A Review on Interpersonal Communication and Online Learning

All educators have worked on this new paradigm with varying degrees of enthusiasm and interest. Online learning is the latest and most popular form of distance learning today. Over the last decade, it has had a major impact on higher education, and that trend is accelerating. Online learning is an education provided through the Internet. Above all, it is often referred to as "e-learning". However, online learning is just a kind of "distance education". Generally, this term for learning takes place remotely rather than in a traditional classroom. It is authoritative that researchers and educators consider the effectiveness of online learning compared to traditional face-to-face learning and the factors that impact the effectiveness of online courses. This study focuses on the history and development of online learning, its usefulness, linguistic and nonverbal communication, and effective interpersonal communication. This study future, there is still a lot of space that can be developed in this research, such as reviewing interpersonal communication specifically looking at online teaching to medical students. Future research will be focusing perception and challenges on interpersonal communication skill in online learning among undergraduate students at University Malaysia Sarawak, Malaysia

Implementing basic e-learning tools into an undergraduate taxation curriculum

PURPOSE – Educators in the accounting discipline are faced with the challenge of finding innovative ways to accommodate the flexible learning styles of Millennial students, using “in classroom/contact time” effectively and decreasing transactional distance between students and educators in large classes. In an attempt to address these challenges, this paper aims to describe the implementation of basic e-learning tools (podcasts, vodcasts and voice-over-PowerPoint) as supplementary and substitutional tools in an undergraduate taxation curriculum. The tools were implemented as part of a student-centred approach to the facilitation of learning, embedded in the Blended Learning Theory. The paper reports on students’ use and experience of various basic e-learning tools, as well as the impact of the use of these tools on student performance. DESIGN/MEDOLOGY/APPROACH – An action research methodology was followed, and data were collected by way of a voluntary, descriptive student survey and student class lists. A total of 387 students completed the survey. FINDINGS – Students appear to have access to devices and data to use e-learning tools. They perceive these tools as helpful study aids and prefer synchronous, substitutional tools. Use of the tools does not have a significant impact on performance; however, it does appear to have a positive impact on the learning environment and student engagement. ORIGINALITY/VALUE – The results of the study may be of benefit to educators and curriculum designers who are responsible for reviewing and updating the content delivery methods of undergraduate taxation curricula in large classes with diverse student populations. These results add to the limited body of knowledge on the implementation of basic e-learning tools in a South African accounting education setting.The University of Pretoria, Department of Education Innovation Scholarship of Teaching and Learning Grant.http://www.emeraldinsight.com/2049-372X.htmam2018Taxatio

The adult learner self-directedness scale : validity and reliability assessment

ORIENTATION : The absence of a scale to assess the academic self-directedness of adult learners in South African open, distance and e-learning milieus. RESEARCH PURPOSE : This article describes the further validity and reliability assessment of the Adult Learner Self-Directedness Scale (ALSDS), which assesses adult learners' academic self-directedness in an open, distance and e-learning (ODeL) university in South Africa. An initial validity and reliability study yielded a four-factor scale with 35 items loading onto it, while this study reports on a three-factor scale with 15 items loading onto it. MOTIVATION FOR THE STUDY : Factors such as socio-economic conditions and past education practices make South African open, distance and e-learning higher education (ODeLHE) challenging for socio-economically disadvantaged students. The growing trend of online tuition and assessment in South African universities requires research into strategies that may improve a student's success and throughput. In ODeLHE, student self-directedness may contribute to academic success, and thus a reliable scale is needed to assess it. Currently, there is no such South African scale. RESEARCH APPROACH/DESIGN AND METHOD : A quantitative, cross-sectional research design was implemented, using self-report data from the students of the College of Economic and Management Sciences at a South African ODeL university. The ALSDS comprises three factors: success orientation for ODeLHE (self-efficacy beliefs), active academic behaviour (learner agency) and use of strategic resources (learning context management). MAIN FINDINGS : The findings indicate that the ALSDS appears to be a valid, internally consistent and reliable scale suitable for assessing ODeLHE adult learners' academic self-directedness. Further research is, however, required to establish metric and scalar invariance PRACTICAL/MANAGERIAL IMPLICATIONS : The scale may provide a reliable starting point for developing a scale for assessing ODeLHE students' existing academic self-directedness. Knowledge of existing self-directedness capacity may be useful in designing and implementing holistic learner support programmes. CONTRIBUTION/VALUE-ADD : The ALSDS may provide a reliable Afrocentric starting point for developing a measure for assessing the academic self-directedness of South African ODeLHE students.J.B. was responsible for the conceptualisation, methodology, funding acquisition and writing the original draft of the article. A.M. contributed to the methodology, formal analysis and software, as well as reviewing and editing the article. Both J.B. and A.M. contributed equally to the completion of the article.This research is based on a DCom postgraduate study conducted by the author J.-A. Botha, in 2018 at the University of South Africa that was funded through an internal bursary by University of South Africa (Unisa) for postgraduate studies by academic employees.http://www.sajip.co.zaam2023Statistic

Electronic peer review: a large cohort teaching themselves?

[Abstract]: Electronic peer review can empower lecturers of large courses to produce rapid feedback, promote social interaction and encourage higher order learning for students. But what are the payoffs to educators? Do students recognise the benefits of such a system? Foundation Computing is one of the largest courses at the University of Southern Queensland. A system of electronic submission and peer reviewing with instructor moderation is now being used in this course. This system is innovative and unique and delivers benefits to students, lecturers and the University. This system has been evaluated, proven successful and is being considered for wider use

Using Shared Workspaces in Higher Education

We evaluate the use of BSCW shared workspaces in higher education by means of a comparison of seven courses in which this environment was used. We identify a number of different functions for which the BSCW environment has been used and discuss the relative success of these functions across the cases. In addition, we evaluate the cases with the 4E model of Collis et al. (2000) which predicts the chances of acceptance of ICT in an educational setting. Effectiveness for the given task appears to be a prime success factor for using ICT. But an effective tool may fail due to other factors like ease of use and organisational, socialcultural or technological obstacles. The particular strength of a shared workspace, for which BSCW is most effective and efficient, is providing a repository for objects of collaborative work. Other types of usage showed mixed results. In the future we expect that learning takes place in an integrated, open ICT environment in which different kinds of tools are available for different purposes and users can switch between tools as appropriate. We could observe this in several of the case studies, where non-use of BSCW did not mean that a particular task was not performed, but, on the contrary, a more efficient solution for the same function was available. Shared workspaces have proven to be highly useful, but it seems advisable that their purpose be limited to what they were originally designed for