scholarly journals LEARNER ACUMENS OF ONLINE EFL CLASSES AT THE PRIVATE UNIVERSITIES IN BANGLADESH

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Nazia Forhin Shifat ◽  
Mohammad Ehsanul Islam Khan ◽  
Md. Shah Alam Chowdhury
Keyword(s):  
Online Courses ◽  
Descriptive Analysis ◽  
Large Population ◽  
Private Universities ◽  
Online Classes ◽  
Group Discussions ◽  
English As Foreign Language ◽  
Intelligent Learning Environment ◽  
Normal Period ◽  
Learner Responses

This study intended to evaluate the English as Foreign Language (EFL) learner responses to online classes during the covid-19 pandemic. It focused on the learner's insights rather than the teachers' views because the purpose is how the large population deals with technology during this pandemic. Though teachers are the real fighters, they are in a vacuum without the students' engagement. Therefore, this study showed EFL learners' readiness of using technology in attending online classes and what barriers they face during assessment and classes. It examined whether students can participate in group discussions, pair work, online assessment, respond to class, build their rapport, and get proper feedback or not. Data were collected randomly using a google form questionnaire having five elementary questions, fifteen Likert-type questions from 92 students of five private universities in Bangladesh. Besides, five questions were finally added to have an overview of multiple response analyses. Some imperative variables of flexibility, reliability, availability, and integrity regarding online classes were brought into light with descriptive analysis. Finally, the data were analysed in a qualitative approach. It shows that learners attending online courses and assessments are diverse regarding the availability of required facilities, and the students are having difficulties participating in online examinations. The result further implicates ensuring an intelligent learning environment in the 'new normal period' with more efficacy. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" /></p>

scholarly journals Maintaining Academic Standards and Integrity in Online Business Courses

2020 ◽  
Vol 9 (2) ◽  
pp. 248
Author(s):  
Delbert Goff ◽  
Jarrod Johnston ◽  
Bryan Bouboulis
Keyword(s):  
Online Courses ◽  
University Education ◽  
University Graduates ◽  
Online Classes ◽  
Business Courses ◽  
Face To Face ◽  
Business Colleges ◽  
Online Business ◽  
Online Cheating ◽  
High Level

As the number of online courses being offered at universities has increased dramatically over the past several years, the level of oversight has lagged and created an environment ripe for cheating. We find that students admit to higher levels of cheating in online classes and believe other students also cheat more relative to face-to-face classes. This is likely due to the lack of tools to combat online cheating and the lack of policy from universities. We know from previous studies that business colleges have a comparatively high level of cheating and the amount of cheating at universities has been rising. These trends threaten to create an unfair system where cheaters are rewarded with higher grades than non-cheaters, thereby encouraging otherwise honest students to cheat. This may result in declining and erratic knowledge among university graduates, diminishing the value of a university education.

scholarly journals Reading Attitudes of Bachelor of Business Administration (BBA) Students with Bengali Medium Background at the Bangladeshi Private Universities in Dhaka City

2017 ◽  
pp. 91-110
Author(s):  
Md Shakhawat Hossain
Keyword(s):  
Private Universities ◽  
Private University ◽  
Simple Random Sampling ◽  
Reading Attitudes ◽  
Business Administration ◽  
Sampling Procedure ◽  
Dhaka City ◽  
Extensive Reading ◽  
Group Discussions ◽  
Teacher Interviews

The study basically aims at uncovering the reading attitudes of the Bachelor of Business Administration (BBA) students of the Bangladeshi English medium private universities. It has been observed that the private university students, coming from Bengali-medium colleges, read very little in English and consequently they hardly grow up as better readers. The study has used both quantitative and qualitative methods. For collecting quantitative data, a structured questionnaire was administered among the sampling respondents, 120 BBA students from six private universities located in Dhaka city, selected using simple random sampling procedure. On the contrary, for gathering qualitative data, the researcher depended on a number of classroom observations, focus group discussions (FGDs) that took place among 20 different BBA students divided into two groups, and teacher interviews (10 teachers). It is revealed from the study that the students have mixed attitudes towards reading. In some cases, they have been found enthusiastic readers who read due to their passion for reading or for having pleasure out of reading. However, in many cases, they have affirmed that they become anxious and bored of extensive reading. Besides, they mainly read for passing the examinations or obtaining good grades. Finally, it has been unearthed that both teachers and reading materials play vital roles in developing learners’ reading attitudes.Journal of Business and Technology (Dhaka) Vol.11(1-2) 2016; 91-110

scholarly journals Quality Higher Education and Students’ Perception: A Study on Private Universities of Bangladesh

2013 ◽  
Vol 2 (1) ◽  
pp. 9-19 ◽  
Author(s):  
Md. Mizanur Rahman
Keyword(s):  
Higher Education ◽  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Descriptive Analysis ◽  
Private Universities ◽  
Jel Classification ◽  
Dynamic Factor ◽  
Classification Code ◽  
The Relationship ◽  
Structured Questionnaire

This is a pragmatic study conducted to explore the quality higher education and students’ perception towards the private universities in Bangladesh. This study examines the relationship between the quality higher education and students’ perception using a structured questionnaire. A total number of 500 senior undergraduate and graduate level students from ten selected private universities in Bangladesh were taken as sample for conducting the study. The finding of this study discloses that the quality higher education is a dynamic factor that ensures the students’ perception. It also shows that quality higher education can create positive students’ perception towards the private universities in Bangladesh. Reliability, Responsiveness, Competence, Tangibility, Courtesy, Goodwill & Image, Empathy, Security and Costs are the dimensions of quality higher education. To quantify the variables a five point “Likert- type” scale has been used in this paper. The researcher conducted various analyses such as Multiple Regression Analysis, Descriptive Analysis, and ANOVA and identified a numerous key findings as to the students’ perception towards the quality higher education. JEL Classification Code: I20; I23

scholarly journals Survey on the Progression of Myopia in Children and Adolescents in Chongqing During COVID-19 Pandemic

2021 ◽  
Vol 9 ◽  
Author(s):  
Wujiao Wang ◽  
Lu Zhu ◽  
Shijie Zheng ◽  
Yan Ji ◽  
Yongguo Xiang ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Online Courses ◽  
Online Classes ◽  
Outdoor Activity ◽  
Digital Devices ◽  
Eye Health ◽  
Uncorrected Visual Acuity ◽  
Health Related ◽  
The Mean ◽  
The Impact

Background: The Covid-19 pandemic restricts children and adolescents from doing normal daily activities such as playing outdoors and going to school. The incidence and prevalence of myopia have increased during the COVID-19 pandemic. The aim of this study was to investigate and evaluate the impact of the home confinement during the COVID-19 pandemic on the progression of myopia among children and adolescents in Chongqing, China.Methods: The survey was conducted by using stratified samplings. Samples were randomly selected from the 2019 National Student Physique and Health Survey database, and their visual function and refractive data were compared with those in 2020. Vision-related behavior questionnaire including digital screen exposure was applied to investigate the correlation between eye parameter and eye health-related behavior.Results: A total of 1,733 and 1,728 students were enrolled in 2020 and 2019, respectively. The percentage of myopia students was 55.02% in 2020, which was higher than that in 2019 (44.62%). The mean uncorrected visual acuity (UCVA, LogMAR, 0.35 ± 0.42) in 2020 was higher than that in 2019 (0.27 ± 0.36, P &lt; 0.001). The mean spherical equivalent (SE) refraction (−1.94 ± 2.13 D) in 2020 was lower than that in 2019 (−1.64 ± 5.49 D, P &lt; 0.001). For students who used digital devices for online courses, the mean SE in the television group (−1.10 ± 1.49 D) was better than that in the computer group (−2.03 ± 2.37 D, P = 0.0017) and in the cell phone group (−2.02 ± 2.09 D, P = 0.0028). The average duration of online classes (r = −0.27, P &lt; 0.0001), the number of online classes per day (r = −0.33, P &lt; 0.0001), as well as digital screen exposure time (r = −0.20, P &lt; 0.0001) were negatively correlated with SE, and the average time of outdoor activity (r = 0.20, P &lt; 0.0001) was positively correlated with SE.Conclusions: Increased digital screen exposure contributes to myopic progression in children and adolescents of Chongqing during the COVID-19 pandemic. Suitable digital devices should be provided for online classes and outdoor activity should be advocated to prevent myopic pandemic.

Exploring University Students’ Perceptions Of Online Physical Education Class As Participants: A Qualitative Case Study

2021 ◽  
Vol 7 (5) ◽  
pp. 3559-3575
Author(s):  
Zhao Jia ◽  
Dandan Tang ◽  
Borhannudin Bin Abdullah ◽  
Roxana Dev Omar Dev ◽  
Shamsulariffin bin Samsudin
Keyword(s):  
College Students ◽  
Physical Education ◽  
University Students ◽  
Online Courses ◽  
Online Classes ◽  
Face To Face ◽  
University Of Technology ◽  
Face To Face Learning

Compare face to face learning, the implication of online courses has been discussed for several years in higher education. However, in 2020 the rise of the global COVID-19 pandemic has created obvious shifts in university students’ life. In order to ensure the “suspension of classes”, university students took part more in online classes compare to physical education (PE) classes in China. It is significant to explore students’ views on PE online learning that is benefit for teachers to provide students with high quality of online PE courses, which will be better to guide students to take PE lessons and also improve students’ health. This study investigated the issues of students’ perceptions toward online physical education courses in Tianjin University of Technology in China based on a case study. The findings of this study indicate that some students don’t like taking online PE courses due to there were some disadvantages of online PE lesson. Some students enjoy taking online PE courses because of the interesting sports videos. This study also explored teachers’ view on how to motivate college students to engage in physical education classes and recommends specific strategies for teachers to motivate college students to take online PE courses.

A Case Study Analysis of the Use of Online vs. Proctored Final Exams in Online Classes

2012 ◽  
pp. 207-217
Author(s):  
Stuart S. Gold
Keyword(s):  
Online Courses ◽  
Online Classes ◽  
Final Exam ◽  
Case Study Analysis ◽  
Online Examination ◽  
Final Exams ◽  
E Learning ◽  
Primary Focus ◽  
Examination Process

This case study examines the results of an effort by a large regionally accredited institution to assure the integrity of its online final examination process. The question of whether the student outcomes achieved when administering an entirely online final exam are comparable to the outcomes achieved when administering proctored final exams for online (e-learning) university classes is the primary focus of this study. The results of an analysis of over 100 online courses and 1800 students indicate that it is possible to establish processes and procedures that allow the results achieved by students on their final exam to be comparable irrespective of whether the final exam is proctored or is a fully online examination.

High Tech, High Touch, High Context

2014 ◽  
pp. 30-48
Author(s):  
Matthew Eichler ◽  
Carrie J. Boden-McGill ◽  
Tennille Lasker-Scott
Keyword(s):  
Student Perceptions ◽  
Online Courses ◽  
Retention Rate ◽  
Social Needs ◽  
High Tech ◽  
Degree Programs ◽  
Graduate Degree ◽  
Online Classes ◽  
Graduate Degree Programs ◽  
The Social

In this chapter, the authors explore the challenge of maintaining a “high touch” learning environment in online and hybrid adult graduate degree programs. The literature suggests that although online degree programs are popular, the retention rate in online classes is low, and online courses may not meet the social needs of adult learners. Few interventions thus far have been successful. The authors used learning pods, small, geographically-oriented teams of students working on individual learning projects as self-directed communities of scholars, as an intervention. Student perceptions of learning pods are explored in this chapter, and suggestions for practice based on student feedback are offered.

Distance Learning Courses

2012 ◽  
pp. 17-32
Author(s):  
Kelley Walters ◽  
Melanie Shaw ◽  
David Long
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Online Classes ◽  
Instructional Efficacy ◽  
Online Assessments ◽  
Available Technology ◽  
Key Terms

Drawing on current literature and a survey of online students and instructors from online institutions, the researchers explored the different types of assignments and assessments required for completion of online courses, the Learning Management Systems utilized, and differences between undergraduate and graduate tasks assigned, according to field of study. While there is a significant amount of available research on instructional efficacy in online classes, there are few studies that account for the types of course activities students must complete in distance learning courses. This study details the variety of online assessments and activities assigned to students attending institutions of higher education that are either fully online or utilizing a blended learning format. Recommendations are made for diverse instructional tasks, which can be assigned based on available technology and curricular flexibility. Key terms used in the study are defined at the end of this chapter.

Learning Outcomes in Online Graduate Education Courses

2010 ◽  
pp. 89-96
Author(s):  
Greg Kearsley
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Critical Analysis ◽  
Online Courses ◽  
Discussion Forum ◽  
Transformative Learning Theory ◽  
Online Classes ◽  
Graduate Courses ◽  
High Degree ◽  
Education Courses

This chapter examines the relevance of transformative learning theory as it applies to online graduate courses. It is argued that the nature of learning that occurs in such courses involves a high degree of reflection and critical analysis and hence is well described by transformative theory. Discussion forum postings from 3 different courses at different institutions are analyzed in terms of the meaning structures defined by Mezirow. The results support the assertion that meaning schema and perspectives are being created and changed as a consequence of interaction with peers and instructors during online classes. A number of suggestions for refining the study of transformative learning in online courses are provided.

Student Behavior in an Online Learning Environment

2021 ◽  
pp. 75-94
Author(s):  
Yu Peng Lin
Keyword(s):  
Student Behavior ◽  
Online Courses ◽  
Descriptive Analysis ◽  
Online Learners ◽  
Online Delivery ◽  
Significant Difference ◽  
Simple Regression Model ◽  
Great Insight ◽  
One Way Anova ◽  
Insight Into

While online courses/programs have become a critical component in the strategy of higher education institutions, the majority of the current academic discussions and evidence are from the institutional side rather than from the students' points of view. An understanding of how students behave when studying an online course can provide a great insight into the effectiveness of online delivery which is the task we embark upon in this study. The chapter per the author carried out the task by, first, summarizing the studies on the implementation strategy of online courses, the “no-significant difference” literature, and the research on the unique characteristics of online learners. Second, the author attempt to understand online learner behavior by analyzing students participation in 15 online courses during the years 2012-2015. The sample includes 106 students and their detailed log-on minutes and grades. The author applied descriptive analysis, a one-way ANOVA, and a simple regression model. The result suggests substantially discounted student attention while learning online.

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