scholarly journals Students Attitude towards Online Classes at Undergraduate Level

2021 ◽  
Vol 4 (2) ◽  
pp. 447-458
Author(s):  
Farzana Yousaf ◽  
Sonia Rafique ◽  
Shumaila Mahmood
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Visual Display ◽  
Good Time ◽  
Online Classes ◽  
Online Classroom ◽  
Self Study ◽  
Students Attitudes ◽  
Educational Delivery ◽  
Student’S Attitude

During the COVID-19 pandemic, it is a good time to welcome the introduction of technology and its latest offerings to make educational delivery more effective and make it more productive with online learning. A sample of 100 students was selected to collect data. The sample was randomly selected. The focus of this concept was to determine whether students' attitudes towards online classes were based on their online learning experience. Student’s attitude towards online classes based on their tested experience. The attitudes of the students in the online class were also investigated. Adaptation to classroom and self-study, high cost of online classes, access to electronic exams, a well-designed curriculum, easy Internet access, easy-to-use online classroom visual display, and familiarity with the teacher in a good student experience.

Transforming Online Learning Beyond the Digital Data

2020 ◽  
pp. 182-201
Author(s):  
Haniffa Beevi Abdul Jaleel ◽  
Pauline Teo Hwa Ling
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Industrial Revolution ◽  
Learning Experience ◽  
Higher Order Thinking ◽  
Digital Data ◽  
Self Directed Learning ◽  
Online Classroom ◽  
Directed Learning ◽  
Character Building

Experiential Online Classroom (ExOC) for Introduction to Business Presentation under the English 1 module at Taylor's University has expanded the landscape of blended learning from self-directed learning to experiential learning through participation in an online learning environment (OLE). The ExOC has been completely modernised and humanised to shape students' skills in a business presentation by building intangible elements of the Fourth Industrial Revolution (IR), which are character building, higher order thinking, soft skills, and lifelong learning. Human touch to technology-based content encourages students to build a community virtually, which naturally gives a deep learning experience with greater engagement. This chapter explains the design and development Introduction to Business Presentation MOOC as a modernised and humanised blended learning method that transformed online learning. Finally, the preliminary impacts of students' participation and engagement in using the MOOC are also discussed.

scholarly journals Maintaining Quality in Online Learning Environments

2019 ◽  
Vol 7 (12) ◽  
pp. 361-367
Author(s):  
Melissa Aldredge ◽  
Sarah DuBois ◽  
Diane Mobley ◽  
Elizabeth Prejean ◽  
Margaret Vienne
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Academic Quality ◽  
Online Classroom ◽  
Careful Planning ◽  
Online Learning Environments ◽  
Security Issues ◽  
Secure Learning

The online classroom continues to play an ever increasing role in higher education. There are proven, research-based pedagogical techniques available to instructors who want to create online courses that are both dynamic and engaging. With careful planning, online learning can provide students with a positive learning experience without sacrificing the academic quality of learning. Addressing security issues and challenges is vital to maintaining the desired academic rigor and quality. This paper discusses these important security issues and offers a variety of solutions for facilitating a secure learning environment.

scholarly journals Website Development As An Online Classroom For Online Classes In Distance Learning

2020 ◽  
Vol 9 (4) ◽  
Author(s):  
Regina Halent ◽  
Ika Prasetya Mukti ◽  
Janu Pinardi
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Activities ◽  
Learning Problems ◽  
Online Classes ◽  
Online Classroom ◽  
Website Development ◽  
Learning Programs ◽  
The Subject ◽  
Internet Networks

The spread of COVID-19 outbreaks makes learning activities in Indonesia become online learning. Online learning is followed by new problems, those are limited internet data, bad internet networks, and the use of many applications. Online learning in Indonesia must be immediately optimized because the COVID-19 outbreak is not over yet and there is a discourse that online learning will be applied permanently. The teacher can optimize online learning by building a website as an online classroom. If teachers build their websites, they can adjust the features on the website based on the online learning problems and the subject matter needs. Based on a questionnaire distributed, 83% of student respondents agreed if the teacher made a website. Besides, most of teacher respondents think the website can optimize online learning. The idea of the website as an online classroom is expected to contribute ideas and alternatives for online learning programs in Indonesia.

Technology Tools for Teaching and Learning in Real Time

2019 ◽  
pp. 255-278 ◽  
Author(s):  
Emtinan Alqurashi
Keyword(s):  
Online Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Theoretical Frameworks ◽  
Online Classroom ◽  
Virtual Classrooms ◽  
Technology Tools ◽  
Use Of Technology

Digital technologies provide learners with the opportunity to be actively involved and engaged in the online learning experience. However, with the rapid growth of technology, it can be challenging for instructors to keep up with the changes and assess the effectiveness of new technologies within online learning environments. In order to successfully integrate technology, two theoretical frameworks are commonly used to evaluate instructional technology effectiveness: the SAMR and TPACK models. Although there are many studies that discuss theoretical frameworks for technology integration, there is still a need to discuss the practical use of technology tools in the live online classroom in higher education. This chapter provides instructors with a practical guide for evaluating and implementing synchronous tools to enhance the student experience and learning. It focuses on four components: virtual classrooms, individual activities, real-time assessments, and group work.

scholarly journals Adaptation to Online Technology for Learning during COVID-19 Pandemic: An Observational Study of Effectiveness and Student’s Perception in Various Universities

2021 ◽  
Author(s):  
Saurabh Kumar ◽  
Ankush Sharma ◽  
Shveta Sharma ◽  
Sajjan Pal ◽  
Anand Kumar Singh
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Total Sample ◽  
Online Classes ◽  
Indian Government ◽  
Online Technology ◽  
Rapid Spread ◽  
Teaching Learning ◽  
The University

Introduction: COVID-19 is a newly discovered infectious disease caused by a virus named ‘coronavirus’. To control the rapid spread of the virus, Indian government announced lockdown in whole country. The lockdown has largely affected the lives of students because education was shifted from traditional classroom learning to online learning. After COVID 19 pandemic the online teaching-learning has become more prevalent in India, it becomes particularly important to know its effectiveness and to know whether it’s actually helping the students to achieve what they expect. Aim: The present study was designed to understand the effectiveness, student’s perspective, attitudes and readiness about online classes being conducted at the University level. Materials and Methods: An observational, descriptive study was conducted with a total sample size of 400. Students studying in four different universities were included in the study. The data was collected using a Questionnaire. A semi structured, self-administered questionnaire was prepared on Google Forms with open and close ended questionnaire and was circulated among university going students via WhatsApp and e-mail. The data was tabulated by Google spreadsheet. SPSS version 20 was used for data analysis. Results: Out of 400 students, who participated in the study, 55.25% students liked and 44.75% disliked online teaching during the lockdown period. However, 90.5% said that classroom was an effective platform for learning in comparison to online learning. Total of 6.5% subjects were completely satisfied, 24.5% somewhat satisfied and 8.25% were completely unsatisfied with online learning experience. A 44.75% student also felt difficult to spend several hours on mobile or computer. Conclusion: After analysing the results, it was concluded that the students liked the online classes but are not interested in continuing the same way after the lockdown. They felt that classroom teaching was more effective than online learning due to issues related to topic understanding, net connectivity, and lack of practical and/or demonstrations. Hence, certain improvements must be made to increase its acceptability amongst students.

scholarly journals The use of slang words in online learning context of EFL class

2021 ◽  
Vol 6 (1) ◽  
pp. 55-62
Author(s):  
Rizky Lutviana ◽  
Siti Mafulah
Keyword(s):  
Online Learning ◽  
Classroom Context ◽  
Learning Context ◽  
Online Classroom ◽  
Online Class ◽  
New Strategy ◽  
Teachers And Students ◽  
Teacher Students ◽  
Efl Students ◽  
Students Attitudes

Abstract During Covid-19 pandemic teachers and students in Indonesia adapt to continue learning by implementing online learning. Online learning creates a new way of communication between teacher and students in online classroom context. This way of communication makes both teacher and students employ new strategy in communication, one of which is by using slang words in online class. This study aimed at investigating the use of slang words by 34 EFL students in Translation online class during 1 semester. This study employed descriptive qualitative in which the source of data is the transcript of students’ chat in WhatsApp Group (WAG) during 6 months. Additionally, questionnaire was used to collect the data about students’ attitudes toward the use of slang words. It is found that students used 32 slang words from both English and Indonesian, most slang words used were influenced by popular slang words used in social media. Students mostly used slang words when (1) chatting with friends in discussing informal topic such as holiday, make up class, and connection problem; (2) expressing feeling; (3) addressing their friends’ names; (4) discussing lesson; (5) responding teacher’s question, and (6) greeting the teacher. Students’ attitude toward the use of slang was positive, they explained that they used slang words in online class to make learning atmosphere more alive and relaxed and those make them easier to understand the lesson. However, students limit the use of slang words when chatting with teacher, most students consider impolite to use slang words as freely as when they chatted with their classmates.online learning, slang words, EFL class

scholarly journals Examining Students’ Confidence to Learn Online, Self-Regulation Skills and Perceptions of Satisfaction and Usefulness of Online Classes

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Brittany Landrum
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Time Management ◽  
Self Efficacy ◽  
Learning Experience ◽  
Self Regulation ◽  
Past Research ◽  
Perceived Usefulness ◽  
Online Classes ◽  
Online Class

As online class offerings continue to proliferate and more students take at least one online class in college, more research is needed to explore factors that impact students’ perceptions of their online classes. Past research has found a positive relationship between students’ computer self-efficacy and their satisfaction with online learning, but little research has explored how learning management system and online learning self-efficacy relate to perceptions of satisfaction and perceived usefulness of online classes. In addition to confidence, students must also implement and apply their learning skills in an online environment; thus self-regulation and time management as well as past online learning experience are additional factors that have been shown to be related to satisfaction with and usefulness of online learning. This study explores how students’ confidence regarding their ability to use online learning platforms, utilize self-regulation strategies, and their confidence in their ability to learn in online classes predict both their satisfaction with and perceived usefulness of online classes. Multiple regression analyses revealed that students’ confidence to learn online was the strongest positive predictor of satisfaction and usefulness of online classes. The results indicate that exploring students’ purpose and reasons for taking online classes, beyond a students’ skill set and learning strategies, are fruitful directions to pursue when assessing evaluations of online classes. 

scholarly journals The Three C’s of Effective Online Instruction

2017 ◽  
Vol 1 (3) ◽  
pp. 1-3 ◽  
Author(s):  
Keri E. Justice
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Nursing Faculty ◽  
Online Instruction ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Instructional Delivery ◽  
Online Learners ◽  
Online Classroom ◽  
Program Satisfaction

Although much focus is given to the technological and instructional delivery aspects of online learning, there is also much research available that indicates that online learners perceive instructional effectiveness in the online classroom based on cognitive and social aspects more so than the mechanisms for delivery of content. The perception that online learners do not crave a socially intimate and cognitively meaningful learning experience is false, and often these aspects contribute the greatest to the student’s overall satisfaction with the online learning experience. Behaviors and actions that can be modeled and implemented quite easily in any online course that will significantly increase the effectiveness of online instruction are those that develop and promote communication, connectivity, and compassion. In fact, the Institute for Higher Education Policy’s 2000 report of benchmarks for successful online education emphasizes interaction and engagement in the online learning environment, beyond their focus on instructional delivery mechanisms and materials, course curriculum development, and content of the course itself. By implementing behaviors/actions that model connectivity, compassion, and communication, online learners experience a perceived increase in the quality of instruction they receive and an overall increase in program satisfaction, while faculty and the organization experience an increase in satisfaction due to improved faculty-student relationships, assurance of quality education for the community served, and intrinsic motivation for the provision of more meaningful learning. Key words: Online learning, Online instruction, Effective instruction, Distance learning, Nursing faculty, Communication, Connectivity, Compassion, Instructional delivery

scholarly journals Combination of Synchronous and Asynchronous Models in Online Learning

2021 ◽  
Vol 5 (2) ◽  
pp. 198-217
Author(s):  
Intan Nuyulis Naeni Puspitasari
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Learning System ◽  
Primary Data ◽  
Asynchronous Learning ◽  
Main Question ◽  
Learning Spaces ◽  
Synchronous Learning ◽  
Self Study ◽  
Quality Learning

The implementation of an online learning system due to the Covid-19 pandemic has become a portrait of learning today and the future. Since March 2020 online learning implemented at the IAIN Kediri demands the readiness of lecturers and students to adapt to learning. The researcher as one of the lecturers who is directly involved in online learning has implemented a combination of synchronous and asynchronous learning settings through several learning media. This article is a self-study with a qualitative approach to the researcher's experience in carrying out online learning for one semester. The main question of this research is how do lecturers optimize the student learning experience in online learning using a combination of synchronous and asynchronous models?. A preliminary survey of students at the beginning of the semester and a reflection at the end of the semester researchers used as primary data sources to gain their insight into the online learning experience. Researchers found that this combination of synchronous and asynchronous models was proven to be more able to help students to be directly involved in learning activities and to feel a connection with their peers and lecturers. So that lecturers need to balance the flexibility provided by online space with the synchronous learning environment, according to the abilities and needs of students, as well as providing meaningful and quality learning spaces to achieve planned learning objectives.

scholarly journals Enquiry into the Online Class Intervention during COVID-19 Pandemic: A Case at Shari Higher Secondary School, Paro, Bhutan

2020 ◽  
pp. 155-162
Author(s):  
Bak Bir Rai
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Online Teaching ◽  
School Closure ◽  
Online Classes ◽  
Teachers And Students ◽  
The Status ◽  
Effective Delivery ◽  
Students Attitudes ◽  
Teaching Learning

This paper is a first attempt to study the challenges of online teaching, learning and assessment for teachers and students during the COVID-19 school closure, at Shari Higher Secondary School, Paro. The intervention was on the adoption of online learning as a response to COVID-19, mode of learning presumed as alternative-that need reconsideration and redressing students’ attitudes to this mode of learning. The study was a mixed method approach (both qualitative and quantitative) in nature and used purposive sampling. Data were collected from the students who were actively participating in online classes and all the teachers. The quantitative data was collected using the survey questionnaires as tool to understand the status of online learning in the school. The qualitative study encapsulated the teachers and students perceptions towards the online teaching learning in the school and was collected through open ended questions. Responses from the survey were analyzed using SPSS- descriptive and correlation. The study revealed that for an effective delivery of online teaching, learning and assessment, the mode of instruction needs to be altered, prioritized curriculum needs to be adopted, teachers need to make adjustments in teaching strategies, and students have to be more responsible.

Sign in / Sign up

Export Citation Format

Share Document