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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.
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Masrun, Masrun, and Rusdinal Rusdinal. "Self-efficacy, learning motivation, learning environment and its effect on online learning outcomes." Jurnal Kependidikan Penelitian Inovasi Pembelajaran 6, no. 2 (November 6, 2022): 143–51. http://dx.doi.org/10.21831/jk.v6i2.49445.
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This study aimed to analyze e students’ psychological factor, namely self-efficacy, learning motivation and learning environments on the results of online physical education learning during Covid-19 at Senior High School in Padang, West Sumatera. This study used a quantitative method using a path analysis approach, with structural equations to find out the causality of the dimensions of self-efficacy, motivation, directly on learning outcomes of physical education, or indirectly through the learning environment. The data collection was carried out using a survey technique to 160 high school students in Padang and analyzed using descriptive statistics. The results show that the power of direct influence the self-efficacy and learning motivation and significantly effect their online learning through the learning environment. It also has an impact on learning outcomes. When the teaching and learning process must be carried out through an online system, it is necessary to make improvements to various models and learning designs, so that the learning process is avoided from negative influences that can reduce student learning outcomes
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Chien, Chih-Feng, and Ching-Jung Liao. "From Learning Literature to Online Holistic Education." International Journal of Web-Based Learning and Teaching Technologies 16, no. 6 (November 2021): 1–17. http://dx.doi.org/10.4018/ijwltt.20211101.oa4.
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This study utilizes the literature education section of an online holistic environment to: (1) develop a literature education survey based on Miller’s (2007) theory of holistic education, (2) explore the effect of students’ holistic learning through online literature immersion, and (3) inquire about students’ holistic development through literature appreciation. Eight hundred twenty two college students were involved in the online literature-related activities. With qualitative and quantitative data collection, the study analyzes online literature and poetry, interactive feedback and reflection, and a survey questionnaire. The study’s content analysis discovers how students’ literature works are distributed into Miller’s three principles of holistic education and their extensive subthemes. Confirmatory factor analysis results suggest the survey instrument captured e-HO’s literature education module’s holistic impact. The discussion and limitations for online literature education from a holistic education perspective are also provided to guide future research
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Микитенко Н. О. and Ісаєва Г. Т. "Online learning challenges: students’ vision." ПЕДАГОГІЧНИЙ АЛЬМАНАХ, no. 46 (February 12, 2021): 111–17. http://dx.doi.org/10.37915/pa.vi46.116.
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The article analyzes circumstances under which most educational institutions in Ukraine have found themselves with the spread of Covid-19 where teachers and students had to quickly adjust to not quite conventional, sometimes stressful learning environment. The results of the analysis of the survey conducted among 150 1st and 2nd year students majoring in sciences at Ivan Franko National University of Lviv have been presented. Having considered the findings of the survey, the advantages and disadvantages of online learning, as well as recommendations both for the teachers and students with the view to make it more effective have been elucidated. There have been outlined the following advantages of online learning: it is less time consuming; it allows flexible time and place management; it improves students’ technical skills; it makes students more self-disciplined; it is less pricy than traditional education; it is more friendly for the students’ health. Although it has been proven that online learning has its disadvantages, among which: lack of vital social contacts and face-to-face communication with peers; preventing students from academic dishonesty; concentrating attention on the subject of studying and ignoring distractions; procrastination; teachers being sometimes unfamiliar with advanced internet technologies; lack of motivating methods and activities. In this respect authentic activities targeted at immersion occured to demonstrate many benefits within online learning environment as they motivate students through real life situations and solving problems. On the basis of literature review of recent research, key characteristics of authentic activities have been defined. The recommendations for both the students as active participants of the learning process and the teachers as organizers and moderators of this process have been outlined. The conclusion was made that teachers in the first place have a chance to change the priorities and make the studying process more exciting, motivating and productive.
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Navrotska, Iryna, Alla Pavliuk, Iryna Kalynovska, and Iryna Kuzhel. "ONLINE LANGUAGE TEACHING EFFICIENCY IN COVID-19 ENVIRONMENT." ГРААЛЬ НАУКИ, no. 6 (July 6, 2021): 220–25. http://dx.doi.org/10.36074/grail-of-science.25.06.2021.037.
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The article represents the results of the survey conducted among the group of university and high school teachers to establish the specific tendencies in online language teaching and learning within the COVID 19-affected environment. The study hypothesis presupposed verification of the thesis that language learning needs adjustment to new circumstances. During 2020-2021, the major platform adopted by Lesya Ukrainka Volyn National University has been MS Office. It provided the participants of learning process with necessary tools such as calendar planning, lecture and seminar moderation, data submission and storage as well as assessment options and statistics. Incorporating the platform required tutorials for teachers since there were certain issues with registration and running the MS Office programme on various gadgets. At the initial stages alternatives were allowed to be used for online classes. The survey was conducted and analysed by means of quantitative and descriptive methods and on the basis of continuous academic discussions. It was concluded that the teachers treated the challenges of new learning environment differently. Namely, the respondents were invited to rate the general effectiveness of constant online language or language related subject learning, characterise institutional support, specify the prioritised digital platform and share feedback regarding their satisfaction with the educational process within late 2020 – first half of 2021. The majority of the respondents denoted the satisfactory effectiveness of online English language system. The educational institution was reported to provide sufficient support on distant learning platforms. Roughly one third of the answers pointed at the use of several distant learning platforms. Zoom has been defined as the main teachers’ preference probably due to simplicity of installation and running flexibility on various gadgets for both sides. The most burning issues of online learning during the COVID-19 period were associated with internet connection and access.
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Xu, Hongjiang, and Sakthi Mahenthiran. "Factors that Influence Online Learning Assessment and Satisfaction: Using Moodle as a Learning Management System." International Business Research 9, no. 2 (January 21, 2016): 1. http://dx.doi.org/10.5539/ibr.v9n2p1.
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<p>Higher education continues to evolve, including recent increases in the number of courses offered fully and partially (hybrid) online. Many new technologies have been used to support online education, particularly learning management systems (LMS’s), which serve as the core technology platforms for the online environment. Our research is to use Moodle as an LMS and empirical survey data to investigate what are the factors that influence online assessment and overall satisfaction with online learning. We used an online survey as the method of data collection for this study. The survey questionnaire was sent anonymously to all students who took the online or hybrid course sections at a US university, as well as all faculty who taught those online or hybrid course sections. The research result showed that overall student satisfaction with online learning is significantly affected by how the course is organized and how the content is sequenced, the ease with which students can complete assignments, and the use of the LMS to engage with content.</p>
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Zhou, Jiahua, and Qiping Zhang. "A Survey Study on U.S. College Students’ Learning Experience in COVID-19." Education Sciences 11, no. 5 (May 20, 2021): 248. http://dx.doi.org/10.3390/educsci11050248.
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COVID-19 affected various aspects of our life. Many college students were forced to take courses remotely. It was not clear how they adapted to this new environment and how their mental health was affected. The objective of this study is to understand college students’ learning experience one year after the outbreak of COVID-19. An online survey was developed to investigate students’ overall learning process, mental health, perception of the learning community and student support. Sixty-two college students in the U.S. were recruited through an online survey platform. Findings of this study revealed: (1) improved mental health of college students compared to the beginning of the pandemic; (2) an overall positive learning experience and perceived belongingness to their learning community, as well as high satisfaction with the student support; (3) the major hindrance in the online learning environment was the lack of interactions with teachers and classmates; (4) a relationship between family income and perception of the learning community was discovered, and the students from low-income families were found to feel more belonging to the learning community; (5) hybrid was the optimum learning mode during COVID-19; (6) on-campus students perceived more student support than off-campus students. These findings provided a guideline for future research to further explore, and improve, the online learning environment.
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Barnhart, Christopher R., Luna Li, and Jerry Thompson. "Learning whiplash: Chinese College EFL learners’ perceptions of sudden online learning." E-Learning and Digital Media 19, no. 3 (March 3, 2022): 240–57. http://dx.doi.org/10.1177/20427530211022922.
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As coronavirus disease 2019 swept through mainland China, students were forced to quickly switch to learning online. This study aimed to capture college Chinese English as a Second/Foreign Language (ESL/EFL) learners’ perceptions of rapidly switching to online learning at two colleges in China’s southern Guangdong Province. A bilingual (Chinese/English) online survey was used to collect data. The participants ( n = 504) responded to a survey about their feelings and perceptions of sudden online learning, a term the authors call “learning whiplash.” We asked students about how much they liked online at the beginning of learning online, how long students have been taking online courses, and how many online courses the students were currently taking. We also asked about the students’ perceptions of the quality of online learning when compared to physical learning. Finally, we asked students about getting drowsy and/or falling asleep during their online classes. We found that students were taking on average five to seven online courses and that they did not like learning online early in the epidemic. Our study confirmed that students preferred a hybrid learning environment. Seventy-nine percent of students admitted to getting drowsy and/or falling asleep during their online classes. Specific suggestions are given for teachers to keep students active and engaged in online learning. Practical guidance and strategies for creating vibrant online learning environments are provided. This research informs both the communities on online and e-learning as well as ESL/EFL teaching.
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Samoylenko, Nataliya, Ludmila Zharko, and Aleksandra Glotova. "Designing Online Learning Environment: ICT Tools and Teaching Strategies." ATHENS JOURNAL OF EDUCATION 9, no. 1 (November 3, 2021): 49–62. http://dx.doi.org/10.30958/aje.9-1-4.
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The authors analyze the capabilities of Information and Communication Technologies (ICT) and e-learning tools applied in the educational process through all levels of Higher Education in Russia: Bachelor’s/Master’s Degree Programmes and Professional Training. The article is based on the data obtained during the study organized at Sevastopol State University, Lomonosov Moscow State University Branch in Sevastopol, V.I. Vernadsky Crimean Federal University, Institute of Foreign Languages (Simferopol) and S.I. Georgievsky Medical Academy in 2019. The participants of the research were undergraduate students, educators and applicants of further Professional Training programmes. The research aimed at the analysis of ICT and e-learning tools used to design online learning environment at university. The study included a survey to identify e-learning tools applied by students and professors in educational process. The authors also specify blended learning peculiarities in Higher Education. The results showed that ICT and e-learning tools are widely used at universities to manage educational process, establish various forms of communication and interaction, to conduct an assessment and evaluate progress, to organize team projects in blended learning. ICT and online educational services are also applied to develop students’ language and professional skills. Keywords: online learning, e-learning tools, blended learning, teaching strategies, autonomy.
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Zang, Fengxiang, Mei Tian, Jingwei Fan, and Ying Sun. "Influences of Online Learning Environment on International Students’ Intrinsic Motivation and Engagement in the Chinese Learning." Journal of International Students 12, S1 (February 6, 2022): 61–82. http://dx.doi.org/10.32674/jis.v12is1.4608.
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With the impact of the COVID-19 pandemic, Chinese teaching for international students in Chinese universities has largely moved online. Despite the comprehensive literature regarding the influences of environmental factors on domestic students’ learning in traditional learning environment, few studies have addressed the influences of online learning environment (OLE) on international students’ Chinese learning experiences. We focus on international students in intensive Chinese courses at a Chinese university, and explores the influences of OLE on these students’ intrinsic motivation (IM) towards and engagement in Chinese learning during the COVID-19 pandemic. Data were collected from an online questionnaire survey and follow-up interviews. The results revealed that the participants had positive perceptions of the online Chinese learning environment, and that the participants had high levels of IM towards and engagement in their Chinese learning. The results showed the positive impact of the participants’ perceived OLE on their IM and engagement in Chinese learning.
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Casañ-Núñez, Juan-Carlos. "Creating a positive learning environment in the online classroom with Flipgrid." EuroCALL Review 29, no. 2 (November 26, 2021): 22–32. http://dx.doi.org/10.4995/eurocall.2021.15347.
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The pandemic has made more clear than ever that health issues impact education and that schools play a key role in supporting the wellbeing of learners. As emotion and cognition are interconnected, educators should use educational strategies that generate positive emotions so that learning is associated with pleasure. The aim of this study was to investigate if a warm-up activity with Flipgrid could contribute to creating a positive learning environment in the online classroom in Covid-19 time. Flipgrid is a free platform that allows video-based asynchronous discussion. It fosters educator-student contact, cooperation among learners, active-learning techniques and student engagement. A total of 37 MA students participated in the study. Informants were selected by non-probabilistic sampling. The data collection strategies were observation during the Flipgrid warm-up activity, a Moodle survey, and the institution student satisfaction survey. Students’ engagement was high and participants’ attitude on their responses was mostly positive or neutral. The warmer was highly rated in terms of creating a positive learning environment by the participants, and informants wrote positive remarks about their experience using the platform. The results suggest that a warm-up activity with Flipgrid is an effective educational strategy to generate positive emotions during the pandemic. Finally, the limitations of the study are addressed, and some directions for future research are proposed.
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Hapsari, Astri, and Tiara Ayu Fatmasari. "Online Self-Regulated Learning Strategies in the Process of Writing Undergraduate Thesis: A Survey Study." Journal of English and Education (JEE) 8, no. 2 (November 30, 2022): 58–72. http://dx.doi.org/10.20885/jee.v8i2.24333.
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This survey study aims to identify EFL undergraduate students’ online self-regulated learning strategies in the process of writing their undergraduate theses during COVID-19 pandemic. 97 senior students agreed to participate in this study. This study used a 24-item questionnaire adapted from Barnard et al. (2009) Online Self- Regulated Learning Questionnaire (OSLQ). The results revealed that the participants’ online self-regulated learning strategies in the process of writing their undergraduate theses from the highest to lowest mean score were: environment structuring, help-seeking, self-evaluation, goal setting, time management, and task strategies. Environment structuring had the highest average score, indicating that undergraduate English Education students were able to choose and arrange places for online learning to minimize distractions so that their learning could run optimally. However, the ability of self- regulated learning strategies in the task strategy domain had the lowest average score. The results displays that in the process of writing undergraduate theses, participants’ ability in task strategies needed to be improved. For further research, the researchers recommend further investigation on the relationship between undergraduate students’ motivation and ability in implementing their self-regulated online learning strategies in writing undergraduate thesis. Future research should also include metacognitive learning strategies and re-examine the relationship of undergraduate students’ online self-regulated learning strategies to their online learning performance in writing undergraduate theses.
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Potemkina, Tatiana Valeryevna, Lilia Vladimirovna Bondareva, Ekaterina Nikolayevna Shchaveleva, Dana Serikovna Saulembekova, and Thi Hue Le. "Identifying difficulties in teaching foreign language speaking in the online environment." SHS Web of Conferences 127 (2021): 01008. http://dx.doi.org/10.1051/shsconf/202112701008.
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The digital transformation of education has been causing dramatic changes in the organization and curriculum of the educational process. The problem of mastering foreign language speaking skills by university students in distance learning format has been attracting growing attention in academic circles worldwide. In addition to the technical difficulties faced by the stakeholders of the online learning process, there has been an increasing focus on other related factors, including psychological barriers and emerging interaction patterns in both student-student communication and teacher-student communication. In this paper, the authors will identify the difficulties faced by the students who learn speaking skills online. A survey was conducted among students of technical specialties of the NUST MISIS University. The survey involved 16 students who were studying English online. The conducted experiment revealed several types of psychological difficulties that arise while learning to speak online. The results of the study will help improve the quality of academic programs in terms of identifying the existing gaps in designing and managing speaking classes online.
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Obaid, Awatif, Ezzan Amnie Azizan, Fairuz Umira Azmi, Nur Anisah Tahir, and Onaliza Satimin. "LANGUAGE ANXIETY AMONG KUPTM’s TESL UNDERGRADUATES IN AN ONLINE LEARNING ENVIRONMENT." International Journal of Education, Psychology and Counseling 7, no. 45 (March 31, 2022): 516–33. http://dx.doi.org/10.35631/ijepc.745039.
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2020 started off with the hit of Covid-19 which has halted various sectors including the educational sector. The mode of learning has abruptly changed to online learning as the virus limits any physical contact and almost everyone was affected. Language anxiety is not a newly coined term and has been around for a long time. However, research that studies second language anxiety in online mode classes is still very limited. Therefore, this research intended to investigate the contributing factors towards KUPTM’s TESL Undergraduates language anxiety and discover the coping strategies in dealing with such anxiety in an online learning environment. A mixed method study involving a survey and four (4) interviews was done. All 105 participants of this research were the students who were involved in online language learning. The data from the survey was analysed using IBM SPSS Statistic 25, while the interviews would support the quantitative findings through thematic analysis. The findings showed that the biggest factor that leads to language anxiety is the fear of negative evaluation, followed by the factor of distractions and the lack of a productive environment, and the third factor discovered from the data is communication apprehension. The coping strategies were divided into three domains; cognitive, affective and behavioural. It was found that the most used coping strategies by the participants of this research was behavioural. The results highlight a number of implications and recommendations for future researchers.
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Hu, Pan, Chin Leo, Samanthika Liyanapathirana, Fidelis Mashiri, and Ming Zhao. "Student Learning Experience in a New Education Environment During the COVID-19 Pandemic." International Journal of Online Pedagogy and Course Design 12, no. 1 (January 1, 2022): 1–15. http://dx.doi.org/10.4018/ijopcd.306688.
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This paper presents results of a student survey carried out among Civil and Construction Engineering undergraduate students within the School of Engineering, Design and Built Environment at Western Sydney University. The survey investigated the learning experience of students and the effectiveness of new educational processes implemented during the COVID-19 pandemic. Both quantitative and qualitative approaches were employed to examine the perceptions of students on online teaching modes. The survey results indicated some positive features of online teaching such as flexibility, comfortable educational environments and efficient time utilisation. However, students also found many challenges such as network instability, distractions, lack of engagement and mental stress. The identified areas of improvement were closely related to these challenges. The survey results highlighted that most students were satisfied with the teaching strategies and assessment methods. Improved and effective teaching methodologies for students to achieve better learning outcomes are proposed and discussed.
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Park, Sungjin, and Sangkyun Kim. "Is Sustainable Online Learning Possible with Gamification?—The Effect of Gamified Online Learning on Student Learning." Sustainability 13, no. 8 (April 12, 2021): 4267. http://dx.doi.org/10.3390/su13084267.
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The use of gamification is garnering attention as a method that promotes sustainable learning during the coronavirus disease 2019 (COVID-19) era. This study investigates the effect that gamified online learning has on student learning and has utilized a gamified online learning program to examine the impact. To determine the program’s effectiveness, a study has been conducted with 140 elementary and middle school students. A previously developed survey instrument was used to measure the results. The study’s findings suggest that gamification in online learning has a positive impact on learner motivation and the understanding of the educational content. Based on the findings, this study proposes that gamification should be used as a sustainable method to achieve the United Nations’ Sustainable Development Goal 4 (SDG 4) of ensuring “quality education”.
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Prasetya, Rizky. "Establishing Cognitive Strategies to Support Online English Language Learners’ Critical Thinking." JET ADI BUANA 7, no. 01 (April 30, 2022): 17–33. http://dx.doi.org/10.36456/jet.v7.n01.2022.4938.
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Shifting to online-based teaching and learning has become the most obvious way to increase pedagogy sustainability in nations with the current implementation of an online learning environment. Research has shown that online learning and teaching in English language subjects influence the cognitive strategy environment. This research aims to determine and explore the cognitive strategy implemented in the online learning environment to support the critical thinking of English language learners. This study is a quantitative descriptive study accomplished online utilising survey methodologies. The sample selection method is simple random sampling. Primary data was collected in this study by distributing questionnaires to 115 respondents via the internet. Data was gathered via the completion of questions provided to all respondents in the survey. In addition, the data were evaluated in order to be characterised and described. The data analysis findings of English language lecturers’ surveys indicate that the cognitive strategy used during the online teaching situation was prosperous and profligate. The cognitive strategies necessitated implementing the online English language learners’ critical thinking included procedural, metacognitive, conceptual, and strategic. This research establishes that the cognitive strategy implementation of online learning is commonly advantageous during remote teaching. The survey indicated that just 73% of English lecturers considered cognitive strategy online platforms as beneficial as traditional meetings for supporting critical thinking. Positive responses were obtained from the questionnaire. In addition, the statement is relevant to their experience and background in online teaching, which indicates a good attitude toward the cognitive strategy that works well in their online learning mechanism. The research suggests that online pedagogy and English lecturers’ must be developed to pave the way for a potential future authentic online strategy. The research may illustrate the difficulties associated with online education and potential areas for improvement..
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Prodanović, Marijana, and Valentina Gavranović. "Students’ satisfaction with learning experience in Covid-19 imposed virtual learning environment." Revista Publicando 8, no. 29 (March 24, 2021): 124–31. http://dx.doi.org/10.51528/rp.vol8.id2190.
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The organisation of the overall teaching and learning process during the ongoing pandemic has brought to light a complex range of educational aspects which need to be considered while reexamining and reevaluating the quality of teaching practices. The unavoidable criterion relevant for creating a meaningful educational context includes students’ perspectives and thoughts on these aspects of the processes they are active participants of. This paper focuses on university students‘ satisfaction with various aspects of online teaching and learning organisation. It reports on the answers the respondents, students majoring in English, gave to the Students‘ Satisfactory Survey, which consisted of a set of five-point Likert scale and one open-ended questions. The aim of this study is to investigate how satisfied the university students are with the online teaching-learning context – its overall organisation and the quality of lectures organised, delivered and assessed in a virtual environment. The results to a set of closed-ended questions are represented with statistic data and followed by the descriptive narrative, and the answers to the open-ended question are classified according to a common denominator, and subsequently analysed and discussed. The answers analysis shows that the majority of students have a rather positive attitude towards the online learning environment, and it also points to the aspects which can be improved.
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A. A. Farrah, Mohammed, and Shatha "Mohammad Ghassan" Jabari. "Interaction in Online Learning Environment during Covid -19: Factors behind Lack of Interaction and Ideas for Promoting it." Bulletin of Advanced English Studies 5, no. 2 (December 2020): 47–56. http://dx.doi.org/10.31559/baes2020.5.2.3.
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Due to COVID-19 pandemic, the learning process shifted from face- to- face learning into online learning as schools and universities closed almost all over the word. With the shift from face to face into online learning, the learning process effected negatively specially students’ interaction. In the online learning process, students tend to avoid interacting for many different reasons the study discussed. In light of this shift, by exploring the experiences and perceptions of the English language students at Hebron University, Palestine, this descriptive survey research aimed to investigate the reasons behind students’ lack of interaction during their online class sessions. It also tries to provide some useful ideas and suggestion that instructors may use in order to increase their students' interaction and participation with relevance to some other studies. The researchers employed a mono method quantitative research approach. A survey-questionnaire was posted online through Google forms to all English language major students Hebron University. The findings reported some reasons behind lack of interaction and some suggestions to promote interaction based on the participants’ perceptions. The study provides instructors and educational decision makers with pedagogical insights that may better shape the learning/teaching process in the online environment.
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Lobanova, Nina I., and Larisa V. Logunova. "New challenges to online learning: Ethical aspect." Alma mater. Vestnik Vysshey Shkoly, no. 4 (April 2022): 44–48. http://dx.doi.org/10.20339/am.04-22.044.
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The article is devoted to the study of ethical challenges arising in the field of higher education, due to a shift of education to distance learning. This task is carried out based on a study of the results of the survey of students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev and analysis of educational practices used by teachers in distance learning and analysis of students’ behaviors in the situation of total e-learning. The study addresses two sets of problems: 1) ethical problems of teaching staff caused by their work in an electronic university environment, 2) ethical problems of the student audience in the context of distance learning. The analysis identifies some issues that need to be addressed, namely: 1) a new value and normative environment need to be created, taking into account the changes brought about by the transformations of the education system in the digitization process, increasing attention not only to the ethical, but also to the etiquette aspect of personal behavior in virtual space; 2) there is a need to investigate the transformations of pedagogical communication in a shift from offline to online format and related ethical issues.
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Nik Md Salleh, Nik Sarina, Roseliza Hamid, Khadijah Abdul Rahman, Iffah Farzana Zainal Abidin, and Amirah Syarwarshah Zawawi. "Learning Flexibility and Environmental Changes with the Advent of Online Learning during COVID-19 Pandemic." Jurnal Intelek 17, no. 1 (January 30, 2022): 116. http://dx.doi.org/10.24191/ji.v17i1.15901.
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The vital purpose of this study is to identify whether learning flexibility and environment will influence undergraduate students’ online learning during COVID-19 pandemic in Malaysia. It is important to point out the determinants that will influence online learning that needs to be faced despite experiencing this world health crisis. The high level of online learning among students will also improve the performance of educational institutions which need to be competitive with other competitors in the sector. In addition, this study also aims to measure whether gender has significant difference on undergraduates’ online learning. Thus, survey questions from previous studies were adopted and customised to collect data. A sample of 129 undergraduate students from one UiTM branch campus who have experienced online learning in the previous semester in the year 2021. The results of this study indicate that there are significant relationships between learning flexibility, environment and online learning. The findings also reveal that the level of online learning among undergraduate students is moderate. Moreover, it is confirmed that gender has significant difference on online learning outcomes among the students. For future research, the use of more quizzes that can stimulate understanding of learning delivered online needs to be emphasized by knowledge communicators in this revolution of learning process.
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Harahap, Neni Afrida Sari, Amrin Saragih, and Sumarsih. "Tertiary Students’ Perceptions of Online Learning Strategies in Remote Learning Environment at Covid-19 Pandemic Era." Asian Social Science and Humanities Research Journal (ASHREJ) 4, no. 1 (March 29, 2022): 23–29. http://dx.doi.org/10.37698/ashrej.v4i1.97.
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This study aimed at investigating the perceptions of tertiary students about online learning strategies in the Remote Learning Environment during the Covid-19 pandemic era. The method used in this research was a descriptive qualitative method by using a survey to collect the data from 20 tertiary students’ perceptions of their online learning strategies in rural areas during this pandemic era. The results indicated that students agreed with online learning strategies with digital platforms but they are still confused about how to learn and access them. Virtual meetings declined students’ motivation to learn because of bad access to the internet in their areas. Using Video Conferences is more flexible because it can be used wherever whenever. Online learning still becomes the best learning strategy in this pandemic, but access to the internet in rural areas must be improved. Tertiary students need access to the internet and infrastructure and instructional materials design especially applied in this pandemic era. In conclusion, online learning strategies by using digital platforms still become the best solution to be applied in the remote learning environments during this Covid-19 outbreak, even there are some obstacles still existed.
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Pylypenko, Olena, and Liubov Kozub. "Foreign Language Teaching of Ukrainian University Students in a Distance Learning Environment." Arab World English Journal 12, no. 3 (September 15, 2021): 375–84. http://dx.doi.org/10.24093/awej/vol12no3.26.
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The Covid-19 pandemic has forced Ukraine, like other countries, to move to distance education. The study aims to analyze the distance learning experience of Ukrainian philology students, to find out the pros and cons of distance education, those things that motivate students, and the challenges they face while studying online. The survey consisted of a questionnaire and embraced 105 respondents. The survey goal was to collect data that would allow concluding about the effectiveness of distance education for Ukrainian philology students at the National University of Life and Environmental Sciences of Ukraine, particularly for the study of foreign languages. The significant results of the survey include: obtaining reliable data on the effectiveness of distance learning of Ukrainian philology students through their feedback in questionnaires, online testing, a variety of writing assignments, and assessment in the online classroom, finding out the most effective distance learning tools, the main features of teacher – students interactions in a distance-learning environment. The research proves that Ukrainian philology students overall positively evaluate their distance learning experience. It does not negatively impact students’ foreign language learning motivation. Despite a positive attitude to distance learning, Ukrainian philology students face particular challenges connected with access to devices, lack of information and communications technology skills, Internet connection, and lack of communication with their peers. The finding reveals, whatever are the benefits of distance education, it cannot entirely replace face-to-face learning.
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Green-Kronebusch, Elizabeth S., Jacqueline K. Savalle, and Victoria G. Mrowka. "Prelicensure nursing students’ perceptions of a rapid transition to an online learning environment." Journal of Nursing Education and Practice 12, no. 4 (November 24, 2021): 12. http://dx.doi.org/10.5430/jnep.v12n4p12.
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Background/Objective: The need to transition to an online learning environment secondary to the COVID-19 pandemic required prelicensure nursing educators and students to become rapidly familiar with new teaching modalities. There is insufficient evidence to support the effectiveness of, and satisfaction with, the online learning environment in prelicensure nursing education due to historic underutilization of online methods and lack of research. The aim of this study was to evaluate the experiences and satisfaction of prelicensure nursing students with regards to effective teaching modalities following a rapid transition from the traditional to online learning environment.Methods: This study was a secondary analysis of data from an online survey of 215 students registered for the prelicensure nursing major at a medium sized state university in the American Midwest in the spring semester of 2020. During this semester, a rapid transition from the traditional to online learning environment occurred as a result of the COVID-19 pandemic. Analysis within this secondary study focused on a series of open-ended questions inviting students to comment on the effectiveness of, and satisfaction with, online learning, together with perceived barriers, advantages and disadvantages in the context of a rapid transition to an online learning environment during the spring semester 2020. Framework analysis was utilized for the secondary qualitative data analysis.Results: Four themes were identified in the secondary analysis of the survey responses from the primary study which appeared to shape the students’ experiences of the shift to online learning. These were: learning environment, course design and delivery, communication, and learner characteristics. Analysis of open-ended responses suggested each of these themes could be experienced by students along a continuum ranging from unfavorable to favorable. The combination of each student’s experiences along these continua appear to cumulatively impact and predict their success in the online learning environment.Conclusions: Perceptions of online learning were personal to, and differed between, individual students. Faculty can directly impact two of the themes identified: course design and delivery and communication. Individualization of the student’s learning experience through tailored course delivery and support of learning needs will aid in increased satisfaction and successful learning outcomes. Analysis of open-ended responses suggested that each of these themes could be experienced by students along a continuum ranging from unfavorable to favorable. The combination of each student’s experiences along these continua appear to cumulatively impact and predict their success in the online learning environment.
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Galeshi, Roofia, and Hamid Reza Taimoory. "Online Education." International Journal of Online Pedagogy and Course Design 9, no. 4 (October 2019): 1–17. http://dx.doi.org/10.4018/ijopcd.2019100101.
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Professionalism is an important factor for maintaining the quality of teaching and learning. Despite the large shift in the nature of teaching and learning, due to the rise of digital influences, the perception of professionalism remains a relevant and essential concept in the field of education. This exploratory case study presents the results of a survey aimed at understanding mathematics teachers' perceptions of professionalism and its relationship with self-efficacy and job satisfaction. The results indicate that mathematics teacher perceptions of their interpersonal relationships with the students significantly influences their perception of professionalism in teaching. We argue that in the age of globalization and the increasing influence of technology in the classroom, the interpersonal relationship continues to be at the forefront of the teaching profession. Our findings suggest that positive interpersonal relationships can enhance teachers' daily experiences and create a positive learning environment for the students.
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Huong, Giang Nguyen Thi. "Implementation of Online Instructional Technology and Hands-On Skills Training." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 2 (April 2014): 65–76. http://dx.doi.org/10.4018/ijqaete.2014040106.
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Online instructional technology supports an organization's capability in the online environment for training hands-on skills. This study uses the modeling theory by developing an online three-stage training environment of technical skills. This paper describes the implementation of the online environment for the course “making of a network cable”, and evaluates the effectiveness of the online method. A survey was used in comparing the online instruction with face-to-face teaching by using the following criteria: learning content's presentation; students' attitude; students' completion of the skills; the effectiveness of online learning; the organisational capability of online courses; the requirement of IT skills for online teachers. The results prove that effective teaching strategies can encourage the learners to practice technical skills in online courses.
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Rampling, Jeremy, Aileen O'Brien, Keelyjo Hindhaugh, Luke Woodham, and Sheetal Kavia. "Use of an online virtual environment in psychiatric problem-based learning." Psychiatrist 36, no. 10 (October 2012): 391–96. http://dx.doi.org/10.1192/pb.bp.111.037630.
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Aims and methodTo create a simulated patient with psychosis for psychiatric training within the online virtual environment of Second Life. After design and delivery of the scenario, medical students were asked to complete it and provide feedback.ResultsA total of 24 students tried the scenario and gave feedback via an online survey. The project had been offered to 150 students so the take up was low. The feedback was predominantly negative with 53 critical responses to 32 positive ones. The consensus was that the scenario was cumbersome, did not imitate real life and was of little educational value. Multimedia representations of psychotic symptoms were more positively received and there may be scope for further development.Clinical implicationsInteractive technology has a role in psychiatric education but we would not recommend the use of scenarios that rely predominantly on verbal communication within Second Life.
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Chang, Hyeseung Maria, and Minryoung Kang. "Developing a survey tool to measure learning engagement of K12 health-impaired students in online learning environment." Journal of Curriculum and Evaluation 24, no. 1 (February 2021): 53–75. http://dx.doi.org/10.29221/jce.2021.24.1.53.
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Aloreafy, Mashael, and Nashwa Saaty. "EFL Students’ Perceptions of Interactive Lesson Slides in Online lessons: A Study in the Saudi Context." World Journal of English Language 12, no. 1 (March 14, 2022): 359. http://dx.doi.org/10.5430/wjel.v12n1p359.
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The unexpected shift to online education necessitates further exploration of online learning tools for online teaching and learning. Accordingly, the present study aims to explore EFL students’ perceptions of interactive lesson slides in online lessons; this study is part of a larger research project focused on exploring the use of interactive lesson slides in online classrooms. To explore students’ perceptions, an online survey was conducted via SurveyMonkey. The study’s participants consisted of 30 EFL students (N=30). Quantitative data was gathered via the online survey. The research’s findings indicate that the students had positive perceptions about the use of interactive lesson slides in online lessons. As a result, the current study highly recommends implementing interactive lesson slides in an online learning environment.
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Zhao, Chunjuan, and Zongxiang Mei. "A Case Study of American and Chinese College Students’ Motivation Differences in Online Learning Environment." Journal of Education and Learning 5, no. 4 (August 30, 2016): 104. http://dx.doi.org/10.5539/jel.v5n4p104.
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<p>Motivating students has been a key challenge facing instructors in non-face-to-face instructional contexts. Existing researches into motivation in online learning environment have revealed that there are learning motivation differences among students from different cultural backgrounds. The purpose of this study is to identify whether American and Chinese online learners’ motivation differ in online learning environment and what characteristics of learners could exert influence on their motivation. This study, based on a survey of 162 students from West Virginia University and 210 students from Fudan University, China, revealed that there was a significant learning motivation difference between American and Chinese online learners. And it was also found that online learners’ learning motivation were affected by such learners’ characteristics as gender, employment status and marital status.</p>
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Decker, Jessica C., and Valerie Beltran. "Preservice Teachers in Distance Learning." International Journal of Online Pedagogy and Course Design 11, no. 3 (July 2021): 49–61. http://dx.doi.org/10.4018/ijopcd.2021070104.
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This qualitative study explored the impact of the unexpected shift to online instruction due to the COVID-19 pandemic. Preservice teacher candidates' perceptions of how this transition affected their social and emotional well-being were studied. This study also gathered candidates' recommendations for supporting their social and emotional learning in a distance learning environment. Data were collected via an online survey. The data showed that candidates felt the impact in all five social and emotional learning components. Candidates' responses also provided suggestions for future distance learning courses. These findings equip online instructors with the knowledge and practices to support their students' social and emotional learning, particularly during times of increased stress and uncertainty.
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Adijaya, Nuryansyah. "Persepsi Mahasiswa dalam Pembelajaran Online* *Pengembangan teori dari penelitian berjudul “persepsi mahasiswa terhadap materi ajar pada pembelajaran online” yang telah dipublikasi di Jurnal Eduscience Vol. 3/1." Wanastra: Jurnal Bahasa dan Sastra 10, no. 2 (September 24, 2018): 105–10. http://dx.doi.org/10.31294/w.v10i2.3931.
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Internet connection has become inseparable part in modern life because it can help people do their activities easier in many areas of work, including in education. Thus, many education practitioners and institutions create online learning to support their learning-teaching process. Online learning is also considered more practical to hold learning teaching activities because it does not need a classroom to run the activities. So, lecture and students can create a class from different place. However, online learning faces some problems in its application; student’s interaction and learning environment. Therefore, this study is intended to explore those problems based on students’ perception. Survey research with Likert scale technique was used to get the data by giving 100 students questioners. But, only 54 students returned the questioners. Based on the questioners that have been analyzed, researchers found that students face some problems to interact, not only with other students but also with lecturer. It is shown by high percentage of students’ disagreement to statements that declare students’ interaction in online class already support them in learning process. Likewise learning environment, students feel that learning environment in online learning less support them in learning teaching process. Thus, to help students develop their interaction and learning environment, lecturers can facilitate them by creating a group in social media to interact and boost learning environment atmosphere among class members. Keywords: Online learning, Student’s interaction, Learning environment
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Kumalasari, Dyah, Suhadi Purwantara, Suranto Aw, Supardi Supardi, and Grendi Hendrastomo. "Online learning implementation in the faculty of social sciences during the covid-19 pandemic." Journal of Social Studies (JSS) 18, no. 2 (October 31, 2022): 159–72. http://dx.doi.org/10.21831/jss.v18i2.46870.
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The COVID-19 pandemic has revolutionized the field of education. Online learning is the right solution to replace in-person learning. Improvement and development of the online learning process are really needed to provide a meaningful learning experience for students. This study aimed to examine the implementation of online learning in the Faculty of Social Sciences, Universitas Negeri Yogyakarta/FIS UNY during the pandemic. The quantitative observational approach with a cross-sectional survey was employed with the qualitative method done in group discussions. The respondents were selected using proportional stratified random sampling on all study programs in FIS UNY. Data were collected through an online survey and limited interviews to investigate students’ and lecturers’ experiences of online learning more deeply. In FIS UNY, online learning was mostly conducted through online synchronous learning. Besides, online learning was done using a learning management system developed by the university (BeSmart). There were several factors that influenced the practice of online learning at the faculty, namely the availability of learning devices, speed and stability of internet connection, and conducive learning environment. As many as 25.6% of students had issues related to learning devices. Then, 66.9% of the students stated that they did not have a stable internet connection which caused problems during the learning process. At last, 62.79% of the students admitted that it was difficult to focus on the learning process because their learning environment was not conducive. Besides IT skills, students’ independence and learning motivation were the internal factors influencing the online learning process. Another issue related to online learning was the lack of responses and feedback from the lecturers on the activities done by the students.
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Blau, Gary, Sherry Jarrell, Michael McCloskey, Wayne Williams, Alan Kerzner, and Tyra Ford. "Further Exploring Differences in Business Undergraduate Perceived Outcomes by Preferred Classroom Learning Environment." Journal of Education and Learning 7, no. 5 (June 19, 2018): 20. http://dx.doi.org/10.5539/jel.v7n5p20.
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The purpose of this study was to compare business undergraduate online/hybrid course perceptions across three different preferred classroom learning environments (CLE): online, hybrid, or face-to-face (F2F). Six different perception-based outcomes were measured: easy to use technology, peer-perceived favorability of online/hybrid courses (peer-PFoOC); instructor-perceived favorability of online/hybrid courses (instructor-PFoOC); intent to recommend online/hybrid courses; institutional commitment; and persistence towards graduation. Undergraduates who were simultaneously taking at least one online or hybrid class and F2F course, i.e., mixed course delivery format, voluntarily completed an online survey. In the fall of 2017, a complete-data sample of n = 242 respondents was obtained and in the spring of 2018 the complete-data sample was n = 237. Consistent results across both samples were found for the outcomes. Undergraduates who preferred either online or hybrid CLE had significantly higher peer-PFoOC, instructor-PFoOC, and intent to recommend online/hybrid courses than students preferring an F2F environment. There were no differences between these three CLE preference groups in perceived easy to use technology, institutional commitment or persistence. As universities increase their online and hybrid course offerings monitoring student perceived outcomes between F2F and online/hybrid course sections will continue to be important.
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Alzain, Elham. "Online EFL Learning Experience in Saudi Universities during COVID-19 Pandemic." International Journal of English Language and Literature Studies 11, no. 3 (August 25, 2022): 109–25. http://dx.doi.org/10.55493/5019.v11i3.4597.
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The worldwide COVID-19 pandemic has changed the norms of the educational systems worldwide, including English language learning. The move from face-to-face classes to online classes has influenced English language learning. The study intends to explore the Online EFL Learning Experience in Saudi Universities during COVID19. It investigates how the online environment adopted by the universities in KSA sustains EFL online classes. The study employed the quantitative research method, as a questionnaire-based survey was conducted to collect data. The analysis method was the descriptive statistical analysis. The target population for this study were the students in the undergraduate programs. The findings revealed several positive and practical aspects of the online university environment (the Blackboard) in helping the participants learn English skills. However, despite exuding the efficiency in online teaching, some technical issues were reported, such as losing signal during sessions, communicating with the technical service center, interruption of online sessions, and delay in online texting. The study recommends to improve teachers’’ technical skills and adoption of teaching style suitable to the online environment, in order to enhance their performance and bring innovation in their interaction with students for a more sustainable synchronous teaching sessions.
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Ong, Mohd Hanafi Azman, Norazlina Mohd Yasin, and Nur Syafikah Ibrahim. "Immersive Experience during Covid-19: The Mediator Role of Alternative Assessment in Online Learning Environment." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 18 (September 20, 2021): 16. http://dx.doi.org/10.3991/ijim.v15i18.24541.
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<p class="0abstract"><span lang="EN-US">Covid-19 pandemic has changed the education landscape hence students’ learning experience. The conventional face-to-face classroom has transformed into a synchronous online mode with minimal digital readiness. In the immense situations during the acquisition of knowledge, their learning absorptive capacity may be disrupted. To unpick their learning proficiency and design complex interactivity, this paper considers a digital platform for structured learning activities. The study particularly examines how various factors are associated with students’ online learning experience, particularly during the pandemic. An online survey of 312 respondents who used the Blackboard online learning platform was conducted, and a PLS-SEM analysis indicated that an alternative assessment mediated the relationship of learning readiness, student engagement, and student motivation toward student learning experience simultaneously. Overall, our study reiterates the need to address the mediator role of alternative assessment to succeed in online courses.</span></p>
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Ștefan, Mihaela Aurelia. "The Impact of the Online Environment on Academic Learning and Communication." Educatia 21, no. 21 (December 14, 2021): 133–43. http://dx.doi.org/10.24193/ed21.2021.21.13.
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Starting from the premise that teaching is an act of communication, which is currently being done online, the main concern of education specialists is to optimize the process of online communication so as academic learning to be effective, meaningful and profound. As there is an interdependent relationship between communication and learning, this study is an investigative approach that aims to provide some data on students' perceptions of online communication. Effective and persuasive didactic communication, especially in the online environment, raises a number of difficulties and questions. How can the online communication process be optimized so that learning could be made more efficient? How can a challenging climate in the digital environment be built, what methods are more effective for stimulating interest and activating students? How do students relate to online training, what are the difficulties they encounter, the advantages and disadvantages they perceive? These are only a few questions that we are trying to find answers to in this study. In order to conduct our investigation, we used a sample of 126 participants, and as a research method we used the questionnaire-based survey and the interview. Following the processing of the results obtained, we were able to formulate conclusions relevant to virtual communication. Among them we mention: training students in the online didactic activity is more difficult, their involvement and participation being strongly influenced by the stress caused by technology. As for building a disinhibiting, stimulating environment, students have high expectations from the teachers.
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Malkawi, Elena, and Marina Khayrullina. "Digital Learning Environment in Higher Education: New Global Issues." SHS Web of Conferences 92 (2021): 05019. http://dx.doi.org/10.1051/shsconf/20219205019.
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Research background: Living in a digitalized connected world changes the dynamic of the learning process. Recent issues in the world economy and society have increased the demand for online education drastically. But many enterprises in higher education find themselves unprepared to satisfy this demand effectively because digital learning is a relatively new and under-researched field especially regarding digital instruments and social aspects. For this study we adopted connectivism learning theory proposed by George Siemens in 2005 together with the “old” behaviourism, cognitivism, and constructivism theory put forward by Ertmer and Newby in 1993. Purpose of the article: The study intended to investigate elements of digital learning process using student feedback and to suggest ways to improve the quality of digital higher education based on learning theories applied to digital environment. Methods: A total of 2347 university students participated in this study. Data were collected through an online survey and were analysed with the use of SPSS software. Findings & Value added: The study revealed that students pinpoint three groups of problems in online learning: the process of getting feedback form tutor and peers; the process of concentration and self-management; the technical difficulties of staying connected. The paper studies the theoretical background of problematic areas and proposes tools for their improvement.
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Bauk, Sanja, Snežana Šćepanović, and Michael Kopp. "Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment." Education Research International 2014 (2014): 1–11. http://dx.doi.org/10.1155/2014/731720.
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Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dys)functional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.
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Litvinova, Tatyana, Natalia Andriutsa, and Vasily Movchun. "Developing Students’ Intercultural Communicative Competence through Online Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 08 (April 23, 2021): 162. http://dx.doi.org/10.3991/ijet.v16i08.18947.
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In a rapidly globalising world, every modern person needs a sufficient level of intercultural competence (IC). An increasing part of communication is carried out through the online environment, and it becomes more natural to acquire communication skills in it. However, representatives of non-linguistic specialities may not be aware of the importance of this phenomenon. The primary purpose of this research is to identify the attitude of representatives of a non-linguistic speciality to IC through online learning. To collect information, semi-structured interviews were conducted among students of medical and linguistic specialities, for which online learning is practiced. It is crucial to find out how diverse the attitude towards IC is among the representatives of various fields of activity. Bachelor students of state universities took part in the semi-structured interview. All the respondents are in the fourth year of study. The survey included 370 students aged 20-21. The difference in the specialities was one of the most important criteria for selecting respondents. As the results show, representatives of a non-linguistic speciality are indeed less aware and interested in increasing IC in online learning. Several solutions were proposed to solve this problem: increasing interest in interculturalism by spreading information in an educational institution's online environment; teachers’ help to students to develop such a competence; using the online environment; providing additional online materials; participation in international online events and exchange programmes.
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Xie, Bo Yang, and De Cai Zhao. "Study Online Course Evaluation System." Applied Mechanics and Materials 333-335 (July 2013): 2187–90. http://dx.doi.org/10.4028/www.scientific.net/amm.333-335.2187.
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[Objective] This paper investigates new Web-based course content in the Networkenvironment, the role of curriculum evaluation and significance, the evaluation methods, processes,and should adhere to the principles of the network. [Process and methods] The process and methodsare compared with the traditional environment through experimental research, theoretical researchand system analysis combined with the digital network environment, access to experimental controlwith a combination of survey methods. [Results] It focuses on teaching content, learning resourcesand resides among the contents of teaching strategies and learning strategies of evaluation,involving students, teachers, learning materials, online teaching support systems, learning supportand service system in each part. evaluation of online courses plays a guiding role in guiding thedesign and development of online courses in the right direction; By analyzing the course of learningresources, learning process and its causes, we can determine its effectiveness, shortcomings,contradictions and problems and find out the reasons, ways and measures for improvements. canimprove the network quality of the course and optimize teaching. [Conclusion] Online courseteaching evaluation of network can provide reliable protection and guidance function, and it is astrong fulcrum in the whole systems engineering courses and online teaching.