E-Learning vs. Face-To-Face Learning: Analyzing Students’ Preferences and Behaviors

Educational life worldwide has been shaken by the closure of schools due to the outbreak of the coronavirus pandemic. The ripple effects have been felt in the way both teachers and students have adapted to the constraints imposed by the new online form of education. The present study focuses exclusively on the beneficiaries of the educational process and aims to find out their perceptions of face-to-face and e-learning and their desire to return, or not, to the traditional form of education. These perceptions are represented by 604 students of the Politehnica University of Timisoara, who were asked to respond anonymously to an 8-question questionnaire between December 2020 and February 2021. The results show the respondents’ levels of desire to return to school (especially of those who have only benefited from e-learning) and their degree of involvement during online classes. The results also specify the advantages and disadvantages of the two forms of education from a double perspective, namely that of first-year students (beneficiaries of e-learning exclusively), and of upper-year students (beneficiaries of both face-to-face and e-learning). The study points out key information about e-learning from the students’ perspectives, which should be considered to understand the ongoing changes of the educational process and to solve its specific problems, thus ensuring its sustainability.

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Distance Learning in Greece during Covid-19 Pandemic

Global Research in Higher Education ◽

10.22158/grhe.v4n2p69 ◽

2021 ◽

Vol 4 (2) ◽

pp. p69

Author(s):

Apostolou George ◽

Papatsimpas Achilleas ◽

Gounas Athanasios ◽

Gkouna Ourania

Keyword(s):

Distance Learning ◽

Online Education ◽

Educational Process ◽

Statistical Hypothesis ◽

Hypothesis Tests ◽

Face To Face ◽

The Future ◽

E Learning ◽

Face To Face Learning ◽

Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

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Differences in assessment methods of face-to-face and online learning

SHS Web of Conferences ◽

10.1051/shsconf/202112701015 ◽

2021 ◽

Vol 127 ◽

pp. 01015

Author(s):

Nadezhda Mamatkulovna Glushkova ◽

Karine Henrickovna Apresyan ◽

Daria Aleksandrovna Mironova ◽

Tatiana Nikolaevna Lyubimova ◽

Natalya Vladimirovna Chernyishkova

Keyword(s):

Higher Education ◽

Online Learning ◽

Foreign Language ◽

Educational Process ◽

Assessment Methods ◽

Assessment System ◽

Assessment Process ◽

Face To Face ◽

Teachers And Students ◽

Face To Face Learning

The article is devoted to the study of differences in assessment methods of face-to face and online learning of a foreign language in higher education, in particular, the issue of the effectiveness of the assessment techniques used in different formats. Numerous questions that accompanied foreign language online learning in 2019-2020 and 2020-2021 academic years, as well as contradictory reviews about the assessment methods of students’ knowledge were the prerequisites of the study. The experience demonstrated that online learning differs significantly from face-to-face learning in a number of requirements for teachers and students. The aim of the study is to modify traditional methods of students’ knowledge evaluation and assessment in the form of credits or examinations towards greater independence and objectivity and achieve the autonomy of the assessment process. We carried a survey of students’ opinions on the effectiveness of the forms of assessment adopted at the higher education. Based on the survey results, recommendations are made for improving methods of students’ knowledge assessment system with respect to the educational format. The conclusions made on the basis of data analysis provide a number of changes in the methods of online assessment both in the educational process at higher education and in staff training programs.

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Analysis of Fear Post COVID in First-Year Students after the Incorporation to the Classroom: Descriptive Study in University Students of Health Sciences

Healthcare ◽

10.3390/healthcare9121621 ◽

2021 ◽

Vol 9 (12) ◽

pp. 1621

Author(s):

Pablo A. Cantero-Garlito ◽

Marta Rodríguez-Hernández ◽

Esther Moraleda-Sepúlveda ◽

Begoña Polonio-López ◽

Félix Marcos-Tejedor

Keyword(s):

Ad Hoc ◽

University Teaching ◽

First Year ◽

First Year Students ◽

Face To Face ◽

School Year ◽

Social Restriction ◽

University Population ◽

Face To Face Learning ◽

Spanish Universities

Background: After the onset of the COVID-19 pandemic, social restriction measures were implemented, among them, the adaptation of university teaching to online modality until the end of the 2019–2020 school year in order to stop the spread of the SARS-CoV-2 virus. At the beginning of the 2020–2021 school year, the Spanish universities opted for face-to-face teaching. To that end, different special measures and adaptations were implemented in higher education facilities, aimed at minimizing the risk of infection and ensuring safe face-to-face learning. The objective was to explore and describe the level of fear of first-year students after the start of in-person classes in the context of the COVID-19 pandemic. Methods: The sample was 185 first-year students who were evaluated on the first day of class. For that purpose, an ad-hoc questionnaire was administered to collect demographic information and to find the level of fear and concern. The Fear of COVID-19 Scale was used to assess the severity of the participants’ fear of the pandemic situation. Results: The results indicate that participating university population does not report fear of the virus, but they describe various psychosomatic characteristics, such as increased pulse rate and heart palpitations (p = 0.008) and insomnia (p = 0.05) when they think about infection with coronavirus. Nevertheless, when data are disaggregated by gender, we observe differences specifically in women (83.2%), such as fear (p = 0.006) and sweaty hands when they think of the virus (p = 0.023). Conclusions: Incoming university freshmen do not express concern or fear of potential infection with COVID-19, but they are concerned about family transmission after beginning face-to-face classes.

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MODEL PEMBELAJARAN DARING PASCA PANDEMI COVID-19

At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam ◽

10.47498/tadib.v12i02.441 ◽

2020 ◽

pp. 192

Author(s):

Syarifah Rohana

Keyword(s):

Online Learning ◽

Learning Process ◽

Online Teaching ◽

Teaching And Learning ◽

Project Based Learning ◽

Face To Face ◽

Teachers And Students ◽

E Learning ◽

Learning Platforms ◽

Face To Face Learning

The sophisticated information and technology (IT) development can be the answer for various problems post the covid-19 pandemic, particularly the teaching and learning challenges. The role of IT that is booming nowadays is online learning. Online learning is obviously different from regular learning. In this mode of learning, the students are required to have the ability to receive and process information. It serves as media that connect teachers and students who are being remote from one another at any time and anyplace. There are various media utilized to perform online learning such as WhatsApp, Google Meet, Zoom, Google Classroom, and other e-learning platforms. Among all these media, though, WhatsApp apparently appointed as the simplest and easiest media to access in all levels of education. Online learning at current is the effective medium to carry on the teaching and learning process in all levels of education. For the effectiveness of online teaching and learning process during the covid-19 pandemic, there have been a number of learning models suggested by the expert such as remote learning, face to face learning, e-learning, project-based learning, and Blended Learning.

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E-learning in COVID 19 period: first year students’ perspective: a web-based Google form descriptive study

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20210232 ◽

2021 ◽

Vol 8 (2) ◽

pp. 743

Author(s):

Rose Davy C. ◽

Koushiki Mani

Keyword(s):

Medical Education ◽

First Year ◽

Continuous Learning ◽

First Year Students ◽

Web Based ◽

Face To Face ◽

E Learning ◽

Normal Method ◽

Power Point ◽

Student’S Attitude

Background: The current COVID-19 pandemic has drastically changed the paradigm of medical education. Face-to-face mode of teaching was the basis of traditional medical education. In this crisis situation, e-learning has become the only method of education for continuous learning. In this study, we attempt to find out the students’ perspective of various aspects of e-learning.Methods: For the purpose of the study, a questionnaire was prepared to understand student’s attitude towards e-learning, their likes and dislikes about e-learning and also suggestions from their end to improve the existing modes of e-learning. The set of questionnaire (Google forms) along with informed consent was shared via whatsapp group at the end of physiology theory teaching session.Results: 175 first year MBBS students gave their consent and participated in this study. The most preferred method of e-learning was power-point with recorded narration and the least preferred method was live classes. Poor connectivity issue is the major challenge faced by the students in our study.Conclusions: In this COVID-19 era, the future of medical education has changed forever. E-learning is the new normal method of teaching. In order to be effective, students require support from Government, faculties and parents.

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Monitoring the quality of e-learning implementation in educational institutions

SHS Web of Conferences ◽

10.1051/shsconf/202110710003 ◽

2021 ◽

Vol 107 ◽

pp. 10003

Author(s):

Valerii Habrusiev ◽

Hryhoriy Tereshchuk ◽

Ivan Tsidylo ◽

Serhii Martyniuk ◽

Olena Kulyanda

Keyword(s):

Process Analysis ◽

Educational Institution ◽

Educational Process ◽

Third Party ◽

Educational Institutions ◽

Advantages And Disadvantages ◽

Monitoring Tools ◽

Teachers And Students ◽

E Learning

The article analyzes some aspects of quality control and efficiency of electronic educational and methodological complexes of educational disciplines usage in the educational process. Analysis of the implementation of e-learning and of user work allows to build a model of student’s work, identify the disadvantages of both organizational and technological plan and take timely steps to eliminate them. The solution to this problem should include a comprehensive approach to ensure an objective result. Google Analytics tools, Moodle Learning Management System (LMS) tools, the teacher’s surveys to monitor the quality of e-learning in an institution proves its efficiency and allows to see the full advantages and disadvantages of ongoing e-learning in an institution, plan and implement further development and improving e-learning. The analysis of the effectiveness of e-courses usage should be carried out in a comprehensive manner, using the monitoring tools of the educational process adopted in the educational institution. Such as surveys for teachers and students, analysis of success, etc. The specifics of e-learning, the Moodle LMS tools and third-party services for collecting statistics and analyzing user activity in the LMS should be taken into account.

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ISTIFĀDAH AL-TA'LĪM AL-ILIKTRŪNĪ FĪ TA'LĪM AL LUGAH AL-'ARABIYAH LI GAIR AN-NĀṬIQĪNA BIHĀ

Jurnal Al-Maqayis ◽

10.18592/jams.v7i2.5035 ◽

2021 ◽

Vol 7 (2) ◽

pp. 18

Author(s):

Rahmaniah Rahmaniah

Keyword(s):

Learning Outcomes ◽

Face To Face ◽

Advantages And Disadvantages ◽

Descriptive Research ◽

Data Collection Process ◽

Teachers And Students ◽

E Learning ◽

Qualitative Descriptive ◽

Class Viii ◽

Internet Networks

This study aims to explain how the use of E-Learning in learning Arabic and explain how the learning outcomes of class VIII students in learning Arabic using E-Learning and to explain what are the advantages and disadvantages of E-Learning in learning Arabic for class VIII students at MTsN 3 Banjarmasin. This research is a type of qualitative descriptive research, with the data collection process using the methods of observation, interviews and documentation. This study interviewed one Arabic teacher and 32 students in class VIII MTsN 3 Banjarmasin. Based on the results of the study that the use of e-learning in learning Arabic is very beneficial for teachers and students and is also very helpful in learning. Students become more active and independent in learning using e-learning. And the learning outcomes of class VIII students in learning Arabic using E-Learning are varied, some get above average scores and some below average. And the advantage of e-learning is that you can easily find out and view information related to learning Arabic. E-learning is also without being limited by distance, place and time. Students also become more active in participating in learning. Meanwhile, the lack of e-learning is that not all internet networks are smooth, so when opening or using it, problems can occur, namely errors can occur. And there is less interaction between teachers and students because they cannot meet face to face.

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The Effect of Learning Model and Self Regulated Learning towards Students’ English Writing Skill

Studies in English Language Teaching ◽

10.22158/selt.v5n2p203 ◽

2017 ◽

Vol 5 (2) ◽

pp. 203

Author(s):

W. Syuhida ◽

Zainal Rafli ◽

Ninuk Lustyantie

Keyword(s):

Hybrid Learning ◽

Learning Model ◽

First Year ◽

First Year Students ◽

Face To Face ◽

English Writing ◽

Self Regulated Learning ◽

Writing Skill ◽

Regulated Learning ◽

Face To Face Learning

This research aimed to find out the effect of learning model and self-regulated learning toward English writing skill. It was an experimental study by using treatment by level 2 x 2 design. The population was the first year students with the sample was 32 students. The data were collected through the questionnaire of self-regulated learning and the test of English writing skill. The data were analyzed by two way ANOVA and Tukey test. The result of the data analysis showed that (1) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning; (2) there was an interaction effect between hybrid learning model and self-regulated learning toward English writing skill; (3) the students’ English writing skill who were taught by using hybrid learning was higher than the writing skill students’ score who were taught by using face-to-face learning for group of students who have higher self-regulated learning; (4) the students’ English writing skill who were taught by using face-to-face learning was higher than the writing skill students’ score who were taught by using hybrid learning for group of students who have low self-regulated learning.

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An Investigation of the Educational Challenges During COVID-19: A Case Study of Saudi Students' Experience

European Journal of Educational Research ◽

10.12973/eu-jer.11.1.353 ◽

2022 ◽

Vol 11 (1) ◽

pp. 353-363

Author(s):

Raja Muhammad ◽

Ashraf Ali* ◽

Abdullah Alourani ◽

Tribhuwan Kumar ◽

Muhammad Shahbaz

Keyword(s):

Online Learning ◽

Educational Process ◽

First Year ◽

First Year Students ◽

University Campuses ◽

Face To Face ◽

Saudi Students ◽

Educational Challenges ◽

Face To Face Instruction ◽

Research Students

The outbreak of Coronavirus disease (COVID-19) has shaken the world, forcing countries to implement a state of emergency, including the education system. Students have been forced to remain in hostels or houses since they cannot get to university campuses. As a result of this predicament, university authorities have no option but to implement an online learning environment. Specifically, Saudi universities have faced numerous difficulties in bringing the online learning systems to continue the educational process. On the other hand, students faced difficulties to cope with such circumstances (complete online learning) without any preparation or backup plan. According to the findings of the literature research, students experienced difficulties that were difficult to overcome. The aim of this study was to determine the challenges that first-year students of the University faced. The present research got a total of 234 valid responses from the participants. The findings indicate that respondents were not fully prepared in this situation in terms of physical, environmental, and psychological readiness, with some variances in viewpoints depending on their gender and age. Respondents expressed concern about the effect of lockdown on their ability to perform well academically. In this study, the researchers found that switching suddenly to an all-online alternative cause significant obstacles for students. It was determined that the present blended learning model, which utilizes online learning to support face-to-face instruction, has encountered a critical challenge when it comes towards replacing it, particularly with underprepared learners.

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General informatics teaching with B-Learning teaching model

Jurnal Pendidikan Biologi Indonesia ◽

10.22219/jpbi.v4i1.5312 ◽

2018 ◽

Vol 4 (1) ◽

pp. 85 ◽

Cited By ~ 1

Author(s):

Nguyen The Dung ◽

Diani Fatmawati

Keyword(s):

Teaching And Learning ◽

Online Courses ◽

First Year ◽

Teaching Model ◽

First Year Students ◽

Face To Face ◽

Teaching Context ◽

Information And Communication ◽

E Learning ◽

Specific Teaching

Blended learning (B-learning), a combination of face-to-face teaching and E-learning-supported-teaching in an online course, and Information and Communication Technology (ICT) tools have been studied in recent years. In addition, the use of this teaching model is effective in teaching and learning conditions in which some certain subjects are appropriate for the specific teaching context. As it has been a matter of concern of the universities in Vietnam today, deep studies related to this topic is crucial to be conducted. In this article, the process of developing online courses and organizing teaching for the General Informatics subject for first-year students at the Hue University of Education with B-learning teaching model will be presented. The combination of 60% face-to-face and 40% online learning.

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