ASSESSING ATTITUDES OF STUDENTS REGARDING E-LEARNING DURING PANDEMIC

2020 ◽  
Vol 21 (specjalny) ◽  
pp. 137-146
Author(s):  
Tadeusz A. Grzeszczyk
Keyword(s):  
Comparative Analysis ◽  
High Risk ◽  
Student Satisfaction ◽  
Participant Observation ◽  
Structured Interview ◽  
Risk Of Bias ◽  
Learning Systems ◽  
Face To Face ◽  
E Learning ◽  
Conducting Research

The purpose of this paper is to present the results of research on assessing attitudes of Polish universities’ students regarding e-learning in conditions of coronavirus induced pandemic. Appropriate research methods have been used to achieve this purpose, i.e.: participant observation, semi-structured interview and comparative analysis. As part of this research, the following research hypothesis was positively verified: the elimination of traditional face-to-face education methods, in connection with the pandemic, and the introduction of only e-learning systems, did not cause discouragement to continue education and did not significantly reduce student satisfaction. The limitations of this study include i.e. conducting research only at a technical university, relatively high risk of bias due to the use of participant observation and a relatively small research sample.

Student Satisfaction From E-Learning Systems

2021 ◽  
pp. 214-227
Author(s):  
Sadia Jabeen ◽  
Aisha Muhammd Din ◽  
Muhammad Farhan Sadiq
Keyword(s):  
Student Satisfaction ◽  
Simple Random Sampling ◽  
Survey Method ◽  
Educational Systems ◽  
Virtual University ◽  
University Campuses ◽  
Face To Face ◽  
Teaching Standards ◽  
E Learning ◽  
Students Satisfaction

This chapter explores the satisfaction level of students from Virtual University of Pakistan mode of e-learning. The research aimed at explaining the various factors of adopting the e-learning mode as well as inquiring about the determinant of satisfaction from virtual educational systems. The quantitative study was conducted through survey method; 240 respondents were selected from all the Virtual University campuses through simple random sampling. Questionnaires based on 25 items were constructed to measure the satisfaction. One sample t-test and regression analysis were applied for data analysis. Results revealed that a majority of the students prefer this institute due to high teaching standards. Interactivity pattern was explained as the main predictor of students' satisfaction from the system. Findings of the study lead to the practical implications and identify the need of face-to-face communication and betterment in interactivity patterns between instructors and students to enhance students' satisfaction from the system.

scholarly journals Using E-learning System in Jordanian Universities during the COVID-19 Pandemic: Benefits and Challenges

2021 ◽  
Vol 14 (3) ◽  
pp. 49
Author(s):  
Ahmad Abu-Al-Aish
Keyword(s):  
Online Learning ◽  
Higher Education Policy ◽  
Learning Systems ◽  
Learning System ◽  
Successful Implementation ◽  
University Management ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Traditional Class

During the Coronavirus Disease 2019 (COVID-19) pandemic and the national lockdowns implemented in countries around the world, many universities worldwide made the transition from face-to-face delivery to online learning using e-learning systems. However, the successful transition from traditional class-based learning to online learning depends greatly on understanding the challenges related to the implementation and use of e-learning systems, as well as the technical and management factors that need to be enhanced. This study aimed to investigate the challenges related to the use of e-learning systems in Jordanian universities and to explore the technical and management aspects that impacted the successful implementation and use of e-learning systems during COVID-19. To achieve the study objectives, a questionnaire was developed by the researcher and distributed online to lecturers working at Jordanian universities. A total of 184 lecturers participated in the study. Based on the findings, the study provides recommendations which will help higher education policy makers, university management teams, and software developers build strategies to ensure the successful implementation and use of e-learning systems during the COVID-19 pandemic.

scholarly journals Reflections by Some Jordanian EFL Lecturers on Salmon’s Five-Stage E-Learning Model and Its Possible Application to Teaching English in Jordan

2020 ◽  
Vol 10 (2) ◽  
pp. 229
Author(s):  
Ahmad Alkhawaldeh
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Learning Model ◽  
Language Instruction ◽  
Face To Face ◽  
Stage Of Development ◽  
English Language Instruction ◽  
E Learning ◽  
Collaborative Language

This study attempted to evaluate Gilly Salmon’s Five-stage e-learning Model and its possible contribution to learning English language skills by surveying the related literature and obtaining perspectives of some EFL lecturers in Jordan during the 1st semester, 2018–2019. A convenient sample of twenty EFL lecturers participated in a semi-structured interview to reflect on the contribution of the five-stage model to English language instruction. The study revealed some strengths and drawbacks of the above model. While acknowledging the existence of several positive attributes of this model such as exhibiting coherence and being structural and developmental and featuring the engagement of learners via collaborative language learning, this model, according to some EFL specialists, demands further improvement to highlight, for instance, face-to-face mode of language instruction and to be more spiral and bi-directional. The study called for integrating assessment into the model to monitor learner’s learning progress. It also called for achieving independent language learning and enabling learners to transfer their learning beyond the model’s final stage of development. It was suggested that the above model should be modified to account more adequately for online English language learning.

scholarly journals The Role of e-Tutor Competencies in Postgraduate e-Learning Courses: Spotlight on Emotion Management

2021 ◽  
Vol 13 (17) ◽  
pp. 9716
Author(s):  
Elisabeth Bustos-Contell ◽  
Luis Porcuna-Enguix ◽  
José Serrano-Madrid ◽  
Gregorio Labatut-Serer
Keyword(s):  
Student Satisfaction ◽  
Action Plan ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Financial Statements ◽  
Emotion Management ◽  
Face To Face ◽  
E Learning ◽  
Key Driver

The role of e-learning in the existing and challenging educational era is crucial. However, it is necessary to overcome some drawbacks such as feelings of isolation and a lack of emotional contact. In this sense, emotion management is a key driver of student satisfaction in e-learning, which is significantly related to students’ motivation, learning, cognitive strategies, self-regulation, and personality antecedents in the classroom. This article examines an online postgraduate course in financial statements auditing, describing the resources used by the e-tutor to conduct affective tutorials, reduce students’ feelings of isolation, increase student involvement, and achieve success in e-learning. The results of a survey administered to 125 students over the period 2015 to 2020 indicate that students who receive emotional support have higher levels of satisfaction with the course in terms of all satisfaction indicators. In addition, female e-learning students are more satisfied with intensive e-tutor monitoring overall but are less gratified by non-face-to-face e-tools. Our study responds to the calls in the 2021–2027 Digital Education Action Plan to improve and reset education and training for the digital age.

scholarly journals A systematic review of non-randomised evaluations of strategies to improve participant recruitment to randomised controlled trials

F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 86 ◽  
Author(s):  
Heidi R Gardner ◽  
Loai Albarquoni ◽  
Adel El Feky ◽  
Katie Gillies ◽  
Shaun Treweek
Keyword(s):  
High Risk ◽  
Small Sample ◽  
Risk Of Bias ◽  
Participant Recruitment ◽  
Randomised Study ◽  
Recruitment Methods ◽  
Systematic Assessment ◽  
Face To Face ◽  
Small Sample Sizes ◽  
Randomised Controlled

Background: Recruitment to trials can be challenging. Currently, non-randomised evaluations of trial recruitment interventions are rejected due to poor methodological quality, but systematic assessment of this substantial body of work may inform trialists’ decision-making about recruitment methods. Our objective was to quantify the effects of strategies to improve participant recruitment to randomised trials evaluated using non-randomised study designs. Methods: We searched relevant databases for non-randomised studies that included two or more interventions evaluating recruitment to trials. Two reviewers screened abstracts and full texts for eligible studies, then extracted data on: recruitment intervention, setting, participant characteristics, number of participants in intervention and comparator groups. The ROBINS-I tool was used to assess risk of bias. The primary outcome was the number of recruits to a trial. Results: We identified 92 studies for inclusion; 90 studies aimed to improve the recruitment of participants, one aimed to improve the recruitment of GP practices, and one aimed to improve recruitment of GPs. Of the 92 included studies, 20 were at high risk of bias due to confounding; the remaining 72 were at high risk of bias due to confounding and at least one other category of the ROBINS-I tool. The 20 studies at least risk of bias were synthesised narratively based on seven broad categories; Face to face recruitment initiatives, postal invitations and responses, language adaptations, randomisation methods, trial awareness strategies aimed at the recruitee, trial awareness strategies aimed at the recruiter, and use of networks and databases. The utility of included studies is substantially limited due to small sample sizes, inadequate reporting, and a lack of coordination around deciding what to evaluate and how. Conclusions: Careful thought around planning, conduct, and reporting of non-randomised evaluations of recruitment interventions is required to prevent future non-randomised studies contributing to research waste. Registration: PROSPERO CRD42016037718

scholarly journals ENGAGING TO NURTURING: ENGLISH LANGUAGE TEACHING STRATEGIES AND CONSTRAINTS FOR VERY YOUNG MUSLIM LEARNERS AT KINDERGARTEN IN ACEH

2021 ◽  
Vol 21 (1) ◽  
pp. 46
Author(s):  
Saiful Akmal ◽  
Yuliar Masna ◽  
Lianita Ali Nasution
Keyword(s):  
Parental Involvement ◽  
Teaching Strategies ◽  
Oral Language ◽  
English Language ◽  
Sampling Method ◽  
Language Teaching ◽  
Participant Observation ◽  
Structured Interview ◽  
English Language Teaching ◽  
Face To Face

The use of English language for very young learners in kindergarten has become fundamental in recent global teaching development, including in Aceh, Indonesia. Therefore, this qualitative research is aimed to discover the English language teaching strategies applied for very young Muslim learners’ at Kiddos English School (KES) Kindergarten, Banda Aceh. The research participants were selected by using non-probability sampling method. Furthermore, semi-structured interview towards four English teachers and participant observation was conducted in two classes of KES. The result of this study showed that KES teachers implemented at least seven strategies to teach English for their students from engaging learners in daily oral language activity, to establishing a nurturing environment, playing games, storytelling, audio-visual, singing, and teaching face to face. Furthermore, the teachers faced four constraints in applying those strategies, which are: students’ misbehavior, inconsistency of students’ attendance, lack of parental involvement, and insufficient number of teacher.

scholarly journals Impact of E-learning factors on Students Satisfaction: Sohar University - a Case study

2021 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
Laila Al Maqbali ◽  
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Information Quality ◽  
Learning Systems ◽  
Learning System ◽  
System Usage ◽  
E Learning ◽  
System Success ◽  
Learning Factors ◽  
The Impact

Abstract Purpose of Study The study aimed to investigate the impact of quality remote e-learning factors on student satisfaction. Methodology The random sampling method was adopted through a questionnaire in an online survey. The survey used a questionnaire to collect data from 218 students who had experienced online learning. Statistical Package for Social Sciences (SPSS) was used to analyze and interpret the collected data. Findings The study revealed that there was an impact of Information Quality, Service Quality, and System Usage on System Success which in turn has an impact on student satisfaction. It is observed that the experience through the e-learning system determines improvement towards academic knowledge and expertise. Social Implications This study helps HEIs to understand the student’s perception of remote e-learning systems for future improvements. This study has provided insights into remote e-learning systems of higher education institutions in understanding the impact of the system used on student satisfaction. This will help them to improve the e-learning system. Practical Implications The study showed that most of the students opined that the Higher Education Institutions (HEIs) should keep improving their services as it is required to enhance the features and the facilities to increase student satisfaction. Originality No study has ever considered the three key factors which influence the system usage which in turn affects student satisfaction and this research dealt with that. Keywords: E-learning difficulties, Information Quality, System Quality, System Usage, System Success, Student Satisfaction.

Synchronous Hybrid E-Learning

2011 ◽  
pp. 269-282
Author(s):  
Solomon Negash ◽  
Michelle Emerson ◽  
John Vandegrieft
Keyword(s):  
Learning Environment ◽  
Empirical Study ◽  
Student Satisfaction ◽  
Empirical Analysis ◽  
Statistical Difference ◽  
Public University ◽  
Traditional Classrooms ◽  
Face To Face ◽  
E Learning ◽  
Research Students

An empirical analysis was conducted to compare synchronous hybrid e-Learning environment with traditional classrooms. Empirical study with 165 students from eight colleges at a large public university was used. The results show (1) contrary to prior research students taking unfamiliar subjects online, in synchronous format, were satisfied; (2) no statistical difference was found in student satisfaction between synchronous online and traditional face-to-face formats; and (3) overall satisfaction, measured by intent to us the same format again, found no statistical difference between the two formats.

scholarly journals The Implementation of E-Learning System on Intensive English Course in Darussalam Islamic Institution of Blokagung in Academic Year 2019/2020

2020 ◽  
Vol 11 (2) ◽  
pp. 263
Author(s):  
Laeliyatul Fadilah ◽  
Zulfi Zumala Dwi Andriani
Keyword(s):  
Descriptive Analysis ◽  
Learning Systems ◽  
Learning System ◽  
Negative Response ◽  
Intensive English ◽  
Face To Face ◽  
Internet Connection ◽  
E Learning ◽  
Face To Face Learning ◽  
Academic Year

This study explains about the implementation of the e-learning system on the Intensive English Course in IAI Darussalam in the academic year 2019/2020. There are three problem statements of this study that are How is the implementation and the problems of the implementation of e-learning systems in the intensive English course, the last is how are the students' responses to the implementation of the e-learning system in the intensive English course. This study used descriptive analysis. The findings of this study concluded that the most common problem in the implementation of the e-learning system in the Intensive English Course is an internet connection. The implementation of the e-learning system on the Intensive English course has a slightly positive and tends to be a negative response from the students. They fully need face-to-face learning with their tutors. They argue that the e-learning system is not more effective than learning an Intensive English Course that does it directly.

Sign in / Sign up

Export Citation Format

Share Document