scholarly journals The effect of distance education on self-efficacy towards online technologies and motivation for online learning

2021 ◽  
Author(s):  
Gül ÖZÜDOĞRU
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Self Efficacy ◽  
Online Technologies

scholarly journals Predicting Dropout Student: An Application of Data Mining Methods in an Online Education Program

2014 ◽  
Vol 17 (1) ◽  
pp. 118-133 ◽  
Author(s):  
Erman Yukselturk ◽  
Serhat Ozekes ◽  
Yalın Kılıç Türel
Keyword(s):  
Data Mining ◽  
Online Learning ◽  
Locus Of Control ◽  
Online Education ◽  
Prior Knowledge ◽  
Self Efficacy ◽  
Feature Selection Method ◽  
Online Information ◽  
Online Technologies ◽  
Online Experience

Abstract This study examined the prediction of dropouts through data mining approaches in an online program. The subject of the study was selected from a total of 189 students who registered to the online Information Technologies Certificate Program in 2007-2009. The data was collected through online questionnaires (Demographic Survey, Online Technologies Self-Efficacy Scale, Readiness for Online Learning Questionnaire, Locus of Control Scale, and Prior Knowledge Questionnaire). The collected data included 10 variables, which were gender, age, educational level, previous online experience, occupation, self efficacy, readiness, prior knowledge, locus of control, and the dropout status as the class label (dropout/not). In order to classify dropout students, four data mining approaches were applied based on k-Nearest Neighbour (k-NN), Decision Tree (DT), Naive Bayes (NB) and Neural Network (NN). These methods were trained and tested using 10-fold cross validation. The detection sensitivities of 3-NN, DT, NN and NB classifiers were 87%, 79.7%, 76.8% and 73.9% respectively. Also, using Genetic Algorithm (GA) based feature selection method, online technologies self-efficacy, online learning readiness, and previous online experience were found as the most important factors in predicting the dropouts.

Blended Learning and Distance Education

2017 ◽  
pp. 45-57
Author(s):  
Amir Manzoor
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
New Approach ◽  
Popular Method ◽  
Face To Face ◽  
Online Technologies ◽  
Approach To Teaching ◽  
Traditional Print

The emergence of online technologies generated the belief that traditional print-and-post distance education would be transformed. The need for a compromise between the conventional face-to-face workshop sessions and online learning led to a new approach to teaching and learning called blended learning. Blended learning has become a popular method for the delivery of distance education, however, it has not always delivered on its promised potential. This chapter investigates various enablers and barriers of blended learning and highlights their significance.

Blended Learning and Distance Education

2018 ◽  
pp. 30-42
Author(s):  
Amir Manzoor
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
New Approach ◽  
Popular Method ◽  
Face To Face ◽  
Online Technologies ◽  
Approach To Teaching ◽  
Traditional Print

The emergence of online technologies generated the belief that traditional print-and-post distance education would be transformed. The need for a compromise between the conventional face-to-face workshop sessions and online learning led to a new approach to teaching and learning called blended learning. Blended learning has become a popular method for the delivery of distance education, however, it has not always delivered on its promised potential. This chapter investigates various enablers and barriers of blended learning and highlights their significance.

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.

Students’ Perceptions of Institutional Services and Online Learning Self-Efficacy

2021 ◽  
pp. 1-15
Author(s):  
Jesús Trespalacios ◽  
Lida Uribe-Flórez ◽  
Patrick Lowenthal ◽  
Scott Lowe ◽  
Shawna Jensen
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Institutional Services

Pros and cons of distance education during the coronavirus

2021 ◽  
pp. 86 (160)-95 (167)
Author(s):  
Elena Ismailovna Bashmakova
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
English Version ◽  
Remote Education ◽  
Teachers And Students ◽  
Pros And Cons ◽  
Coronavirus Infection ◽  
Learning Development

The article presents an overview of the positive and negative aspects of distance education for teachers and students in the period of coronavirus infection and identifies the problems and main directions of online learning development. English version of the article on pp. 160-167 is available at URL: https://panor.ru/articles/pros-and-cons-of-remote-education-during-the-coronavirus-pandemic/65458.html

Antecedents and consequences of college students' satisfaction with online learning

2021 ◽  
Vol 49 (8) ◽  
pp. 1-11
Author(s):  
Nam-Hyun Um ◽  
Ahnlee Jang
Keyword(s):  
College Students ◽  
Online Learning ◽  
Student Satisfaction ◽  
Self Efficacy ◽  
Teaching Presence ◽  
Self Management ◽  
Antecedents And Consequences ◽  
Intention To Continue ◽  
Academic Self Efficacy ◽  
Students Satisfaction

We delved into the antecedents and consequences of college students' satisfaction with online learning. We proposed the antecedents would be interactions, teaching presence, self-management of learning, and academic self-efficacy, and that the consequence would be intention to continue to use online learning. Participants were 236 college students in South Korea who completed an online survey. Our findings suggest that students' satisfaction with online learning was positively related to the interactions between students and instructor, teaching presence, self-management of learning, and academic self-efficacy. We also found that student satisfaction with online learning positively predicted their intention to continue to use online learning. Thus, our findings in this study provide educators with ways to increase student satisfaction, and add to knowledge about the relationship between students' satisfaction and their intention to take online courses.

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