scholarly journals The Impact of the Peer-Tutoring Online Discussion (POD) Class Model during the COVID-19 Pandemic

2021 ◽  
Vol 10 (7) ◽  
pp. 53
Author(s):  
Taeyoung Kim ◽  
Sung Kyung Chu ◽  
So Yeon Byeon ◽  
Hae Gyung Yoon ◽  
Yongha Kim ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Peer Tutoring ◽  
Liberal Arts ◽  
Online Courses ◽  
Online Discussion ◽  
Relationship Building ◽  
Spring Semester ◽  
Class Model ◽  
College Majors ◽  
The Impact

The rapid spread of online classes in higher education during and after the COVID-19 pandemic has created a growing need for research that explores the issue of student disengagement in online courses. In this regard, the present study suggests a Peer-Tutoring Online Discussion (POD) class model to increase student engagement in online courses among undergraduate students with diverse sociocultural backgrounds and college majors. The study also examines the impact of the POD approach by exploring the experiences of undergraduate students who took online liberal arts courses that employed the POD model during the 2020 spring semester. Qualitative analysis of discussion data from students indicates that the POD class model includes characteristics that can be especially significant in the context of the COVID-19 pandemic, such as opportunities for relationship-building, self-directed learning based on establishing a rapport, and discussion management that considers time limits.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

scholarly journals The Impact of Online Learning on International Students' Studies Amid the Covid-19 Pandemic During the 2020 Spring Semester: A Case Study of Southwest University.

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Allan Muganga ◽  
Naomy Kalabwa Leah ◽  
Tebatso Namanyane ◽  
Mirajur Rhaman Shaoan
Keyword(s):  
Online Learning ◽  
International Students ◽  
Online Courses ◽  
Research Question ◽  
Network Connectivity ◽  
Structured Interviews ◽  
Spring Semester ◽  
Limited Class ◽  
The Impact

Toward the end of 2019 and since the beginning of 2020, there has been a worldwide collapse of the pandemic disease called covid-19 that caused a complete shutdown in several countries. As a result, schools, universities and other institutions of higher learning were forced to close. The only way learning could take place was through online learning. Unplanned online learning brought uncertainty among institutions, educators and learners which needs to be examined. The purpose of this case study was, therefore, to explore how online learning during the COVID-19 period influenced SWU international students’ studies, and to understand the attitude of these international students toward online learning during the covid-19 period and finally finding out strategies that SWU international students used to tackle the challenges they encountered through online learning. Semi-structured interviews were conducted among twelve international students offering different online courses. Researchers used content analysis to help them arrive at findings and conclusions. Results from the research showed that poor network connectivity, limited class participation was among the strongest themes to address the first research question. Passion for learning and apathy of online learning were among the themes under students’ attitude. Strategies used to cope up with the challenges faced included prior class preparations and seeking better internet connectivity showed up.

scholarly journals Factors Affecting Learners’ Academic Success in Online Liberal Arts Courses Offered by a Traditional Korean University

2021 ◽  
Vol 13 (16) ◽  
pp. 9175
Author(s):  
Hee-Jun Choi
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Degree Programs ◽  
Full Time ◽  
Spring Semester ◽  
Factors Affecting ◽  
Administrative Dataset ◽  
Instructor Interaction ◽  
Degree Of Satisfaction

This study aimed to empirically examine the factors affecting full-time undergraduate students’ satisfaction and academic performance measured by grades using an existing large administrative dataset. The sample consisted of 21,662 undergraduate students who took online liberal arts courses offered by a large traditional Korean university in the spring semester of 2020. The theoretical framework of this study was formulated by selectively adopting and slightly modifying some of the factors from Choi’s conceptual model for adult dropout from online degree programs. The findings indicated that gender, previous GPA, campus, type of online course, the relevance of the course, adequacy of assignments and assessments, learner-instructor interaction, and learner-content interaction significantly affect students’ degree of satisfaction with online liberal arts courses. This study also found that students who considered the course less relevant to their goals or interests, had a low previous GPA, had frequent learner-instructor interactions, few learner-content interactions, and a low level of course satisfaction are more likely to earn a grade of B, C, or lower than to receive an A in online liberal arts courses.

scholarly journals IMPACT OF THE COVID-19 DISRUPTION ON UNIVERSITY STUDENTS’ PERCEPTIONS AND BEHAVIOR

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Athina Charissi ◽  
Eleni Tympa ◽  
Vasiliki Karavida
Keyword(s):  
University Students ◽  
Social Life ◽  
Online Courses ◽  
Early Years ◽  
Spring Semester ◽  
Long Distance ◽  
Learning And Teaching ◽  
Personal Time ◽  
And Behavior ◽  
The Impact

This study aimed to investigate the impact of the COVID-19 disruption on university students, namely pre-service teachers from an Early Years Learning and Care Department in Greece. The study was conducted by the end of the third month of higher education lockdown and online shift, a period which coincides with the completion of the online courses for the spring semester and students’ preparation for the long-distance exams. It was based on probing students’ reflections on the impact that the COVID-19 pandemic had on their perceptions and behavior. Α questionnaire with open-ended and closed-ended questions was designed and was filled in by 127 students of the specific Department online. The questions explored: (a) the degree to which the pandemic disruption experience affected students’ perceptions and actions regarding their social roles, the organization of social life, and the management of personal time; (b) the skills they consider as most important in order for someone to respond more effectively to the new reality, including their learning practice and expertise; (c) the benefits and concerns they attached to the new learning and teaching conditions. The results show that the students were urged to have an immediate and quick response to the implications of the current situation due to its novel and intense character. There had been some shifts concerning students’ way of thinking and acting but none of the students who participated in the study was led to perspective transformation. Findings imply the need for cultivating a learning environment that supports the practicing of strategies and the development of skills that can help learner’s transformation when necessary and reinforce resilience. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0629/a.php" alt="Hit counter" /></p>

scholarly journals Investigating the Impact of Online Classes on Undergraduate Degree Completion

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Sharon Wavle ◽  
Gamze Ozogul
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Degree Completion ◽  
Online Courses ◽  
Online Classes ◽  
Course Grades ◽  
Program Of Study ◽  
Faculty And Administrators ◽  
Student Grades ◽  
The Impact

This study expands on current research that examines the impact of online courses on retention, degree completion, and student success. The researchers investigated the impact of online courses on degree completion by using existing graduation rate data, course enrollment data, and student grades for undergraduate students at a multi-campus 4-year institution. The researchers aimed to provide advisors, faculty, and administrators with a better understanding of how online classes fit into an undergraduate student’s program of study while completing their degrees within the desired timeframe.  The researchers additionally sought to understand the impact of taking online classes on degree completion while controlling for student demographic and academic factors (e.g. age, first-generation student status, socioeconomic status, SAT/ACT scores, and 1st semester GPA) and campus type (traditional flagship, urban research, and regional). Results indicated that regardless of campus type taking one or more online classes during their program of study increased undergraduate students’ likelihood of successful degree completion. Lastly, to provide further insight, this study compared student performance in online and on campus classes. Results for this comparison were mixed; slightly higher or slightly lower online course grades were obtained by students compared to face-to-face course grades depending on type of campus.

scholarly journals The Impact of Choice on Exercise Motivation and Physical Activity in College Students

2017 ◽  
Vol 1 (1) ◽  
pp. 6
Author(s):  
Julia Fera Tracy ◽  
Andrea Taliaferro ◽  
Alfgeir Kristjansson
Keyword(s):  
Physical Activity ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Health And Wellness ◽  
Behavioral Regulation ◽  
Exercise Motivation ◽  
Liberal Arts University ◽  
Significant Difference ◽  
Wellness Course ◽  
The Impact

Background:   While research suggests that college courses contribute to significant health benefits, there is limited research on the effectiveness of these courses in increasing motivation and lifetime PA habits of college students.Aim:  The purpose of this study was to investigate the impact of choice in a conceptually-based college health and wellness course on exercise motivation and physical activity of undergraduate students.Method:  Participants included undergraduate students (N = 81) enrolled in a health and wellness course at a four-year liberal arts university located in the mid-Atlantic region of the U.S. Quantitative data from the Behavioral Regulation in Exercise Questionnaire and the Leisure Time in Exercise Questionnaire were collected over three time points from two groups (choice and non-choice). Qualitative data from semistructured interviews with course instructors (N = 4) and open-ended questions were also collected.Results: There was a significant increase in intrinsic regulation F(2, 158) = 10.13, p = .00, ηp2 =.114; identified regulation F(2, 158) = 7.35, p = .001, ηp2= .085; introjected regulation F(2, 158) = 6.61, p = .002, ηp2= .077; and PA F(2, 158) = 5.63, p = .004, ηp2 = .067 over time. No significant differences were found between groups.Conclusion:  While there was no significant difference between instruction type, instructors and participants suggested that choice was the preferred method for adult learners.

Using Traditional Classroom Facilitation Methods in Online Discussion

2013 ◽  
pp. 255-267
Author(s):  
Maura Valentino
Keyword(s):  
Online Courses ◽  
Online Discussion ◽  
Learning Experience ◽  
Discussion Forum ◽  
Traditional Classroom ◽  
Online Discussions ◽  
New Approaches ◽  
Online Discussion Forum ◽  
The Impact

This chapter studies the impact of the facilitator on the effectiveness of an online discussion forum. The study examined, categorized, and statistically analyzed 224 discussions from eight online courses. The results demonstrated that facilitators are presented with many opportunities to increase the probability of a successful learning experience and that facilitators should be encouraged to develop new approaches to improve the quality of online discussions by leveraging the unique qualities of an online discussion environment.

Horizontality as a Function of Sex and Academic Major

1986 ◽  
Vol 63 (2) ◽  
pp. 903-906 ◽  
Author(s):  
Seth C. Kalichman
Keyword(s):  
Social Sciences ◽  
Language Arts ◽  
Water Level ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
College Major ◽  
Academic Major ◽  
College Majors ◽  
Homogeneous Population ◽  
Liberal Arts Majors

A paper-and-pencil Piagetian water-level task was administered to 250 undergraduate students within 5 college majors: engineering, natural sciences, social sciences, business, and language arts. Analysis showed significant differences between sexes and college majors. Men were significantly more accurate than women within each college major, and science majors were more accurate than liberal arts majors within each sex. Caution against treating college students as a homogeneous population in research using a water-level task is suggested.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

Sign in / Sign up

Export Citation Format

Share Document