The Importance of Synchronous Interaction for Student Satisfaction with Course Web Sites

As more affordable synchronous communications are becoming available, the use of synchronous interactions has not been noted in course Web sites as often as asynchronous communications. Previous research indicated that the integration of synchronous tools into course Web sites has made a positive impact on students. While most of the previous studies were limited to open-ended questions and qualitative inquiries, this study extended the study of synchronous interaction by performing a sequence of quantitative and in-depth data analyses to explore how important this factor is relative to other factors and how this factor affects satisfaction of students majored in Information Systems with course Web sites. In a sample of 102 undergraduate students who were taking classes offered by Department of Computer Information Systems, the 89 percent of those students were majoring in Computer Information Systems while the rest of them, except a few, were pursuing a minor in Computer Information Systems. Findings in this study suggest that improving student satisfaction with synchronous interactions will effectively raise their overall satisfaction with course Web sites. While the delivery of educational materials is undergoing a remarkable change from the traditional lecture method to dissemination of courses via Web-based teaching-support systems, improving student satisfaction with course Web sites is closely linked to quality of day-to-day teaching

Use of an LMS in Undergraduate Business Communications Courses

Does the current college population embrace the use of technology for classwork? They may be devoted users of text messaging, Facebook and even Google, but do they take advantage of the learning tools created for their specific coursework? Does it advance their knowledge or understanding of course objectives? The cost for the university licensing, faculty and staff effort to create, upload, troubleshoot and maintain is considerable. A small case study of Business Communication students who used a learning management system (LMS) was conducted. Analysis of this study and other recent research in this pedagogical method will be reported

Using Virtual Reality and Web Conferencing Technologies: Exploring Alternatives for Microteaching in a Rural Region

Preservice teachers’ views of two types of technologies which provided realistic environments in which to practice microteaching are described: (1) TLE TeachLivE™ Lab, a virtual reality environment that employs avatars as students in a virtual classroom, and (2) web conferencing technology to synchronously teach students in remotely located classrooms. Preservice teachers opined that each technology offers a relatively realistic environment that allows them to interact with virtual and real students. Microteaching through these technologies increases their self-confidence and provided a safe, non-threatening environment for them to reflect on their practice. We concluded these emerging technologies can provide viable alternatives to bringing classroom realism for preservice teachers to practice their teaching skills

A Multi-Dimensional Measurement Model for Assessing the Pre-Adoption of Open Learner Models in Technology-Mediated Teaching and Learning: A Pilot Study

Visualizing learners’ information through the development of open learner models for improving the effectiveness of teaching and learning has attracted much attention in technology-mediated learning. There is, however, a lack of research in exploring the acceptance of open learner models in the pre-adoption of this model. This paper develops a multi-dimensional measurement model for assessing the pre-adoption of open learner models from the learners’ perspective. A pilot study is carried out to confirm the reliability and validity of the measurement model based on the data collected from 300 respondents using an online survey distributed in a higher education institution in Malaysia. This model provides a useful set of guidelines for educational institutions in developing efficient and effective policies to promote the adoption of open learner models in technology-mediated learning towards improving the performance of technology-mediated teaching and learning

PENTINGNYA INTERAKSI GURU DAN SISWA DALAM PEMBELAJARAN JARAK JAUH

This study aims to describe how important the interaction of teachers and students in distance learning is. The research method used is qualitative research, with data collection techniques in the form of observation and interviews. The focus of this research is to examine recent research on the importance of interaction in learning compared to other things and to briefly describe the types of interactions that have been used in distance education, explain the importance of designing interactions into distance learning environments, and design steps for learning steps that can facilitate interaction effectively. The results of this study indicate that the quality of interaction in distance learning still needs to be improved by focusing on teacher and student interactions. Keywords: Distance education; Type of interaction, Teacher and student interaction; Interaction desig

The Effect of Distance Learning Delivery Methods on Student Performance and Perception

The aim of this study was to investigate student perception and performance resulting from different distance learning delivery methods. A quantitative research method was applied to determine students’ views on synchronous and asynchronous delivery methods. This study was applied at the University of Hail, Deanship of Preparatory Year. The participants were 49 freshman female students. The results showed that there was a significant difference between student performance in both delivery methods—the synchronous delivery method and the synchronous with asynchronous delivery method. In addition, there was also a significant difference in student perception in the two groups. Based on this, it is possible to do more research in order to understand the role of the Learning Management System (LMS) and identify how instructors integrate the technology in higher education and online learning. Continuous professional development is needed so that the instructors can be updated about new technology

Website-Based Student Achievement Book Using the Waterfall Method

Al Qur'an Education Park (TPA) Al Badar has approximately thirty students, but that number will continue to grow. The recording of achievement cards is done manually, and everything is done by the Al-Badar TPA teacher. Usually, teachers record student learning outcomes using achievement cards, and achievement cards are filled out after students learn to read Iqro or the Qur'an and handed over to their students. However, amid the current COVID-19 pandemic, face-to-face meetings are very difficult, especially between teachers and participants who are undergoing online teaching. Based on the problems that occurred at the Al Badar TPA regarding the recording of student achievement and the importance of technology for education, it is necessary to have an information system at the Al Badar TPA. The method used in this research is the waterfall method approach in the manufacture of information systems with several stages, including problem identification, system requirements analysis, system design, system creation, and system testing, and also system analysis. In making the system, PHP and MySQL are used with the CodeIgniter framework. In system testing, the author uses two methods of black-box testing and white-box system testing. While the results of the analysis of the system in terms of testing the quality ofservice users, namely by using usability testing. The results of this study are a website-based student achievement book as an online learning achievement record book that can function well, both systemically and from the user's side of the application and greatly assists the needs of the Al-Badar TPA during the pandemic. The results obtained from the usability testing analysis are 90%, so it can conclude that the system is feasible and easy to use. So, a website-based student achievement book as book’s achievement record online can function properly and greatly help the needs of the TPA Al-Badar during the pandemic

E-Learner’s needs for sustainable tourism Higher Education: a case of Vietnam

E-learning has been suggested to help higher education organizations in tourism to achieve sustainable development. Thus, this study aims to identify factors determining the learners' needs for e-learning programs, particularly in a tourism curriculum. Based on relevant research and the Technology Acceptance Model, the study conducted a survey with 1,109 learners in the Central Coastal region of Vietnam. The results show that the e-learning environment, perceived ease of use, perceived usefulness, playfulness, and information technology skills have a positive impact on the learner's needs. These findings provide useful managerial implications for e-learning of tourism programs which contributes to the sustainable development of higher education as well as tourism industry through its workforce

Comparison Study between Math Test Scores for Brick and Mortar and Online Classrooms

With the emergence of online education, opportunities have risen for students who seek alternatives to attending a traditional school. However, the rise of virtual education has highlighted the challenges educators and students face in this environment such as academic integrity and quality control. In both learning environments, students often struggle to grasp mathematical concepts despite resources that are intended to aid learners in understanding abstract concepts. With an emphasis on state testing, educators are faced with the challenge to improve both math learning and performance on math standardized tests given at the state level. This study aimed to answer whether there is a difference between the performance of students on math state tests when comparing students who attended a traditional classroom versus those who attended a fully online classroom. Furthermore, this study aimed to identify whether there is a difference between the performance of male and female students on math state standardized tests between students in a brick and mortar classroom and those in an online learning environment. The study used a causal-comparative design of quantitative data with participants drawn from a convenience sample of ninth grade students who attended a virtual public high school in Texas during the 2017–2018 school year. Descriptive statistics were compiled and analyzed. An independent samples t-test was used to determine that a significantly significant difference exists between the performance of students who attended a virtual high school and those who attended a traditional school. Furthermore, a significant difference was also found in the performance of male and female students on a math state test after attending a virtual high school when compared with their peers in a traditional high school

The Learning Experiences of Students in a Face-to-Face Learning Environment Compared to an Online Learning Environment

The purpose of this study was to explore high school students’ and teachers’ experiences and perceptions of effective online learning compared to a face-to-face learning environment. A great deal of evidence exists showing that no significant difference should be expected regarding a well-designed online learning environment compared with well-designed in-person learning environment (Clark, 1983). Significant differences still exist in the way students perceive their online experiences during learning (Paul & Jefferson, 2019). Districts offer online courses because it is considered to be more cost-effective. For example, online courses allow districts to eliminate the need for additional physical space (Krafcik 2010; Olster, 2010). This was a mixed methods study that included a single subject case study that examined the experiences and perceptions of one high school teacher. Data instruments include a student survey using a 5-point Likert Scale that measures teacher presence, social presence, and cognitive presence. A teacher survey consisted of ten open-ended questions on the planning and delivery of the online course and traditional face-to-face course. The survey aligns with student responses from interviews and focus group discussions. The researcher was the primary instrument for data collection and analysis. This study pointed out important differences in the student-teacher relationship between online and face-to-face instruction. It was concluded that important differences between the two modalities were found regarding the teachers’ perceptions of the students and regarding ways that the teacher and students communicated. These findings deepen the understanding of the teacher-student relationship in online learning, as compared to face-to-face learning. These findings could assist in thinking of ways to promote better student-teacher relationships in online teaching