scholarly journals The Relationship between Online Interaction and Academic Performance of Distance E-Learners in a Nigerian University

2019 ◽  
pp. 25-33
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
P Value ◽  
Online Interaction ◽  
Policy Makers ◽  
University Policy ◽  
Instructor Interaction ◽  
Learner Interaction ◽  
E Learning ◽  
Nigerian University

Distance e-learners are expected to participate in an e-learning environment and interact with the content, colleagues and facilitators through distance education technologies. Learning environment goes a long way to determine student’s academic performance. Hence, this study tends to find out relationship between online interaction and distance e-learners. The purpose of the study was to analyze the correlation that exists between learner-content-interaction (LCI), learner-learner-interaction (LLI) and learner-instructor-interaction (LII) and academic performance of distance e-learners in a Nigerian university. Two research questions were designed to guide the study. A descriptive design of survey type was adopted for the study and a questionnaire was used to collect the quantitative data. The study was conducted in four selected study centres of National Open University of Nigeria (NOUN) and a total of 1,025 participants completed the survey-based questionnaire. The researchers used Spearman’s correlation to determine if correlation exists on each type of interaction. The findings of this study revealed that learner-learner-interaction was the only factor that was significant(r = .066, p-value = .034), with very small weak correlation out of the three types of interactions discussed in this study. Findings also revealed that all the three types of interactions were significant (LCI, r= .121** p=0.009; LII, r=.108*, p=0.018; LLI, r = .105*, p = 0.023) for female distance e-learners but none was significant for male distance e-learners.Based on the findings of the research, recommendations have been made which will assist Nigerian university policy makers and course developers with a view to improving the academic performance of distance e-learners.

The Relationship between Online Interaction and Academic Performance of Distance E-Learners in a Nigerian University

2019 ◽  
Vol 2 (1) ◽  
pp. 25-33
Author(s):  
Olukayode Solomon Aboderin ◽  
A.M Laleye
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
P Value ◽  
Online Interaction ◽  
Policy Makers ◽  
University Policy ◽  
Instructor Interaction ◽  
Learner Interaction ◽  
E Learning ◽  
Nigerian University

Distance e-learners are expected to participate in an e-learning environment and interact with the content, colleagues and facilitators through distance education technologies. Learning environment goes a long way to determine student’s academic performance. Hence, this study tends to find out relationship between online interaction and distance e-learners. The purpose of the study was to analyze the correlation that exists between learner-content-interaction (LCI), learner-learner-interaction (LLI) and learner-instructor-interaction (LII) and academic performance of distance e-learners in a Nigerian university. Two research questions were designed to guide the study.  A descriptive design of survey type was adopted for the study and a questionnaire was used to collect the quantitative data. The study was conducted in four selected study centres of National Open University of Nigeria (NOUN) and a total of 1,025 participants completed the survey-based questionnaire. The researchers used Spearman’s correlation to determine if correlation exists on each type of interaction. The findings of this study revealed that learner-learner-interaction was the only factor that was significant(r = .066, p-value = .034), with very small weak correlation out of the three types of interactions discussed in this study. Findings also revealed that all the three types of interactions were significant (LCI, r= .121** p=0.009; LII, r=.108*, p=0.018; LLI, r = .105*, p = 0.023) for female distance e-learners but none was significant for male distance e-learners.Based on the findings of the research, recommendations have been made which will assist Nigerian university policy makers and course developers with a view to improving the academic performance of distance e-learners.

Predicting Student Satisfaction and Outcomes in Online Courses Using Learning Activity Indicators

2017 ◽  
Vol 12 (1) ◽  
pp. 32-50 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Activity ◽  
Online Activity ◽  
Web Based ◽  
Student Academic Performance ◽  
Learner Interaction ◽  
E Learning ◽  
Online Web

The premise for this study was that learner interaction in an online web-based course could be assessed in relation to academic performance, or in other words, e-learning. Although some studies reveal that learner interaction with online content is related to student academic performance, it remains unproven whether this is casual, or even if there may be a significant correlation. Thus, this study seeks to measure if there is a directional and then a casual relationship between student online academic performance, engagement analytics and other online activity factors. A unique aspect of this study is that data is collected from Moodle engagement analytics as well as from the activity logs. Student academic performance is measured based on the grade achieved from an assessment designed to map to the course learning objectives.

Discovering Learners' Characteristics Through Cluster Analysis for Recommendation of Courses in E-Learning Environment

2019 ◽  
Vol 15 (1) ◽  
pp. 42-66
Author(s):  
Bhupesh Rawat ◽  
Sanjay K. Dwivedi
Keyword(s):  
Cluster Analysis ◽  
Academic Performance ◽  
Learning Environment ◽  
Learning Process ◽  
Recommendation System ◽  
Learning Systems ◽  
Traditional Learning ◽  
Huge Number ◽  
E Learning ◽  
The Web

With the emergence of the web, traditional learning has changed significantly. Hence, a huge number of ‘e-learning systems' with the advantages of time and space have been created. Currently, many e-learning systems are being used by a large number of academic institutions worldwide which allow different users of the system to perform various tasks based on their goals. However, most of these systems follow a ‘one size fits all' approach where same resources are offered to learners irrespective of their unique learning requirements. Therefore, personalization is required as a part of e-learning systems which offers resources to learners based on their profile. This research aims to perform cluster analyses in order to validate clusters created through a k-means algorithm. The clusters will be used to classify a new learner into its appropriate class and recommend relevant courses. Finally, the accuracy of the recommendation is evaluated using various evaluation metrics. The proposed recommendation system helps learners to improve their academic performance and hence overall learning process as well.

scholarly journals THE PSYCHOLOGICAL EFFECT OF COVID-19 PANDEMIC ON STUDENTS’ ACADEMIC PERFORMANCE OF FEDERAL UNIVERSITY DUTSE, JIGAWA STATE, NIGERIA

2021 ◽  
pp. 1-12
Author(s):  
Hamidu Jada ◽  
◽  
Ali Giginyu ◽  
Muhammad Mutah ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Computer Software ◽  
Psychological Effect ◽  
Psychological Effects ◽  
Primary Data ◽  
Cluster Sampling ◽  
Policy Makers ◽  
Postgraduate Students ◽  
E Learning

The study assesses the Psychological Effects of COVID-19 Pandemic on Students’ Academic Performance of Federal University Dutse, Jigawa State, Nigeria. The population of the study comprises of the total number of undergraduate students in Federal University Dutse (FUD) which is 10,710 of both male and female. While the sample size of the study was based on Research Advisor (2006) table, which is 370 respondents. Simple Random Cluster Sampling was used for this study. However, after the data was collected, it was analyzed and interpreted using the Statistical Package for Social Science (SPSS version 21) computer software program. Primary data were mainly obtained using structural questionnaire. The specific objectives are as follows; to: determine the Psychological Effect of COVID-19 Pandemic on Students’ Academic Performance of FUD, identify the relationship between COVID-19 Pandemic and Students’ academic performance of FUD and determine the Challenges militating against Students’ Academic Performance during COVID-19 Pandemic of Federal University Dutse, Jigawa State, Nigeria. The collected data for the study were analyzed using descriptive statistics i.e. frequency distribution and percentages. The study covered regular FUD undergraduate students, thus, postgraduate students, IJMB students, remedial and others were delimited. The research is significant which could serve as a document and a guide to government policy makers, National Universities Commission etc, a guide for those who want to study psychological effects of COVID-19 pandemic on student academic performance especially in Nigerian Universities and provides some vital information on psychological effects of COVID-19 pandemic on Students’ academic performance of Federal University Dutse, Jigawa State, Nigeria. Result revealed that 79% as a majority of the respondents agreed that Covid-19 Pandemic has Psychological Effects on Students’ Academic Performance of Federal University Dutse, Jigawa State, Nigeria. The research if published will be significant to provide a way out for Students’ Academic Performance during Pandemic. The following recommendations have been made as: government should provide available and effective e-learning programmes, effective and functional entrepreneurships must be provided in University and other institutions, therefore, the study also recommended for further study.

scholarly journals The relationship between Personality Traits, Learning Styles and Academic Performance of E-Learners

Open Praxis ◽  
2018 ◽  
Vol 10 (3) ◽  
pp. 249 ◽  
Author(s):  
Nabia Luqman Siddiquei ◽  
Dr Ruhi Khalid
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Style ◽  
Big Five ◽  
Policy Makers ◽  
Grade Point ◽  
E Learning ◽  
The Relationship

The rapid growth of e-learning has greatly influenced the educational system across the globe. Personality traits and learning styles are both likely to play considerable roles in influencing academic achievement of e-learners. Based on this foundation, a study was designed that attempts to establish the missing links between personality traits, learning styles, and academic performance of students enrolled in various e-learning courses. University students (N=144) completed the Big Five Inventory (BFI), Index of Learning Style (ILS) and reported their grade point average (GPA). One of the Big Five traits i.e. extraversion was positively related with all four learning styles whereas neuroticism was negatively related with all four learning styles. It has also been revealed that GPA was positively correlated with three personality traits and was negatively correlated with neuroticism. Similarly GPA was positively correlated with three learning styles. Finally, there were no significant differences in learning styles and personality traits of e-learners in terms of gender. Implications of these results are expected to help academics, managers, and policy makers for implementation of future e-learning strategies in Pakistan.

scholarly journals Implementation of Tel Aviv University MOOCs in academic curriculum: A pilot study

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
Tal Soffer ◽  
Anat Cohen
Keyword(s):  
Pilot Study ◽  
Learning Environment ◽  
Learning Process ◽  
Academic Environment ◽  
Policy Makers ◽  
University Policy ◽  
Tel Aviv ◽  
Student Activity ◽  
Academic Courses ◽  
The University

<p>The study presented in this paper examines the feasibility of using MOOCs as a learning environment in academic courses. This paper focuses on the students who participated in two MOOCs offered by Tel Aviv University (TAU) during the year 2013. The preliminary findings of this pilot study illustrate the scope of student activity, the learning intensity, and learner path. In addition, attitudes of TAU students who participated in these courses as part of their curriculum are presented. From TAU’s perspective, the presented MOOCs are considered to be a successful experience for all those involved: the students, who were very satisfied with their learning and high achievements; the lecturer team, who were very enthusiastic and satisfied with the learning process as well as the new experience; and the University policy makers, who took the challenge and integrated this new model of learning into the academic environment.</p>

scholarly journals PENGARUH INTERACTION ENVIRONMENT DAN LEARNER CHARACTERISTIC TERHADAP KEPUASAN DALAM PENGGUNAAN SISTEM E-LEARNING

2021 ◽  
Vol 20 (1) ◽  
pp. 1-11
Author(s):  
Andrianto Widjaja ◽  
Yosua Giovanni Widjaja ◽  
Jeni Harianto
Keyword(s):  
Self Efficacy ◽  
Learner Characteristics ◽  
Purposive Sampling ◽  
Learning Satisfaction ◽  
Instructor Interaction ◽  
Learner Interaction ◽  
E Learning ◽  
Content Interaction

Studi ini bertujuan untuk mengetahui ada tidaknya pengaruh yang signifikan antara interaction-environment dan learner-characteristic sebagai variabel independen terhadap e-learning satisfaction sebagai variabel dependen. Disini faktor interaction- environment direpresentasikan melalui variabel-variabel Learner-content interaction, Learner- instructor interaction, dan Learner-learner interaction. Sedangkan faktor learner- characteristics direpresentasikan melalui variabel-variabel Self-efficacy dan Self- directed. Studi dilakukan pada sebuah perguruan tinggi swasta di Jakarta, dan sebagai sampel penelitian dipilih para mahasiswa di institusi tersebut dengan teknik purposive sampling. Metode analisis data menggunakan teknik regresi linier berganda. Hasil olah data menunjukkan bahwa semua variabel independen berpengaruh positif dan signifikan terhadap variabel dependen, kecuali Learner-learner interaction tidak berpengaruh signifikan terhadap E-learning satisfaction.

scholarly journals E-Learning in Higher Education and Covid-19 Outbreak: Challenges and Opportunities

2021 ◽  
Vol 58 (2) ◽  
pp. 38-43
Author(s):  
Saeed Hameed Aldulaimi Et al.
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Learning Experience ◽  
Education Quality ◽  
Policy Makers ◽  
University Policy ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Policies And Programs ◽  
Teaching In Higher Education

Driven by the current circumstances of the COVID-19 outbreak, this study investigates the rise of online teaching in higher education (HE). It collects feedback from the teaching professionals regarding their opinion on E-learning experience to answer the following question: in the distinctive rise of e-learning during the covid-19 outbreak, what are the main challenges and opportunities in conducting your online teaching? This study has numerous implications related to E-learning in higher education. It provides recommendations to governments and university policy-makers in designing the policies and programs on E-learning. Furthermore, the university’s top management (i.e. president, VP, dean of college and HOD) need to concentrate on the importance of enhancing education quality in their institutions during this exceptional time.

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