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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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Ria, Arista Asih, and Alief Lazuardy. "Students' experiences and learning objectives: Implications for future online learning." Journal of Education and Learning (EduLearn) 16, no. 2 (2022): 226–34. https://doi.org/10.11591/edulearn.v16i2.20422.
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Positive online learning experiences during the COVID-19 pandemic remain debatable in the literature where students and instructors have been enforced to shift from conventional face-to-face meetings to virtual learning. This study aims to explore English for specific purposes (ESP) students’ experiences during online learning, along with their concerns on learning attainment and personal adaptations. A qualitative case-study method was employed through interviews with students (n=19) from three private universities in Indonesia. The obtained data were analyzed through thematic analysis. Results showed that students of different departments approached ESP differently, but they similarly reported facing difficulties in reaching the learning objectives. They also experienced burnout from excessive online learning and found themselves hardly adapting to various instructors’ strategies. These findings revealed the need to revisit online ESP delivery classes in higher education. Implications for the future design of online ESP learning courses and instructor professional development are discussed.
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Krish Mehta. "Online Student Learning Experience." Journal of Information Systems Engineering and Management 10, no. 34s (2025): 171–83. https://doi.org/10.52783/jisem.v10i34s.5786.
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These days, the rise of online education offers unprecedented access to education and learning experiences that copy learning in the classroom. But, student involvement, assessment of learning experiences, and feedback to students have become complex as part of such significant growth. Conventional ways used to measure student attention and affect have become ineffective as educational activities have migrated online requiring new approaches to improve online learning quality. This paper presents a new model for evaluating student engagement and learning experience in online education using computer vision and deep learning. The system assesses student engagement and feelings during lectures through the analysis of real-time facial expressions. To ensure real-time feedback, only comments from attentive students are analysed for sentiment using the VADER tool. The project is planned with sufficient time and towards engagement detector. So, we are focused on enhancement of robustness of engagement detection by using visual analysis of facial expressions in combination with other instruments such as eyetracking technology, physiological sensors (e.g. heart rate variability, skin conductance), and Natural Language Processing (NLP) techniques. The researchers examine machine learning models trained on a large dataset of student interactions and performance data. By leveraging these approaches, teachers will have the data to understand how engaged students and their emotions are during class. This will allow them to improve their way of teaching and online learning in general.
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McKenney, C. B., and D. T. Montague. "Creating online distributed learning laboratory experiences." Acta Horticulturae, no. 1126 (November 2016): 149–54. http://dx.doi.org/10.17660/actahortic.2016.1126.19.
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Sit, Janet W. H., Joanne W. Y. Chung, Meyrick C. M. Chow, and Thomas K. S. Wong. "Experiences of online learning: students’ perspective." Nurse Education Today 25, no. 2 (2005): 140–47. http://dx.doi.org/10.1016/j.nedt.2004.11.004.
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Kluckhohn Jones, Lucy W. "Experiences Vary in Learning Microbiology Online." Microbe Magazine 5, no. 12 (2010): 520–25. http://dx.doi.org/10.1128/microbe.5.520.1.
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Asih, Ria Arista, and Lazuardy Alief. "Students’ experiences and learning objectives: Implications for future online learning." Journal of Education and Learning (EduLearn) 16, no. 2 (2022): 226–34. http://dx.doi.org/10.11591/edulearn.v16i2.20422.
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Positive online learning experiences during the COVID-19pandemic remain debatable in the literature where students and instructors have been enforced to shift from conventional face-to-face meetings to virtual learning. This study aims to explore English for specific purposes (ESP) students’ experiences during online learning, along with their concerns on learning attainment and personal adaptations. A qualitative case-study method was employed through interviews with students (n=19) from three private universities in Indonesia. The obtained data were analyzed through thematic analysis. Results showed that students of different departments approached ESP differently, but they similarly reported facing difficulties in reaching the learning objectives. They also experienced burnout from excessive online learning and found themselves hardly adapting to various instructors’ strategies. These findings revealed the need to revisit online ESP delivery classes in higher education. Implications for the future design of online ESP learning courses and instructor professional development are discussed.
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Alderson, Hannah, and Grace Davie. "Online worship: a learning experience." Theology 124, no. 1 (2021): 15–23. http://dx.doi.org/10.1177/0040571x20985697.
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To explore both the range and the implications of online worship, this article takes four very different examples, all of which originated in the Diocese of Exeter between March and July 2020. These were: a national service to mark the end of Mental Health Awareness Week; a range of cathedral worship; the experiences of an urban parish church; and a university chaplaincy. A short conclusion draws the threads together, sets them in a broader context, and asks what can be learned from these very varied experiences.
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PEDROSO, JOHN ERWIN, Mark Louie Crudo, Lester Magno, and Heart Mellizo. "Social Studies Working Students' Experiences of Online Learning." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 1, no. 1 (2022): 18–36. http://dx.doi.org/10.56778/jdlde.v1i1.9.
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Working students felt the impact of the uncertainties brought by the pandemic and faced issues influenced by various factors such as time constraints, home-schooling, and limited workspaces at home. This descriptive phenomenological qualitative study focused on describing the experiences of social studies working students during the COVID-19 pandemic. This study was conducted among six (6) social studies working students determined through purposive sampling. The data were gathered using a duly-validated researcher-made questionnaire administered through online platforms such as messenger and e-mail. The accumulated data was then analyzed using conventional qualitative content analysis. Social studies working on students’ experiences of online learning during the COVID-19 pandemic emerged to have three (3) major themes which are motivational experiences, roadblock experiences, and coping experiences, and six (6) major categories. The motivational experiences considered by social studies working students to pursue working while studying encompasses intrapersonal motivation and interpersonal motivation. Furthermore, during the course of their working-while-studying experience, they faced roadblock experiences such as challenges encountered and thoughts of discontinuing. In light of this, social studies working students had coping experiences namely coping with responsibilities and coping with feeling overwhelmed which helped them cope up with the demands of their duties. Delving into the experiences of social studies working students during the COVID-19 pandemic is critical in order to understand what they were going through. It is vital that these individuals' lived experiences be considered, knowing that they constitute an essential part of society.
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Qoerul, Ahmad Tabiin, Khomisah Soimatul, Sutiyono Agus, and Abdullah Shodiq. "Implications of Student 's Online Learning Experience on Social and Emotional Behavior." SOCIAL SCIENCES AND EDUCATION RESEARCH REVIEW 9, no. 1 (2022): 97–106. https://doi.org/10.5281/zenodo.6794681.
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This study aims to explore the implications of students' online learning experiences on social and emotional behavior in Akidah Akhlak subjects at Madrasah Tsanawiyah Hidayatullah Temanggung Indonesia during the Covid-19 pandemic. This study uses a qualitative descriptive design with the type of field research. Data were obtained from students who took part in Akidah Akhlak learning. The method used is interviews, observation and documentation, then reduced, presented and analyzed. The results of this study indicate that online learning has an impact on social and emotional behavior including students being less cooperative because they rarely play together, lack tolerance, lack of socializing with friends, limited learning at home, children's emotions sometimes feel bored and sad.
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Md Salleh, Nik Sarina Nik, Roseliza Hamid, Amirah Syarwarshah Zawawi, Iffah Farzana Zainal, Noorazzila Shamsuddin, and Hasrudy Tanjung. "The Relationship between Learning Flexibility, the Learning Environment, and Online Learning Experiences among Undergraduate Students in Malaysia." International Journal of Research and Innovation in Social Science IX, no. I (2025): 2632–41. https://doi.org/10.47772/ijriss.2025.9010213.
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This study aims to explore the relationships between learning flexibility, the learning environment, and online learning experiences among undergraduate students in Malaysia, particularly in light of the global health crisis. With the widespread shift to online learning, understanding the factors that affect its effectiveness is vital, especially as it influences the competitive performance of educational institutions. The study also investigates the potential role of gender differences in shaping students’ online learning experiences. To gather data, survey questions from previous research were adapted and distributed to a sample of 129 undergraduate students at a UiTM branch campus, all of whom participated in online learning during the previous semester. The results reveal significant relationships between learning flexibility (r = 0.395), the learning environment (r = 0.619), and online learning outcomes. Moreover, the findings show a moderate level of engagement and success in online learning among the students (p-value less than 0.05), with gender differences contributing to variations in the experiences and outcomes of online learning. Based on the results, the study emphasizes the importance of incorporating interactive tools, such as quizzes, to improve students’ comprehension and engagement in online courses. These findings suggest that online learning can be optimized by considering flexibility in learning schedules and environments, as well as by addressing gender-specific challenges. The study calls for further research into these factors to better understand and enhance the online learning experience in the evolving landscape of higher education.
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Khoirunnisaa, Puput. "SENIOR HIGH SCHOOL STUDENTS’ LEARNING EXPERIENCES OF ONLINE ENGLISH LEARNING DURING PANDEMIC." Berajah Journal 2, no. 2 (2022): 257–66. http://dx.doi.org/10.47353/bj.v2i2.87.
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Senior high school students have to take English subjects since it is essential in senior high school in Indonesia. However, due to CoVID-19 outbreaks, all activities are stopped, including the Educational Institution, which is forced every school to shift from face-to-face learning to online English learning. This situation leads students to experiences a lot of new things during the learning process. It does not only lead to generating various experiences but also various problems as well. This study was conducted at Senior High School in Sidoarjo, Indonesia. The main aim of the study was to explore the most useful online learning platform for learning English and to investigate the students’ learning experiences in terms of the technological devices used for online English learning, the quality of online English learning, and the issues regarding online English learning during COVID-19 pandemic. This study used the quantitative research method to get numerical data. In this research, online-administered questionnaires were used to gather data. The finding indicated that the most useful online learning platform is Google Classroom. However, the students also experienced some issues regarding learning material, time management, enthusiasm, study environment, assignments, and internet access and technology accessibility.
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Ahmad, Badrul Hisham, and Norkhairi Ahmad. "LEARNING ENGLISH ACROSS CULTURES-A REFLECTION ON CHALLENGES FACED BY ONLINE LEARNERS AND THEIR MITIGATION STRATEGIES." FRASA: English Education and Literature Journal 3, no. 2 (2022): 80–88. http://dx.doi.org/10.47701/frasa.v3i2.2294.
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This study sets out to investigate learners’ cross-cultural experience of learning English for Specific Academic Purposes (ESAP) course from an international instructor via online setting. The objectives of this study were to investigate a) the learners’ feedback on the overall online learning experience, b) the challenges that the learners have experience during their online lessons and c) learners’ strategies in overcoming the challenges experienced during their online lessons. Qualitative data is elicited via purposive sampling from five diploma students enrolled in the ESAP course at a public university in Malaysia. Focus group and follow up individual interviews were utilised to gather feedback on their general cross-cultural learning experiences online learning experience as well as the challenges they encountered during their lessons and their strategies in overcoming those challenges faced during their lessons. The study found that learners perceived their online language learning experience in cross-cultural setting as a positive one. They shared several challenges experienced during the lessons and some strategies that they utilized to manage the challenges.
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Guthrie, Kathy L., and Holly McCracken. "Teaching and learning social justice through online service-learning courses." International Review of Research in Open and Distributed Learning 11, no. 3 (2010): 78. http://dx.doi.org/10.19173/irrodl.v11i3.894.
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Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice.
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Mahdiannur, Muhamad Arif, Martini, Dyah Astriani, Laily Rosdiana, and An Nuril Maulida Fauziah. "Prospective Science Student Teachers’ Online Learning Environment Experiences: Measurement Based on the Net Promoter Score." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 06 (2024): 112–25. http://dx.doi.org/10.3991/ijim.v18i06.47941.
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Personalization is used in online learning to help students achieve SDG 4.C and Education 4.0 indicators. Not many studies have revealed prospective science student teachers’ online learning experiences. A good experience will provide positive and constructive self-knowledge for prospective science student teachers in designing 21st-century digital learning. This study aimed to inquire into prospective science student teachers’ views on online learning using the Net Promoter Score survey. This study involved 29 prospective science student teachers at one of the public universities in Indonesia. This study revealed that online learning provides freedom to express opinions and ideas freely, helps evaluate learning outcomes, online educational resources help understand the contents, and online simulations help understand concepts. The negative experiences in the online learning environment include the lack of interaction with lecturers, online learning has not yet built creative, innovative, and critical thinking skills and has not supported competency development. There is a significant difference between positive and negative online learning experiences, demonstrating how experiences can impact future teacher conception. Based on our findings, recommendations were provided to assist university lecturers in creating and designing an online learning environment to develop the professional competencies of prospective science student teachers.
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Gratz, Erin, Bettyjo Bouchey, Megan Kohler, Monica L. Simonsen, and Jessica L. Knott. "Creating Authentic Learning Through Online Personal Learning Networks." International Journal of Online Pedagogy and Course Design 11, no. 2 (2021): 31–47. http://dx.doi.org/10.4018/ijopcd.2021040103.
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As educators face challenges in creating and cultivating authentic learning experiences in online education, a new paradigm for peer-to-peer learning has emerged: personal learning networks (PLNs). This article outlines autoethnographic research conducted in summer 2019, in which six participants from distinct virtual PLNs reflected on the benefits of PLNs as a model of peer-to-peer learning, how their experiences within PLNs aligned with Rule's themes of authentic learning and ways PLNs can be incorporated into online programming to create deep, authentic learning environments. The study findings align with the core principles of authentic learning: (a) real-world scenarios, (b) inquiry and thinking skills, (c) discourse with the community, and (d) empowerment. The study makes a strong case for the incorporation of PLNs into traditional online programming as a means to create unique and authentic learning experiences.
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Nikolopoulou, Kleopatra. "University Students’ Online Learning Experiences in Context of COVID-19: Study in Greece." Educational Innovations and Emerging Technologies 2, no. 2 (2022): 17–27. http://dx.doi.org/10.35745/eiet2022v02.02.0002.
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Online teaching and learning during the COVID-19 pandemic was a sudden experience for all students, including those studying at university. Therefore, this study aimed to provide evidence on university students’ online learning experiences in the context of the COVID-19 pandemic. 24 Greek students participated, and their data were collected via semi-structured interviews. The findings indicated that the main advantages experienced were time-saving and the comfort of being at home, while the main perceived disadvantages regard technical problems (such as bad internet connectivity) and lack of practical training experiences. Students’ feelings were negative, in particular, at the beginning of the pandemic. Although communication collaboration with peers was experienced as effective, student-teacher communication-collaboration was described as a positive and negative experience at the same time. For the improvement of online education, students hope to have better university infrastructure, preparation, and training for tutors, as well as student training. Implications for educational policy and practice are discussed, accordingly.
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Yen, Cherng-Jyh, Emrah Emre Ozkeskin, Moussa Tankari, Chih-Hsiung Tu, Hoda Harati, and Laura E. Sujo-Montes. "Online Accelerated Learning Experiences and Self-Regulated Learning Skills Among Undergraduate Students." International Journal of Online Pedagogy and Course Design 11, no. 3 (2021): 17–35. http://dx.doi.org/10.4018/ijopcd.2021070102.
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Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing different instructional lengths. Mixed findings have been reported. Accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on what is crucial and how to prepare students to succeed in accelerated online courses. This study examines whether self-regulated learning (SRL) skills may serve as predictors of positive accelerated learning experiences. It concludes that five SRL skills can predict success in online accelerated learning experiences and suggested educators should identify and prepare students with relevant SRL skills prior to attempting accelerated instructions to warrant a positive learning experience.
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Forbes, Dianne, Dilani Gedera, Maggie Hartnett, Ashwini Datt, and Cheryl Brown. "Sustainable Strategies for Teaching and Learning Online." Sustainability 15, no. 17 (2023): 13118. http://dx.doi.org/10.3390/su151713118.
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Investigating students’ lived experiences of online learning can inform us on how best to teach them. In this paper, we harness the insights gained from pandemic teaching and learning to inform sustainable approaches. Theorized in relation to Ben-Eliyahu’s sustainable learning in education (SLE), this article offers insight into what tertiary teachers can do to support students with sustainable strategies, as well as how students can develop long-term learning strategies. We draw upon the research on the perspectives and experiences of New Zealand university students studying online in 2020 to inform SLE in online teaching and learning in the long term. The researchers collaborated with student associations to undertake a survey exploring the students’ experiences of online learning. There were 952 valid survey responses from all 8 New Zealand universities, complemented by 20 individual interviews and 9 focus groups involving 43 student participants, both on and offshore. Our findings indicate that students regard support, communication, and engagement as key areas where they experienced challenges or helpful practices, and where there are sustainable directions for future teaching and learning. We propose support that institutions can provide to both students and staff for sustainable strategies.
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Dhilla, Sarah J. "The role of online faculty in supporting successful online learning enterprises: A literature review." Higher Education Politics & Economics 3, no. 1 (2017): 136–55. http://dx.doi.org/10.32674/hepe.v3i1.12.
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 This review examines research regarding instructors’ perceptions of the online teaching experience and explores ways in which university administrators can better support online faculty as their institutional online learning enterprises grow. The following sections examine how the growth in online education has led to increased interest in the experiences of online faculty. An examination of these issues illuminates many of the unacknowledged external factors that have a subtle, but strong influence on online instructors and their experiences in the virtual learning environment.
 
 
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Lee, Surim, and Jong-gab Choi. "College students’ perceptions of online learning: A study on learners’ satisfaction and experiences in online general English course." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 2 (2023): 757–69. http://dx.doi.org/10.22251/jlcci.2023.23.2.757.
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Objectives The purpose of this study is to investigate the perceptions of Korean EFL college learners toward online learning based on their level of satisfaction as well as their experiences of online learning.
 Methods A total of 111 college students who enrolled in online general English course were asked to complete a survey including 22 closed- and open-ended questions. Descriptive statistical analysis was conducted using the IBM SPSS statistical package to examine learners' satisfaction with online classes. Regarding responses of participants’ experiences on online learning, all the narrative data was examined and divided into themes that emerged in the data.
 Results The findings showed that learners were generally satisfied with online learning and in particular, they were highly satisfied with pre-recorded video lectures than synchronous classes or combined classes. In addition, the level of satisfaction on ‘teacher-centered lectures’ was high, and those of ‘cooperative learning’ and ‘peer feedback activities’ were relatively low. Furthermore, students recognized accessibility, flexibility, and the possibility of repetitive learning as advantages of online learning while perceiving technical problems, communication with others, and lack of immediate feedback as disadvantages of online learning.
 Conclusions Based on the findings, discussion and suggestions on effective teaching methods and activities for online classes were presented.
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Carroll, Fiona, and Rita Kop. "A Learning, Research and Development Framework to Design for a ‘Holistic’ Learning Experience." E-Learning and Digital Media 8, no. 4 (2011): 315–26. http://dx.doi.org/10.2304/elea.2011.8.4.315.
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The design of experiences and, in particular, educational experiences is a complex matter and involves not only using effective technologies and applying cognitive triggers, but there is a need to think outside the box in order to also design for the affective dimension of human experiences; the impressions, feelings and interactions that a learner might/could have with the online content and technology. The purpose of this article is to delve deep into this complex entity and, in doing so, to identify how one might approach designing for ‘holistic’ educational experiences. The article presents a case study describing the journey of a group of learning technologists and educators through the design and development phases of an action research online ABCD module, and it highlights the learner's experiences. It discusses the development of a learning, research and development framework to support the ABCD learning experience and, in particular, what was actually required to undertake the design for this learning experience. In summary, the article reports on a learning, research and development framework that provides solutions and support to a number of aspects involved in the design of holistic learning experiences and, in particular, the often neglected, yet complex, issues around experience design.
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Alarcon, John Lloyd P., Sharlyn Mae A. Sacopayo, Angela Lynnoelle Conr R. Omela, Macky L. Lictawa, and Jose Reniel Pantilgan. "Assessing Learning Modalities and Their Impact on Student Experiences: A Study of Senior High School Students at PSALMS, Inc." International Journal of Academic and Practical Research 2, no. 1 (2023): 27–34. https://doi.org/10.5281/zenodo.8031171.
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The purpose of this study is to determine the learning modality and the learning experience of the 47 senior high school students of PSALMS, Inc. This quantitative study used descriptive research as its research design and used descriptive statistics in data analysis. The results of the study showed that student respondents had positive learning experiences during both online and in-person modes of study. It also revealed that they have moderate access to online and in-person education, and for the student’s experience in an online and in-person setting, four dimensions were moderately practiced, namely: communication, retention, ability, and interest. The dimension of attention is the only one that was fairly practiced among the students. The study recommends keeping track of students’ experiences through their progress and their motivation in class. Gauging and monitoring their ability to focus, perform, and do their work, their ability to communicate between their peers and their teachers, and their ability to retain skills and information learned contribute to a positive learning experience. The study also suggests improving implemented teaching strategies in online and in-person education, should it be needed, for they play a significant role in the promotion of a positive and quality learning experience amongst students.
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Wang, Minjuan, Melissa Poole, Bruce Harris, and Paul Wangemann. "Promoting Online Collaborative Learning Experiences for Teenagers." Educational Media International 38, no. 4 (2001): 203–15. http://dx.doi.org/10.1080/09523980110105079.
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Gabaree, Lily, Carolina Rodeghiero, Carmelo Presicce, Natalie Rusk, and Rupal Jain. "Designing creative and connected online learning experiences." Information and Learning Sciences 121, no. 7/8 (2020): 655–63. http://dx.doi.org/10.1108/ils-04-2020-0121.
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Purpose Open online courses have expanded opportunities for people to learn remotely. However, few online experiences offer participants ways to create projects and actively engage with course materials while developing meaningful personal connections with one another. The purpose of this paper is to share strategies implemented in a large online course and community, Learning Creative Learning (LCL), to foster a creative, connected community of learners, particularly important at a time when many people are isolated in their homes. Design/methodology/approach LCL is a free, open, online, six-week course and ongoing community for educators and others who are interested in exploring the ideas and practices of creative learning. This paper describes the course design and highlights effective strategies for cultivating a course community, including making activities personal; creating opportunities to connect, share and reflect; engaging participants as facilitators; and supporting a global, multilingual community of learners. Findings The authors discuss how these strategies have engaged participants in connecting and contributing to the growing course community, providing examples from observations and feedback of course participants. Originality/value Supporting a connected community of learners is particularly relevant in current times of isolation and remote learning. This paper illustrates and discusses strategies to design online learning experiences where participants can connect, create, collaborate and contribute to community building themselves.
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Tarusan, Sodais, Genesis Naparan, and Gilbert Celesio. "Learning Experiences of Teachers Attending Online Webinars." Multidisciplinary Journal of School Education 11, no. 2 (22) (2022): 253–70. http://dx.doi.org/10.35765/mjse.2022.1122.12.
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The shift from actual seminars to the internet-mediated webinar format has changed how teachers access opportunities for continuous learning. Attending webinars has also become necessary as teachers look for alternative ways to further develop their knowledge. The purpose of this study was to explore the learning experiences of the teachers who attend webinars. This study used Meriam’s case study research method; intensive, holistic description; and analysis of a bounded phenomenon, such as a program, institution, person, process, or social unit. The study was conducted in the elementary schools of Sultan Naga Dimaporo West District, Division of Lanao del Norte, Philippines for the 2020–2021 school year. It was found that most teachers participated in webinars about teaching strategies, content knowledge, the teaching profession, and general knowledge related to the pandemic. It was also revealed that these teachers are expected to gain relevant knowledge and skills applicable to “the new normal.” The teachers shared their experiences in acquiring knowledge, skills, and emotional content in their actual participation in the webinars during the pandemic. The teacher’s purpose of attending webinars is to gain understanding of the topic to improve the quality of teaching. Thus, the webinar presents an opportunity to expand teacher training programs amid the pandemic.
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Yoon, Seung-won. "In search of meaningful online learning experiences." New Directions for Adult and Continuing Education 2003, no. 100 (2003): 19–30. http://dx.doi.org/10.1002/ace.116.
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Roselan, Fatin Nabilah, Zazaleena Zakariah, Nawal Abdul Razak, Juhaida Ismail, and Rozeleenda Abdul Rahman. "Assessing Relationship of Student Learning Experiences and Academic Performances in Higher Education through Online Learning Platforms." International Journal of Research and Innovation in Social Science VIII, no. VIII (2024): 4203–12. http://dx.doi.org/10.47772/ijriss.2024.8080319.
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In recent years, the entire world experienced the impact of the Coronavirus disease (COVID-19), leading to significant disruptions across various economic sectors, including the field of education. Since then, online learning has made a significant impact in addressing educational needs. This study’s primary objective is to assess the relationship between higher education student learning experiences and their academic performances through online learning platforms. This study adopts a quantitative approach with a descriptive, comparative, and correlational research design. Surveys through Google Forms were used as instruments to gather data from 119 mathematical students from the Faculty of Education, UiTM Puncak Alam. The survey encompasses 24 questions covering students’ personalization, learning authenticity, and collaboration in online learning settings. Results of this study indicate that students exhibited positive educational experiences, particularly in terms of personalization, authenticity, and collaboration. Lastly, the research also reveals a strong positive correlation between students’ experiences and academic performance, specifically in the factors of personalization, authenticity, and collaboration. These findings contribute valuable insights into the effectiveness of online learning for higher education students and highlight the importance of personalized and authentic online educational experiences in fostering academic success.
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Shean, Andrew, Bivin Sadler, and Cynthia Lewis. "Evidence-based online content design." Advances in Online Education: A Peer-Reviewed Journal 3, no. 3 (2025): 217. https://doi.org/10.69554/vyfw8955.
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The online learning landscape is undergoing a profound transformation driven by advancements in technology, cognitive sciences and generative AI (GenAI). This shift necessitates a move from traditional content-centred models to human-centred, active and dynamic learning experiences. To navigate this evolution, the Penn Foster Group established a Design Lab in 2023, focusing on design shifts, motivational research, personalised learning and media efficacy testing. Central to these efforts is the development of the LAADS model, which emphasises learner-centred, authentic, active, differentiated and skill-based learning. This model aims to create engaging, emotionally resonant learning experiences that foster critical thinking, creativity and a sense of accomplishment. By integrating real-world problems and offering personalised learning pathways, the LAADS model seeks to improve student outcomes and transform online education into a more meaningful and community-driven experience. The ongoing development of courses using this model on the D2L Brightspace platform aims to optimise these design principles for significant improvements in student success.
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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 (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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Romeo, Jr. V. Bordios, Angelica Nisperos Charisse, Angela Nisperos Charisse, et al. "A Survey on the Learning Experiences of Grade 12 STEM Students in Online Distance Learning." International Journal of Innovative Science and Research Technology 7, no. 7 (2022): 576–606. https://doi.org/10.5281/zenodo.6957719.
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This study is a survey on Grade 12 STEM students’ learning experience in online distance learning. The study is undertaken to determine the learning experiences of the Grade 12 STEM students. Specifically, it aims to answer the following questions: (1) What is the demographic profile of the respondents in terms of their sex? (2) What was the students' overall learning process in online distance learning? (3) What was students’ perception of the learning community in online distance learning? (4) What was students’ perception of student support in online distance learning? (5) What were the benefits and barriers during online distance learning? (6) Is there a significant difference in the overall learning experiences of the respondents in terms of sex? The study utilized descriptive research design. The respondents will be utilizing researchermodified questionnaires. The researchers also took selected statements from the review-related literature to help in answering the statement of the problem. The researchers constructed a self-made online questionnaire in Google form for the study and sent it to the respondents’ Messenger accounts. On the interpretation of the data, it was revealed that majority of the respondents are agree to the statements asked about the students over all learning experiences. Lastly, findings revealed that there is no significant difference in the overall learning experiences of the respondents in terms of sex.
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Noerhartati, Endang, and Narariya Dita Handani. "Analysis of User Reviews of Online Learning Applications." TA'DIBUNA: Jurnal Pendidikan Agama Islam 7, no. 1 (2024): 21. https://doi.org/10.30659/jpai.7.1.21-30.
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This study aims to analyze user reviews of Muslim students of the Ruangguru online learning application in Indonesia using word frequency and co-occurrence analysis methods from March 2020 to February 2023. By applying a qualitative approach to extensive review data, this study identifies the factors that influence satisfaction and user preferences in the online learning process. The results show that usability, content quality, interactivity, and technical support are important aspects that contribute to the user learning experience of Muslim students. However, there are also challenges experienced by users, such as technical problems and the need for further personalization. These findings provide valuable insights for online learning application developers to improve the quality of their products and support educational needs in Indonesia. This research also suggests conducting a quantitative study to dig deeper into users' subjective experiences.
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Hartanti, Lisa Esti Puji, Frida Kusumastuti, and Melisa Arisanty. "Experiences and Preferences of Indonesian Students for Online Learning." Asia-Pacific Journal of Futures in Education and Society 4, no. 1 (2025): 33–54. https://doi.org/10.58946/apjfes-4.1.p3.
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Since the COVID-19 pandemic, online learning has become a critical alternative method in education. This way of learning can reach a larger community, unrestricted by time and space. However, students and lecturers have their own experiences and preferences for online learning. In this regard, this research aims to explore the experiences and preferences of students of the Z generation and lecturers of the Y, X, and Baby Boomer generations for online learning using Tapscott’s theory of internet generation norms. Eight norms were examined, namely freedom, customisation, scrutiny, integrity, collaboration, entertainment, speed, and innovation. The research was conducted quantitatively by distributing online questionnaires to 404 students in the field of Communication Science at two private campuses in Indonesia’s Jakarta and Malang city, using purposive sampling. The results show that the average gap between the preferences and learning experiences of Gen Z students and Baby Boomer lecturers was –0.35, Gen X lecturers, 0.03 and Gen Y lecturers, –0.07. A negative value indicates that the experience is lower than expectations or preferences, and a positive value implies that the online learning experience is in accordance with student preferences. Based on these findings, lecturers from all three generations need to improve and maintain the norms of customisation and entertainment, such as providing assignments according to students’ interests, and presenting relaxed online learning, as well as allowing students freedom of expression, and creating a fun online learning atmosphere.
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Mythili, Kolluru, Kumutha, and Gupta Shobhna. "Evaluating pandemic-induced online learning in india: Secondary and senior student experiences." i-manager's Journal on School Educational Technology 20, no. 1 (2024): 15. http://dx.doi.org/10.26634/jsch.20.1.20996.
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This paper comprehensively evaluates the online learning experience of secondary and senior secondary school students during COVID-19 in India. Nine hypotheses have been developed to explore the implications of students' online experiences and identify students' learning experiences using online platforms in contrast to their experience in face-to- face learning. Following a quantitative method, the data were collected from students (n = 478) in grades X, XI, and XII from 42 schools in four districts in Himachal Pradesh, India. The chi-square test was used for hypothesis testing. The analysis confirms that though students' social interaction skills, active student participation, and the teachers' feedback are not similar in online and face-to-face learning, creative skill development and active learning, and other measured learning parameters are similar to face-to-face learning experiences, providing reassurance about the effectiveness of online learning. This study also identifies the advantages and disadvantages of online learning. The study offers creative approaches to boost learners' social interactivity and suggestions for curriculum development. The study has identified significant insights about online learning from students' perspectives, which can be considered in developing targeted interventions not only during the disruption of the traditional teaching approach but also as a blended approach to learning. This paper provides statistically tested foresight for the effectiveness of online learning while also offering practical implications for educators and policymakers, informing them for future preparedness.
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Khin, Moe Khaine, Moe Oo Khin, Oo Hlaing Zin, and Hlaing Kyaw. "Evaluation of Students for Online Learning System." Bago University Research Journal Vol.10, No.1, no. 2020 (2020): 241–46. https://doi.org/10.5281/zenodo.3923386.
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Two courses for physics specialization students were uploaded on website. These are Phys-5207, Condensed Matter Physics and Phys-3203, Nuclear Physics. We used edX platform and mobile application for students. Quizzes, video files and figures were used as teaching aids. About 40 students for each course were studied. We take survey records for their online learning experiences. Their experiences, feeling, needs, expectation and suggestions were presented in this paper
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Simándi, Szilvia. "Lifelong Learning. Online Learning Opportunities." Pedagogika-Pedagogy 96, no. 2 (2024): 234–43. http://dx.doi.org/10.53656/ped2024-2.08.
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The paper relates to the practical implementation of lifelong learning, and more closely to its effect related to subjective quality of life. Learning circles are known platforms of adult learning, and nowadays the main motivation of adults is typically to indulge in a certain topic – based on personal curiosity – in cooperation with others with similar interest. The challenges of the previous time period (Covid pandemic, energy crisis, etc.) more and more increase the value of online learning opportunities and community experiences. In this paper a needs assessment is presented on the interest in and demand on online study circles among adult responders, in the frame of a questionnaire research (n=318). Among the questions respondents were asked to give their expectations, and as a result, three types were to identified in the frame of factor analysis.
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Syaharuddin, Syaharuddin, Mutiani Mutiani, Muhammad Rezky Noor Handy, Ersis Warmansyah Abbas, and Jumriani Jumriani. "Building Students' Learning Experience in Online Learning During Pandemic." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 979–87. http://dx.doi.org/10.35445/alishlah.v13i2.796.
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The practice of online learning during a pandemic is ideally able to provide independent learning for students. However, what happens is the loss of a meaningful learning experience. The research aims to describe the implementation of online learning in Banjarmasin and examine the selection of appropriate learning strategies in providing learning experiences for students. The data were sourced from structured interviews of as many as 15 students and five social studies teachers from 3 junior high schools. Structured interview data from the google form were tabulated, described, and analyzed by the social studies teacher in-depth interview through the restatement, description, and interpretation stages. The study results describe that choosing the right learning strategy has helped provide a learning experience for students during the pandemic. The learning strategy that can do is visiting teachers. Teacher visits are carried out with a clear schedule of regular attendance. In addition, teachers can take advantage of several platforms such as; zoom, google classroom, the personal messenger as learning media.
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Hoosen, Tasneem, Faatimah Z. Salajee, Merissa M. Naidoo, et al. "Online Assessment and Feedback Experiences of Occupational Therapy Students." South African Journal of Occupational Therapy 54, no. 2 (2024): 75–86. http://dx.doi.org/10.17159/2310-3833/2024/vol54no1a21.
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Introduction: The COVID-19 pandemic brought about a global crisis in higher education, where students were required to transition to emergency remote teaching (ERT). This study explored students' experiences of online assessments and feedback during the pandemic to inform future practice. Methodology: This study utilised a descriptive cross-sectional quantitative design with purposeful sampling to describe students’ experiences of online assessments. Data were collected from occupational therapy students in 2022. The Assessment Experiences Questionnaire was sent to all eligible participants (n=166). Data were analysed using SPSS version 28. Results: Students reported that 'tackling' assignments made them apply their learning more deeply (79.75%; n=63). More than half of the students learned more from doing assignments than studying course material (61.25%; n=49). The majority of students felt they did not receive timely feedback through online assessments (67.5%, n=54), which impacted their learning. More than half of the students used feedback in preparation for assignments (56.25%; n=45), hence timely and quality feedback was needed. Conclusion: Occupational therapy students had a positive experience of online assessments; however, the transition was challenging. It is recommended for lecturers to consider the challenges of online assessments, the number of assessments and timely feedback for an effective online learning process. Implications for Practice For online learning to be effective, relevant and timely access to resources and support systems are required. These include internet access, resources like laptops and smartphones which facilitate engagement with remote learning. The provision of institutional and academic support can positively influence students' experiences of online learning. Timing and quality of feedback is essential to the online learning experience. Delayed feedback can negatively impact learning, emphasising the importance of timely feedback to aid student growth and improved learning outcomes. Students experiences and perceptions of how they receive feedback change over time. Thus, personalised feedback focusing on improvement rather than comparison to peers should be emphasised in the learning environments to which they are exposed. The importance of effective time management in students is emphasised for online learning and students need to be equipped with these skills for this mode of learning.
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Hoosen, Tasneem, Faatimah Z. Salajee, Merissa M. Naidoo, et al. "Online Assessment and Feedback Experiences of Occupational Therapy Students." South African Journal of Occupational Therapy 54, no. 2 (2024): 75–86. https://doi.org/10.17159/2310-3833/2024/vol54no2a9.
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Introduction: The COVID-19 pandemic brought about a global crisis in higher education, where students were required to transition to emergency remote teaching (ERT). This study explored students' experiences of online assessments and feedback during the pandemic to inform future practice. Methodology: This study utilised a descriptive cross-sectional quantitative design with purposeful sampling to describe students’ experiences of online assessments. Data were collected from occupational therapy students in 2022. The Assessment Experiences Questionnaire was sent to all eligible participants (n=166). Data were analysed using SPSS version 28. Results: Students reported that 'tackling' assignments made them apply their learning more deeply (79.75%; n=63). More than half of the students learned more from doing assignments than studying course material (61.25%; n=49). The majority of students felt they did not receive timely feedback through online assessments (67.5%, n=54), which impacted their learning. More than half of the students used feedback in preparation for assignments (56.25%; n=45), hence timely and quality feedback was needed. Conclusion: Occupational therapy students had a positive experience of online assessments; however, the transition was challenging. It is recommended for lecturers to consider the challenges of online assessments, the number of assessments and timely feedback for an effective online learning process. Implications for Practice For online learning to be effective, relevant and timely access to resources and support systems are required. These include internet access, resources like laptops and smartphones which facilitate engagement with remote learning. The provision of institutional and academic support can positively influence students' experiences of online learning. Timing and quality of feedback is essential to the online learning experience. Delayed feedback can negatively impact learning, emphasising the importance of timely feedback to aid student growth and improved learning outcomes. Students experiences and perceptions of how they receive feedback change over time. Thus, personalised feedback focusing on improvement rather than comparison to peers should be emphasised in the learning environments to which they are exposed. The importance of effective time management in students is emphasised for online learning and students need to be equipped with these skills for this mode of learning.
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Torrado, Cespon Milagros, and Lage José María Díaz. "Gamification, Online Learning and Motivation: A Quantitative and Qualitative Analysis in Higher Education." CONTEMPORARY EDUCATIONAL TECHNOLOGY 14, no. 4 (2022): ep381. https://doi.org/10.30935/cedtech/12297.
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As a motivational teaching practice, gamification does not always work as expected. This paper supports these findings and adds the factor of online teaching, analysing the results of an experiment carried out in an online higher education context to test the relevance and motivational efficacy of ludic methodologies using learning and knowledge technology. Three groups of students (n=78, n=64, and n=74) participated in gamified experiences in the same subject. These groups were offered different approaches to the experiences, only one of which included a reward. Neither of the gamified experiences was compulsory. The results show how the use of technologies and gamification is not as appealing as it may seem and how other aspects—such as teacher-student relationship and interaction, rewards, and the sense of alienation generated by online teaching—influence student participation. The low rate of participation indicates that teachers must consider not only those students who participate but also those who do not. The main conclusion is that not only the methodology is important but also the performance and the fact that the student-teacher relationship in online education is more demanding, effectively speaking. Thus, those students who were in direct contact with the teacher during the execution of the gamified experience present a higher level of involvement. This is a factor to consider for the motivational needs of online university students where intrinsic and extrinsic motivation and direct interaction play essential roles.
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Cleveland-Innes, Marti, and Prisca Campbell. "Emotional presence, learning, and the online learning environment." International Review of Research in Open and Distributed Learning 13, no. 4 (2012): 269. http://dx.doi.org/10.19173/irrodl.v13i4.1234.
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<p>In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry. <br /><br /></p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />