THE EFFECT OF MODE OF EDUCATION AND DEGREE LEVEL ON EMPLOYER PERCEPTIONS OF APPLICANTS\u27 HIREABILITY

Online education is becoming more prominent, but it has been found that employers are biased against hiring job applicants with online education. The influence of mode of education and degree level on employer perceptions of applicants’ hireability was investigated. It was hypothesized that employer perceptions would decrease as the education of an applicant moved to a category consisting of more online education. It was hypothesized that employers would be less likely to move forward with applicants in the hiring process (viability) as applicants’ education moved to a category consisting of more online education. It was hypothesized that degree level would moderate the relationship of mode of education on employer perceptions of applicants’ hireability and viability. Although it was expected that perceptions of hireability would increase as the applicants’ degree level increased and that perceptions would decrease as applicants’ education moved to a category consisting of more online education, as mode of education moved from hybrid to online, employer perceptions of applicants’ hireability were expected to decrease as applicants’ college degree level advanced. Survey results were collected using Qualtrics Resume Screener service. Results showed employer biases against an applicant’s hireability and viability exist as an applicants’ education moved to a category consisting of more online education, but degree level did not change this relationship. Theories were applied to results to provide possible explanations for the biases. The limitations of the current study as well as the theoretical and practical implications of the results are discussed

Effect Of Online Education On Elementary Education In India

The mishaps happening in online education can cost a lot to the students who are getting educated by it in many ways. Elementary students particularly suffer immensely in terms of health, safety due to the online mode of education. The education system for young kids is viewed as a sacred stage since it helps in imparting basic knowledge to a human being. Yet, there are many Initiatives to help the problem, but it is still not enough. The objective of this study is to find whether online education is fruitful for the elementary school, and to deduce how many hours is advisable for elementary class, also to find how much health is getting affected, likely also to see if gadgets is advised to provide to the elementary students, lastly to ascertain which mode of education is most preferable for elementary education. Unlike in the case of doctrinal research where the research is conducted on the basis of facts and data already collected in the library, archives and other databases, collecting or gathering information by a first-hand study into the universe, it helps the empirical research to be carried on. There are a total of 1005 samples collected with regard to this study. Hence, through these figures, we are able to understand that there is not much reception regarding online education for elementary students among the general public but truly they are at a confused level about which mode is truthfully the good one for elementary school students

How Interactions With an Academic Advisor Influence the Self-Efficacy of Online and Distance Education Students

Institutions of higher education are experiencing an increasing number of students enrolling in online or distance education courses. The majority of these students are adult learners. The increase in enrollment is beneficial to institutions of higher education, but it is overshadowed by the low degree completion rate for online and distance education learners. Academic advisors play a crucial role in guiding students to degree completion. While there has been research on the potential contributing factors in online and distance education student retention, the research has been lacking in how communications with academic advisors may influence students’ levels of self-efficacy. The purpose of this qualitative case study was to examine the perceptions of online and distance education adult learners’ interactions with their academic advisors and how these interactions influenced their level of self-efficacy and persistence to degree completion. The researcher conducted semistructured interviews with current and recent graduates of an online or distance education program. Semistructured interviews were also conducted with current academic advisors of online and distance education students. The data revealed that interactions with academic advisors played a vital role in students’ levels of self-efficacy. Three key themes emerged from the data as contributing factors to student self-efficacy and their interactions with academic advisors: Communication-Immediacy/Individualized Advisement, Relationships-Sense of Community, and Academic Advisor Influence-Student Self-Efficacy. Developing a greater focus in these areas of academic advisement for online and distance education students may assist in increasing online and distance education student retention

A real-world mixed methods study of the feasibility, acceptability and impact of an online structured education programme for type 2 diabetes

Background: Structured education for people with type 2 diabetes improves outcomes, but uptake is low globally. In the UK in 2016, only 8.3% of people who were referred to education programmes attended. We have developed an online structured education programme called HeLP-Diabetes: Starting Out; (HDSO), as an alternative to face-to-face courses. An online programme gives people more options for accessing structured education and may help improve overall uptake. // Objectives: The aim was to explore the feasibility and acceptability of delivering an online structured education programme (called HeLP-Diabetes: Starting Out) in routine primary healthcare and its potential impact on self-efficacy and diabetes-related distress. // Methods: HeLP-Diabetes: Starting Out was delivered as part of routine diabetes services in primary healthcare in the United Kingdom, having been commissioned by local Clinical Commissioning Groups. Quantitative data were collected on uptake, use of the programme, demographic characteristics, and self-reported self-efficacy and diabetes-related distress. A sub-sample of people with type 2 diabetes and healthcare professionals were interviewed about acceptability of the programme. // Results: It was feasible to deliver the programme, but completion rates were low: of 791 people with type 2 diabetes registered only 74 (9%) completed it. Completers improved their self-efficacy (change in median score 2.5, p=0.001) and diabetes-related distress (change in median score 6.0, p=0.001). Interview data suggested that the course was acceptable, and that uptake and completion may be related to non-prioritization of structured education. // Conclusions: The study provides evidence of the feasibility and acceptability of online structured education. However, uptake and completion rates were low, limiting potential population impact. Further research is needed to improve completion rates, and to determine the relative effectiveness of online versus face-to-face education

Online English Shadow Education: EFL Learners’ Perspective

A number of shadow education (private supplementary tutoring) of English have emerged in Indonesia regarding the fulfillment of students’ variety of needs in learning English that is not fully accommodated in mainstream schooling. Apparently, the services provided in shadow education have been transferred in online setting due to the rapid advancement of technology. This research aims at observing the EFL learners’ perspective on online English shadow education. With descriptive qualitative design, the subjects were involving 28 EFL learners experiencing English shadow education in KII online English course. The data were collected from the questionnaire developed in closed- and open-ended format. This research reports the result of a survey research on EFL learners’ perspective on online English shadow education that EFL learners’ participation were not only led by the same reasons of the conventional one but the practicality also contributes on it and challenges faced by the learners were revealed as well. Technical issues such as bad internet connection and limited interaction between the tutor and the learner were the major case in online English shadow education. Moreover, EFL learners also admitted that they suffer from self-regulation learning strategy and it relates to teaching pedagogy as well. These results have implications for EFL practitioners aiming at better understanding current EFL learners

A Crash Course in Liberal Education: An Analysis of Civically Engaged Edutainment Videos

Crash Course is an entertainment education YouTube channel that was founded on principles that align closely with that of liberal education. Liberal education is a model of education dedicated to broad knowledge, specific intellectual and practical skills, and personal and social responsibility, most notably civic engagement. Despite the value derived from liberal education, it is facing a crisis where it is replaced at the university level by neoliberalism, an ideology dominated by workforce performativity and individualism. Using Michel Foucault’s power/knowledge concept, this thesis examines the neoliberal shift in education as a crisis of power and explores how liberal education is rearticulated online through the Crash Course videos. To explore the channel’s content, this thesis poses two research questions: In what ways, if at all, does the Crash Course channel model the values of liberal education through its content? How are the principles of liberal education, especially civic engagement, supported and subverted through the content on the Crash Course channel? Through textual and semiotic analysis of 15 videos from 2015-2019, this thesis finds four prominent symbols presented to viewers: the American bald eagle, the American flag, light(bulbs), and mugs. Through this analysis, it is clear that Crash Course aligns with liberal education, but this alignment is not consistently applied to content on the channel. As such, the videos present citizens as in tension between the liberal, collectivist forces of the past and the emergent neoliberal values of the present. While the videos imagine citizenship in ways that embrace the experiences of everyday life, these opposing forces make it difficult for the liberal values to fully shine through, presenting the future of true liberal education online as tenuous. This thesis presents significant implications for both twenty-first century liberal education and edutainment for shaping beliefs about civic engagement in contemporary life

Development of VR Teaching System for Engine Dis-assembly

With the worldwide ravaging of the covid-19 epidemic, the traditional face-to-face education systems have been interrupted frequently. It is demanded to develop high-quality online education modalities. The webcasting based online classroom is one of the popular education modalities but suffers from poor teacher-student interactions and and low immersive learning experiences. This thesis aims to improve the online education quality by using the virtual reality (VR) technology. For the purpose of automobile engine education, we develop a VR based engine maintenance learning system. The system includes many teaching and learning components in VR enabled by the Unity engine. Users can immersively experience the complete engine disassembly process through the wearable VR display and interactive devices. The system is designed with an interactive layer, a control layer, and a physical data layer. Such a system architecture effectively separates the specific implementations of different domains and improves the R&D efficiency. Once new object models and process profiles are provided, the proposed system architecture requires no modification of codes for changed learning objects and processes. The efficiency and effictiveness of the proposed method are verfied by various experiments. The developed techniques can be useful for many other applications

Envisioning social drones in education

Education is one of the major application fields in social Human-Robot Interaction. Several forms of social robots have been explored to engage and assist students in the classroom environment, from full-bodied humanoid robots to tabletop robot companions, but flying robots have been left unexplored in this context. In this paper, we present seven online remote workshops conducted with 20 participants to investigate the application area of Education in the Human-Drone Interaction domain; particularly focusing on what roles a social drone could fulfill in a classroom, how it would interact with students, teachers and its environment, what it could look like, and what would specifically differ from other types of social robots used in education. In the workshops we used online collaboration tools, supported by a sketch artist, to help envision a social drone in a classroom. The results revealed several design implications for the roles and capabilities of a social drone, in addition to promising research directions for the development and design in the novel area of drones in education

Angels and ogres - online discourses of adult music learners, a corpus-based study

The purpose of this study is two-fold – to explore the potential of linguistic analysis techniques in music education research; and to use these techniques to investigate the discourses of adult learners in music, specifically those around learners and their teachers. Although music education research often uses text (interviews, autobiographical accounts, survey responses), linguistic analysis has barely been used in this area. Equally, the internet has become a source of support and expression for learners, using blogs and forum discussions, but these are an untapped data resource in music education research. Corpus linguistics techniques, which enable semi-automated analyses of databases of text, are increasingly being used in other discipline areas to identify patterns in large sets of textual data, and thus investigate recurring discourses, but have not yet been exploited in music education research. In this study I use corpus techniques to investigate discourses of adult music learners using text from online sources. I begin by summarising current literature on adult music learners, which identifies them as an under-researched group, and the background to corpus-based discourse analysis. I discuss the ethical challenges of using online data, how corpus linguistics techniques may provide solutions, and my approach to these challenges. I use a corpus-based approach to explore the discourses around learners and their teachers, looking in particular at metaphorical language. Discourses around teachers suggest that the learner/ teacher relationship is crucial, but can be problematic - issues around control are evident, but there is a feeling that learners welcome some level of control. I conclude that corpus-based discourse analysis has the potential to enrich music education research, and suggest other ways in which it might be used. In the area of adult music education, this research has the potential to inform teachers, training and community organisations and exam boards, to help them better meet the needs of this group which often ‘falls through the gaps’

The Potential Impact of Online Learning on Economically Disadvantaged Students

Opportunity gaps have consistently been prevalent in the United States’ education system and that continues today. The struggle to provide economically disadvantaged students the equity necessary to ensure opportunities exist, similar to those present for students of economic advantage, remains a pervasive dilemma for which there are few solutions. As technology continually changes the global marketplace, it is doing the same to education. Educators have an enormous impact on the lives of their students, both in and out of the classroom and through their instruction, there are techniques available to ensure that students remain engaged. One such method is by using technology, specifically online/virtual learning to not only captivate student interest, but to reduce the already wide chasm that exists between students with and without the means to an equitable education. This action research study sought to determine any possible correlation that may be present between students that are economically disadvantaged who enroll in online courses and the effect it may have on their ability to complete those courses. Several theoretical viewpoints framed the study, including critical theory, social learning theory, ecological systems theory and online learning theory. The study was completed using data from online course enrollments from a southeastern Pennsylvania school district from a three-year time period. The online course data was further examined based on several defining characteristics, such as required as opposed to elective and the location in which students partook in the course; onsite or offsite. Online students were also delineated into whether they were considered economically disadvantaged based on eligibility for the Free and Reduced Lunch Program. Teachers from the school district’s middle school and high school were surveyed for their perceptions about online/virtual learning and the instruction of economically disadvantaged students. Drawing on all of the compiled data, the study showed that students who completed online, required courses in an onsite capacity passed them more frequently than those who took online, required courses offsite. The study also revealed that there are discrepancies between teachers and students in their perceptions of the effectiveness and usefulness of online/virtual learning