Academic literature on the topic 'Online learning environment survey (OLLES)'
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Journal articles on the topic "Online learning environment survey (OLLES)"
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Wulanjani, Arum Nisma, Candradewi Wahyu Anggraeni, and Sukma Shinta Yunianti. "Investigating the dimensions of students’ interaction in listening online learning environment amidst Covid-19 pandemic." Indonesian Journal of Applied Linguistics 12, no. 2 (September 30, 2022): 321–33. http://dx.doi.org/10.17509/ijal.v12i2.51083.
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The existence of the COVID-19 pandemic forces the Indonesian government to carry on online learning at all education levels, to keep the teaching and learning going on. For students, this ongoing online learning has brought about various impacts on their online learning success. One important factor determining online learning success is students’ interaction. Thus, paying more attention to whether an online learning environment has promoted the students’ interaction is crucial to creating successful online learning. This study aimed to investigate the dimensions of students’ interaction in the online listening learning environment. Moreover, this study also tried to explore how students perceived the interaction in the online listening learning environment. There were 78 students majoring in English Education as participants in this study. A convergent mixed-method was applied in this study, in which the results of the quantitative and qualitative data analysis were brought together. A modified questionnaire of OLLES (Online Learning Environment Survey) and a close-ended interview were carried out to gather the data. The results showed that the dimensions of interaction in the online listening learning environment had a statistically significant high rating. The interaction between the lecturer and the students placed the highest among all of the dimensions. Overall, all the dimensions of interaction in online listening learning were highly perceived by the students. The implications suggested that providing well-designed authentic materials, collaborative activities, and asynchronous models were needed to support the students’ online learning performance.
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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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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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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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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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Lagat, Kevin T., and Grace L. Concepcion. "Students' Social Interaction, Collaborative Learning, and Perceived Learning in an Online Learning Environment." International Journal of Social Science Research and Review 5, no. 1 (January 3, 2022): 24–33. http://dx.doi.org/10.47814/ijssrr.v5i1.130.
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Learning is a social process, but limited studies have explored the degree of social interaction and collaborative learning in an online learning environment and whether these variables foster students' perceived learning. This descriptive-correlational research determined the level of students' social interaction, collaborative learning, and perceived learning in the online learning environment and analyzed the relationships between these three (3) variables. The data were gathered using online survey questionnaires distributed to 288 conveniently sampled teacher education students from a state university in an eastern province of the Philippines. Descriptive and inferential statistics were used to analyze the data. Results revealed a high level of social interaction, collaborative learning, and perceived learning in an online learning environment, and a significant relationship among the variables was also noted. Thus, teachers should encourage social interaction and collaborative learning among students to foster learning in an online learning environment.
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Sulaeman, Erwin. "Development and Validation of Emotional Learning in Online Classroom Environment Survey." Salus Cultura: Jurnal Pembangunan Manusia dan Kebudayaan 1, no. 1 (June 30, 2021): 71–79. http://dx.doi.org/10.55480/saluscultura.v1i1.13.
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The purpose of this research is to produce an Indonesian version of the emotional learning online classroom environment survey instrument with a response category scale. Instruments from a modified Learning Environment Research Questionnaire on Classroom Emotional Climate. This research is a survey on 1494 responses of 7th grade and 8th grade junior high school students in four regions of DKI Jakarta Province. The sample was selected by simple random sampling and based on the considerations of schools implementing the 2013 curriculum. The modified instrument consisted of 43 items to be tested in obtaining validity based on the estimated difficulty of the items and the psychometric criteria with Rasch modeling. The results of this study indicate that the Andrich threshold test fulfills the monotonic nature and unconsciously the students' responses form an emotional culture that prioritizes self-awareness in online learning. Therefore, for the psychological scale compilers are expected to compile statement items that are easy to understand and build good interactions with respondent, so that the respondent feels not intervened. This trend may even increase when sensitive issues of concern statement appear in the instrument items. Characteristics of psychologically motivated instruments, written in the statement items intervene on sensitive issues in the learning environment.
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Fan, Jingwei, and Mei Tian. "Influence of Online Learning Environment and Student Engagement on International Students’ Sustainable Chinese Learning." Sustainability 14, no. 17 (September 5, 2022): 11106. http://dx.doi.org/10.3390/su141711106.
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The outbreak of COVID-19 has forced Chinese international education to move online. An emerging number of studies have been published on online teaching and learning during the pandemic, few of which, however, focus on international students in China. This study examined the predictive effects of an online learning environment and student engagement on international students’ learning of Chinese as a foreign language (CFL). Self-reported data were collected in an online questionnaire survey involving 447 international CFL students at eight universities located in different geographical regions in China. Descriptive statistics revealed the participants’ favorable perceptions of an online learning environment, student engagement and Chinese learning achievement. The results of multiple linear regression revealed that three online learning environment factors, i.e., course accessibility, student interaction, course organization, and student engagement exerted significant positive effects on Chinese learning achievement. The implications of the study are discussed for the sustainable enhancement of the online learning environment to improve international students’ online language learning.
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Nic Giolla Mhichíl, Mairéad, Christine Appel, Colm Ó Ciardubháin, Sake Jager, and Adriana Prizel-Kania. "Designing the online oral language learning environment SpeakApps." International Journal of Information and Learning Technology 32, no. 3 (June 1, 2015): 165–73. http://dx.doi.org/10.1108/ijilt-12-2014-0034.
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Purpose – The purpose of this paper is to report on SpeakApps, a major collaborative computer-assisted language learning project, developed based on an open source techno-pedagogical solution to facilitate online oral language production and interaction. Design/methodology/approach – A mixed method approach was incorporated as part of the development process which included a comprehensive literature and practice review, user requirement survey of 815 learner, 61 pilot studies with 7,180 students, construction of qualitative teaching scenarios and a Delphi analysis. Findings – Language learners have limited experience of using synchronous communication tools within language learning contexts. Improving usability features within the Open Educational Resources supported the notion of sustainability and that the provision of the mechanism to indicate quality were vital to support the integrity of open content. Originality/value – The paper provides an overview of the operationalisation of an action-oriented approach to language learning which manifested as a design for learning development process. It illustrates the breadth of issues raised from technical to pedagogical when teacher and learner agency are central for development and sustainability.
Dissertations / Theses on the topic "Online learning environment survey (OLLES)"
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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 (OLLES)"
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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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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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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.
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Ko, Stephen, and Eric Kong. "Game-Based Learning in an Online Environment." In Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education, 327–45. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0119-1.ch018.
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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.
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Lin, Lijia. "Student Learning and Engagement in a Blended Environment." In Learner Experience and Usability in Online Education, 256–69. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4206-3.ch010.
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The chapter investigated students' behavioral, emotional, and cognitive engagement, as well as their learning in a blended environment. A convergent mixed methods research design was used in which quantitative data (face-to-face attendance, online system login, and survey) were collected from 71 undergraduate students, and qualitative data (focus group interview) were collected from six of these students. These data were further analyzed and integrated. The quantitative results showed that students' online login, the behavioral engagement indicator, had a positive impact on their learning, which was supported by qualitative findings. Further analysis revealed the mixture of students' engagement, such as confusion vs. interesting feelings to online discussions and frustration vs. not much effort using the online system.
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Fraga, Lucretia M., Susan Hall, and Kathy Bottaro. "Shifting to Online Learning Through Faculty Collaborative Support." In eLearning Engagement in a Transformative Social Learning Environment, 135–56. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6956-6.ch007.
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This chapter describes the process of supporting faculty as they moved their classes online during the pandemic. It describes how a range of professional development experiences fostered a sense of community among participants, as well as supporting their transitions to online teaching. These virtual communities enabled faculty members both to exchange information and to offer one another peer support. This experience of teaching online also prompted changes in pedagogical practices. Informed by social cognitive theory, these conclusions are supported by survey data as well as case studies.
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Lin, Lijia. "Student Learning and Engagement in a Blended Environment." In Research Anthology on Developing Effective Online Learning Courses, 1371–85. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch068.
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The chapter investigated students' behavioral, emotional, and cognitive engagement, as well as their learning in a blended environment. A convergent mixed methods research design was used in which quantitative data (face-to-face attendance, online system login, and survey) were collected from 71 undergraduate students, and qualitative data (focus group interview) were collected from six of these students. These data were further analyzed and integrated. The quantitative results showed that students' online login, the behavioral engagement indicator, had a positive impact on their learning, which was supported by qualitative findings. Further analysis revealed the mixture of students' engagement, such as confusion vs. interesting feelings to online discussions and frustration vs. not much effort using the online system.
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Ceglie, Robert John, and Ginger C. Black. "Perceptions of Online Learning." In Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic, 100–124. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6557-5.ch006.
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This chapter examines the parent/guardian perceptions of the rollout and implementation of online instruction during the move to online instruction during the COVID-19 pandemic. The authors begin this chapter with an examination of how the transition to online learning occurred for K-12 public schools in North Carolina starting in March 2020. They explore the current landscape and environment for this type of learning within this state and describe what supports and tools were in place prior to the move to remote learning. They discuss the best practices for online learning in K-12 schools and explore the research that exists on parental opinions and beliefs of education and online instruction. While this literature is not particularly robust, it provides a foundation for the work of which they engaged. Next, they discuss the findings from a survey that was sent to parents in North Carolina and describe the implications for this information. Finally, they offer suggestions for future considerations of ways to act on the parental perspectives.
Conference papers on the topic "Online learning environment survey (OLLES)"
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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.
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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.
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Igyu, Clement, Joan Ada, Emmanuel Avchor, and Nicholas Ada. "COLLES Scales as Assessment Constructs for a Robust and Inclusive Learning for University Teacher Trainees." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3885.
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This study investigated Constructivist On-Line Learning Environment Survey (COLLES) scales as assessment constructs for a robust and inclusive learning for university teacher trainees in the Faculty of Education, Benue State University, Makurdi. Benue Sate, Nigeria. In addition, the study examined access and ability level between male and female respondents to the online survey. The COLLES comprised an economical 24 statements grouped into six scales: relevance, reflection, interactivity, tutor support, peer support and interpretation. Each of which helped the assessors address key questions about the quality of the on-line learning environment – Modular object-oriented dynamic learning environment (Moodle). The survey received responses from a convenience sample of 341 out of a possible 429 teacher trainees over a period of 7 days who were students who enrolled online for EDU 205: Application of ICT in Education in the Faculty of Education, Benue State University, Makurdi. The study found that there was no significant difference in the mean access variable between the male and female teacher trainees; F(1, 339) = 0.049 and p = 0.826 > 0.05. Also, there was no significant difference in the mean ability level between the male and female teacher trainees; F(1, 338) = 4.950 and p = 0.027 > 0.05. The result showed that there was a significant relationship among the six subscales at 0.05 level of significance, with the strongest correlations existing between reflection and tutor support (0.617), interactivity and peer support (0.602), peer support and interpretation (0.601) and between interactivity and interpretation (0.605). The study concluded that male and female teacher trainees have similar access and ability levels to web-based learning and that there were significant correlations between their online learning activities. It was recommended among other things that e-learning and virtual education for teacher trainees should be supported by the necessary facilities and equipment to increase effectiveness.