265,906 research outputs found

    Studentsā€™ Learning Outcomes in Online Courses: Continual Quality Improvement

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    Abstract: Much has been written to enumerate the reasons for the success and failures of online learning, and the common view is that the relative success and failure of a student is caused by a combination of three major factors: the student, the environment, and the curriculum. This exploratory research looks into how adult students who are taking fully online courses in an open and distance learning institution evaluate the extent the online learning dimensions influence their achievement of the expected learning outcomes. An online survey was administered to students taking online courses in the May 2015 semester. The online learning dimensions evaluated include: module (clear statement of learning outcome, workload, learning resources and instructional design), feedback, learning experience, assessment, and student self directedness and motivation with student satisfaction as a dependent variable. The average mean obtained for these dimensions is 3.69 out of 5. Relative comparison between the dimensions highlights four areas of concern: workload, instructional design, feedback and learning experience. The student satisfaction level is indicated by a mean of 3.36 (a satisfaction level at 67.2%). The objective was to use the results of this survey as a guide in developing an integrated and robust system linked to the institutionā€™s Learning Management System (based on Moodle) for course evaluation. The results will assist the institution in coming up with effective intervention strategies for improving problematic courses so as to increase studentsā€™ online learning experience and satisfaction. The instrument can also serve as an internal benchmark on the courses offered. The findings highlight OUMH1103 (Learning Skills for Open and Distance Learners) with rating above 4 for all dimensions and a satisfaction rating at 4.13 (82.5%). In general, the results indicate that student satisfaction with online courses is correlated to all the online learning dimensions. Student satisfaction shows strong positive correlation to learning resources, feedback and student motivation. The course evaluation imposed on the students at regular intervals will enable the institution to delve into quality improvement, management of academic performance, curricular and pedagogic review and easy tracking and monitoring of the quality of the courses and programmes

    Lived Experience: Studentsā€™ Perceptions of English Language Online Learning Post COVI D-19

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    The purpose of this study was to assess university students\u27 perceptions regarding online learning post-COVID-19, with a focus on international relevance. 260 students were surveyed online across six dimensions of online learning using an online survey. The findings indicate that synchronous audio and video learning can be an effective alternative to traditional learning, especially for male students. Online learning success requires taking student demographics and digital equity into consideration in a competitive higher education landscape. In addition, the study recommends further research to determine the effectiveness of online learning across disciplines and diverse student populations. The findings of this study indicate that successful online learning outcomes in international educational settings require the incorporation of digital technologies and synchronous teaching methods

    Belonging, wellbeing and stress with online learning during COVID-19

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    Sense of belonging, perceived stress and wellbeing are reported factors that influence studentsā€™ university experience and learning. The COVID-19 pandemic and shift to online emergency remote teaching were likely to exacerbate these affective dimensions of student experience. This article employed a quantitative survey research design to determine how studentsā€™ sense of belonging, perceived stress and wellbeing were influenced during the pandemic. An online questionnaire was administered to 537 South African students at one residential university. Data analysis was performed using multiple regression analysis. The results indicated that platform pedagogy was a significant predictor of belonging, perceived stress, and wellbeing, while lecturersā€™ pedagogical competence was not. Lived learning experience of online learning was a significant predictor of perceived stress, and communication was a significant predictor of belonging. The importance of the learning environment in student belonging and wellbeing is key to student success and this study provides insights for developing targeted interventions

    THE RELATIONSHIP BETWEEN BEST ONLINE INSTRUCTIONAL PRACTICES AND UNDERGRADUATE STUDENT PERCEPTIONS OF INSTRUCTOR CREDIBILITY AT A LARGE, FOUR-YEAR, PUBLIC, OPEN UNIVERSITY

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    THE RELATIONSHIP BETWEEN BEST ONLINE INSTRUCTIONAL PRACTICES AND UNDERGRADUATE STUDENT PERCEPTIONS OF INSTRUCTOR CREDIBILITY AT A LARGE, FOUR-YEAR, PUBLIC, OPEN UNIVERSITY Amanda Marie Knapp, Doctor of Philosophy, 2013 Dissertation directed by: Professor Dennis Herschbach Department of Teaching, Learning, Policy and Leadership Numerous scholars have pointed to positive associations between student perceptions of instructor credibility and student outcomes (i.e., cognitive learning, higher motivation, and increased willingness to participate in and out of class); however, their work has primarily considered traditional-aged students in the traditional classroom setting. Given the significant growth in distance education enrollments at post-secondary institutions across the United States (U.S.), the lens through which instructor credibility has traditionally been examined is broadened by this study. Drawing upon the work of McCroskey and Teven (1999), this mixed-methods research study explored the relationship between best online instructional practices and undergraduate student perceptions of instructor credibility as defined on three dimensions: competence, caring, and trustworthiness. Emphasis was placed on the six best online instructional practices that McCollum & Abdul-Hamid (2011) determined to be associated with student success (higher pass rates and lower withdrawal rates). Based on data obtained from an online survey instrument in which 67 responses were collected from undergraduate students (82 percent adults, 47 percent minorities, and 70 percent female) enrolled in multiple sections of a fully online upper-level course from within the communication field of study along with data from 16 synchronous online interviews, it was concluded that there is a significant and positive relationship between four of the six best online instructional practices (continuous involvement and feedback from faculty (immediacy/presence), incorporate learning modules (targeted and logically placed), draw from experiences and introduce students to cultures and subcultures to add relevance, and provide opportunities for collaborative learning) and student perceptions of instructor credibility on at least one of three dimensions of credibility. The best online instructional practice of continuous involvement and feedback from faculty (immediacy/presence), however, proved to be most meaningful with respect to student perceptions of instructor credibility, as the relationship between the two were consistently strongest across all three dimensions (competence, caring, and trustworthiness)

    Kesulitan Belajar Siswa Dalam Pembelajaran Daring Pada Pokok Bahasan Hidrokarbon

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    Online learning requires students and teachers to communicate interactively by utilizing information and communication technology, such as computer media with the internet, cellphones, videos. Hydrocarbons are an abstract subject matter of chemistry, involving concepts, using molecular models of one kind or another to describe molecules in three dimensions. This study aims to determine the difficulties of students in online learning the subject of hydrocarbons. This research is a descriptive study with the instrument used 15 item questions and a questionnaire of 20 items. Students have difficulty answering the problem of determining the primary, secondary, tertiary C atom; IUPAC nomenclature for alkanes, alkenes, alkenes; and reactions to hydrocarbons. Online learning on the subject of hydrocarbons is not enough to use an android cellphone, but requires a laptop, computer or notebook. Student interest and motivation are very much needed in independent learning to be the key to the success of online learning.

    Relationship of Student Online Readiness to Student Perception of Teaching Presence and Sense of Community in Online Courses

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    Various dimensions of online readiness are related to online student success and student engagement in the online class (Hung, Chou, Chen, & Own, 2010) Likewise, teaching presence, an element of the Community of Inquiry theory, is related to online student success (Garrison, Anderson, & Archer, 2000). A relationship has been found with online readiness and sense of community (Shea, Li, & Pickett, 2006). Yet, little is known about the direct relationship of the dimensions of online readiness to student perception of teaching presence and sense of community in the fully-online course.The purpose of this study was to determine the relationship of student online readiness to student perception of teaching presence and sense of community in fully-online undergraduate courses. Correlation and multiple regression analyses were run in order to examine the relationship between five dimensions of online readiness computer/Internet self-efficacy (CISE), self-directed learning (SDL), learner control (LC), motivation to learn (ML), and online communication self-efficacy (OCSE) to student perception of teaching presence and sense of community in the online classroom. Results indicated a significant negative relationship of CISE and SDL to teaching presence; whereas, there were significant positive relationships with LC, ML, and OCSE to teaching presence. Regression analysis resulted in SDL as the only significant predictor of teaching presence, and it was negative.Furthermore, the analysis of the relationship of these five dimensions of online readiness to class community resulted in no relationship to CISE, a positive relationship to SDL, and negative relationships to LC, ML, and OCSE.Conclusions indicate that as learners become more self-directed in learning online, the perception of teaching presence decreases; yet, perception of sense of community increases. Another conclusion is that as the dimensions of LC, ML, and OCSE increase, so do the perceptions about teaching presence; however, sense of community decreases. Negative predictive value to teaching presence needs further study. The relationship of the dimensions of online readiness resulted in a negative relationship between teaching presence and sense of community.By examining the relationship of student online readiness to perception of teaching presence and sense of community, this study contributes insight for researchers to continue to investigate specific ways instructors can prepare for online courses.Educational Psycholog

    Towards MOOC for Technical Courses: A Blended Learning Empirical Analysis

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    Massive Open Online Learning (MOOC) is one of the rapidly growing and the most trending online learning platform throughout the world. As reported by Class Central up until December 2015, there are more than a total of 4200 courses, which enrolled more than 35 million students and adopted by more than 500 universities all over the world. Thus, the objective of this study is to identify the studentsā€™ readiness towards MOOC technical courses based on blended learning approach. This study adapted quantitative based approach to analyse the data gathered.Ā  Descriptive analysis and factor analysis are used to empirically analyse a total of 39 items on student attitude towards blended learning. This study successfully in developing six dimensions of student attitude towards the implementation of MOOC learning. The attributes namely are attitude towards learning flexibility, online learning, study management, technology, online interaction, and classroom learning. The findings summarized that, when students had a positive attitude towards learning flexibility, online learning, study management, technology, and online interaction, the students were more likely to adapt to blended learning and highly ready towards MOOC learning. On the other hand, when students had a positive attitude towards classroom learning, they were less likely ready towards MOOC learning, as they would prefer to meet their lecturers and friends in a physical lecture class compared to on the web-based. Understanding of studentā€™s readiness towards MOOC learning based on blended learning approach is one of the critical success factors for implementing successful MOOC by higher learning institutions

    The Relative Value of Online Learning Environments As Perceived by High School Teachers

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    Online learning environments have become more popular for use in education from year to year. This medium for teaching and learning has been successfully used in higher education for years. Only within the past decade has this instructional platform made its way into the P-12 arena. With the expansion of online learning environments becoming more popular, this type of lesson delivery may eventually make its way to the building or site level. As in a face-to-face classroom, teachers have an effect on the success of the students. The perceptions of teachers regarding dimensions of implementation and use of online learning environments could determine its success or failure. The purpose was to determine the perceptions of two groups of high school teachers, those who are teaching or have taught using an online learning environment and teachers who have never taught using an online learning environment. A questionnaire, developed by the researcher, posed questions that revealed demographic data, selected instructional elements, course composition elements, student support elements, and administrative support elements. Data were collected from one 158 teachers who responded to the online survey. These current practitioners throughout Mississippi public schools and the Mississippi Virtual Public School (MVPS) elected to participate with superintendent and director approval. The researcher-created Online Learning Questionnaire included demographic questions for all respondents. Teachers who taught using an online learning environment responded to only six of the 10 demographic questions. No statistically significant differences were found between the two groups of teachers in their perceptions of selected instructional elements, course composition elements, student support elements, and administrative support elements. A statistically significant difference was found between the two groups of teachers in their perception of class load. Online teachers indicated little need to restrict class load while face-to-face teachers tended strongly to believe that class load should be restricted. It was conjectured that this difference could be related to the fact that online teachers are typically compensated according to the number of students completing their courses. There was no statistically significant relationship found between the demographic information provided by the two groups of teachers and perceptions of online learning. The online teachers answered by a ratio of more than 2 to 1, relative to the face-to-face teachers, that they had taken an online class

    Hybrid dialog: Dialogic learning in large lecture classes

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    Attendance at classical lectures usually leads to rather poor learning success. A wide variety of studies show that while lectures are as effective as any other method for transmitting information, they are inferior in many other dimensions. Lectures are not as effective as discussion methods in promoting thought and they are ineffective at teaching behavioral skills and subject-related values as well as at awakening interest in a subject. Still ex-cathedra teaching is a favored way to cope with a high student-to-teacher ratio. To solve this conflict between organizational and pedagogical requirements, a group of researchers at the Institute of Teacher Education at the University of Zurich has developed a hybrid course setting using an online learning platform. Their setting incorporates a dialog among students within a large lecture class. Furthermore a feedback loop enables the lecturer to continuously adjust the content of the lecture to the learning process of the students. In this article, the authors first present the structure of this setting and then illustrate how to implement it by the web-based open source learning management system OLAT (Online Learning and Training). Based on their research, they focus on key components for the success of their hybrid dialog. They show how individual and group learning can be fostered with corresponding assignments, assessments, and assigned roles such as moderators. Thus, the authors will define their position that the challenge of a large lecture class can be met while successfully implementing social learning and process-oriented assessments of academic achievement
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