The Impact of the COVID-19 Pandemic on E-Learning Strata Among University Students in Morocco

2021 ◽  
pp. 378-403
Author(s):  
Hind Brigui
Keyword(s):  
University Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Context ◽  
Web Based ◽  
E Learning ◽  
Three Stages ◽  
Actual Learning ◽  
The Impact ◽  
Web Based Education

This chapter investigates the e-learning experience of Moroccan public university students during the COVID-19-prompted quarantine. It aims to identify and analyze the effects of the online learning context during the pandemic on students' actual learning process as divided into three main stages. It consequently attempts to determine and measure means of receiving—technically, mentally, and emotionally—cognizing or understanding, and appropriating class contents online amidst the unintentional shock of the pandemic and the limited affordability and accessibility to web-based education. A sample of 448 students was randomly selected and surveyed by means of an online detailed self-prepared questionnaire in order to test three hypotheses. Results show that learners did not manage to succeed in all the three stages of the e-learning process, which puts their actual e-learning usability and usefulness into question.

An Australian University Implementing E-Learning System

2012 ◽  
Vol 3 (2) ◽  
pp. 18-26 ◽  
Author(s):  
Kamaljeet Sandhu
Keyword(s):  
Learning Process ◽  
Learning Experience ◽  
Prior Experience ◽  
Learning System ◽  
Task Environment ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning ◽  
Learner Perception ◽  
User Learning

User learning experience may be considered as one of the prominent factors shaping the adoption of web-based systems. Web-based learners interfacing with large amounts of information the rationale is to deduce the effect in the current web-based task environment. Understanding Web-based learner perception on the basis of the prior experience with information may provide insights into what constitutes in driving those perceptions and their effect in the current and future web-based learning process. The paper demonstrates theoretical context of user learning experience with information and proceeds in an attempt to distinguish factors in using web-based systems.

scholarly journals The impact of e-learning during COVID-19 pandemic on students’ body aches in Palestine

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Qais B. Yaseen ◽  
Heba Salah
Keyword(s):  
University Students ◽  
Learning Process ◽  
Electronic Devices ◽  
Daily Activities ◽  
Sitting Position ◽  
Negative Effects ◽  
E Learning ◽  
Teaching Programs ◽  
The University ◽  
The Impact

AbstractMusculoskeletal pain is a major concern in our life due to its negative effects on our ability to perform daily functions. During COVID-19 pandemic, several countries switched their teaching programs into e-learning, where students spend long hour using electronic devices. The use of these devices was associated with several musculoskeletal complains among the students. The aim of this study is to evaluate the different body aches associated with e-learning on university students. The subjects of this study were students from An-Najah University in Palestine. 385 questionnaires were filled using Google forms questionnaire and all the subjects were using e-learning due to COVID-19 pandemic. Our study showed that a large percentage of participants used electronic devices for e-learning during the pandemic. The Duration of these devices use was correlated with duration and degree of pain, and associated with the difficulty in ability to perform several daily activities. Furthermore, most of the students used the sitting position with supine bent forward during the device usage. Thus, the university students that participated in this study had an increase in body aches during the e-learning process, and the aches duration and severity increases if the duration of electronic devices usage increase.

scholarly journals E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

2020 ◽  
pp. 207-224
Author(s):  
Daniel Chavarría-Bolaños ◽  
Adrián Gómez-Fernández ◽  
Carmen Dittel-Jiménez ◽  
Mauricio Montero-Aguilar
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Negative Consequences ◽  
Teachers And Students ◽  
Academic Courses ◽  
E Learning ◽  
The Times ◽  
Teaching Learning ◽  
Dental Schools ◽  
The Impact

While countries are facing different stages in their COVID-19 infection rates, worldwide there are millions of students affected by universities’ facilities closures due to the pandemic. Some institutions have enforced strategies to transfer some courses to a virtual modality, but many Dental Schools have been challenged to deal with a situation which requires emergency measures to continue the academic course in the middle of lock-downs and social distancing measures. Despite the fact that the number of online academic programs available, especially graduate programs, has increased in diverse modalities, this pandemic forced e-learning processes to develop abruptly. The likelihood of using e-learning strategies in dentistry was substantiated in the scientific literature and an overview of these opportunities is presented. Additionally, the experience of the University of Costa Rica Faculty of Dentistry is presented, as it was evident that some of the key elements in a e-learning environment needed a quick enhancement and initiation of some processes was required. First, it was necessary to categorize the academic courses depending on their virtualization's possibility (curricula analysis and classification), to better understand the extent of the impact and the work needed to contain, as far as the possibilities allowed, negative consequences on students learning process. Second, teachers needed further training in the application of virtual strategies which they hadn’t used before. do Third, an evaluation of the students’ conditions and needs was conducted in a form of a survey. Finally, teachers and students activated the available virtual platforms. For many Dental Schools, this virtualization process is an ongoing progress although it was abruptly imposed, but this moment indeed represents an enormous opportunity to move forward and get immerse in the virtualization environment as a teaching/learning experience.

Learning and Satisfaction in Online Communities of Inquiry

2011 ◽  
pp. 23-35 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Student Learning ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Online Courses ◽  
Learning Experience ◽  
Higher Learning ◽  
Teaching Presence ◽  
E Learning ◽  
Actual Learning ◽  
Study Student

The purpose of this chapter is to explain the capability of the Community of Inquiry (CoI) framework as a research model to study student learning and satisfaction. The framework identifies three elements (social, cognitive, and teaching presence) that contribute directly to the success of an e-learning experience through the development of an effective CoI. It is argued that a CoI leads to higher learning and increased satisfaction. The chapter presents findings from two online courses designed using the CoI approach. Overall, the students in these courses had high levels of perceived learning and satisfaction, as well as actual learning outcomes.

Web Conferencing and Remote Laboratories as Part of Blended Learning in Engineering and Science

2012 ◽  
pp. 246-263
Author(s):  
Steve Mackay ◽  
Darrell Fisher
Keyword(s):  
Science Education ◽  
Blended Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Web Conferencing ◽  
Science And Engineering ◽  
Remote Laboratories ◽  
Remote Labs ◽  
E Learning ◽  
The Impact

The purpose of this chapter is to provide an overview and subsequent application of research into the impact web conferencing and remote laboratories have on engineering and science education within the context of blended learning. The impact is examined especially in assessing the reaction and achievement of learners in using these new technologies compared to that of a traditional classroom or (the currently popular approach of) asynchronous e-learning. In recent years, there has been a significant increase in the level of remote or distance learning (or e-learning) using the Internet. One of the gaps in current research is the examination of the impact of web conferencing and remote science and engineering laboratories on the learning experience. The chapter is commenced by defining e-learning, synchronous, asynchronous and blended learning. Hereafter, web conferencing and remote laboratories are then defined and reviewed in detail. The impact that web conferencing and remote labs have on the e-learning experience as compared to the classroom and asynchronous approaches is then examined. The chapter is concluded by an examination of our research into what the perceived requirements are for web conferencing and remote laboratories and suggestions are given on how to apply web conferencing and remote labs to engineering and science education.

The Potential of IMS Learning Design in E-Learning

2011 ◽  
pp. 65-78
Author(s):  
Diana M. Ragbir ◽  
Permanand Mohan
Keyword(s):  
Learning Process ◽  
Learning Objects ◽  
Learning Design ◽  
Design Specification ◽  
Instructional Needs ◽  
E Learning ◽  
Learning Scenarios ◽  
Actual Learning

This chapter presents the IMS Learning Design Specification and explains how it can be used to enhance the effectiveness of e-Learning scenarios. It shows how to assemble a learning design using elements of the learning process and chunks of content known as learning objects. The chapter proposes several learning design services that can potentially improve the pedagogical expressiveness of the current Learning Design Specification. It also discusses the possibility of storing learning designs in a repository and adapting and personalizing learning designs according to the instructional needs of individual learners. It is hoped that researchers and practitioners will understand how it is possible to go beyond learning objects and create learning designs that more accurately reflect the actual learning process of students and thus appreciate the value in extending the learning design specification to improve pedagogical effectiveness.

Modeling Best Practices in Web-Based Academic Development

2011 ◽  
pp. 1578-1595 ◽  
Author(s):  
Diana K. Kelly
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Future Research ◽  
Web Based ◽  
Teaching Preparation ◽  
American Perspective ◽  
E Learning ◽  
Future Research Directions

This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins with a review of the challenges and criticisms of e-learning. Some of the literature indicates that e-learners have been dissatisfied with their learning experiences. Some academics have concerns about the rigour of courses offered through e-learning. The literature of academic development and e-learning is used to link theory with practice. The chapter provides examples of best practice in the preparation of academic staff for e-teaching. Two case studies of lived examples of e-teaching preparation are provided from a North American perspective. Future research directions are outlined, with research questions to be explored regarding the link between the preparation of eteachers through e-learning and the quality of the e-learning experience for students.

Preparing Tomorrow's Teachers to Use Web-Based Education

2000 ◽  
pp. 129-146 ◽  
Author(s):  
Deborah L. Lowther ◽  
Marshall G. Jones ◽  
Robert T. Plants
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
World Wide ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Web Based ◽  
Knowledge And Skills ◽  
The World ◽  
The Impact ◽  
Web Based Education

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

Developing a Gameful Approach as a Tool for Innovation and Teaching Quality in Higher Education

2022 ◽  
pp. 563-578
Author(s):  
Anna Sendra ◽  
Natàlia Lozano-Monterrubio ◽  
Jordi Prades-Tena ◽  
Juan Luis Gonzalo-Iglesia
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Learning Process ◽  
Participant Observation ◽  
Learning Experience ◽  
Teaching Quality ◽  
Working Practices ◽  
Quality In Higher Education ◽  
The Impact

This paper introduces the results of applying a gameful approach based on six playful activities as a tool to improve the learning process in higher education. A total of 850 students from different courses of Universitat Rovira i Virgili (Spain) were involved in the study. The strategy was evaluated through a participant observation (active and passive) and mixed-methods surveys answered by the students. Results point out that most participants responded positively to the activities proposed. The reported levels of motivation and engagement also indicate the capabilities of this strategy as a method to enhance the learning experience of students. Despite these positive outcomes, challenges like the impact on working practices of teachers or the long-term engagement of gameful approaches requires additional research.

Sign in / Sign up

Export Citation Format

Share Document