scholarly journals COVID-19 and E-Learning: the Challenges of Students in Tertiary Institutions

2020 ◽  
pp. 109-115
Author(s):  
Emmanuel Aboagye ◽  
Joseph Anthony Yawson ◽  
Kofi Nyantakyi Appiah
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Social Issues ◽  
Principal Component ◽  
Principal Component Factor Analysis ◽  
Learner Motivation ◽  
Tertiary Institutions ◽  
E Learning ◽  
Accessibility Issues ◽  
The Individual

Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach’s alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners’ intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student’s decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning.

scholarly journals COVID-19 and E-Learning: the Challenges of Students in Tertiary Institutions

2020 ◽  
pp. 1-8
Author(s):  
Emmanuel Aboagye ◽  
Joseph Anthony Yawson ◽  
Kofi Nyantakyi Appiah
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Social Issues ◽  
Principal Component ◽  
Principal Component Factor Analysis ◽  
Learner Motivation ◽  
Tertiary Institutions ◽  
E Learning ◽  
Accessibility Issues ◽  
The Individual

Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach's alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners' intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student's decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning.

scholarly journals Exploring the Critical Factors, the Online Learning Continuance Usage during COVID-19 Pandemic

2021 ◽  
Vol 13 (10) ◽  
pp. 5471
Author(s):  
Chuan-Yu Mo ◽  
Te-Hsin Hsieh ◽  
Chien-Liang Lin ◽  
Yuan Qin Jin ◽  
Yu-Sheng Su
Keyword(s):  
Online Learning ◽  
Technology Acceptance ◽  
Family Support ◽  
Technology Acceptance Model ◽  
Online Teaching ◽  
Ease Of Use ◽  
Critical Factors ◽  
Factors Affecting ◽  
E Learning ◽  
Acceptance Model

In order to enable online learning to continue developing when the COVID-19 pandemic passes, this study aimed to identify the critical factors that affected the use of e-learning by university students during the pandemic. These critical factors will help to increase the efficiency of future development and deployment of online learning systems. Through a literature review, this study employed the technology acceptance model, social support, and task–technology fit as the theoretical basis to establish the framework of the online learning environment with regards to the technology acceptance model in the context of emergency management. A questionnaire survey was administered to students in universities that had implemented online teaching during the pandemic, and 552 valid responses were collected. The survey explored the factors affecting the willingness of higher education institution students to continue using online learning, and the following conclusions were drawn. (1) The easier an online learning platform was to navigate, the better it was perceived by the students, and thus the students were more willing to use it. (2) Ease of use and usefulness were associated with the teachers’ choice of platform and their ability to achieve a satisfactory fit between the course design and platform navigation, which thereby affected the students’ learning outcomes and attitude towards use. (3) The positive attitude of teachers towards teaching increased the students’ perceived ease of use of online learning. (4) During the pandemic, family support—a major support for teachers in online teaching—enhanced teachers’ attitudes towards, and willingness to provide, online teaching. A high level of support showed that the parents urged the students to learn and complete online learning tasks as instructed by the teachers, implying that family support could affect the students’ habits towards, adaptation to, and identification of online learning. The study results provide insights into the factors affecting the willingness of teachers and students to continue using e-learning platforms.

scholarly journals A Reflection on the Online Lectures

2020 ◽  
Vol 3 (9) ◽  
pp. 203-208
Author(s):  
Gracia M. N. Otta
Keyword(s):  
Online Learning ◽  
Management System ◽  
Online Teaching ◽  
Learning Management System ◽  
Mobile Data ◽  
Cross Cultural Communication ◽  
Online Lectures ◽  
E Learning ◽  
Learning Management ◽  
Teaching Learning

The phenomenon of Coronavirus Disease 2019 forced the education system in Indonesia to be run online. The descriptive qualitative method was usedin this research to investigate some cases faced by the Fourth Semester Students of the English Department, Nusa Cendana University toward online learning in Cross-Cultural Communication Lecture. It was conducted to answer students’ perceptions, solutions, and expectations in joining online lectures for the last three months in the Even Semester of Academic Year 2019-2020. To collect the data, and a non-facial interview technique was applied through some online Learning Management System; e-learning by Nusa Cendana University and Google Classroom. The data were analyzed by categorizing the students’ answers. The result of this study showed that11.43% were ready for online lectures, while those who prefer regular classes were 82.86%.Only 27.14% could meet the needs of online lectures since they had available mobile data, while 47.14% frankly stated having mobile data problem. It can be concluded that there were some changes in learning culture that forced students to deal with online teaching-learning activities. Undeniable, it was not easy to organize except well prepared from the very first beginning of class by having Course Contract which only needed to be changed into an online form. Yet, their expectations for universities and government to increase Learning Management System and subsidies for the needs of mobile data bundle (for teachers, lecturers, and students).

scholarly journals Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective

2020 ◽  
Vol 12 (24) ◽  
pp. 10367
Author(s):  
Claudiu Coman ◽  
Laurențiu Gabriel Țîru ◽  
Luiza Meseșan-Schmitz ◽  
Carmen Stanciu ◽  
Maria Cristina Bularca
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Style ◽  
Educational Process ◽  
Online Teaching And Learning ◽  
E Learning ◽  
Learning Platforms

The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.

scholarly journals Exploring the Necessity for Students to Exercise Digital Minimalism While Studying Online: Case of 35 Master Students at the Department of English of Abdelhamid Ibn Badis University, Algeria

2021 ◽  
Vol 12 (3) ◽  
pp. 370-376
Author(s):  
Dallel Sarnou
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Online Learning ◽  
Critical Period ◽  
Online Teaching ◽  
English Department ◽  
Online Platforms ◽  
Online Lectures ◽  
The World ◽  
E Learning

This study aimed at exploring the philosophy of digital minimalism, and put forward its importance for an effective online learning in higher education during the lockdown. The long quarantine that the COVID 19 pandemic imposed on most countries of the world has brought radical changes in the way schools, colleges and universities operate. In Algerian higher education, creating online platforms for students was the only solution to move on. However, ignoring that most Algerian students often go online for self-entertainment may lead to a failure or an incomplete success of online teaching during this critical period. To investigate this issue, a questionnaire with only open-ended questions was designed and distributed to 35 students of Language and Communication master, at the English department of Abdelhamid Ibn Badis University. The 35 participants were the researcher’s students in the classes of e-learning. Results showed that most participants were distracted by social media notifications. Also, it turned out that the 35 students had no idea of what digital minimalism or digital maximalism is. As a matter of fact, it is suggested that before launching online lectures and webinars for our students, it is of paramount importance to guide them during their online existence and to show them how to be digital minimalists.

scholarly journals DigiTech use in enhancing effective teaching of Health and Physical Education

2020 ◽  
Vol 4 (1) ◽  
pp. 22-25
Author(s):  
Adiele Dube ◽  
◽  
Ishmael Dhemba ◽  
◽  
Keyword(s):  
Physical Education ◽  
Digital Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Daily Basis ◽  
Digital Learning ◽  
Technology Usage ◽  
Deficit Model ◽  
Tertiary Institutions ◽  
E Learning

The 21st Century’s new dimension of digital technology usage in education has been unanimously welcomed worldwide. Higher education and tertiary institutions were awakened by the outbreak of the never experienced coronavirus disease (COVID-19) to embrace e-learning. Southern Africa institutions were not spared from this pandemic which had escalating deaths on daily basis causing Heads of States to announce immediate closure of learning institutions among others to curb the spread of COVID-19. Tertiary institutions implemented teaching and learning as a deficit model. Educators and learners had to go digital learning by embracing, ICT, E-learning, M-learning through the use of Learning Management Systems which include Moodle, Sakai, Google classroom, and such related platforms. In response, Health, Physical Education and Sport educators were not spared to embrace the necessity of Digital Technology usage in online teaching and learning. This paper aims at discussing DigiTech in HPE, it’s benefits, types of DigiTech, E-learning and blended e-learning, M-learning. For the upcoming digital generation, some useful DigiTech platforms in HPE have been generated to enormously improve the conducive digital teaching and learning environment.

scholarly journals Factors Influencing the Participation and Engagement of Dental Students in E-Learning During Covid-19 Pandemic

2021 ◽  
Vol 8 (2) ◽  
pp. 24-30
Author(s):  
Hira Butt ◽  
Nauman Rauf Khan ◽  
Ameer Iqbal Iqbal ◽  
Khadija Ahmad Pakistan ◽  
Shahid Iqbal ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Principal Component ◽  
Dental Students ◽  
Principal Component Factor Analysis ◽  
Online Classes ◽  
Nominal Data ◽  
Cross Sectional ◽  
Personal Problems ◽  
Validated Questionnaire ◽  
E Learning

OBJECTIVES: To assess the factors that influences the participation and engagement of dental students in online classes. METHODOLOGY: A descriptive cross-sectional study was conducted using a pre-validated questionnaire with 45 barriers items used. The Cronbach Alpha value after removing certain items in our study was calculated to be 0.934, which resulted in 35 barrier items. Recorded data were coded and entered using SPSS version 23.0. Nominal data were presented as frequency and percentage, whereas all numerical data was entered as mean and standard deviation. Factor analysis on questions pertaining to barriers to e-learning was done. RESULTS: The underlying construct of the data was identified using principal component factor analysis. The type of rotation used was Varimax. The value of Kaiser-Meyer-Olkin measure for sampling adequacy (MSA) was 0.880. The criteria used for identifying factors were the latent root criteria. A total of six factors were identified. The overall variance explained by these factors was 61.9%. The barriers ranked the highest were those pertaining to motivational problems and time interruptions (2.8667±0.88524). The barriers that were ranked the lowest were those pertaining to instructors and personal problems (2.3894±0.81059). CONCLUSION: The biggest barrier was found to be motivational problems in attending online classes. The second-highest ranked barrier was social problems. The third barrier included a lack of support services. Technical barriers were ranked fourth. The barrier that was ranked fifth was a lack of pre-requisite skills. The barriers that were reported to be the least were problems pertaining to the instructor and personal problems. KEYWORDS: Motivational Barrier, Social Barrier, Technical Barrier, Instructor and Personal Barrier, Pre-requisite Skill, Kaiser-Meyer-Olkin (KMO

scholarly journals Do our children learn enough in Sky Class? A case study: online learning in Chinese primary schools in the COVID era March to May 2020

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Lina Zhao ◽  
Peter Thomas ◽  
Lingling Zhang
Keyword(s):  
Online Learning ◽  
Primary School ◽  
Primary Schools ◽  
Online Teaching ◽  
Small Scale ◽  
Primary School Students ◽  
School Students ◽  
E Learning ◽  
Learning Ecologies

AbstractAll human being’s ways of living, working and studying were significantly impacted by the Covid-19 in 2020. In China, the Ministry of Education reacted fast in ensuring that primary school students could learn online at home by promoting the Sky Class program from February 2020. Educators, parents, and students all faced the challenges of adapting to new online teaching and learning environments. In this small-scale case study, Sky Class’s content and the participants’ experiences, will be presented. Four primary school teachers and five primary school students and their parents participated in three-rounds of interviews sharing their perspectives and experiences of online learning. The study showed that the students gained more parental support and that they benefited from using multimedia functions, like replay, in their Sky Classes. However, the majority of participants reported that the students learnt less. By mapping the learning activities and themes from Sky Class against Cope and Kalantzis’ e-learning ecologies, our study found that only ubiquitous learning and multimodal meaning were achieved. We suggest the reason may be that high cognitive learning was not achieved due to less teachers’ supervision, lack of interaction, delayed feedback, shorter learning times and communication. In conclusion, innovative pedagogies, which can foster different types of learning from the e-learning ecologies may overcome the negative aspects reported about Sky Class. Further research is required for implementing online technology as a catalyst for educational change.

scholarly journals TEACHERS STRATEGIES IN ONLINE LEARNING DURING COVID PANDEMIC

2021 ◽  
Vol 9 (2) ◽  
pp. 82-89
Author(s):  
N.K.S. Widarini ◽  
I.N.A.J. Putra ◽  
N.P.E. Marsakawati
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Video Conferencing ◽  
Learning Objectives ◽  
Research Subjects ◽  
Online Chat ◽  
Qualitative Case Studies ◽  
Internet Connection ◽  
Analysis Technique ◽  
E Learning

New online teaching strategies had posed many challenges for teachers. It was not easy to be applied, because teachers were still learning E-learning. They encountered some challenges during the implementation. Therefore, teachers used various strategies in online learning to achieve the learning objectives. This research aimed to investigate strategies that teachers used and challenges that they encountered  when they were teaching English during online learning. The research design used in this study was qualitative case studies. The research subjects were three English teachers who were teaching at public junior high schools in Tabanan District. The data were collected by using observations and interviews. The data analysis technique used was  descriptive qualitative. The results showed that: strategies used by teachers were online chat only and mixing online chat with video conferencing, they were: Google form, Google Meet, quizzes, and video.  Google meet  was found to be rarely used for online learning because most teachers only used online chat, they were: Google form, quizzes, and video . Teachers found some challenges, they were: internet connection, unresponsive students, and problems with the operation of the equipment at the beginning of the pandemic. 

scholarly journals Impelementasi Media Daring Dalam Mendukung Pembelajaran di Masa Pendemi

2021 ◽  
Vol 1 (03) ◽  
pp. 110-115
Author(s):  
Ubaidillah Kamal Faseh ◽  
Septi Gumiandari
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Needs ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Minimum Data ◽  
Library Research ◽  
E Learning

The Covid-19 pandemic has caused many activities to stop, including activities teaching and learning conventionally. Until a solver or deep solution is needed respond to these problems. Teaching and learning activities carried out online is a way to overcome that problem. Destination The research was to determine the use of online learning e-learning media for students at a university in Indramayu. The research instrument carried out on the collection of information and data is by means of questionnaires and library research. As a result of this research shows that online learning has been implemented well, and takes advantage of various learning media such as WhatsApp, Google Classroom, Zoom and Google Meet so learning becomes more varied and makes students not bored quickly and understand faster material delivered. There are several obstacles faced in implementation of online teaching and learning activities, namely the internet network that is not stable, lacking maximum availability of physical references and minimum data quota Internet. Online learning needs to be used as best as possible in activities learning and teaching because it is an innovation in learning so that students and lecturers can conduct lectures efficiently and effectively.

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