Academic literature on the topic 'Online learning environment survey (OLES)'
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Journal articles on the topic "Online learning environment survey (OLES)"
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Swe, Kye Mon Min, and Amit Bhardwaj. "Perceptions of clinical year medical students on online learning environments during the COVID-19 pandemic." Asia Pacific Scholar 8, no. 1 (January 3, 2023): 47–50. http://dx.doi.org/10.29060/taps.2023-8-1/sc2764.
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Introduction: During the era of COVID-19 pandemic, online learning has become more prevalent as it was the most available option for higher education training which has been a challenging experience for the students and the lecturers especially in the medical and health sciences training. The study was conducted to determine the perceptions of clinical year medical students on online learning environments during the COVID-19 pandemic. Methods: A cross sectional study was conducted to clinical year medical students at University Tunku Abdul Rahman. The validated Online Learning Environment Survey (OLES) was used as a tool to conduct the study. Results: Total 84 clinical year students participated in the study. Among four domains of OLES questionnaire, the domain; “Support of online learning” had the highest mean perception scores, 4.15 (0.55), followed by “Usability of online learning tools” 3.89 (0.82), and “Quality of Learning; 3.80 (0.68) and the domain “Enjoyment” was the lowest mean perception scores 3.48 (1.08). Most of the students (52.4%) rated the overall satisfaction of online teaching experiences “Very good” while (13.1) % rated “Excellent”. Conclusion: In conclusion, the perceptions of clinical year medical students on online learning environments during the COVID-19 pandemic were satisfactory although there were challenging online learning experiences during the pandemic. It was recommended to include qualitative method in future studies to provide more useful in-depth information regarding online learning environment.
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Andryas, Fellicia Naurah, Agneta Irmarahayu, and Nurfitri Bustamam. "VIRTUAL LEARNING ENVIRONMENT AND LEARNING APPROACH AMONG PRE-CLINICAL UNDERGRADUATE MEDICAL STUDENTS DURING COVID-19 PANDEMIC." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 11, no. 1 (March 22, 2022): 10. http://dx.doi.org/10.22146/jpki.63975.
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Background: The ongoing COVID-19 pandemic has bestowed upon the global citizens what is now known as the new normal. The Ministry of Education and Culture of Indonesia has acted accordingly by commanding every academic institution to practice online learning to lower the transmission of the SARS-COV-2 virus. This abrupt pedagogical transformation imposes a new challenge for both students and teachers. Consequently, continuous monitoring and evaluation of the study process are essential to maintain high quality education. This research aimed to illustrate the perception of student's experienced virtual learning environment (VLE), chosen learning approach, and the association between them.Methods: A cross-sectional design was chosen for this study. Participants (n=210) currently registered as pre-clinical undergraduate medical students during the 2020/2021 academic year were asked to complete an online survey. Online Learning Environment Survey (OLES) and Revised Study Process Questionnaire 2 Factors (R-SPQ-2F) are used to determine VLE effectiveness and learning approach, respectively.Results: The study showed that 99% (n=208) of the students perceived their VLE as highly effective and 88,6% (n=186) used the deep learning approach. Fisher’s exact test revealed a significant correlation between perceived VLE and the learning approach (p=0,013). Conclusion: An effective VLE is of paramount importance as it influences students' approach to learning during their study. Academic institution needs to support proper evaluation of VLE to ensure high quality education is being delivered continuously.
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Brown, Ted, Brett Williams, Shapour Jaberzadeh, Louis Roller, Claire Palermo, Lisa McKenna, Caroline Wright, et al. "Predictors of attitudes to e‐learning of Australian health care students." Journal of Applied Research in Higher Education 2, no. 1 (January 1, 2010): 60–76. http://dx.doi.org/10.1108/17581184201000006.
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Computers and computer‐assisted instruction are being used with increasing frequency in the area of health science student education, yet students’ attitudes towards the use of e‐learning technology and computer‐assisted instruction have received limited attention to date. The purpose of this study was to investigate the significant predictors of health science students’ attitudes towards e‐learning and computer‐assisted instruction. All students enrolled in health science programmes (n=2885) at a large multi‐campus Australian university in 2006‐2007, were asked to complete a questionnaire. This included the Online Learning Environment Survey (OLES), the Computer Attitude Survey (CAS), and the Attitude Toward Computer‐Assisted Instruction Semantic Differential Scale (ATCAISDS). A multiple linear regression analysis was used to determine the significant predictors of health science students’ attitudes to e‐learning. The Attitude Toward Computers in General (CASg) and the Attitude Toward Computers in Education (CASe) subscales from the CAS were the dependent (criterion) variables for the regression analysis. A total of 822 usable questionnaires were returned, accounting for a 29.5 per cent response rate. Three significant predictors of CASg and five significant predictors of CASe were found. Respondents’ age and OLES Equity were found to be predictors on both CAS scales. Health science educators need to take the age of students and the extent to which students perceive that they are treated equally by a teacher/tutor/instructor (equity) into consideration when looking at determinants of students’ attitudes towards e‐learning and technology.
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Asyari, Lutfi, Abdurrahmansyah Abdurrahmansyah, and Welly Ardiansyah. "Bidikmisi Students’ Perspectives on Online Distance Learning during Covid-19 Pandemic Lockdown at Sriwijaya State Polytechnic." Arab World English Journal, no. 8 (July 25, 2022): 17–39. http://dx.doi.org/10.24093/awej/call8.2.
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During the outbreak of the Covid 19 pandemic, educational systems around the world had been disrupted, and as a result, lecturers and Bidikmisi students had to conduct teaching and learning processes from home. This study aimed to investigate the perspectives of Bidikmisi students on online distance learning during the lockdown at Sriwijaya State Polytechnic due to the Covid 19 pandemic. The study was carried out with the mixed method. The researchers asked 85 students from two different intensive English courses to complete a five-point Likert scale questionnaire on the Online Learning Environment Survey (OLES), and answer six open-ended questions distributed using google form. The sample comprised 85 bidikmisi students from nine departments– not only Engineers in civil, mechanical, chemical, computer, electrical and computer information systems, but also Business Administration, Accounting, Informatics Management, and English. The finding of this study revealed that some of bidikmisi students positively accepted this online distance learning, but most of them negatively revealed that bidikmisi students faced some challenges with online distance learning; they preferred face-to-face classes. The study concluded with a recommendation that the findings of this study can assist policymakers and lecturers in developing effective or efficient teaching strategies for overcoming tough situations or pandemics, particularly for bidikmisi students.
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Bakhov, Ivan, Natalia Opolska, Mira Bogus, Viktoriia Anishchenko, and Yulia Biryukova. "Emergency Distance Education in the Conditions of COVID-19 Pandemic: Experience of Ukrainian Universities." Education Sciences 11, no. 7 (July 20, 2021): 364. http://dx.doi.org/10.3390/educsci11070364.
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The COVID-19 pandemic has brought significant changes in education worldwide throughout 2020. In Ukraine, the preparedness for this process was different. There were various technical problems such as the absence of Internet connection, computers, or educational materials on the network, and most importantly, the unpreparedness of teachers to perform distance learning. From 28 April to 8 May 2020 at the Oles Honchar Dnipro National University (Dnipro, Ukraine), students were surveyed on the quality of distance learning organized during the quarantine period. A total of 1224 students from almost all faculties and centers took part in the survey and answered 19 questions in an online form developed in Office 365 (Microsoft Corporation, Redmond, WA, USA). The survey algorithm is based on the principle of cross-validation. According to the survey, the most important opportunities of distance (digital) learning are as follows: the opportunity to study in a convenient place, in a comfortable and familiar environment—28.57%; the opportunity to combine work with study—16.97%; the development of self-control skills and motivation to self-educate—16.43%; and the technical level of the learning process (use of information technologies)—13.83%. The aspects that negatively affect the organization of full-scale distance learning are as follows: the large volume of tasks—16.80%; the rapid fatigue due to prolonged work in front of a computer—16.35%; the absence of necessary equipment and/or constant (stable) access to the Internet—15.33%. In conclusion, ways to overcome the difficulties of distance learning, both by universities and by the government, are suggested.
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Salim, Herli, and Muhammad Hanif. "ONLINE MEDIA ACCEPTANCE AND USE IN INDONESIAN RURAL AREA: PRIMARY SCHOOLS TEACHER’S PERSPECTIVE." Education and Human Development Journal 6, no. 1 (April 30, 2021): 62–75. http://dx.doi.org/10.33086/ehdj.v6i1.2041.
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Abstract: This exploratory study aimed to describe the current teachers’ acceptance and use of online media for primary school in rural areas.The study used interview and survey as data collection methods which were divided into two focus questions. This study adopted six indicators of Technology Acceptance Model by Davis to measure the participants’ experience on using online learning media. The participants consisted of 30 teachers from four private and government schools in Indonesia. The data collection methods for this study included a survey and open-ended face-to-face interviews in the sense of triangulation for validity and reliability. This study explored the current condition qualitatively, classified each indicator based on interview data reduction and analyzed descriptively. The study found the teachers’ accept using online media in integrated learning but they cannot use it because of the lack facilities and the schools’ rules of using online media. The external variables, perceived ease of use, perceived usefulness and attitudes of the teacher showed the positive acceptance for online learning implementation. Unfortunately, they did not find support to enhance their lack of behavioural intention use and actual use during the teaching practice.The study proposes the development of a supportive environment and facilities to support factual use of online learning in rural areas. This study recognises that online learning was perceived as important to maximize potential of teaching in rural areas. It also highlighted that teachers in rural areas have behavioural intention to implement online learning although in limitation. This study presented significant gap between teachers’ technology acceptance and usage in rural area to be highlighted toward the affordable online learning in the future Keywords: elementary school; teachers’ acceptance; teachers’ use; online media; technology Abstrak: Penelitian eksploratif ini bertujuan untuk mendeskripsikan penerimaan dan penggunaan media online oleh guru saat ini untuk sekolah dasar di pedesaan. Penelitian ini menggunakan metode pengumpulan data wawancara dan survei yang terbagi menjadi dua pertanyaan fokus. Penelitian ini mengadopsi enam indikator Technology Acceptance Model untuk mengukur pengalaman peserta dalam menggunakan media pembelajaran online. Pesertanya terdiri dari 30 guru dari empat sekolah swasta dan negeri di Indonesia. Studi ini menggali secara kualitatif kondisi terkini dan mengklasifikasikan setiap indikator berdasarkan reduksi data wawancara kemudian dianalisis secara deskriptif. Hasil penelitian menemukan penerimaan guru menggunakan media online dalam pembelajaran terpadu tetapi tidak dapat digunakan karena kurangnya fasilitas dan aturan sekolah dalam menggunakan media online. Variabel eksternal, persepsi kemudahan penggunaan, persepsi kegunaan dan sikap guru menunjukkan penerimaan yang positif terhadap pelaksanaan pembelajaran online. Sayangnya, mereka tidak menemukan dukungan untuk meningkatkan kurangnya penggunaan niat perilaku dan penggunaan aktual selama praktik mengajar. Studi ini mengusulkan pengembangan lingkungan dan fasilitas yang mendukung untuk mendukung penggunaan faktual pembelajaran online di daerah pedesaan. Studi ini mengakui bahwa pembelajaran online dianggap penting untuk memaksimalkan potensi pengajaran di pedesaan. Ditegaskan pula bahwa guru di pedesaan memiliki niat berperilaku untuk melaksanakan pembelajaran online meskipun dalam batasan. Studi ini menunjukkan kesenjangan yang signifikan antara penerimaan dan penggunaan teknologi guru di daerah pedesaan untuk disorot ke arah pembelajaran online yang terjangkau di masa depan Kata kunci: sekolah dasar; penerimaan guru; penggunaan oleh guru; media online; teknologi
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Maulana, Akhmad Valda, and M. E. Winarno. "Pembelajaran PJOK Online Siswa Kelas IX SMPN 3 Malang Semester Gasal 2020/2021." Sport Science and Health 3, no. 8 (August 22, 2021): 622–29. http://dx.doi.org/10.17977/um062v3i82021p622-629.
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Abstract: The purpose of this study was to determine the implementation of online PJOK learning at SMPN 3 Malang odd semester 2020/2021.The research method used a descriptive survey method with the research subjects of grade IX students totaling 127 students from four classes. The research instrument used was a questionnaire using content validity, which was validated by the supervisor, the data analysis technique used was the percentage. The results of the analysis of the implementation of online PJOK learning were obtained from two aspects, namely the readiness of a maximum score of 12192 with a score of 9687 and a percentage of 79 percent, the assignment of a maximum score of 4064, a score of 3471 and a percentage of 85 percent. The conclusion of the research on the implementation of online learning at SMPN 3 Malang is in the very good category in PJOK subjects for the delivery of cognitive material or knowledge the percentage is eighty one percent, but for learning motion or skills the implementation of activities has not been able to be controlled in the home environment of each student.
Abstrak: Tujuan dalam penelitian ini adalah untuk mengetahui pelaksanaan pembelajaran PJOK online di SMPN 3 Malang semester gasal 2020/2021.Metode Penelitian menggunakan metode deskriptif survei dengan subjek penelitian siswa kelas IX sejumlah 127 siswa dari empat kelas. Instrumen penelitian yang digunakan berupa angket/kuesioner menggunakan validitas isi, yang divalidasi oleh pembimbing, teknik analisis data yang digunakan adalah persentase. Hasil analisis pelaksanaan pembelajaran PJOK online yang diperoleh dari dua aspek yaitu kesiapan skor maksimal 12192 skor hasil 9687 dan memperoleh persentase 79 persen, penugasan skor maksimal 4064 skor hasil 3471 dan memperoleh persentase 85 persen. Simpulan hasil penelitian pelaksanaan pembelajaran secara online di SMPN 3 Malang masuk dalam kategori sangat baik pada mata pelajaran PJOK untuk penyampaian materi kognitif atau pengetahuan persentase delapan puluh satu persen, namun untuk pembelajaran gerak atau keterampilan belum mampu dikontrol pelaksanaan kegiatannya di lingkungan rumah masing-masing siswa.
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Sohibun, Sohibun, and Filza Yulina Ade. "Pengembangan Media Pembelajaran Berbasis Virtual Class Berbantuan Google Drive." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 2, no. 2 (December 16, 2017): 121. http://dx.doi.org/10.24042/tadris.v2i2.2177.
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University students become the main target of marketing of information technology developers. Based on the results of a survey with random sampling technique on users of wireless fidelity (wi-fi) service and internet service providers on smartphones, there are 98% of physics students use it and 80% of them actively use it to access various social media. Interactive learning media developed and accessible via smartphone but it is not widely used by lecturers and students yet. There is only 14.3% of lecturers who use e-learning. Virtual Class on e-learning is an online learning environment, in the form of web-based, portal or software. Learning in the real world, every participant both lecturers and students must meet the rules agreed upon during the college contract. One of the strategies to improve the independence of study of physics student is through learning media based on Virtual Class assisted by Google drive. Therefore, it is necessary to develop a lesson that can support conventional learning in the classroom. Mahasiswa menjadi sasaran utama marketing para pengembang teknologi informasi. Berdasarkan hasil survei yang dilakukan dengan teknik random sampling pada pengguna layanan wifi dan layanan internet provider pada gawai, terdapat 98% mahasiswa fisika menggunakannya dan 80% diantaranya aktif menggunakannya untuk mengakses berbagai media sosial. Media pembelajaran interaktif banyak dikembangkan dan dapat diakses melalui gawai. Akan tetapi, belum banyak digunakan dosen dan mahasiswa, hanya 14,3 % saja dosen yang menggunakan e-learning. Virtual Class pada e-learning merupakan lingkungan belajar online, berupa berbasis web, portal atau software. Pembelajaran di dunia nyata, setiap peserta baik dosen maupun mahasiswa harus memenuhi aturan yang disepakati saat kontrak kuliah. Salah satu strategi untuk meningkatkan kemandirian belajar mahasiswa fisika adalah melalui media pembelajaran berbasis Virtual Class berbantuan Google drive. Oleh karenanya, perlu dikembangkan pembelajaran yang dapat menunjang pembelajaran konvensional di kelas
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Fatimah, Luthfiasari Sekar, and Edilburga Saptandari. "Peran growth mindset dan dukungan orang tua terhadap keterlibatan siswa selama pembelajaran daring." Persona:Jurnal Psikologi Indonesia 11, no. 1 (August 29, 2022): 58–73. http://dx.doi.org/10.30996/persona.v11i1.5773.
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Abstract
Student engagement is influenced by external factors such as parental support and internal factors such as belief about the malleability of one’s own ability (growth mindset). This research examines the effect of parental support and a growth mindset on student engagement among junior high school students who conducted online learning. The data of this quantitative research were collected through an online survey of junior high school students in Indonesia (n = 434, male = 148) using three scales: (1) Student Engagement in E-learning Environment, (2) Growth mindset, and (3) Perceived Parental Academic Support Scale. The data was then analysed using multiple regression. The result showed that a growth mindset and parental support significantly affect student engagement during online learning both together or partially. This study's results positively impact the development of distance learning through parental support and a growth mindset. Parents need to pay attention to the dimensions of social support. This study also becomes recommendation for schools to provide home-based learning programs that involve interaction and discussion between students and parents. It can be a positive input for teachers to implement feedback strategies that focus on improving behaviour.
Keywords: COVID-19; Growth mindset; Online learning; Parental support; Student engagement
Abstrak
Adanya keterlibatan siswa dapat dipengaruhi oleh faktor eksternal seperti dukungan orang tua dan faktor internal seperti keyakinan bahwa kemampuan dan potensi diri dapat dikembangkan (growth mindset). Penelitian ini bertujuan untuk mengungkap peran dukungan orang tua dan growth mindset terhadap keterlibatan siswa SMP di Indonesia. Penelitian ini bersifat kuantitatif dengan metode pengumpulan data berupa survei melalui skala yang disebar secara daring pada siswa SMP di Indonesia yang menjalani pembelajaran PJJ (n = 434; laki-laki = 148). Adapun skala yang digunakan adalah (1) student engagement in e-learning environment, (2) Skala growth mindset, dan (3) Perceived Parental Academic Support Scale. Data yang diperoleh kemudian dianalisis menggunakan analisis regresi berganda. Hasil menunjukkan dukungan orang tua dan growth mindset berpengaruh signifikan terhadap keterlibatan siswa SMP selama pembelajaran jarak jauh baik secara bersama-sama maupun sendiri-sendiri. Penelitian ini memiliki dampak positif pada perkembangan pembelajaran jarak jauh melalui dukungan orang tua dan growth mindset. Orang tua perlu memperhatikan dimensi-dimensi dukungan sosial. Penelitian ini juga menjadi rekomendasi bagi Pihak sekolah untuk memberikan program pembelajaran berbasis aktivitas di rumah (home based learning) yang melibatkan interaksi dan diskusi antara siswa dengan orang tua, serta dapat menjadi input bagi guru untuk menerapkan strategi pemberian umpan balik yang berfokus pada perbaikan perilaku maupun hasil pekerjaan.
Kata Kunci: COVID-19; Dukungan orang tua; Growth mindset; Keterlibatan siswa; Pembelajaran daring
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Sirait, Judyanto, and Erwina Oktavianty. "Pengembangan dan Validasi Angket Motivasi Belajar Fisika (AMBF): Studi Pilot." Jurnal Ilmiah Pendidikan Fisika 5, no. 3 (October 24, 2021): 305. http://dx.doi.org/10.20527/jipf.v5i3.3829.
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Tujuan penelitian ini adalah untuk mengembangkan dan menghasilkan angket motivasi belajar fisika (AMBF) yang layak digunakan untuk mengukur motivasi siswa. Angket ini terdiri dari 40 pernyataan dengan 7 aspek motivasi meliputi ketertarikan belajar fisika, strategi belajar, faktor lingkungan belajar, faktor guru, fakor media, karir, dan self-efficacy. Setiap pernyataan angket terlebih dahulu divalidasi oleh ahli diantaranya bahasa, psikologi, dan pendidikan fisika. Selanjutnya, angket diberikan kepada 150 orang siswa sekolah menengah atas di kota Pontianak. Berdasarkan uji statistik diperoleh nilai Cronbach Alpha sebesar 0,91 dengan kategori sangat baik. Respon siswa menunjukkan bahwa sebagian besar siswa (70%) setuju bahwa siswa senang belajar fisika karena mempelajari kejadian-kejadian (fenomena) dalam kehidupan sehari-hari. Kemudian sekitar 75% dari responden menyatakan bahwa siswa senang belajar fisika karena guru menggunakan alat peraga ketika mengajar. Sekitar 80% siswa merespon bahwa mereka lebih memilih belajar secara tatap muka dibanding secara daring. Terakhir, sekitar 70% siswa menyatakan bahwa mereka belajar fisika dengan sungguh-sungguh agar dapat diterima di perguruan tinggi. Berdasarkan hasil studi pilot, angket motivasi belajar fisika ini layak digunakan untuk skala yang lebih besar.This study aims to develop and generate a physics learning motivation survey that will be used to measure students’ motivation. This survey has 40 items and covers seven motivational aspects: interest in learning physics, learning strategies, learning environment, teachers’ factors, media factors, future carrier, and self-efficacy. Firstly, each survey item is validated by experts: language, psychology, and physics education. Then the survey is administered to 150 senior high school students in Pontianak. Based on statistical analysis, the coefficient of Alpha Cronbach is 0.91, which is very good. Students’ responses show that most students (70%) agree that they like to learn physics because it covers phenomena daily. Then about 75% of the respondents enjoy learning physics because their teachers use tools (kit) for teaching. About 80% of the students choose to learn in the classroom (face to face) than virtual learning (online). Lastly, about 70% of students respond that they are motivated to learn physics to be accepted at universities. Based on a pilot study, a physics learning motivation survey is valid for a large-scale population.
Dissertations / Theses on the topic "Online learning environment survey (OLES)"
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Clayton, John Francis. "Development and validation of an instrument for assessing online learning environments in tertiary education: The Online Learning Environment Survey (OLLES)." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/550.
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Increasingly the perceived benefits of using networked computers, software applications and computer simulations in learning activities are being exploited at all educational levels and within all curricula areas. As web-based and online software applications such as browsers, search engines, communication tools and data-bases mature, so does educator's use of this medium for teaching and learning. How we can investigate the impact of these technologies upon the educational experiences of learners was the fundamental concept addressed by this thesis. The study reports on the design, development and validation of a web-based survey instrument for use in online learning environments in tertiary education. The thesis investigated both previous psychosocial learning environment instrument development studies and the nature of environments created by the use of information and communication technologies. The research followed a two-phased instrument development process. Phase one focused on content validity, identifying salient scales and items and piloting the instrument with a limited audience. Phase two focused on construct validity, conducting an extensive field test with a web-based form and performing statistical analysis on the online data collected. Principal components analysis, with oblique and orthogonal rotations, confirmed the structure of a 35-item 7-scale instrument. The thesis concludes by confirming the new instrument, the Online Learning Environment Survey (OLLES), will allow conclusions to be drawn about student perceptions on the interactions occurring in their online environments in an economical and efficient manner.
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Clayton, John Francis. "Development and validation of an instrument for assessing online learning environments in tertiary education : the online learning environment survey (OLLES) /." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17188.
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Increasingly the perceived benefits of using networked computers, software applications and computer simulations in learning activities are being exploited at all educational levels and within all curricula areas. As web-based and online software applications such as browsers, search engines, communication tools and data-bases mature, so does educator's use of this medium for teaching and learning. How we can investigate the impact of these technologies upon the educational experiences of learners was the fundamental concept addressed by this thesis. The study reports on the design, development and validation of a web-based survey instrument for use in online learning environments in tertiary education. The thesis investigated both previous psychosocial learning environment instrument development studies and the nature of environments created by the use of information and communication technologies. The research followed a two-phased instrument development process. Phase one focused on content validity, identifying salient scales and items and piloting the instrument with a limited audience. Phase two focused on construct validity, conducting an extensive field test with a web-based form and performing statistical analysis on the online data collected. Principal components analysis, with oblique and orthogonal rotations, confirmed the structure of a 35-item 7-scale instrument. The thesis concludes by confirming the new instrument, the Online Learning Environment Survey (OLLES), will allow conclusions to be drawn about student perceptions on the interactions occurring in their online environments in an economical and efficient manner.
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Chew, Shiun Yee. "Perceptions of online learning in an Australian university : Malaysian students' perspectives." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46133/1/Shiun_Yee_Chew_Thesis.pdf.
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Several researchers have reported that cultural and language differences can affect online interactions and communications between students from different cultural backgrounds. Other researchers have asserted that online learning is a tool that can improve teaching and learning skills, but, its effectiveness depends on how the tool is used. Therefore, this study aims to investigate the kinds of challenges encountered by the international students and how they actually cope with online learning. To date little research exists on the perceptions of online learning environments by international Asian students, in particular Malaysian students who study in Australian Universities; hence this study aims to fill this gap. A mixed-method approach was used to collect quantitative and qualitative data using a modified Online Learning Environment Survey (OLES) instrument and focus group interviews. The sample comprised 76 international students from a university in Brisbane. Thirty-five domestic Australian students were included for comparison. Contrary to assumptions from previous research, the findings revealed that there were few differences between the international Asian students from Malaysia and Australian students with regard to their perceptions of online learning. Another cogent finding that emerged was that online learning was most effective when included within blended learning environments. The students clearly indicated that when learning in a blended environment, it was imperative that appropriate features are blended in and customised to suit the particular needs of international students. The study results indicated that the university could improve the quality of the blended online learning environment by: 1) establishing and maintaining a sense of learning community; 2) enhancing the self motivation of students; and 3) professional development of lecturers/tutors, unit coordinators and learning support personnel. Feedback from focus group interviews, highlighted the students‘ frustration with a lack of cooperative learning, strategies and skills which were expected of them by their lecturers/tutors in order to work productively in groups. They indicated a strong desire for lecturers/tutors to provide them prior training in these strategies and skills. The students identified four ways to optimise learning opportunities in cross-cultural spaces. These were: 1) providing preparatory and ongoing workshops focusing on the dispositions and roles of students within student-centred online learning environments; 2) providing preparatory and ongoing workshops on collaborative group learning strategies and skills; 3) providing workshops familiarising students with Australian culture and language; and 4) providing workshops on strategies for addressing technical problems. Students also indicated a strong desire for professional development of lecturers/tutors focused on: 1) teacher attributes, 2) ways to culturally sensitive curricula, and 3) collaborative learning and cooperative working strategies and skills, and 4) designing flexible program structures. Recommendations from this study will be useful to Australian universities where Asian international students from Malaysia study in blended learning environments. An induction program (online skills, collaborative and teamwork skills, study expectations plus familiarisation with Australian culture) for overseas students at the commencement of their studies; a cultural awareness program for lecturers (cultural sensitivity, ways to communicate and a better understanding of Asian educational systems), upskilling of lecturers‘ ability to structure their teaching online and to apply strong theoretical underpinnings when designing learning activities such as discussion forums, and consistency with regards to how content is located and displayed in a learning management system like Blackboard. Through addressing the research questions in this study, the researcher hopes to contribute to and advance the domain of knowledge related to online learning, and to better understand how international Malaysian students‘ perceive online learning environments. These findings have theoretical and pragmatic significance.
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Iyer, Radha. "Investigating the effectiveness of an online course : development of the comparative learning environment questionnaire." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/1538.
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This study was undertaken with the purpose of evaluating a newly-developed online course. The study involved, firstly, designing, developing and validating two questionnaires that could be used to assess the relative effectiveness of the online course in terms of students’ perceptions of the learning environment and attitudes. The development of the learning environment instrument drew on and extended the wide array of already validated instruments in the field of learning environments. The development used a multi-stage approach that included a review of pertinent literature, identifying salient scales and developing pertinent survey items. Both surveys were field tested and refinements were made on the basis of the findings. Its unique format allowed the comparison of the newly-developed online course with a parallel face-to-face course. The learning environment survey assesses the six scales of Task Orientation, Responsibility and Independence, Access, Computer Usage, Authentic Learning, Information Design and Appeal and the attitude instrument is comprised of three scales, namely, Student Enjoyment, Academic Efficacy and Anxiety.The learning environment survey and attitude survey were administered to 1000 students, of whom 991 provided complete and usable responses. Analyses of the data obtained from 991 students were conducted to support the factorial validity and internal consistency reliability of both the learning environment and attitude instruments. For the learning environment instrument, principal axis factoring with varimax rotation (conducted separately for the online and face-to-face course) confirmed that, without exception, all items had a factor loading of at least 0.40 on their a priori scale and no other scale. The scale reliability estimates were high for both versions of the learning environment instrument, ranging from 0.85 to 0.92 for the online course and from 0.85 to 0.91 for the face-to-face environment. The attitude instrument also was found to be reliable. Factor analysis confirmed the a priori structure of the student attitudes instrument for the online and face-to-face courses comprising 18 items in three scales. All items had a factor loading of at least 0.40 on their a priori scale and no other scale. The Cronbach alpha coefficient for the online and face-to-face course for each of the three attitude scales ranged from 0.91 to 0.95 for online course and from 0.91 to 0.96 for face-to-face course.Qualitative information from focus-group interviews with 90 students were used to supplement and support the quantitative results. Interview data collected from 90 students who took part in the semi-structured interviews and focus-group discussions helped to confirm and provide reasons for the quantitative findings that students generally had more positive views of their online course than the face-to-face course.Data collected using the learning environment and attitude surveys were used to compare students’ scores for the online and face-to-face courses using MANOVA. The results indicated statistically significant (p<0.05) differences for all six learning environment and three attitudes scales, with students’ scoring higher for their online learning environment. For the six learning environment scales, had enjoyment and academic efficacy lower for anxiety when compared to the face-to-face course. In addition, the effect sizes (calculated to determine the magnitude of the differences in standard deviations) were found to be large (ranging from 0.39 to 1.00) for all of the learning environment and attitude scales. The qualitative information supported these findings in all cases, and helped to explain the reasons why.Associations were found between students’ perceptions of the online learning environment and their attitudes (Enjoyment, Academic Efficacy and Anxiety). The multiple correlation were statistically significant for all three outcomes. The regression weights (ß) indicated that five of the six learning environment scales were positively, significantly (p<0.05) and independently related to Enjoyment and Academic Efficacy, and two of the six learning environment scales were negatively, significantly (p<0.05) and independently related to Anxiety. These result suggest that, to increase the likelihood of students’ enjoyment of the online course, the instructional design should incorporate material that is presented in manageable amounts with clear guidelines and instructions (Task Orientation), provide opportunities for students to proceed through the course at their own pace and to repeat components that have not been understood (Access), use authentic tasks to which students can relate (Authentic Learning) and use audio and visual materials, tables and graphics to assist students to understand the content (Information Design and Appeal). Two environment scales, Access and Information Design and Appeal, were statistically significantly (p<0.05) related to Anxiety. with students studying the online course being less anxious if there was more Access and Information Design and Appeal.
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Skelton, David J. E. "An investigation into the learning environments of blended delivery (e-learning and classroom) in a tertiary environment." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/555.
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This thesis describes research investigating the learning environment of tertiary students undertaking their studies through a mixture of online learning management systems and traditional tertiary classroom delivery. A review of the literature examined traditional learning environments, pure online virtual environments and more recent literature pertaining to a blended environment. The examination of student and staff perceptions of learning environments in different contexts served to generate recommendations to help tertiary teachers optimise online and traditional teaching practices within a mixed-mode environment. Students' experiences of their learning environment were discovered through quantitative and qualitative methods. Quantitative data on students' experiences were gathered by using an adapted version of the Web-based Learning Environment Instrument (WEBLEI). Qualitative data on students' experiences were collected by discussion questions added to the WEBLEI survey. Qualitative data on the use of online and blended learning environment experiences by tertiary staff were gathered by email and supplementary interviews. The study synthesised results from these multiple sources within a tertiary institute environment and made recommendations and gave insight into optimal blended learning environments within the tertiary sector. Overall, the study provided a perspective on the psychology and strategic view of the learning environment for the future tertiary institute.
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Skelton, David J. E. "An investigation into the learning environments of blended delivery (e-learning and classroom) in a tertiary environment." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18577.
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This thesis describes research investigating the learning environment of tertiary students undertaking their studies through a mixture of online learning management systems and traditional tertiary classroom delivery. A review of the literature examined traditional learning environments, pure online virtual environments and more recent literature pertaining to a blended environment. The examination of student and staff perceptions of learning environments in different contexts served to generate recommendations to help tertiary teachers optimise online and traditional teaching practices within a mixed-mode environment. Students' experiences of their learning environment were discovered through quantitative and qualitative methods. Quantitative data on students' experiences were gathered by using an adapted version of the Web-based Learning Environment Instrument (WEBLEI). Qualitative data on students' experiences were collected by discussion questions added to the WEBLEI survey. Qualitative data on the use of online and blended learning environment experiences by tertiary staff were gathered by email and supplementary interviews. The study synthesised results from these multiple sources within a tertiary institute environment and made recommendations and gave insight into optimal blended learning environments within the tertiary sector. Overall, the study provided a perspective on the psychology and strategic view of the learning environment for the future tertiary institute.
Book chapters on the topic "Online learning environment survey (OLES)"
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Sathanarugsawait, Benjaporn, Charuni Samat, and Suchat Wattanachai. "Survey Results of Learner Context in the Development of Constructivist Learning Environment Model to Enhance Creative Thinking with Massive Open Online Course (MOOCS) for Higher Education." In Lecture Notes in Computer Science, 465–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63885-6_51.
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Reimers, Fernando M., and Francisco Marmolejo. "Leading Learning During a Time of Crisis. Higher Education Responses to the Global Pandemic of 2020." In Knowledge Studies in Higher Education, 1–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_1.
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AbstractThe rapid disruptions caused by the Covid-19 pandemic in multiple sectors and areas of daily life provide a unique opportunity to study the university’s capacity to respond to changes in the external environment, to be a learning organization, in service of addressing significant social challenges. In this book we study universities’ responses to one such challenge: the disruption to educational opportunities caused by the interruption of schooling brought about by the pandemic.In response to the Covid-19 pandemic, universities innovated on several fronts. Unsurprisingly, some of those innovations focused on internal actions implemented to mitigate the impact of the pandemic by transitioning to online teaching delivery or extension of semester break, etc. (Crawford J et al. J Appl Learning Teaching 3.1:1–20, 2020; Leon-Garcia F, Cherbowski-Lask A, Leadership responses to COVID 19: a global survey of college and university leadership. International Association of Universities – Santander Universities. IAUP. https://www.iaup.org/wp-content/uploads/2020/11/IAUP-Santander_Survey_to_COVID-19_Report2020.pdf, 2020). Beyond the solutions to mitigate the pandemic’s impact on their communities of students, faculty, or staff, universities also innovated to mitigate such impact on the larger community. While the contributions of universities to alleviate the pandemic’s impact have been most visible in public health (Daniels, R. J. 2020. Universities’ Vital Role in the Pandemic Response. Hopkins Bloomberg Public Health Magazine. https://magazine.jhsph.edu/2020/universities-vital-role-pandemic-response), they have extended to other areas of relief and support as well. Almost half of universities participating in a global survey conducted by the International Association of Universities indicated that due to the pandemic, their community engagement had increased (Marinoni G et al. The impact of Covid-19 on higher education around the world. IAU global survey report. International Association of Universities, Paris. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf, 2020).This book is a study of one such response of universities to the pandemic which has not yet received sufficient attention: their support of schools at the pre-collegiate level through a variety of innovative approaches to mitigate the impact of the pandemic on opportunity to learn.In this chapter, we argue that studying such innovations provides insight into the responsiveness of universities to complex societal needs and into their capacity to operate as learning organizations open to their external environment. We introduce the study, explain its value in understanding the role and nature of higher education’s outreach, social impact, and capacity to deal with complex challenges, and summarize the chapters of the book and the results of a survey which was administered to over one-hundred universities to study the nature of their collaborations with schools during the first 9 months of the pandemic, between March and December of 2020.
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Mwatilifange, Saavi R., and Tulimevava K. Mufeti. "Using Moodle to Teach Computer Literacy to First-Time Computer Users: A UNAM Case Study." In Transforming Entrepreneurship Education, 45–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_4.
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AbstractComputer literacy courses provide opportunities for students to develop skills that are essential for lifelong learning. Many educational institutions in developing countries offer compulsory Information and Communication Technology (ICT) courses to help their first-year students develop these skills. Due to factors such as lockdowns imposed as a result of the COVID-19 pandemic, some first-year students may not be able to attend these courses in person. This chapter investigates the suitability of an online environment for teaching a Computer Literacy course to first year students with varied demographics. It takes as a case study the delivery of the Computer Literacy course on the University of Namibia (UNAM) Moodle Learning Management System (LMS) over one semester. The course caters to a diverse student population, some of whom come from marginalized backgrounds and have never used a computer before. Using a questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT), the study used a survey to determine the satisfaction of students and lecturers involved with the course. We also conducted semi-structured interviews to get an in-depth understanding of the actual use and level of satisfaction with Moodle. Results indicate that most students do not have access to ICT devices or the software required for the course. Although all students completed the course without any dropouts, the study also found that the students consistently accessed only two features supported by Moodle. The study recommends that all first-time users take an informal Introduction to Online Learning course before starting the Computer Literacy course. It also recommends that the current course be adapted to fit the context of use and to enhance online teaching of Computer Literacy to first-time computer users at UNAM.
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"Understanding Online Learning Environments (OLEs)." In Fuzzy Logic-Based Modeling in Collaborative and Blended Learning, 18–50. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8705-9.ch002.
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An online learning environment (OLE) is a unique sociocultural context in itself. The aim of this chapter is to look at OLEs from a global point of view, based on well-recognized learning theories, in order to provide a theoretical “big picture” and to help envisioning the OLEs opportunities. Additionally, concepts, like online learning, online teaching, online interaction and online technology are discussed towards a better understanding of OLEs. Representing an exciting synthesis of ideas from multiple perspectives, some current and upcoming trends related with online teaching-learning development, such as massive open online courses, small private open courses, affective learning and learning analytics, conclude the chapter.
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Baker, J. "Constructivist Online Learning Environment Survey." In Handbook of Research on Electronic Surveys and Measurements, 299–301. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59140-792-8.ch036.
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Understanding the psychosocial classroom environment has been important in both traditional face-to-face courses and online education. Trickett and Moos (1974) pioneered the use of post-course self-report instruments to measure the classroom environment through the Classroom Environment Scale. More recently, Taylor and Maor (2000) developed the Constructivist On-Line Learning Environment Survey (COLLES) to examine the students’ perceptions of online learning environment in light of social constructivist pedagogical principles. The 24-item, Likert-type COLLES instrument is a popular measure for examining online learning environments for a least two reasons. First, it measures the online learning environment along constructivist categories, which makes it in line with the dominant pedagogical philosophy for online instruction. Second, the COLLES instrument is freely included in the Survey Module of Moodle, the most popular open source course management system available. This makes it particularly convenient for online instructors to use COLLES in their teaching and research.
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Brinkman, Willem-Paul, Andrew Rae, and Yogesh Kumar Dwivedi. "Computer-Aided Personalised System of Instruction for Teaching Mathematics in an Online Learning Environment." In Solutions and Innovations in Web-Based Technologies for Augmented Learning, 271–99. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-238-1.ch017.
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This paper presents a case study of a university’s discrete mathematics course with over 170 students who had access to an online learning environment (OLE) that included a variety of online tools, such as videos, self-tests, discussion boards, and lecture notes. The course is based on the ideas of the Personalised System of Instruction (PSI) modified to take advantage of an OLE. Students’ learning is initially examined over a period of 2 years, and compared with that in a more traditionally taught part of the course. To examine students’ behaviour, learning strategies, attitudes, and performance, both qualitative and quantitative techniques, were used as a mixed methodology approach, including in-depth interviews (N=9), controlled laboratory observations (N=8), surveys (N=243), diary studies (N=10), classroom observations, recording online usage behaviour, and learning assessments. In addition, students’ attitude and performance in 2 consecutive years where PSI was applied to the entire course provides further understanding that is again in favour of PSI in the context of OLE. This chapter aims to increase understanding of whether PSI, supported by an OLE, could enhance student appreciation and achievement as findings suggest.
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Muniasamy, Anandhavalli. "Applications of Keystroke Dynamics Biometrics in Online Learning Environments." In Biometric Authentication in Online Learning Environments, 97–121. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7724-9.ch005.
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The biometric authentication in the online learning environment (OLE) is still exploratory and, despite an increase in keystroke dynamics biometrics research, many challenges remain in designing this authentication system due to the fact that it is economical and easily integrated with existing computer security system in OLE. Existing research in keystroke dynamics tends to focus on finding how keystroke dynamics of users can support non-intrusive authentications of users in OLEs. However, there is little evidence that researchers have approached the issue of unauthenticated users to take the role of authenticated users and perform tasks in the OLE with the intent of building models based on the keystroke dynamics of users. In a nutshell, the aim of this chapter is to provide an overview of the existing applications of keystroke dynamics as biometric authentication in the OLE, keystroke dynamics framework being designed for the OLE, advantages and disadvantages of a keystroke dynamics biometrics approach, as well as offering suggestions and possible future research directions.
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Brinkman, Willem-Paul, Andrew Rae, and Yogesh K. Dwivedi. "Web-Based Implementation of the Personalised System of Instruction." In Web-Based Education, 1075–101. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch074.
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This article presents a case study of a university discrete mathematics course with over 170 students who had access to an online learning environment (OLE) that included a variety of online tools, such as videos, self-tests, discussion boards, and lecture notes. The course is based on the ideas of the personalised system of instruction (PSI) modified to take advantage of an OLE. Students’ learning is examined over a period of two years, and compared with that in a more traditionally taught part of the course. To examine students’ behaviour, learning strategies, attitudes and performance, both qualitative and quantitative techniques were used in a mixed methodology approach, including in-depth interviews (N = 9), controlled laboratory observations (N = 8), surveys (N = 243), diary studies (N = 10), classroom observations, recording online usage behaviour, and learning assessments. The paper aims to increase understanding of whether PSI, supported by an OLE, could enhance student appreciation and achievement as findings suggest.
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Muniasamy, Anandhavalli. "Applications of Keystroke Dynamics Biometrics in Online Learning Environments." In Research Anthology on Developing Effective Online Learning Courses, 880–904. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch043.
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The biometric authentication in the online learning environment (OLE) is still exploratory and, despite an increase in keystroke dynamics biometrics research, many challenges remain in designing this authentication system due to the fact that it is economical and easily integrated with existing computer security system in OLE. Existing research in keystroke dynamics tends to focus on finding how keystroke dynamics of users can support non-intrusive authentications of users in OLEs. However, there is little evidence that researchers have approached the issue of unauthenticated users to take the role of authenticated users and perform tasks in the OLE with the intent of building models based on the keystroke dynamics of users. In a nutshell, the aim of this chapter is to provide an overview of the existing applications of keystroke dynamics as biometric authentication in the OLE, keystroke dynamics framework being designed for the OLE, advantages and disadvantages of a keystroke dynamics biometrics approach, as well as offering suggestions and possible future research directions.
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Ko, Stephen, and Eric Kong. "Game-Based Learning in an Online Environment." In Research Anthology on Developing Effective Online Learning Courses, 828–46. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch040.
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A game-based learning team exercise was specifically designed as a teaching tool which aimed to unlock the black box of cultivating student engagement in an online learning environment. In the exercise, online distance learning students were divided into police and prisoner groups whereby they were required to use different resources for catching the prisoners or for escaping from the police on a virtual map. The team exercise helped to create an innovative online learning environment that was active, cooperative, and encouraged student engagement, these being some of the key elements to enhance the quality of student experience. To evaluate the effectiveness of this exercise, an experiment was conducted using survey data from undergraduate students in an online learning environment. Results showed that the online class with a team-based activity had significantly higher scores in students' behavioral engagement than the other online class without a team-based activity while the differences in cognitive and emotional engagements were not significant.
Conference papers on the topic "Online learning environment survey (OLES)"
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"Understanding Online Learning Based on Different Age Categories." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4253.
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[This Proceedings paper was revised and published in the 2019 issue of Journal of Information Technology Education: Research, Volume 18] Aim/Purpose: To understand readiness of students for learning in online environments across different age groups. Background: Online learners today are diverse in age due to increasing adult/mature students who continue their higher education while they are working. Understanding the influence of the learners’ age on their online learning experience is limited. Methodology: A survey methodology approach was followed. A sample of one thousand nine hundred and twenty surveys were used. Correlation analysis was performed. Contribution: The study contributes by adding to the limited body of knowledge in this area and adds to the dimensions of the Online Learning Readiness Survey additional dimensions such as usefulness, tendency, anxiety, and attitudes. Findings: Older students have more confidence than younger ones in computer proficiency and learning skills. They are more motivated, show better attitudes and are less anxious. Recommendations for Practitioners: Practitioners should consider preferences that allow students to configure the learning approach to their age. These preferences should be tied to the dimensions of the online learning readiness survey (OLRS). Recommendations for Researchers: More empirical research is required using OLRS for online learning environments. OLRS factors are strong and can predict student readiness and performance. These are opportunities for artificial intelligence in the support of technology-mediated tools for learning.
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Basri, Nur Rasyidah Hasan, Mas Sahidayana Mohktar, Jadeera Cheong Phaik Geok Abdullah, and Zarina Aspanut. "A Survey of Student's Perception on Conducting Online Learning in the Home Environment during Movement Control Order (MCO)." In 2021 2nd SEA-STEM International Conference (SEA-STEM). IEEE, 2021. http://dx.doi.org/10.1109/sea-stem53614.2021.9668170.
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Yusof, Safiah Md. "Increasing Learner Engagement in an ODL Environment: The OUM Experience." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.631.
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Open University Malaysia (OUM) is an open and distance learning institution which has been in operation for about two decades. OUM traditionally offers its programs in blended mode which puts emphasis on self-managed learning, face-to-face, and online learning. OUM had already begun to offer some of its programmes fully online. However, the emergence of Covid-19 Pandemic pushed OUM to make the move to offer all of its programmes fully online. The movement control order in March of 2020 came when OUM was well into the January semester and approaching the end of the semester. Face-to-face classes scheduled at all OUM’s thirty-five learning centres around the country came to a halt. All higher education institutions were ordered to shut down. Quick actions had to be taken to minimise the disruption in teaching and learning. OUM had only one choice, to continue with classes online and have the final exams online. It has been two years since, and OUM has moved forward with the transition to fully online and continues to offer all its programmes fully online. OUM continues to strive to provide quality education and positive online learning experiences to the learners. This called for several initiatives and enhancements in e-learning which include the use of e-lessons, online interactive activities, online tutorials, online grade book, online group discussions, online exams, along with an enhanced question bank, online grading system and proctoring system. This paper focuses on the implementation, challenges and use of one of the initiatives: the introduction and use of online class participation (OCP) via group discussions, with the intent to increase student engagement with their peers. Improving and increasing learner engagement in all three areas as proposed by the Community of Inquiry Model (Garrison, Anderson & Archer (2000)) may contribute towards providing learners with a rewarding learning experience and may help student retention. Currently at OUM, although there are efforts in place to allow for learner engagement with the content and tutors, there is a lack of peer interaction taking place online in OUM’s learning management system, myInspire. The initial observations and results of a learner survey on OCP show positive response overall to OCP.
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Wati Abas, Zoraini, Nafsiah Shamsuddin, and Kai Lit Phua. "How Prepared are Malaysian Nurses for Online Distance Learning?" In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2650.
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Malaysia is moving towards a developed country status and it is imperative that the healthcare provided be at a higher standard than it is today. As members of the healthcare team, nurses play an essential role in the provision of healthcare. As such it is timely that nurses’ education be upgraded. As most of them only have a certificate or diploma in nursing, one way to upgrade the nurses is by providing opportunities for a baccalaureate degree. However, due to the shortage of nurses, nurses find it a challenge to enroll in a full-time on-campus programme. One way to help nurses meet the challenge is by providing an online distance learning programme to Malaysian nurses. And, to ensure the success of the online distance learning programme, it was realized that the nursing students need to be adequately prepared for an online learning environment. How much preparation will be determined, among other things, by their prior experience and skill in using technology as well as by their belief and attitude towards online distance learning. A survey was conducted on a cohort group of students during a face-to-face precourse orientation, that is, prior to the start of the online program. The findings of the survey are presented and discussed in the paper and implications for the future are highlighted.
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Bhuiyan, Md Omar Faruk. "Learners’ Engagement and Motivation in Online Education during Covid-19: Challenges and Possibilities in Bangladesh." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5640.
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The aim of this study is to find out learners’ engagement and motivation in online education during Covid-19 considering the challenges and possibilities in the context of Bangladesh. Mixed methods have been used while conducting the study. Survey questionnaire has been used for quantitative purpose while in-depth interviews has been used for qualitative purpose. In survey questionnaire 105 University going students and in interview 5 students have been selected. The study reveals that almost all of the learners participated in online education and they participated for various reasons. They actively took part in online education and motivated enough in online education during the Covid-19 pandemic. Learners are motivated in online education because most of the learners believe that online education during Covid-19 helps them to resume their academic session, to get connected with their respective study, to reduce their stress and trauma as in online classes they can interact with their friends and teachers. Students outlined different challenges i.e., absence of full concentration, lack of appropriate learning environment, and lack of interaction. Despite these challenges, online education creates some possibilities e.g., faculty members conducted class more systematically than traditional face-to-face class, resources become available and the learning scope get widened.
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Sioson, Irish Chan. "Attitudes of Thai English Learners towards Online Learning of Speaking." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.003.
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ABSTRACT A recent challenge in the field of education has been met as a shift to online classes from traditional face-to-face classes has been attributed to the COVID-19 pandemic. Hence, certain issues arise from such a sudden shift to an online learning environment, especially for those who have been mainly (or for others, solely) taught in a face-to-face setting. This paper aimed to determine the attitudes of Thai English learners towards online learning of speaking. The study involved fifty-four fourth year English majors in a university in southern Thailand. A survey questionnaire was developed to collect data. It consisted of a 5- point Likert scale asking for the students' level of agreement with statements and open-ended questions. The results show that the teacher being perceived as supportive and the students having a positive feeling when they had a stable Internet connection were the two areas that had the highest mean scores. On the other hand, being given enough opportunities to interact with classmates and preferring to participate in discussions using video (with microphone and video on) had the lowest mean scores. Moreover, the learners’ comments provided insights into their attitudes toward online learning in terms of preferences and challenges. Implications for teaching are then drawn from the results. KEYWORDS: attitudes, online learning, speaking
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Mihajlov, Nenad, Jasmina Novakovic, Snezana Mihajlov, and Suzana Markovic. "Communication Between Students and Teachers in a Distance Learning Environment During the COVID-19 Pandemic in Serbia." In Society’s Challenges for Organizational Opportunities: Conference Proceedings. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.3.2022.47.
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The COVID-19 pandemic affected the work of educational institutions, which had to adapt to new circumstances. The authors investigated the impact of online learning on student-teacher communication at the Department of Business Studies in Blace in Serbia. The aim of the authors is to analyze how online learning affects the communication between students and teachers and investigate the level of productivity and creativity of students in the new environment. The research study was conducted through a structured online survey using a random sampling technique. In the traditional way of organizing classes, face-to-face classes, students are more motivated and engaged in learning, and deprived of a sense of social isolation. The results of the research prove that students need more frequent interactive dialogue with teachers through formal and informal communication channels. Also, the authors will suggest possible ways to improve the productivity and creativity of students in the online environment.
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"The Persistence of Anxiety Experienced by New Generation in Online Learning." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4040.
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Aim/Purpose: To investigate anxiety in online courses and its relationship with overall online courses satisfaction as it may vary with online courses experience. Background: Delivering online courses in higher education institutions continue to increase. Anxieties seem to be persistent. Although there are many technology and internet related anxieties studies, online courses anxieties are relatively scarce. The cause for this anxiety has not been resolved or addressed sufficiently. This study takes part in this quest. Methodology: A fully online course with not face to face interaction was used for the study. A survey methodology approach was used for the anxiety scale measurements. Over 1400 students participated in the survey. Contribution: Students taking online courses continue to be challenged with anxieties. Their experiences (number of courses taken) with online courses may influence their anxieties and satisfaction levels, but that has not been studies. We contribute to this body of literature. Findings: One third of students reported to continue to experience anxiety while taking their online courses. The effect of their anxieties on their satisfaction does not seem to be influenced by their online course experience. Recommendations for Practitioners: Focus on the various elements that may influence anxieties and satisfaction of students while taking courses. For IT designers, interface and point of interactions may be the aspect to pay attention to, while professors would need to consider course pedagogy and its interaction within the IT learning environment. Recommendation for Researchers: Anxiety in online learning should take front stage as it represents an underlying stream of influence on all research in the field. Further study of the effect of online course experience on satisfaction and anxiety is necessary. Impact on Society: Anxiety in learning has many detrimental effects that last a student’s career and personality over their entire life. The impact of reducing anxieties while online learning is significant and tangible especially that online learning is at its initial stages of an exponential growth and will change the world sooner than later. Future Research: Pedagogy for efficient and effective online courses to reduce anxieties and in-crease satisfaction.
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Li, Yijie, Dawei Zhuge, and Junwei Wang. "Passive Adaptation or Active Learning: A Survey on the Subjective Feelings of University Teachers in Mainland China in the Online Education Environment during the COVID-19 Pandemic." In 2020 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology (WI-IAT). IEEE, 2020. http://dx.doi.org/10.1109/wiiat50758.2020.00116.
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Chiner, Esther, Marcos Gómez-Puerta, Victoria E. García-Vera, and M. Cristina Cardona-Moltó. "UNIVERSITY STUDENTS’ STRUGGLES WITH ONLINE LEARNING DURING THE COVID-19 PANDEMIC LOCKDOWN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end057.
Full textAbstract:
As a result of the COVID-19 pandemic that affected most countries during the year 2020, the society had to adapt rapidly to new forms of working in which the Internet has been an essential tool. And so did the higher institutions around the world, which had to move from a face-to-face classroom environment to an online one. The change from traditional learning to online learning was so unexpected that neither the instructors nor the students may have been prepared for it and could have important consequences on students’ learning and academic achievement. The purpose of this study was to explore how university students had to struggle with online learning during the COVID-19 pandemic lockdown attending to three aspects: (a) availability and use of electronic devices, (b) personal factors, and (c) teaching factors. A non-experimental study based on a survey design was conducted, in which a convenience sample of 496 undergraduate and graduate students from two different universities located in south eastern Spain participated. The majority of the participants (66.3%) had very little or no experience in online learning and 55% considered that their academic performance was being worse than in face-to-face classes. Findings showed that most of the students had the electronic devices required for online learning (e.g. laptops, earphones, webcams, smartphones), although they mainly used laptops and earphones. They did not have other devices at home such as desktop computers, printers and scanners. The personal factors that most affected their academic performance were family problems and/or responsibilities (46.6%), psychological or emotional problems (41.6%), an inappropriate study environment (41.2%), and a bad Internet connection (31.4%). With regard to teaching factors, students complained of excessive assignments (82.6%), lack of lesson explanations (78.6%), loss of concentration during synchronous classes (64.3%), having to learn through the computer screen (58.9%), and feeling of being abandoned (57.4%), among others. In sum, university students’ struggles with online learning were more related to teaching factors than to personal and material factors. Therefore, higher education institutions and faculty should be prepared to respond to student’s needs in different teaching scenarios, and more specifically in online environments, by adapting not only their teaching styles and resources but also the way they interact with students.