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Overall student's perception of instructors and instructions methods during the COVID-19 pandemic by college level,
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As the distance learning process has become more prevalent in the USA due to the COVID-19 pandemic, it is important to understand students’ experiences, perspectives, and preferences. Our study's purpose is to reveal students’ perspectives and preferences on distance learning due to the dramatic change that happened in the education process. Wester...
Contexts in source publication
Context 1
... disagree or disagree about the availability of instructors(? 2 = 41.765, p = 0.003), clear instruction provided by the instructors (? 2 = 33.900, p = 0.027) and methods of assessing students learning (? 2 = 37.753, p = 0.009). In both cases, the graduate students had a higher percentage of agreement with above-mentioned statements as shown in Fig. 5 . Significant variation of students' ratings by college type was observed on the issues of instructors' availability when students needed help (? 2 = 51.197, p = 0.017). The availability of instructors was highly rated by graduate college followed by the college of health and human services while poor ratings of instructors' ...
Context 2
... study also examined the efficacy of distance learning tools such as WebEx, and Microsoft team from the students' perceptive. Graduate students' ratings of these tools were slightly higher than undergraduate level with 61% agreeing that distance learning effective and easy to use (68%) as shown in Fig. 5 under the "distance learning tool " subsection. The undergraduate student's rating leaned towards disagreement and neutrality. The distribution of ratings by college type showed a poor rating of the distance learning tools by the college of aviation followed by Haworth college of ...
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Citations
... In other words, students' learning experience was severely affected by this sudden COVID-19-related transition to online worldwide (Naidu, 2021a), especially in fully online learning contexts as in the current study context of Kingdom of Saudi Arabia (KSA). During the COVID-19 outbreak, students were challenged by their increasing feeling of the physical distance (Lassoued et al., 2020), lack of FTF interaction (Al-Mawee et al., 2021;Lassoued et al., 2020;Saeed, Alharbi & Yassin, 2021) and disconnection to online learning courses (Meulenbroeks, 2020). The issue of TD was exacerbated by other challenges and barriers, such as internet disconnection (Adedoyin & Soykan, 2020;Boardman et al., 2021), lack of adequate previous experience in online learning and facility support (Baggaley, 2020;Maphosa, 2021;Priyadarshini & Bhaumik, 2020) as well as lack of readiness and preparation to study online (Maphosa, 2021;Naidu, 2021a). ...
Emergence learning during the COVID-19 pandemic was a challenging experience for many learners possibly due to the physical and psychological distance. This distance conceptualized as a transactional distance according to Moore's theory is a critical issue in distance learning. Therefore, the present study attempted to (1) determine Saudi EFL students' levels of perceived transactional distance in distance learning, (2) measure the impact of the interaction of course structure, dialogue and learner autonomy on Saudi EFL students' perceived TD in distance learning during the COVID-19 pandemic (3) examine the effect of socio-demographic and environmental factors on their perceived transactional distance. By administering a multidimensional electronic (e-)survey to 189 students joining distance learning in a Saudi public university, the study provided evidence of learners' high levels of perceived dialogue, structure, and autonomy, along with low levels of perceived transactional distance. The correlation analyses showed that dialogue, structure, and learner autonomy significantly and inversely correlate with learners' transactional distance. The ANOVA analysis revealed that the interaction of dialogue and course structure significantly impacts the perceived transactional distance. Moreover, learners' levels of perceived transactional distance varied according to their socio-demographic and environmental factors, specifically age, gender, university discipline/major and number of online courses taken by them. The study provides useful pedagogical implications for technology use in sustaining learners' online learning experiences in terms of dialogue, structure and autonomy and in reducing their perceived transactional distance. Thus, the study is useful for promotion of the distance learning potentials in higher educational institutions.
... One key challenge accompanying online remote learning is the limited amount of social interaction [3][4][5]7]. This challenge is critical, given that social presence, or the degree to which individuals perceive others as "real" and are able to feel connected to one another [8], has been shown to correlate positively with students' perceived learning experience and satisfaction in remote learning environments [8,9]. ...
... Online courses are well-received by students overall, with 75% of students believing that online education is equal to or better than in-person learning [3]. While postsecondary students enjoy the convenience of online learning [3,4], they nonetheless express a number of pedagogical and social concerns with the online format, notably the poorer quality of instruction and the lack of community [3][4][5][6]. Immediately after the mandatory switch to all online classes in the spring of 2020, students overwhelmingly reported learning less in their classes, citing decreased motivation, ability to focus, and self-regulation as primary factors [7]. Therefore, the current study specifically aimed to test whether the mere presence of faces (i.e., seeing the other participants or "classmates") would improve memory for lecture material. ...
During the COVID-19 pandemic, the use of videoconferencing platforms became ubiquitous in postsecondary education around the world, making it crucial to understand how to maximize the efficacy of synchronous online classes. Given that social information can act as a motivation and improve memory, the current study tested the hypothesis that brief social presence during an online class would act as a social reward that would increase delayed memory for lecture information. Undergraduate students attended a mock synchronous class during which they viewed a pre-recorded science lecture, and social presence was manipulated by having participants turn on their cameras before and after the lecture (high social presence) or having cameras remain off during the entire class (low social presence). After 24 hours, participants completed a surprise memory test for the lecture material and a subjective experience survey about the class. As predicted, participants in the high social presence condition demonstrated higher recognition memory for the lecture content and gave higher ratings of enjoyment and feeling part of a group compared to participants in the low social presence condition. These findings suggest that enhancing social presence in virtual environments may be leveraged to boost academic performance in university students.
... To identify the factors contributing to student attrition to the ODL-based educational system from the perspective of VLs, Nur Izzuddin Izham et al. (2022) carried out a systematic literature review relating to student attrition using the ODLbased educational system. Quantitatively, by identifying these factors, which include the technological factor (Al-Mawee et al., 2021;Martinez et al., 2020), financial factor (Abdullah, 2018;Tat et al., 2018;Zuhairi et al., 2019), environmental factor (Martinez et al., 2020;Saidi et al., 2021;Son et al., 2020), personal factor (Wu, 2020;Zuhairi et al., 2019;Tat et al., 2018), communication factor (Abdullah, 2018;Al-Mawee et al., 2021;Van Cappelle et al., 2021), emotional factor (Shabunina et al., 2021) and selfregulation factor (Van Cappelle et al., 2021;Shabunina et al., 2021;Son et al., 2020;Wu, 2020), a variety of recommendations were made which includes creating a conceptual framework to better mitigate student attrition. However, it is possible to develop a conceptual framework that will more effectively reduce student attrition by objectively recognising these aspects. ...
... To identify the factors contributing to student attrition to the ODL-based educational system from the perspective of VLs, Nur Izzuddin Izham et al. (2022) carried out a systematic literature review relating to student attrition using the ODLbased educational system. Quantitatively, by identifying these factors, which include the technological factor (Al-Mawee et al., 2021;Martinez et al., 2020), financial factor (Abdullah, 2018;Tat et al., 2018;Zuhairi et al., 2019), environmental factor (Martinez et al., 2020;Saidi et al., 2021;Son et al., 2020), personal factor (Wu, 2020;Zuhairi et al., 2019;Tat et al., 2018), communication factor (Abdullah, 2018;Al-Mawee et al., 2021;Van Cappelle et al., 2021), emotional factor (Shabunina et al., 2021) and selfregulation factor (Van Cappelle et al., 2021;Shabunina et al., 2021;Son et al., 2020;Wu, 2020), a variety of recommendations were made which includes creating a conceptual framework to better mitigate student attrition. However, it is possible to develop a conceptual framework that will more effectively reduce student attrition by objectively recognising these aspects. ...
Higher education (HE) consists of both conventional and non-conventional methods of learning. Open and Distance Learning (ODL) is a non-conventional system where teachers (often referred to as facilitators) are physically not present. The conduct of practical in engineering and science education using ODL remains a challenge due to inadequate technology and the dispersion of the students, which results in a graduate skills gap in ODL programs. There is a possibility of using a cloud computing setup , as well as platforms for the creation of simulated virtual practical settings (virtual laboratories-VLs), which could be accessible by ODL engineering and science and education-based students notwithstanding their locations. This paper adds to existing knowledge on VLs and discusses these inadequacies in engineering and science education with emphasis on the enhancement of online and collaborative learning, as well as the possible laboratory (lab) requirements. In addition, the paper highlights contemporary trends and some issues in VLs and remote labs.
... Particularly, the COVID-19 pandemic has forced many institutions to switch to e-learning strategies. This shift was rarely viewed positively by students and teachers (Al-Mawee et al., 2021) and was found to be even more detrimental to learners in developing countries (Adnan & Anwar, 2020), students with disabilities (Denisova et al., 2020) and non-native English speakers (Hartshorn & McMurry, 2020). A major constituent of the online learning experience in both formal and informal learning environments is the asynchronous video lecture. ...
Over the last decade, the prevalence of online learning has dramatically increased. As part of their curriculum, students are expected to spend more and more time watching videos. These videos tend to follow a widespread format: a screen recording of slides with a picture-in-picture (PiP) image of the instructor’s face. While this format is ubiquitous, there is mixed evidence that it supports student learning. In this paper, we explore alternative formats for designing educational videos. Based on prior work showing the significance of joint attention for social learning, we create instructional videos augmented with the instructor’s gaze and/or face. Testing these formats in a semester-long online course using a 2x2 experimental design, we found that showing the instructor’s face had no significant effect on learning, while adding the instructor’s eye-tracking data to the video promoted conceptual understanding of the material. Mediation analysis showed that joint visual attention played a significant mediatory role for learning. We conclude by discussing the implications of these findings and formulate recommendations for designing learning videos.
... Discrete surveys have been conducted with students in different countries: for instance, in the Kitwe district in Zambia (Mukuka et al., 2021), at Western Michigan University in the United States (Al-Mawee et al., 2021), and at an Afghan university (Noori, 2021). Most students articulated both good and bad aspects of distance learning, such as the loss of social connection or the flexibility of time and place (Al-Mawee et al., 2021) in places where most residents did not enjoy adequate access to ICT, power, or online services (Mukuka et al., 2021). ...
The coronavirus disease 2019 (COVID-19) pandemic profoundly reshaped political, religious, economic, social, and financial institutions across the globe. More than 80 countries imposed border closures, shut down business activities, and advised citizens to self-quarantine. The pandemic also caused schools to close indefinitely, affecting approximately 1.5 billion children worldwide. This study sought to integrate the diverse effects of COVID-19 on varied human interests and offer a comprehensive overview of the effects of the pandemic. A systematic literature review encompassing the period between February 2019 and December 2022 was conducted using Web of Science, PubMed, and Google Scholar. The search included keywords related to the impact of COVID-19 on health, education, economics, and the environment, and articles were selected based on pre-defined inclusion criteria. The literature review was limited by its specific time frame, potential publication bias, and language restrictions. Nevertheless, the study findings highlight critical areas for prospective policy interventions and recommend that future research endeavors should address the diverse effects of the pandemic across varied sectors. This literature review revealed that COVID-19 exerted far-reaching consequences beyond health, impacting mental and emotional well-being, education, financial and economic stability, social dynamics, business operations, travel and tourism, and the environment. The pandemic introduced a profoundly challenging period of human history, revealing itself as more than just a health crisis: it signified a significant threat to multiple facets of global life. Despite the successful rollout of the severe acute respiratory syndrome coronavirus-2 vaccine, an ongoing public debate persists regarding whether COVID-19 will reemerge or eventually wane.
... EdTech Hub, UNESCO Education Alliance, Learning Keeps Going (U.S. consortium), Inter-Agency Network for Education in Emergencies (INEE), Commonwealth of Learning, and many others (World Bank, 2020b). Responding to the call of WHO, the Department of Education (DepEd, Philippines), created a series of DepEd Memorandum (DM) No. 15,21,23,31, and 34 in the first quarter of 2020 entitled "Creation of a Task Force for the Management of Department of Education Response to Novel Coronavirus Acute Respiratory Disease (2019-nCoV ARD)" (Department of Education, 2020a). The DepEd, Philippines, also created a learning website called DepEd Commons catering to Alternative Learning School (ALS) students, Out-of-School-Youth (OSYA), and regular learners from Kindergarten to Grade 8. ...
... When asked about the challenges they experienced during the implementation of remediation in terms of the COVID-19 pandemic, secondary teachers of Dolores District in terms of home visitation interpreted as moderately evident with a mean of 3.33. The distance learning and instructional methods during the COVID-19 pandemic students reported negative experiences of distance learning such as lack of social interaction and positive experiences such as time and location flexibility (15) . ...
Objective: This research study explored the experiences and perceptions of distance learning towards readiness and the challenges teachers face in implementing Distance Learning in the New Normal.
Methods: An adopted survey questionnaire was used to collect the challenges faced by 140 teacher respondents during the COVID-19 pandemic for the SY 2021-2022. The data on lived experiences, perceptions, and challenges met by teachers was fielded online via Google Forms.
Findings: Data revealed the challenges met in module preparation were highly evident with a mean of 3.46, the distribution of module garnered a 3.49 mean as highly evident, and retrieval of module got a mean of 3.01 interpreted as moderately evident. Formative assessment results are moderately evident with a mean of 3.38, while summative assessment is highly evident with a mean of 3.41. In the implementation of distance learning home visitation, remediation was a moderate and highly evident challenge with a mean average of 3.33 and 3.47 respectively. However, challenges met by teachers in new normal education were moderate to highly evident. The teachers expressed their readiness to switch to distance learning education; they felt hampered due to a lack of facilities, equipment, and capacity building for distance learning education. The results showed no budget in the modular setup of education, learners are not available at home. Sometimes learners did not seriously answer the module and have unrealistic answers about their work on the module.
Novelty: Many challenges emerge inadequate knowledge, time management, reliability, and validity of learners’ performance are difficult to identify, only a few or very low retrieval of modules of the learners, and performance of learners was low from preparation to retrieval of modules. Advanced further tests were done on a bigger sample to validate other challenges of distance learning modalities in new normal education.
... Relevant teaching and learning methods and strategies were adapted as a substitute for in-person classes. These enforced worldwide HEIs to conform with distance education (Addimando, 2022;Al-Karaki et al., 2021;Al-Mawee et al., 2021;Altwaijry et al., 2021;Elfirdoussi et al., 2020;Karadag et al., 2021;Masalimova et al., 2022;Yazgan, 2022) as vital alternative to traditional in-person learning, enabling them to continue delivering lessons despite school closures. ...
Modular distance learning and printed modules played significant roles in some higher education institutions (HEIs) with their implementation of distance education during the onslaught of the coronavirus disease (COVID-19) pandemic. They served as alternatives to traditional in-person learning, particularly in areas with limited access to technological resources. Among university teachers in these HEIs, the printed modular approach functioned as the primary instruction method, providing flexibility, allowing their students to learn at their own pace, and ensuring educational continuity. In association with modular learning, this study aimed to examine the experiences of university teachers in implementing printed modular approach instruction or printed modular distance learning during the pandemic. It determined the benefits they have gained and the challenges they have encountered in crafting, preparing, and delivering printed modules for students' use. The study involved seven teachers from Ifugao State University (IFSU)–Tinoc Campus, Tinoc, Ifugao, Philippines. They were directly involved in employing modular distance learning and crafting printed modules. Phenomenological research with semi-structured interviews was used to gather qualitative data, followed by thematic analysis. Findings reveal two major themes and six sub-themes emerging from the teachers' responses. The first theme pertains to the teaching benefits of using printed modular approach, including improved curriculum development and strategic planning, academic writing skills development, and enhanced student-centered pedagogy. The second theme reveals the challenges they encountered, such as preparing and distributing the printed modules, monitoring students' learning, and students' poor academic performances. Nevertheless, the teachers acknowledged the significance of utilizing printed modules to maintain quality education amidst distance education affected by the pandemic. The study's findings signify that the printed modules provided a reliable, albeit imperfect, way to bridge the gaps caused by the pandemic, school closures, and lack of access to technological infrastructure. Additional related studies are recommended.
... Online education is a mode of education that is classified under the umbrella of distance learning (Al-Mawee et al., 2021. According to Asad (2023), the term online can be referred to as distance education or eLearning, as they are equivalent to the utilisation of digital technologies in facilitating learning remotely that is often primarily conducted through digital platforms and the internet. ...
... Al-Mawee et al. (2021) conducted a thorough study on students' perceptions of remote learning during the COVID-19 epidemic, focusing specifically on Western Michigan University in the United States. The study aimed to comprehensively analyze students' overall impressions of online learning, detect differences in perceptions among students from different types of colleges, uncover reasons behind differing views between graduate and undergraduate students, and pinpoint student preferences for distance learning (Al-Mawee et al., 2021). Their robust research successfully identified concrete techniques to improve student performance, devised effective strategies to overcome the challenges of distance learning, and decisively outlined the factors influencing students' experiences. ...
COVID-19 has turned the world upside down and transformed the learning experience of the students through online learning. This study presents a comprehensive exploration of the various factors which influence the students' perceptions of their learning experience in the context of online learning. This research integrates the students’ perspective such as their personal satisfaction, classroom interaction, learning preferences and factors such emotional, psychological, physical that affects the efficacy of online learning experience. A mixed methods approach was used to gather both quantitative and qualitative data. The study explored factors influencing students’ perspectives towards their learning experiences with a focus on their personal satisfaction, classroom interaction, learning preferences and the impact on academic performance. A total of 209 participants from various universities took part in this research study. The findings contribute to both theoretical understanding and practical implementation of online learning strategies, essential for both learners and instructors alike. This study also offers insights on potential factors faced by university students during online classes such as adaptability to new formats of learning, motivation, classroom interaction, and access to learning resources that seemed to serve as some of the leading factors identified that affects students' overall learning satisfaction. As online learning revolutionized the way students learn and became an integral part of the education process at all levels, his study provides an evaluation on the benefits and the drawbacks of utilizing online learning as well as the effects on students’ learning preferences as well as academic performances.
... Discrete surveys have been conducted with students in different countries: for instance, in the Kitwe district in Zambia (Mukuka et al., 2021), at Western Michigan University in the United States (Al-Mawee et al., 2021), and at an Afghan university (Noori, 2021). Most students articulated both good and bad aspects of distance learning, such as the loss of social connection or the flexibility of time and place (Al-Mawee et al., 2021) in places where most residents did not enjoy adequate access to ICT, power, or online services (Mukuka et al., 2021). ...
The coronavirus disease 2019 (COVID-19) pandemic profoundly reshaped political, religious, economic, social, and financial institutions across the globe. More than 80 countries imposed border closures, shut down business activities, and advised citizens to self-quarantine. The pandemic also caused schools to close indefinitely, affecting approximately 1.5 billion children worldwide. This study sought to integrate the diverse effects of COVID-19 on varied human interests and offer a comprehensive overview of the effects of the pandemic. A systematic literature review encompassing the period between February 2019 and December 2022 was conducted using Web of Science, PubMed, and Google Scholar. The search included keywords related to the impact of COVID-19 on health, education, economics, and the environment, and articles were selected based on pre-defined inclusion criteria. The literature review was limited by its specific time frame, potential publication bias, and language restrictions. Nevertheless, the study findings highlight critical areas for prospective policy interventions and recommend that future research endeavors should address the diverse effects of the pandemic across varied sectors. This literature review revealed that COVID-19 exerted far-reaching consequences beyond health, impacting mental and emotional well-being, education, financial and economic stability, social dynamics, business operations, travel and tourism, and the environment. The pandemic introduced a profoundly challenging period of human history, revealing itself as more than just a health crisis: it signified a significant threat to multiple facets of global life. Despite the successful rollout of the severe acute respiratory syndrome coronavirus-2 vaccine, an ongoing public debate persists regarding whether COVID-19 will reemerge or eventually wane.
... The predominant themes identified in students' feedback regarding their experience with online and/or hybrid learning encompassed the absence of human interaction, social bonds, self-drive, and focus. Interestingly, they also highlighted the acceptance of personal responsibility as one of the factors that greatly influenced their learning experience, which is in line with similar research conducted worldwide (Al-Mawee et al., 2021). ...
This study evaluates the implementation and impact of digital educational tools in foreign language classrooms from both educators' and students' perspectives in Serbian secondary schools before, during, and after the COVID-19 pandemic. The research investigates the digital tools used, the challenges faced, and the perceived benefits of these tools in enhancing teaching and learning experiences. Quantitative data were collected through online surveys administered to 173 language teachers and 126 fourth-year secondary students, focusing on their experiences with digital tools in various instructional models—traditional, online, and hybrid. Results reveal significant discrepancies between teachers' and students' perceptions of digital tool usage and its frequency. While the majority of teachers reported frequent use of digital tools, students indicated less frequent exposure. Key findings indicate that digital tools like Google Classroom, Kahoot!, and Quizziz were widely used during the pandemic and continued to be utilized post-pandemic. Teachers highlighted the need for comprehensive training in digital competencies to integrate these tools into their teaching practices effectively. Both educators and students acknowledged the benefits of digital tools in creating dynamic and engaging learning environments, yet challenges such as maintaining student motivation and balancing attention in hybrid models were noted. This study underscores the importance of aligning training programs with teachers' needs and suggests future research to assess the effectiveness of such programs and explore non-technology-related factors influencing digital tool adoption in foreign language teaching.
