scholarly journals Examining of the Emotional Mood about Their Online Education of First-Year Students Beginning Their University Education with Distance Education Because of COVID-19

2021 ◽  
Vol 11 (1) ◽  
pp. 148
Author(s):  
Halim Güner
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Undergraduate Education ◽  
University Education ◽  
Survey Method ◽  
First Year ◽  
Emotional States ◽  
First Year Students ◽  
Face To Face ◽  
The Future

The Covid-19 pandemic continues to be negatively effective in many areas of life. It has also affected the face-to-face education of 2020 fall semester. In Turkey, Students who have recently entered the university in 2020 started their undergraduate education with distance education like upper grade students. However, the fact that the first graders fell into the distance education system before experiencing university life and without knowing their teachers and friends created different emotional mood. The aim of this study is to analyze the emotional mood of students who have just get into university and have to start their undergraduate education with distance education. Exploratory sequential mixed method is used as a method of this study. Phenomenology method is used the first stage of the method and the survey method is used as the second stage of the method. A total of 18 fresh students (12 female and 6 male) in the departments of Faculty of Education and Faculty of Sport Sciences of Mus Alparslan University were the sample group of the qualitative stage. And 141 students (87 female and 54 male) were the sample of the quantitative stage. As a result of the qualitative analysis, the emotional moods of the students were grouped under four sub-themes: emotion of shock, unfamiliarity with the system, emotion of curiosity and anxiety for the future. First-year students stated that they experienced feelings of shock such as sadness and anxiety when they learned that they would start university with distance education instead of face-to-face education. The students stated that they wondered about the method of teaching the lessons, whether the lessons would be efficient, how the exams would take place, that they were unfamiliar with the system, and that they were worried about the future due to all these uncertainties. According to the analyzes obtained from the survey, it is understood from the answers that the 141 participant students experienced emotional states similar to the results obtained in qualitative findings at a rate of 90% and above. Only the rate of students experiencing an emotion of shock was 64.5% and the rate of experiencing future anxiety was 85.8%. As a result, it was understood from the analyses that qualitative and quantitative results were parallel to each other.

scholarly journals Attitudes of Postgraduate Students Towards Distance Education During the COVID-19 Pandemic: North Cyprus Example

2021 ◽  
Vol 12 ◽  
Author(s):  
Yeşim Üstün Aksoy
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Male Students ◽  
Survey Method ◽  
Average Score ◽  
Education Students ◽  
Postgraduate Students ◽  
Face To Face ◽  
North Cyprus

The distance education model has become the most common educational model used around the world due to the COVID-19 pandemic that emerged in China at the end of 2019. In North Cyprus (NC), traditional face-to-face education had been resumed through online channels. The rapid shift to online channels has not only caused distress among students who do not have experience with using in online education systems, but also caused many problems to surface in terms of access to education. This study aims to explore the attitudes and views of higher education students in NC regarding the distance education implemented during the COVID-19 pandemic in the 2020–2021 educational year. In this quantitative study, the survey method was used. A random sampling approach was used for determining the study group, which was formed of 470 volunteer higher education students. According to the analysis of the data collected from the students, it was determined that they received an average score of x̅=82.52±19.50 points from the overall Attitudes Regarding the Use of Distance Education Environments During the Pandemic (ASRUDEEDP) scale, x̅=23.03±7.21 from the competence and education sub-dimension, x̅=26.36±5.81 from the practicality sub-dimension, x̅=18.20±4.83 points from the efficiency sub-dimension, and x̅=14.93±4.12 from the satisfaction sub-dimension. It was identified that there were no differences in the scores according to the age group, grade, or Internet use durations (p>0.05) but the scores of male students were observed to be higher than those of female in the sub-dimensions of competence and motivation as well as practicality within the ASRUDEEDP.

scholarly journals Proficiency markers of the motivation- and value-related components of the professional competence to be acquired by the specialists in the field of processing and food production

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 107-113
Author(s):  
Viktoriia Novikova
Keyword(s):  
Food Production ◽  
Professional Competence ◽  
Reference Points ◽  
Educational Activity ◽  
Professional Activity ◽  
First Year ◽  
First Year Students ◽  
The Future ◽  
Self Discovery ◽  
Systematic Professional Development

The purpose of the research is to define the proficiency state of the motivation- and value-related components of the professional competence acquired by the specialists in the field of processing and food productions (based on the results of the experiment which involved the first-year students specialised in 181 "Food technologies"). To determine the proficiency of level of the motivation- and value-related components of the professional competence to be acquired by the future specialists in the field of processing and food productions we used the methodologies adapted to our research: the testing of person’s value-related reference points and the testing of person’s capacity for self-discovery. The experiment was aimed at revealing and comparing future specialists’ motivation to study, basic reasons for educational activity, grounds for choosing a profession, and value-related orientations of the students constituting experimental and control (general) groups. The experiment involved the students specialised in 181 "Food technologies" in Kharkiv State University for Food Technologies and Trade, Kharkiv Petro Vasylenko National Technical University of Agriculture and Kharkiv Cooperative Trade and Economic College. The experiment consisted of two stages. At the first stage, 237 future specialists participated in the continuous questioning specially elaborated by the author. On the second stage, the first-year (two groups) and the second-year students (two groups) were tested according to the methodology "Motivation for study": test 1 "Studying the reasons of students’ educational activity”, test 2 "The necessities to develop students’ self-evaluation". The future specialists in the field of processing and food production acquired the professional competencies during the pedagogical events facilitating the development of stable motivation for their professional activity. The experiment allowed us to affirm that the professional competence demonstrated by the future specialists in the field of processing and food productions consists of some components, the motivation- and value-related component being one of them. On the whole, the results of the questioning confirmed the insufficient (reproductive) proficiency level which the future specialists of processing and food production demonstrated within the professional competence. The results of the first stage of the experiment (continuous questioning) testify that it is important for most students rather to get an appraisal than acquire knowledge. Most students failed to give any reasons for self-perfection or systematic professional development.

scholarly journals Distance Learning in Greece during Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. p69
Author(s):  
Apostolou George ◽  
Papatsimpas Achilleas ◽  
Gounas Athanasios ◽  
Gkouna Ourania
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Educational Process ◽  
Statistical Hypothesis ◽  
Hypothesis Tests ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
Face To Face Learning ◽  
Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

Engineering Education for All

2018 ◽  
pp. 1280-1294
Author(s):  
Roofia Galeshi
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Self Efficacy ◽  
Online Survey ◽  
Access To Higher Education ◽  
Computer Engineering ◽  
Science Students ◽  
Men And Women ◽  
American University ◽  
Face To Face

For many men and women across the world, distance education has improved access to higher education. Distance education could potentially help bridge the gap that divides the East and the West. A group of highly motivated young men and women from the Middle-East with undergraduate degrees in electrical engineering, computer engineering, and computer science students were given an opportunity to earn a Ph.D. degree from a high ranking American university. These highly motivated men and women then were asked to participate in an online survey that aimed at comparing their perception of online education versus face-to-face education. The result indicated that there was no association between the students' degree of self-efficacy and feeling of inclusion in online versus face-to-face courses. Moreover, the result indicated that there was no association between gender and self-efficacy regardless of the medium of the choice.

scholarly journals From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

2019 ◽  
Vol 45 (1) ◽  
Author(s):  
Katja Fleischmann
Keyword(s):  
Design Education ◽  
Virtual Classroom ◽  
Future Research ◽  
First Year ◽  
First Year Students ◽  
Art And Design ◽  
Face To Face ◽  
Online Design ◽  
Studio Practice ◽  
Is Design

Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide learning through dialogue and feedback on individual work. Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions. Is design one of those disciplines that cannot be taught online because of the studio culture? This study explores that question by investigating the effectiveness of teaching design subjects that employ a virtual classroom to manage peer-to-peer critiques, instructor feedback, and assignments. Twenty-eight first-year students participated in two online design subjects that required them to interact with fellow students and the design instructor via a Learning Management System. The experienced benefits and challenges of students and instructors are presented, and future research is highlighted.La technologie numérique transforme la façon dont sont enseignées les disciplines de l’éducation postsecondaire, y compris le design. Différentes branches du design se servent de l’enseignement en studio comme pédagogie permettant de former les étudiants pour les métiers des arts et du design. L’enseignement en studio accorde une importance considérable aux interactions en personne qui orientent l’apprentissage par l’entremise du dialogue et de la rétroaction offerte sur le travail individuel. De nombreux enseignants de design croient qu’il est difficile, voire impossible, d’enseigner le design en ligne à cause des interactions en studio. Le design est-il l’une de ces disciplines que l’on ne peut pas enseigner en ligne à cause de la culture des studios? Cette étude explore la question en investiguant l’efficacité de sujets qui étudient le design à l’aide d’une salle de classe virtuelle, qui sert à gérer les critiques entre les pairs, les rétroactions de l’instructeur, ainsi que les travaux à effectuer. Vingt-huit étudiants de première année ont pris part à deux cours de design en ligne qui exigeaient d’eux qu’ils interagissent avec leurs camarades et avec l’instructeur par l’entremise d’un système de gestion de l'apprentissage. Les avantages et les défis dont les étudiants et les instructeurs ont fait l’expérience sont présentés, et des pistes sont proposées pour des études futures.

ANALYSIS OF THE CONSEQUENCES OF THE TRANSITION TO ONLINE LEARNING ON THE EXAMPLE OF MOOC PHILOSOPHY DURING THE COVID-19 PANDEMIC

2020 ◽  
Vol 8 (4) ◽  
pp. 1083-1093
Author(s):  
Daria Bylieva ◽  
Zafer Bekirogullari ◽  
Victoria Lobatyuk ◽  
Tatiana Nam
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Sharp Increase ◽  
Educational Technologies ◽  
Online Course ◽  
First Year ◽  
First Year Students ◽  
Peter The Great ◽  
E Learning ◽  
Learning Portfolios

Purpose of the study: The situation of a mass transition of Universities to online education in the period of the COVID-19 pandemic allowed us to see the challenges of distance e-learning in practice. In this unique situation, the same students studying the same course changed only the form of education, which allows us to see the consequences of such a transition. The purpose of the study is the analysis of changes in students' educational activities in the transition to online learning. Methodology: The article provides a quantitative statistical analysis of changes in the behaviour of first-year students of Peter the Great St. Petersburg Polytechnic University (N=3122) in the framework of studying the mass open online course “Philosophy” on the platform open.edu when switching to fully e-learning in March 2020. The authors have applied data mining MOOCs from students’ learning portfolios. Main Findings: Existing technological solutions and educational technologies made it possible to quickly adapt the education system to the distance format. However, the transition to fully e-learning has led to a sharp increase (by 16-17%) in the number of students who do not participate in intermediate tests and not doing homework in the e-course and later did not return to normal learning. Applications of this study: Since modern higher education is increasingly using e-learning, it is necessary to anticipate the consequences of the implementation of e-learning. The study helps to see general trends in this area. Novelty/Originality of this study: The study provides an analysis of students’ learning when switching to online education based on data taken directly from students’ learning portfolios, which allows us to see a completely objective picture of changes in students' behaviour.

UNDERGRADUATE HEALTHCARE STUDENTS’ ATTITUDE TO E-LEARNING AT MEDICAL UNIVERSITY - PLOVDIV

2017 ◽  
Vol 5 ◽  
pp. 855-861 ◽  
Author(s):  
Yordanka Tsokova ◽  
Tanya Taneva ◽  
Biyanka Tornyova ◽  
Todor Cherkezov
Keyword(s):  
Time Management ◽  
Management System ◽  
Learning Experience ◽  
Content Management ◽  
University Education ◽  
First Year ◽  
First Year Students ◽  
E Learning ◽  
Traditional Classroom Teaching ◽  
Medical University

E-learning is seen as a possible solution to the problem of modernization of the university education in response to the changing needs of the society. In undergraduate healthcare training, e-learning is implemented predominantly as blended learning in addition to the traditional classroom teaching. A major factor in the success of e-learning are learners’ attitudes, beliefs and concerns. The aim of the present study was to investigate undergraduate healthcare students’ attitude to e-learning at Medical University – Plovdiv. In this case, e-learning is considered to be electronic educational resources organized as an interactive e-learning unit or course, provided through a learning content management system. The survey was carried out in 2016 through a self-reported questionnaire among 270 first year students from ten healthcare specialties. Participants were asked to express a degree of agreement with nine statements on a five point Likert scale. The influence of gender, age, specialty and previous e-learning experience on the opinion of students was investigated. The results showed that students’ attitudes towards e-learning were positive, but learners were not enthusiastic about it. Genders have different views about e-learning implementation – women are more likely to accept it. The experience first year students had did not allow them to judge if e-learning supports better time-management or life-long learning skills. Students agreed that implementation of e-learning depends on the subjects and there are disciplines that can be provided as distant courses within the learning management system.

scholarly journals Relationship between Parent Involvement and Achievement in Mathematics of Higher Secondary First Year Students in the Coastal Area

2019 ◽  
Vol 8 (3) ◽  
pp. 5029-5033
Keyword(s):  
Parent Involvement ◽  
Coastal Area ◽  
Random Sampling ◽  
Sampling Technique ◽  
Survey Method ◽  
First Year ◽  
Chi Square ◽  
First Year Students ◽  
Achievement In Mathematics ◽  
Higher Secondary Education

Higher Secondary Education stage plays a very significant role in one’s life and is a basic stone on which one builds a beautiful castle of future higher education. The present study is to find out how parent involvement influences the achievement in Mathematics of higher secondary first year students in the coastal area of Kerala. The investigator adopted normative survey method for the study. A sample of 100 students of both Government and Aided Higher Secondary Schools was selected by random sampling technique. The statistical techniques such as Percentages and Chi-square employed. The result of the study can be made available to the parents of coastal area so that they can involve themselves in the learning process of their wards.

scholarly journals Investigation of Burnout Levels of Physical Education and Sports Teachers during Covid-19 Period

2021 ◽  
Vol 7 (2) ◽  
pp. 159
Author(s):  
Berna Karakoç ◽  
Önder Karakoç ◽  
Özgür Aktaş ◽  
Murat Arslan
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Maslach Burnout Inventory ◽  
Structured Interview ◽  
Emotional States ◽  
Face To Face ◽  
Content Analysis Method ◽  
Significant Difference ◽  
Statistical Program ◽  
Level Of Significance

Due to the COVID-19 pandemic, it was decided to conduct educational activities online and the burnout status of teachers who suddenly switched to distance education became a matter of curiosity. This study was carried out to examine the burnout levels of physical education and sports teachers during the Covid-19 period and to examine possible changes that may occur after this process by getting information about how they will approach their profession. profession and students. In this context, the research group consists of 210 physical education and sports teachers, 142 men and 68 women. These teachers took a break from face-to-face education due to the pandemic and continued their lessons with online education. The Maslach Burnout Inventory and 3 semi-structured questions were used to find out the emotional states of physical education and sports teachers and how they approached students during and after the pandemic. IBM SPSS 22 statistical program was used in the analysis of the data obtained from the scale. Analysis of normality showed that the data were normally distributed. Parametric test independent samples t-test was used to compare paired groups, one-way ANOVA was used to compare more than two groups and the level of significance was accepted as (p)<.05. In addition, the content analysis method was used in the analysis of the data obtained from the semi-structured interview form. The results showed that physical education and sports teachers participating in the study experienced moderate burnout. It was determined that the most negatively affected aspect of teachers was emotional exhaustion during the Covid-19 pandemic. There was no significant difference between the burnout levels of physical education and sports teachers according to the variables of gender, age, professional seniority, the type of sports they do. Physical education and sports teachers stated that they missed their students and they wanted face-to-face education to start at school, while more than half of the teachers stated that their attitudes to students will change after the pandemic.

scholarly journals Assessment of students' psychoemotional state in the process of teaching higher mathematics using colour matrix

2021 ◽  
Vol 26 (4) ◽  
pp. 196-202
Author(s):  
Ol’ga R. Vorontsova ◽  
Tat’yana A. Chebun’kina
Keyword(s):  
Differential Equations ◽  
First Year ◽  
Emotional States ◽  
Student Group ◽  
Integral Calculus ◽  
First Year Students ◽  
Learning Modules ◽  
Painting Technique ◽  
Study Materials ◽  
Psychoemotional State

The article deals with the psychoemotional state of students when studying the modules "Integral calculus" and "Differential equations" in the course of higher mathematics. The factors that affect the degree of assimilation of educational material by first-year students are described, and the causes of emotional (psychological) stress are noted. The study is confirmed by an empirical description, which was conducted using the "colour painting" technique, first used to assess the psychoemotional state of first-year students when studying sections of the higher mathematics course. The proposed method makes it possible to "see" the mood of students on each topic of the module, to track the dynamics of emotional states in the team on the topics of each module and the overall picture of the mood of each individual in the student group. Colour matrix allows recording the emotional response to events (for the authors of the article, these are modules of the course) and finding out how it was perceived by students, who of them is experiencing difficulties. The study of the psychoemotional state of respondents was conducted by means of a questionnaire, where the authors were interested in how the study materials on the topic "Integral calculus" and "Differential equations"affect the students' health/mood. Based on the analysis, the most difficult topics for learning modules were identified, and recommendations were given on their possible forms and methods of teaching.

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