scholarly journals Responding in a time of crisis: Assessing extension efforts during COVID-19

2020 ◽  
Vol 1 (2) ◽  
pp. 12-23
Author(s):  
Lendel Narine ◽  
Cristian Meier
Keyword(s):  
Online Education ◽  
Learning Activities ◽  
State University ◽  
Online Classes ◽  
Assessment Framework ◽  
Utah State University ◽  
Delivery Methods ◽  
Face To Face ◽  
Extension Professionals ◽  
And Shifts

Extension was forced to rapidly adjust its efforts and program delivery methods to respond to clientele needs during the COVID-19 pandemic of 2020. The pandemic presents a range of unique challenges to Extension including revisions to resource allocations and shifts in programmatic focus. Guided by a needs assessment framework, this paper assesses the rapid response of Utah State University (USU) Extension to meet residents needs during COVID-19. This correlational study gathered data from 199 Extension professionals (n = 199) at USU Extension. Findings show Extension professionals had good capacity to implement outreach activities related to online education, engaging residents, and external partnerships. Further, Extension took rapid actions in several areas in response to COVID-19, including providing online learning activities for youth, and conducting online classes in place of traditional face-to-face classes. Findings show professionals’ outreach capacity was positively related to the total number of actions taken in response to COVID-19. Extension professionals addressed COVID-19 topics such as telehealth, temporary homeschooling kids, and stress management. This study demonstrates the adaptability of Extension to an unpredictable event and provides a framework to assess response. Findings are geared towards effective resource allocation to support Extension’s role in meeting residents’ needs during COVID-19.

scholarly journals Our Self-Access Experience in Times of COVID

2020 ◽  
pp. 250-262
Author(s):  
Adelina Ruiz-Guerrero
Keyword(s):  
Online Education ◽  
Family Members ◽  
Lessons Learned ◽  
Online Classes ◽  
Special Issue ◽  
Face To Face ◽  
Language Courses ◽  
Personal Level

The coronavirus pandemic has without a doubt had an enormous impact on every possible way of our lives. We have felt its effects on an individual personal level and as family members, at work, as members of a community, and particularly as students and teachers. Even in institutions and departments such as ours where online education has been at the forefront of our work for years now, the challenge to survive a fully virtual new reality has left us with a lot of lessons learned and has opened doors to more opportunities for growth. For years now, the Language Department at ITESO has had its language courses in LMS platforms and has offered courses in blended and fully virtual options alongside face-to-face classes. In the English Certificate Programme, we have regular teletandem sessions with universities in other countries. The Language Hub, our self-access centre, offers writing support through an emailing writing desk service and we run virtual conversation clubs on Zoom alongside face-to-face sessions. We are certainly no strangers to online work, but up until now, that was just an option both students and teachers could consider. As of March, this year, our whole university had to move to online classes and the services of our self-access centre had to be adapted to virtual options as well. This report presents our answer to the questions posed by SISAL for this open call to the special issue on how we have lived the experience of self-access during the pandemic.

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 The Relationships among Quality of Online Education, Learning Immersion, Learning Satisfaction, and Academic Achievement in Cooking-Practice Subject

2021 ◽  
Vol 13 (21) ◽  
pp. 12152
Author(s):  
Yae-Ji Kim ◽  
Seung-Hoo Lee
Keyword(s):  
Academic Achievement ◽  
Online Education ◽  
Positive Influence ◽  
Educational Environment ◽  
Online Classes ◽  
Face To Face ◽  
Learning Satisfaction ◽  
Online Lectures ◽  
Structural Influence

The purpose of this study was to identify the problems of online education perceived by learners in a time when non-face-to-face online lectures are conducted due to the spread of COVID-19, and suggest measures to improve educational outcomes. Therefore, the structural influence of cooking practice on the quality of online lessons, learning immersion, learning satisfaction, and the achievement felt by learners was verified. The sample of the study was a college student majoring in cooking, and a total of 509 responses were used for analysis. The results of the study are as follows: First, it was analyzed that there was a significant influence on learning immersion in the order of content, interaction, and educational environment among the quality of online classes. Second, among the quality of online classes, class content and educational environment showed positive (+) influence on learning satisfaction. Third, learning immersion and learning satisfaction showed a positive influence on academic achievement. Fourth, in the direct effect of online class quality on academic achievement, it was analyzed that only class content had a positive (+) effect. Based on the results of this study, the provision of learning materials with detailed explanations was suggested in the online cooking practice class rather than providing a simple cooking video. In addition, it was suggested that as a way to improve academic achievement of online education, it is necessary to provide content that allows learners to immerse themselves in class, as well as class content and educational environment, and consider learning satisfaction.

scholarly journals Perceptions of Public University Students Towards Online Classes During COVID-19 Pandemic in Bangladesh

2021 ◽  
Vol 6 ◽  
Author(s):  
Shyam Sundar Sarkar ◽  
Pranta Das ◽  
Mohammad Mahbubur Rahman ◽  
M S Zobaer
Keyword(s):  
Online Education ◽  
Online Survey ◽  
Health And Safety ◽  
Mobile Network ◽  
Public University ◽  
Rural Students ◽  
Educational Systems ◽  
Online Classes ◽  
Face To Face ◽  
Virtual Classes

The disease outbreak COVID-19 pandemic impacted public health and safety and the educational systems worldwide. For fear of the further spread of diseases, most educational institutions, including Bangladesh, have postponed their face-to-face teaching. Therefore, this study explores public university student’s perceptions towards online classes during the COVID-19 pandemic in Bangladesh. Data had collected among students of Islamic University, Kushtia, Bangladesh, through an online survey. The study followed a quantitative approach, where the survey technique was used as an instrument of data collection. Results showed that most students faced difficulty participating in virtual classes and could not communicate with their friends correctly during online classes. Thus, they faced challenges in online schooling, and the majority of the students preferred conventional types of learning to virtual classes and did not understand the content of virtual classes easily. The study also explored that most students did not feel comfortable in online classes. Still, considering the present pandemic situation, they decided to participate in online classes to continue schooling. Besides, the study discovered that female students showed a better view than male students regarding online classes, and urban students have more positive appreciation than rural students. Furthermore, laptop or personal computer users showed more positive perceptions towards online education than mobile users. Moreover, Broadband/Wi-Fi users have more positive perceptions than mobile network users. These findings would be an essential guideline for governments, policymakers, technology developers, and university authorities for making better policy choices in the future.

scholarly journals A Qualitative Analysis of Online Classes During Covid-19: Perspective of Female University Students

2021 ◽  
Vol 28 (2) ◽  
pp. 59-75
Author(s):  
Farhat Ullah ◽  
Shakeel Ahmad ◽  
Rashid Ishaq
Keyword(s):  
Public Sector ◽  
Online Education ◽  
Qualitative Analysis ◽  
Educational Environment ◽  
Female Students ◽  
Online Classes ◽  
Face To Face ◽  
Interpretive Study ◽  
Analysis Technique ◽  
Pros And Cons

The intent of this research is to analyse female students’ perspective on online education in public sector universities during the COVID-19 pandemic in Pakistan. To get a better understanding of these perceptions, the Kohat University of Science and Technology (KUST) (Kohat District, Khyber Pakhtunkhwa, Pakistan), has been selected for this qualitative, exploratory, and interpretive study. The data for the study was analysed using the discourse analysis technique, and themes were extracted from the data. This analysis enabled us to delve into specific issues linked to female students’ experiences regarding online learning. This goal was achieved by relating access to and use of technological resources and the effectiveness of online classes. Keeping in view the application of online classes, both pros and cons are discussed as compared to face-to-face classes. The findings indicate the need to adapt and adjust the methodology’s implementation by taking into account not only its unique characteristics but also its merits and demerits. To sum up, incorporating such a technique into the educational environment may be justified if specialised training is obtained to maximise the potential of online classes.

scholarly journals Comparing Student Performance on Proctored and Non-Proctored Exams in Online Psychology Courses

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Lee William Daffin Jr. ◽  
Ashley Anne Jones
Keyword(s):  
Online Education ◽  
Student Performance ◽  
Academic Integrity ◽  
Teaching Style ◽  
State University ◽  
Online Classes ◽  
Student Misconduct ◽  
Washington State University ◽  
Psychology Courses ◽  
Future Direction

As online education becomes a more popular and permanent option for obtaining an education after high school, it also raises questions as to the academic rigor of such classes and the academic integrity of the students taking the classes. The purpose of the current study is to explore the integrity issue and to investigate student performance on online examinations. Utilizing a sample of about 1,700 students who took online psychology classes of varying difficulty at Washington State University from the spring 2015 to spring 2016, we found that students performed 10-20% better but took about twice as long on non-proctored versus proctored exams. This confirmed our hypotheses and the effect held when we compared our in-house proctoring service used during this time against ProctorU used for one semester in the fall 2012. To ensure the most robust design possible, we also rotated the proctored exam in each class at least once and then compared performance on an exam when it was proctored versus when the same exam was non-proctored. Results showed better performance when the exam was non-proctored then when it was proctored. Finally, since instructors changed over the four semesters our study ran, we wanted to ensure that the results were due to student misconduct and not differences in teaching style. This potential confounding variable was eliminated. Implications of student misconduct for academic integrity in online classes is discussed and potential solutions presented, including a future direction for research.

scholarly journals Persepsi dan tingkat pengetahuan mahasiswa terhadap perkuliahan dalam jaringan di Progam Studi Pendidikan Geografi Universitas Negeri Malang

2021 ◽  
Vol 1 (5) ◽  
pp. 658-665
Author(s):  
Achmad Alfinda Fadly ◽  
Alfariz Maulana Yusuf ◽  
Anggilia Widyaningsih ◽  
Devi Yuliyana Sari ◽  
Dewi Sinta Azizah ◽  
...  
Keyword(s):  
Online Learning ◽  
Quantitative Method ◽  
Total Population ◽  
Research Data ◽  
Learning Activities ◽  
State University ◽  
Student Knowledge ◽  
Face To Face ◽  
Level Of Knowledge ◽  
The Impact

This study aims to determine the perceptions and levels of student knowledge of online learning in the Department of Geography, State University of Malang. The impact of this pandemic affects existing learning activities. Learning activities that were initially carried out face-to-face, are now converted into networks (online). This certainly has an impact on students' perceptions and level of knowledge. This research uses quantitative method. This research has a total population of 450 with a sample of 100 and also the number of respondents as many as 100 students. Research data were collected from geography students at State University of Malang using a questionnaire that had been distributed using google form. The results of this study indicate that the perceptions and level of knowledge of students are included in online learning. Penelitian ini bertujuan untuk mengetahui bagaimana persepsi dan tingkat pengetahuan mahasiswa terhadap pembelajaran dalam jaringan di Program Studi Pendidikan Geografi Universitas Negeri Malang. Dampak dari adanya pandemi ini mempengaruhi kegiatan pembelajaran yang ada. Kegiatan pembelajaran yang awalnya dilakukan dengan tatap muka, kini dirubah menjadi dalam jaringan (dalam jaringan). Hal ini tentu berdampak pada persepsi dan tingkat pengetahuan mahasiswa. Penelitian ini menggunakan metode Kuantitatif. Penelitian ini memiliki jumlah populasi sebanyak 450 dengan sampel sebanyak 100 dan jumlah responden sebanyak 100 mahasiswa. Data penelitian dikumpulkan dari mahasiswa pendidikan geografi di Universitas Negeri Malang menggunakan angket yang telah dibagikan menggunakan google form. Hasil dari penelitian ini menunjukkan bahwa persepsi dan tingkat pengetahuan mahasiswa termasuk sedang dalam pembelajaran daring.

Technophobe to Technophile…Entering the Internet Culture

2012 ◽  
pp. 1506-1517
Author(s):  
Pamela L. Anderson-Mejías
Keyword(s):  
Online Education ◽  
Student Retention ◽  
Learning Environments ◽  
Online Classes ◽  
Older Students ◽  
Face To Face ◽  
Internet Culture ◽  
Virtual Class ◽  
The Face ◽  
University Setting

This chapter describes a successful means of introducing returning, older students to online education in a university setting. After presenting basic background from the literature on retention within online classes, the case is presented in detail as to how 16 fearful learners became confident and successful through the instructor’s taking time for preparation, establishing a sense of achievement using the technology, creating interconnections with peers, and demonstrating the usefulness of the virtual class over the face-to-face class. The author hopes that by describing in detail the case and the principles found, future educators can prepare their traditional students for the culture of virtual learning environments, thus expanding options for their programs while addressing university administrative concerns about student retention.

Coordinating Distance Learning Software Rollout with the Needs and Visions of a Mature Test Organization

2011 ◽  
pp. 15-26
Author(s):  
Luke Fernandez
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Course Management ◽  
State University ◽  
Online Classes ◽  
Education Programs ◽  
Management Software ◽  
Course Management Software ◽  
Learning Software

As online education programs expand across the country, many universities are adopting course management software (CMS) such as Blackboard or WebCT. Although these out-of-the-box solutions may simplify the administration of online classes, they do not comprehensively meet the needs of mature testing organizations. This chapter describes the process that has led Weber State University to reconsider whether an out-of-the-box implementation of WebCT actually is a sensible strategy.

Promoting Diversity in Public Health Law through Online Education

2016 ◽  
Vol 44 (S1) ◽  
pp. 24-29 ◽  
Author(s):  
Kimberly Cogdell Boies
Keyword(s):  
Public Health ◽  
Distance Education ◽  
Online Education ◽  
Diverse Students ◽  
Health Law ◽  
Online Classes ◽  
Delivery Methods ◽  
Public Health Law ◽  
The Future ◽  
Synchronous Distance Education

This fellowship project addressed the need to increase diversity in public health law. Non-traditional delivery methods of education, such as synchronous online classes and offering courses during an intersession between regular semesters and in the evenings, expanded the opportunities for diverse students to learn about the field and have meaningful internship experiences in public health law. Synchronous distance education is the wave of the future for law teaching and has particular significance in the teaching of public health law.

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