scholarly journals Omani EFL learner perceptions and motivation toward online learning

2021 ◽  
Vol 18 (4) ◽  
pp. 169-183
Author(s):  
Behnam Behforouz ◽  
◽  
Ali Al Gaithi ◽  
Neda Fekri ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Teaching Method ◽  
Online Classes ◽  
Learning And Teaching ◽  
Digital Community ◽  
Online Platforms ◽  
Learner Perceptions ◽  
Almost All ◽  
First Time

In early 2020, with the breakout of COVID-19, almost all the world institutions shifted to online learning and teaching. Besides the shortcomings, new learning and teaching method was introduced globally. 48 Omani participants of this study were the first batch of learners who have experienced online learning and teaching for the first time in their life. Therefore, this study tried to understand their levels of motivation and perceptions of online learning. The study also tried to find out the gender difference and the motivational level among the participants. Participants were sent two questionnaires through the Google form, and their responses were analyzed accordingly. The study revealed that Omani students were motivated to exchange learning and teaching materials through online platforms, and the female ones showed slightly more interest in online classes. In addition, the students showed positive perceptions toward and willingness to continue using online platforms for the learning process. Since they are the first group of students with online learning experiences, the study can motivate the teachers to focus on more digital contexts of their study, help them to focus on the design and preparation of materials for the digital community, and curriculum developers can introduce more practical learning and teaching techniques suitable for online education.

scholarly journals Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Zakaryia Almahasees ◽  
Khaled Mohsen ◽  
Mohammad Omar Amin
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Data Privacy ◽  
Privacy And Security ◽  
Learning And Teaching ◽  
Face To Face ◽  
Learning Challenges ◽  
Face To Face Learning ◽  
Method Of Instruction ◽  
Self Learning

COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

scholarly journals Introducing a Pre-Determined Feedback Pool for Evaluating Students’ Online Discussion Participation

2018 ◽  
Vol 7 (1) ◽  
pp. 87-107
Author(s):  
Dilani Perera-Diltz ◽  
R.J. Davis ◽  
Sedef Uzuner Smith ◽  
Carl Sheperis
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Performance ◽  
Learning Environments ◽  
Online Discussion ◽  
Self Regulation ◽  
Online Classes ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Instructor Feedback

As self-regulation for successful online learning is a relatively new focus in online education, more attention is directed toward initiatives to help students become more cognizant of their learning efforts in online learning environments. Grounded in the idea that self-regulation is feedback dependent, we argue for the necessity of instructor feedback on student performance in online classes.  The specific focus is instructor feedback on students’ online discussion contributions.  To assist instructors in managing their feedback practices in large online classes with numerous discussion entries, we present a feedback pool that includes a range of predetermined comments instructors can choose from while assessing their students’ discussion participation. 

scholarly journals WHY DO HIGHER-EDUCATION INSTITUTIONS PURSUE ONLINE EDUCATION?

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Stephen Schiffman ◽  
Karen Vignare ◽  
Christine Geith
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Higher Education Institutions ◽  
For Profit ◽  
Large Enrollment ◽  
Access And Quality ◽  
Unique Item ◽  
Type Of Institution ◽  
First Time

Using a unique item included for the first time in the Sloan Consortium’s 2006 national survey of online learning, the authors analyze the reasons why higher-education institutions engage in online learning. Nine reasons are explored from contributing to extension efforts to returning a surplus. Eight of the nine reasons are found to vary in importance depending on the type of institution. Significant differences were found for associate-level institutions, for-profit institutions and large-enrollment institutions. The authors examine the findings for access and quality themes.

Dental students’ education in the era of COVID-19 pandemic: from reality to virtuality: lessons to be learnt. (Preprint)

2020 ◽  
Author(s):  
Rola Alhabshneh ◽  
Anas Alibrahim ◽  
Tahani Abu-Alteen ◽  
Wiam Hamadah ◽  
Yousef Khader
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Dental Students ◽  
New Era ◽  
Learning And Teaching ◽  
Educational Plan ◽  
Dental Procedures ◽  
E Learning ◽  
Comprehensive Search

BACKGROUND The pandemic of coronavirus disease 2019 (COVID-19) has become a major public health challenge for many countries around the world. The global lockdown of educational institutions is going to cause major disruption to students’ learning and cancellation of their yearly assessments. Dental students are particularly at risk, due to the possibility of aerosols produced in many dental procedures that were suggested as a way of transmission of the COVID-19 virus. Shifting to online learning is needed in this era. OBJECTIVE This article aims to review the online learning experience, the effectiveness of tele-dentistry and the importance of implementing dental virtual simulation in preclinical and clinical courses during pandemics. Some suggestions are also provided to widen communication and creativity in the education system. The limitations of online learning and suggested solutions are also discussed. METHODS Two independent investigators conducted an electronic comprehensive search of PubMed/MEDLINE for articles published between 2000 and 2020, using the following search terms: “online education”; “Tele-dentistry”; “Education during pandemics”; “Virtual dentistry”; “COVID-19 reshaping education”; and “Dental E-learning.” Studies were selected and classified as included or excluded based on the title and abstract of the articles by the 2 researchers, working independently. Articles included were published in English, related to dentistry and online education. Articles excluded were not published in English or related to conventional education. It was not possible to analyze included articles, therefore we decided to do narrative review only. Authors’ points of view and suggestions were also added to shed light on the online learning experience and understand its quality and effectiveness during pandemics. RESULTS : from 150 articles reviewed, only 30 articles were found to qualify for inclusion. All included articles discussed online education based on experience of authors and provided some suggestions so that online learning experience becomes more effective. All included articles found that online education is a useful tool to be invested at times of pandemics and that it needs to be empowered and improved by schools and universities. CONCLUSIONS Being successful in riding the wave will take dental learning and teaching into a new era. In the future, every dean and faculty member will understand that online education is not only a potential source for new revenue. Instead, online education will be recognized as an essential core to every educational plan for institutional resilience and academic continuity. CLINICALTRIAL None

Online learning and teaching for the SDGs – exploring emerging university strategies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jayden Holmes ◽  
Oli Rafael Moraes ◽  
Lauren Rickards ◽  
Wendy Steele ◽  
Mette Hotker ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Total Sample ◽  
Theory And Practice ◽  
Content Type ◽  
Learning And Teaching ◽  
Institutional Leadership ◽  
Global University ◽  
Development Goals ◽  
The Impact

Purpose The purpose of this paper is to explore emerging synergies and tensions between the twin moves to the United Nations Sustainable Development Goals (UN SDGs) and online learning and teaching (L&T) in higher education institutions (HEIs). Design/methodology/approach A preliminary global exploration of universities’ SDG-based L&T initiatives was undertaken, using publicly available grey and academic literature. Across a total sample of 179 HEIs – identified through global university rankings and analysis of all 42 Australian universities – 150 SDG-based L&T initiatives were identified. These were analysed to identify common approaches to embedding the SDGs. Findings Five key approaches to embedding the SDGs into online (and offline) HEI L&T were identified: designing curricula and pedagogy to address the SDGs; orienting the student experience towards the SDGs; aligning graduate outcomes with the SDGs; institutional leadership and capability building; and participating in cross-institutional networks and initiatives. Four preliminary conclusions were drawn from subsequent analysis of these themes and their relevance to online education. Firstly, approaches to SDG L&T varied in degree of alignment between theory and practice. Secondly, many initiatives observed already involve some component of online L&T. Thirdly, questions of equity need to be carefully built into the design of online SDG education. And fourthly, more work needs to be done to ensure that both online and offline L&T are delivering the transformational changes required for and by the SDGs. Research limitations/implications The research was limited by the availability of information on university websites accessible through a desk-top review in 2019; limited HEI representation; and the scope of the 2019 THE Impact Rankings. Originality/value To date, there are no other published reviews, of this scale, of SDG L&T initiatives in universities nor analysis of the intersection between these initiatives and the move to online L&T.

scholarly journals EFL Learners’ Perceptions on ZOOM Application in the Online Classes

2021 ◽  
Vol 2 (1) ◽  
pp. 41-51
Author(s):  
Nadila Nuraziza ◽  
Lulud Oktaviani ◽  
Fatimah Mulya Sari
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Online Classes ◽  
Learning Materials ◽  
Teaching Process ◽  
Efl Learners ◽  
Learning And Teaching ◽  
E Learning

Pandemic Covid-19 brings impactful aspects for several sectors, especially in the education sector. The teaching and learning process has shifted to online learning. It quite challenges the teachers as well as the students to fully support the success of the online classes.Teachers are required to be more creative in delivering the learning materials that will be given to their students. Meanwhile, students are encouraged to be autonomous learners. This paper aims to investigate the students’ perceptions toward the implementation of the ZOOM application to support the online learning process and explore how this application gives a new shape in the educational industry. The qualitative approach was chosen for this study. The data were obtained from questionnaires and interviews. Based on the findings, there are some perceptions about the implementation of ZOOM to support online learning. The result showed that most students thought implementation of e-learning should be improved continuously. Surprisingly, it gave significant changes toward the learning and teaching process, especially during covid-19 itself.

scholarly journals Challenges faced in online education of school going children – a parent’s perspective

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
K.S Lakshmi ◽  
Vidhi Pathak ◽  
Himani Semwal ◽  
Anupama Pramod
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Thematic Analysis ◽  
Video Conferencing ◽  
Online Classes ◽  
Research Article ◽  
Qualitative Thematic Analysis ◽  
The World ◽  
Entire World ◽  
Different Parts

The pandemic COVID 19 had resulted in the lockdown of the entire world. With different parts of the world indulging in different phases of lockdown, many sectors of the economy suffered a huge setback. One such sector was the education. The schools were the first to close, owing the danger of the spread of the disease. But the boon for the classes came in the form of use of video conferencing apps like Zoom, Google meetings, cisco WebEx etc. Some schools used to send the videos that they shoot to the parents. This way it was ensured that the pedagogy and learning was not affected in any way. But the entire problem of how effective was the online learning is seen from a parent’s perspective as it was their onus. This research article based on a qualitative thematic analysis takes the views of the parents of school going children in the form of semi structures interviews conducted amongst seven parents and the challenges that they are facing due the online classes. The scope for the further studies has also been dealt with.

scholarly journals Adaptation and Perception of Online Learning during COVID-19 Pandemic by Albanian University Students

2021 ◽  
Vol 3 (2) ◽  
pp. 103-111
Author(s):  
Paola Xhelili ◽  
Eliana Ibrahimi ◽  
Erinda Rruci ◽  
Kristina Sheme
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Process ◽  
Online Teaching ◽  
Life Sciences ◽  
Classroom Learning Environment ◽  
Online Classes ◽  
Online Learning Environments ◽  
Internet Connection ◽  
E Learning

The aim of this study is to evaluate the perceptions and challenges of Albanian students during online learning carried out due to COVID-19 pandemic. The students were invited via email to give their perception of ongoing online learning. Responses were obtained from 627 college students from various study fields, such as natural, medical, and life sciences. The results showed that students had a more positive attitude towards the classroom learning environment. The main challenges that students faced were the unavailability of internet connection and the lack of technology devices. Students enrolled in technology-based programs and also those with high academic performance were more comfortable and satisfied with online classes (p0.001). The % of students who preferred the learning process be continued in the classroom was higher than those who preferred online education or a combination of both on-campus and online learning environments (p0.001). Students firmly state that online learning cannot replace the classroom. The findings suggested that Albanian students are not familiar enough with technology-based education. Online teaching must be integrated gradually into Albanian education depending also on students’ characteristics. The learning process must be effectively organized by professors, taking into account students’ dissatisfactions and difficulties with e-learning and considering the overall limitations of this method.

scholarly journals China’s Approaches Fighting against Covid-19: Online Learning for Students

2021 ◽  
Vol 3 (1) ◽  
pp. 108-112
Author(s):  
Yiming Qin
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Educational Equality ◽  
The Future ◽  
Teachers And Parents ◽  
Almost All ◽  
Critical Reflections

Abstract In early 2020, almost all schools were closed in China due to the Covid-19 pandemic. This article offers a snapshot of China’s improvisational approaches of online learning adopted shortly after the outbreak of Covid-19 in the early 2020 with a system-wide policy of “No Lesson Suspended”. It captures three major approaches of online learning in the context of such a policy. It is also concluded that online learning has resulted in varied outcomes for students, teachers and parents, which play profound and multidimensional roles in educational equality and quality. Additionally, several hidden challenges are identified for critical reflections on the improvement of online education in the future.

scholarly journals Perceptions of Pakistani Students on Online Classes During COVID-19

2021 ◽  
Vol VI (II) ◽  
pp. 1-10
Author(s):  
Ayesha Butt ◽  
Fareeha Javed ◽  
Sameera Ayub Bhatti
Keyword(s):  
Online Learning ◽  
Online Education ◽  
University Students ◽  
Online Classes ◽  
Level Of Satisfaction

The worth of online education has been increased to a great extent during Covid 19. The present study investigates the perceptions of Pakistani university students regarding online classes. The data was collected from 300 students of 4 universities in Lahore. The findings specified a sufficient level of satisfaction among the participants, but with an encounter of the hindrances caused by the technology. In contrast, the learners contended with the space they got from the online learning by taking classes from anywhere with all the precision of the materials and syllabus.

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