The Effects of Temper Traits and Study Method (Full-Time vs. Extramural) on Polish Students’ Adaptability to Online Learning as a Result of COVID-19. A Pilot Study

COVID-19 has forced students to readjust to online learning. The current study aimed to investigate attitudes of Polish students towards online education, relationships between learning preferences and temper traits, and differences in learning preferences among extramural and full-time students. The study recruited 185 college students between May and June 2021. The findings indicated between group differences in learning preferences, with extramural students preferring online education slightly more than full-time students. Two temper traits, briskness and activity, appeared to be significant predictors of positive attitude towards online learning. However, as this was a pilot study, further investigations are recommended.

Download Full-text

Anytime/Anywhere Online Learning

Online Education and Adult Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-60566-830-7.ch009 ◽

2010 ◽

pp. 115-123 ◽

Cited By ~ 2

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.

Download Full-text

STUDENT SATISFACTION WITH ASYNCHRONOUS LEARNING

Online Learning ◽

10.24059/olj.v11i1.1739 ◽

2019 ◽

Vol 11 (1) ◽

Cited By ~ 1

Author(s):

Charles Dziuban ◽

Patsy Moskal ◽

Jay Brophy ◽

Peter Shea

Keyword(s):

Online Learning ◽

Pilot Study ◽

Student Satisfaction ◽

Student Learning ◽

Learning Preferences ◽

Media Culture ◽

Mobile Technologies ◽

Asynchronous Learning ◽

Digital Generation ◽

The Media

The authors discuss elements that potentially impact student satisfaction with asynchronous learning: the media culture, digital, personal and mobile technologies, student learning preferences, pedagogy, complexities of measurement, and the digital generation. They describe a pilot study to identify the underlying dimensions of student satisfaction with online learning and present examples of techniques for engaging students in classes that respond to their uses of technology.

Download Full-text

INDONESIAN COLLEGE STUDENTS� PERCEPTIONS OF TOEFL PREPARATION CLASS

EduLite Journal of English Education Literature and Culture ◽

10.30659/e.3.1.66-78 ◽

2018 ◽

Vol 3 (1) ◽

pp. 66

Author(s):

Siti Masfufah

Keyword(s):

College Students ◽

Pilot Study ◽

Group Work ◽

The Other ◽

Full Time ◽

Work Activities ◽

Full Time Student

This is the report of a pilot study of a dissertation. This study investigated what Indonesian students perceived of the TOEFL Preparation class.� The researcher interviewed 11 students of Economics. The students� age ranged from 18 � 23 years old.� Seven of them had a job. Three of them were planning to have a job. The other one was a full-time student. This research revealed that the majority of the students were satisfied with the TOEFL Preparation class. The teacher helped them understand English compared to their knowledge before taking the TOEFL class. However, the students suggest that the duration for each meeting should be at least 120 minutes. Beside, the teacher should provide group work activities and homework. In addition, the teacher should come to class on time. Some recommendations of the findings are discussed in this paper.

Download Full-text

Willingness and Evaluation Model of College Students’ Online Learning Behavior Based on Distributed Cognition

Scientific Programming ◽

10.1155/2021/6386455 ◽

2021 ◽

Vol 2021 ◽

pp. 1-12

Author(s):

Lingjing Chen ◽

Shuying Huang

Keyword(s):

College Students ◽

Online Learning ◽

Online Education ◽

Learning Communities ◽

Distributed Cognition ◽

Behavioral Control ◽

Perceived Behavioral Control ◽

Willingness To Participate ◽

Learning Behavior ◽

Online Learning Communities

Guided by distributed cognition theory, we analyze the influential elements of content, tools, and contextual interactions in the online learning process through research and case studies to explore the characteristics and evaluation of college students’ willingness to engage in online learning behavior under distributed cognition and provide guidance for the experience design of online education platforms. Based on distributed cognition, this paper designs a convolutional neural network model based on InceptionNet, which uses a global average pooling layer instead of a fully connected layer to reduce the number of parameters, and InceptionNet increases the depth and width of the network by branching to improve the performance of the network and avoid overfitting. Distributed cognitive theory emphasizes the distributed nature of cognition, and the intrinsic variables that influence the willingness to participate in online learning communities from a systemic viewpoint are mainly attitudes, subjective norms, expected emotions, competence, sense of relatedness, desire, and perceived behavioral control. In addition, perceived behavioral control has a direct positive effect on the willingness to participate in online learning communities.

Download Full-text

Investigation and Analysis of College Students’ Online Learning Behavior in the Post-epidemic Era—Take Suqian College as an Example

Journal of Education and Culture Studies ◽

10.22158/jecs.v5n2p67 ◽

2021 ◽

Vol 5 (2) ◽

pp. p67

Author(s):

Luo Youhao ◽

Yang Jianxiang

Keyword(s):

College Students ◽

Online Learning ◽

Online Education ◽

School Environment ◽

Online Teaching ◽

Development Trend ◽

Educational Work ◽

Epidemic Period ◽

The World ◽

E Learning

The COVID-19 epidemic broke out in the world in 2020. With the continuous efforts of people all over the world for a year, the development trend of the epidemic was gradually restrained, and countries began to enter the post-epidemic period one after another. With the students from all over the country returning to school gradually, how to strengthen the normal study of young college students and how to restore the normal teaching order in schools is a huge challenge to both schools and students during this special period of epidemic prevention and control. This paper starts with the phenomenon that the learning effect of online education for college students in Suqian University is not ideal, and carries out on-the-spot questionnaire survey to explore the problem. According to the research, some students have cultivated their good learning habits in the home-school environment, but there are still some problems, such as the majority of students lack of inertial thinking of online learning, lack of attention to online learning and unable to find a suitable mixed online teaching model. Schools should select appropriate teaching models to guide students to participate in online learning. Students should also actively cooperate with teachers to carry out educational work, restrain themselves and devote themselves to study within the stipulated time. Finally, I hope that this paper can effectively promote the development of online e-learning by putting forward some countermeasures and suggestions for the construction of high-quality e-learning model in schools.

Download Full-text

Can Online Learning Bend the Higher Education Cost Curve?

The American Economic Review ◽

10.1257/aer.p20151024 ◽

2015 ◽

Vol 105 (5) ◽

pp. 496-501 ◽

Cited By ~ 70

Author(s):

David J. Deming ◽

Claudia Goldin ◽

Lawrence F. Katz ◽

Noam Yuchtman

Keyword(s):

Higher Education ◽

Online Learning ◽

Online Education ◽

Postsecondary Education ◽

Learning Technologies ◽

Cost Curve ◽

Full Time ◽

For Profit ◽

Education Data ◽

The Impact

We examine whether online learning technologies have led to lower prices in higher education. Using data from the Integrated Postsecondary Education Data System, we show that online education is concentrated in large for-profit chains and less-selective public institutions. We find that colleges with a higher share of online students charge lower tuition prices. We present evidence of declining real and relative prices for full-time undergraduate online education from 2006 to 2013. Although the pattern of results suggests some hope that online technology can “bend the cost curve” in higher education, the impact of online learning on education quality remains uncertain.

Download Full-text

Online Learning as e-Learning: The Quality and Results (Critical Analysis)

Высшее образование в России ◽

10.31992/0869-3617-2020-29-12-21-32 ◽

2020 ◽

Vol 29 (12) ◽

pp. 21-32

Author(s):

A. V. Dozhdikov

Keyword(s):

Higher Education ◽

Online Learning ◽

Online Education ◽

Quality Of Education ◽

Full Time ◽

High Quality ◽

Complete Replacement ◽

Online Technologies ◽

The Impact

This article critically examines the result obtained by researchers at the Higher School of Economics in relation to the results of the experiment to assess the quality of online learning. It is noted that the thesis about the possibility of “complete replacement of traditional forms of education with online education without loss of quality” is distorted in the media, and the conclusions are based on insufficient data. To clarify the conditions of the transition and implementation of online technologies, it is proposed to hold a large-scale experiment with a randomly selection mechanisms for participants of training courses, instructors, disciplines (modules). The article focuses on the fact that while the impact of online education on the psychology and physiology of students has not been sufficiently studied, there is a risk of deteriorating health, as well as a drop in the quality of education. It is proposed to develop temporary standards limiting the maximum time of work online for different categories of students and teachers.The risks of «financial bubbles» in the online education market due to the rush demand after the COVID-19 pandemic for government agencies and private businesses has been identified. The conclusion is made about the priority development of short-term online courses related to the development of rather narrow and applied competencies in demand by the modern information society, about the possible success of online technologies in case of obtaining a “second higher” education and improving qualifications. High-quality online systems in the field of higher education require serious investments in research and development in the field of psychology and pedagogy of education, the use of medical control tools. In the medium term, the benefits of this research, conducted by medical scientists, educators and psychologists, will be used by organizations on the “second wave” of interest to online learning. From an organizational point of view, the correct “rotation” of the contingent of students, when part of the time they study full-time, and part of the time they learn online with computers / tablets and high-quality Internet access, will not lead to a deterioration in the quality of education, but will significantly reduce the spread of the pandemic.

Download Full-text

School-Aged Students’ Sustainable Online Learning Engagement during COVID-19: Community of Inquiry in a Chinese Secondary Education Context

Sustainability ◽

10.3390/su131810147 ◽

2021 ◽

Vol 13 (18) ◽

pp. 10147

Author(s):

Fangfei Li ◽

Tinghe Jin ◽

Palitha Edirisingha ◽

Xi Zhang

Keyword(s):

Online Learning ◽

Online Education ◽

Secondary School ◽

Teacher Development ◽

Online Teaching ◽

Mass Scale ◽

School Level ◽

Full Time ◽

School Students ◽

Learning Engagement

As the COVID-19 pandemic began to spread all over the world, many educational institutions have shifted to a full-time online teaching mode. Although online teaching has been widely explored, the unprecedented initiatives of mass-scale full-time online education at the secondary school level are yet to be unravelled. By using a qualitative approach and drawing on the conceptualisation of learning engagement and Community of Inquire model as conceptual frameworks, this study explored how secondary school students in China engaged with online education during the COVID-19 pandemic and what factors influenced their sustainable online learning engagement. This research examined the perspectives of twenty-four students and five teachers through semi-structured interviews and observations of online classes. Findings indicate that the students’ online learning engagement involved three inter-related categories: emotional, cognitive and behavioural engagement. Contextual factors influencing the sustainability of students’ online learning engagement were identified by the participants, including teacher presence, parental involvement, and a supportive learning environment/community. The findings in this paper have implications for teacher development, family support and establishment of e-teaching platforms in emergency remote teaching for young students. Finally, the study puts forward best practices for the sustainable development of the emergency remote teaching in the future public crises.

Download Full-text