and online education. Institutions that already had online or hybrid education programs were able to apply that experience to their face-to-face programs, allowing them to respond more quickly than those that did not. The stages of the teaching-learning process that were "adjusted" during this emergency in order to give continuity to educational activities were the last two, namely: the development of instructional material and teaching. In this work, an intervention is proposed in a previous stage of the process, that is, in the instructional design (ID), using the ASSURE model derived from the ADDIE model or approach. This intervention is based on the lessons learned during the pandemic, for the preparation or reformulation of study plans that consider information and communication technologies as a platform to enhance the effectiveness of learning, selecting them and establishing their use strategy from the stage in which the materials are designed, which may be useful considering that even if the students return to the classrooms, a virtual part will be preserved, that is, a hybrid model, in which the face-to-face-virtual ratio will be determined by the educational strategy of the institution.

Dimensions of Student Satisfaction on Online Programs

2011 ◽  
pp. 585-590 ◽  
Author(s):  
Petek Askar ◽  
Oktay Dönmez ◽  
Gonca Kizilkaya ◽  
Volkan Çevik ◽  
Kerem Gültekin
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Quality Measure ◽  
Single Variable ◽  
Online Programs ◽  
Web Based ◽  
Face To Face ◽  
Significant Difference ◽  
Complex Phenomena ◽  
Research Studies

This research studies on the evaluation of online courses are usually conducted for investigating the differences between face-to-face and Web-based environments with respect to achievement. Most of the findings indicated “no significant difference” (Russell, 1999). However, only looking at achievement as a quality measure is reducing the complex phenomena into a single variable. Therefore, an analysis of the system with its components is needed.

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