scholarly journals Influence of COVID-19 confinement in students’ performance in higher education

2020 ◽  
Author(s):  
Teresa Gonzalez ◽  
Mariángeles de la Rubia ◽  
Kyle Hincz ◽  
Marta Comas Lopez ◽  
Laia Subirats ◽  
...  
Keyword(s):  
Higher Education ◽  
Field Experiment ◽  
Learning Strategies ◽  
Learning Performance ◽  
Significant Positive Effect ◽  
Face To Face ◽  
Continuous Basis ◽  
Group Control ◽  
Positive Effect ◽  
Assessment Activities

This study explores the effects of COVID-19 confinement in the students’ performance in higher education. Using a field experiment of 458 students from three different subjects in Universidad Autónoma de Madrid (Spain), we study the differences in assessments by dividing students into two groups. The first group (control) corresponds to academic years 2017/2018 and 2018/2019. The second group (experimental) corresponds to students from 2019/2020, which is the group of students that interrupted their face-to-face activities because of the confinement. The results show that there is a significant positive effect of the COVID-19 confinement on students’ performance. This effect is also significative in activities that did not change their format when performed after the confinement. We find that this effect is significative both in subjects that increased the number of assessment activities and subjects that did not change the workload of students. Additionally, an analysis of students’ learning strategies before confinement shows that students did not study in a continuous basis. Based on these results, we conclude that COVID-19 confinement changed students’ learning strategies to a more continuous habit, improving their efficiency. For these reasons, better scores in students’ assessment are expected due to COVID-19 confinement that can be explained by an improvement in their learning performance.

scholarly journals Temporal analysis of academic performance in higher education before, during and after COVID-19 confinement using artificial intelligence

2021 ◽  
Author(s):  
Laia Subirats ◽  
Aina Palacios Corral ◽  
Sofia Perez-Ruiz ◽  
Santi Fort ◽  
Gomez Monivas Sacha
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Field Experiment ◽  
Learning Strategies ◽  
Temporal Distribution ◽  
Temporal Analysis ◽  
Final Exam ◽  
Self Evaluation ◽  
Continuous Basis ◽  
The Mean

This study provides the profiles of students and a regression prediction of marks considering data before, during, and after the COVID-19 pandemic. Using a field experiment of 396 students and more than 7400 instances, we have studied the differences in performance considering the temporal distribution of autonomous learning during courses from 2016/2017 to 2020/2021. After applying unsupervised learning, results show 3 profiles of students: continuous students, last-minute students, intense and last-minute students. We have found that the highest success ratio is related to students that work in a continuous basis. However, last minute working is not necessary linked to failure. After applying regression, results show that the mark of the students can be predicted successfully and that the most relevant values are the mean mark in self-evaluation obtained the month before the final exam, the mean mark two months before, the number of attempts two months before and the number of attempts the month before. Results are a little worse but still acceptable if the prediction wants to be made a month before the final exam. This regression is useful to prevent students' wrong learning strategies, and (more effective) to detect malpractices such as copying. We have done all these analysis taking into account the effect of the COVID-19 pandemic, including also a discussion about which factors will be extended in time and which ones are transitory and only due to the confinement.

scholarly journals Unbundling teaching and learning in a flipped thermal physics classroom in higher education powered by emerging innovative technology

2021 ◽  
pp. 102-112
Author(s):  
Hui-Chun Hung ◽  
Shelley Shwu-Ching Young
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Performance ◽  
Innovative Technology ◽  
Flipped Learning ◽  
Thermal Physics ◽  
Face To Face ◽  
Learning Modes ◽  
Blended Online Learning

The emergence of open online courses and flipped classrooms has brought new opportunities to unbundle the traditional university. This study aimed to investigate a thermal physics classroom integrated with an open online learning mode to afford various learning strategies for students in Taiwan. Moreover, we examined students' preferred learning modes by adopting a quasi-experimental design with questionnaires, pre-test and post-test scores, self-reported journals and interviews. A total of 89 students participated in the study. The instructor allowed all students enrolled in the class to choose their own preferred learning modes. All students had full access to all course materials in both open online course and traditional face-to-face learning contexts throughout the whole semester. We examined the learners' academic performance in each learning mode and surveyed their perceptions of the course. The findings of this study indicate that information technology can transform teaching and learning in a thermal physics classroom and challenge the instructor to tailor the course to meet students' diverse needs. Significantly, students adopted five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning. This study provides a valuable reference on how traditional on-campus higher education institutions could be unbundled to create student-centred learning approaches.   Implications for practice or policy: Educators could design a flexible delivery model, allowing students to choose five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning in terms of their learning style and time management. For students with sufficient background knowledge, the flipped learning mode provides the best learning performance. This study could provide administrators, educators and instructors with insights and new approaches in science, technology, engineering and mathematics education and improvements in their course policies.

scholarly journals The Effectiveness of Different Levels of Activation in Higher Education

2018 ◽  
Author(s):  
Paula Figas ◽  
Michael Sailer ◽  
Georg Hagel ◽  
Maximilian Sailer
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
Learning Performance ◽  
Test Results ◽  
Classroom Activities ◽  
Open Research ◽  
Significant Difference ◽  
Research Questions ◽  
Positive Effect ◽  
Different Levels

Although there are several empirical studies about active learning in higher education, there are some open research questions. Especially, it appears to be relevant to find out what type of activity (active, interactive and constructive) has a positive effect on the learning result of participants in task-based activities. In order to answer this question an experimental study was conducted with students in German higher education (N=50). The results do not show a significant difference between active, interactive and constructive activities on learning performance in task-based learning. But all groups have benefited from the classroom activities according to the test results.

scholarly journals Reassessing Disparities in Online Learner Student Engagement in Higher Education

2020 ◽  
Vol 49 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Justin Paulsen ◽  
Alexander C. McCormick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Large Population ◽  
Public And Private ◽  
Face To Face ◽  
For Profit ◽  
The Impact

Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

Cultivating Multicultural Competence Through Active Participation:

NASPA Journal ◽  
2007 ◽  
Vol 43 (4) ◽  
Author(s):  
David X. Cheng ◽  
Chun-Mei Zhao
Keyword(s):  
Higher Education ◽  
Path Analysis ◽  
Extracurricular Activities ◽  
Multicultural Competence ◽  
Higher Education Institutions ◽  
Significant Positive Effect ◽  
Policy And Practice ◽  
Student Activity ◽  
Positive Effect ◽  
Timely Topic

This study examined the relevance of higher education institutions’ existing student activity programming and its effectiveness in promoting students’ multicultural learning. Employing path analysis, this study explored the level of undergraduates’ participation in selected college organizations and activities and its linkage to multicultural competence development. Findings show significant positive effect of extracurricular activities on multicultural learning. This study taps into a timely topic and has important implications for institutions’ day-to-day policy and practice in sustaining a continued commitment to multiculturalism.

THE EFFECT OF FINANCIAL INFORMATION QUALITY ON ABILITY TO ACCESS EXTERNAL FUNDS AND PERFORMANCE OF SMES IN THAILAND

2006 ◽  
Vol 14 (03) ◽  
pp. 219-239 ◽  
Author(s):  
NARUANARD SARAPAIVANICH ◽  
BERNICE KOTEY
Keyword(s):  
Structural Equation ◽  
Information Quality ◽  
Financial Information ◽  
Primary Data ◽  
Significant Positive Effect ◽  
Face To Face ◽  
External Finance ◽  
And Performance ◽  
Positive Effect

Several factors have been identified in the literature as affecting SME performance, in particular ability to access finance. Access to finance is in turn influenced by variables in both the enterprise's internal and external environment. It is held that SMEs are unable to access external finance because they are not investment ready. They lack the necessary information and knowledge of their businesses to approach finance providers or to be successful in accessing funds if they do. Face-to-face interviews using structured questionnaire were conducted to collect primary data from 407 SMEs operating in the trading sector in 3 provinces- Bangkok, Chiang-Mai and Khon-Kan. Results of the structural equation modelling (SEM) reveal that quality of financial information has significant positive effect on performance and on owner-managers' perception of their ability to access external capital. A significant positive effect of their perception of ability to access capital on performance was also found.

scholarly journals INVESTIGATING SELF-REGULATED LEARNING STRATEGIES FOR DIGITAL LEARNING RELEVANCY

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 29-64
Author(s):  
Lilian Anthonysamy ◽  
Koo Ah Choo ◽  
Hew Soon Hin
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Learning Performance ◽  
Future Research ◽  
Digital Learning ◽  
Sources Of Information ◽  
Self Regulated Learning ◽  
Regulated Learning

Purpose – The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology – A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings – The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance – This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. Keywords: Self-regulated learning strategies, digital learning, higher education, learning performance, subjective learning outcomes.

scholarly journals University Students’ Perception on The Implementation of Online Learning During The Covid-19

2021 ◽  
Vol 4 (1) ◽  
pp. 1-17
Author(s):  
M Nurul Ikhsan Saleh ◽  
Ratna Sari ◽  
Puji Alim
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Additional Time ◽  
Technical Problems ◽  
Face To Face ◽  
Constructive Feedback ◽  
Face To Face Learning ◽  
Interesting Learning

The spread of the Coronavirus disease (COVID-19) pandemic in many countries around the world has changed the learning-teaching process in higher education sectors from face-to-face learning to online learning. This study aims to understand undergraduate students’ views on the implementation of online learning during the COVID-19 pandemic. This research was conducted on 4th to 8th-semester students at the Islamic higher education, Universitas Islam Indonesia, using a qualitative case study. Findings of the study have consisted of three broad themes; firstly, the advantages of online learning: increasing technological literacy, flexibility in learning, improving self-ability, being financially efficient, and supported various learning media; secondly, the weaknesses of online learning: heavy tasks, less effective and decreased enthusiasm, little control from the lecturers, and technical problems; thirdly, constructive feedback on the implementation of online learning: the creation of interesting learning videos, fun learning strategies, holding quizzes, notification of lectures to be multiplied, free internet quota, and additional time for working on assignments. The findings reinforce other studies where the implementation of online learning still requires improvements, particularly during the COVID-19 pandemic. This research can be a reference in policymaking. Further research is needed from the perspectives of lecturers and policymakers to complement the findings.

scholarly journals Testing the Effects of Employee Empowerment, Teamwork, and Employee Training on Employee Productivity in Higher Education Sector

2016 ◽  
Vol 6 (1) ◽  
pp. 164
Author(s):  
Jalal Hanaysha
Keyword(s):  
Higher Education ◽  
Organizational Performance ◽  
Structural Equation ◽  
Online Survey ◽  
Employee Training ◽  
Education Sector ◽  
Employee Empowerment ◽  
Employee Productivity ◽  
Significant Positive Effect ◽  
Positive Effect

Improving employee productivity is one of the most important objectives for any organization. This is because highly productive employees can influence overall organizational performance. This study aims to test the direct effects of employee empowerment, teamwork, and employee training on employee productivity in higher education sector. Based on the review of past literature, it is clear that only few studies were conducted on employee productivity, particularly, in education sector. Therefore, the data of this study were collected using an online survey from a sample of 242 employees serving at public universities in northern Malaysia. To analyse the collected data, SPSS and structural equation modelling were utilized. The results revealed that employee empowerment has significant positive effect on employee productivity. It was also found that teamwork has significant positive effect on employee productivity. Finally, the study found that employee training has significant positive effect on employee productivity. These findings provide useful implications for policy makers to set out their strategies with regard to human resource factors to in order to enhance both employee productivity and organizational performance.

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