Course Management Systems in Transition

2012 ◽  
pp. 1631-1644
Author(s):  
Gary M. Szirony ◽  
Carrie J. Boden
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Delivery Systems ◽  
Course Delivery ◽  
Discussion Boards ◽  
Interpersonal Contact ◽  
Synchronous Learning ◽  
Negative Effect ◽  
Timely Fashion ◽  
Communication Pedagogy

In the findings from the quantitative portion of the study, there were no significant differences between the three groups of interest. Most of the students in the sample preferred distance education to on-campus courses, asynchronous over synchronous learning, discussion boards over live chats, and video streamed content delivery over text-based delivery. For this sample, a change in course delivery systems did not have a negative effect upon students. In the findings from the qualitative portion of the study, five major themes emerged, those of Communication, Pedagogy/Androgogy, Time Management, Course Delivery Systems and Technology, and Access. Aspects of self-directedness appeared to be a theme throughout much of the qualitative analysis. Negative factors included inability to reach instructors in a timely fashion, lack of interpersonal contact with other learners or with instructors, and frustration over technological glitches and hardware, software or Internet complexities, or a mixture of the three. The role of emotion in online learning was significant in several areas, particularly to the theme of Communication, where a personalized learning environment with two-way communication between peers and the instructor can lessen the isolation of online learning. Further study in this area is recommended.

Course Management Systems in Transition

2011 ◽  
pp. 13-26
Author(s):  
Gary M. Szirony ◽  
Carrie J. Boden
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Delivery Systems ◽  
Course Delivery ◽  
Discussion Boards ◽  
Interpersonal Contact ◽  
Synchronous Learning ◽  
Negative Effect ◽  
Timely Fashion ◽  
Communication Pedagogy

In the findings from the quantitative portion of the study, there were no significant differences between the three groups of interest. Most of the students in the sample preferred distance education to on-campus courses, asynchronous over synchronous learning, discussion boards over live chats, and video streamed content delivery over text-based delivery. For this sample, a change in course delivery systems did not have a negative effect upon students. In the findings from the qualitative portion of the study, five major themes emerged, those of Communication, Pedagogy/Androgogy, Time Management, Course Delivery Systems and Technology, and Access. Aspects of self-directedness appeared to be a theme throughout much of the qualitative analysis. Negative factors included inability to reach instructors in a timely fashion, lack of interpersonal contact with other learners or with instructors, and frustration over technological glitches and hardware, software or Internet complexities, or a mixture of the three. The role of emotion in online learning was significant in several areas, particularly to the theme of Communication, where a personalized learning environment with two-way communication between peers and the instructor can lessen the isolation of online learning. Further study in this area is recommended.

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

scholarly journals Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

2021 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Abdulfattah S. Alqahtani ◽  
Baian A. Baattaiah ◽  
Huda I. Al-Mohammed
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Satisfaction ◽  
High Satisfaction ◽  
E Learning ◽  
Students Satisfaction ◽  
Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

scholarly journals Structural Relationship among Mobile Phone Dependence, Self-Efficacy, Time Management Disposition, and Academic Procras-tination in College Students

2021 ◽  
Author(s):  
Peng Sheng Chen ◽  
Jing Li ◽  
Seung-Yong Kim
Keyword(s):  
Factor Analysis ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Time Management ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Negative Effect ◽  
The Relationship

Background: We aimed to investigate the relationship among mobile phone dependence, self-efficacy for self-regulated learning, time management disposition, and academic procrastination in Chinese students majoring in physical education. In addition, we explored the mediating roles of self-efficacy for self-regulated learning and time management disposition in the relationship between mobile phone dependence and academic procrastination. Methods: We adopted a random sampling method to identify 324 physical education majors at five universities in Shaanxi Province, China in 2020. Data were analyzed via exploratory factor analysis, confirmatory factor analysis, correlation analysis, structural equation model analysis, and path analysis. Results: Mobile phone dependence had significant positive effects on academic procrastination (P<0.001) and self-efficacy for self-regulated learning (P<0.05) but a significant negative effect on time management disposition (P<0.001). Self-efficacy for self-regulated learning had a significant positive effect on academic procrastination (P<0.001), while time management disposition had a significant negative effect on academic procrastination (P<0.01). Notably, self-efficacy for self-regulated learning and time management disposition mediated the relationship between mobile phone dependence and academic procrastination (P<0.05). Conclusion: In addition to its direct effect on academic procrastination, mobile phone dependence exerts an indirect effect via time management disposition and self-regulated learning efficacy. Reducing students’ dependence on mobile phones is necessary for attenuating academic procrastination on university campuses. Thus, universities should aim to restrict the use of mobile phones in the classroom, actively cultivate students’ confidence in their self-regulated learning ability, and educate them regarding appropriate time values.

scholarly journals Academic stress on muslim students in indonesia: Study on online learning

2021 ◽  
Vol 25 (1) ◽  
pp. 224-239
Author(s):  
Herdian Herdian ◽  
Itsna Nurrahma Mildaeni
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Demographic Data ◽  
Detailed Examination ◽  
Academic Stress ◽  
Stress Factors ◽  
First Year ◽  
Stress Tests ◽  
Muslim Students ◽  
Offline Learning

The pandemic period causes all systems in life to change a lot, one of which is education. Online learning is a solution to the difficulty of offline learning in schools. This study examines academic stress during online learning among first-year Muslim students in Indonesia. This study's participants were 731 first-year Muslim students who had never done offline learning at the target campus. Data collection used the academic stress scale from Lin & Chen (2009) with seven stress sources. The results showed teachers' stress, stress results, stress tests, studying in groups stress, peer stress, time management stress, and self-inflicted stress were at moderate and high levels. Meanwhile, the highest percentage of academic stress factors was obtained from teachers' stress. We also present a detailed examination of demographic data by cross-tabulating and discussing these findings' theoretical and practical implications.

scholarly journals Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Three Dimensions ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Face To Face ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

scholarly journals University Student’s Experiences with Online Synchronous Learning during Covid-19

2021 ◽  
Vol 9 (1) ◽  
pp. 34-43
Author(s):  
Rasto Rasto ◽  
Sambas Ali Muhidin ◽  
Tutik Inayati ◽  
Marsofiyati Marsofiyati
Keyword(s):  
Online Learning ◽  
Learning Experiences ◽  
Personal Support ◽  
First Finding ◽  
Synchronous Learning ◽  
Comprehension Ability ◽  
Attention To Students ◽  
Coordination And Collaboration

This study delivers new insights on students' experiences who have studied their courses at least one semester during the Covid-19 Pandemic. We collected 199 respondents and analyzed the result of the questionnaire. The first finding is that students rather use discussions as a method to conduct online learning in classes. Students also would prefer both methods (asynchronous and synchronous) during online learning. We categorized students' learning experiences into intimacy and connection, supports, coordination and collaboration, technical difficulties, and traits. This study concludes that whole experiences about online synchronous learning did not change, except for the lack of personal support from lecturers when students face difficulties in certain subjects and hardware malfunction during classes. We recommend that lecturers pay more attention to students with less comprehension ability. We also recommend that lecturers run more creative ways other than lecturing in classes and limit lecturing time to decrease boredom.

scholarly journals Characteristics of Online Learning in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 66 (1) ◽  
pp. 135-155
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Face To Face ◽  
Quality Of Teaching ◽  
Teaching Learning ◽  
Students Success

"In the context in which the teaching, learning, and assessment processes take place in the online environment, the question arises whether the currently organized learning situations are as effective as the learning situations carried out in the classroom, before the beginning of the pandemic. One of the disadvantages of online learning is related to the teacher’s low control over students’ activity. Factors such as initiative, creativity, efficient time management, intrinsic motivation, responsibility, and intellectual curiosity play an important role in students’ success in learning activities. Attendance at courses should not be formal and superficial and should be a process that involves the active and interactive participation of the students in the learning process. Providing high-quality educational opportunities to all students is a goal that is increasingly difficult to achieve in the context of the absence of face-to-face interactions. Also, applying a curriculum focused on the needs of the learner is becoming hard to achieve. Through this research, we aim to investigate issues related to how online learning takes place and to establish ways in which we can increase the efficiency of current teaching and learning processes. The study revealed that in the opinion of most of the students, the current epidemiological context has influenced in a negative way the quality of teaching and the student-teacher educational relationship. Keywords: Interactive learning, eLearning, independence in learning, higher education, efficient strategies "

scholarly journals Accompanying Students in Online Learning: Challenges and Interventions

2021 ◽  
Vol 2 (2) ◽  
pp. 106-119
Author(s):  
Gilbert Santos Arrieta ◽  
Reuben C. Calabio ◽  
Elna M. Rogel
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Affairs ◽  
Time Management ◽  
Teaching And Learning ◽  
Guidance Counselors ◽  
Virtual Learning Environment ◽  
Online Environment ◽  
Learning Challenges ◽  
Home And School

When children come to school, parents endorse them to the teachers and staff who have the duty to take care of their formation and growth while they are in school. Being in school does not only allow the students to learn formally but also to meet new people who become their classmates and friends. The home and school which are the primary places of children/students should be nurturing environments where they grow and assisted. In school, the systems are already in place in terms of teaching and learning including the emotional assistance to students. However, this remains to be seen in a virtual learning environment. The Covid-19 pandemic forced teaching and learning to be conducted in an online environment, a road less traveled in education. Though the learning continuity plan was developed and directives were issued, it was expected that there will be challenges and concerns that will emerge. Managing the challenges experienced by the students is another concern. This study aims to find out the difficulties and challenges encountered by the students as shared and observed by the teachers, and how the students were assisted by the teachers. Based on the findings, it was found out that overload of requirements, time management, isolation, and lack of privacy are the main challenges and concerns encountered by the teachers. According to the teachers and guidance counselors, these were managed by being available online to the students, coordination of the student affairs, teachers, and guidance counselors, listening, and counseling/giving of advice. From these findings, the challenges and concerns will be addressed appropriately and lesser concerns will emerge as the online learning progresses.

Sign in / Sign up

Export Citation Format

Share Document