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Mammadova, Lala. "FACTORS AFFECTING STUDENT MOTIVATION IN ONLINE DISTANT EDUCATION." Azerbaijan Journal of Educational Studies 691, no. 691 (2020): 145–56. http://dx.doi.org/10.29228/edu.238.
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Yang, Jinyi, and Maricar Litilit. "Factors Affecting Students’ Decision to Undertake Online Learning." International Journal of Education and Humanities 9, no. 1 (2023): 43–47. http://dx.doi.org/10.54097/ijeh.v9i1.9153.
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The expansion in the scale of online higher education has been accompanied by a paradigm shift in the quality enhancement of online higher education, with from an emphasis on the adequate supply of institutional resources and the expansion of student numbers to a focus on student learning outcomes directly related to the benefits of student learning. This paradigm shift is also reflected in national policy. This paradigm shift is also reflected in national policy, which has been in place since 1998 when the Ministry of Education officially. Since 1998, when the Ministry of Education formally approved pilot institutions for online higher education, online higher education has entered a phase of rapid development. As the scale of online higher education enrolment has expanded dramatically, student learning outcomes have become a focal point for measuring quality improvement. In 2018, the Ministry of Education launched the Notice on the Annual Report on the Development of Continuing Education in Higher Education, which includes student learning effectiveness as an indicator for assessing the quality of continuing education in higher education. So, how should we evaluate the effectiveness of student learning? What are the factors that influence it? How can these factors be effective to achieve the purpose of influence? This study attempts to empirically investigate the mechanisms of the factors influencing the learning effectiveness of online higher education students in an engineering university in Beijing based on institutional influence theory, using structural equation modelling. The study found that. (1) More than 70% of students believe that their professional and vocational knowledge and skills have been developed through online higher education study, and they have greater hopes for career advancement and wider career choices. More than 70% of students also believe that their professional knowledge and skills and problem-solving skills have been improved, and they are more satisfied with the curriculum, the school platform and the work of teachers. (2) There are differences in the influence paths of each influencing factor. There are two pathways for the influence of curriculum and self-efficacy on students' learning outcomes: a direct pathway and an indirect pathway mediated by behavioural engagement and student-teacher interaction. Behavioural engagement and teacher-student interaction are both direct influences and also play a mediating role in moderation. In contrast, there is only a direct path of influence on student motivation, and the learning platform can only indirectly influence student learning outcomes through teacher-student interaction. (3) This study verifies the applicability of the institutional influence theory to students in online higher education, as environmental and student background factors can have direct or indirect effects on student learning outcomes.
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Duong, Xuan-Lam, Shu-Yi Liaw, and Thi Giang Nguyen. "Factors Affecting Problematic Internet Shopping." International Journal of Cyber Behavior, Psychology and Learning 12, no. 1 (2022): 1–15. http://dx.doi.org/10.4018/ijcbpl.298689.
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The study aimed to examine internet shopping patterns and factors affecting problematic online shopping behavior among university students. A total of 364 Taiwanese university students were conveniently recruited online using the Online Shopping Addiction Scale (OSAS) to assess the severity of problematic internet shopping. Fisher’s exact test and hierarchical regression analysis were used to examine the difference among internet shoppers and explore the determining factors for problematic internet shopping. Results revealed that 2.47% of the students in our sample suffered from problematic internet shopping. Hierarchical regression analysis suggested that internet experience has an inverse significant influence on problematic internet shopping. Furthermore, daily internet shopping usage and frequency appear to be the most critical determinants of problematic internet shopping (p<.01). The current study has provided some worthwhile insights which can serve as a guideline to more elaborate studies.
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Nguyen, Hong Thi Thu. "Factors Affecting High School Teachers' Attitudes Towards Online Teaching." International Journal of Online Pedagogy and Course Design 13, no. 1 (2023): 1–15. http://dx.doi.org/10.4018/ijopcd.322790.
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The transition to distance learning during COVID-19 has completely overturned the teaching-learning way of the world's education system. Based on the technology acceptance model, this study was conducted to explore what factors might affect the teachers' attitudes toward the online teaching regime. Structural equation modeling was employed to analyze data drawn from high school teachers in Vietnam. The findings presented that the perceived usefulness of digital teaching was the most fundamental determinant of teachers' attitudes and played a mediating role in linking the perceived ease of use to attitude. As an external factor, school assistance was significantly associated with both perceived ease of use and perceived usefulness, which provides facilitating conditions to ensure successful adoption of online teaching. Age and teaching experience also had a significant influence on external assistance and teachers' attitudes, respectively. This investigation sheds light on promoting digital transformation in the education sector in Vietnam and other countries.
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Dang, Su Minh. "Analyzing Factors Affecting Online Teaching Management at Vocational Education Institutions." South Asian Research Journal of Humanities and Social Sciences 6, no. 03 (2024): 123–30. http://dx.doi.org/10.36346/sarjhss.2024.v06i03.002.
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The purpose of this study is to clearly identify factors affecting online teaching management in vocational education institutions. Studies have shown that there are many factors affecting online teaching management in vocational education institutions. However, at each different time, the impact factors are not the same. At the present time, in the context of globalization and international integration, this study has pointed out five impact factors, which are the impact from the current context of the 4.0 industrial revolution; impacts from integration trends, international cooperation and labor market requirements; impacts from policies on vocational education, from management mechanisms and capacity of management staff at vocational education institutions; impact from the qualities and abilities of teachers and students, from the content, methods and forms of online teaching organization at vocational education institutions; Impact from facilities and conditions to ensure online teaching activities at vocational education institutions. Using qualitative research methods, this study shows that factors play unequal roles in the process of influencing online teaching management in vocational education institutions.
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Fredy, Ratna Purwanty, Desy Kumala Sari, and Lastika Ary Prihandoko. "The interplay of factors affecting online learning experience in higher education." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3090–99. https://doi.org/10.11591/ijere.v13i5.28935.
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Education has undergone a profound transformation, transitioning significantly from traditional face-to-face instructional approaches to a predominant reliance on online learning methodologies. This sudden change leaves questions on how to provide an affective and satisfying online leaning for students. As prior studies revealed, many factors affect the success of implementing online learning, specifically for higher education students. As a response, this quantitative study was intended to investigate the interplay of factors affecting online learning experience in higher education namely anxiety, motivation for learning, self-directed learning, online learning attitude, and computer-internet self-efficacy. An exploratory factor analysis (EFA) included 20 items of online survey distributed to undergraduate students (n=329) from several faculties at one Indonesian university to explore this issue. This study used the partial least squares structural equation modeling (PLS-SEM) application to explore the interplay among six constructs. The results showed that all six constructs namely anxiety, motivation for learning, self-directed learning, online learning attitude, computer-internet self-efficacy, and online learning experience were positively associated. It meant that those factors were statistically proven to affect students’ online learning experiences. Educators could use these results as a consideration in implementing online learning more effectively. Further implications of pedagogical practice and further research are discussed.
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Febriani, Rahmi Dwi, Triyono Triyono, Rezki Hariko, Verlanda Yuca, and Elrisfa Magistarina. "Factors Affecting Student’s Burnout In Online Learning." Jurnal Neo Konseling 3, no. 2 (2021): 32. http://dx.doi.org/10.24036/00567kons2021.
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The Pandemic of Corona Virus Disease (Covid-19) has a significant impact on various sectors of life, including the education sector.The learning process, which was initially carried out in person or face-to-face, is now carried out online.This virtual learning implementation has a negative impact on students' psychology, one of which is the burnout study.Several research results show that many students have difficulty understanding the material provided online, the task demands are high, and cannot interact directly with friends and lecturers.Furthermore, this increases the burnout of the study in students and causes the lecture process to be not optimal.Burnout study is a condition in which an individual feels physically and emotionally exhausted, causing boredom in learning, indifference to academic assignments, lack of motivation, laziness, and decreased learning achievement.Current research uses literature review by looking for theoretical references that are relevant to the problems found.
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Husin, Husna Sarirah, Shahrinaz Ismail, Siti Haryani Shaikh Ali, and Ummul Fahri Abdul Rauf. "Conceptual Framework of Factors Affecting Online Teaching." International Journal of Innovative Research and Scientific Studies 5, no. 4 (2022): 354–62. http://dx.doi.org/10.53894/ijirss.v5i4.874.
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This study will add to the body of knowledge by creating a conceptual framework around fundamental concepts related to examining the factors that influence the efficiency of online teaching. The framework is based on an assessment of the online teaching literature found using Emerald, Institute of Electrical and Electronics Engineers (IEEE) Explore, ProQuest, and Google Scholar searches. A conceptual matrix is used to combine the findings into a framework of online instruction and effectiveness. A questionnaire was utilized and 81 respondents participated in the survey. We found that Google Meet is the most used platform for online teaching. In terms of stress level, teachers between the ages of 36 and 50 are the most stressed. As per time spent on online teaching, most teachers spent 3-5 hours a day and we also found that the more hours spent on online teaching, the more benefit the teachers and students will get. The study's findings can help the school and Malaysia's Ministry of Education understand the factors that affect how well teachers can conduct online teaching.
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Chavda, Virendra N., and Bhaveshkumar J. Parmar. "An Empirical study on factors affecting adoption of online education." IIMS JOURNAL OF MANAGEMENT SCIENCE 11, no. 3 (2020): 185–202. http://dx.doi.org/10.5958/0976-173x.2020.00012.7.
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Fredy, Fredy, Ratna Purwanty, Desy Kumala Sari, and Lastika Ary Prihandoko. "The interplay of factors affecting online learning experience in higher education." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3090. http://dx.doi.org/10.11591/ijere.v13i5.28935.
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<span lang="EN-US">Education has undergone a profound transformation, transitioning significantly from traditional face-to-face instructional approaches to a predominant reliance on online learning methodologies. This sudden change leaves questions on how to provide an affective and satisfying online leaning for students. As prior studies revealed, many factors affect the success of implementing online learning, specifically for higher education students. As a response, this quantitative study was intended to investigate the interplay of factors affecting online learning experience in higher education namely anxiety, motivation for learning, self-directed learning, online learning attitude, and computer-internet self-efficacy. An exploratory factor analysis (EFA) included 20 items of online survey distributed to undergraduate students (n=329) from several faculties at one Indonesian university to explore this issue. This study used the partial least squares structural equation modeling (PLS-SEM) application to explore the interplay among six constructs. The results showed that all six constructs namely anxiety, motivation for learning, self-directed learning, online learning attitude, computer-internet self-efficacy, and online learning experience were positively associated. It meant that those factors were statistically proven to affect students’ online learning experiences. Educators could use these results as a consideration in implementing online learning more effectively. Further implications of pedagogical practice and further research are discussed.</span>
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Hamidah, Nuriyatul. "FACTORS AFFECTING STUDENTS’ MOTIVATION IN ONLINE CLASS." Jurnal Bahasa Lingua Scientia 14, no. 2 (2022): 355–68. http://dx.doi.org/10.21274/ls.2022.14.2.355-368.
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Some components of learning environment might affect learner behaviors during the teaching and learning process in both face-to-face and virtual learning environments. One of those components is students’ motivation which is the best variable that affects students’ learning. Research literature consistently suggests that EFL (English as a foreign language) students’ motivation is affected by some teaching factors (Lamb, 2017). This study aims at determining the factors that increase students’ motivation in their online courses at higher education levels. In this framework, the students who were in the fourth and sixth semesters were asked to explain their opinions about the factors increasing their motivation and what can be done to increase their motivation. The students have been having online classrooms for almost four semesters. The writer employs qualitative research as the method to conduct this study. To collect the data, an interview guide is designed. Then, the research results show that the teaching- learning process, teacher’s competency, students’ engagement, online learning environment/technical infrastructure and time management could affect students’ motivation in their online courses. Besides, it is also stated that interactive assessment and evaluation would increase their motivation.
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D, B. Singh, K. Upadhyay R, and Singh Niharika. "Factors Affecting Online Education: A Study Conducted in Varanasi of India." Empirical Economics Letters 23, June Special Issue 3 (2024): 317–37. https://doi.org/10.5281/zenodo.13763993.
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<strong>Abstract: </strong>In an effort to maintain academic continuity, the government has supported online learning system as a consequential response to the COVID-19 pandemic that resulted in closing of educational institutions. While many still find it a monumental task, the majority of upscale private and governmental institutions have seamlessly transitioned to online platforms like Zoom, Google Classrooms, Microsoft Teams and others. There have been several advantages and disadvantages while adopting to online education system. It is time for Indian people to comprehend the possibilities offered by online learning—in India, for India. So, one of the prime reasons for this study has been to understand benefits and disadvantages from users point of view. One may infer that the online education in India is expected to increase at a very rapid rate based on a report on the subject. In 2024 and beyond, the tendency will persist. Particularly in the post Covid era, all parties involved in Indian education have chosen online learning as a forced and embedded system rather than a deliberate approach. The advantages for all stakeholders involved in the education sector have emphasized this. By means of a survey, the study tries to identify and thus emphasizes the elements that are especially advantageous to teachers and students. But there are also some noteworthy trends noticed in this study. By effectively and sufficiently changing the underlying conditions and carefully choosing samples, the study's findings may be used in other contexts. For both teachers and students, there are many opportunities provided by online learning. However, it might also make India's socioeconomic disparities worse. We should aim for inclusivity in all of our online education-related policies and initiatives. India will be shown the road forward with patience, earnest efforts, and a clear vision. As one of the outcomes of this study, we may comment that the online education system provides many benefits to the learners, it can not replace the traditional way of learning in near future. This should be tested by means of future research. <strong>Keywords:</strong> Online Education, Online vs Offline Education, Classroom Teaching, E-Learning, E-Education, Indian Online Education System
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Aithal, P. S., and Aithal Shubhrajyotsna. "Impact of On-line Education on Higher Education System." International Journal of Engineering Research and Modern Education (IJERME) 1, no. 1 (2016): 225–35. https://doi.org/10.5281/zenodo.62029.
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Education is the most important thing for any country to develop and prosper. Education moulds the character and intelligence of individuals. It also provides the talent and motivation to every person. The conventional education system at higher education level is analogous to brick and mortar type business system, where a student gets a systematic education from college/University by personally attending required courses regularly (Full time/part Time). However, the conventional education system has many drawbacks and lot of improvements are expected in future days. One of the possible developments in next generation education system is online education. In this paper, we have discussed the online education system as next generation education system and impact of the online education system in higher education on the development of science & society. The types of online education models and their importance are discussed. The advantages, benefits, constraints and disadvantages of online education systems are discussed. The features some of the online portals are studied by considering some of the important online education models e.g., edX, Alison, NPTEL, and UZity as case examples. Finally, the online education system is compared with a hypothetical system called "Ideal education system
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Sreeramana, Aithal, and Aithal Shubhrajyotsna. "Impact of On-line Education on Higher Education System." International Journal of Engineering Research and Modern Education (IJERME) ISSN : 2455 – 4200 1, no. 1 (2016): 225–35. https://doi.org/10.5281/zenodo.161113.
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Education is the most important thing for any country to develop and prosper. Education moulds the character and intelligence of individuals. It also provides the talent and motivation to every person. The conventional education system at higher education level is analogous to brick and mortar type business system, where a student gets systematic education from college/University by personally attending required courses regularly (Full time/part Time). However, the conventional education system has many drawbacks and lot of improvements are expected in future days. One of the possible developments in next generation education system is online education. In this paper, we have discussed the online education system as next generation education system and impact of online education system in higher education on development of science & society. The types of online education models and their importance are discussed. The advantages, benefits, constraints and disadvantages of online education systems are discussed. The features some of the online portals are studied by considering some of the important online education models e.g., edX, Alison, NPTEL and UZity as case examples. Finally, the online education system is compared with a hypothetical system called "Ideal education system".
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Yıldız, Esma. "Investigation of Factors Affecting the Sense of Community of Distance Education Learners in Online Learning Environments." Journal of Qualitative Research in Education 8, no. 1 (2020): 180–205. http://dx.doi.org/10.14689/issn.2148-2624.1.8c.1s.9m.
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Shen, Xiaogai, and Jianli Liu. "Analysis of Factors Affecting User Willingness to Use Virtual Online Education Platforms." International Journal of Emerging Technologies in Learning (iJET) 17, no. 01 (2022): 74–89. http://dx.doi.org/10.3991/ijet.v17i01.28713.
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With the growing recognition and acceptance of virtual online education, more and more educational institutions are switching from offline business to online business. However, users differ in their willingness to use virtual online education platforms. This paper explores the factors affecting user willingness to use such platforms, laying a theoretical basis for promoting virtual online education. The main findings are as follows: college students are positive and in favor of extracurricular learning; the students’ demand for online learning contents varies with gender, grade, and major; the long-term willingness to use depends on perceived usefulness, satisfaction, and perceived switching cost, of which the last factor is the key contributor to increasing user resistance; the long-term willingness to use online education platforms is influenced by perceived usefulness, expected confirmation, content quality, service quality, system quality, satisfaction, and perceived switching cost, etc.
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Dwivedi, Alka, Prasoom Dwivedi, Samo Bobek, and Simona Sternad Zabukovšek. "Factors affecting students’ engagement with online content in blended learning." Kybernetes 48, no. 7 (2019): 1500–1515. http://dx.doi.org/10.1108/k-10-2018-0559.
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PurposeIncreasing use of information and communication technology (ICT) in education has, along with other consequences, shifted the context from teacher-centric to student-centric. These changes pose fresh challenges to the prevalent education systems all over the world, which already have fallen short of the expectations. The purpose of this study is to show that e-learning is not only about ICT following a holistic approach to learning which embeds systemic approach and learning loops but also about students and teacher’s actions in ICT-enabled learning environment. This study investigates the importance of engagement of students and teachers in blended learning with a focus on factors which affect this engagement.Design/methodology/approachBased on systems theory and socio-technological approach to e-learning, the paper documents an experiment which was carried out in a higher education institution. Postgraduate students of one course were divided into two groups. Instructor of the first group was not required to engage with the online content and had to deliver his course in a traditional face-to-face format. Instructor of the second group continuously spent time on the learning management system (LMS), developing more content, participating in online discussions and responding to students. LMS tracked the online activity of both the instructors, and semi-structured interviews of students were conducted.FindingsBased on behaviour of 152 students of a postgraduate programme, students’ time spent online is directly proportional to the instructor’s online time, promptness of instructor’s response to online activities queries of students increased student engagement, the students’ engagement increases if the online content is related to the syllabus but engagement is not the same as the face-to-face lectures in the class.Research limitations/implicationsThe research was conducted in India and is based on the behaviour of instructors and students in India. It was focussed on engagement issues of blended learning, while other issues of blended learning have not been in the focus of the research.Practical implicationsThe research is important for the practice of higher education, and the result of the study can be taken into consideration while developing online courses for students enrolled in higher education.Social implicationsIf higher education institutions take a strategic decision to use ICT in e-learning, engagements of participants and factors affecting engagement are crucial for the better quality of education. In such a way, blended learning fulfils requirements of a holistic approach to learning.Originality/valueDespite the fact that e-learning as a way to deliver academic content has been extensively researched, there are not many studies focussed on engagement issues in blended learning, and even fewer studies have been conducted in an experimental way which allow in-depth research.
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Hossain, Mohammad Kamal, Md Abdus Salam, and Sheikh Sakib Jawad. "Factors affecting online shopping behavior in Bangladesh: A demographic perspective." International Journal of Business Ecosystem & Strategy (2687-2293) 4, no. 3 (2022): 13–22. http://dx.doi.org/10.36096/ijbes.v4i3.351.
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Prior studies in Bangladesh examined how several non-demographic factors influenced consumers' online buying behavior. However, no specific research has been conducted to examine an association between consumers' demographic factors and the online shopping behavior of Bangladeshi buyers. Therefore, this study aimed to examine the association between online shopping behavior and the demographic characteristics of Bangladeshi buyers. The association between six consumers' demographic variables, such as age, gender, income, education, occupation, and marital status, and online shopping behavior, proxied by the frequency of online shopping, was examined. Primary data through a structured questionnaire was collected from the 547 respondents in urban and rural areas of seven divisions in Bangladesh through offline and online surveys. The chi-square test was used to examine the association between consumers' demographic characteristics and online shopping behavior. The study found that male and married consumers with a higher level of education and higher-category jobs have a higher propensity to shop online. However, consumers' age and income level do not significantly impact their online shopping behavior. The study's outcomes are expected to provide online retailers and merchants with critical information about buyer behavior.
 Keywords: Association, online shopping behavior, demographic characteristics, chi-square test, Cramér’s V, e-commerce.
 JEL Classification: M31, M39, and L81
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Chelvarayan, Anushia, Chew Sin Jie, and Yeo Sook Fern. "Factors Affecting Students’ Perception of Online Shopping." International Journal of Entrepreneurship, Business and Creative Economy 1, no. 1 (2021): 13–24. http://dx.doi.org/10.31098/ijebce.v1i1.424.
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In the recent time, the Internet is being used as the main source to provide us information and has been vastly exploited for our own convenience. It can be seen as a mean to provide us fun and pleasure with unlimited opportunities. Hence, online shopping is an action or activity of purchasing goods and services through the Internet. This includes people going online, logging in to a shopping website, purchasing goods and services and arranging for delivery. Besides that, the buyer either pays with credit or debit card or through third party online transfer or cash on delivery for the goods and services. The research emphasizes on factors affecting students’ perception of online shopping. It focuses on the following variables such as convenience, ease of use, usefulness, privacy and security and saves money, time and effort as the main factors in affecting a student to pursue with online purchases. The theoretical foundations for this study are Technology Acceptance Model (TAM) and Theory of Planned Behaviour (TPB). A total of 200 respondents from a private university in Malaysia participated in this research. Samples were selected using convenience sampling and the respondents answered the questionnaire via Google form and paper and pencil method. A nominal scale and Five-point Likert scale was used to design the questions in the questionnaire. Data analysis methods used in this research were Descriptive Analysis, Reliability Analysis and Multiple Regression Analysis. The data collected and also information in this research are highly beneficial and valuable to students, supervisors, academics, researchers, learning institutions, business organisations and the government as we are able to gauge and understand the factors affecting students’ perception on online shopping. However, there are some limitations as this research does not reflect the actual student population in tertiary education in Malaysia and it only focuses on four variables i.e. convenience, ease of use, usefulness, privacy and security and saves money, time and effort. There are several possibilities for future researches whereby one can focus more on other influencing factors such as trust, risk, complexity, pervasive technology usage, tech savvy future generations and many more.
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Drennan, Judy, Jessica Kennedy, and Anne Pisarski. "Factors Affecting Student Attitudes Toward Flexible Online Learning in Management Education." Journal of Educational Research 98, no. 6 (2005): 331–38. http://dx.doi.org/10.3200/joer.98.6.331-338.
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Cogbill, Salimah, Brittney Francis, and Vetta L. Sanders Thompson. "Factors Affecting African American Men’s Use of Online Colorectal Cancer Education." Journal of Cancer Education 29, no. 1 (2013): 25–29. http://dx.doi.org/10.1007/s13187-013-0532-7.
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Aisyah, Risma Rihadatul, and Ikariya Sugesti. "Factors Affecting Students’ Learning Interaction and Engagement in Online Learning." International Social Sciences and Humanities 2, no. 1 (2022): 287–94. http://dx.doi.org/10.32528/issh.v2i1.124.
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The Covid-19 pandemic has impacted various aspects of lifestyle, as well as the world of education. As a result, learning was carried out with online. Online learning was not just providing material online, but there were interactions that occur during the learning process. Interaction occurs between students and teachers, between students and students, and students with the learning material itself. The aim of this research was to determine factors that affect students’ learning interactions and engagement in online learning on speaking for general purpose subject at EFL Classroom in the academic year of 2021/2022. This research was a case study design under qualitative approach. The population in this research were amounted 18 students, 14 females and 4 males on second semester of the English education study program at Universitas Muhammadiyah Cirebon. Data collection was collected with questionnaires and interviews. The results showed that several factors were found that affecting the students learning interaction and engagement in online learning on speaking for general purposes. Based on the results of the analysis of the data taken, the most dominant factors affecting in online learning on speaking for general purpose was the interaction between lecturers and students and behavioral engagement
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Al-Labadi, Luai, Hrithik Kumar Advani, Brittani Holder, and Kyuson Lim. "Education Influential Factors of University Attendance." Journal of Educational and Developmental Psychology 13, no. 1 (2022): 29. http://dx.doi.org/10.5539/jedp.v13n1p29.
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Absenteeism among university students is a widespread issue today. It is known that absenteeism may incur negative effects on students&#39; academic performance as well as many social problems. This study was carried out to investigate and highlight students&#39; perceptions of the factors affecting university attendance for online and in-person classes. The study surveyed students from a variety of disciplines at the University of Toronto Mississauga. The results of the survey indicated that the statistically significant factors affecting university attendance include student&#39;s current university CGPA (Cumulative GPA), and lectures where mandatory participation is required. Appropriate remediation to reduce the percentage of students&rsquo; absenteeism are also proposed.
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Dinh, Tuong Cao, and Sang Minh Vo. "Factors Affecting Students' Perspectives on the Usefulness of Learning Online." International Journal of Emerging Technologies in Learning (iJET) 17, no. 15 (2022): 123–41. http://dx.doi.org/10.3991/ijet.v17i15.33243.
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The more students perceive the usefulness of the learning mode, the more they accept it, hence inference to their learning success. The purpose of the study is to identify factors that impact students’ perspectives on the usefulness of learning online in their learning process based on the Technology Acceptance Model. Learners’ styles and their e-learning self-efficacy were integrated into the model to explore the relationships between these factors and their perceived usefulness of learning online. A questionnaire survey was administered to 356 voluntary students of a private university in Vietnam. Data analysis methods include the Cronbach’s alpha test to examine the scales’ reliability, Confirmatory Factor Analysis method to determine the factors of learners’ learning online styles, and the structural equation modeling method to estimate the correlations between the dependent and independent constructs. The results indicate that four in six learn-ers’ learning online styles had a significant relationship with perceived useful-ness. In particular, tactile and group factors, and the Individual factor have direct-ly and indirectly positive effects on perceived usefulness respectively while Kin-aesthetic factor has a direct negative effect on perceived usefulness. The other fac-tors such as visual and auditory show no relationship with perceived usefulness. Learners’ e-learning self-efficacy and perceived ease of use components have a direct and positive impact on perceived usefulness. Pedagogical implications and limitations of the study are also discussed.
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Wenti Krisnawati. "FACTORS AFFECTING MILLENIALS TO DONATE ONLINE AT KITABISA.COM." Manajemen Bisnis 11, no. 2 (2022): 207–20. http://dx.doi.org/10.22219/mb.v11i2.20873.
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Background The donation-based crowdfunding model, which is used for fundraising, has proven to be successful in collecting aid funds, especially during natural disasters and other emergencies. The crowdfunding process occurs where a group of people (a large number) financially provide a relatively small amount of money as a donation or participate in support to fund a project that can potentially get a reward (Wicks, 2013: 5) The purpose of this research is to determine the effectiveness of the campaign, brand image and Innovation Platform on kitabisa.com. Design/methodology/approach research is focused on a quantitative approach. The population in this research were all students of the University of Muhammadiyah Gresik, a sample of 100 people, namely the Faculty of Economics and the Faculty of Teacher Training and Education. Data collection techniques from this research used a questionnaire. The analysis technique uses multiple linear regression with SPSS tools. Results and Discussion The results show that the effectiveness of the campaign is not significant, the hypothesis is rejected, with the development of advertising media in the current digital era unable to influence millennials to donate on the Kitabisa.com platform, while Brand Image, Platform Innovation have a positive effect and Platform innovation has a positive effect and significant to the Donation Decision. Research implications of Campaign Effectiveness, Brand image, Platform Innovation, provide great benefits to the Kitabisa.com platform in attracting donors to decide to donate on the Kitabisa.com platform.
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PRIHANDOKO, Lastika Ary. "FACTORS AFFECTING TEACHERS’ ONLINE LEARNING EXPERIENCES IN PROFESSIONAL DEVELOPMENT PROGRAM: STRUCTURAL EQUATION MODELLING." Turkish Online Journal of Distance Education 24, no. 4 (2023): 207–19. http://dx.doi.org/10.17718/tojde.1149960.
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There is a sudden transition in education during this pandemic era of COVID-19. Students’ learning which is previously conducted in an offline face-to-face meeting should shift to online learning. This sudden change surely affects students’ learning experience. In the attempt to create a better online learning, this study investigates the interplay of the factors affecting participants’ online learning experience namely selfdirected learning and TPACK (Technological, Pedagogical, and Content Knowledge). A quantitative study using Partial Least Square- Structural Equation Modeling (PLS-SEM) model analysis was employed to explore this issue. A total of 434 in-service teachers joining an online Teacher Professional Development program participated in this study. The results show that Self-directed learning and TPACK are positively and significantly associated with online learning experience. It indicates that students with high self-directed learning skills and TPACK are predicted to have a positive and satisfying online learning experience. Further implication for pedagogy and future research recommendation is discussed.
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Sadik, Alaa. "Factors Affecting the Acceptability of Online Degrees: Evidence from Two Arab Countries." International Journal of Emerging Technologies in Learning (iJET) 11, no. 12 (2016): 54. http://dx.doi.org/10.3991/ijet.v11i12.6022.
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Abstract— The purpose of this study was to investigate the acceptance of degrees earned wholly online and to define the factors that affect the perceived value of these degrees in two Arab countries; Egypt and Oman. To achieve this purpose, a societal acceptance of online distance education degrees questionnaire was developed and administered online to a sample of 479 participants from different business sectors in Egypt and Oman. The responses to the rating scales and open-ended questions were organized, analyzed, and coded to address pattern of responses. Quantitative data and open-ended responses showed that the overall perception expressed by respondents was that online distance education was viewed as inferior to traditional education, and degrees earned online are not similar to ones earned in traditional settings in terms of credibility and quality. The ANOVA tests were used to analyze the differences among groups of participants and their acceptance of online degrees. Overall, responses indicated that no significant differences existed among participants. Many aspects of online degrees, such as interaction between students and the instructor, credibility with employers, admission regulations, and quality of learning outcomes have been criticized from many perspectives.
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Shi, Jinzhu, and Thitinant Wareewanich. "Factors Affecting Online Teaching and Learning among Chinese High School Students: Education Equality Perspectives." Journal of Curriculum and Teaching 13, no. 1 (2024): 206. http://dx.doi.org/10.5430/jct.v13n1p206.
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Online learning is significant to promote education equality in high school sector. This research aims to explore the factors affecting students' acceptance of online learning, construct a structural equation model of high school students' online learning behavior, and propose measures to promote educational equity. The study employed quantitative research methods, utilizing online questionnaires to gather 633 data from high school students in Dazhou, Bazhong, and Liangshan regions. A comprehensive approach to data analysis was adopted, including descriptive statistical analysis, reliability and validity tests, confirmatory factor analysis, structural equation modeling, and path analysis. Key findings revealed the significant influence of online teaching quality and course content on students' perceived usefulness, ease of use, subjective norms, attitudes towards online learning, and their subsequent learning intentions and behaviors. The study confirmed the mediating roles of these perceptions and attitudes in shaping students' engagement with online learning platforms. In conclusion, the research provides vital insights into the dynamics of online education in a high school setting. It highlights the need for enhanced teaching quality and course design to improve online learning experiences. The findings offer valuable implications for educators, policymakers, technology developers, and other stakeholders, emphasizing the importance of a collaborative approach to create more effective and equitable online learning environments. This study lays a foundation for future research and strategies aimed at optimizing the potential of online education, ensuring it is accessible and beneficial to all students.
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Li, Li. "Analysis of Psychological Factors Affecting the Quality of Online Learning." Advanced Materials Research 926-930 (May 2014): 4461–64. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4461.
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Advances in computer network technology to I mprove the promotion of the modern distance education development. Network Learning has been the quality of learners and practitioners from educational theory and research issues of concern. This article focuses on five psychological factors that affecting college students in network learning: metacognitive knowledge network, network positioning sense of self-efficacy, system knowledge and previous knowledge of the subject.
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Shaikh, Dr Muhammad Khalid, and Tanveer Shah. "Factors Affecting Computer Science Student's Academic Performance During Covid-19." Journal of Engineering Education Transformations 36, no. 2 (2022): 126–38. http://dx.doi.org/10.16920/jeet/2022/v36i2/22160.
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Abstract : In this research, the factors that affect the computer science student's academic performance are investigated in the scenario of online learning induced by the COVID-19 pandemic. It is found that while staying at home, and getting tutored online, the academic achievement of the students of Computer Science gets affected by the following group of factors: Family characteristics (family causal factors), Student's academic characteristics, Social and personal characteristics, Psychological and Health Related Factors, Institutional characteristics, Teachers (academic causal factors), Perceptions about Online Learning, Perception about Computers. As opposed to the general usage of only the CGPA as a measure of the academic performance, this research introduces the online self-study time (OSST) as well, as a measure of the academic performance. A total of 170 students had responded to a questionnaire administered to them to assess the effects of the identified factors. The questionnaire was checked for reliability and validity as well, using construct reliability, indicator reliability, convergent validity, and discriminant validity. The students were from various semesters of Bachelor of Computer Science degree program. The questionnaire data is subjected to the multinomial logistic regression analysis. Results have shown that there is relation that exists between the identified factors and the academic performance of the students that is reflected in their CGPA and the OSST. Keywords : COVID-19, Academic performance, Online learning, Online Self-study Time (OSST).
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Budiarta, I. Komang, Luh Putu Artini, Ni Nyoman Padmadewi, and Putu Kerti Nitiasih. "CLIL in the Online Micro-teaching: Factors Affecting Content and Language Achievement." International Journal of Learning, Teaching and Educational Research 22, no. 2 (2023): 37–53. http://dx.doi.org/10.26803/ijlter.22.2.3.
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Content and language integrated learning (CLIL) implementation in online micro-teaching offers dual focuses that become its main consideration. The CLIL implementation in an English teacher education course enables the students to learn both the content of the pedagogical courses and the instructional language. This approach could accommodate their achievements to achieve the pre-determined objectives. Thus, this research was mainly intended to determine the factors affecting the students’ content and language achievement during the CLIL implementation. In the current research, an explanatory-sequential mixed-methods design was employed. The researcher first collected the data dealing with the students’ content and language achievements quantitatively, and to elaborate on the data, qualitative data were also collected through performance tests, self-reflected journals, and interviews. Based on the findings, the research revealed that the CLIL implementation in online micro-teaching could affect the students’ content and language achievement positively. It could be seen from the performance test results that they had achieved the minimum passing grade. The CLIL implementation strengthened their content and language achievement by the teacher’s recalling of the learning material and instructional languages, organizing a well-structured presentation, arranging enriching dual-focus activities, applying content and language scaffolding, promoting the development of communicative skills by using clear, simple language instructions, and managing cooperative learning. The students were actively involved, and these activities supported their content and language achievement. These findings revealed that the aforementioned activities should be considered to implement the CLIL approach successfully.
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Xue, Sijia, Chuang Wang, and Yanchao Yang. "Exploring affecting factors of and developing a framework for teachers’ online instruction." Learning and Instruction 82 (December 2022): 101665. http://dx.doi.org/10.1016/j.learninstruc.2022.101665.
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Mohd Nawi, Mohd Zulfakar, and Samihatunnadzirah Sulaiman. "Factors Affecting Online Purchase Intention: A Case Study of Malaysian Consumers." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 10 (2021): 429–36. http://dx.doi.org/10.47405/mjssh.v6i10.1089.
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Online purchase is chosen as an easy step to spend on getting our essentials without having to line up at the counter. The objective of this research is to study online purchasing practices and the factors that influence them. In addition, the study also aims to examine the differences in online purchasing practices by selected background factors (gender, stratum, generation, ethnicity, home income, education level and zone). The population of this study consisted of users over the age of 17 who were selected by convenience through the 'mall intercept' method. T-test results showed significant differences (t = -3.156, p = 0.001) for online purchase practice scores between male and female respondents. ANOVA test results also show significant average score differences in terms of generation [F (3, 1298) = 3,475, p = 0.016], ethnicity [F (4, 1291) = 3,678, p = 0.006], and income [F (4, 1227) = 6,935, p = 0.000] while no differences are reported for the level of education, zone and stratum when p > 0.05. The findings also show that only five key factors were the consumer choice before make online purchases, which are safety factors, products offered, risks, can trusted and user experience.
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Suamuang, Wuttiporn, Surachai Suksakulchai, and Elizabeth Murphy. "Factors affecting assignment completion in higher education." Journal of Applied Research in Higher Education 12, no. 5 (2020): 1251–64. http://dx.doi.org/10.1108/jarhe-12-2019-0309.
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PurposeThe purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC).Design/methodology/approachThe study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 undergraduate students from six public Thai universities. Analysis involved structural equation modeling.FindingsThis study provided new results related to task orientation as the strongest predictor of AC and time management. Cooperation and feedback improved AC with time management as an intervening variable. Time management and feedback did not predict time spent on AC.Research limitations/implicationsFuture studies might explore the potential range of assignments that, for example, count for a higher portion of the grade versus those that are less or unimportant in terms of the course. Future studies might also look at the role of group assignments in relation to completion. Semi-structured interviews or observations might provide insights into how students manage their time and why task orientation has the most effect on AC. Future research might investigate more specifically at what point time management does or does not affect completion. In general, given the growth of online learning and contexts in which students may be increasingly called on to complete assignments independently, factors such as those investigated in this study will require more attention in varying countries and contexts, generically and for individual subjects.Practical implicationsInstructional designers and instructors can promote task orientation through reliance on strategic scaffolding. For designing a task-oriented environment, instructors need to offer challenging assignments. Instructors should also assign work that encourages motivation, effort and achievement. To ensure that cooperative learning positively affects time management, instructors and designers can allot specific in-class time for completion of tasks, reliance on flipped classroom activities and student conversations regarding time restrictions and time-management skills. Instructors can be supported to help them provide appropriate types of feedback, as well as ideas for implementing the feedback in practice.Originality/valueLittle research has been conducted on AC in higher education. Those studies that have been conducted have focused on the elementary and secondary levels. Furthermore, studies have not always taken into account the complex relationships between different factors that can potentially influence AC.
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Hapsari, Saverina Nungky Dian, and Heppi Vanadian. "INTERNAL FACTORS AFFECTING ONLINE LEARNING ACCORDING TO STUDENT REFLECTION." Berkala Ilmiah Kedokteran Duta Wacana 7, no. 2 (2022): 34. http://dx.doi.org/10.21460/bikdw.v7i2.474.
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<p><strong>Background </strong>The COVID-19 pandemic has changed many aspects of life worldwide, including medical education. Offline learning is being replaced by online to reduce the spread of disease through direct contact between the academic community. Along with technological developments, online learning is likely to continue even after the COVID-19 pandemic is over. Therefore, students must be able to adapt and prepare for the next online learning. The preparation can be started by self-assessing the online learning that has been followed so far and finding things that must be improved in future online learning.</p><p><strong>Objective</strong> To explore the student’s performance during online learning.</p><p><strong>Methods </strong>This research was qualitative research using the reflection writings of 156 students regarding their performance during online learning, which would be analyzed according to the depth and content of the reflection.</p><p><strong>Results </strong>Internal factors that support (strengths) and internal factors that inhibit online learning (weaknesses) through student reflection during online learning were found in this study. Internal factors such as maintaining health, self-management, adapting, and maintaining motivation can be maintained to support online learning. Internal factors such as anxiety, avoiding interaction, laziness, failure in time management, and inappropriate learning methods hindered online learning.</p><p><strong>Conclusion </strong>Students can strengthen internal factors that support online learning and reduce internal factors that hinder online learning to optimize online learning in the future.</p>
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Al-Qalawi, Usama, Arqam Al-Rabbaie, Othman Hel Al-Dhaimesh, and Qusai M. Talafha. "Factors Affecting the Return to Education in Jordan." Jordan Journal of Economic Sciences 12, no. 1 (2025): 86–104. https://doi.org/10.35516/jjes.v12i1.2622.
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Objectives: The main objective of this paper is to assess the impact of investment in education on the return to education in Jordan. Methods: This study aimed to assess the effect of the type of education, level of education, and number of years of education as the primary independent variables, in addition to gender, years of experience, and training as control variables, on the earnings of Jordanian workers as the dependent variable. A sample of 190 Jordanian workers was analyzed through an online questionnaire. Since many of the independent variables are qualitative in nature, the Ordinary Least Squares (OLS) method with dummy independent variables was used to estimate the model parameters. Results: The results of the study show a positive relationship between investment in education and individual wages. In addition, the findings indicate that gender has an impact on wages. Moreover, the results demonstrate that years of experience positively affect wages. However, the impact of training on wages may also be positive. Conclusions: In light of the results, we recommend that policymakers encourage Jordanians to invest more in education, particularly in higher education. Additionally, policymakers should focus on reducing unemployment and job market saturation by creating special programs to train and rehabilitate unemployed individuals, equipping them with skills relevant to both the local and external labor markets. Government efforts should also be intensified to find new job opportunities abroad by signing agreements with other countries to facilitate the employment of Jordanians in those countries.
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Deb, Santus Kumar, and Kamal Uddin. "Empirical Analysis of Factors Affecting the Adoption of Smartphone on Young Generation." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 4, no. 2 (2018): 17–24. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.42.1002.
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The aim of this study is to identify factors of smartphone adoption on young generation this study proposed an approach by dividing smartphone-based services into four different categories of Productivity that incorporate business utility apps (e.g., MS Word file viewer and file manager, easy in use, filling up expectations, article, internet, and education), Entertainment, which includes Game, Sports, Music, Mobile tv, and Photography apps. In addition, Information category contains Finance, News, Travel, Medical, Banking, Weather, and others. Networking indicates those services for the social networking such as Facebook and Twitter and others social networking apps. The survey comprises of four sections and responses are collected in 5-point Likert scale to measure the actual view of the respondents. Pearson correlation and Regression analysis are conducted to measure the degree to a correlation between dependent and independent variables. There is no significant relationship between smartphone services with expensiveness, affordability, and flexibility. But a significant relationship between smartphone services with protection towards the environment, tools for social networking, wireless Internet services, mobile tv & online banking. Out of 150 respondents, about 80% of them are quiet satisfied on smartphone services Among the respondent’s boys are mostly found of using different types of financial services like online marketing, online payment, online banking, etc. but girls are mostly found of entertainment services. Finally, it’s observed that on the eve of the twenty-first-century young generation demand and expectation regarding smartphone services is increasing in every day.
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Gupta, A., and K. Chopra. "Online Classrooms: A Research Study to understand factors affecting Students’ motivation towards E-Learning." CARDIOMETRY, no. 23 (August 20, 2022): 686–98. http://dx.doi.org/10.18137/cardiometry.2022.23.686698.
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With advent of technology, disruptive ideas are witnessed blowing minds daily. Who could have thought students learning on internet will be witnessed? Distance Learning in India for education in India initiated within Correspondence Courses in 1962, responding to an ever-increasing demand for education could not be met by traditional system (Suresh, n.d.). Since then, online learning has seen a revolution, and now there is Khan Academy, Coursera, LinkedIn Learning, Udemy, Udacity, Codec demy, eDX, etc., among various online learning platforms available at one’s perusal. (MOOCs) are also examples of online learning options organizations are using to up skill their employees. In recent times, because of current COVID-19 situation, schools and colleges are facing a challenging time to provide quality education as they are unable to open their gates for students due to Government restrictions to contain spread of virus. This paper will discover influence of online education on students and what motivates them to pursue E-Learning.
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Hu, Hong, Xiuli Wang, Yuhui Zhai, and Jian Hu. "Evaluation of Factors Affecting Student Participation in Peer-Assisted English Learning Based on Online Education Platform." International Journal of Emerging Technologies in Learning (iJET) 16, no. 11 (2021): 72. http://dx.doi.org/10.3991/ijet.v16i11.23319.
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Through a questionnaire survey, this study explored the factors affecting student participation in peer-assisted English learning (PAEL) based on online education platforms. Specifically, the authors constructed the system of PAEL contents, analyzed the online PAEL behaviors of students, and evaluated the student participation in online PAEL from both surface participation and deep participation. On this basis, the influencing factors of student participation in online PAEL were evaluated thoroughly. In the end, several countermeasures were presented to solve the problems with student participation in online PAEL. The results show that: the online PAEL face such problems like low-level knowledge structure and poor interaction quality, weak intensity of interaction, and inactive atmosphere of collaboration; In general, the students are not actively participating in online PAEL; the student participation in online PAEL is greatly affected by teachers, students, teaching contents, and online education platforms; the low participation in online PAEL mainly arises from the weak motives of students for online PAEL, the inadequate teaching design and supervision of teachers, and the imperfect functions of online education platform. The research enriches the theoretical and practical results on the factors affecting student participation in online PAEL.
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Chen, Shaohong, and Lingling Dai. "Analysis on the Factors Affecting Online Entrepreneurial Willingness Among College Students Based on TPB Model." Scientific and Social Research 4, no. 8 (2022): 25–34. http://dx.doi.org/10.26689/ssr.v4i8.4256.
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College students from five private colleges and universities in Guangdong Province were selected as the research subjects. By using entrepreneurship education as a variable in the theory of planned behavior (TPB) model, a relationship model was constructed based on the influencing factors of intention of participating in online entrepreneurship among private college and university students. Then, the mechanism of entrepreneurial attitude, subjective norm, perceived behavior control, and entrepreneurial education on online entrepreneurial willingness were analyzed. Results show that the standardized path coefficients of entrepreneurial attitude, subjective norm, perceived behavior control, entrepreneurial education and online entrepreneurial intention are as follows: 0.251, 0.239, 0.163 and 0.244, respectively, showing a significant positive impact on online entrepreneurial willingness.
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Basic, Maja, Marin Gacina, and Iva Blazevic. "Factors influencing online and in-store purchase of telecommunications services and equipment in Croatia." International journal of contemporary business and entrepreneurship 1, no. 2 (2020): 1–12. http://dx.doi.org/10.47954/ijcbe.1.2.1.
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The purpose of this paper is to examine differences in factors affecting the probability of online and in-store purchase of telecommunications equipment in the Republic of Croatia. Online questionnaire survey conducted in September 2019 gathered responses that identified respondents’: method of telecommunications services and equipment purchase, their information gathering tools, factors affecting respondents’ telecommunications services and equipment purchasing decisions in general, and online and in-store purchasing decisions. 125 gathered responses were analysed using a binomial logistic regression. The results state that general factors incite respondents to purchase telecommunications equipment and services instore. Factors inciting online purchases are enabling factors and cause respondents to purchase telecommunications services and equipment online. Responses were further divided into subsamples depending on gender and education level. Results are consistent in tested subsamples. In the sample of male respondents, the results are consistent, while the female subsample shows does not exhibit statistically significant results. Furthermore, subsamples that allowed education level differences showed the results are supported for the subsample of respondents with higher education, and are not supported for respondents with secondary education.
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Liu, Xiaojing, and Thomas M. Schwen. "Sociocultural Factors Affecting the Success of an Online MBA Course." Performance Improvement Quarterly 19, no. 2 (2008): 69–92. http://dx.doi.org/10.1111/j.1937-8327.2006.tb00366.x.
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Pratama, Wahyu, and Rahayu Kuswardani. "Environmental factors affecting learners’ autonomy in the covid-19 pandemic." Journal of Research on English and Language Learning (J-REaLL) 2, no. 2 (2021): 112. http://dx.doi.org/10.33474/j-reall.v2i2.11335.
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Recently, Covid-19 has threatened the education sector and forced learners to adjust an online learning. According to that, learners need to study in their own space and make them more independent and autonomous. However, learners tend to experience difficulties caused by their surrounding environments that sometimes does not support online learning. Surrounding environments include human activities e.g., noise in the surrounding; financial capabilities of parents for internet data plans; or other issues beyond the student's intellectual abilities. Therefore, this research aimed to explore the existed environmental factors that affected the learning environment and define the factors which affected learners’ volition. This study was applied a qualitative method and presenting the collected results descriptively. The researcher worked with one English teacher who has been voluntarily participating in this study. This study used semi-structured interview and questionnaire as the research instruments. Firstly, the researcher sent the questionnaires using Google Form for all students at 11th graders from one of the government-owned senior high schools in Surabaya. Secondly, the researcher interviewed an English teacher to find out the class’ conditions. This study has revealed that teacher still holds huge responsibilities to guide students along the online learning process. Besides, there were still a lacks IT skills of students which make the teacher not only a facilitator but also a helper or counsellor. This dominant role of the teacher eventually made students less autonomous.
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Lee, jeongmin. "A study on factors affecting women’s fear of online crime." Korean Association Of Victimology 31, no. 3 (2023): 97–117. http://dx.doi.org/10.36220/kjv.2023.31.3.04.
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Fear of online crime among women leads to limitations in their online activities,
 raising concerns about supporting women's free and safe engagement online. To
 achieve this, it’s crucial to thoroughly comprehend the factors contributing to the
 fear of online crime among women. Therefore, this study aims to investigate the
 factors influencing women’s fear of online crime.
 Aligned with this objective, drawing upon vulnerability theory, broken windows
 theory, and crime victimization models, this study seeks to explore the factors
 affecting women’s fear of online crime. First, vulnerability theory suggests that
 perceptions of personal vulnerability, such as gender and education, influence
 women’s fear of online crime. Second, the broken windows theory indicates that
 perceptions of disorderliness impact the fear of crime, especially as disorder
 perceptions extend to online spaces. Hence, this study examines whether perceptions
 of disorderliness in online spaces affect women’s fear of crime. Lastly, the crime
 victimization model suggests that both direct and routine online harassment
 experiences influence fear of crime. Thus, this research aims to explore whether
 routine online harassment, besides direct crime victimization, affects women’s fear
 of online crime.
 To fulfill these research objectives, this study analyzes the survey results from
 the ‘Survey on Online Sexual Harassment, Sexual Violence, and Misogyny’ conducted
 among 600 women in their 20s, 30s, and 40s. The findings revealed that as
 women perceive online hate issues as severe and experience more instances of
 online hate expressions, their fear of online crime tends to increase.
 Consequently, to enable women to engage freely and safely online, management
 and supervision regarding expressions of online hate directed at women are deemed
 necessary. In several countries, regulations penalize authors posting hate content
 and hold platform companies responsible for monitoring hate speech posts. Such
 policies indicate the need for regulatory measures against hate expressions in South Korea as well.
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Sophomore, Talle Vacalares, Clarin Elmar, Lapid Reyniel, Malaki Michael, Plaza Vensar, and Barcena Madjid. "Factors affecting the writing skills of the education students: A descriptive study." World Journal of Advanced Research and Reviews 18, no. 2 (2023): 1192–201. https://doi.org/10.5281/zenodo.8414189.
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This study aimed to identify the factors affecting first-year BSED students' writing skills in a selected Local College in Misamis Oriental. To achieve this goal, a fishbowl method-based sampling technique was employed to gather 50 students, focusing on the student's motivation, classroom environment, reliance on applications, and feedback systems. The results revealed that students' motivation played a significant role in their writing abilities, as they were encouraged to write to express themselves and enhance their skills. Furthermore, the classroom environment was found to have an impact on writing skills, with students being more engaged in writing when there was appropriate ventilation. In terms of practical applicability, the use of grammar checkers was found to be useful in improving writing skills. Additionally, the study discovered that the feedback system influenced students' writing abilities, with automatic grading being preferred by students. Overall, the study suggests that the factors that affect motivation also impact writing skills, and creating a conducive learning environment can enhance students' writing abilities.
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KIYANÇIÇEK, Ezgi, and Mervenur ÇOBAN. "An Investigation of the Factors Affecting Teacher and Student Motivation in Online Education." HAYEF: Journal of Education 21, no. 1 (2024): 57–65. http://dx.doi.org/10.5152/hayef.2024.23005.
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Le, Thi My Hanh, Van Ky Long Nguyen, Tien Son Nguyen, and Nhu Hoa Vo. "Factors affecting learner’s satisfaction towards online learning during COVID-19 pandemic: A case study of Vietnam." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (2023): 274. http://dx.doi.org/10.11591/ijere.v12i1.23539.
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<span lang="EN-US">Online learning is being considered a new model of knowledge exchange in modern education. In parallel with the incredible impacts of the global pandemic, this is considered an opportunity to promote the development of online learning globally. Therefore, this study proposed a research framework including four factors affecting learner satisfaction towards online learning during the COVID-19 pandemic at a university, which are system quality, service quality, transformational leadership, and self-efficacy.</span><span lang="EN-US"> A questionnaire was conducted online to assess which 131 respondents were representative students from two large private universities in Da Nang: FPT University and Duy Tan University. The results from the regression analysis show that three factors have a positive impact on learner satisfaction during COVID-19. This study concludes that students at private universities in Da Nang prioritize system quality as the most significant factor in their satisfaction with the online learning system, followed by transformational leadership and the last one is self-efficacy. Therefore, it can be more strategic for private organizations, developers, software designers, or even transformation-trained trainers to be emphasized to build a system of processes for implementing online learning for students effectively.</span>
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Sun, Siqin. "Analysis of Factors Affecting the Development of Online Education under COVID-19: Evidence from Chinese “Double Reduction” Policy." BCP Education & Psychology 7 (November 7, 2022): 348–59. http://dx.doi.org/10.54691/bcpep.v7i.2687.
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With the further spread of the new crown epidemic and the enactment of the "double reduction" policy in 2021, the online education market is challenged by ice and fire. This paper collects data on the size of the online education market and related influencing factors, and introduces multiple linear regression analysis for comparative analysis. I found that is effective in estimating the online education market in the new environment, with significantly higher model accuracy. This has important implications for how to develop a quality online education market, which in turn has significant practical implications for the country's response to the epidemic affecting offline education, meeting people's educational needs, and improving the education system.
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Metinal, Yusuf Berkay, and Gulden Gumusburun Ayalp. "Modeling the Critical Factors Affecting the Success of Online Architectural Education to Enhance Educational Sustainability." Sustainability 16, no. 9 (2024): 3803. http://dx.doi.org/10.3390/su16093803.
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Due to their unique requirements, the COVID-19 pandemic precipitated an urgent shift toward online education, profoundly impacting disciplines such as architectural education (AE). While online education has demonstrated efficacy in theoretical domains, practical disciplines like AE face significant challenges, particularly in design studios (DS). This study aims to identify the critical factors affecting the success of online architectural education for sustaining educational quality amid crises. A comprehensive systematic literature review was undertaken, followed by the development of a questionnaire encompassing 53 challenges pertinent to online architectural education (OAE). The questionnaire was administered to architecture students who had experienced OAE, resulting in 232 fully completed responses. Twenty-four critical challenges (CCs) were identified through normalized mean value analysis. Exploratory factor analysis revealed three pivotal factors, subsequently validated by confirmatory factor analysis. A structural equation model (SEM) was constructed to elucidate the magnitude of impact exerted by these critical factors on the success of OAE. Critical challenge factors encompassed obstacles to (1) interactive, communicative, and collaborative social learning, (2) inexperience and technical constraints, and (3) enhanced accessibility, and self-sufficiency. These findings represent a first and novel contribution to this domain, distinct from previous research endeavors, by delineating the primary factors critical to the success of OAE.
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Lebenhagen, Chandra, and Jaclyn Dynia. "Factors Affecting Autistic Students’ School Motivation." Education Sciences 14, no. 5 (2024): 527. http://dx.doi.org/10.3390/educsci14050527.
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Very little identifiable research explores the factors impacting autistic students’ school motivation and how these factors may or may not affect their academic and well-being outcomes in secondary school and beyond, including post-secondary enrollment, employment, and their quality of life. Instead, research on autism and inclusive education mainly focuses on the efficacy of interventions aimed at teaching skills related to sensory, communication, social, and behavior. Methods: A secondary analysis of survey data from an original mixed-method study was conducted to investigate how environmental, teacher, and peer factors are associated with autistic students’ school motivation. Eligible participants were between the ages of 15 and 21. In total, 72 participants (n = 72) completed an online survey to share their perspectives on their school experiences. Subsequently, linear regression analysis was conducted to answer the research question. Results: Participants who rated their schools as having pleasant physical spaces and felt that their peers understood them as a person had higher levels of school motivation. Teachers were not found to be significantly related to students’ school motivation. Participants who shared that typing was their preferred mode of communication were less motivated to attend school than students who preferred speaking communication. Conclusions: Environmental and peer factors are related to more than the day-to-day school experiences of autistic students; they are also related to their school motivation. These findings add to the existing literature on inclusive education and positive school outcomes for autistic students and offer additional explanations of the barriers that affect autistic students’ graduation from secondary school and interest in attending post-secondary education.