scholarly journals E-Learning Education System Design

2021 ◽  
pp. 60-64
Author(s):  
Neetu Malhotra
Keyword(s):  
Psychological Health ◽  
Online Courses ◽  
Teaching Methodology ◽  
Student Interactions ◽  
Active And Collaborative Learning ◽  
Online Mode ◽  
Academic Level ◽  
Academic Challenge ◽  
E Learning ◽  
The Impact

The impact of pandemic COVID-19 is visible in every sector around the world. The educational services of India as well as world are badly affected by this worldwide pandemic.. It has created very bad impact during lockdown as 32 crore students had stopped to go to their learning centres and learning have been started on online mode during the pandemic phase. At the academic level we have seen leaders tackle the COVID-19 emergency from the strategy .The main objective of this paper, are to assess the impact of covid-19 on education sector and to study the psychological health of students also, the effectiveness of E-learning compared with traditional teaching methodology. According to a study conducted on student engagement in online courses at three different universities. level of Academic challenge, Guest Faculty to students , faculty to student interactions, student to faculty interactions, active and collaborative learning, enriching educational experience among others are used as the study’s benchmark. Their research reveals that students view faculty feedback as the most important and frequent type of interaction between student and faculty and those students also acknowledged a learning benefit associated with working in groups.

scholarly journals Impact of ICTs and emergency remote teaching on technical and technological education

Minerva ◽  
2021 ◽  
Vol 2 (6) ◽  
pp. 90-97
Author(s):  
Carolina Armendáriz ◽  
Diego Yumisa ◽  
Gustavo Bunay
Keyword(s):  
Professional Training ◽  
Online Courses ◽  
Educación Superior ◽  
Technological Education ◽  
Face To Face ◽  
Educacion Superior ◽  
Education Data ◽  
E Learning ◽  
The Impact ◽  
Tecnología Educativa

Due to the national state of emergency, the restriction of mobility and the adoption of teleworking are established to fulfill the activities. The Higher Institutes take on the challenge of changing face-to-face classes to remote courses through virtual platforms. The purpose of this study is to investigate the impact of ICTs and emergency remote teaching in technical and technological education. Data was collected from 140 students from 2 institutes in the city of Ambato. The impact of online courses and the use of technological tools was investigated. As a result, the students of the technological careers consider this new modality of receiving classes a learning opportunity, despite the connectivity problems that occurred in the homes, they consider that the contribution of ICTs and remote teaching as part of education distance learning is important in their professional training. Keywords: Remote emergency teaching, ICTs, connectivity, education. References [1]O. Picardo, "COVID-19: Una mirada interdisciplinaria a la pandemia..," REDICCES, 2020. [2]H. M. Abdulrahim, "transformación digital de la educación superior saudita," Asian Journal of Distance Education, 2020. [3]T. Bates, " Informes de investigación sobre Covid-19 y Aprendizaje remoto de emergencia / Aprendizaje en línea," tonybates.ca, 2020. [4]M. Bond, K. Buntins, S. Bedenlier, O. Zawacki-Richter and M. Kerres, "Mapeo de la investigación sobre la participación de los estudiantes y la tecnología educativa en la educación superior: un mapa de evidencia sistemático," Revista Internacional de Tecnología Educativa en la Educación Superior, p. 7, 2020. [5]S. Alqabbani, A. Almuwais, N. Benajiba and F. Almoayad, "Preparación para el cambio de emergencia al aprendizaje remoto durante la pandemia de COVID-19 entre los profesores universitarios," E-Learning y medios digitales, vol. 5, no. 460-479, 2020. [6]P. Bawa, "Aprendizaje en la era del SARS-COV-2: Un estudio cuantitativo del desempeño de los estudiantes en la era de la enseñanza remota de emergencia," Computers and Education Open , vol. 1, 2020. [7]S. J. G. Merchán, "Las TIC en la educación superior durante la pandemia de la COVID-19.," Las TIC en la educación superior., 2017.

scholarly journals The Impact of Covid-19 on Online Learning Activities at The University of The Helvetia Medan Health Institute

2020 ◽  
Vol 1 (2) ◽  
pp. 27-34
Author(s):  
Indra Ginting ◽  
Asriwati Asriwati ◽  
Ismail Effendy ◽  
Tiwanto Dakhi
Keyword(s):  
Online Learning ◽  
Health Data ◽  
Learning Activities ◽  
Internet Connection ◽  
Online Mode ◽  
E Learning ◽  
Qualitative Descriptive ◽  
University Level ◽  
The University ◽  
The Impact

COVID-19 is a disease outbreak that originated in China that is spreading rapidly throughout the world. COVID-19 spread in Indonesia in mid-March 2020. The spread of this virus caused losses to many countries, especially in the economic sector. In the field of education, COVID-19 also drastically changes the learning model; All learning activities are carried out online, starting from elementary school to university level. This research is a qualitative descriptive study that describes online learning activities at the Helvetia Institute of Health after it has been determined that all learning activities are carried out at home using online mode. The subjects consisted of 4 students and 3 lecturers at the Helvetia Institute of Health. Data collection using interviews. Based on the results of interviews, online learning activities at the Helvetia Institute of Health have been effective by using the Zoom, Google Classroom, Schoology, Webex, E-Learning, WhatsApp, and Cloux applications. Obstacles in the implementation of online learning are the problem of internet connection and inadequate economy.

scholarly journals Perceived stress among university students in Oman during COVID-19-induced e-learning

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Mustafa Malik ◽  
Sarfaraz Javed
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Perceived Stress ◽  
Online Courses ◽  
High Stress ◽  
Significant Negative Correlation ◽  
Health Issues ◽  
E Learning ◽  
The University ◽  
The Impact

Abstract Background Higher education institutions across the world moved to e-learning in response to the disruptions caused by the pandemic. While e-learning has an advantage for students that they can attend to their courses from anywhere at their convenience, yet the sudden disruptive shift to e-learning during the pandemic saw students facing many challenges, which had strong ability to induce mental health issues among the students. This study aimed at examining the impact of COVID-19-induced e-learning on the university students’ stress perceptions in Oman. Results A total of 966 usable responses were received. The results showed that 96.9% (moderate stress = 82.5% and high stress = 14.4%) reported having experienced stress through e-learning during COVID-19. The results further indicated that there was a significant negative correlation between perceived stress and the students’ academic performance. The family support and institutional support were observed to have a significant effect on students’ stress perception. Conclusions Students are away from the physical campuses over a year now, continuing their courses and programs online. The numerous challenges they are facing through e-learning, together with the prevailing uncertainty, have intensified stress among them. The continued stress over time will not only affect their academic performance, but their mental and physical health as well, as the stress has proven to be one of the major causes of various physical and mental disorders. While e-learning seems to emerge as a new normal, the students require proper attention, help, and support from their families and institutions. The institutions should revisit their online courses and program delivery mechanisms, methods, and practices to ensure that students are not over stressed.

scholarly journals Enhancing student retention rates on open non-formal online language learning courses

2019 ◽  
Vol 2 (1) ◽  
pp. 25-26
Author(s):  
Neil Cowie ◽  
Keiko Sakui
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Language Teaching ◽  
Student Support ◽  
Drop Out ◽  
Computer Assisted ◽  
Education Student ◽  
Online Students ◽  
E Learning ◽  
The Impact

Open non-formal online courses (Rha, 2018) are becoming increasingly popular as a self-paced option for learners. These courses are often hosted by commercial platforms where teachers and course creators develop and market courses to students across the globe. The numbers of students enrolled on these kinds of courses is hard to estimate but figures from providers do indicate the numbers are significant. For example, the Udemy course provider (https://www.udemy.com) states that as of October 2019 it has over 30 million students learning on 50,000 courses. However, the attrition rates for such courses, similar to other online options such as MOOCs, can be high (Sánchez-Elvira Paniagua & Simpson, 2018). In this presentation two teacher-researchers reflect on and analyse their experience of creating open non-formal online courses for English language learners, and go on to suggest several practical techniques to decrease the number of students that may drop out. The theoretical framework for this paper is that of exploratory practice (Allwright, 2003). This is an approach to teacher development in which teachers collect information on their courses and then try to use that data to reflect on their practice and improve conditions for learning. The two sources of data are the meta analytics supplied by Udemy for every course and surveys from university students who were asked to evaluate different types of video. These two sources of data were analysed using a two-step coding approach (Miles, Huberman & Saldana, 2014) in which codes are assigned and then grouped together based on emergent themes. In the presentation, firstly, the wider reasons why online students drop out, such as insufficient support (Simpson, 2017) or the impact of cognitive overload (Sweller, Ayres & Kalyuga, 2011), are discussed and several ways are suggested to get around these issues. Secondly, various principles of instructional design such as keeping lessons consistent but variable, relevant, and divided into manageable chunks are recommended (Lehman & Conceição, 2014). Finally, a number of ways that videos can be made more engaging are shown (Mayer, 2017), especially focusing on how a talking head can be best portrayed in order to give the clearest information and develop a more personalised teacher presence (Garrison, 2011). Although the data and analysis are focused on open non-formal online courses the findings and discussion are of relevance to other forms of online instruction and multimedia learning.   References   Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching.      Language Teaching Research, 7(2),113-141. https//doi.org/10.1191/1362168803lr118oa Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. (2nd ed.). New      York, NY: Routledge. http://dx.doi.org/10.4324/9780203166093 Lehman, R., & Conceição, C. (2014). Motivating and retaining online students. San Francisco, CA: Jossey-      Bass. Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33, 403- https//doi.org/10.1111/jcal/12197 Miles, M.B., Huberman, A.M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook.        London: Sage. Rha, H.M. (2018). A study on the classification of online education types and development of quality      management indicators for lifelong vocational skills development. In T. Bastiaens et al.        (Eds.). Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 759-      763). Amsterdam, Netherlands: Association for the Advancement of Computing in Education      (AACE). Retrieved from https://www.learntechlib.org/p/184274. Sánchez-Elvira Paniagua, A., & Simpson, O. (2018). Developing student support for open and distance      learning: The EMPOWER project. Journal of Interactive Media in Education, 1(9), 1–10,      https://doi.org/10.5334/jime.470 Simpson, O. (2017). Innovations in distance education student support: What are the chances? In: G.      Ubachs, L., Konings, & M. Brown (Eds.). The Envisioning Report for Empowering Universities (pp.      52-55). Available from: https://empower. eadtu.eu/images/report/The_Envisioning_Report_ for_      Empowering_ Universities _ 1st_ edition_2017.pdf Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer.

scholarly journals THE PERSONIFICATION OF THE USER’S INTERFACE: CLASSIFICATION VS. CLUSTERIZATION OF USERS OF ONLINE COURSES

2019 ◽  
Vol 2 ◽  
pp. 218
Author(s):  
Nataliia D. Matrosova ◽  
Dmitry G. Shtennikov
Keyword(s):  
Information System ◽  
Online Courses ◽  
Online Course ◽  
Individual Level ◽  
System Building ◽  
Distant Learning ◽  
E Learning ◽  
Real Value ◽  
Information Personalization ◽  
The Impact

Researchers compared the classification and the clusterization of users of online course for the personification of the users’ information system interface. When interacting with control and information systems, users may manifest individual features, including implicit characteristics that may affect one’s results within the system. At the same time due to information system building peculiarities one of the most comprehensive statistics can be collected via e-learning systems. When using a course, the user leaves a wide trail of activity that may contain different information depending on the learning environment structure. Online blended learning courses draw the researcher’s attention to the impact of digital teaching models on students as well as its ability to adjust distant learning courses to individual students’ needs and differences. Information personalization is a highly relevant content presentation at the most individual level. Therefore, the task of personalization is to show users information that meets their needs and interests. Personalization gives the opportunity to focus on points that have real value for users.

scholarly journals Effect of COVID-19 on Education in Saudi Arabia and E-Learning Strategies

2021 ◽  
Vol 7 (1) ◽  
pp. 359-376
Author(s):  
Dalal Bahanshal ◽  
Intakhab Alam Khan
Keyword(s):  
Saudi Arabia ◽  
Distance Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Online Mode ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
E Learning ◽  
Online Distance Learning ◽  
The Impact

The overall purpose of this paper is to explore the adverse effect of COVID-19 on the learning environment in the kingdom of Saudi Arabia (KSA). Considering that the impact of the coronavirus on education was abrupt, there was no contingency plan to mitigate the effect other than to shift to remote learning. The research addresses the question whether online/distance learning classes were effective. To deal with the research questions, the authors elicited teachers’ and students’ perceptions of regarding the challenges they faced amidst COVID-19 in learning via virtual mode- the only alternative e-learning strategy available at the time of social distancing. Hence it is important to mention that King Abdulaziz University (KAU) has been using e-learning/blended learning for more than a decade under the umbrella of the deanship of distance learning of KAU, however, in a different scenario. Data was collected from teachers and students through two questionnaires (adapted). The results reported that the majority of the participants had positive attitudes towards E-learning. It was also found that students were prepared to shift to online mode to avoid any academic loss.

scholarly journals Modern e-learning technologies: analysis of the impact of gamification methods on student engagement in the educational process

2020 ◽  
Vol 9 (3) ◽  
pp. 47-58
Author(s):  
S.S. Ermakov
Keyword(s):  
Online Courses ◽  
Learning Technologies ◽  
Educational Process ◽  
Analysis And Design ◽  
Motivational Design ◽  
Educational Motivation ◽  
E Learning ◽  
Effective Use ◽  
Game Elements ◽  
The Impact

The article presents the factors influencing the learning outcomes in distance format, modern types of e-learning and factors that affect the educational motivation of users in online courses. The features of educational motivation are considered and the process of motivational design in e-learning is presented. As a key method of increasing motivation and involvement in the educational process of online courses, the article describes the technology of gamification. The paper also presents the «Octalize» method, developed and applied for the balanced and effective use of gamification techniques, assessment of the main motivational factors, as well as for the analysis and design of optimal conditions for the presence of game elements in the educational process.

scholarly journals Perception and Preference of Students towards E-Learning with regard to Web-based Supplemental Courses

2020 ◽  
Vol 8 (6) ◽  
pp. 4021-4025
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Value Added ◽  
User Friendliness ◽  
Learner Engagement ◽  
Online Programs ◽  
Course Content ◽  
Online Mode ◽  
Information And Communication ◽  
E Learning

Online Courses have become the new normal in the higher education landscape. With rapid developments in information and communication technology, higher education institutions are turning their focus towards course offerings in the online mode. It is imperative for institutions to understand the perspective of the learners so that they can offer better service. This paper endeavors to highlight the factors that influence the learners who take up online supplemental courses that are offered along with the conventional degree programs. Learners who took up value added courses were contacted for the purpose of understanding their perception with regard to usability, user friendliness, navigation, assessment, feedback, course content, test friendliness etc. An exploratory factor analysis was carried out. Results show that user friendliness and learner engagement were the focal points to promote online learning. Learner satisfaction with regard to CDROM that was given as supplemental learning tool was measured and learners were found to be satisfied with this. Suggestions for offering user friendly and engaging online programs are given. Students who completed the course felt very optimistic about the program compared to those who did not complete.

scholarly journals A framework for developing competencies in open and distance e-learning

2013 ◽  
Vol 14 (1) ◽  
pp. 167 ◽  
Author(s):  
Patricia B Arinto
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Mode Of Delivery ◽  
Single Mode ◽  
The Philippines ◽  
Faculty Training ◽  
Design Practices ◽  
Online Mode ◽  
E Learning ◽  
The Impact

<p>Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-learning (ODeL), as this trend might be called, on the course design practices of faculty members at a small single-mode distance education university in the Philippines. Specifically, the paper presents and analyses the faculty’s perspectives on how their course design practices have changed and issues and challenges arising from these changes. The findings suggest that faculty training programs in ODeL should aim to develop a comprehensive range of ODeL competencies in a systematic and coherent way. Based on the findings, as well as research on practitioner development in teaching effectively with technology, a framework for developing ODeL competencies among faculty is proposed. Aside from covering the four areas of change in course design practice identified in the study, the framework also specifies levels of expertise (basic, intermediate, and advanced), indicating degrees of complexity of the knowledge and skills required for each area at each level. All of the competencies listed for all four areas at the basic level comprise the minimum competencies for teaching an online distance education course.</p>

Sign in / Sign up

Export Citation Format

Share Document