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Vilner, Tamar, and Ela Zur. "Massive, Partially Online CS1 Course." EDEN Conference Proceedings, no. 1 (June 16, 2019): 356–64. http://dx.doi.org/10.38069/edenconf-2019-ac-0039.
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The Open University of Israel (OUI) has an open admissions policy and is based primarily on distance learning. As in other universities, our CS1 course includes the topics recommended in the Computer Science Curricula (2013). The large number of students who register for the course (from 700-900 students per semester) presents us with unique challenges in management. In this paper, we describe the efforts we have devoted to making the learning and teaching process as uniform as possible for all students taking the course. We describe the research we conducted in order to ascertain whether there is a correlation between regular or intensive tutoring groups and student success in CS1 and whether the specific tutors affect student success. We were satisfied that the teaching of our course is quite uniform.
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Liu, Hanxiao, Wanli Ma, Yiming Yang, and Jaime Carbonell. "Learning Concept Graphs from Online Educational Data." Journal of Artificial Intelligence Research 55 (April 24, 2016): 1059–90. http://dx.doi.org/10.1613/jair.5002.
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This paper addresses an open challenge in educational data mining, i.e., the problem of automatically mapping online courses from different providers (universities, MOOCs, etc.) onto a universal space of concepts, and predicting latent prerequisite dependencies (directed links) among both concepts and courses. We propose a novel approach for inference within and across course-level and concept-level directed graphs. In the training phase, our system projects partially observed course-level prerequisite links onto directed concept-level links; in the testing phase, the induced concept-level links are used to infer the unknown course-level prerequisite links. Whereas courses may be specific to one institution, concepts are shared across different providers. The bi-directional mappings enable our system to perform interlingua-style transfer learning, e.g. treating the concept graph as the interlingua and transferring the prerequisite relations across universities via the interlingua. Experiments on our newly collected datasets of courses from MIT, Caltech, Princeton and CMU show promising results.
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Xu, Hongjiang, and Sakthi Mahenthiran. "Factors that Influence Online Learning Assessment and Satisfaction: Using Moodle as a Learning Management System." International Business Research 9, no. 2 (2016): 1. http://dx.doi.org/10.5539/ibr.v9n2p1.
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<p>Higher education continues to evolve, including recent increases in the number of courses offered fully and partially (hybrid) online. Many new technologies have been used to support online education, particularly learning management systems (LMS’s), which serve as the core technology platforms for the online environment. Our research is to use Moodle as an LMS and empirical survey data to investigate what are the factors that influence online assessment and overall satisfaction with online learning. We used an online survey as the method of data collection for this study. The survey questionnaire was sent anonymously to all students who took the online or hybrid course sections at a US university, as well as all faculty who taught those online or hybrid course sections. The research result showed that overall student satisfaction with online learning is significantly affected by how the course is organized and how the content is sequenced, the ease with which students can complete assignments, and the use of the LMS to engage with content.</p>
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Harris, Jennifer D. "Statistical Success: Three-Year Analysis of Student Performance and Student Insights from a First-Year College Statistics Course." Advances in Social Sciences Research Journal 10, no. 5 (2023): 103–21. http://dx.doi.org/10.14738/assrj.105.14687.
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This study included quantitative and qualitative analysis of three years of students in an introductory college-level statistics course. The quantitative analysis focused on what aspects might be relevant to student success. The instructor and the modality appear to be significantly related to student success. Somewhat surprisingly, fully onsite courses had a lower success rate than online or partially online courses. The qualitative analysis focused on the student comments on end of course surveys for the same three years. These comments were categorized based on topic and then rated from -3 reflecting a strong negative feeling, through to +3 indicating a strong positive feeling. These comments highlighted the importance students placed on live online lessons with the instructor. Students also appeared to take responsibility for their learning, noting the importance of their engagement to their success. This study provided unique insights to student success in an introductory college-level statistics course. Instructor and student engagement is key, along with opportunities for live connections.
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van der Zwan, Natascha, and Alexandre Afonso. "Activating the Research Methods Curriculum: A Blended Flipped Classroom." PS: Political Science & Politics 52, no. 4 (2019): 749–53. http://dx.doi.org/10.1017/s1049096519000581.
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ABSTRACTThe blended flipped classroom is a partially online, partially offline course to teach social science research methods. Online, students watch video lectures, do readings, and complete short exercises to acquire basic knowledge of research methodologies and academic skills. Being set up modularly, the online environment offers flexibility regarding not only when to study but also what to study: students choose the methods they find useful for their thesis project. They then apply these methods and skills in a series of face-to-face workshops, which incorporate several forms of active learning, such as small-group work, mini-games, and in-class writing. Although more demanding than a traditional lecture course, the blended flipped classroom has had a positive effect on student performance in the research methods course as well as in subsequent thesis projects.
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Elvers, Greg C., Donald J. Polzella, and Ken Graetz. "Procrastination in Online Courses: Performance and Attitudinal Differences." Teaching of Psychology 30, no. 2 (2003): 159–62. http://dx.doi.org/10.1207/s15328023top3002_13.
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This study investigated the relation between dilatory behaviors and performance in students whom we randomly assigned to either an online or a traditional, lecture introductory psychology class. Both sections had full access to a class Web site. There were no reliable differences between the 2 sections of the class on the measures of procrastination, exam performance, or attitudes toward the class. Yet, procrastination was negatively related with exam scores and with attitudes toward the class for the online students, but not for the lecture students. This difference may partially explain why online courses designed to increase the educational efficacy of a course often show no difference in performance when compared to lecture classes.
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McDaniel, Rudy, and Peter Telep. "Game Design Tactics for Teaching Technical Communication in Online Courses." Journal of Technical Writing and Communication 51, no. 1 (2020): 70–92. http://dx.doi.org/10.1177/0047281620977163.
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This article describes an interdisciplinary, partially online honors course entitled Video Game Theory and Design. The article reviews the literature surrounding video games and technical communication and then outlines the learning objectives for the course. The authors describe individual and team-produced assignments and suggest game design techniques for motivating students. We explain how we assess different projects, including oral game pitches and the complex technical Game Design Documents that are students’ final deliverables. Finally, we discuss how game design techniques provide new perspectives on writing and generate new possibilities for technical communication assignments. We close by proposing three tactics that are useful for teaching technical communication students in hybrid and fully online courses: (a) nonlinear association for creative thinking; (b) team-based assignments for writing and editing using game-based tools; and (c) iterative prototyping and playtesting for multimodal production. Each tactic is contextualized using examples drawn from the field.
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Pan, Xiaoquan, and Huijuan Shao. "Teacher online feedback and learning motivation: Learning engagement as a mediator." Social Behavior and Personality: an international journal 48, no. 6 (2020): 1–10. http://dx.doi.org/10.2224/sbp.9118.
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Teacher online feedback (TOF) through online course delivery has been identified as key to promoting and validating knowledge in online learning environments. We examined the relationships between TOF, learning motivation, and learning engagement, and the mediating role of learning engagement in the relationship between TOF and learning motivation, using structural equation modeling and bootstrap analysis. Participants comprised 312 university students of College English courses in China. The results indicated that TOF was positively related to both learning motivation and learning engagement. Further, the positive effect of TOF on learning motivation was partially mediated by learning engagement. Theoretical implications and practical implications for language teachers' implementation of TOF are discussed.
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Beck, Robert J. "Teaching International Law as a Partially Online Course: The Hybrid/Blended Approach to Pedagogy." International Studies Perspectives 11, no. 3 (2010): 273–90. http://dx.doi.org/10.1111/j.1528-3585.2010.00408.x.
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Huang, Din-Yuang. "Hybrid E-Service Learning Practice during COVID-19: Promoting Dog Adoption in Philosophy of Life Course in Taiwan." Education Sciences 12, no. 8 (2022): 568. http://dx.doi.org/10.3390/educsci12080568.
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There are several models for e-service learning, from traditional (without any online content) to extreme online service learning (without any actual interactive elements) which suggested by L. S. Waldner. In Type III, (hybrid) e-service learning, the instruction or service can be offered partially onsite and partially online. Waldner cites four successful case studies to prove such a model can work. Teachers should prepare students to participate in service learning during other disasters that may occur anytime, and offer servification dimensions for teaching. Using the Waldner Type III model, this paper aims to promote and stimulate service learning in shelters, as well as onsite and online, for the adoption of animals. Considering this paper is the leading research on the project’s application, we employ a qualitative research method, observing the students’ reflection work to clarify the basic proposition, and to describe what happened when we changed the model of hybrid e-service learning from Type III to Type I during the epidemic.
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Bakr, Mahmoud M., Ward L. Massey, and Helen M. Massa. "Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years." Education Research International 2016 (2016): 1–9. http://dx.doi.org/10.1155/2016/7097398.
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Flipped classrooms have been successfully used to increase student engagement and support student learning in a range of educational fields, including health education. These advantages for student learning supported implementation of the flipped classroom in introductory sciences and preclinical courses in dental education. We report on a 4-year retrospective study which compared two methods of delivery of a first-year dental anatomy course. The first method used the traditional method, consisting of face to face contact teaching hours, which was compared to a partial flipped classroom, where lecture contact was maintained but practical classes were flipped. A series of online videos demonstrating different practical tasks such as wax carving and tooth identification. An online digital library and online quizzes for self-reflected learning were developed and trialled. Students’ Evaluations of Course (SEC) and students’ overall performance in practical and theoretical assessments were used to evaluate the impact on student engagement and success, respectively, after implementation of the modified course offerings. This study evidences the success of the transition to a partially flipped course design. Careful design and consideration of implementation of the flipped classroom method in dental education are recommended to ensure that there is reliable availability of online resources and dedicated teaching staff for construction of resources and delivery of relevant in-class activities.
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Haslerud, Torjan, Andreas Julius Tulipan, Robert M. Gray, and Martin Biermann. "E-learning for medical imaging specialists: introducing blended learning in a nuclear medicine specialist course." Acta Radiologica Open 6, no. 7 (2017): 205846011772085. http://dx.doi.org/10.1177/2058460117720858.
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Background While e-learning has become an important tool in teaching medical students, the training of specialists in medical imaging is still dominated by lecture-based courses. Purpose To assess the potential of e-learning in specialist education in medical imaging. Material and Methods An existing lecture-based five-day course in Clinical Nuclear Medicine (NM) was enhanced by e-learning resources and activities, including practical exercises. An anonymized survey was conducted after participants had completed and passed the multiple choice electronic course examination. Results Twelve out of 15 course participants (80%) responded. Overall satisfaction with the new course format was high, but 25% of the respondents wanted more interactive elements such as discussions and practical exercises. The importance of lecture handouts and supplementary online material such as selected original articles and professional guidelines was affirmed by all the respondents (92% fully, 8% partially), while 75% fully and 25% partially agreed that the lectures had been interesting and relevant. Conclusion E-learning represents a hitherto unrealized potential in the education of medical specialists. It may expedite training of medical specialists while at the same time containing costs.
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Akcay Ozkan, Zeynep, and Sirin Budak. "A Comparison of Students’ Preferences in Online Algebra Instruction Pre- and Post-Covid-19." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 17 (2021): 4. http://dx.doi.org/10.3991/ijim.v15i17.23579.
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This study is aimed towards understanding students’ preferences in online learning of College Algebra at a community college in the United States, before and after the Covid-19 pandemic. We analyze the results of Student Satisfaction surveys administered during Fall 19, Spring 20 and Fall 20 semesters. The classes were partially or fully online with synchronous and asynchronous components such as face-to-face and/or virtual meetings, pre-recorded video lessons, assignments through online homework platforms, and discussion board assignments. Our analysis show that students found face-to-face meetings most helpful, when classes were taught partially online. After the transition to online teaching, virtual meetings did not directly replace the face-to-face meetings, instead online homework platforms were preferred. We find that students ultimately started utilizing all components of online classes on an equal basis. Our results reflect students’ adjustment to online teaching, taking more advantage from asynchronous course components and becoming active learners over time.
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Olmes, Gregor Leonhard, Julia Sarah Maria Zimmermann, Lisa Stotz, et al. "Students’ attitudes toward digital learning during the COVID-19 pandemic: a survey conducted following an online course in gynecology and obstetrics." Archives of Gynecology and Obstetrics 304, no. 4 (2021): 957–63. http://dx.doi.org/10.1007/s00404-021-06131-6.
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Abstract Purpose The purpose of this survey was to assess medical students’ opinions about online learning programs and their preferences for specific teaching formats during COVID 19 pandemic. Methods Between May and July 2020, medical students who took an online gynecology and obstetrics course were asked to fill in a questionnaire anonymously. The questionnaire solicited their opinions about the course, the teaching formats used (online lectures, video tutorials featuring real patient scenarios, and online practical skills training), and digital learning in general. Results Of 103 students, 98 (95%) submitted questionnaires that were included in the analysis. 84 (86%) students had no problem with the online course and 70 (72%) desired more online teaching in the future. 37 (38%) respondents preferred online to traditional lectures. 72 (74%) students missed learning with real patients. All digital teaching formats received good and excellent ratings from > 80% of the students. Conclusion The survey results show medical students’ broad acceptance of the online course during COVID 19 pandemic and indicates that digital learning options can partially replace conventional face-to-face teaching. For content taught by lecture, online teaching might be an alternative or complement to traditional education. However, bedside-teaching remains a key pillar of medical education.
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Ko, Tiffany, Lisa Y. N. Law, Theresa Kwong, and Eva Y. W. Wong. "The Challenges and Dynamics of Flipped Learning Totally Online: The Case of Training Research Postgraduates to Be University Instructors." World Journal of Educational Research 7, no. 4 (2020): p36. http://dx.doi.org/10.22158/wjer.v7n4p36.
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“Flipped classroom” is one of the popular blended learning approaches in Higher Education (HE) with significant use of technology. A “flipped” course typically engages students to do pre-class online learning at their own pace; the teachers then design active learning activities to reinforce students’ online learning in a physical classroom setting. Although literatures suggest that active learning after self-directed online learning can take place not only in traditional lectures hall but also online learning spaces, there is a lack of studies that investigate how the “relocation” of the face-to-face component online would affect students’ learning. As the COVID-19 pandemic has suspended face-to-face teaching on HE campuses worldwide, this article seizes the opportunity to examine the difficulties and possibilities of conducting flipped learning totally online. By evaluating the delivery of a flipped course for 46 research postgraduate students in Hong Kong during the pandemic-stricken period, the teaching team of the captioned course summarizes how the paradigm shift of flipped learning from partially online to totally online simultaneously distort and create new dynamics of in-class interaction and collaboration. Recommendations on how to better implement and research “flipped learning totally online” as a pedagogy across multiple disciplines will also be highlighted.
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Azimi, Sepinoud, Carmen-Gabriela Popa, and Tatjana Cucić. "Improving Students Performance in Small-Scale Online Courses - A Machine Learning-Based Intervention." International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI) 2, no. 2 (2020): 80. http://dx.doi.org/10.3991/ijai.v2i2.19371.
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<p class="0abstract"><span lang="EN-US">The birth of massive open online courses (MOOCs) has had an undeniable effect on how teaching is being delivered. It seems that traditional in-class teaching is becoming less popular with the young generation – the generation that wants to choose when, where and at what pace they are learning. As such, many universities are moving towards taking their courses, at least partially, online. However, online courses, although very appealing to the younger generation of learners, come at a cost. For example, the dropout rate of such courses are higher than that of more traditional ones, and the reduced in-person interaction with the teachers results in less timely guidance and intervention from the educators. Machine learning (ML)-based approaches have shown phenomenal successes in other domains. The existing stigma that applying ML-based techniques requires a large amount of data seems to be a bottleneck when dealing with small-scale courses with limited amounts of produced data. In this study, we show not only that the data collected from an online learning management system could be well utilized in order to predict students’ overall performance but also that it could be used to propose timely intervention strategies to boost the students’ performance level. The results of this study indicate that effective intervention strategies could be suggested as early as the middle of the course to change the course of students’ progress for the better. We also present an assistive pedagogical tool based on the outcome of this study, to assist in identifying challenging students and in suggesting early intervention strategies.</span></p>
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Dalif, Nurul Athifah, Ahmadi Usman, and Syahriah Sari. "PENGARUH E-COMMERCE SHOPEE DAN KREATIVITAS MAHASISWA TERHADAP MINAT BERWIRAUSAHA ONLINE MAHASISWA JURUSAN ADMINISTRASI NIAGA POLITEKNIK NEGERI UJUNG PANDANG." Journal of Business Administration (JBA) 4, no. 2 (2024): 96–117. https://doi.org/10.31963/jba.v4i2.4851.
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This research is aimed find out students' perceptions of the students' creativity that must be possessed in online entrepreneurship, find out students' perceptions of online entrepreneurial intention, find out the effect of shopee e-commerce toward students' online entrepreneurial intention partially, find out the effect of students’ creativity toward students' online entrepreneurial intention partially, find out the effect of shopee e-commerce and students’ creativity toward students' online entrepreneurial intention simultaneously. The population of this research were students of the Department of Business Administration, the State Polytechnic of Ujung Pandang who had completed entrepreneurship course and used shopee e-commerce with total of 399 students. In this research, the sampling technique used was purposive sampling and the calculation based of the slovin’s formula, which resulted 200 students as sample. This research data was obtained from distributing online questionnaires. The data gathered obtained is then processed and analyzed by using SPSS Statistics version 25 by conducting validity and reliability tests, descriptive statistical analysis, classical assumption tests, multiple linear regression tests, and hypothesis tests. The results of this research showed that: 1) students' perceptions of shopee e-commerce in online entrepreneurship is in the good category; 2) students' perceptions of the students' creativity that must be possessed in online entrepreneurship is in the high category; 3) students' perceptions of online entrepreneurial intention is in the high category; 4) shopee e-commerce partially had an effect on online entrepreneurial intention; 5) student creativity had no effect on online entrepreneurial intention; 6) shopee e-commerce and student creativity simultaneously had an effect on online entrepreneurial intention.
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Katz, Anne, and Alexandra Sledge-Tollerson. "Connecting a Community through a Family Literacy Project and Virtual Writing Collaboration." Georgia Journal of Literacy 44, no. 1 (2021): 24–40. http://dx.doi.org/10.56887/galiteracy.14.
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The importance of accessing and sharing children’s literature took on new meaning as educators pivoted to remote and online learning models over the course of the past school year. In light of the pandemic, College of Education pre-service educators enrolled in a Fall 2020 Language and Literacy Development course (which is usually scheduled to meet face-to-face twice a week) was re-structured as hybrid, where a group of students was scheduled to meet partially face-to-face and partially online weekly. I planned to adapt my family literacy project collaboration with a local community center, an academic service learning assignment that I incorporate each semester as part of the course. A second community literacy project embedded in the course involved reading and discussing Look both ways: A tale told in ten blocks (Reynolds, 2019), short stories that detail experiences of middle school characters on their walk home from school. My original plan was for both middle school students and pre-service educators to draft personal place-based writing short stories- inspired by the mentor text- and participate in writing conferences. Instead, Zoom sessions were conducted in which both sets of students virtually conferenced about their writing pieces when schedules allowed. In this manner, authentic conversations about writing were being cultivated through a virtual approach.
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Sabouni, Ammar, Abdelkader Chaar, Yamama Bdaiwi, et al. "An online academic writing and publishing skills course: Help Syrians find their voice." Avicenna Journal of Medicine 07, no. 03 (2017): 103–9. http://dx.doi.org/10.4103/ajm.ajm_204_16.
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Abstract Purpose: A group of Arab-American physicians and researchers in the United States organized a blended online course in academic writing and publishing in medicine targeting medical students and physicians in war-torn Syria. This was an effort to address one of the reasons behind the poor quantity and quality of scientific research papers in Syria and the Arab region. In this paper, we report on the design, conduct, and outcome of this course and attempt to evaluate its effectiveness. Methods: The educational intervention was a 2-month blended online course. We administered a questionnaire to assess satisfaction and self-reported improvement in knowledge, confidence, and skills of academic writing and publishing. Results: The course succeeded in reaching more than 2588 physicians and medical students from the region; 159 of them completed most of the course. Eighty-three percent of the participants felt that they were confident enough to write an academic paper after the course and 95% felt the learning objectives were achieved with an average student satisfaction of 8.4 out of 10. Conclusion: Physicians in Syria and neighboring countries are in need of training to become an active part of the global scientific community and to document and communicate the crisis their countries are going through from a medical perspective. Low-cost online educational initiatives help respond, at least partially, to those needs.
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Chen, Changsheng, and Xiangzeng Meng. "Exploring the Relationship Between Student Behavioral Patterns and Learning Outcomes in a SPOC." International Journal of Distance Education Technologies 19, no. 1 (2021): 35–49. http://dx.doi.org/10.4018/ijdet.2021010103.
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As a supplement to face-to-face teaching, small private online courses (SPOCs) have become increasingly popular in higher education. Nevertheless, there is a lack of research on behavioral patterns in the university SPOC. This empirical study investigates the behavioral patterns of 306 undergraduate students taking a degree course partially taught through a university learning platform. Results suggested that task-oriented behaviors accounted for most of the online learning processes. The login behavior was the most significantly correlated with learning outcomes, followed by student engagement with learning activities. The authors found that students' engagement levels had a statistically significant impact on their learning outcomes. Additionally, the high-achieving group demonstrated higher activity levels in performance- and objective-driven activities. The low-achieving group encountered some difficulties in self-regulated learning.
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Vayre, Emilie, and Anne-Marie Vonthron. "Psychological Engagement of Students in Distance and Online Learning." Journal of Educational Computing Research 55, no. 2 (2016): 197–218. http://dx.doi.org/10.1177/0735633116656849.
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The aim of this study is to test a model of online learners' engagement, which integrates social support (from teachers, peers, and family members) and sense of community as direct and indirect factors, with academic self-efficacy playing a mediating role. Survey results based on a questionnaire administered to 255 students enrolled in an online university course confirm, but only partially, our hypothesized model. Path analysis revealed that social support provided by teachers was the only interindividual factor that influenced students' engagement. Moreover, the sense of community was also a significant direct predictor of online learners' engagement. Finally, self-efficacy functioned as a mediator only between the sense of community and engagement.
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Moffat, Jack, Charlotte Copas, Kate Wood, and J. David Spafford. "Asynchronous Delivery of a 400 Level, Partially Peer-Graded, Oral Presentation and Discussion Course in Systems Neuroscience for 60 Students during the COVID-19 Pandemic." Brain Sciences 11, no. 6 (2021): 693. http://dx.doi.org/10.3390/brainsci11060693.
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A 400-level undergraduate oral presentation and discussion course in Systems Neuroscience was delivered asynchronously online during the COVID-19 pandemic. Enrolled students banked their narrated oral presentations in video format online then engaged in peer evaluation in virtual classrooms through the course website. Student delivered their oral presentation and responded to peer questions at their leisure and convenience, without the stress and anxiety associated with a “live” performance delivery in front of their peers. A remote and asynchronously delivered course facilitated much more peer contact than “live” versions of the course, which included a total of 62 uploaded presentations, 301 video responses uploaded to 1985 questions posed by peers, a total of 1159 feedback questionnaires submitted, 1066 rankings submitted of viewed oral presentations, and 1091 scores submitted evaluating the quality of questions posed by reviewers of oral presentations. A major drawback in the remote, asynchronous deliver was the enormity of peer engagement through the course website portal, which was mostly blind to the instructor because of the inability to effectively cross-index data linked between the student entries in the LEARN course website and the uploaded videos stored within BONGO Video Assignment tool. Nonetheless, a consistent engagement of students, and the positive feedback from enrolled students, indicate that a future version of this oral/written discussion course will be delivered, in part, remotely and asynchronously, even without a mandated delivery of the course by a remote and asynchronous method due to the COVID-19 pandemic restrictions in 2020–2021.
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Muhammad, Kamaruzzaman, Erlane K. Ghani, Razana Juhaida Johari, Mazurina Mohd Ali, and Citra Sukmadilaga. "The Mediating Role of Self-Efficacy on Online Learning among Accounting Students." International Review of Management and Marketing 14, no. 4 (2024): 92–102. http://dx.doi.org/10.32479/irmm.16544.
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This study examines the mediating role of self-efficacy in the effective online learning of accounting students. Specifically, this study examines whether self-efficacy can mediate the influence of student attitude towards online learning and course suitability for online learning in universities. This study uses a questionnaire distributed to students from public and private universities. Six hundred and sixty-two responses were received. Using mediation analysis, this study shows that self-efficacy serves as a mediator for the relationship between attitudes towards online learning and online learning. This study shows a significant direct influence between attitudes towards online learning and online learning. The results of this study indicate that the correlation between the appropriateness of the course and online learning is similar and has a statistically significant direct influence. This study also shows that self-efficacy partially complements the mediation of the correlation. The findings in this study provide additional insight into the various factors that can impact the effectiveness of online learning environments. These findings can assist universities in formulating strategies to optimise the content, activities, and assessments within such environments, thereby increasing their overall effectiveness. Furthermore, this study contributes to the existing literature by examining self-efficacy as a mediating role in an online learning environment in Malaysian universities.
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Ramos, Romell A., Elizabeth Socorro P. Carandang, and Teresita O. Pante. "Learner Engagement and Satisfaction in the Online Mathematics Course: The Experience of a Private Philippine University." World Journal of Education 12, no. 2 (2022): 28. http://dx.doi.org/10.5430/wje.v12n2p28.
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Institutions of higher learning had to adopt a flexible learning delivery due to the threat of the global health crisis in 2020. Taking advantage of the technological affordances, many universities and colleges implemented the online learning modality. However, teachers and students found themselves overwhelmed with issues of quality assurance and outcomes of online teaching and learning. In this descriptive research study, the university students’ feedback on their engagement and satisfaction in the online mathematics courses was analyzed to get a perspective on successful online learning implementation. The mediation analysis on the responses of 512 university students on a 35-item researcher-made questionnaire showed that the university students were engaged and satisfied with their online mathematics courses. The design factor had a significant effect on learner engagement and satisfaction. The human factor has a significant impact on learner engagement but no significant effect on learner satisfaction. The structural equation model further revealed that learner engagement fully mediates the relationship between human factor and learner satisfaction while partially mediating the relationship between design and learner satisfaction. The results strongly assert the need for efficient and effective instructor knowledge and facilitation, more significant class interaction, and engaging use of technology in online mathematics courses to increase learner satisfaction.
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Bar, Talia, Vrinda Kadiyali, and Asaf Zussman. "Grade Information and Grade Inflation: The Cornell Experiment." Journal of Economic Perspectives 23, no. 3 (2009): 93–108. http://dx.doi.org/10.1257/jep.23.3.93.
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Grade inflation and high grade levels have been subjects of concern and public debate in recent decades. In the mid-1990s, Cornell University's Faculty Senate had a number of discussions about grade inflation and what might be done about it. In April 1996, the Faculty Senate voted to adopt a new grade reporting policy which had two parts: 1) the publication of course median grades on the Internet; and 2) the reporting of course median grades in students' transcripts. The policy change followed the determination of a university committee that “it is desirable for Cornell University to provide more information to the reader of a transcript and produce more meaningful letter grades.” It was hoped that “More accurate recognition of performance may encourage students to take courses in which the median grade is relatively low.” The median grade policy has remained to date only partially implemented: median grades have been reported online since 1998 but do not yet appear in transcripts. We evaluate the effect of the implemented policy on patterns of course choice and grade inflation. Specifically, we test two related hypotheses: First, all else being equal, the availability of online grade information will lead to increased enrollment into leniently graded courses. Second, high-ability students will be less attracted to the leniently graded courses than their peers. Building on these results we perform an exercise that identifies the extent to which the change in student behavior resulted in an increase in the university-wide mean grade.
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Chusnah, C., S. Sunarno, and Hamzah Fansuri Nambi. "PENGARUH HARGA DAN KUALITAS PRODUK TERHADAP KEPUTUSAN PEMBELIAN KURSUS ONLINE (Pada PT Kemitraan Kuliner Indonesia)." El-Arbah: Jurnal Ekonomi, Bisnis Dan Perbankan Syariah 7, no. 2 (2023): 107–23. http://dx.doi.org/10.34005/elarbah.v7i2.3528.
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The purpose of this study was to determine the effect of price and product quality on the purchasing decision to take an online course at PT Kemitraan Kuliner Indonesia. The population in this study are consumers who’s been buying the frozen food secret recipe online course in the last 2 years at PT Kemitraan Kuliner Indonesia. The sample in this study consisted of 100 respondents. The analysis methods used in this study are validity test and reliability test, normality test, multicollinearity test, heteroscedasticity test, multiple regression analysis and multiple correlation analysis, determination analysis, f test and t test using the SPSS 25 program. Based on the results of the price variable t test research can a concluded that price has a positive and significant effect on the purchasing decision to take the course. Product quality variable t test can be concluded that Product Quality has a positive and significant effect on the purchasing decision to take an online course at PT Kemitraan Kuliner Indonesia. Based on the results of the coefficient of determination (R2) of 0.859, it shows that the Price and Product Quality variables are able to partially explain 85.9% of the variation that occurs in Purchasing Decisions, while 14.1% is another factor.
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McPherson, Michael S., and Lawrence S. Bacow. "Online Higher Education: Beyond the Hype Cycle." Journal of Economic Perspectives 29, no. 4 (2015): 135–54. http://dx.doi.org/10.1257/jep.29.4.135.
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When two Silicon Valley start-ups, Coursera and Udacity, embarked in 2012 on a bold effort to supply college-level courses for free over the Internet to learners worldwide, the notion of the Massively Open Online Course (MOOC) captured the nation's attention. Although MOOCs are an interesting experiment with a role to play in the future of higher education, they are a surprisingly small part of the online higher education scene. We believe that online education, at least online education that begins to take full advantage of the interactivity offered by the web, is still in its infancy. We begin by sketching out the several faces of online learning—asynchronous, partially asynchronous, the flipped classroom, and others—as well as how the use of online education differs across the spectrum of higher education. We consider how the growth of online education will affect cost and convenience, student learning, and the role of faculty and administrators. We argue that spread of online education through higher education is likely to be slower than many commenters expect. We hope that online education will bring substantial benefits. But less-attractive outcomes are also possible if, for instance, legislators use the existence of online education as an excuse for sharp cuts in higher education budgets that lead to lower-quality education for many students, at the same time that richer, more-selective schools are using online education as one more weapon in the arms race dynamic that is driving costs higher.
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Murtopo, Agus Suryo, and Muhammad Husin Nur Muzakki. "Online Consumer Behavior in Buying Samsung Smartphones." JBTI : Jurnal Bisnis : Teori dan Implementasi 12, no. 3 (2022): 184–92. http://dx.doi.org/10.18196/jbti.v12i3.13492.
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Purchasing decision is the culmination of consumer behavior, in which finally, the consumers will do purchase having passed through some stages of consumer behavior. In this research, consumer behaviors being the variable of research are price, brandtrust, and online service, while the variable affected is purchasing decision. Purchasing decision implemented online is, of course, more complex than the one implemented directly, in which buyers interact face to face with the sellers. The objective of research is to analyze the effect of price, brandtrust, and online service on purchasing decision made in online purchase in the students of Faculty of Economics and Business, Sebelas Maret University (Universitas Sebelas Maret). Questionnaire was used as an instrument of collecting data in this research and SPSS version 24 software was used to analyze data. Data analysis was carried out using a multiple linear regression. The result of research shows that price, brandtrust and online service quality affect the decision of purchasing Samsung smartphone positively and significantly, either partially or simultaneously.
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Prihatmi, Tutut Nani. "UTILIZING WHATSAPP GROUP AS A SUPPORTING MEDIUM IN ENGLISH COURSE E-LEARNING: STUDENTS’ PERSPECTIVES." Journey (Journal of English Language and Pedagogy) 4, no. 1 (2021): 23–28. http://dx.doi.org/10.33503/journey.v4i1.1255.
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This study investigates the students' perception of using WhatsApp Group as a supporting medium in English Course e-learning. The overall learning course was using a web-based LMS named SPADA ITN Malang and partially using Google Meet. This study's research design is survey research with the help of online questionnaires on Google Form. The respondents were fifty students of the Informatics Engineering department at the National Institute of Technology Malang. The research findings showed that the students had high positive perceptions toward the English course WA group regarding ease-of-use, usefulness, and communication. This study suggests that the WA group's utilization in every course is essential to help students gain more understanding of the materials delivered on SPADA and bridge the lecturer-students communication gap during the e-learning process.
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Sterns, Harvey, and Vicki de Klerk-Rubin. "SKILL BUILDING BLOCKS: ASYNCHRONOUS ONLINE LEARNING THROUGH INTERACTIVE THEMATIC INSTRUCTION." Innovation in Aging 6, Supplement_1 (2022): 437–38. http://dx.doi.org/10.1093/geroni/igac059.1717.
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Abstract Whether professional or as a family carer, interactions with an older adult living with or without cognitive decline should be person-centered. Learning behavioral skills requires more than watching a demonstration or cognitive learning; it requires practice, feedback and more practice. Online learning has become the best way to reach carers of older adults, partially due to the COVID pandemic and partially due to time, money and energy resources being stretched to their limits. The Validation Training Institute has developed 6 self-directed, online Skill Building Blocks that uses thematic instruction strategy, interactive exercises, and videos demonstrating why each skill is important and how to best utilize the skill in real life situations. Learners have completed pre and post-questionnaires using the Likert scale and the IMMS (Instructional Material Motivation Survey) which measures attention, relevance, confidence, and satisfaction. An online focus group of participants concluded the data collection process. Techniques taught through Skill Building Blocks proved to be relevant to the learners’ life experience. There was effective retention and transfer of skills, and the training proved to be motivating for continued application in the real world. Learners expressed confidence and satisfaction with the user-friendly, thematic design of each block.
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Hoque, Rakibul, Mahfuz Ashraf, Mohammad Afshar Ali, and Rashadul Hasan. "Understanding the Usability of Course Management Systems (CMS) in Developing Countries." International Journal of Information Communication Technologies and Human Development 7, no. 3 (2015): 27–35. http://dx.doi.org/10.4018/ijicthd.2015070103.
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Course Management System (CMS) is now probably the most used educational technologies in higher education, behind only the Internet and common office software. It can facilitate posting content, participating in discussions, maintaining a grade book, tracking participation and managing learning activities in an online environment for instructors and learners. But question arises to what extent these systems are successful in developing countries like Bangladesh. Unfortunately there are very few reports and publication that have tried to focus on above issues. In this study, an evaluation and analysis of CMS in developing countries like Bangladesh was carried out to assess the success of the system by using “ITPOSMO' model. The study found that CMS is partially failing in higher educational institutions in Bangladesh.
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Jung, Jiwon, and Chun Yee Wong. "Emergent Online Teaching Effect on International Graduate Students’ Academic Performance in Japan during COVID-19." International Journal of Asian Education 4, no. 1 (2023): 1–16. http://dx.doi.org/10.46966/ijae.v4i1.314.
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International graduate students reluctantly partook in the distance learning with the closure of national borders with the outbreak of COVID-19. Different instructional modes (in-person, online, and hybrid) and timing of the online learning exposure would play a role in international students’ academic achievement considering the expectations and motivations to learn abroad. Based on 267 course-based panel data, for the same courses, online-mode teaching yielded worse Grade Point Averages (GPAs) and less of a sense of class community compared to the in-person mode. Similarly, students who started the program after COVID-19 (i.e., Class of 2022) performed worse than those who changed their mode of study during their study due to COVID-19 (i.e., Class of 2021). The more frequent interactions with schoolmates and professors partially mediated this detrimental effect of international online learning. Online learning, on average, decreases the GPA by 0.2 standard deviations (p<0.05). However, this effect became insignificant in the model with the frequency of interacting with classmates or professors that raise the GPA by 0.686 and 0.216 standard deviations (p,0.05), respectively. As the study sheds light on the predicament of emergent distance learning, the study addresses some cautious notes on designing effective and sustainable international education in the post-pandemic era.
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Nammakhunt, Anake, Parham Porouhan, and Wichian Premchaiswadi. "Creating and Collecting e-Learning Event Logs to Analyze Learning Behavior of Students through Process Mining." International Journal of Information and Education Technology 13, no. 2 (2023): 211–22. http://dx.doi.org/10.18178/ijiet.2023.13.2.1798.
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Many traditional educational management models are being switched or shifted into online platforms; thus, assessing behavioral aspects of learners is essential to improving the quality of online teaching and learning processes. Currently, a problem in managing online teaching of courses is that instructors do not have the appropriate tools and techniques to be fully aware of students’ behavioral patterns in a data-driven and process-aware approach. This study is divided into three main parts. In the first part, a dataset of online students is transformed and preprocessed. In the second part, the Fuzzy Miner algorithm supported by Fluxicon Disco is applied to the dataset to understand the learning process of the students in terms of the duration and length of the tutorial videos watched online (i.e., fully watched, partially watched, paused, and resumed intervals) and in terms of the frequencies of all activities. In the third part, a comparison between behavioral patterns of high-performance group of students versus their low-performance counterparts attending the same course was conducted, and we used the Dotted Chart Analysis technique supported by ProM to conduct and make the comparisons. The results of the study showed significant differences between the two groups in terms of the duration spent on the tutorial videos and in terms of the sequence and order of the activities performed and executed. The findings of the research can be used by instructors, administrators, and educational managers to improve the course curriculum management process or to boost effective coaching and teaching styles, leading to the optimization of students’ learning process by increasing educators’ awareness about students’ weaknesses and strengths.
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Bassett, Kaleb, Gayla R. Olbricht, and Katie B. Shannon. "Student Preclass Preparation by Both Reading the Textbook and Watching Videos Online Improves Exam Performance in a Partially Flipped Course." CBE—Life Sciences Education 19, no. 3 (2020): ar32. http://dx.doi.org/10.1187/cbe.19-05-0094.
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For a flipped course, it is critical that students prepare before class. Instead of showing a marked preference for watching videos, most students both watched videos and read the textbook. Both types of preparation positively correlate with exam grades, and multivariate analysis was used to generate a predictive model of student exam performance.
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Kaderali, Firoz, Heinz Müller, and Andreas Rieke. "Media Publishing in Distance Teaching." JUCS - Journal of Universal Computer Science 2, no. (6) (1996): 492–502. https://doi.org/10.3217/jucs-002-06-0492.
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MediaPublishing is an application project within the BERKOM programme. More and more publications for different target groups are produced on multimedia basis. By using high speed communication networks and standardized protocols, distributed applications and scenarios for planning, editing, production and partially also for usage of multimedia publications became possible. In the realisation and test of such complex, distributed production chains for the development of media in distance teaching lies the goal of the project MediaPublishing. The first course produced with the editorial environments and communication facilities now in progress is "Technical data security in communication networks".
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White, Steven, Su White, and Kate Borthwick. "MOOCs, learning designers and the unbundling of educator roles in higher education." Australasian Journal of Educational Technology 36, no. 5 (2020): 71–84. http://dx.doi.org/10.14742/ajet.6111.
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In university educational technology projects, collaborations with external partners pose a range of opportunities and challenges. Educational projects are often associated with unbundling of conventional higher education roles though there is limited empirical work in this area. This is particularly the case with massive open online courses (MOOCs), where further research is needed into the production of courses and the roles of those who produce them. This study investigated the extent to which conventional roles of academics are unbundled during MOOC production partnerships between universities and an external MOOC platform provider. The findings indicate that aspects of conventional educator roles are substantially unbundled to learning designers and other seemingly peripheral actors. Unbundling is partially driven by pragmatic decisions shaping course production processes which need to accommodate the massive and open properties of MOOCs, the nature of cooperation agreements with external platform providers and the reputational risk associated with such public ventures. This study adds to empirical knowledge on the unbundling of roles in online learning projects, and the findings have relevance for those involved in decision-making, planning and development of such projects in higher education.
 Implications for practice or policy:
 
 Managers of online learning projects could use these insights to inform recruitment or training of learning designers (e.g., instructional designers, educational designers).
 Managers of online learning projects could use these insights to inform planning and decision making for projects involving external partners and collaborations.
 Learning designers could use these insights to help plan for online learning projects which involve open content, massive numbers of participants, high-profile collaborations.
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Farani, Yasmin, and Maria Dwi Winarni. "R&D study on materials adjustment for Basic Listening course." EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English 7, no. 2 (2023): 181–89. http://dx.doi.org/10.26905/enjourme.v7i2.8738.
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Due to the last two year Covid-19 Pandemic, the teaching learning activities were globally switched, from offline to online learning. This happened at University of Merdeka Malang, too. One of the researchers, who taught Basic Listening course at Diploma Three English Program, had to change language laboratory activities into synchronous and asynchronous activities. Inevitably, it was resulted in the teaching materials as well. The objective of this RD study is to propose the use of Internet technology through selected videos in the YouTube Channel to partially adjust the existing teaching materials in the above mentioned course. As the primary instruments, the researchers adapted the framework of Graves’ materials development and used questionnaires as the secondary instruments. Graves’ framework consists of seven components of course development processes, however, the researchers did not use or apply them all (only Steps 4, 5 and 6) since they just made partial adjustment to the existing materials usually used during the offline class. The finalproducts of this study were in the form of softcopy files given to the students as handouts. DOI: 10.26905/enjourme.v7i2.8738
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Kenza Bisri Hariris, Ni Made Ida Pratiwi, and Awin Mulyati. "Pengaruh Word of Mouth dan Brand Image terhadap Minat Konsumen di Elfast English Course Kampung Inggris Pare." Masip: Jurnal Manajemen Administrasi Bisnis dan Publik Terapan 3, no. 2 (2025): 95–109. https://doi.org/10.59061/masip.v3i2.1041.
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This study aims to analyze the effect of Word of Mouth (WOM) and Brand Image on Consumer Interest In choosing Elfast English Course as a place to study. The study used a quantitative approach with data collection through an online questionnaire in the form of a google form distributed to Elfast English Course consumers. The sample was randomly selected using simple random sampling technique, and the data was analyzed using multiple linear regression with the help of SPSS version 27. The results showed that both Word of Mouth and Brand Image had a significant effect, both simultaneously and partially, on Consumer Interest. The coefficient of determination (R²) indicates that both variables are able to explain most of the variation in consumer interest. These findings provide insight for Elfast English Course management to continue to improve service quality and strengthen Brand Image. In addition, maximizing Word of Mouth strategies can be an effective way to attract new potential participants through satisfied customer recommendations.
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Smith, David R., Ira W. Geer, Elizabeth W. Mills, Joseph M. Moran, and Robert S. Weinbeck. "The Maury Project, DataStreme Ocean, and Online Ocean Studies: AMS Initiatives in Ocean Science Education." Marine Technology Society Journal 39, no. 4 (2005): 64–70. http://dx.doi.org/10.4031/002533205787465968.
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The education program of the American Meteorological Society (AMS) has developed and nationally implemented two unique pre-college teacher enhancement programs on the ocean sciences, the Maury Project and DataStreme Ocean. In addition, the AMS has employed the successful DataStreme model to make available to colleges and universities an undergraduate distance-learning course on the fundamentals of oceanography, Online Ocean Studies. The Maury Project, established in 1994, is a partnership with the U.S. Naval Academy and State University of New York (SUNY) at Brockport, with significant support from the U.S. Navy, the National Oceanic and Atmospheric Administration (NOAA), and the National Science Foundation (NSF). The Maury Project trains and equips pre-college teachers to be peer trainers on the physical foundations of selected oceanographic topics. They are initially trained in a two-week workshop hosted by the U.S. Naval Academy. Subsequently, participating teachers present training sessions for other teachers with materials prepared by the Project. To date, approximately 300 educators have attended the workshop and tens of thousands of teachers have been peer trained. In 2003, with the goal of reaching a larger audience of pre-college teachers, the AMS in partnership with NOAA and SUNY Brockport initiated DataStreme Ocean. DataStreme Ocean is a semester-long distance-learning course on the basic understandings of oceanography and partially delivered via the Internet. Maury Project alumni work with local university and government laboratory scientists to mentor DataStreme Ocean participants. By fall 2005, over 600 teachers had been enrolled in DataStreme Ocean. Online Ocean Studies is a distance-learning introductory college-level course on the basic understandings of oceanography developed by the AMS in cooperation with NOAA. This semester-length course explores the ocean in the Earth system via investigations keyed to near real-time environmental data derived from ocean and coastal observing systems. Online Ocean Studies is a turnkey package (Web site, customized textbook, investigations manual, and secure faculty Web page) licensed from AMS and adaptable to both traditional lecture/laboratory and totally online local instruction. The AMS piloted Online Ocean Studies during spring 2005 with eleven participating colleges and universities. National implementation took place in fall 2005. Recently, the AMS embarked on a National Science Foundation-funded initiative to facilitate adoption of Online Ocean Studies by minority-serving institutions. The goal is to spur minority student interest in the geosciences.
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Ramsin, Araya, and Hayley J Mayall. "Assessing ESL Learners’ Online Learning Self-Efficacy in Thailand: Are They Ready?" Journal of Information Technology Education: Research 18 (2019): 467–79. http://dx.doi.org/10.28945/4452.
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Aim/Purpose: The purpose of this study was to examine whether ESL students in Thailand felt comfortable and confident using online course management tools as indicated by the levels of their online learning self-efficacy. Background: While online learning has become commonplace in most US based universities, some international educational institutions are just now dealing with the enormous task of introducing online learning to their academic communities and working with both faculty and students for successful implementations. In Thailand, there is a national initiative to harness the power of online learning together with other technological innovations to facilitate an increase in learning outcomes and provide additional access to education for students within public educational institutions. Methodology: Online learning self-efficacy data was collected from 856 newly admitted English as a second language (ESL) students at a large public university in Thailand. Participants were provided an email link to an online survey either via a direct email solicitation or a web link posted by their course instructors. The survey consisted of 8 demographic items and 29 self-efficacy items on a 4-point Likert-type scale. Contribution: This paper adds to the body of research on self-efficacy in online learning context by examining the levels of online learning self-efficacy of ESL students in Thailand, where online learning is still not as prevalent as in the United States and many other regions. Findings: Significant correlations were found between online learning self-efficacy levels and demographic characteristics including self-report computer skills, comfort level using the internet, self-reported English proficiency scores, and prior online learning experience. ESL learners participating in this study were found to have high levels of online learning self-efficacy, which indicated a readiness for engagement in online learning courses. Recommendations for Practitioners: As indicated by the results of the study, ESL students who were better at using computers and more comfortable surfing the internet were found to be more confident that they would do well in online learning environments. Therefore, it is recommended that sufficient training should be provided to support this transition by helping students, especially those with lower computer skills and comfort levels using the internet, get started and supporting them along the way. Also, at the very first stage of transitioning into online learning, the institution may first start with partially online courses into which a mixture of both online and face-to-face elements is incorporated. This will allow students to gradually adjust themselves into the new instructional delivery system and technologies that come with it. Once students are well-adjusted and familiar with the new learning environment, and assessment of the effectiveness of the partial integration has been conducted, the institution can consider offering courses that are entirely online. Recommendation for Researchers: Faculty and institution readiness for the adoption of online learning should also be taken into consideration in future work. To address the identified limitations, we recommend that inclusion of participants from across content domain would provide a more representative and generalizable result. Impact on Society: Incorporation of online learning as a standard instructional strategy will improve access to the educational system within Thailand. Assessing student readiness for this non-traditional way of learning may facilitate institutions’ ability to better plan how to effectively incorporate online learning into its curricula. Future Research: This student focused study was a follow-up to a faculty focused study attempting to indicate the level of readiness for this institution to broadly adopt online learning. Future research could be conducted at the organization/institution perspective using appropriate frameworks to address the last element of readiness for online learning adoption that considers the three facets of student, faculty, and institution. After the completion of this phase of affective/attitudinal research and the implementation of online learning within this institution, we recommend moving on to the measure effectiveness of the new instructional methodology.
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Abdul Rahim, Roszalina, Nor Yazi Hj Khamis, Hafizoah Kassim, and Shuhada Mustafa Hilmi. "The Relevance of Home-Grown Rubrics for Online Communicative Assessment in an Islamic Institution During the Pandemic." International Journal of Language Education and Applied Linguistics 14, no. 2 (2024): 92–104. https://doi.org/10.15282/ijleal.v14i2.10617.
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Assessing English communicative abilities within an online environment poses challenges, particularly when aligning assessment instrument rubrics to enhance the evaluation process and learning outcomes. Home-grown rubrics (HGR) can address specific situations where standardised rubrics might only partially meet an assessment's goals or unique requirements. However, several challenges associated with HGR have been identified when assessing complex skills such as communication. These include inconsistencies in rubric design, limitations in capturing subjective aspects of performance, and difficulties in providing coherent, actionable feedback. This study investigates the relevance of HGR assessment rubrics for English communication skills to cater to online contexts, primarily during the pandemic. An explanatory sequential mixed-methods design focused on an Islamic institution’s English for Proficiency (Pre-Intermediate) course was used to gather data from students for quantitative analysis and from instructors for qualitative inquiries after using the HGR for a semester. A survey instrument with scales of agreement was adapted, piloted, and distributed to 87 students. An unstructured interview was chosen to uncover in-depth insights from four lecturers actively involved with the HGR. Descriptive and thematic analyses were employed to determine users’ perceived agreement and experiences in developing and utilising the HGR. Findings indicate that the students accepted the HGR as a tool for self-assessing their English communicative abilities in a virtual environment. The HGR has also enhanced both lecturers’ and students’ awareness of the assessment process, improved the efficiency of online assessments, and helped students focus on critical components of their assessments. The outcome substantiates the relevance of the HGR for the studied context, suggesting its broader applicability and tailor-made design for other online English language courses and skills.
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Tella, Adeyinka. "Perception and Experience of Online Learning During COVID-19." International Journal of Information, Diversity, & Inclusion (IJIDI) 9, no. 1/2 (2025): 5–35. https://doi.org/10.33137/ijidi.v9i1/2.43719.
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This study examined the inclusivity of online education during the COVID-19 pandemic from the perspectives of LIS undergraduate students across four Nigerian universities. A quantitative method and survey design were employed, targeting undergraduate library and information science (LIS) students. A purposive selection of 20 students from years two, three, and four in the four universities resulted in a sample of 240 students. Data collection was conducted via a questionnaire distributed through Google Forms to students’ group forums, with the first 60 respondents from each university forming the sample. Of the 240 distributed questionnaires, 232 were returned and used for analysis. The findings revealed that online education during the pandemic was only partially inclusive: 70% of respondents indicated that many students could not participate in most online classes due to a lack of access to compatible technology, such as smartphones, tablets, and laptops. Platforms for online classes included Microsoft Teams, Google Classroom, Zoom, Moodle, and social media tools like blogs, Telegram, WhatsApp, and email. Course materials were sent via email and social media, but only 30% of students with access received them. The study concluded that online learning was not inclusive, as 70% of students were sidelined due to a lack of access to necessary devices and internet connectivity. For online learning to be inclusive, all students must be provided with compatible devices and data for connection to live classes. The government must also improve network infrastructure in rural areas to enable participation. This study is pioneering in focusing specifically on the inclusivity of online learning for LIS students during the pandemic.
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Gupta, Rahul, Aditya Kanade, and Shirish Shevade. "Deep Reinforcement Learning for Syntactic Error Repair in Student Programs." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 930–37. http://dx.doi.org/10.1609/aaai.v33i01.3301930.
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Novice programmers often struggle with the formal syntax of programming languages. In the traditional classroom setting, they can make progress with the help of real time feedback from their instructors which is often impossible to get in the massive open online course (MOOC) setting. Syntactic error repair techniques have huge potential to assist them at scale. Towards this, we design a novel programming language correction framework amenable to reinforcement learning. The framework allows an agent to mimic human actions for text navigation and editing. We demonstrate that the agent can be trained through self-exploration directly from the raw input, that is, program text itself, without either supervision or any prior knowledge of the formal syntax of the programming language. We evaluate our technique on a publicly available dataset containing 6975 erroneous C programs with typographic errors, written by students during an introductory programming course. Our technique fixes 1699 (24.4%) programs completely and 1310 (18.8%) program partially, outperforming DeepFix, a state-of-the-art syntactic error repair technique, which uses a fully supervised neural machine translation approach.
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Baigorri, Miriam, Catherine Crowley, and Chelsea Sommer. "Addressing the Gap in Education for Cleft Palate: A Module Training Series for Craniofacial Assessment and Treatment." Perspectives of the ASHA Special Interest Groups 5, no. 3 (2020): 662–68. http://dx.doi.org/10.1044/2020_persp-19-00138.
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Purpose A shortage of speech-language pathologists (SLPs) with expertise in cleft lip and palate (CLP) care exists in the United States and worldwide. Limited educational and clinical preparation can result in ineffective intervention for individuals with CLP. Yet, comprehensive cleft care is a requisite for patients who require such services from SLPs. It is critical that practitioners possess the necessary knowledge and skills. In response to the shortage of qualified personnel, the authors developed an online cleft palate self-study course. This clinical focus article discusses the development process and provides a description of the video tutorials. A preliminary examination of the effectiveness of the tutorials via a quasi-experimental study was conducted with a group of 25 graduate students who had not taken an undergraduate or graduate course that either exclusively or partially covered the topic of CLP. Conclusion Initial investigation of the tutorials via quasi-experimental assessment and feedback from consumers suggests that this resource may serve as an alternative and/or supplemental tool for the education of SLPs, parents, and allied professionals.
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Mohamed Abdelwahab Mahmoud Assistan, Montasser. "Virtual Classes and EFL Students’ Linguistic Performance; Case Study of Engineering Students at Imam Abdulrahman bin Faisal University." Journal of Languages and Translation 4, no. 1 (2024): 38–65. http://dx.doi.org/10.70204/jlt.v4i1.308.
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This study identified the perceptions, attitudes, and difficulties that university students encountered to better understand how EFL virtual classrooms affected their language performance. In order to test the study's hypotheses, 124 engineering college students were given a three-section questionnaire comprising 29 statements, and 15 of them were also interviewed. All participants signed up for the English-language online writing composition course. The study's findings indicate that the participants had varying opinions about how virtual EFL classes affected the improvement of their linguistic ability. Additionally, the results showed that students only partially preferred this method of learning because they had to deal with a variety of concerns, including technological difficulties, inadequate instruction and training, financial commitments, workload pressure, and limited access to the internet. In order to properly employ virtual courses in the teaching of EFL, it is strongly advised that the aforementioned issues be fixed. This case study contributes to the body of research by focusing on a situation where there is a dearth of empirical data regarding EFL learners' perceptions of English learning. To understand why this disparity evolved, additional studies in this area are needed.
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Jуźwikiewicz, Przemysław. "THE INFLUENCE OF DISTANCE LEARNING ON THE STUDY OF STYLISTICS OF THE UKRAINIAN LANGUAGE (Wroclaw experience)." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 15 (May 1, 2021): 29–39. http://dx.doi.org/10.30970/ufl.2021.15.3279.
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The article describes the influence of online teaching on the learning of Ukrainian stylistics. Apart from addressing the theoretical issues concerning online teaching and the teaching of Ukrainian stylistics, the article presents the characteristics of teaching this course (including the course contents) at the Institute of Slavic Studies at the University of Wrocław. The analysis of the problem was based on a survey conducted among MA students of Ukrainian studies at the University of Wrocław, who partially (in the summer semester of the academic year 2019/20220) or fully (in the academic year 2020/2021) participated in online classes using communication platforms. The survey consisted of twelve questions. The first six survey items dealt with general issues related to online learning while the remaining six questions addressed the students’ statements regarding their learning and teaching of Ukrainian language stylistics. Almost 50% of the MA students participated in the anonymous survey. These were the first-year MA students (who took stylistics classes only remotely) and the second-year students (who took stylistics classes in the classroom-based traditional form in the winter semester 2019/2020 while in the summer semester they already studied remotely). The descriptive responses provided to the questions in the second part of the questionnaire, which indicated that learning Ukrainian, particularly in the sphere of speaking and communication, suffered from isolation, were extremely relevant to the study. The delivery of Ukrainian language stylistics classes (on-site or remote) is theoretically not radically different. The character of these classes, i.e. mainly the work involving the reading texts, elaborating them, writing students’ own texts, doing written exercises, means that they can be conducted remotely without any loss of quality, as compared to the classes conducted on-site. However, what was an apparent problem of online classes was the issue of verifying students’ knowledge (controlling the completion of only shorter exercises during online classes and the lengthy process of checking more extensive homework done in various techniques - in text editors, but mainly handwritten assignments which were then scanned or photographed). Key words: the Ukrainian language, stylistics, distance learning.
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Reflianto, Reflianto. "CONSCIENTIOUSNESS AND EMOTIONAL STABILITY ON STUDENTS’ SPEAKING ABILITY THROUGH FLIPPED CLASSROOM." Journal Educative : Journal of Educational Studies 3, no. 2 (2018): 137. http://dx.doi.org/10.30983/educative.v3i2.544.
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<p class="abstrak">The purpose of this study was to analyze the differences of students’ speaking ability in the Flipped Classroom model by using 1) audiovisual media, 2) printed media, 3) online learning WhatsApp and Massive Open Online English Course (MOOEC) in terms of students’ personality of <strong>c</strong>onscientiousness and emotional stability. An experimental research method was used in this study where the data taken from 56 students who enroll class eleventh at Senior High School of MAN 3 Padang. They were divided into four different treatment groups. Students’ speaking ability data were collected by using Oral English Competence Test, while the personality data was measured by using questionnaires with 5-point Likert scale. The data analysis used one ways Anacova. Research findings reported that simultaneously the Flipped Classroom Model by using four different media have significant influence on students' speaking ability in terms of their conscientiousness and emotional stability, but partially was not significant differences on students' speaking ability where the conscientiousness have significant effect on students' speaking ability, but not to emotional stability. Flipped Classroom Model by using online learning WhatsApp and MOOEC highly contribute to the improvement of students' speaking ability than printed media. English teachers can take advantages of the use online learning media WhatsApp and MOOEC in the teaching of English speaking.</p><p class="abstrak"> </p>
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Shunevych, B. I., H. S. Drapalyuk, and N. I. Pyndyk. "INNOVATIVE COMPUTER TECHNOLOGIES IN FOREIGN LANGUAGES INSTRUCTION AT UKRAINIAN HIGHER SCHOOLS." Ukrainian Journal of Information Technology 2, no. 1 (2020): 73–78. http://dx.doi.org/10.23939/ujit2020.02.073.
Full textAbstract:
The global process of transition to the information society, as well as economic, political and social changes that accompany it, accelerate the reform of the Ukrainian education system. First of all, it concerns providing access to education and training for all people who have the necessary skills and knowledge. The effective solution of these problems is facilitated by distance and blended learning, carried out on the basis of modern pedagogical, information and telecommunication technologies. In the article the ways of organizing blended teaching/learning of foreign languages in Ukrainian higher education institutions (HEI) are analyzed; types of software used for creating educational materials by means of innovative computer technologies to organize blended language learning are revealed; the prospects of using electronic materials of known platforms of online courses for teaching languages as supplements to distance courses compiled by the lecturers of the Department of Foreign Languages at Lviv Polytechnic National University on the basis of Lviv Polytechnic virtual learning environment (VLE) are considered. Materials of research are as follows: dissertations, scientific papers, materials of Ukrainian and international scientific and practical conferences, published by lecturers of foreign languages at Ukrainian higher education institutions, as well as web pages of these institutions and software for compiling educational materials. On the basis of the analyzed materials, partially presented in the article, it was revealed that for organization of blended learning the lecturers of Foreign Language Departments at HEI, in addition to traditional educational materials for full-time study (manuals, dictionaries, audio and video recordings, etc.), actively use: electronic materials compiled by means of different types of tools in open access; portal materials for language learning; distance courses or their elements compiled by means of the VLE of their educational institutions; educational materials of the platforms of mass open online courses (MOOC). Lecturers of the Department of Foreign Languages at Lviv Polytechnic National University have used MOOC for their students teaching since January 2019. English language practical classes, held at Lviv Polytechic for the first year students, demonstrated that the students using successfully the materials of distance course, compiled by the lecturers of the Department of Foreign Languages for their students, can improve better their knowledge of the language than the rest students. The further researches will be concerned to description of the techniques for organization of foreign languages blended learning by incorporating the materials of the MOOC platforms in the course of classes with full-time and part-time students.
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Noviarini, Chairunnisa, Ari Rahman, I. Wayan Koko Suryawan, Iva Yenis Septiariva, and Sapta Suhardono. "Global Warming Potential from Public Transportation Activities During COVID-19 Pandemic in Jakarta, Indonesia." International Journal of Safety and Security Engineering 12, no. 2 (2022): 223–27. http://dx.doi.org/10.18280/ijsse.120211.
Full textAbstract:
During a pandemic, social distancing will affect the occupancy rate of public transportation in DKI Jakarta. The number of usually total passengers is partially occupied. Of course, this can change the carbon footprint generated for each person. For this reason, this research was conducted to determine the carbon footprint and greenhouse gas emissions released during the COVID-19 pandemic. A direct survey has been conducted to determine the occupancy rate of mass rapid transit (MRT) vehicles and Trans Jakarta buses. Online vehicles such as cars and motorbikes were based on government policy. The results show that the MRT occupancy rate was 63±32 passengers, and for Trans Jakarta, it was 21±9 passengers. The carbon footprint from transportation that produces the most negligible CO2 emissions was MRT. The comparison obtained between the MRT and Trans Jakarta Bus's emission values were 0.026 and 0.091 kg CO2 eq/passenger. As for the online taxi transportation mode with four people, it produced the highest CO2 emissions. Therefore, the government needs have planned MRT to improve the quality of public transportation and capacity, especially in the main corridors of DKI Jakarta.
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Muhammad Arfandy and Jurana. "PENGARUH TINGKAT PENGHASILAN, KESADARAN WAJIB PAJAK DAN KUALITAS PELAYANAN TERHADAP KEPATUHAN WAJIB PAJAK KENDARAAN BERMOTOR RODA DUA." Jurnal Ekonomi Kreatif Indonesia 1, no. 2 (2023): 73–93. http://dx.doi.org/10.61896/jeki.v1i2.11.
Full textAbstract:
ABSTRAK Seiring dengan meningkatnya pendapatan masyarakat, maka kemampuan masyarakat untuk memenuhi kebutuhan akan alat transportasi juga meningkat. Hal ini tentu saja akan berdampak pada meningkatnya pertumbuhan jumlah kendaraan bermotor setiap tahunnya. Penelitian ini bertujuan untuk menguji dan menganalisis pengaruh tingkat penghasilan, kesadaran wajib pajak dan kualitas pelayanan terhadap kepatuhan pengemudi ojek online dalam membayar pajak kendaraan bermotor roda dua. Populasi pada penelitian ini adalah para pengemudi ojek online di kota Palu. Pengambilan sampel dipilih berdasarkan teknik purposive sampling sebanyak 100 sampel. Metode analisis data yang digunakan adalah analisis regresi linear berganda dengan menggunakan aplikasi SPSS. Hasil penelitian ini menunjukkan bahwa tingkat penghasilan, kesadaran wajib pajak dan kualitas pelayanan berpengaruh positif dan signifikan terhadap kepatuhan wajib pajak kendaraan bermotor baik secara parsial maupun simultan. ABSTRACT Along with the increase in people's income, the ability of people to meet the needs of transportation also increases. This of course will have an impact on the increasing growth in the number of motorized vehicles each year. This study aims to examine and analyze the effect of income level, taxpayer awareness and service quality on online drivers compliance in paying motor vehicle tax. The population in this study are online drivers in the city of Palu. Sampling was selected based on purposive sampling technique of 100 samples. The data analysis method used is multiple linear regression analysis using the SPSS application. The results of this study indicate that income level, taxpayer awareness and service quality have a positive and significant effect on motor vehicle tax compliance both partially and simultaneously.