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Interaction and virtual learning
Abstract
The meteoric growth in on-line education has focused attention on virtual learning communities.
Critics suggest that the on-line learner suffers isolation resulting from diminished interaction with others and thus question the quality of the on-line educational experience.
A case study is presented of an American MBA programme at the University of Wisconsin-Whitewater that compares interactions in on-line and traditional learning communities.
Evidence is presented which suggests that on-line students score higher on measures of interaction than traditional students. Furthermore, interaction is important in predicting effectiveness of courses regardless of mode of delivery. This suggests that interaction can occur in on-line courses and is important in designing such offerings.
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... Numerous studies have indicated that teachers' interactions with students have a major impact on students' intent to study. These are consistency in course design (Swan et al., 2000), interaction with instructors capability (Duffy et al., 1998;Picciano, 2002;Hay et al., 2004), amount of interactivity in online (Arbaugh, 2000;Hay et al., 2004), flexibility of online learning (Chizmar and Walbert, 1999;McCall, 2002); competencies required to use the technology (Wagner et al., 2002); well-structured (Gilbert, 2015). Toquero (2020) argues in another study that educational institutions should improve instructional methods and promote social activities and interactions. ...
... Numerous studies have indicated that teachers' interactions with students have a major impact on students' intent to study. These are consistency in course design (Swan et al., 2000), interaction with instructors capability (Duffy et al., 1998;Picciano, 2002;Hay et al., 2004), amount of interactivity in online (Arbaugh, 2000;Hay et al., 2004), flexibility of online learning (Chizmar and Walbert, 1999;McCall, 2002); competencies required to use the technology (Wagner et al., 2002); well-structured (Gilbert, 2015). Toquero (2020) argues in another study that educational institutions should improve instructional methods and promote social activities and interactions. ...
... During the COVID-19 pandemic, the scale items for measuring the efficacy level of online education in higher studies were adopted. Sharma andRani (2014), Yacoba et al. (2012), Breslow et al. (2013), Roach and Lemasters (2006), Wains and Mahmood (2008), Bignoux and Sund (2008), Garrison et al. (2001), Adams et al. (2013), Arbaugh (2000), Hay et al. (2004), Margaryan et al. (2015), Wolters et al. (2005) and Hartman et al. (2000). Table 1 displays the latent constructs and their observed variables. ...
... For this reason, the influence of interaction is different depending upon whom with the interaction, either peers or instructors for learners. The instructors are more concerned with fulfilling interaction needs (Hay et al., 2004). The instructor's presence and interactions are planned to help learners meet the learning objectives, whereas peer interactions are often spontaneous and unintentional (Mehall, 2020). ...
... In online courses, interaction with instructors has a much larger effect than interaction with peers on satisfaction and perceived learning (Swan, 2001). The perceived presence of instructors may be a more influential factor in determining student satisfaction than the perceived presence of peers (Swan, 2001;Hay et al., 2004;Swan and Shih, 2005;Lowenthal and Dunlap, 2018). Similarly, Martin and Bolliger (2018) found that learner-instructor interaction is the most important among Moore's three types of interactions: learner-instructor, learner-content, and learner-learner (Moore, 1989). ...
... Moreover, some learners feel safe when they can share concerns and realize reassuringly that others shared similar worries (Peacock and Hooper, 2007). Thus, the instructor's presence and interaction are normally intentional and have a significant impact on improving learners' social presence and their learning (Swan, 2001;Hay et al., 2004;Swan and Shih, 2005;Lowenthal and Dunlap, 2018;Martin and Bolliger, 2018). However, learners tend to perceive the effect of peer presence and interaction differently depending on their individual learning styles or the course content (Swan and Shih, 2005;Mehall, 2020;Zhu et al., 2022). ...
Introduction
This study aimed to identify any differences in social presence and cognitive load among three types of 360 virtual reality (VR)-based videos lectures. We hypothesized that social presence would be higher when interactions among peers are visible in a 360 VR video lectures while the cognitive load would be also increased.
Methods
A total of 48 college students were randomly assigned to one of the three study groups to view an assigned 360 VR video lecture. The three groups were: (1) an instructor-only video viewing group, (2) a classroom lecture video viewing group, and (3) a classroom lecture and activity video viewing group. The video lectures were differently designed depending on the levels of peer visibility and the interactions between the instructor and peers. The participants watched one of the three types of assigned video lecture and subsequently completed two sets of questionnaires regarding social presence and cognitive load. A multivariate analysis of variance (MANOVA) was conducted with a planned contrast analysis for the type of video lectures.
Results
We found that, contrary to the hypotheses, students in the group 1 (instructor-only video) showed higher social presence scores than students in the groups 2 and 3. However, no significant differences were found in the cognitive load scores.
Discussion
The results show that 360 VR video lectures with an instructor-only are more effective at enhancing users’ social presence than 360 VR video lectures with both the instructor and class-peers. We suggest creating 360 VR video lectures with the presence of the course instructor to offer learners the sense of actually participating in a lecture.
... Numerous studies have indicated that teachers' interactions with students have a major impact on students' intent to study. These are consistency in course design (Swan et al., 2000), interaction with instructors capability (Duffy et al., 1998;Picciano, 2002;Hay et al., 2004), amount of interactivity in online (Arbaugh, 2000;Hay et al., 2004), flexibility of online learning (Chizmar and Walbert, 1999;McCall, 2002); competencies required to use the technology (Wagner et al., 2002); well-structured (Gilbert, 2015). Toquero (2020) argues in another study that educational institutions should improve instructional methods and promote social activities and interactions. ...
... Numerous studies have indicated that teachers' interactions with students have a major impact on students' intent to study. These are consistency in course design (Swan et al., 2000), interaction with instructors capability (Duffy et al., 1998;Picciano, 2002;Hay et al., 2004), amount of interactivity in online (Arbaugh, 2000;Hay et al., 2004), flexibility of online learning (Chizmar and Walbert, 1999;McCall, 2002); competencies required to use the technology (Wagner et al., 2002); well-structured (Gilbert, 2015). Toquero (2020) argues in another study that educational institutions should improve instructional methods and promote social activities and interactions. ...
... During the COVID-19 pandemic, the scale items for measuring the efficacy level of online education in higher studies were adopted. Sharma andRani (2014), Yacoba et al. (2012), Breslow et al. (2013), Roach and Lemasters (2006), Wains and Mahmood (2008), Bignoux and Sund (2008), Garrison et al. (2001), Adams et al. (2013), Arbaugh (2000), Hay et al. (2004), Margaryan et al. (2015), Wolters et al. (2005) and Hartman et al. (2000). Table 1 displays the latent constructs and their observed variables. ...
... Studies on learner perceptions of online teaching and learning practices from various contexts also present contrasting findings. Akuratiya and Meddage (2020), Lei and So (2021), Muthuprasat et al. (2021) and other earlier studies (e.g., Arbaugh, 2000;Hay et al., 2004;Lim et al., 2007;Picciano, 2002;Swan et al., 2000;Trautwein et al., 2006) found that the success of online learning for students depended on several factors. These factors were internet mode (Akuratiya & Meddage, 2020;Muthuprasat et al., 2021), teacher performance (Lei & So, 2021), consistency in course design (Swan et al., 2000), the communication skills of course instructors (Hay et al., 2004;Picciano, 2002), the interactivity in the online settings (Arbaugh, 2000), and academic self-perceptions of learners (Lim et al., 2007;Trautwein et al., 2006). ...
... Akuratiya and Meddage (2020), Lei and So (2021), Muthuprasat et al. (2021) and other earlier studies (e.g., Arbaugh, 2000;Hay et al., 2004;Lim et al., 2007;Picciano, 2002;Swan et al., 2000;Trautwein et al., 2006) found that the success of online learning for students depended on several factors. These factors were internet mode (Akuratiya & Meddage, 2020;Muthuprasat et al., 2021), teacher performance (Lei & So, 2021), consistency in course design (Swan et al., 2000), the communication skills of course instructors (Hay et al., 2004;Picciano, 2002), the interactivity in the online settings (Arbaugh, 2000), and academic self-perceptions of learners (Lim et al., 2007;Trautwein et al., 2006). ...
Teacher training was carried onto the online platforms during the Covid-19 outbreak. Although it was a novel experience for the whole field, this period stands as a beneficial source for language teacher training in emergencies. This study, therefore, was conducted to document the experiences of pre-service language teachers, teacher mentors, and university lecturers. The study was conducted between February-June 2021 at one university in the Black Sea region of Turkey. Following the data analysis procedures of Grounded Theory and the inquiry traditions of case study, semi-structured interviews with 22 pre-service language teachers during the 2020-2021 fall semester were conducted. Additionally, qualitative online surveys were conducted with six university lecturers and three teacher mentors. The data analysis indicated that the critical junctures, which are constituted of antecedents, impact, and the consequences, presents implications for the effective language teacher training on online platforms. Taking these junctures into account while designing online teacher training could help prevent potential problems.
... Self-directed learning (Lin and Hsieh, 2001), motivation for learning (Fairchild et al., 2005), learner control (Reeves, 1993), computer and internet self-efficacy (Hung et al., 2010), and online communication self-efficacy (Roper, 2007) were identified as factors influencing readiness for online learning by researchers. Reeves (1993) Learner control 5 Hung et al. (2010) computer and internet self-efficacy 6 Roper (2007) online communication self-efficacy 7 Swan et al. (2000) consistency in course design 8 Hay et al.(2004) critical thinking ability and information processing 9 Hay et al. (2004) rate of interactivity in the online setting 10 Kim et al. (2005) the flexibility of online learning 11 Kim et al. (2005) chances of engaging with teachers and peers in online learning settings 12 Kim et al. (2005) social presence 13 Lim et al. (2007) academic self-concept 11 Wagner et al. (2002) competencies required to use the technology 15 Sun and Chen (2016) well-structured course content 16 Sun and Chen (2016) well-prepared instructors 17 Sun and Chen (2016) advanced technologies 18 Gilbert (2015) Feedback and clear instructions 19 Vonderwell (2003) delay in responses 20 Petrides (2002) scepticism of their peers' supposed expertise 21 Lim et al (2007) lack of a sense of community and/or feelings of isolation 22 Song et al.(2004) problems in collaborating with the co-learners, technical problems 23 Muilenburg and Berge (2005) issues related to instructor 24 Laine (2003) higher student attrition rates 25 Serwatka (2003) the need for greater discipline After reviewing the previous studies, as mentioned in table 1 in the domain of online teaching and online learning, twenty-five items/variables (attributes of online teaching) provided in table 2 were chosen for this study after a comprehensive review of the literature and current publications, to find what makes online teaching qualitative. ...
... Self-directed learning (Lin and Hsieh, 2001), motivation for learning (Fairchild et al., 2005), learner control (Reeves, 1993), computer and internet self-efficacy (Hung et al., 2010), and online communication self-efficacy (Roper, 2007) were identified as factors influencing readiness for online learning by researchers. Reeves (1993) Learner control 5 Hung et al. (2010) computer and internet self-efficacy 6 Roper (2007) online communication self-efficacy 7 Swan et al. (2000) consistency in course design 8 Hay et al.(2004) critical thinking ability and information processing 9 Hay et al. (2004) rate of interactivity in the online setting 10 Kim et al. (2005) the flexibility of online learning 11 Kim et al. (2005) chances of engaging with teachers and peers in online learning settings 12 Kim et al. (2005) social presence 13 Lim et al. (2007) academic self-concept 11 Wagner et al. (2002) competencies required to use the technology 15 Sun and Chen (2016) well-structured course content 16 Sun and Chen (2016) well-prepared instructors 17 Sun and Chen (2016) advanced technologies 18 Gilbert (2015) Feedback and clear instructions 19 Vonderwell (2003) delay in responses 20 Petrides (2002) scepticism of their peers' supposed expertise 21 Lim et al (2007) lack of a sense of community and/or feelings of isolation 22 Song et al.(2004) problems in collaborating with the co-learners, technical problems 23 Muilenburg and Berge (2005) issues related to instructor 24 Laine (2003) higher student attrition rates 25 Serwatka (2003) the need for greater discipline After reviewing the previous studies, as mentioned in table 1 in the domain of online teaching and online learning, twenty-five items/variables (attributes of online teaching) provided in table 2 were chosen for this study after a comprehensive review of the literature and current publications, to find what makes online teaching qualitative. ...
... One of the core elements of all learning processes is pedagogical participation (Hay et al., 2004). According to Hargreaves (1979), empathy in student-teacher relations in the classroom is one of the main factors in establishing an effective engagement atmosphere, fostering the advancement of meaningful learning, and enabling trust, safety and transparency to be established. ...
... Teachers and academic settings are seen as productive when students are interested and constructive (Peltier et al., 2005). Research has shown that student participation is largely a pedagogical engagement between teachers and students (Hay et al., 2004). Terblanche et al. (2021) suggested that lecturers should provide the platforms for students to be actively engaged in the learning interactions to improve student academic performance. ...
... One of the core elements of all learning processes is pedagogical participation (Hay et al., 2004). According to Hargreaves (1979), empathy in student-teacher relations in the classroom is one of the main factors in establishing an effective engagement atmosphere, fostering the advancement of meaningful learning, and enabling trust, safety and transparency to be established. ...
... Teachers and academic settings are seen as productive when students are interested and constructive (Peltier et al., 2005). Research has shown that student participation is largely a pedagogical engagement between teachers and students (Hay et al., 2004). Terblanche et al. (2021) suggested that lecturers should provide the platforms for students to be actively engaged in the learning interactions to improve student academic performance. ...
... Several studies indicate that the instructor's interaction with students has a considerable impact on the student's perception of online learning. Consistency in course design (Swan, Shea, Fredericksen, Pickett, Pelz, & Maher, 2000), the capability of the interaction with course instructors to promote critical thinking ability and information processing (Hay, Hodgkinson, Peltier, & Drago, 2004) and the rate of interaction in the online setting (Hay, Hodgkinson, Peltier, & Drago, 2004) are important factors for successful online education. ...
... Several studies indicate that the instructor's interaction with students has a considerable impact on the student's perception of online learning. Consistency in course design (Swan, Shea, Fredericksen, Pickett, Pelz, & Maher, 2000), the capability of the interaction with course instructors to promote critical thinking ability and information processing (Hay, Hodgkinson, Peltier, & Drago, 2004) and the rate of interaction in the online setting (Hay, Hodgkinson, Peltier, & Drago, 2004) are important factors for successful online education. ...
Abstract
Introduction: The educational institutes across the world are closed due to the COVID-19
pandemic endangering academic schedules. Most educational institutes have shifted to
online learning platforms to keep the academic activities going. A descriptive crosssectional
study was conducted to identify the perception and preference for online
education among final undergrdause in selected state universities in Sri Lanka namely the
University of Sri Jayewardenepura, University of Colombo, University of Kelaniya,
University of Moratuwa, and University of Visual and Performing Arts. Convenient
sampling strategy was used. The data collection was carried out through an online survey
using a well-structured self-administered questionnaire with close-ended questions. SPSS
version 26 was used to analyze the data using Descriptive statistics and Chi-square test.
Results show that significant numbers of respondents (91.2%) have used online learning
for the first time during the lockdown, majority of the respondents (83.9%) are using
smartphones for attending sessions. The majority of respondents (51.4%) have a good
perception of online learning. Results of the study indicate that a more comfortable
environment was ranked as the major benefit. Data speed (75.8%) was identified as the
main bottleneck factor in online learning. Student readiness was the major determinant
for the smooth conduct of online classes. Many participants in this research study reported
that technological constraints were the main challenges in their online learning
experience. The findings highlight that if Sri Lanka wants to move towards online
education, it should focus on its internet facilities as a pre-requisite. The online classes will
succeed only if all the students have internet access. Minimum technical requirements such
as internet connectivity, devices, and software requirements should be fulfilled for an
optimal learning experience.
Keywords: Online learning, Perception, Preference, COVID-19
... Although some scholars have argued no significant differences exist across delivery methods [5,52,57,85], others have found that substantial differences exist [23,31,61,102]. First, Grandzol [57] and Friday et al. [52] observed no significant evidence that satisfaction differs between online and face-to-face delivery methods. Similarly, Lakhal et al. [85] surveyed 376 students and discovered no significant differences between student's satisfaction across delivery methods. ...
... Our findings mostly disagree with past studies that suggest there are no significant differences across delivery methods [52,57,85]. Our results are more consistent with studies arguing significant differences between delivery methods [23,31,61,102]. We find crucial differences between delivery methods, such as the SPC model, stronger in face-to-face-hybrid delivery than fully online delivery. By investigating the hybrid delivery method, we directly contribute to the call made by Alavi and Leidner [4] 20 years ago. ...
Should we teach in hybrid mode or fully online? We examine the teaching model's role (hybrid versus fully online) in the service–profit chain in higher education institutions using survey data from 93 faculty members and 366 students from three American universities. We find that faculty members’ satisfaction and the MBA program expectations improve MBA word-of-mouth by enhancing the MBA quality, MBA value, class satisfaction, and MBA loyalty. Additionally, we discover that the hybrid teaching model more strongly reinforces this chain of effects than the fully online model. IT creates the integration of differential value into a hybrid teaching style.
... ese factors have been explored in several studies. e healthy interaction with the instructor and his/her academic support produces critical thinking among the students [30][31][32]. Multiple studies also revealed the strengths and weaknesses of online learning. ...
... However, by evaluating the previous literature, students' satisfaction and teachers' academic support have a major contribution to enhancing the academic motivation of the students. Particularly teachers' academic support strengthens the relationship between satisfaction of the students and academic motivation [30][31][32]. So, the current study highlighted a hypothetical model that depicts the moderating role of instructor's support in academic activities between students' satisfaction and academic motivation along with few demographics. ...
The study explored the moderating role of teachers’ academic support between students’ satisfaction with online learning and academic motivation during the pandemic of COVID-19 in Pakistan. It was hypothesized that teachers’ academic support is likely to moderate the relationship between students’ satisfaction with online learning and the academic motivation of undergraduate students. A correlational research design was used and a sample of 406 students (male and female) within the age ranges of 18–22 years (M = 21.09, SD = 1.41 (male); M = 20.18, SD = 0.71 (female)) were included. The sample was selected through the purposive sampling strategy from different universities in Punjab, Pakistan. Students’ Satisfaction with Online Learning Questionnaire, Teachers’ Academic Support Scale, and Academic Motivation Scale were used. The results of moderation analysis through PROCESS macro 3.5 revealed that teachers’ academic support played a moderating role in students’ satisfaction with online learning and the academic motivation of undergraduate students. Findings will provide support to educational administrators, policymakers, course designers, and curriculum developers for organizing the curriculum and formulating a system to identify that students need different support optimally in a digital learning environment.
... Available literature about online learning is not univocal about the importance of student-student interaction [11]. Several researchers reported that such interaction has significant impact on student satisfaction, learning, and retention in the process of online learning [4,[12][13][14]. In contrast, Eom et al. [4] found no positive relationship between learner interaction and perceived learning outcomes. ...
... This is mainly because it can alleviate students' disconnection from others in the online learning environment. It is important that the online instructor provide students with an opportunity of participating in online activities, and the students should be able to recognize their participation as an important part of learning [14]. There are several ways for instructors to promote interaction among students in both synchronous and asynchronous online courses, such as videoconferencing and chatting for the former and discussion boards and e-mail messaging for the latter. ...
This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.
... They also can learn at different rates, able to determine their own learning direction so that they can achieve the desired learning object. As refers to Hay, Hodgkinson, Peltier and Drago (2004), online learning is more interesting than the traditional lecture method. Whereas, according to Naresh and Bhanu (2015), e-learning is active learning, lively and immediately with the help of the Internet to improve the quality of learning by providing access to a wide range of services and facilities with convenient place and time. ...
Information and communication technology skills are very important for application mainly in the field of
education. The use of technology in education is not limited to the use of high technology only, it also may consist of
media that can send text, sound, animation and video online. In an effort to attract the attention of students on a topic to be
conveyed, slide the resulting design is adapted to operate independently as a video. Each object is designed to be inserted
slide animated features individually for a more dynamic and informative presentations more memorable. The process of
teaching and learning in classrooms using video produced by the items tested effectiveness of test questions that have been
implemented over the student teaching traditional lecture. The effectiveness of teaching and learning also tested on a
student that uses the methods of online learning and test. Data were analyzed using SPSS. Descriptive statistical analysis
was used to calculate the percentage and frequency in describing its features, making generalizations and conclusions. The
results show the value of the standard deviation of the learning process using the video above is 1.4161, where data is
closer to the mark expected. This shows the use of teaching and online learning can enhance students' understanding of a
topic and make it interesting, fun and easy to remember. An application for teaching and online learning is also very
necessary to implement because it is not only appropriate, but more effective than learning in the classroom.
Keywords online video, teaching and learning, effective
... Studies show diverse opinions on online learning, influenced by lecturerstudent interaction. Advantages include curriculum alignment (Swan et al., 2000), critical thinking enhancement, user engagement (Hay et al., 2004), as well as educational focus, and flexibility (Klingner, 2003). Interactions in virtual environments (Kim et al., 2005), social presence (Kim et al., 2005), academic selfconcept (Lim et al., 2019), and technological competencies (Wagner et al., 2002) contribute to successful online learning. ...
This study examines the factors influencing student performance and satisfaction in an online learning environment. It specifically investigates the relationships between course design, lecturer traits, student traits, technical support, student performance, and student satisfaction. Using a self-administered questionnaire, the study conducted a cross-sectional analysis among hospitality management students (n=256) at Cordillera Career Development College in the Philippines. Structural equation modelling was employed to analyse the proposed hypotheses. The findings indicate that student performance, lecturer traits, and technical support positively influence student satisfaction. The study highlights the students' comfort with online classes and the support they receive from lecturers while acknowledging that technical issues pose challenges to the effectiveness of online education. The study emphasises the increasing importance of the Internet and new technologies in education. The insights from this study can guide educational administrators in improving their strategies and curriculum design to adapt to the new normal.
... Moore and Kearsley (1996) identified the concept of transactional distance, emphasizing the need to balance learner autonomy with planned interactions to bridge the psychological gap between teachers and learners, fostering quality teacher-learner dialogue and learning communities. Hay et al. (2004) stressed the importance of interaction for effective online learning, highlighting how online learners often rely on each other for support. Furthermore, Garrison and Cleveland-Innes (2005) emphasized that teachers not only model critical discourse and foster deep learning but also hold a pivotal responsibility in creating structured and sustained engagement opportunities that are vital for achieving meaningful learning outcomes. ...
This mixed-methods study explores power dynamics, student engagement,
and mathematics identity in online mathematics classrooms.
Teacher positioning plays a crucial role in shaping these dynamics,
yet research on power dynamics in online math classrooms is limited.
The study employs classroom observations, survey questions, and
interviews to gather data. Ten teachers were observed, and data
from 60 students were included in the analysis. The findings inform
instructional strategies that foster engagement, empowerment, and
positive mathematics identities, intending to create inclusive online
environments that support students’ mathematical growth and identity
formation. The study reveals a moderate power imbalance and
teacher authority, highlighting the need for equitable power distribution.
Teachers’ dominant roles may hinder student autonomy and
active engagement. Strengthening collaborative and empowerment
strategies holds the potential to cultivate student participation and
agency. This research contributes to the existing knowledge on power
dynamics, student engagement, and mathematics identity in online
classrooms, addressing a significant research gap. Recommendations
include involving students in decision-making processes, implementing
collaborative strategies, raising awareness of power dynamics, and
providing professional development for teachers.
... Overall, the parents felt that the nondigital group provided more effective vocabulary knowledge development for their children. This is consistent with the view that educational class interactions are fundamental to any learning experience and create an optimal learning atmosphere for efficient learning [33,34]. ...
Among the most important things a child can do to learn is to play. Technology, however, has created a distinct type of play for children that differs from previous forms. This raises the question of whether digital or non-digital plays are more effective learning tools. To address the question, the current study examined the impact of digital and non-digital play-based instruction on children's vocabulary learning and retention. To this aim, 40 elementary EFL learners were assigned to two groups: digital and non-digital. In the first phase of the study, after twenty sessions of intervention, the post-test was administered and two weeks later, the delayed post-test was held. Twenty sessions of another type of play-based learning took place in the second phase when the learners switched groups. We ended up administering both the post-test and the delayed post-test after a two-week break. The data were analyzed using ANCOVA and Quade's ANCOVA tests. Additionally, the learners, parents, teachers, and two observers who attended all classes were interviewed. The quantitative results revealed that, across the stages, the non-digital group outperformed the digital one. The interviews and observations lend credence to the quantitative results. The study demonstrated that the advent of technology should not make us ignore the benefits of non-digital activities and plays in language education environments.
... The levels of student interaction have been proven to be a good predictor of learning outcomes (Hay et al., 2004) and the levels of class interactivity has been reported to be positively associated with student learning (Arbaugh, 2000). Despite the whole measurement of interaction, the interaction with instructor has been highlighted as a major factor of online interaction. ...
Covid-19 pandemic has inevitably shifted the conventional face-to-face learning in higher education institution to online learning. This study examined the perceptions of Indonesian EFL students, especially freshmen, towards online learning. Employing quantitative descriptive design with 83 respondents, this study focused on 3 aspects; 1) students’ perception, 2) students’ preferences, and 3) advantage and disadvantage of online learning based on students’ experience. The result showed that based on students’ perception 1) online learning is effective (53%, n = 44) to improve English proficiency, and somewhat effective (42.2%, n = 35) to improve social competences, 2) even though students’ enjoyment shows positive trends, they still prefer face-to-face learning (62.7%, n = 52) rather than online learning (37.3%, n = 31), and 3) the most frequent choose advantage of online learning is able to stay at home (79.5%, n = 66), while the most frequent disadvantage is less interaction with lecturers and classmates (74.7%, n = 62). This research has proven that the implementation of online learning earned numerous positive perceptions, followed with several challenges that need to be overcome by any means.
... Pre-pandemic literature indicates that several factors impact the online learning experience of students, such as the quality of instructor's interactions (Duffy et al., 1998), course design consistency (Swan et al., 2000), rate of interactivity (Hay et al., 2004), online learning flexibility (McCall, 2002), the opportunity for meaningful online engagement with teachers and peers (Soo and Bonk, 1998), academic self-concept (Lim et al. 2007), competence in using technology (Wagner et al. 2000), problems in virtual collaboration (Piccoli et al., 2001), technical issues (Song et al., 2004), lack of self-management among remote learners (Golladay et al., 2000) and effortful control and self-regulated temperament (Vedel, 2014). The hitherto mentioned researches were mostly in the context of asynchronous online education during the 'old-normal' in developed countries at junior and senior school levels. ...
The COVID-19 pandemic drove an online teaching and learning
‘revolution’ of sorts in developing countries. The world has stepped into the year 2023; however, the pandemic is far from over as the threat of another wave is already upon us in India. With China’s COVID-19 cases spike, India and multiple countries have stepped up their entry restrictions and measures (Hindustan Times, 2023). Students in Indian higher education institutes faced some unique challenges during online learning since the onset of the pandemic.
It is thus important to find ways to optimise the online learning experience in this new normal. The objective of this study is to explore the factors/ dimensions that are important in online synchronous learning among students in Indian universities. Past studies have mostly focused on individual variables such as stress, anxiety, and depression among students in developed countries.
While very few researches have been carried out in the context of Indian universities, no study was found to have identified the dimensions/components of online learning, thus making this study unique. This paper is based on a mixed-method cross-sectional research design and proposes an evidence-based model for the optimisation of online learning. It aims to fill in the research gap and identify important areas for innovation and research.
... This provides many opportunities for interaction and decision-making, as well as easy access to knowledge and learning as a social and collaborative process [27]. It also implies the active participation and involvement of students, promoting social and cognitive interactions between students and teachers [28]. The teacher has the task of guiding the acquisition of information and the construction of knowledge, as well as generating a social environment that facilitates critical thinking [29]. ...
The COVID-19 pandemic challenged the sustainability of higher education as millions of students were forced out of school, shifting to online learning instead of in-class education. In the Erasmus+ project, Virtual Presence in Higher Education Hybrid Learning Delivery (VIE), we were concerned with the level of readiness and the ability of higher-education students and teachers to face this changing situation. This paper reports the results of a survey which assessed the experiences that students and teachers had during the pandemic and, in particular, the development of soft skills through active learning methodologies. The project results show that there are still some unmet needs, but existing digital technologies, tools, and platforms already provide valuable solutions both for students and teachers that ensure a continuation of high-quality learning experiences.
... However, a satisfactory experience is not only made up of convenience, flexibility, and student readiness. Students also desire that their instructors are both capable and responsive (Asoodar et al., 2016;Sebastianelli et al., 2015) and the course is designed to promote critical thinking (Hay et al., 2004;Picciano, 2002) and foster a sense of community and social interaction (Kim et al., 2005). Van Wart et al. (2020) derived seven distinct factors that make up online quality based on student perceptions (organized by students' overall sense of importance): (a) basic online modality; (b) instructional support; (c) teaching presence, (d) cognitive presence; (e) social online comfort; (f) interactive online modality; and (g) social presence. ...
The COVID-19 outbreak required a pivot to remote education mid-semester. Instructors and students alike were forced to adjust to the online platform even though many lacked the training or interest to do so. This qualitative study focused on the following research question: How did satellite campus students from a university in the United States perceive their educational experience was affected by the alternative educational offerings put into place during the COVID-19 campus closure of March 2020? The results suggest that students (n = 106) perceived barriers would affect their educational experiences. All of the barriers, including barriers to social presence and decreased self-regulation, were driven by one central theme: low self-efficacy. Students believed that online instruction would result in decreased social presence and an inability to self-regulate. To tailor effective approaches to online learning in the future, we must give instructors the tools they need to not only move materials online but also enhance student self-efficacy.
... Virtual or distance learning has existed for decades; however, it was primarily used in higher education and completed both synchronously and asynchronously (Hay, Hodgkinson, Peltier, & Drago, 2004). Given its restricted use, the literature about virtual learning prior to the pandemic is limited and does not yet cover the vast range of K-12 students who participated in COVID-19-related virtual learning. ...
To explore the impact of COVID‐19 on daily life and problem behavior during virtual learning, we created and administered a survey to 64 school‐aged children (in 2019, M = 9.84 years; SD = 0.55 years). Results indicated significant increases in hyperactivity (t = −2.259; p = .027) and inattention (t = −2.811; p = .007) from 2019 to 2020. Decreases in sleep were associated with increases in hyperactivity (B = −0.27; p = .04); increases in time exercising were associated with smaller increases in inattention (B = −0.34, p = .01); and higher levels of parent stress, specifically related to virtual learning, were associated with increases in child inattention (B = 0.57, p = .01). Furthermore, hyperactivity predicted problem behavior during virtual learning (B = 0.31, p = .03). To explore the impact of COVID‐19 on daily life and behavior during virtual learning, we created and administered a survey to 64 school‐aged children. Results indicated significant increases in hyperactivity and inattention from 2019 to 2020. Some factors protected against increases in attention deficit hyperactivity disorder symptomology, including adequate sleep and exercise. However, higher levels of parent stress specifically related to virtual learning were associated with increases in child inattention. Lastly, hyperactivity predicted problem behavior during virtual learning.
... Interaction has been highlighted as one of the keys to the success of Internet-based distance education (Picciano, 2002). Business schools typically offer large lectures, but online courses may provide higher levels of interaction (Hay, Hodgkinson, Peltier, & Drago, 2004). It may enable individuals who wouldn't otherwise participate in a traditional classroom (Mills &Salloway, 2001). ...
This study sought to explore barriers to and benefits of adopting online platforms for teaching undergraduate students in the Department of Special Education. The berries that prevent effective online learning were identified as detractors, while the benefits of implementing online learning were categorised as optimism and pragmatism. One hundred and eighty-four undergraduates in the Department of Special Education, Faculty of Education, University of Ibadan, Nigeria, were study participants. The study identified three factors: detractors, optimism, and pragmatism. The instrument used for data collection was tagged "Barriers to and benefits of online learning." The scale had 48 items rated on a five-point Likert scale ranging from strongly agree to strongly disagree. The scale's internal consistency was Cronbach's > 0.81, which indicated the instrument's suitability for the study. The findings revealed that age did not cause variation in undergraduates' online detractors, optimists, and pragmatists' behaviour. There was no significant difference between male and female online optimists and online pragmatists (p > 0.05). At the same time, there was a significant difference between males and females based on their online detractor t (45.776) =-2.02, where p < 0.05. Furthermore, the result shows no difference among the level groups concerning how they learn from the different subgroups that make up online teaching and learning.
... McPartlan et al. [9] came to the same conclusion after a study conducted with 999 students: The most important reason why students would choose online courses rather than face-to-face courses is the flexibility of online courses. Most studies indicate the instructor's central role regarding the impact of online education [10][11][12]. Bruggerman et al. [13] identified a series of skills and characteristics of teachers which are necessary to provide an effective online or blended teaching activity, of which the most important would be recognizing and accepting the need for change and creativity. Xin Xie et al. [14] lists six benefits (flexibility, information accessibility, global reach, equity, innovation, and efficiency) and four drawbacks (network instability and technological constraints, lack of a sense of belonging and connectedness, presence of distractions, and lack of engagement) related to online education. ...
As a result of the COVID-19 health epidemic, online life has exploded into our daily lives, forcing most of us to move previously seemingly irreplaceable “face-to-face” activities into “non-face-to-face” meetings and activities in many sectors. One of the biggest challenges has been in the field of education: This sector, compared to other sectors, was less digitized. Under these circumstances, the entire education process was transferred to online space overnight, which was/is a major challenge for everyone. Thus, a questionnaire survey was conducted among students from two universities in Hungary and Romania, the results of which are included in the present article. The aim of the research was to measure students’ satisfaction and to examine the benefits of online education, for example, in terms of introducing hybrid education over the long term. Descriptive statistics as well as the Wilcoxon rank-sum test were used to analyze the database. The results showed that, from a practical point of view, there was no significant difference between the Hungarian and Romanian respondents who had a fundamentally positive view of digital education. In this respect, positive feedback can be seen as encouraging, especially for those individuals and social strata who may find online education much more attractive than traditional physical teaching. Online education could be an attractive, accessible, sustainable form of further education in the long run.
... The literature has repeatedly examined evidence regarding how direct personal contacts with the teacher play a more significant role in learning outcomes than contacts with other learners (Hay et al., 2004;Wu & Hiltz, 2004). On the other hand, interactions between learners within a group (for example, the importance of the learning community; (Palloff & Pratt, 2007), should also not be underestimated. ...
... . 51)-78);Picciano (2002); Hay Wait. (2004)) The cost of interaction in the online environment(Arbaugh (2000);Hay et al. (2004)), the number of teaching focuses on mastering through interaction and mastering online skills(Chizmar and Walbert (1999); McCall ( et al. (2005), the possibility of interacting with teachers and friends in online mastery (Su and Bonk) (1998);Wise et al.(2004);Kim et al. (2005)), social presence(Barab and Duffy (2000);Kim et al. (2005); Jonassen(2007)), educational self-esteem(Troutwein et al. (2006);Lim et al. (2007)) technology application requirements Skills(Wagner et al. (2000)) are diagnosed based on perceived advantages in the online domain. Therefore, strong online elegance depends on the leadership that relies on leadership, well-organized teachers and superb technology (Sun and Chen) (2016), as well as comments and concise instructions(Gilbert, 2015) ...
This exploratory study investigated demographic characteristics like gender & Course and its
effect in self-management & online Learning Readiness. The Self-Management & Online
Learning Readiness Scale and a demographic survey were administered at students of
Centurion University, Vizianagaram, Andhra Pradesh Campus(N = 244). We have run
Mediation effect to examine possible individual differences in Self- Management and Online
Learning Readiness based on Gender & Course.
We found that Self- Management and Online Learning effectiveness is significantly related to
each other. However we didn’t found any differences of Gender & Courses on Self-
Management and Online Learning effectiveness at Centurion University of Technology &
Management, Vizianagaram Campus.
... . 51)-78);Picciano (2002); Hay Wait. (2004)) The cost of interaction in the online environment(Arbaugh (2000);Hay et al. (2004)), the number of teaching focuses on mastering through interaction and mastering online skills(Chizmar and Walbert (1999); McCall ( et al. (2005), the possibility of interacting with teachers and friends in online mastery (Su and Bonk) (1998);Wise et al.(2004);Kim et al. (2005)), social presence(Barab and Duffy (2000);Kim et al. (2005); Jonassen(2007)), educational self-esteem(Troutwein et al. (2006);Lim et al. (2007)) technology application requirements Skills(Wagner et al. (2000)) are diagnosed based on perceived advantages in the online domain. Therefore, strong online elegance depends on the leadership that relies on leadership, well-organized teachers and superb technology (Sun and Chen) (2016), as well as comments and concise instructions(Gilbert, 2015) ...
This exploratory study investigated demographic characteristics like gender & Course and their effect on self-management & online Learning Readiness. The Self-Management & Online Learning Readiness Scale and a demographic survey were administered to students of Centurion University, Vizianagaram, Andhra Pradesh Campus(N = 244). We have run the Mediation effect to examine possible individual differences in Self- Management and Online Learning Readiness based on Gender & Course.
We found that Self- Management and Online Learning effectiveness are significantly related to each other. However, we didn’t found any differences in Gender & Courses on Self- Management and Online Learning effectiveness at Centurion University of Technology & Management, Vizianagaram Campus.
... Both studentstudent and tutor-student interactions are important in the creation of critical discourse. However, research indicates that the perceived structure and cohesion associated with the tutor role (often defined as teacher leadership or "presence") is a stronger predictor of critical discourse and overall effectiveness of both OL and F2F teaching (Hay et al., 2004), but possibly a greater predictor in online environments (Thomas and Thorpe, 2019;Wu and Hiltz, 2004). Educator presence, rapport and a sense of community and trust amongst learners are essential for effective digital learning experiences (Lambrinidis, 2014;Ragusa and Crampton, 2018;Stone, 2017). ...
Purpose – Following the rapid shift to online learning due to COVID-19, this paper aims to compare the relative efficacy of face-to-face and online university teaching methods.
Design/methodology/approach – A scoping review was conducted to examine the learning outcomes within and between online and face-to-face (F2F) university teaching programmes.
Findings – Although previous research has supported a “no significant difference” position, the review of 91 comparative studies during 2000–2020 identified 37 (41%) which found online teaching was associated with better learning outcomes, 17 (18%) which favoured F2F and 37 (41%) reporting no significant difference. Purpose-developed online content which supports “student-led” enquiry and cognitive challenge were cited as
factors supporting better learning outcomes.
Research limitations/implications – This study adopts a pre-defined methodology in reviewing literature which ensures rigour in identifying relevant studies. The large sample of studies (n = 91) supported the comparison of discrete learning modes although high variability in key concepts and outcome variables made it difficult to directly compare some studies. A lack of methodological rigour was observed in some studies.
Originality/value – As a result of COVID-19, online university teaching has become the “new normal” but also re-focussed questions regarding its efficacy. The weight of evidence from this review is that online learning is at least as effective and often better than, F2F modalities in supporting learning outcomes, albeit these differences are often modest. The findings raise questions about the presumed benefits of F2F learning
and complicate the case for a return to physical classrooms during the pandemic and beyond.
The world's largest lockdown, was imposed on the 130 crore Indian population to stay at home from 24 th March 2020 to halt the spread of the deadly virus Covid-19. The unprecedented and sudden imposition of the countrywide lockdown has impacted the life of all the citizens in different ways. The hustle of the busy cities, the 24/7 services, Bullish stock markets, Booming trades, across the Globe travels, suddenly came to standstill. The police, administrative, health care and essential services have been working relentlessly to live up to the situation. Electricity, Phone and Net connectivity have been the lifeline support to the public during the lockdown. This has kept people connected during their stay at home, discussing, sharing views and getting assistance. Amidst this lockdown the Indian Schools and colleges had to be closed down immediately while they were all gearing themselves towards the Board and End semester examinations. The Educational Institutions are trying to grapple with many other issues and are looking for new and novel ways of sustaining through this situation and providing uninterrupted education to the students so that learning doesn't stop by the confinement. Thanks to the digital advancements in Information and Communication Technology that has opened up new vistas of Education. The Indian education system is witnessing a transition to match the need of the hour. The Education system is heading for a transformation with Online / Virtual Class Rooms >Online Examinations Online Assessments > Digital Certification Although many Universities and Premier Educational Institutions have already ventured into all spheres of the online education ecosystem , several institutions are still grappling with the change. This paper is an attempt to evaluate the perception of students on the online teaching methodologies adopted by Arts & Science college professors to learn, teach and engage their students during this Covid lockdown. The paper intends to identify whether the students prefer the online environment to the class room learning environment. Both have their own advantages and limitations. Another aspect of the study is to identify, how effective the learning is through the electronic mode? Can theoretical and practical subjects be effectively delivered using the electronic mode? Which is the most popular app used by the Professors for teaching? Do the professors use multiple apps to deliver classes and evaluating assignments? Are all the students in a class room effectively connected through the apps? Whether the students will prefer to give their exams online if the lockdown is extended? Probably there is indication that Education Ecosystem will completely change. Physical Class rooms and presence may become the thing of the past in the years to come. This Survey will bring to light the changes that we are presently witnessing in the field of Education.
Education plays a very important role in the life of every individual. Education is the mode of medium of techniques, skills, information and knowledge. Educated people are respected in the society enhances safety against crime, women empowerment, removal of poverty, prevention from war and terrorism, whereas when education is in regard to the country it enforces job opportunities, true potential, improvisation of sectors, standard of living, wealth, welfare, balanced growth, economic stability, grading and so on. The Era of COVID-19 time broke down many sectors and one among them is the Education sector. As COVID-19 pandemics expressively disturbed the educational sector which is a critical element of a country's economic growth; online platform became the mode of learning from kinder garden to university education. COVID-19, though a big downfall in the economy it transformed the traditional way of learning (Offline mode), as an interactive session through online mode. Through Online education, the modules and activities uplifted courage among students to get on track on board in Education. Online education wasn't that much easy to be implemented in the initial stage but during that time there was no other go, so there were so many highly advanced resources and techniques that threw light on the education sector where as E-learning took place through assignments, seminars, webinars and workshops during the COVID-19 pandemic. The swift transformation to online teaching opened the gates to many e-resources E-Learning has worked towards bringing learners, tutors, experts, practitioners, and other interest groups to one place. As a result, there is a good practice of knowledge sharing followed through different online platforms that are highly advanced ones namely as e-Shodh Sindhu, e-Gyankosh, SWAYAM, SAKSHAT, You Tube, UG/PG MOOCs, National Digital Library, Vidwan and so on. E-learning can also be termed as a network which enabled transfer of skills and knowledge, and the delivery of education is made to a large number of recipients at the same or different times. Digital technology of utilising the e resources to adapt e learning is a very big priority as it's a need of the hour during COVID-19 pandemic. Hence, quick information helps in the better growth of an individual. This is important in current times as competition is rising and the world is also growing. With this background the present paper tries to focus on the effects of of COVID-19 on Education Sector.
A new paradigm in education is being ushered in by online learning. In the aftermath of the pandemic, online learning has become increasingly available in both academic and professional spheres. Despite difficulties, teachers strive to improve online learning effectiveness. Further emphasis is placed on learning characteristics, readiness, environment, design, and e-learning mode. Whether synchronous or asynchronous learning modes are used will determine the efficacy of the learner. In this study, researchers analyzed the influence of learning qualities on satisfaction and effectiveness, exploring the moderating function of learning mode with 545 online learners’ results. According to this study, the characteristics of online learning significantly impact effectiveness. It also supports the idea that the modality of learning plays a moderating effect in online education. These findings have important practical ramifications for structuring the learning environment and adjusting relevant factors to the satisfaction of students, increasing e-learning efficiency.
The study aimed to identify key variables influencing the performance and happiness of 545 undergraduate and graduate students enrolled in online courses during the COVID-19 pandemic in Indian universities. Utilizing structural equation modeling, the researchers found that high-quality instruction, well-designed courses, timely feedback, and high expectations positively influenced students' satisfaction, subsequently enhancing their performance. The study underscores the pivotal role of these elements in education management, especially in the context of the pandemic. It seeks to comprehend how online learning characteristics impact efficacy and enjoyment, highlighting their significance for 545 online learners. The findings emphasize the crucial role of online learning features in shaping successful learning and offer valuable insights for optimizing the online learning environment to enhance overall effectiveness.
This study aimed to investigate students' perceptions of and attitudes towards online and hybrid teaching compared to traditional forms of education to reveal the factors that affect their perceptions and their views of the strengths and weaknesses of different modes of delivery. Overall, the findings seem to be in line with previous and recent research. The students understood that online or hybrid modes of instruction were the only options to continue their studies during the pandemic. The analysis of students' blog entries showed that they were able to critically evaluate the situation and comment on the advantages and disadvantages of online and hybrid learning in comparison to traditional forms of education.
Classroom discourse has undergone a huge paradigm shift since educators had to shift to the online teaching mode during the “COVID-19” pandemic. Given such a scenario, engaging and maintaining students’ attention has been a challenge and the central focus of English as a Second Language (ESL) instructors at the tertiary level. Considering this shift, the present study explored how ESL educators in a private institution in Malaysia utilised interactions, time and pace in online classes during the pandemic to enhance teaching and learning. A qualitative research design comprising interviews, lesson observation on Microsoft Teams and field notes was employed. Eight instructors teaching ESL at higher education institutions were recruited using a convenience sampling method and the data from interviews were analysed thematically. The results from the three data collection methods were triangulated and combined to draw conclusions about the challenges of online teaching which define the dynamics of the classroom interaction. It was concluded that effective and well-planned classroom interactions, time management strategies and pacing were important effective aspects of online teaching which could facilitate or impede the routines of online classroom teaching. Findings of the present study may have implications for improving the quality of interactions in online teaching. The authors suggest solutions for the various challenges that online teaching poses for educators.
The quality, availability, consistency, and accessibility of technology play vital roles in shaping learning performance and effectiveness. However, it is important to recognize that technology alone does not guarantee desired learning outcomes. Instead, the interaction between humans and technology, along with the design dimensions of educational tools, significantly influence students' learning outcomes and their psychological engagement with the learning process. Moreover, improper utilization of technology can pose obstacles to effective learning. This paper aims to provide a thorough examination of the effects of technology on the learning process, aiming to identify instances where technology serves as a facilitator or hindrance to learners. Furthermore, a diverse range of suggestions will be presented to optimize and enhance the role of technology in promoting effective learning experiences. The research highlighted the advantages and disadvantages of different technology aspects on students, and highlighted how keeping the learning outcome as a principle in course design will lead to the proper evaluation of learning outcome. By delving into these crucial aspects, this research endeavors to provide valuable insights and actionable recommendations for educators, policymakers, and stakeholders seeking to harness the full potential of technology in education.
The quality, availability, consistency, and accessibility of technology play vital roles in shaping learning performance and effectiveness. However, it is important to recognize that technology alone does not guarantee desired learning outcomes. Instead, the interaction between humans and technology, along with the design dimensions of educational tools, significantly influence students' learning outcomes and their psychological engagement with the learning process. Moreover, improper utilization of technology can pose obstacles to effective learning. This paper aims to provide a thorough examination of the effects of technology on the learning process, aiming to identify instances where technology serves as a facilitator or hindrance to learners. Furthermore, a diverse range of suggestions will be presented to optimize and enhance the role of technology in promoting effective learning experiences. The research highlighted the advantages and disadvantages of different technology aspects on students, and highlighted how keeping the learning outcome as a principle in course design will lead to the proper evaluation of learning outcome. By delving into these crucial aspects, this research endeavors to provide valuable insights and actionable recommendations for educators, policymakers, and stakeholders seeking to harness the full potential of technology in education.
Education plays a very important role in the life of every individual. Education is the mode of medium of techniques, skills, information and knowledge. Educated people are respected in the society enhances safety against crime, women empowerment, removal of poverty, prevention from war and terrorism, whereas when education is in regard to the country it enforces job opportunities, true potential, improvisation of sectors, standard of living, wealth, welfare, balanced growth, economic stability, grading and so on. The Era of COVID-19 time broke down many sectors and one among them is the Education sector. As COVID-19 pandemics expressively disturbed the educational sector which is a critical element of a country's economic growth; online platform became the mode of learning from kinder garden to university education. COVID-19, though a big downfall in the economy it transformed the traditional way of learning (Offline mode), as an interactive session through online mode. Through Online education, the modules and activities uplifted courage among students to get on track on board in Education. Online education wasn't that much easy to be implemented in the initial stage but during that time there was no other go, so there were so many highly advanced resources and techniques that threw light on the education sector where as E-learning took place through assignments, seminars, webinars and workshops during the COVID-19 pandemic. The swift transformation to online teaching opened the gates to many e-resources E-Learning has worked towards bringing learners, tutors, experts, practitioners, and other interest groups to one place. As a result, there is a good practice of knowledge sharing followed through different online platforms that are highly advanced ones namely as e-Shodh Sindhu, e-Gyankosh, SWAYAM, SAKSHAT, You Tube, UG/PG MOOCs, National Digital Library, Vidwan and so on. E-learning can also be termed as a network which enabled transfer of skills and knowledge, and the delivery of education is made to a large number of recipients at the same or different times. Digital technology of utilising the e resources to adapt e learning is a very big priority as it's a need of the hour during COVID-19 pandemic. Hence, quick information helps in the better growth of an individual. This is important in current times as competition is rising and the world is also growing. With this background the present paper tries to focus on the effects of of COVID-19 on Education Sector.
The present study was conducted in the state of Chhattisgarh to identify the pace of Tourism development, sustainability and its awareness among the tourist visiting the state, the study tries to develop a model to determine the important variables which can contribute towards the development of sustainable tourism at Chhattisgarh state. The tourism industry is helping nations to become economically strong and the growth of this industry is remarkable in last two decades but there are some big threats associated with the unprecedented development of this industry across the globe. Today India and especially Chhattisgarh is rich in every sense be it infrastructure, connectivity, flora and fauna, preserved ancient architect or culture, the shrine places etc bound to attract domestic and global tourists. As a new state Chhattisgarh is trying to explore the developmental possibilities of this industry & it become important to think about the sustainable options to minimize the negative impact of this industry? A tourism strategy is essential which is ecological, economical & socially feasible for long term. A research model was developed and examined with a questionnaire designed using 5-point likert scale. The questionnaire was administered using survey method from tourists of different destinations of Chhattisgarh.
The present study was conducted to study the relationship between online learning experience, cognitive presence and psychological well-being among university and college students during covid-19 pandemic. Online learning scale (Bernard et al., 2004), community of inquiry (Arbaugh et al., 2008) and psychological well-being scale (Ryff, 1989) were used for the collection of data from students including both males and females. The target population was students with the age range of 17-27 years. The study was conducted by using purposive-convenient sampling technique (N = 283). The results of the present study showed that online learning experience has a positive relationship with community of inquiry. Teaching presence, social presence and cognitive presence are significantly positively correlated with each other. Community of inquiry shows significant positive relation with online learning experience and they both shows significant negative relation with psychological well-being. Additionally, boys scored higher on online learning experience and teaching, social, and cognitive presence as compared to girls. However, there is no difference on psychological well being. The association between these variables holds importance in the life of students in online learning and helps them to deal with the problems and difficulties regarding their learning experience, cognitive presence and psychological well-being.
This study enriched the research horizon of the social sciences and contents of MOOCs by providing stakeholders with authentic data-driven recommendations to better conceptualize, design, develop and deliver MOOCs in today's higher education context. Key factors driving positive/negative learning experiences in business MOOCs were identified and explored. A topic modelling algorithm—Latent Dirichlet allocation (LDA)—was used to examine 144,946 online reviews of 729 business courses on Coursera between August 7, 2015 and August 16, 2021. Two major themes and 11 topics emerged as MOOC delivery (professor, information, comprehension, assessment and materials) and subject matter (finance, marketing, people management, computer skills, technology and project management). A textual salience-valence analysis was employed to analyze the factors driving positive/negative learning experiences regarding MOOC delivery. Findings suggested that 1) business MOOCs should value the importance of instructors' professional and celebrity image to appeal to learners, 2) course design and structure should be easy and simple to manage by learners, 3) course contents, information and assessment should be challenging rather than hard, and 4) the application and validation of peer reviews in both learning process and assessment should be more responsive to eliminate potential issues that could negatively impact learning experiences.
Purpose
The Covid-19 pandemic closed most educational institutions covering all world and academic calendars are threatened. In this situation keeping academic activities live, most institutions adopted learning via online platforms. However, the question about online learning effectiveness especially in developing countries like South Africa is still not clearly or evidently recognized, as in developing countries due to technical constraints of availability of bandwidth and device suitability is a serious challenge. The authors focus is to obtain the perception and insights of business and commerce students towards online learning education in order to improve an effective online learning environment.
Design/methodology/approach
The research study is based on an online survey of 415 students. The research study also explored a mixed-method and numerous explanatory attributes which helped the authors to discuss the results.
Findings
Results find out that 73 percent of students were ready to manage online learning and the majority of them prefer curriculum learning through smartphones during this pandemic. Some of the students have an attractive opinion due to the convenience and flexibility of online learning while some students in rural areas face many challenges in online learning due to the connectivity of broadband.
Research limitations/implications
Research has been uniquely limited to students of tertiary level and vocational training in the field of commerce across some educational institutions from South Africa. Some students were not cooperative in providing answers on time as per the questionnaire.
Practical implications
The insights of this research study will be very helpful in curriculum designing for the next academic session.
Social implications
Its findings will help to improve the online learning method so that it can be socially inclusive to all the students no matter their condition on data bundle accessibility background and location.
Originality/value
One of the few case studies done during this pandemic era and its findings will help understand how students perceive online learning in order to improve the learning environment.
Technology use in online education can be seen as common practice worldwide, but implementation of online education in Japan lags behind other OECD countries. When the COVID-19 outbreak was confirmed, the Japanese government locked down schools nationwide and online education was the only medium of teaching. This has created a huge and sudden shift from the face-to-face, teacher-centred classroom to online interactions on digital platforms. Throughout Japan, students have had to engage with their teachers and classmates, and rapidly access their course materials online. With a lack of skills to use digital devices, and a lack of knowledge regarding student-centred pedagogy for online education, learning English as a foreign language (EFL) online has created immense dilemmas for students.This chapter aims to explore and investigate students’ feelings about, and experiences of, immediate pandemic-oriented English language education online in Japan. The chapter reports on how these EFL courses emerged and were facilitated to promote an interactive and collaborative learning environment for first-time online learning. The chapter provides implications for providing guidance and recommendations for pre- and in-service teachers who immediately need to develop online EFL courses which meet the international benchmark.
During the recent COVID-19 crisis, with the purpose of maintaining uninterrupted learning, academia from the majority of Sri Lankan higher education institutes had started utilizing various e-learning tools and digital platforms such as Zoom, Google Classroom, Edpuzzle, Learning Management Systems, web and social media groups to actively engage students in the teaching-learning process and to conduct e-assessments continuously. In order to identify the strengths and limitations of current e-learning practices in the tertiary level learning context, researchers have set up a comprehensive foundation for this study by conducting some interviews with some academics and students as a pre-study. Based on the indications of the pre-study, data has been collected through a structured questionnaire, and the study was carried out with a sample of 844 students representing the disciplines, namely, Information Technology, English and Management. The data was gathered using a Google form. Descriptive statistics, paired-sample t-test have been used to analyze the data. The results evidence that the students show a positive intent towards e-learning despite the limitations caused by the lack of infrastructure facilities. The paired sample t-test results indicate a significant difference between students' confidence levels after studying the subjects in online modes and physical classrooms/ labs. The Gap of those confident levels is high related to lab base subjects and speaking skills related subjects. And the poor response rate of this study (55%) indicates that most students do not have accessibility facilities for online learning methods.
The ‘New Normal’ era in South Korea with low growth and employment and the fourth industrial revolution in the world that brought about the environmental change leading to ‘jobless growth’ are giving new roles and obligations to universities, and to respond to the foregoing, qualitative changes in education and changes in educational services are becoming essential elements of competitiveness. According to the results of the study, among the effects of the faculty, educational environments, educational programs, and administrative services, which are elements of educational service quality, on learning flow and educational satisfaction, the effect of educational environments on learning flow, and the effect of administrative services on educational satisfaction were not significant and all other effects were significant. The effects of learning flow and educational satisfaction on academic achievement and career decision-making self-efficacy were adopted as significant effects but the effect of academic achievement of university students on career decision-making self-efficacy was not shown to be significant. Through the foregoing, the effect of educational service quality on career decision-making was empirically verified thereby seeking qualitative improvement of educational services for cultivation of men of talents, which is the ultimate goal of universities and expected effects in the strategic aspect were presented.
Purpose
The intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.
Design/methodology/approach
The researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 ( n ) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.
Findings
Findings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.
Practical implications
Decision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.
Originality/value
Researchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.
Educational institutes across the world have closed due to the COVID-19 pandemic jeopardizing the academic calendars. Most educational institutes have shifted to online learning platforms to keep the academic activities going. However, the questions about the preparedness, designing and effectiveness of e-learning is still not clearly understood, particularly for a developing country like India, where the technical constraints like suitability of devices and bandwidth availability poses a serious challenge. In this study, we focus on understanding Agricultural Student’s perception and preference towards the online learning through an online survey of 307 students. We also explored the student’s preferences for various attributes of online classes, which will be helpful to design effective online learning environment. The results indicated that majority of the respondents (70%) are ready to opt for online classes to manage the curriculum during this pandemic. Majority of the students preferred to use smart phone for online learning. Using content analysis, we found that students prefer recorded classes with quiz at the end of each class to improve the effectiveness of learning. The students opined that flexibility and convenience of online classes makes it attractive option, whereas broadband connectivity issues in rural areas makes it a challenge for students to make use of online learning initiatives. However, in agricultural education system where many courses are practical oriented, shifting completely to online mode may not be possible and need to device a hybrid mode, the insights from this article can be helpful in designing the curriculum for the new normal.
This article presents a framework for integrating information technology (IT) into the marketing curriculum in the context of the specific objectives of an undergraduate business program.The authors propose integration of IT via five technological modules: (1) Web-based communication among instructors and students, (2) use of the marketing department’s Web site as an educational resource, (3) the Internet as a marketing medium, (4) computer-supported market analysis and decision making, and (5) computer-enhanced business presentations. As an illustration, this article details the use of the five modules according to the specific program objectives at Seton Hall University. The article also outlines practical guidelines for the application of IT in teaching and learning and outcomes and assessments measures. Marketing educators can use this paradigm to promote more efficient teaching and better learning, and consequently students will be better prepared to manage and use IT in their professional careers.
Technology-mediated distance learning has increasingly become a part of the business curricula, particularly in the delivery of MBA Programs. However, despite its popularity, sporadic efforts have been made to demonstrate its effectiveness by looking at actual students’ course evaluations as indicators of teaching and learning effectiveness. This paper compares the differences between two MBA classes’ evaluation of a Marketing Management course taught by the same instructor but delivered using two teaching methods: interactive video instruction and traditional face-to-face instruction. It also compares course evaluations of students in sending and receiving sites in the ITV environment. The results indicate that MBA students involved in the face-to-face classroom setting consistently rated the course higher than those in distance learning. In the ITV environment, no significant differences were noted from the student evaluations of those in the sending and receiving sites.
This article reports and explores the use of distance learning, the World Wide Web, and the Internet by public affairs and administration programs. Comparison of the two surveys' results reveals rapid rates of technological adoption.
There has been considerable scholarly interest in issues related to gender and the online classroom. Some evidence suggests that male and female college students experience the online environment differently. The study reported here was designed to gather information regarding this matter. The Connecticut Distance Learning Consortium (CTDLC) included two open-ended questions on their CT s standard course evaluation form for the fall 2000 semester. These questions invited students to comment on their experiences as learners in the online classroom in as much length and detail as they wished. This report is based on an analysis of the 195 responses to these two questions. Significant differences were found between the way male and female students identified the strengths and weaknesses of the online environment on a range of questions regarding flexibility, face-to-face interaction, shy and quiet students, self-discipline, and self-motivation. The data provide compelling evidence that online courses are of great value to nontraditional students, particularly female adult learners with children or family responsibilities. Because this is a primary demographic profile for community colleges, these data should be of special interest to community faculty and administrators.
The purposes of this monograph are to provide an overview of findings and of research methodology used to study students' evaluations of teaching effectiveness, and to examine implications and directions for future research. The focus of the investigation is on the author's own research that has led to the development of the Students' Evaluations of Educational Quality (SEEQ) instrument, but it also incorporates a wide range of other research. Based upon this overview, class-average student ratings are: (1) multidimensional; (2) reliable and stable; (3) primarily a function of the instructor who teaches a course rather than the course that is taught; (4) relatively valid against a variety of indicators of effective teaching; (5) relatively unaffected by a variety of variables hypothesized as potential biases; and (6) seen to be useful by faculty as feedback about their teaching, by students for use in course selection, and by administrators for use in personnel decisions. In future research a construct validation approach should be employed in which it is recognized that: effective teaching and students' evaluations designed to reflect it are multidimensional/multifaceted; there is no single criterion of effective teaching; and tentative interpretations of relationships with validity criteria and with potential biases must be scrutinized in different contexts and must examine multiple criteria of effective teaching.
This synthesis extends part of Peter Cohen's well-known examination of the association between student ratings of instruction and student achievement. The results of increasing the number of specific instructional dimensions considered and of preserving more of the information in the evaluations by multiple coding into these dimensions are compared with Cohen's findings. Extending the analysis further by changing the unit of analysis and the method of averaging correlations generally decreases the size of the associations. The instructor's preparation and organization, clarity and understandableness, stimulation of interest, motivation of students to reach high standards, encouragement of discussion and openness to others' opinions, and elocutionary skills consistently explain 10% or more of the variance in student achievement regardless of the method of averaging or the unit of analysis used. The size of the association between an instructional characteristic and student achievement, as one indicator of the characteristic's importance, is compared with three other indicators (extent to which students say the characteristic is important, extent to which faculty say it is important, and size of its correlation with the overall evaluation of the instructor).
The teaching environment is undergoing a major shift as more and more marketing programs are offering classes either partially (Web enabled) or totally (Web exclusive) online. This shift is due to rising costs in education, enrollment management issues, and an evolution in the use of distance learning. This article first describes this evolution in distance learning and the progress into online classes. Next, based on their online marketing class experiences, the authors offer guidelines for other marketing faculty preparing to teach online. The focus is how marketing educators can use the online technology to provide a better learning experience for their students. Concerns marketing instructors may have with teaching online courses are discussed.
Online education has created a “virtual community” learning environment. Effective assessment of this new learning environment is paramount to providing quality education and may provide insights to effective management of virtual communities in the business world. A model of online education effectiveness is proposed and then empirically investigated. Dimensions included in this model are student-to-student interactions, student-to-instructor interactions, instructor support and mentoring, information delivery technology, course content, and course structure. Measures of these dimensions were then analyzed and found to be significant predictors of the variance in students’ evaluations of the global effectiveness of the online educational experience.
Computer-mediated communication (CMC) has been viewed as overcoming process losses in groups by fostering equal particpation in discussions. This study examines antecedents of participation and tests the hypothesis that the benefit of the equalization effect depends on how information is distributed within the group. Fifty-four 3-person groups worked on a problem-solving task either in computer conferences or inface-to-face meetings. Additional pieces of information (clues) were distributed equally across members orto single members. In contrast to ideas that electronic communication reduces inhibitions, participation in CMC was associated with individual differences in extraversion. In addition; despite more equal participation in CMC, individuals dondated in both media. Media had few effects on information sharing or performance, although CMC groups were less satisfied with the process. Results of this and other studies of group problem solving suggest that patterms of interaction andperformance in computer-mediated groups do not depart substantiallyfrom face-to-face groups, although CMC may introduce new process losses.
New technology is giving students the freedom to take classes virtually anywhere and anytime. For this article, we examined the impact that taking one or more courses through distance learning had on student performance in the capstone business class. The students who earned course credit through distance learning did better in the class. Further, certain types of distance learning appeared to be associated with even higher grades in the capstone class.
In this study, the authors sought to investigate the status of distance education (DE) at 68 higher education institutions. Through a survey of DE program directors, the authors gathered information on size, target audience, media used, evaluation methods, student characteristics, student and faculty perceptions, and administrative support. Results reveal that the programs were still primarily asynchronous in their course delivery and needed more staffing and technical support and that program coordinators were experimenting with alternative forms of evaluation.
University business schools are on the verge of a period of rapid transformation. The current characteristics of British business schools are examined. Implications for business schools of the new competitive reality are discussed. Challenges are identified. Copyright © 1999 John Wiley & Sons, Ltd.
EXPANDING THE PURPOSES AND GOALS OF FACULTY ASSESSMENT. The Current Status of Faculty Assessment. A New Perspective on Faculty Assessment and Development. SETTING EXPECTATIONS. Defining Faculty Work. Discussing Expectations. COLLECTING AND ORGANIZING EVIDENCE. Gathering Acceptable and Trustworthy Evidence. Establishing the Credibility of the Evidence. Constructing a Full Portrayal of Faculty Work. USING EVIDENCE IN FACULTY ASSESSMENT. Clarifying Appropriate Uses of Assessment Evidence. Enhancing Assessment's Value to Individual Faculty Members. Enhancing Institutional Uses. METHODS OF COLLECTING EVIDENCE. Written Appraisals. Rating Scales and Checklists. Interviews. Observations and Videotaping. Indicators of Eminence, Quality, and Impact. Achievement and Outcome Measures. Records and Portfolios.
Technology-mediated distance learning is becoming increasingly important to business curricula. However, little theoretical development or empirical research has examined teaching effectiveness in distance learning. Thus, this article draws from research in management communications, education, and information systems to develop an initial conceptualization of influences on technology-mediated distance learning outcomes. It then reports on an exploratory study utilizing both qualitative and quantitative techniques to examine 247 students' reactions to such distance learning.
The present study used meta-analytic methodology to synthesize research on the relationship between student ratings of instruction and student achievement. The data for the meta-analysis came from 41 independent validity studies reporting on 68 separate multisection courses relating student ratings to student achievement. The average correlation between an overall instructor rating and student achievement was .43; the average correlation between an overall course rating and student achievement was .47. While large effect sizes were also found for more specific rating dimensions such as Skill and Structure, other dimensions showed more modest relationships with student achievement. A hierarchical multiple regression analysis showed that rating/achievement correlations were larger for full-time faculty when students knew their final grades before rating instructors and when an external evaluator graded students’ achievement tests. The results of the meta-analysis provide strong support for the validity of student ratings as measures of teaching effectiveness.
This article reports results of a content analysis of 18 teaching assistant (TA) manuals. Topics were divided into four major categories of tasks: professional socialization, intellectual, interpersonal, and organizational. Twenty-six of the 103 topics identified were included in more than 50% of the manuals. Among the common topics, more topics were included from the categories dealing with intellectual and interpersonal tasks than from the other two categories, highlighting the importance of these two dimensions of effective teaching, which is consistent with Lowman's (1984) theoretical model. The topic outline provided by our study could serve as a model for TA manuals.
While electronic discourse is silent and can be printed and subjected to the literate bias we use in evaluating formal writing, at the same time synchronous discourse contains the sound and texture of “voice” and serves the generative and communalizing function of authentic talk. Based upon analysis of discussions of fiction using Dedalus Interchange in literary analysis classes, I have found the electronic voices of my students to be unlike the voices I'd come to know from these students in speech and writing. I find the rich hyper-vocality of Interchange expands the number of ideas all are exposed to, deemphasizes traditional authority increasing metalinguistic awareness, may decrease inhibition and gender barriers, and facilitates the kind of increased social connectedness which motivates participation.
Commercial activity, or third leg activity as the Higher Education Funding Council for England (HEFCE) defines it, and the income it generates, is of increasing importance to all higher education institutions (DES, 2003; CEML, 2002).
For new or modern university business schools in particular, the falling unit of resource attaching to HEFCE student teaching income and the virtual disappearance of research revenues as a result of the poor results in the 2001 Research Assessment Exercise (RAE), has combined to produce a scenario in which commercial activity is likely to be an increasing priority as business schools attempt to remain effective and solvent.
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This analysis attempts a systematic synthesis of the rather large body of research on college students'' views on teaching and their assessment of the effectiveness of various attitudes, behaviors, and pedagogical practices of instructors. Across studies, the following characteristics are consistently associated with superior college teachers or teaching (as determined in a variety of ways): stimulation of interest; clarity and understandableness; knowledge of subject matter; preparation for, and organization of, the course; and enthusiasm for the subject matter and for teaching. Friendliness (concern and respect for students), helpfulness (availability), and openness to others'' opinions (encouragement of class questions and discussion) are characteristics that students say they prefer in teachers (especially when they freely describe their ideal or best teacher and the characteristics they see as important to good teaching). However, a teacher''s standing on these characteristics appears not to be particularly important to students'' global assessment of their actual teachers on teacher-evaluation questionnaires. Finally, relative to other characteristics, certain regulative activities of the instructor are typically and consistently lower in importance for superior teaching, at least by the several indicators used in the studies under review. The analysis concludes with interpretations and cautions.
While the delivery of graduate management education via the Internet is becoming increasingly common, research on how education can be conducted effectively using the medium is still somewhat limited. To help address this paucity of research, this paper examines the effects of characteristics of the technology used to deliver web-based courses, and of “classroom” behaviors by students and instructors on student learning and satisfaction in a sample of web-based MBA courses. The study found that the behavioral characteristics tended to be stronger predictors of student learning and satisfaction. These findings suggest that while technological characteristics are important, the primary drivers of successful course experiences are the extent to which class participants emphasize and invite interaction. These findings should be both encouraging and challenging to business schools. The findings are encouraging in the sense that teaching skill may be more transferable from the classroom to the Internet than originally thought, thereby providing a potential source of advantage against emerging for-profit education providers. They are challenging because they suggest the need for faculty to develop skills using constructivist, rather than objectivist, models of education.
Quality, outcomes and cost-effectiveness of methods of teaching and learning in colleges and universities are being scrutinised more closely. The increasing use of peer tutoring in this context necessitates a clear definition and typology, which are outlined. The theoretical advantages of peer tutoring are discussed and the research on peer tutoring in schools briefly considered. The substantial existing research on the effectiveness of the many different types and formats of peer tutoring within colleges and universities is then reviewed. Much is already known about the effectiveness of some types of peer tutoring and this merits wider dissemination to practitioners. Directions for future research are indicated.
The rapid growth of end-user computing, low-cost communication, and the development of the Internet has lead to a surge of online courses. In light of this, many educators still await the promise of technology's power to improve teaching effectiveness. This article presents an exploratory study of a Web-based distance education course at a major Australian university. We identify three critical success factors associated with teaching effectiveness in online delivery - technology, the lecturer, and the students' previous use of the technology. We also argue that the lecturer will continue to play a central role in online education, albeit his or her role will become one of a learning catalyst and knowledge navigator.
Economists are singled out for their lack of interest in teaching. Yet, in teaching economics to undergraduates, the work of some economists is innovative and recognized, although not necessarily appreciated by those who are missing the current realities in higher education. This article presents evidence on the teaching and learning of economics at the undergraduate level. It describes what economists are doing in classrooms, and discusses the consequences of their failure to do more. It reviews what research offers teachers and considers alternative measures of educational outputs. Consideration is given to nonlecture teaching methods that are more prevalent in other disciplines.
Student ratings of teaching: a summary of the research. IDEA Paper No 32 Center for Faculty Evaluation and Development Division of
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On‐line universities teach knowledge beyond the books
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