scholarly journals Effectiveness of Online Learning When Implementing Collaborative Online Learning In Flipped Classroom

2021 ◽  
Vol 26 ◽  
pp. 234-249
Author(s):  
NGO Van Thien
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Factor Loading ◽  
Learning Task ◽  
College Level ◽  
Online Questionnaire ◽  
First Year Students ◽  
Course Content ◽  
Independent Variables ◽  
Students Satisfaction

The COVID 19 pandemic has forced schools, Universities to deliver courses in online learning environments. Finding an effective online learning model is crucial for online teachers to design, develop, and deliver an online course. This research has been conducted to analyze the online learning activities through using collaborative online learning in the flipped classroom for the students at the college level.  Data have been gathered through an online questionnaire and it was sent to 300 first-year students in the department of electronic and electrical engineering attending physics courses at Cao Thang Technical College. Cronbach’s Alpha is applied to evaluate the reliability and internal consistency of the associated factors. The exploratory factor analysis is performed to extract the variables and measure the factor loading in this study. Nine factors have been found to evaluate the effectiveness of collaborative online learning with flipped classroom, including goal and learning outcome (GLO), assessment strategy (AS), learning task (LT), course content (CC), learning resource materials (LRM), collaborative online learning (COL), types of interactions (ToI), types of presence (ToP), problem-solving task in post-class (PST-PC). The relationship between the dependent variable and independent variables is determined by using the linear regression model. The results show that nine independent variables were used in the study viz. GLO, AS, LT, CC, LRM, COL, ToI, ToP, and PST-PC positively impact students’ satisfaction and further students’ satisfaction positively impact the effectiveness of online learning (EOL).

scholarly journals An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

2018 ◽  
Vol 12 (7) ◽  
pp. 70
Author(s):  
Hueyzher Ng ◽  
Sakina Sofia Baharom
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Quantitative Methods ◽  
Online Courses ◽  
Secondary School Teachers ◽  
College Level ◽  
Mixed Methods Design ◽  
Self Regulated Learning ◽  
Students Satisfaction

The demand for online programmes is continuously increasing at varying degrees, with the major appeal coming from adult learners whom are managing with the numerous demands from other work and life domains. These adult learners have their own varied expectations from the online learning process. The purpose of this paper is to investigate the degree to which other predictors contribute to adult learners’ satisfaction in online learning environment. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended questionnaire items), gathering the feedback of 200 adult learners whom comprises of secondary school teachers and college level teachers, enrolled in professional online courses. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management system (LMS) such as Moodle as well as functions from the LMS.  The results showed that the items such as learner-content interaction, self-regulated learning design, and Internet self-efficacy were good predictors of students’ satisfaction. Implications of these findings for higher education in providing blended or online programmes for adult learners are also discussed.

Towards a Flipped Classroom Based on a Context-Aware Mobile Learning System (FC-CAMLS)

2020 ◽  
pp. 43-56
Author(s):  
Mahnane Lamia ◽  
Hafidi Mohamed
Keyword(s):  
Mobile Learning ◽  
Structural Equation ◽  
Flipped Classroom ◽  
Learning System ◽  
Equation Modeling ◽  
Context Aware ◽  
Course Content ◽  
Positive Effects ◽  
Mobile Learning System ◽  
Students Satisfaction

The approach proposed in this chapter called flipped classroom based on context-aware mobile learning system (FC-CAMLS) aims to provide learners with an adapted course content format based on their feedback and context. The latter has a significant influence on multimedia content in adaptive mobile learning. The contribution was applied in the context of the flipped learning in order to manage the heterogeneity of context imposed by this approach. Firstly, the authors present a quantitative analysis by means of structural equation modeling to analyze the causal relationships of knowledge, skills, and motivation with students' satisfaction. Secondly, they confirm that the proposed flipped classroom has positive effects on students' knowledge, skills, and motivation. Finally, the research provides useful results that the use of the context dimensions and learner feedback in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.

scholarly journals Attitudes and Challenges Towards Virtual Classes in Learning English Language Courses From Students' Perspectives at Taibah University During COVID-19 Pandemic

2021 ◽  
Vol 12 (3) ◽  
pp. 419-428
Author(s):  
Mohammad Abd Alhafeez Ali Ta'amneh
Keyword(s):  
Online Learning ◽  
English Language ◽  
Learning System ◽  
Online Questionnaire ◽  
First Year Students ◽  
First Semester ◽  
Advantages And Disadvantages ◽  
Virtual Classes ◽  
Students Attitudes ◽  
Learning English

Educational institutions all over the world have shifted from conventional education to distance (online) learning system as a result of the ongoing COVID-19 pandemic. Identifying the advantages and disadvantages of online learning during the present pandemic can help the professors, educators, and educational experts in taking and adopting new appropriate decisions that match the students' needs in such difficult conditions. This study aimed at investigating the first year students’ attitudes towards virtual classes in learning English courses. It also aimed to identify the obstacles that encounter them while using this kind of learning. The sample of the study consisted of 336 students at Taibah University during the first semester of the academic year 2020/2021. A well-designed online questionnaire was used to collect data. Results revealed that students’ attitudes towards the use of the online learning were positive. Students considered this kind of learning as the best strategy during COVID-19 pandemic. The results also showed that the students faced some pedagogical, technical and personnel obstacles while attending virtual classes.

scholarly journals Online Learning During the Covid-19 Pandemic: Readiness and Satisfaction among Indonesian Students

2021 ◽  
Author(s):  
Mohamad Arief Rafsanjani ◽  
Heni Purwa Pamungkas ◽  
Nujmatul Laily ◽  
Andri Eko Prabowo
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Structural Equation ◽  
Online Communication ◽  
Point Of View ◽  
Online Questionnaire ◽  
Four Dimensions ◽  
Starting Point ◽  
The Relationship ◽  
Students Satisfaction

The spread of Covid-19 has affected the entire world, including the education sector in Indonesia. This study examines the relationship between Indonesian students’ readiness and students satisfaction with online learning during the Covid-19 pandemic. It used an online questionnaire to reach 518 students as a participant. Structural equation modelling (SEM) with SmartPLS software was utilised to examine the relationship between the variables. The finding indicated four dimensions of student readiness (online student attributes, time management, technical competencies, and online communication competencies) closely related to students’ satisfaction with online learning. The result provided an understanding of the condition of online learning satisfaction from students readiness point of view during the Covid-19 pandemic in Indonesia. This study serves as a starting point for stakeholders (government and education institutions) in making future policies.

scholarly journals Examining students' continuous use of online learning in the post-COVID-19 era: an application of the process virtualization theory

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ayman Alarabiat ◽  
Omar Hujran ◽  
Delfina Soares ◽  
Ali Tarhini
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Learning Context ◽  
Online Questionnaire ◽  
Content Type ◽  
Process Virtualization ◽  
Intention To Continue ◽  
The Impact ◽  
Students Satisfaction

PurposeThis study investigated the impact of the virtualization requirements of the learning process on students' satisfaction and their intention to continue using online learning.Design/methodology/approachA research model was developed using the process virtualization theory (PVT); it was validated empirically using data obtained from an online questionnaire-based survey of 489 undergraduate students.FindingsThe main results support the role of representation for sensory requirements, sensory requirements, reach, representation for relationship requirements and relationship requirements on shaping students' satisfaction, which all also have a significant influence on students' intention to continue using online learning. Relevance factors are responsible for 61.6% of the variance in students' satisfaction and 83.6% of the variance in their intention to continue using online learning. However, neither the synchronism requirements nor the identification and control requirements had a significant effect on students' satisfaction or on their intention to continue using online learning.Originality/valueThe present research focused on PVT in an online learning context; consequently, a new set of factors that influenced students' satisfaction with and intentions to continue using online learning was empirically tested for the first time. This research contributes to the literature on information systems because it advances the generalizability and applicability of the PVT in a new context and new cultural setting. Moreover, the research apprises researchers and practitioners of new factors, which should be understood and fulfilled to make virtual learning equivalent to the face-to-face learning experience.

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 The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

2018 ◽  
Vol 7 (4.15) ◽  
pp. 435
Author(s):  
Cahyo Hasanudin ◽  
Ayu Fitrianingsih ◽  
. .
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Visual Learning ◽  
First Year ◽  
First Year Students ◽  
Auditory Learning ◽  
Data Collection Technique ◽  
Normalized Gain ◽  
Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.  

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

Pandemic-Driven Online Teaching - the Natural Setting for a Flipped Classroom?

2021 ◽  
Author(s):  
Victor K. Lai
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Natural Setting ◽  
Traditional Lectures ◽  
Online Setting ◽  
Method Of Instruction

Abstract As the COVID-19 pandemic forced a sudden shift to online teaching and learning in April 2020, one of the more significant challenges faced by instructors is encouraging and maintaining student engagement in their online classes. This paper describes my experience of flipping an online classroom for a core Chemical Engineering Fluid Mechanics class to promote student engagement and collaboration in an online setting. Comparing exam scores with prior semesters involving in-person, traditional lecture-style classes suggests students need a certain degree of adjustment to adapt to this new learning mode. A decrease in Student Rating of Teaching (SRT) scores indicates that students largely prefer in-person, traditional lectures over an online flipped class, even though written comments in the SRT contained several responses favorable to flipping the class in an online setting. Overall, SRT scores on a department level also showed a similar decrease, which suggests students were less satisfied with the quality of teaching overall throughout the department, with this flipped method of instruction neither improving nor worsening student sentiment towards online learning. In addition, whereas most students liked the pre-recorded lecture videos, they were less enthusiastic about using breakout rooms to encourage student collaboration and discussion. Further thought and discussion on best practices to facilitate online student interaction and collaboration are recommended, as online learning will likely continue to grow in popularity even when in-person instruction resumes after the pandemic.

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