scholarly journals Why aren’t they attending class like they are supposed to? A review into students’ perception of the value of class attendance

2019 ◽  
Vol 10 (1) ◽  
pp. 115-129
Author(s):  
Trixie James ◽  
Karen Seary
Keyword(s):  
Academic Achievement ◽  
Learning Experience ◽  
Academic Skills ◽  
Quality Education ◽  
Transition To University ◽  
Face To Face ◽  
Class Attendance ◽  
Vital Component ◽  
Non Traditional Students ◽  
Quality Learning

Enabling courses are designed to assist with the upskilling of non-traditional students in order to make the transition to university more seamless. Enabling educators understand that the cohort who enter via the enabling pathway are unique and require holistic support as the students develop their academic skills and their self-efficacy. Class attendance has long been regarded as a vital component of a quality education, but with the accessibility of online material and the ever-increasing opportunities to study online, the viability and value of face-to-face classes is being challenged. This paper reports the findings of a research project that sought to better understand enabling students’ conceptions of the benefits of attending face-to-face, on-campus classes and the factors that influence their choices to attend. The project investigated the link between attendance, academic achievement and retention and aimed to identify a more effective alignment between the conception of expectations and the provision of a quality learning experience.

scholarly journals The Development of Android-Based Mobile Learning Media (MLM) for Elementary School Students of Kendal Indonesia

2019 ◽  
Author(s):  
Trimurtini . ◽  
Liftiah . ◽  
Farid Ahmadi
Keyword(s):  
Mobile Learning ◽  
Learning Process ◽  
System Development ◽  
Learning Experience ◽  
School Students ◽  
Electronic Learning ◽  
Face To Face ◽  
E Learning ◽  
The Media ◽  
Quality Learning

Learning Media is one of the essential aspects in creating a meaningful and good quality learning process. The use of mobile device in the learning process is called mobile learning (m-learning). It is defined as a learning in which the learners are demanded to be active or moving to places by utilizing a mobile technology device. The existence of m-learning is indeed unable to substitute e-learning (electronic learning) let alone replacing face-to-face meeting in a class. M-learning is intended to complement the learning took place in a class. It also helps the students to re-learn the material they have not understood anywhere and anytime they want. This surely provides novel learning experience for the students. Developing Mobile Learning Media (MLM) is the alternatives in providing the most suitable and effective media in this era. The type of research used in this study is the developing method of SDLC (System Development Life Cycle) of Waterfall. According to the FGD conducted with elementaryteachersinKaliwunguDistrictKendal,thediscussionleadtotheneedupon android-based MLM was in mathematics subject. The researcher then developed the media with the materials that the students needed. This media had been validated by the experts of material, media, and children psychology. Based on the test conducted for the media, it presented that the media is feasible to be used. The try out for the Android-based MLM-media was limitedly administered to ten students of Fifth Grade and one teacher, and try out was conducted successfully and showed positive results.

scholarly journals Teaching English Pronunciation Online during the COVID-19 Crisis Outbreak

2021 ◽  
Author(s):  
Leticia Quesada Vázquez
Keyword(s):  
Learning Experience ◽  
Teaching English ◽  
High Quality ◽  
Face To Face ◽  
Open Questions ◽  
English Pronunciation ◽  
The Face ◽  
Online Setting ◽  
University Course ◽  
Quality Learning

The abrupt emergence of the COVID-19 pandemic in spring 2020 forced tertiary professors to urgently adapt the face-to-face courses they were lecturing to emergency remote teaching. Researchers of different fields have started to investigate and share their thoughts on which are the best methodologies to guarantee a high-quality learning experience while coping with students’ anxiety and teachers’ lack of technical background. The present study examines the adaptation of an English pronunciation course at Rovira i Virgili university to the online setting imposed by the outbreak of the pandemic. The students who took the course were asked to fill in a satisfaction survey containing multiple choice, Likert scale and open questions on the different measures taken and the general progress of the course. Results show that students were higly satisfied with the adaptation of the course to the online context, and that the methods adopted and tools provided were useful and sufficient to continue with the adequate functioning of the course. Hence, this study is a sample of how to teach pronunciation remotely in particular, and how to successfully adapt a face-to-face university course to emergency remote teaching in general, guaranteeing students’ learning and engagement.

scholarly journals Teaching Massive, Open, Online, Courses (MOOCs): Tales from the Front Line

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Patrick Lowenthal ◽  
Chareen Snelson ◽  
Ross Perkins
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Learning Experience ◽  
Teaching Experience ◽  
Mixed Methods Study ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Face To Face ◽  
Quality Learning

Very little research has been conducted about what it is like to teach a MOOC. Given this, a mixed methods study, involving a survey of 186 MOOC instructors and 15 follow-up interviews, was conducted to explore the motivation, experiences, and perceptions of instructors who have taught massive open online courses. Findings indicate that instructors were motivated to teach MOOCs for three main reasons: (1) interest and passion, (2) publicity and marketing, or (3) benefits and incentives. Most instructors had little online teaching experience prior to teaching their first MOOC, but were satisfied with the experience. The majority believed their own MOOC provided a high quality learning experience but thought that MOOCs overall might not be as good as face-to-face courses. Concerns were raised about the future of MOOCs for online learning.

Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households

2019 ◽  
Vol 62 (6) ◽  
pp. 884-906
Author(s):  
Lilla K. Pivnick
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Birth Cohort ◽  
Math Achievement ◽  
Academic Skills ◽  
Ecological Systems ◽  
Regression Analyses ◽  
Early Academic Achievement

Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.

Childhood Social Skills as Predictors of Middle School Academic Adjustment

2016 ◽  
Vol 37 (6) ◽  
pp. 825-851 ◽  
Author(s):  
Gordon Emmett Hall ◽  
James Clyde DiPerna
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Social Skills ◽  
Academic Adjustment ◽  
Approaches To Learning ◽  
Academic Skills ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Achievement Data ◽  
Kindergarten Class

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school.

scholarly journals Beyond e-learning: from blended methodology to transmedia education

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Valentina Favrin ◽  
Elisabetta Gola ◽  
Emiliano Ilardi
Keyword(s):  
New Media ◽  
Learning Experience ◽  
Educational Activity ◽  
Dynamic Learning ◽  
Face To Face ◽  
Convergence Culture ◽  
E Learning ◽  
Collaborative Working ◽  
The University ◽  
Traditional Activity

Abstract Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not)). In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons) to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media) – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

Effect of Digital Pedagogy in Ierventions in Rural Areas

2021 ◽  
pp. 227-240
Author(s):  
Sona Ahuja ◽  
Diksha Yadav
Keyword(s):  
Academic Achievement ◽  
Rural Areas ◽  
Online Teaching ◽  
Tamil Nadu ◽  
Learning Experience ◽  
Learning System ◽  
School Students ◽  
Digital Pedagogy ◽  
Set Up ◽  
Teaching Learning

The present study provides a description of the model of interactive digital pedagogy for remote areas and its impact on pedagogical satisfaction and academic achievement of students. This pedagogical intervention was designed to enrich and supplement the teaching-learning experience in remote and underprivileged schools through the use of technology. An interactive online teaching-learning system was set-up using a digital pedagogy. 150 school students and 80 prospective teachers from three higher secondary schools of Madhya Pradesh and Tamil Nadu participated in the study. Pedagogical satisfaction and academic achievement of the school students who studied in this set-up were examined. The results revealed that active learning, technological competence and learner autonomy were enhanced in an online environment when compared to an offline environment.

Active Learning Online

2022 ◽  
Vol 12 (1) ◽  
pp. 1-13
Author(s):  
Viktor Wang ◽  
Leslie Hitch ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Strategic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Current Century ◽  
Teaching Goal ◽  
Current Article

Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.

scholarly journals Online or not? A comparison of students’ experiences of an online and an on-campus class

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
Tennyson Mgutshini
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Measurement Tool ◽  
Online Students ◽  
Cross Sectional ◽  
Student Centered ◽  
Face To Face ◽  
Multiple Data

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students’ satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students’ experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an ‘achievement of learning outcomes’ measurement tool. Students on the online cohort performed better in areas where ‘self-direction’ in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

Sign in / Sign up

Export Citation Format

Share Document