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Relevant bibliographies by topics / Online learning experiences

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Academic literature on the topic 'Online learning experiences'

Author: Grafiati

Published: 11 December 2022

Last updated: 22 June 2025

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Journal articles on the topic "Online learning experiences"

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Lestari, Ika, Maman Suryaman, and Nina Puspitaloka. "STUDENTS’ EXPERIENCES ON ENGLISH LEARNING CLASS DURING ONLINE LEARNING: NARRATIVE INQUIRY." PROJECT (Professional Journal of English Education) 5, no. 2 (2022): 354. http://dx.doi.org/10.22460/project.v5i2.p354-359.

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This narrative study aims to explore the students' motivational experience of two English education students in Indonesia during the COVID-19 pandemic. The research was conducted by using a qualitative approach and narrative inquiry method. The research participants were two students second and fourth semester at the university of Singaperbangsa Karawang. To collect the data, researchers used were interviews. Drawing on semi-structured interview data, we found the prevalence of online courses affected students' emotions and motivation. Both participants experienced emotions and motivation facing the online courses. The study stresses the students’ experience, emotional experiences during online class, and factors that motivated learning. Keywords: Online learning, English Learning, Students’ Experiences

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Taja-on, Evan, and Roseve Miras-Lamayon. "Online Learning Experiences and Satisfaction of Undergraduates in San Isidro College." School of Education Research Journal 3, no. 1 (2023): 13–41. https://doi.org/10.13140/RG.2.2.20167.78249.

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Educational institutions operating during the COVID-19 pandemic are openly using the online learning modality. The online learning environment offers students sustainable learning while staying in their own homes. This learning modality helps teachers in educating students who are studying under them. However, online learning presented problems for both students and teachers, hence affecting the quality of learning and instructions. These problems include technical issues, connection problems, and access to learning materials. The study adopted the design theory of technology-based student-centered learning as an initial foundation to explore elements of the online student-centered learning environment. The study utilized a mixed method research design employing the parsimonious embedded design. San Isidro College served as the research locale and the college students enrolled during the first semester of the academic year 2021-2022 served as the respondents of the study. The quantitative date was treated using mean and ANOVA and the qualitative data were thematically analyzed. The study discovered that the students were satisfied on all eight factors: learning device, online discussion, online learning, learning community, instructors’ characteristics, dialogue between instructor and students, timeliness of feedback, and effectiveness of feedback. Among the eight factors, the timeliness of feedback showed that the students were most satisfied while the instructors’ characteristics ranked the lowest. Overall, the learners were satisfied with their online learning experience.

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Shen, Demei, Moon-Heum Cho, Chia-Lin Tsai, and Rose Marra. "Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction." Internet and Higher Education 19 (October 2013): 10–17. http://dx.doi.org/10.1016/j.iheduc.2013.04.001.

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Sinaga, Juniarta, Ni Gusti Ayu Eka, and Yenni Ferawati Sitanggang. "NURSING STUDENTS’ LEARNING EXPERIENCES IN AN ONLINE LEARNING COURSE." Nursing Current Jurnal Keperawatan 6, no. 1 (2018): 43. http://dx.doi.org/10.19166/nc.v6i1.1285.

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<p>To improve the quality of online learning in Indonesia higher education, Faculty of Nursing (FoN), Universitas Pelita Harapan (UPH) supported by the Directorate of Higher Education in Indonesia that known as DIKTI developed an online course named Family Nursing. The course is a community nursing course in regard with the care of family nursing and it discusses the concept of family, family health, and the concept of a wellness family. The course was developed to achieve the mission of equitable access to information, relevance, and improvement of the quality of higher education throughout Indonesia, especially in nursing education. The online course was offered in one private nursing school in Jakarta area that never had any online course nor using online learning method in the delivery of their subjects. The aim of this report was to describe students’ experiences in an online course. This paper reports on the evaluation work of one semester online/blended learning project funded by DIKTI. Sixty five students, who experienced the online/blended learning method for the first time, were enrolled in the online course. The students have agreed to fill an evaluation online form after their mid semester exam. The evaluation form consisted of closed- and openended questions. This report revealed that most students (&gt; 70%) agreed that their experience on the online (blended) learning was positive. However, it should be noted that, a quarter of students (27-28%) had less motivation to do the independent learning and perceived that the online learning was a learning experience that lack of support in developing their critical thinking. Several important themes further emerged including students’ issues (lack of knowledge and motivation), teaching-learning process issues (lack of facilities and clarity) and academic staff issues (minimal feedback and different perceptions between academic staff and students). Though online/blended learning can be employed to support nursing and healthcare education, there is limited appreciation of students' experience and the use of e-learning. Context is also being considered as an important part when applying the online/blended learning, thus, this report provides a new understanding of students’ opinions on their first experience when engaging with online learning at a private nursing school. This report further provides a number of inhibiting factors continue to affect the student experience.</p>

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Mao, Yiyi, and Kyungmee Lee. "A systematic review of Chinese students’ online learning experiences." European Journal of Open, Distance and E-Learning 26, no. 1 (2024): 41–59. http://dx.doi.org/10.2478/eurodl-2024-0002.

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Abstract The COVID-19 pandemic prompts a number of university students to engage in online learning. China is one of the countries that has experienced a radical shift in this sense. Before the pandemic, the online mode of university study was not recognised as a legitimate educational experience in China; thus, a small number of Chinese students engaged in online learning. Subsequently, there was a relatively incomplete understanding of their online learning experiences. Given the exponential expansion of online learning in China since the pandemic, it would be a timely effort to synthesise knowledge on online Chinese students’ experiences. For that purpose, the present article presents the results of a systematic literature review of 34 published journal articles concerning Chinese students’ online learning journey. The results give a deep insight into Chinese distance higher education from students’ perspectives and call for more studies on the implications of relevant policy and cultural dimensions on Chinese students’ online learning experiences.

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Sewwandika VH, W. V. H., Shanaaz UF, G. Shashini, and Roshan Peiris. "Experience and attitudes towards e-learning among 1st year undergraduate students in health-related faculties during COVID 19 pandemic." Bangladesh Journal of Medical Education 15, no. 2 (2024): 3–26. http://dx.doi.org/10.3329/bjme.v15i2.75129.

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Objectives: The present study aimed to determine the experience and attitudes towards e-learning, contributory factors that influence the experience and attitudes towards e-learning among 1st year undergraduate students of Faculty of Dental Sciences (FDS), Faculty of Medicine (FOM), Faculty of Veterinary Medicine and Animal Sciences (FVMAS) and Faculty of Allied Health Sciences (FAHS) of University of Peradeniya, Sri Lanka during Covid 19 outburst. Methods: A Google form-based questionnaire was used, and 406 responses were received. The questionnaire had demographic data and socio-economic status of participants, accessibility to internet for online learning, perceived IT ability, English literacy, experience and attitudes of participants related to online learning. A point system was employed to give a score for the categorical data (IT literacy, English literacy, experiences, attitudes, and barriers). Data was analysed using SPSS Software (version 21). Results: This study revealed that students of FDS showed the highest average score for good experiences and attitudes towards e learning while FAHS displayed the lowest among health-related faculties. Furthermore, students of FDS experienced minimum level of barriers while those of FVMAS experienced many barriers during online learning. This study also showed that experiences, attitudes, and barriers towards online learning are highly variable and significantly different among the students of four health related faculties of University of Peradeniya. Conclusion: Students of all four health related faculties still prefer face- face learning over online learning due to several unpleasant experiences and attitudes and barriers that they have understood during online learning. BJME, Volume-15, Issue-02, July 2024: 3-26

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Amy, Herrington, and Panesar-Aguilar Sunddip. "Face-to-Face and Online Interprofessional Immersive Experiences: A Qualitative Study." International Journal of Social Science and Human Research 05, no. 04 (2022): 1288–92. https://doi.org/10.5281/zenodo.6420562.

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At the study site for this research, Interprofessional Education taught in distance learning courses can be challenging for faculty, impacting student engagement, motivation, and success. A qualitative case study was conducted with students to explore participant perceptions of their engagement following their participation in a virtual synchronous immersive experience. The study took place during four consecutive semesters beginning in the Spring 2019 term. Participants at the study site are learning in a healthcare strategic planning course class that focuses on interprofessional collaboration as a basis of health strategy. Data was collected using open-ended questionnaires to determine students’ online versus face-to-face immersive learning experiences. Findings suggest that due to their engagement experiences, participation in a virtual Immersive Learning Simulation experience may be a viable substitute for the traditional face-to-face learning experiences. After the Immersive Learning experience, participating students and the healthcare experts were asked to respond to a questionnaire to assess their perceptions of the strengths, weaknesses, and opportunities offered by the online immersive event. This research study offers new information about students’ and healthcare experts’ perceptions of an online immersive IPE experience while identifying possible strengths, weaknesses, and opportunities.

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Forbes, Diane. "Developing online teaching and learning." Pacific Journal of Technology Enhanced Learning 5, no. 1 (2023): 10. http://dx.doi.org/10.24135/pjtel.v5i1.168.

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Trendsetter Presentation https://doi.org/10.26188/22106807.v1  As an enthusiastic online teacher for more than two decades, I have learned a great deal over the years. This presentation will highlight a few selected lessons, from early realisations to covid-inspired learning. I will share a little of what I have learned from working with esteemed collaborators, including a glimpse of university students’ online learning experiences, and insights into developing online teaching in higher education through continuing professional learning. On the basis of research and experience, this presentation will draw parallels between learning online and learning to teach online. Key themes discussed will include diversity, agency, social learning, creativity, and continuity. Participants will be invited to reflect upon their own experiences and epiphanies as online teachers and learners.

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Buglass, Sarah L., Paula C. Stacey, and Duncan Guest. "Towards a New Era of Flexibility: Student and Staff Reflections on Online Learning." International Journal of Technology in Education 7, no. 4 (2024): 667–89. http://dx.doi.org/10.46328/ijte.746.

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Higher Education is in the midst of a digital revolution, with institutions bidding to harness the potential of technology. Periods of online learning experienced during recent times have accelerated the move towards widespread adoption, affording institutions the opportunity to evaluate and reflect on digitally mediated approaches. This report focuses on student (n = 584) and staff (n = 54) experiences of online teaching and learning in a large UKHEI Psychology department. Findings from mixed methods surveys suggest that while staff and students were largely satisfied with the online teaching and learning experience, differences were evident in undergraduate and postgraduate perceptions. Further, a thematic analysis identified emergent themes from staff (teaching and working online, student engagement with online learning and looking to the future) and student (experiences of emergency provision, accessing support, and teaching methods) qualitative responses. This paper reflects on how the perceptions and experience of online learning will influence the future success of flexible online learning in a post-pandemic era of Higher Education.

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PECULEA, Lorena. "ONLINE LEARNING EXPERIENCES OF ENGINEERING STUDENTS IN THE POST-PANDEMIC PERSPECTIVE." JOURNAL PLUS EDUCATION 32, no. 1/2023 (2023): 118–32. http://dx.doi.org/10.24250/jpe/vol.321/2023/lp.

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The COVID-19 pandemic has created a crisis that has critically affected higher education institutions. With the sudden shift to emergency remote education during the pandemic, students’ online experiences have become a growing concern among teachers. This study aims to gain insights into students’ experiences of online activities in a hybrid learning approach. A total of 80 students enrolled in undergraduate programs at the Technical University of Cluj-Napoca, Romania, responded to an open-ended online questionnaire. This study used the content analysis to find out the positive and negative experiences in online learning, the preference for continuing instruction in a certain format and the reason for choice. The results showed that students' resources and skills played an important role in terms of positive or negative study experiences: cost and time effectiveness, easy access to many study materials and good distance learning skills helped to cope with this pandemic, while little or no interaction with colleagues and teachers and too many hours on screen caused difficulties and dissatisfaction among other students. Despite these issues, most students are interested in continuing their online instruction, but also face-to-face or hybrid activities. This study can provide recommendations derived from the interpretation of participant feedback for improvements in future online learning experience

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Dissertations / Theses on the topic "Online learning experiences"

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Kavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.

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Kavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.

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Meyers, Christopher Alexander. "Exploring the Experiences of Older Workers in Online Learning." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/366429.

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This thesis is concerned with an exploration of the experiences of older workers in online learning, with a view to identifying issues they face and thereby informing strategies for appropriate support. There is a fiscal imperative shared by many industrialised nations, including Australia, to increase the workforce participation of older workers, often requiring a consideration of the changing nature of work due to influences such as globalisation and the rise of the knowledge economy. Within this setting, there is a need for many older workers to further develop their knowledge and skills and for the provision of associated learning opportunities to be inviting and inclusive. However, learning opportunities within industrialised nations increasingly involve engagement with online learning, which current older workers may experience as novices, or with which they may be unfamiliar and which, thereby, present barriers to their learning. Based on an identified gap in the literature, an empirical research study was conducted to explore the experiences of a cohort of older workers in undergraduate online learning, with a view to understanding, from their own perspective, the issues they may face. The study used interpretive phenomenological analysis (IPA) as a method particularly suited to researching in unexplored territory and one which enables the development of a deep understanding of a phenomenon. A pilot study of two older adult learners contributed to a refinement of the data gathering and analysis processes. The participants in the main study consisted of 10 older workers, 5 men and 5 women, being 45 years of age and older, who were each participating in undergraduate courses towards Bachelor degree qualifications in education and training provided by an Australian university<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text

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Wong, Bo Man. "Vocational teachers' experiences of using an online learning platform." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52495/.

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Much research has been carried out to demonstrate how the online platforms can be used to improve teaching and learning processes. However, they have been less explored in relation to vocational education, where the situation is often more complex and the possible solution options tend to be more constrained than in the contexts where these online technologies have been created. The aim of this research is to investigate the experience of teachers' current use of the online platform (Moodle) in vocational teaching by using a multi-method phenomenographic approach. With data collected by a quantitative survey and in-depth interviews, a complete picture has been developed for the phenomenon being investigated. Findings from the survey and interviews have been used to identify different approaches that teachers can adopt in using Moodle for their vocational subjects in Hong Kong Institute of Vocational Education. Through an iterative process of analysis, numerous issues related to vocational teaching with Moodle are revealed in the research process to extend previous knowledge, including: shift in the vocational teachers' role, adjustment of communication with students, necessity of face-to-face coaching, blended learning, control of the learning progress, preparation of the online content, teaching and learning effectiveness, change of student quality and expectations, and amplified support by the media richness. In addition to analyzing the complexity of the phenomenon, the findings of this research highlight the value of sharing teachers' experience; this provides guidance and insights for other vocational teachers to explore the possibilities and opportunities of using the online platforms in their areas of vocational teaching. Complexity and opportunities have been created, not only for both vocational teachers and students, but also for the stakeholders such as course administrators, curriculum developers, faculty members, educational specialists, and organization leaders considering or using online learning platforms for vocational teaching. Recommendations are given in the conclusion for development of staff capacity and capability in vocational teaching with online platforms, particularly with Moodle. Above all, the results of this research substantiate previous ones in showing the importance of teaching with technology, rather than teaching about technology, or technology for teaching.

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Robinson, Heather A. "Faculty Experiences with Collaborative Learning in the Online Classroom." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862814/.

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The purpose of this qualitative case study was to identify the perceptions and experiences that instructors in higher education have toward providing collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, the experiences of four higher education instructors from two universities were collected concerning their provision of collaborative learning opportunities in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. Three themes emerged from the study: online communication approaches matter, there are challenges and supports for online collaborative learning, and care is at the core of online learner support. The findings are discussed and recommendations are provided for the development and design of meaningful online collaborative learning.

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Stefan, Silvia A. "The Differences of Faculty Voices: Views and Experiences with Online Learning." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464786999.

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Atkinson, Shamanie. "The Urban Parents' Learning Experiences in an Online Training Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7214.

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Research has shown a link between urban students' success in U.S. schools and the level of parental involvement. However, urban parents have historically low levels of engagement in their children's education. Increased involvement of urban parents in their children's education can increase student success in urban schools. The purpose of this generic qualitative research study was to understand the experiences of urban parents of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) who have participated in an online training program to learn about their children's learning disability. Self-efficacy, andragogy, experiential learning, and sociocultural theory were used as conceptual foundations to guide the research. The research question was what are the experiences and perspectives of urban parents of children diagnosed with ADHD who participated in an online training program designed to develop their understanding of their child's learning disability. Participants in this generic qualitative study were 8 parents who participated in an online training program for parents of children with ADHD. Data sources included semi-structured interviews. Data were analyzed using thematic inductive data analysis to identify patterns and themes. The key findings indicated that parents found the online training program helpful in understanding their children's specific learning needs and supported them to become more involved in their children's education. This study contributed to social change by providing insights into an innovative learning environment that advanced urban parent learning and fostered parental involvement in urban schools. Educational leaders can use this knowledge to encourage productive parental outreach programs for urban parents.

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Henry, Melanie. "The online student experience: An exploration of first-year university students’ expectations, experiences and outcomes of online education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2059.

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Online higher education presents a critical opportunity to extend and diversify the student body. The Online Student Experience (OSE), and online student outcomes, however, remain shrouded in ambiguity. The literature presents conflicting reports of online education (OE) quality, confounded by a lack of appreciation for potential differences between online and on-campus education, and a diversity of interpretations for what constitutes OE. The present research conceptualises OE as representing university courses that require students to interact with instructors and course materials via the internet, with no expectation of attending a university campus. A broad student-centred perspective is notably lacking from the OE literature, with limited consideration of students’ expectations and perceptions, students’ experiences beyond the curriculum, and the role of students’ experiences in online student outcomes. Instead, prior research has relied on assumed benefits and limitations, or researcher-determined measures of online student suitability and online course quality. The first-year transition may be especially challenging for online students, furthermore, yet understanding of the online first-year experience has been limited to extrapolations from on-campus literature. In the absence of a deep, student-centred understanding of first-year online students’ expectations and experiences, combined with clear evidence for what may contribute to a quality OSE; it remains unclear whether OE presents a viable method of education, and how online student outcomes might be enhanced. A deeper understanding of the OSE is critical to ensure universities attract and retain a diverse range of students. The present research contributes to this understanding, offering a rich description of how first-year students at an Australian public university constructed their lived experiences of OE, and attributed meaning to these experiences. Adopting qualitative inquiry and phenomenological case study methodology, online students’ expectations, experiences and outcomes were explored through in-depth online interviews with 43 students; and resultant transcripts analysed using thematic analysis. Six themes were identified to describe students’ lived experiences of OE: learner Motivation, Ability and Circumstances; and institutional Interaction, Curriculum and Environment, forming a Motivation, Ability, Circumstances – Interaction, Curriculum, Environment, or MAC-ICE, thematic structure of the OSE. Discrete expectations and experiences formed sub-themes corresponding to each of these themes. Students’ experiences varied considerably, nonetheless, with no consistent explanation for how all first-year university students might experience OE, corresponding to frequent inaccurate expectations. Each theme was perceived to have informed students’ outcomes, either directly contributing to their learning, performance, satisfaction or retention, or facilitating experiences conducive to these outcomes. In addition, where students’ expectations were met (or exceeded), or they were supported to manage inaccurate expectations, they felt more satisfied with their experience, and vice versa. Online student outcomes were also interconnected, with retention informed by students’ academic performance and satisfaction; satisfaction informed by learning and academic performance; and academic performance informed by students’ learning. A quality OSE, therefore, appears highly complex, dependent on a range of experiences connected to both the learner and their institution. This interconnectedness of the OSE was summarised through a MAC-ICE thematic matrix. The findings bring together a fragmented and piecemeal understanding of OE, presenting a holistic and student-centred depiction of a quality OSE. The present research combines and builds upon Constructivist Learning Theory (Lesgold, 2004; Richardson, 2003), Expectation-Confirmation Theory (Bhattacherjee, 2001), and Kember’s Longitudinal-process Model of Drop-out from Distance Education (1989), to form a holistic and student-centred understanding of the OSE, enabling propositions that may clarify and enhance OE theory, and contribute to improved online student outcomes. The resultant MAC-ICE thematic structure and matrix furthermore, offer means through which prior research may be further scrutinised, and the OSE thoroughly examined, enabling researchers, policy-makers and universities alike, to identify, investigate and implement strategies that may ensure a quality OSE.

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Parker, Jennifer. "Designing authentic online community of learning experiences for higher education." Thesis, Parker, Jennifer (2015) Designing authentic online community of learning experiences for higher education. Professional Doctorate thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/28819/.

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A key challenge for university professionals is to identify how to construct more interactive, engaging and student-centred environments that promote key learning skills and encourage self-directed learning. The purpose of this study was to investigate the effectiveness of an online professional development course that would enable higher education practitioners to design more interactive and engaging online courses. An extensive review of the literature identified principles of online learning that informed the development of an authentic community of learning framework that was used to guide the design and implementation of the professional development course. Key principles encompassed in the framework include: 21st century learning skills, authentic learning elements, Community of Inquiry components—social, cognitive and teaching presence, meaningful learning with technology and using open educational resources. The learning environment comprised a Moodle learning management system (LMS) and an open Google Sites website. Specifically, the research sought to investigate which elements of the framework higher educational practitioners found to be most effective in helping create an interactive and engaging online learning experience, and whether the authentic community of learning framework influenced their existing teaching practices. The study employed a design-based research approach in the form of an interpretive, qualitative study. Data collection methods included surveys, participant artefacts, contributions to forums, blog reflections and interviews with selected participants. Data was coded and analysed using a constant comparative method of analysis. Findings suggest that the authentic community of learning framework was a successful alternative to models frequently used to develop online professional development courses and provided learners with greater flexibility and control over their learning. Participants themselves believed that the online course influenced their choice of strategy when designing their future online courses.

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Cole, Amanda Elizabeth. "Experiences of Postsecondary Students with Physical Disabilities with Online Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6985.

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Over one tenth of students in postsecondary education have a documented disability as defined by the Americans with Disability Act. However, faculty and course designers often lack understanding of these students' experiences, which leads to insufficient accommodations. The purpose of this basic qualitative study was to explore the experiences of students with physical disabilities (SWD) in online courses. The research was grounded in self-determination theory, which posits 3 basic needs for self-actualization: autonomy, competence, and relatedness. This theory in combination with universal design for learning provided a lens for exploring these experiences. Data collection included 8 interviews with postsecondary students with a physical disability. Data were coded using a combination of value codes and organized thematically. Major findings showed that SWD experience barriers in self-regulation, minimizing of their disabilities, pressure to overachieve, specific knowledge of available resources, isolation, and miscommunication. However, through proper online learning, SWD experience benefits in self-regulation, self-pacing, an increasing sense of confidence and pride, stamina, connection to peers, positive discussions, and advocacy for themselves and others. This research has implications for social change as an evidentiary tool for advocacy when exploring the benefits of taking online courses for SWD and as an awareness tool for teachers and other stakeholders in online education who wish to adapt to best practices.

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Books on the topic "Online learning experiences"

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Hibbert, Melanie C. Student experiences with instructional videos in online learning environments. [publisher not identified], 2016.

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Kesner, Richard M. The Online University: Building viable learning experiences for higher education. Common Ground, 2013.

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Herie, Marilyn A. A comparison of learning outcomes, processes, online readiness, participation and subjective experiences in online and classroom-based cultural competence courses. University of Toronto, 2002.

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Milligan, Colin. The role of virtual learning environments in the online delivery of staff development: Review of experiences of delivering TALiSMAN online courses. JISC, 1998.

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Michael, Spector J., ed. Finding your online voice: Stories told by experienced online educators. Lawrence Erlbaum Associates, 2007.

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1951-, Murphy David, Walker Rob 1943-, and Webb Graham 1950-, eds. Online learning and teaching with technology: Case studies, experience, and practice. Kogan Page, 2001.

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Mantelli, Alessandro. E-learning sostenibile per la didattica del giapponese Progettare per l’apprendimento autonomo. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-554-4.

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With the Lisbon 2000 Strategy, the focus of education systems has shifted from contents to competencies and due to the constant update of new technologies, education has to be considered as a lifelong process. In this context, online technologies play an increasingly crucial role. While research on learning software has mainly focused on the contents and digital medium in teaching, this study examines aspects of the digital artifacts that have been rarely investigated but are fundamental to increase the learner’s motivation, including system, interface, navigation, and graphics. Specifically, this work develops a new framework to analyse user experience and sustainability strategies that have been implemented in the case study JaLea. The analysis of primary data, collected with surveys and interviews, allows determining whether these strategies are effective for the creation of e-learning systems that are useful for the learner’s personal study, as well as investigate possible developments for teaching environments.

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Exploring the Possibilities of Online Learning Experiences. [publisher not identified], 2020.

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Enhancing Learners’ Learning Experiences in Synchronous Online Classes. Aleen Jack Akijian, 2018.

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Kennedy, Eileen, and Diana Laurillard. Online Learning Futures. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350324268.

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The rapid shift online during the Covid-19 pandemic has put online learning firmly on the agenda of universities everywhere. To realise fully the transformative potential of online learning this book argues the need for an evidence-based design approach. The evidence comes from the experiences of online learners who are professionals: educators, engineers and researchers. Design-based research, survey responses and interviews with these learners will demonstrate that open, online, collaborative learning experiences are not only feasible but effective for building professional community knowledge. This kind of innovative online learning can help universities contribute to the global public good by achieving high quality learning at scale that will widen access to professional education and create more porous boundaries between universities and the wider community, for example in the context of the current policy discussions on the UN SDGs, such climate and inequality. The evidence shows how co-designed, transformative digital education can be mobilised to support, e.g., teachers in crisis contexts, professionals investigating renewable energy solutions, or medics adapting treatments to local conditions, and also scale up professional development in areas where expertise is urgently required. The book concludes that scaled up online learning can enable HE to deliver on the UN SDGs by equipping citizens and communities with the knowledge and skills needed to solve the world’s most pressing problems.

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Book chapters on the topic "Online learning experiences"

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Garg, Suresh, and Ramesh Chander Sharma. "Pedagogical Challenges of Online Teaching-Learning." In Education and Pedagogical Experiences. Routledge India, 2025. https://doi.org/10.4324/9781003546092-3.

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Bello, Aishatu Salihu. "Innovative Experiences in Teaching and Learning." In Overcoming Challenges in Online Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003342335-20.

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Dereshiwsky, Mary I. "Building Successful Student Learning Experiences Online." In Media Rich Instruction. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00152-4_4.

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Oliver, Ron, and Jan Herrington. "Factors influencing quality online learning experiences." In Quality Education @ a Distance. Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35700-3_14.

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Fraoua, Karim Elia, Jean-Marc Leblanc, Sarah Charraire, and Olivier Champalle. "Information and Communication Science Challenges for Modeling Multifaceted Online Courses." In Learning and Collaboration Technologies. Designing Learning Experiences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21814-0_12.

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Fraoua, Karim Elia. "How to Asses Empathy During Online Classes." In Learning and Collaboration Technologies: New Challenges and Learning Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77889-7_30.

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Garcia-Lopez, Carles, Enric Mor, and Susanna Tesconi. "CodeLab: An Online Laboratory for Learning to Code." In Learning and Collaboration Technologies: New Challenges and Learning Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77889-7_31.

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Bagchi, Upasana, and K. Jayasankara Reddy. "Influence of Psychosocial Factors on Online Learning During Humanitarian Emergencies." In Education and Pedagogical Experiences. Routledge India, 2025. https://doi.org/10.4324/9781003546092-11.

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Guerrero, Rodrigo Flores, and Carola Naranjo Inostroza. "Adults’ Professional Education: Experiences and Expectations of Online Chilean Students." In Affectivity and Learning. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-31709-5_3.

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Kleanthous, Angela. "Engaging Students in Online Language Learning During a Pandemic." In Learning and Collaboration Technologies: New Challenges and Learning Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77889-7_32.

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Conference papers on the topic "Online learning experiences"

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Goetz, M., M. Ehmann, S. Jablonski, and M. Igler. "Experiences in Online Teaching and Learning." In 2008 3rd International Conference on internet and Web Applications and Services (ICIW). IEEE, 2008. http://dx.doi.org/10.1109/iciw.2008.23.

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Ravichandran, Lavanya, Aditya Vadlamani, Revathy Kt, and Prabhakar Tadinada. "Moving An Institute Online - Challenges and Experiences." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1245.

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This paper covers issues in moving an Institute of 10,000 students and faculty online and managing the services. Here are some of the processes and innovations we set up to achieve this: Laptops and internet connections were arranged for needy students through Alumni donations. A Help Desk operated from 800am to 1200 midnight. The highest call load was observed at the beginning of the semester and during exams. Typical problems were ‘password not working’ and ‘not able to take the exam due to connection problems’. Faculty were trained on pedagogical issues in online teaching, and best practices on How to engage students in live lectures, especially for large classes that needed attention. LMS enhancements and integration with video conferencing platforms enabled automatic attendance marking for live lectures. Assessments posed issues. Student bandwidth would be erratic, creating problems while submitting the answer scripts. Platform logs were analyzed to check if the complaint was genuine (due to bandwidth) or spurious. Cheating during exams: Apart from proctored platforms like ProctorU and Codetantra, innovations like using Zoom simultaneously with the LMS were tried. Low value and continuous evaluation seem to reduce cheating. Differently abled persons needed special attention.

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Harris, Jessica M., Minjung Seo, and Joshua S. McKeown. "Global Competency Through Collaborative Online International Learning (COIL)." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13080.

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AbstractThere is a need for college students to develop global perspectives and gain cultural awareness to become responsible global citizens. Innovative ways to create such experiences are known as Collaborative Online International Learning (COIL experiences). COIL is a voluntary partnership between professors in different countries collaborating on jointly-constructed learning experiences to enhance international and intercultural understanding. The purpose of this article is to highlight a successful COIL partnership between students from SUNY Oswego in New York and The Hague University of Applied Sciences in the Netherlands during the COVID-19 pandemic. 35 students participated in the experience that served as a platform to educate students through a health educator’s unique cultural lens. Benefits from the experiences regarding global outcomes showed that both US students (n=70.6%) and Holland students (n=61.1%) felt that they gained the appropriate skills and knowledge to use in their future careers. 70.6% of US and 61.2% of Holland students reported that the COIL experience introduced them to a new outlook and new ways of thinking about how they relate to the world. The current COVID-19 pandemic has created an opportunity to rethink education pathways and integrate global learning in our classrooms.Keywords: Global learning; COIL; Partnerships, Collaboration

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"EXPERIENCES WITH ONLINE RESPONSE TECHNOLOGIES IN EDUCATION OF ENGINEERS." In Assessment Tools and Techniques for e-Learning. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003473003830391.

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Somaratne, R. M. P. N. "Exploring the user experiences of collaborative online learning." In 2015 Fifteenth International Conference on Advances in ICT for Emerging Regions (ICTer). IEEE, 2015. http://dx.doi.org/10.1109/icter.2015.7377701.

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Davis, Marjorie. "Using Procedural Scaffolding to Support Online Learning Experiences." In 2006 IEEE International Professional Communication Conference. IEEE, 2006. http://dx.doi.org/10.1109/ipcc.2006.320376.

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Andone, Diana, and Mark Frydenberg. "EXPERIENCES IN ONLINE COLLABORATIVE LEARNING WITH AUGMENTED REALITY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-119.

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The popularity of augmented and virtual reality technologies offers students an opportunity to become more familiar with these technologies and their applications in business context. This paper shares results of the TalkTech project, in which first-year introductory technology students from a university in the United States and fourth-year multimedia students from a university in Romania study uses of augmented reality in a variety of industries, create original augmented reality artifacts, and demonstrate their results with international partners. Using Internet-based communication tools to collaborate, students investigate the possibilities that augmented reality enables. The assignment promotes creativity using technology as students develop original artifacts that demonstrate their understanding of augmented reality as applied to a variety of business contexts.

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Lindgren, Kara, Mitchum Bock, Craig Alexander, Eilidh Jack, and Ellen Marshall. "Statistics Students’ Perspectives of Forced Online Learning." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14c3.

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We describe a study that explored perceptions and experiences of statistics students at universities in the United Kingdom who had to adjust to learning online as a result of COVID-19 restrictions. Students from two universities (one research-intensive, the other with a teaching focus), and groups of first- through third-year students from five undergraduate statistics courses were surveyed. The wellbeing of students studying online differed between the two universities, and wellbeing was related to students’ experiences of learning remotely, with more negative wellbeing scores associated with worsening online learning experiences. Students did not feel they interacted as well with their peers or lecturers in an online learning environment compared to in-person learning. This study can inform statistics educators how to better support their students’ learning.

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Radovan, Aleksander, Branko Mihaljević, and Martin Žagar. "EXPERIENCES RELATED TO USING ONLINE COMMUNICATION TOOLS FOR DISTANCE LEARNING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2063.

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Merchán, Pilar, María José Merchán, and Fátima Merchán. "INFORMAL LEARNING IN TIME OF CRISIS: ASSESSMENT OF ONLINE EXPERIENCES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1825.

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Reports on the topic "Online learning experiences"

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Jenkins, Stephen. Online Learners: A Study of their Advising Attitudes, Experiences, and Learning. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6541.

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Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, 2022. http://dx.doi.org/10.5399/osu/1153.

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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.

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Means, Barbara, and Julie Neisler. Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/98.

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Digital Promise and Langer Research Associates developed the “Survey of Student Perceptions of Remote Teaching and Learning” to capture the experiences of undergraduates taking courses that transitioned to online instruction in response to the COVID-19 pandemic. The survey explores the nature of college courses as they were taught during the COVID-19 outbreak, the pervasiveness of various challenges undergraduates faced after the transition to remote instruction, and course features associated with higher levels of student satisfaction. Data analyses compared experiences of students from low-income, underrepresented, or rural backgrounds to those of students with none of these characteristics. This survey was administered in the spring of 2020 to a random national sample of 1,008 undergraduates, age 18 and older, who were taking college courses for credit that included in-person class sessions when the COVID-19 pandemic hit and had to finish the course by learning at a distance.

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Meeker, Jessica. Mutual Learning for Policy Impact: Insights from CORE. Sharing Experience and Learning on Approaches to Influence Policy and Practice. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/core.2021.005.

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On 23 June 2021, Southern Voice and the Institute of Development Studies co-hosted an online dialogue which aimed to enhance efforts to inform and influence policy by sharing learning between CORE projects, at different stages in their policy engagement activities, on their approaches and experiences at sub-national, national, and regional levels. The event was attended by over 70 participants from across the CORE cohort and highlighted the experiences of CORE partners, Partnership for Economic Policy (PEP), International Centre for Research on Women (ICRW), and Group for the Analysis of Development (GRADE). This learning guide captures the practical insights and advice from the event to help inform the practice of both participants and other projects across the portfolio. The guide is structured around the key challenges identified in influencing policy, particularly within the changing parameters of the current pandemic, highlighting key messages and examples from the three partners.

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Hammond, Kay, and Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.

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Ruhalahti, Sanna, Ricardo Cuenca, and Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an online questionnaire. The results indicated that the teachers participating in the programme recognise the importance of socio-emotional aspects in the teaching and learning processes. They further revealed that socio-emotional skill training has the greatest impact on teacher-student interaction, and that such skills should be integrated into daily teaching activities to support students personal growth and learning in a school community. The study offers practical recommendations for teachers professional development in Barbados and Trinidad and Tobago.

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Meeker, Jessica. Mutual Learning for Policy Impact: Insights from CORE. Shaping Policy and Practice with Intersectional Gender Responsive Evidence (in the Context of Covid-19). Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/core.2021.007.

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On the 19 and 20 October 2021, the Institute of Development Studies hosted an online dialogue which aimed to enhance efforts to inform and influence policy, management, and practice with intersectional gender-responsive evidence by sharing learning between CORE cohort members from their approaches and experiences at country and regional levels. The event was attended by over 30 participants from 19 partners across the CORE cohort and highlighted the experiences of CORE partners Glasswing and the Arab Reform Initiative (ARI). This learning guide captures the practical insights and advice from the event, to help inform the practice of participants and other projects across the portfolio.

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Prasad, Deepak. The Impact of Blended Learning at the Fiji National University. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4749.

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Blended learning has been an on-going mode of teaching and learning along with fully face-to-face and online modes at the Fiji National University (FNU) since the university adopted Moodle and other technological tools. However, online and blended learning became more significant in April to November 2021, when the university closed as part of the national disease control measures in the face of the Covid-19 pandemic. As part of the technology-enabled learning supported by the Commonwealth of Learning at FNU a study on the impact of blended learning was conducted to assess the university’s use of blended learning and its impact on student learning experiences and academic achievement. Students’ attitudes towards blended learning and the relationship between blended learning and students’ grades were examined. The results of the survey indicated that the majority (84%–93%) of the students perceived blended learning positively, with most (89%–92%) reporting that their teachers played a positive role in their learning and took an interest in their learning. A comparison of the students’ grades between blended and non-blended learning courses showed mixed results: a difference in the grades was noted in six courses (40%) but in nine other courses (60%), there was no significant difference. Overall, students had a positive opinion of the blended learning environment as it provided them with opportunities to learn when, where and at a pace that suited them.

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Wandeler, Christian, and Steve Hart. The Central Valley Transportation Challenge. Mineta Transportation Institute, 2022. http://dx.doi.org/10.31979/mti.2022.2029.

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The Central Valley Transportation Challenge provides underserved minority students, who are primarily from rural areas, with high quality transportation-related educational experiences so that they learn about transportation-related topics and opportunities in transportation careers. The CVTC is a project-based learning program that brings university faculty and students to K–12 classrooms in rural areas. The project operated with three main objectives: (1) support K–12 teachers’ understanding and implementation of the CVTC programs; (2) connect K–12 students with university faculty and students, and transportation professionals through the CVTC program; and (3) develop an online hub with transportation-related lesson plans and sequences. The results of this study are reported as five case studies and a description of the online hub. The case studies illustrate how different pedagogical approaches and uses of technology were implemented and how the project connections between the schools, community members and professionals from transportation-related fields were developed. In addition, to support the sustainability of transportation-related learning across subsequent years, the research team created an online transportation resource repository. This hub was populated with lessons and units developed by pedagogical and content experts. The lessons cover the grades K–12 and range from brief lessons to very engaging and holistic two-week-long lesson sequences. The CVTC has proven to be a highly flexible and adaptive model due to the use of technology and the teachers’ experience and pedagogical expertise. The timing of the program during the COVID-19 pandemic also provided the students that were learning from home with an engaging learning experience and some relief for teachers who were already dealing with a lot of adjustments. In that sense, the program reached traditionally underserved students, but did so in a critical time where these students faced even more obstacles.

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Schmidt-Sane, Megan, Tabitha Hrynick, Erica Nelson, and Tom Barker. Mutual Learning for Policy Impact: Insights from CORE. Adapting research methods in the context of Covid-19. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/core.2021.008.

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On 25 November 2021, the CORE Knowledge Translation Services team at the Institute of Development Studies, UK, hosted an online clinic session to facilitate the sharing of experiences and mutual learning on how CORE projects have or can adapt their research activities in the context of the Covid-19 pandemic. The clinic was attended by 22 CORE members from 12 projects and featured contributions from two CORE projects: The Youth Question in Africa: Impact, Response and Protection Measures in the IGAD Region and A New Digital Deal for an Inclusive Post-Covid-19 Social Compact: Developing Digital Strategies for Social and Economic Reconstruction. This learning guide captures the practical insights and advice from the event, to help inform the practice of participants and other projects across the portfolio.

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