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Learning Style and Effectiveness of Online and Face-to-Face Instruction
Abstract
In this study the investigator compared two sections of the same course-one section was online and asynchronous; the other was face-to-face-by examining gender, age, learning preferences and styles, media familiarity, effectiveness of tasks, course effectiveness, test grades, and final grades. The two sections were taught by the same instructor and used the same instructional materials. The results revealed no significant differences in test scores, assignments, participation grades, and final grades, although the online group's averages were slightly higher. Ninety-six percent of the online students found the course to be either as effective or more effective to their learning than their typical face-to-face course. There were no significant differences between learning preferences and styles and grades in either group. The study showed that equivalent learning activities can be equally effective for online and face-to-face learners.
... Shachar M., & Neumann, Y., (2010). Twenty Years of Research on the Academic Performance Differences Between Traditional and Distance Learning: Summative Neuhauser, C. (2002). Learning Style and Effectiveness of Online and Face-to-Face Instruction, The American Journal of Distance Education, 16(2). ...
... Learning Style and Effectiveness of Online and Face-to-Face Instruction, The American Journal of Distance Education, 16(2). Neuhauser, C. (2002) compared two sections: Online (Asynchronous and face to face on the gender, age, learning preferences and styles, media familiarity, effectiveness of tasks, course effectiveness, test grades and final grades. The findings showed that there is no significant differences in the test scores, assignments, participation grades and final grades between the two groups however, the online groups averages were slightly higher. ...
... However, Neuhauser (2002) has negating findings on the use of online learning. The findings showed that there is no significant differences in the test scores, assignments, participation grades and final grades between the two groups however, the online groups averages were slightly higher. ...
Coronavirus (COVID-19) pandemic has brought abrupt transitions in the educational system, adjustment in the management of instructional resources, and impacted teachers' classroom management practices and their delivery of instructions.
... The reviewed literature revealed some previous studies on the relationship between students' learning styles and their academic performance (Battalio, 2009;Cobrera & Torres, 2021;Çakıroglu, 2014;Dag & Geçer, 2009;Daňo, 2017;DeTure, 2004;Mkonto, 2015;Neuhauser, 2002;Popescu, 2010;. In some of the studies, a significant relationship was found between the students' learning styles and their achievements. ...
... However, in some of the studies found in the literature, no significant relationship was found between students' learning styles and their academic performance (Childress & Overbaugh, 2001;Daňo, 2017;DeTure, 2004;Neuhauser, 2002;Schellens & Valcke, 2000). In a recent study, Daňo (2017) examined the learning styles, study habits, and academic performance of first-, second-, and third-year nursing students at Ceba Normal University in the Philippines. ...
... Although Çakıroglu used Kolb's experiential learning style model in determining the students' learning styles, the study found a significant relationship between students' learning styles and their academic performance. However, the results of this study contrasted with those obtained by Cobrera and Torres (2021) and those obtained by Neuhauser (2002). Neuhauser (2002) did not find a significant relationship between learning styles and learning outcomes in a study comparing the grades of students learning through online and face-to-face methods. ...
This article reports on a study to determine whether there was a relationship between the learning styles and academic performance of university mathematics students learning through distance e-learning. 26 students studying for a Bachelor of Science degree in Mathematics and Statistics at a university in Zimbabwe participated in the study. The study revealed a statistically significant relationship between the students’ learning styles and academic performance. The researcher recommended that the methods used in instructing distance learners should be designed and structured to accommodate all students despite their different learning styles. The learning content should be provided in multiple formats, allowing students to share and discuss concepts. The researcher also recommended an intentional mismatch between the mode of instruction and the students’ learning styles. The mismatch helps to make the students versatile. Online workshops and seminars on using e-learning methods were also recommended to equip the students with study skills that suit their learning styles
... Adnan and Anwar (2020) argue that face-to-face teaching motivates students to learn and think more than online teaching, and that online teaching does not allow for closed interaction and thus significantly reduces students' personal development (Robinson & Kakela, 2006). However, previous studies have argued that online learning is an effective and efficient method of knowledge transfer (Neuhauser, 2002;Nguyen, 2015), and Beadudoin et al. (2009) also demonstrated that students are generally satisfied with the online learning experience and that flexible online learning times and approaches can improve learning outcomes. Therefore, whether there is a correlation between the effectiveness of online learning and the anxiety and instability associated with the virus itself remains to be investigated in subsequent studies. ...
... By analysing the responses of the five participants, they agreed that online instruction was of little value and inefficient for them. This finding is contrary to previous research findings, mentioned in the literature review, where previous researchers have found online learning to be flexible and efficient (Neuhauser, 2002;Nguyen, 2015). But, for Chinese international students in this study, online learning significantly reduced their opportunities to participate in different cultural course formats and to interact with their teachers and classmates; therefore, they did not consider online learning to be motivating and very few participants even developed negative emotions and considered participating in online interactions to be a burden. ...
As the number of Chinese international students studying abroad continues to rise, they often encounter difficulties in adjusting to college life in a foreign country. These challenges can include difficulties in adapting to new environments, cultural differences, feelings of isolation due to being away from their parents, and academic pressures. However, during the COVID-19 pandemic, negative media coverage and social stigmatization of Asians, such as the use of terms like “Chinese virus,” have led to increased discrimination against Asians, particularly Chinese international students, which has had a significant impact on their mental health. To explore these issues further, the authors conducted semi-structured interviews with five Chinese international students studying in the UK, examining the challenges and concerns they faced before and after the pandemic and how they coped with them.
... The process step of undertaking formal research-training-needs assessment (Brown 2002;Iqbal & Khan 2011) and the self-assessed learning-styles checklist (Hawk & Shah 2007;Morse, Oberer & Mitchell 1998;Neuhauser 2002;Pashler et al. 2008;Smith & Dalton 2005) as part of the pre-program activities are critical steps in ensuring coordinators and learners alike understand both learning needs and learning styles on entry into the program. This open engagement with learners about their preferred learning style and learning needs is reliant on both learner and program coordinator being honest and willing to adapt (Smith & Blake 2005). ...
Purpose: This paper provides a critique of the curriculum of the Rural Research Capacity Building Program, a novice researcher training program conducted by New South Wales Health in Australia. Approach: Using a framework approach, aspects of the curriculum are explored with reference to existing literature and 10 years of program coordinator experience implementing the curriculum. Findings: This critique has found that the curriculum provides structure and flexibility for teaching and learning practices. A competency-based framework provides clarity for learners in knowing when program requirements have been met. By encouraging learners to compile a portfolio of evidence, achievement of competency can be demonstrated against all aspects of the curriculum. As the program targets motivated self-directed learners, the ability to tailor learning experiences within the curriculum is a critical component. Research implications: This critique provides a foundation for further research exploring specific aspects of curriculum delivery. Practical implications: Formal critique of curriculum allows for ongoing refinement of teaching practices. Originality/value: Formal curricula of workplace-based training programs are rarely explored in the literature. Critiques of curricula provide an important tool to examine teaching methods and program outcomes. Limitations: The Rural Research Capacity Building Program is a single program, which may limit the generalisability of these findings. Keywords: curriculum, adult learning, research education
... Hence, the first hypothesis of this study was rejected. This finding converges with (Bączek et al., 2021;Neuhauser, 2002), who indicated no significant differences between students' perceptions of online or face-to-face learning methods. In fact, (40%) of nine items in the TLE questionnaire were perceived by TCL as higher than the ODL group with a highly significant statistical difference at the item level, such as students recognizing the relevance of what they are taught, students' discussion helps better understanding, and teachers patiently explain difficult subjects. ...
... The Greek rationalist, researcher and doctor, Hippocrates stated that every single individual could be isolated into four particular identity sorts. Genuine Colours is an instrument in light of the more present-day Temperament hypotheses created by David Keirsey (Keirsey & Bates, 1984;Neuhauser, 2002). It is intended to help individuals perceive, acknowledge, figure out how to appreciate and comprehend human practices to enhance compassion and correspondence in the working environment. ...
The objective of the study is to examine the influence of efficacious managerial training upon work motivation among Pharmaceutical industry and FMCGs. Based on literature review, the hypothesis proposed provided positive significance. This research has ‘quantitative’ design. It is ‘causal’ in nature, to further determine cause and effect relationship. This study includes representative sample of 302 Managers from different departments of pharmaceutical companies and FMCGs, selected by way of ‘stratified’ sampling. Two questionnaires were administered i.e. ‘Training Questionnaire: HR Assessment’ by The Inside Coach (2010) focuses on leadership, coaching, team building, relationship and communication, results and efficacy of Managers, and Multidimensional Work Motivation Scale (MWMS) by Gagne, Forest and Vansteen kiste et al. (2014).The finding of the study suggests that Managerial Trainings increase the level of work motivation of Managers. In conclusion, the findings revealed that the Managerial trainings are direct source of Managerial efficacy and enhances their productivity at work. The outcomes of the study will be useful for the Management of FMCGs and Pharmaceutical Companies to formulate a strategy towards providing Efficacious Managerial Trainings for the Managerial cadre, to directly influence and augment their level of motivation at work in challenging situations. Obviously motivated managers are essential for organizational triumph and competence.
... Higher outcomes for online classes include higher performance on course assignments and examinations [6,[32][33][34][35], higher self-reported student satisfaction [35,36], and greater engagement in student discussions [37] or deeper forms of learning [38]. Other studies across a spectrum of disciplines have found no significant difference in online verses in-person classes in either performance or student satisfaction, including fields of nursing [39][40][41], business/finance [42][43][44][45], psychology [46,47], social work [36], and sociology [48]. ...
Studies comparing student outcomes for online vs. in-person classes have reported mixed results, though with a majority finding that lower-performing students, on average, fare worse in online classes, attributed to the lack of built-in structure provided by in-person instruction. The online/in-person outcome disparity was normative for non-major geology classes at the University of Mississippi prior to COVID-19, but the difference disappeared in the years after 2020. Previously distinct trendlines of GPA-based predictions of earned-grade for online and in-person classes merged. Of particular concern, outcomes for in-person classes declined to match pre-COVID-19 online expectations, with lower-GPA students disproportionally impacted. Objective evidence of continued decline in student learning, masked by sliding grading scales, is also presented with a long-term record of exam scores drawing from the same question pool for over a decade. Average scores remained relatively constant until COVID-19. Scores then declined in each successive year, attributed to an increase over time in the percentage of enrolled students who had been in high school during the pandemic shutdowns. At the close of 2023, exam scores showed no signs of returning to pre-COVID-19 outcomes. The negative impacts of the shutdowns, with greater impact on those who were in high school during the pandemic, appear to be due to a loss in the developmental life-skills (e.g., self-motivation, focus, critical thinking, social development) needed to thrive in college, not just reduced exposure to preparatory subject material. These results provide a global cautionary message for the management of future pandemics.
... These referred digital classroom sessions might have disadvantages, e.g., in distractibility and difficulties to cultivate social interactivity [49]. However, research shows that asynchronous formats can be even more effective than face-to-face formats, and it could be the case that the reservations of the health professions might differ for this asynchronous kind of e-learning planned for the MINDED.Ruhr Project [50]. Further evaluation could focus on the acceptance of different digital formats and how to foster motivation and concentration over longer time periods, if necessary. ...
Citation: Stelter, M.; Malek, M.; Halek, M.; Ehlers, J.; Nitsche, J. Learning Experiences and Didactic Abstract: Considering the multifaceted nature of neurodegenerative diseases like dementia and the necessity for interprofessional knowledge, this research extends its scope to encompass professionals with diverse levels of training and experience in dementia care. A need analysis for the project "My INdividual Digital EDucation.RUHR" (MINDED.RUHR) is conducted to develop an automatized recommender system for individual learning content using AI. In this sub-study, the aim was to reveal didactic specialties, knowledge gaps, and structural challenges of further education in dementia care of different health professions and to derive learning preference personae. Eight focus group interviews among nine health professions and up to six participants (N = 34) each took place to survey distinct didactic experiences and learning needs. The results reflect various learning preferences, with a propensity to multimedia, practical, and interactive tasks. Health professions are used to digital education but show aversions against synchronous e-learning formats. The derived learning preference personae constitute profound blueprints for a user-centered digital education design process, aiming to establish personalized and representative further education in dementia care applicable to various individual preferences and structural workplace challenges of healthcare professions.
... Some researchers suggest that vocational education may be less suitable for online learning, potentially leading to lower graduation rates compared to students in physical classes [25], with correspondingly low course completion rates [26]. However, other studies have found no significant difference between the two modalities [27]. ...
The widespread dissemination of the COVID-19 pandemic precipitated a transition from traditional, in-person pedagogy to online methods within higher vocational education. The inherent limitations of online learning have become progressively conspicuous. Given its pivotal role amidst the pandemic, numerous institutions have endeavored to integrate technology with traditional classroom pedagogies. Consequently, blended learning has emerged as a focal point within vocational education, garnering notable attention and interest. The question arises: which learning method proves most effective for vocational skills development? This study endeavored to ascertain the comparative effectiveness of various learning methods for vocational skills training. Specifically, employing a quantitative approach, the study conducted a comprehensive questionnaire survey of graduates of higher vocational institutions in China. Participants have undergone training via exclusively physical, thoroughly online, and blended learning formats, respectively. The objective was to evaluate the efficacy of these three methods as perceived by higher vocational graduates. In addition, the study aimed to analyze the personal and pedagogical factors that influence the effectiveness of these learning methods. The collected data underwent analysis utilizing SPSS software. One-way analysis of variance (ANOVA) tests, correlation analyses, and subsequent least significant difference (LSD) post-hoc analyses were employed to investigate the correlations between demographic variables and factors related to teachers and educational resources across the three learning methods. These findings indicate that blended learning is the most efficient approach, with a notable preference among vocational graduates. Physical learning demonstrated superior effectiveness, particularly in functional skills training. In divergence, online learning ranked the lowest among graduates' preference, efficiency, and efficacy in functional skills training. Among the demographic factors examined, gender and duration of graduation exhibited notable variances across the effectiveness of different learning methods. However, there are no significant differences in the area of origin, economic region, type of higher vocational institution, and majors. These insights provide valuable guidance for higher vocational institutions in selecting the most suitable learning methods for enhancing functional skills training.
... Whatever little research that does exist, reveals contradictory evidence. While in some cases, there were no significant differences in the outcomes of SDL vis a vis traditional face-to-face learning (Neuhauser, 2002), other studies have noted that students preferred the traditional faceto-face setup over SDL on account of better time management, the ability to meet deadlines successfully, and better student-student and student-faculty interaction (Keramidas, 2012;Kunin et al., 2014). Bernard et al. (2004) proposed that synchronous video classrooms in SDL mode have higher failure rates, resulting in higher dropouts compared to asynchronous learning and traditional face-to-face learning. ...
The purpose of this study was to explore the effects of academic adjustment and sense of belonging on perceived stress in the context of college students’ adaptation to synchronous distance learning (SDL). It is driven by technological advancements and newfound familiarity, resulting from the necessity-driven adoption of SDL during the height of the COVID-19 pandemic. We conducted a thematic analysis of 16 interview responses using the Academic Adjustment Scale, Sense of Belonging Scale, and Perceived Stress Scale to construe a quantitative questionnaire that was administered to 242 undergraduate and postgraduate students in India attending college through SDL. Both ‘sense of belonging’ and ‘academic adjustment’ emerged as significant predictors of perceived stress among students. Moreover, a student’s past campus experience played a moderating role in shaping the impact of ‘academic adjustment’ on perceived stress. Within the ambits of post-pandemic online degree programs, this study tackles a dearth of comprehensive research relating to the impact of SDL on the stress levels of college students. In the process, it highlights the implications of crafting interventions to foster belonging and academic adjustment so that students can better manage stress in SDL. It also underscores the value of factoring the students’ past campus experiences in promoting adjustment and reducing stress. Overcoming these challenges would ensure greater promotion of SDL dispersing quality and affordable education for the mass adaptable learners within the contemporary digital age, albeit in the Indian context.
... Keegan (2002) definoval distanční vzdělávání jako vzdělávací proces, při kterém jsou učitelé a žáci odděleni časem a prostorem, přičemž proces probíhá mimo vzdělávací instituci. V době počátku století vznikaly studie zabývající se rozdíly v akademických výkonech mezi vysokoškolskými studenty v distanční formě vzdělávání a studenty, kteří se vzdělávali v tradičním prostředí (Neuhauser, 2002;Schachar&Neumann, 2003;Swan, 2003). Studie se shodují, že neexistují významné rozdíly ve výsledcích studentů na základě způsobu poskytování vzdělávání. ...
... Prior research has reported mixed results concerning the relationship between learning styles and learning outcomes (e.g., academic performance, student preference, student participation, etc.) in an online environment (Santo, 2006). Several studies have found learning styles have no effect on learning outcomes in an online environment (Cimermanová, 2018;Garland & Martin, 2003;Idrizi, Filiposka, & Trajkovik, 2019;Neuhauser, 2002), whereas other articles do find a relationship (Doherty & Maddux, 2002;Lu, Jia, Gong, & Clark, 2007;Sönmez & Korucuk, 2023). A few researchers have argued students can succeed in an online learning environment regardless of their learning style (Garland & Martin, 2005;Terrell & Dringus, 2000). ...
Flipped classrooms invert the traditional (lecture-based) classroom such that students review materials before class, and then participate in active learning techniques during class. While flipped classrooms have generally been shown to be beneficial, recent research indicates that there are numerous moderators that make an impact on learning outcomes. This research examines learning style as a moderator. Learning style refers to the consistent way in which a learner responds to or interacts with stimuli in the learning context. A quasi-experiment was conducted involving 140 undergraduate students in Introduction to Marketing classes during two consecutive fall semesters. Results indicate that students high in the abstract conceptualization (AC) learning style performed significantly better on the exam in the flipped (vs. traditional) classroom. Students low in the concrete experience (CE) learning style scored better on the exam in the flipped (vs. traditional) classroom. Across both flipped and traditional classes, students high (vs. low) in AC reported greater satisfaction with the class, greater motivation to learn, and more positive perceptions of learning outcomes. Implications for designing flipped classroom content are discussed.
Eprint available here:
https://www.tandfonline.com/eprint/BVFASM3JFGWJGZUQF3AG/full?target=10.1080/10528008.2024.2319742
... The study's findings supported the work of Gómez-Carrasco et al. (2019), indicating a positive association between motivation and perception of learning mainly for evaluating gamification and flipped classroom programs. Previous studies reveal similar results while discussing the positive relationship between perception and motivation (Islam and Azad, 2015;Neuhauser, 2002;Riley and Schutte, 2003). Abbasi et al. (2020a) examined the perceptions of health sciences students based on their experiences with e-learning during the COVID-19 lockdown and found a positive correlation between perception and satisfaction, which was higher in developed countries than in developing ones. ...
Switching from traditional to online learning during the COVID-19 pandemic bore the associated opportunities and challenges. The study presents the clout of Perception, Emotion, Attitude, Teacher-Student, and Peer interaction on Learner Satisfaction (LS) partially mediated by motivation among business management students of Russia, India, and Bangladesh. The psychological framework used in the study, followed by Structural Equation Modelling, displayed a significant association between all exogenous and endogenous variables. The responses from the 1008 students during the pandemic corroborate two critical learning theories, i.e. Social Constructivism and Media Richness Theory, by confirming a significant and positive relationship between attitude and motivation. The learners’ perception of the content and administration is pivotal for LS. Whereas peer learning was an important aspect in Russia and India, assisted learning was preferred by the students of Bangladesh.
... While people in other professions have suffered greatly during the first year of the pandemic, it is not entirely unrealistic to deduce that E-learning have helped most educators maintain their jobs. While e-learning have been developed for decades [9][10][11][12], in most non-online schools, instructors had very little to no exposure to online teachings platforms and delivery methods. They had to develop electronic course materials and learn how to run virtual classrooms online. ...
... Therefore, it was not evident to conclude for all business courses studied that either mode of delivery was better. This is in line with some previous studies comparing final grades of online and face-to-face class across disciplines [22][23][24][25][26][27][28], and also consistent with the "no significant difference phenomenon" raised by Russell [29]. The study continued to investigate if there is a perceptible difference in learning from the perspectives of students. ...
This paper first compares the academic performance of business students who participated in online and offline peer-assisted learning during 2018–2022. The purpose of the study was to evaluate if quantitative academic result was impacted by the mode of delivery. Interviews were then conducted with students who attended/taught both modes of classes to solicit their personal qualitative feedback. Key research questions and issues to be studied include: (1) any objective difference in academic performance (as measured in course GPA) between students attending online and face-to-face sessions; (2) any perceptible difference in learning effectiveness; and (3) any perceptible difference in communication with both leaders and peers during class. After investigation, it was found that both delivery modes offered a similar level of student academic performance and learning experience, and there was no evidence to suggest that peer-assisted learning was impacted by the mode of delivery. Reasons could be concluded as small class size, high level of technological literacy, and voluntariness. Though student interviewees mostly agreed that both online and face-to-face peer-assisted learning were equally effective, if they were to choose between the two, all of them would opt for physical classes as they stimulated greater learning motivation.
... The advantages of the OIPA methodology during the pandemic have been discussed in detail by many researchers (e.g., Armiyau et al., 2022;Doyumğaç et al., 2021;Genc et al., 2022;Özkan & Tanhan, 2023;Subasi et al., 2023;Tanhan, 2020;Tanhan & Strack, 2020). Although not directly related to OPV or OIPA, when the literature on education is examined, it is stated that online education applications contribute to more successful results in the majority of the studies (Ananga & Biney, 2017;Neuhauser, 2002;Paul & Jefferson, 2019). In this respect, it is thought that the use of an innovative, economical and practical technique such as OIPA in understanding the perceptions towards mathematics will make a significant contribution to the related literature. ...
In this study, it is aimed to reveal the images formed in the minds of high school students about the concept of mathematics with the help of their own expressions and drawings. In this qualitative study, the core of 100 high school students’ experiences of math was examined with a holistic approach using Online Interpretative Phenomenological Analysis (OIPA). In order to obtain in-depth information about the concept of math from the participants, the purposeful sampling method was used. It was paid full attention to ensure that the participants were high school students. The data were obtained by using the OIPA form, which allows students to create stories and drawings about the concept of math. The data obtained were analyzed in three stages by the researcher and an expert psychologist. As a result of the analysis, it was seen that there were deficiencies in students’ mathematical literacy in situations such as understanding the role of mathematics in daily life and using it to solve real life problems. Additionally, the students expressed the concept of math using 18 different main themes, most of which contained negative strong emotions. Students associated math most frequently with the themes of life (44%) and difficult math language (38%). The students associated math least frequently with the themes of hate (5%) and unimportant (5%). On the other hand, students explained the math domain with individual factors (74%) the most and exosystem (15%) the least. In line with the results obtained in the study, a few recommendations were made.
... How do students build a science identity when the learning community is relegated to electronic messages and discussion forums? Student outcomes have been compared between online and live in person sections for multiple courses, and have generally found that content retention is similar between these broad format types (Ali & Smith, 2014;Dominguez-Flores & Wang, 2011;Ledman, 2008;Neuhauser, 2002). Just as interactive approaches have been found to increase student success in in-person courses (Freeman et al., 2014), consistent communication and building community online to foster interaction have been found to increase success in online courses (Cuellar, 2002;Swan, 2002). ...
Researchers have reported that participation in agricultural education reinforces STEM concepts. The use of projects in instruction is common in agricultural education. However, the foundational understanding of certain tenets of this method of instruction is not clear. A quasi- experimental study was conducted to test how real and/or authentic projects need to be to affect learning. Agriculture Food and Natural Resources students in Texas were sampled and assigned as a cohort group to one of four treatment groups (N = 219). Fourteen cohort groups (class periods) were identified in five sites. each of the 14 cohort groups were randomly assigned to one of the four project types varying in their design according to the degree of project novelty when learning about electricity.
An analysis of covariance (ANCOVA) was used to test the effects of perceived novelty on change scores in a pretest posttest quasi-experimental design. A test of project type groups, which varied on novelty, yielded statistically significant results (p < .05) with small effect size (ω² = .04). Additionally, a Pearson Chi Square analysis was run to determine if a relationship between novelty and project type existed. The relationship between these two variables was determined to be significant, X² (12, N=152) = 22.35, p = .034. It can be confidently said that the manipulation of the treatment affected the independent variable, as predicted.
A pairwise comparison was calculated to compare levels of novelty to determine where the variation exists within the variable reported novelty levels. Students with novelty level 4 had statistically different change scores than those at novelty level 2 (p =.006) and students with novelty level 4
were different from those with a novelty level 5 (p = .012).
... In the study conducted by Lu, Jia, Gong, and Clark (2007), it was concluded that Kolb's learning styles affect online learning. In Neuhauser's (2002) study, it was seen that learning styles were effective on the achievements of online learning. The relevant literature was evaluated and it was seen that there are few studies that deal with online learning and learning styles as a whole. ...
In this study, students' e-learning styles (ELS) and attitudes towards online learning were examined. Besides, it was also aimed to reveal the relationship between students' ELS and their attitudes towards online learning.Another of the main aims of the study is; the aim of this study is to explain the effect of university students' e-learning styles on their attitudes towards online learning. In the study designed with the relational survey model, the population consisted of 19.879 university students. The sample consisted of 727 students. "E-Learning Styles Scale", "Online Learning Attitude Scale," and "Student Information Form" were used as data collection tools. Parametric analysis techniques were applied because it was determined that the data met the prerequisites of parametric analysis after the validity and reliability studies. In the study, it was concluded that students' attitudes towards online learning were at a moderate level. It has been determined that there is a positive, significant, low-level relationship between the ELS of the students and their attitudes towards online learning. It was concluded that the ELS of the students affected their attitudes towards online learning positively and that the ELS of the students explained 8% of the level of their attitude towards online learning. In the study, some suggestions were presented in order to contribute to education stakeholders.
... With regards to the result of the study by Alsaaty et al. (2016), it was found out that students favor online courses over traditional face-to-face courses. Indeed, this study's findings are consistent with previous studies (Alsaaty, et al., 2016;Brown 2016;Neuhauser 2010;Pai, 2013;). However, the participants of this study have recognized that if they were enrolled in an FL face-to-face course, their learning experiences would have been different. ...
In the advent of "new normal" education, a term used to describe the notion of distance learning, Foreign Language (FL) classes faced a lot of changes in the pedagogy of FL education. To identify if these changes have affected the students' perceptions on their FL learning experiences, FL students were interviewed through autobiographies. 24 FL students were identified through snowball sampling and has reached data saturation. Through thematic analysis, the responses underwent open coding, axial coding, and selective coding where three themes were then identified: virtual classroom environment, teaching pedagogy, and drive and motivation which all round up to encapsulate to refer to both the FL teachers' management (in the virtual classroom, instruction, and interaction) and the FL students' self-management (self-regulation decisions, time flexibility, drive, and motivation). To ensure higher learning rates, there is a need to consider the FL teachers' virtual classroom management and the FL students' self-management.
... Earlier research comparing two sections of a course taught by the same instructor demonstrated that students overwhelmingly viewed both types of deliveries to be equally effective and that there were no significant differences in grades (Neuhauser, 2002). In comparing students in a "fully interactive multimedia environment" (p. ...
Purpose: This paper compares two iterations (in-person and online) of a multi-stage continuing education program for improving high-risk decision-making among mental health workers. Methods: The mixed-methods study analyzed the following: (1) physiological and psychological arousal during simulated patient interviews; (2) physiological and psychological arousal recorded during real-time decision-making over four months; and (3) thoughts on the process and outcomes of the intervention raised in reflective interviews. Findings: Quantitatively, there were no statistical differences in stress measures between in-person and online simulated interviews or decision-making logs, suggesting they were effective in eliciting reactions commonly found in challenging clinical situations. Qualitatively, participants in both iterations indicated that the intervention caused them to reflect on practice, consider a wider range of factors related to the decisions, and enact approaches to improve decision-making. Conclusions: A carefully constructed online continuing education experience can result in outcomes for experienced social workers that are equivalent to an in-person iteration.
... Education literature discusses resident learning style preferences, learning on rounds, noon conference preferences, and the association between educational experiences and in-training exam scores [4][5][6][7][8][9][10][11][12][13][14][15][16][17]. Some literature has focused on resident viewpoints of educational experiences [18][19][20][21][22][23]. ...
Objective Local resident evaluations of the pediatric emergency department (ED) declined over the last five years. Sparse literature exists on resident perspectives of educational experiences. This study explored the barriers and facilitators to resident education in the Pediatric ED. Methods This qualitative study utilized focus groups at a large pediatric training hospital. Trained facilitators performed semi-structured interviews prompting discussion of resident experiences in the pediatric ED. One pilot and six focus groups (38 pediatric residents) achieved data saturation. Sessions were audio recorded, de-identified and transcribed by a professional service. Three authors (CJ, JM, SS) analyzed the transcripts independently using line-by-line coding. Following code agreement, authors identified central themes drawing on grounded theory. Results Six categories emerged: (1) ED environment, (2) consistent goals, expectations, and resources, (3) ED workflow, (4) preceptor accessibility, (5) resident growth and development, (6) ED preconceived notions. Residents value a respectful work environment despite the chaotic nature of the ED. They need clear goals and expectations with a strong orientation. Autonomy, open communication and shared decision-making allow residents to feel like team members. Residents gravitate toward welcoming, available preceptors that enthusiastically teach. More ED environment exposure increases comfort and efficiency and helps develop medical decision-making skills. Residents admit ED preconceptions and personality traits affect performance. Conclusion Residents self-identified barriers and facilitators to ED education. Educators must provide a safe and open learning environment, clear rotation expectations and goals, consistent positivity supporting shared decision making, and allow residents autonomy to build their practice styles.
... Some studies, presented below, have compared the implementation processes of the two course offerings. Neuhauser (2002), who offered the same course both online and F2F, investigated course effectiveness, effectiveness of tasks, test grades, and final grades. No significant difference was found in final grades, participation grades, assignments, or test scores. ...
In this cross-sectional survey, it was aimed to analyze pre-service teachers' comparative perceptions about face-to-face (F2F) and online courses. It was also intended to discover the predictors influencing their choice of educational modes. The sample consisted of 338 pre-service teachers, selected with the cluster random sampling method, studying at two universities in Turkey. Data were collected using a questionnaire developed by the researcher. Data regarding the sample's comparative perceptions of online and F2F courses were analyzed with descriptive statistics, while Multinomial Logistic Regression was used to analyze the predictors influencing the sample's education preference, which had three categories: online, F2F and hybrid education. Preliminary findings revealed that the sample preferred hybrid education more than online or F2F education. Further findings revealed that as participants' satisfaction with online courses increased, as did their autonomy and the instructional effectiveness of the online courses, students' proclivity to prefer online education over F2F education increased. Additionally, gender and university type influenced this sample's preferences between F2F and hybrid education significantly.
... We use the level of preparedness of faculty, students, and associated resources, as explanatory variables to analyze learning experience of students. While multiple studies have analyzed learning effectiveness in an online or remote delivery environment (Neuhauser, 2002;Nguyen, 2015;Swan, 2003), not many studies have focused on learning effectiveness of students during a disruptive environment such as the current Covid-19 pandemic. Disruptive events tend to act like a stress test for all stakeholders and are likely to help identify the potential weaknesses in the system. ...
Despite significant investment in resources for online delivery of courses, many universities struggled to ensure quality learning experience for their students during Covid-19. This research analyzes the factors that have a bearing on learning effectiveness. Results of the study clearly establish the criticality of student preparedness to learning effectiveness. We posit that empowering students to take charge of their learning through preparedness of all major stakeholders (student, faculty, and university) would positively affect the learning outcome for students. Effective learning experience is best achieved when institutions focus their efforts on empowering students to take control of their learning as opposed to simply investing in resources to deliver courses remotely.
... On the other hand, there are also studies that report no significant difference between on-line and off-line lecture effects. For instance, there was little difference in the learning outcomes of on-line and off-line students demonstrated by Neuhauser [17] or Brown and Park [18], and no difference between on-line and off-line lecture methods, especially in the learning outcomes based on credit standards were reported by Cavanaugh and Jacquemin [19]. In addition, no differences between the two methods could be found in test scores, grade distribution and students' attitudes toward chemistry in a recently deliverd introductory inorganic chemistry course [20]. ...
The application and effects of the project-based learning (PBL) model have been carried out in various majors and courses, and the results analysed in several studies. This study was focused on the Covid-19 pandemic period from 2020 to 2022 to discuss lessons and effects of applying an on-line and off-line PBL model to engineering economics courses for engineering students in 2021 and 2022 compared with a simple on-line course in 2020 without PBL. Project teams consisting of three-four students carried out on-line collaborative learning to solve open-ended problems through a four-step PBL procedure including presentation of the final result. Except for this PBL application in 2021 and 2022, textbooks, lecture contents, assignments and tests were implemented in the same way for each semester over these three years. Through lecture evaluation and a simple survey for students, the semesters with PBL showed higher effects in inducing student-led learning and lecture satisfaction compared to the semesters without it. Further, it was established that the PBL application to the course and the evaluation method were more appropriate than the approach in other semesters. It is expected that the PBL method and operation procedure outlined in this article could be utilised as a best practice for various on-line and mixed courses in student-led collaborative learning activities to achieve better educational effects and satisfaction.
... All in all, there is a vast amount of research concerning online distance instruction and its relation to face-to-face instruction, especially concerning students' course satisfaction, [19][20][21][22][23], motivation [18,[24][25][26][27], students' self-efficacy [18,22,23,28], learning outcomes [23,29], and their relation to interactional factors [19,21,30], learning styles [31,32], and self-regulated learning [22,23]. Research has indicated that student satisfaction in online learning is affected by a number of factors, such as students' self-efficacy beliefs [19,22], perceived e-learning usefulness [22], and the students-technology relationship (students' proficiency with the necessary technology and the usability of the technology) [21]. ...
Teaching and learning experienced a rapid change in spring 2020, and the learning environments for university students changed almost overnight. An integrative science centre education informal learning course for Finnish teaching students has been arranged for over 20 years with latest technologies and innovations. This cross-sectional study compared survey data of teaching students between four time points: in 2019 (n = 108), in 2020 (n = 115), in 2021 (n = 110), and in 2022 (n = 90). The course content was the same, only the implementation differed. In the spring of 2019 and 2022 the course was implemented as contact-teaching, but during the critical phase of the pandemic in 2020 and 2021 as distant teaching. Data were analysed by using ANOVA and the prediction of possible effects of the contact/distance learning by the structural equation path model (SEM). The analysis showed that the results favoured the first contact instruction course in 2019: their confidence of integrating the learned contents of the science centre into practical school matters differed from all the other groups. This group also appreciated the usefulness of the course more than the other groups. In turn, the first distant course had a more negative opinion of the usability of the course than all the other groups. Despite that the distant group in 2020 and even more so the other distant group in 2021 felt more confidence in the direct integration of the course content into future teaching based on the path analysis. Gender had two kinds of effects, one in the distance learning group in 2020: being a female directly predicted the future use of science centre type pedagogy, and the other in the contact learning group in 2022: being a female predicted the appreciation of the science centre course. As a limitation of the study, more students’ prior experience and attitudes with online learning is needed from future research. The preliminary results and best practises of this study are utilised internationally in several EU-Erasmus+ projects.
... In regards to online vs. onsite courses, Fajardo indicated that sometimes online would perform better, sometimes onsite would perform better, and sometimes they were about the same. Neuhauser (2002) studied learning style and effectiveness of online and face-to-face instruction using two sections of a course. Neuhauser compared performance on each component of the course (test scores, assignments, participation grades, and final grades) but found no significant differences. ...
There continues to be much discussion about whether or not students learn as much in an online course as they do in an on-campus face-to-face setting. This paper presents empirical observations about four sections of introductory managerial accounting, two taught on-campus and two taught online. The on-campus face-to-face approach provided the same course content available in the online approach but also used classroom lectures and discussions. A comprehensive final exam covering all learning objectives of the course was used as the overall measure of content learning. The hypothesis was that content learning was not equal in the two groups, but a h-test using unequal variances indicated that essentially equal content learning was occurring under both approaches (the null hypothesis). Quantile regression also was used to uncover some insights not revealed by the t-test, indicating that among the worst-performing students, online students performed better than face-ta-face students and that younger students outperformed older students.
... Aspek pendidikan juga mendapatkan pengaruh yang sedemikian besarnya, sehingga model pembelajaran juga mengalami perubahan yang perlu disikapi dan direspon oleh para praktisi yang berkecimpung dalam dunia pendidikan. Gaya belajar dan gaya berinteraksi mulai beralih dari face-toface ke face-to-screen, mengakibatkan munculnya Cyber Learner (Neuhauser, 2002). ...
Tujuan penelitian ini adalah mengungkap persepsi peserta ujian terhadap penggunaan aplikasi ujian daring Google Quiz. Penelitian ini dikaji dan dianalisis secara deskriptif dengan menggunakan kuesioner sebagai instrumen penelitian dengan satu item terbuka. Hasil menunjukan bahwa peserta tes menganggap Google Quiz merupakan aplikasi yang nyaman, praktis dan mudah digunakan. Adapun tantangan yang dihadapi adalah membutuhkan waktu lebih pada tahap persiapan; memerlukan perangkat digital seperti laptop atau handphone dan koneksi internet yang terbatas dan tidak stabil berdampak pada rekaman ujian.
... It has been found that higher student-student interaction leads to higher levels of learning outcomes (Kara, 2020;Ouyang & Chang, 2019). Although some studies have found no significant difference between course formats in learning outcomes (Lack, 2013;Lima et al., 2007;Neuhauser 2002), others have found that students performed better in online learning (Connolly et al., 2007;El-Maghraby, 2021;Soffer & Nechemia, 2018). In the current study, however, learning outcomes were not assessed by students' grades. ...
This study compared students’ perceptions of their e-learning experiences in virtual and blended English for specific purposes (ESP) classes in an English as a foreign language (EFL) context. The study was conducted during an academic semester. The participants were two groups of Saudi ESP undergraduate students who took the same ESP course but in different environments, namely virtual and blended modes. Data were collected via a questionnaire to explore students’ perceptions of the five pedagogical aspects in an e-learning course: course design, student–instructor and student–student interaction, individual learning processes, and learning outcomes. The results revealed that students in both learning modes reported similar evaluations with respect to the clarity of course structure, individual learning processes, and learning outcomes. A particularly important result in this study concerns students’ perceptions of a lack of interaction between student and instructor, as well as among the students themselves, in both virtual and blended learning modes. Nevertheless, students in the virtual group proved to be significantly more capable of using the learning management system and perceived it to be easy to use. They also demonstrated greater enthusiasm about working in small groups with other students than did their counterparts in the blended group. The results have implications for teachers seeking to identify students’ needs before offering online courses and suggesting recommendations to enhance the implementation of future online ESP courses.
... Previous studies support our findings which showed that well-designed online courses used by students had the same learning impact as regular classes 14 . Other researchers documented the same learning outcomes for online and in-person sessions, while another study showed similar participation scores, for similar pedagogical methods 15,16 . ...
Background: Covid pandemic forced the teachers and students to adopt e-learning to replace traditional pedagogy. Aim: To see student perception on altered teaching methodology, its effectiveness by comparison of their academic performance. Methodology: In this cross-sectional analytical study, 141 students of 1st year MBBS (session 2019-20), participated. After taking informed consent, data was collected from score sheets of online formative assessment, ‘Socrative,’ and marks obtained in on-campus summative assessment in histology. Different parameters regarding student perception for e-learning and assessment were measured by using a 5-point Likert-scale questionnaire. Data were analyzed using SPSS version 26. Results: Paired Samples t-test was used to see the effectiveness of online teaching and was found to be insignificant (P = 0.307). Pearson Chi-square test showed a statistically significant result (P < 0.001) between the responses on learning and assessment tools, with linear association, (P value < 0.001). A correlation between learning and assessment scores (r= 0.727, P value < 0.001) was observed. Conclusion: Online learning can assist the teaching process in medical studies without influencing their academic performance. Practice of online teaching has prepared both students and teachers for blended learning in routine days as well as in case of a future pandemic. MeSH Keywords: Feedback, Academic Performance, Perception
Background : The technology has taken over all most all aspects of our life including our education system.The present pandemic COVID 19 has affected the education of nursing students. So many institutions haveadopted online teaching so that students can learn and improve their self-confidence.Objectives: The aim of this study is to assess the nursing student’s attitude towards online education andfactors affecting online education.Methods: A total of 780 participants from different nursing institutions of Odisha completed a questionnairebased survey on the impact of pandemic on education of nursing students. A self-structured questionnairewas used to collect data. Participants were selected by convenient sampling method. The demographiccharacteristics were represented by frequencies and percentage. Descriptive statistics for all categoriescalculated based on the responses.Results: Among the participants (n=780), all most all participants 87.9% were females, most participants79.4% of participants were between 18 to 28 years. Among all participants 56.8% are doing Basic Bsc.nursing, 10.1% are continuing Msc Nursing, 29% are in GNM course, and 4.1% are continuing post basicnursing. Maximum of 48.8% are in 1st year. All most all 98.5% of institution conducting online education.39.3% of students have positive attitude and 28.4% of students have negative attitude towards onlineteaching. 72% students have poor internet connection, 52% students have lack of knowledge regardingusing the software, 67% students feel audio was not clear, 56% students feel letters are small to read, 47%participants feel time is not sufficient, 68% participants feel there was interruption during class.Conclusion: The online education has not developed overnight. This system of education adopted by manyhigher educations and in many institutions. Online teaching
Background
Sexual violence represents a severe problem for young Indian women and requires effective prevention. Since face-to-face prevention programs are limited in reach, we developed the online sexual violence prevention program RISE-ON consisting of three modules, namely Gender, Sexual Violence, and Bystander Education. The study's objective is to investigate the short-term effects of the RISE-ON modules on participants’ knowledge and attitudes.
Method
A total of N = 244 female college students from Delhi aged 17 to 22 were randomly assigned to 1 of 3 groups with two of the three modules. By design, each group functions as a treatment group for the two included modules and as a control group for the third, missing module.
Results
From pre- to posttest, there were significantly larger increases of participants’ knowledge on gender, sexual violence, and bystander education in the treatment than in the control group. Concerning attitudes, we found significant increases for gender awareness and bystander attitudes across all groups.
Conclusions
This study demonstrates that the RISE-ON modules are effective in terms of increasing knowledge, but there were no module-specific changes of attitudes. Thus, future online prevention programs need to focus increasingly on attitudes, especially attitudes about sexual violence, and behavior change.
The COVID-19 induced lockdown caused significant disruptions in the education sector, leading to prolonged closure of colleges in India and worldwide. As a result, teachers were forced to switch to online teaching using the available resources, which presented a major challenge since they were accustomed to traditional teaching methods. This study aimed to understand the teachers' perspective towards e-learning, including their motivation, knowledge about technology, infrastructure support, and the problems they faced while teaching undergraduate students. We conducted a quantitative analysis on primary data collected from a sample of 163 teachers from the University of Delhi and other institutes in North India. We used exploratory factor analysis and two-step cluster analysis to analyze the data. Three factors were identified to have a bearing on an effective online teaching process: infrastructure support provided by the institute and overall efficiency; overall resource availability, and onlinecontent management. Our cluster analysis revealed that teachers can be divided into two clusters based on their technical knowledge and the infrastructure support available from the institute, respectively. We found that for e-learning to be effective, institutional support in terms of infrastructure and training is necessary, and instructors' motivation to learn new techniques is also imperative. Keywords : e-learning, education, blended learning, teacher's perspective, online teaching
Based on the experiences of preservice Turkish teachers (PTTs) along with the transition to distance education, the objective of this study was to evaluate their views on this process in terms of various variables and determine the problems they experienced during the distance education process. One hundred eighty PTTs constituted the sample of the present mixed-method study. Afterward, 40 PTTs were selected from the sample by the criterion sampling method, and their responses to open-ended questions constituted the qualitative data. The data were collected online using the “Interview Form for Distance Education” developed through Google Forms. Descriptive statistical (percentage and frequency distributions) techniques, the chi-square technique for a single sample and two variables were used to analyze quantitative data, and the qualitative data were analyzed by content analysis. The study showed that most PTTs regarded the attainments obtained through distance education as not equivalent to face-to-face education, and there was no significant relationship between these views and gender, grade level, and grade point average. However, there was a significant relationship between PTTs’ problems in distance education, their places of residence, and connection speed. Furthermore, while quite few PTTs thought that distance education was beneficial to developing higher-order thinking and language skills and enriching interaction, most preservice teachers found distance education useful in terms of providing an opportunity to repeat the course content and ensuring space and time flexibility.
This chapter explores diversity in the online learning space as well as the challenges and opportunities that the sharp pivot to online learning presented during COVID-19 disruptions. Western Sydney University has one of the most diverse Schools of Education in Australia. Students come from a wide variety of cultural backgrounds and most students are linguistically diverse. This chapter reports the experiences of culturally and linguistically diverse initial teacher education students engaging in creative arts education for the first time during the COVID-19 pandemic. The challenges of embodied online learning for diverse students are discussed, along with the intersections of diversity with vulnerability and marginalisation. The analysis of creative artefacts that use drama as a medium of expression suggests that online learning creates some limitations for students who have engaged in minimal embodied learning prior to the lockdown, but also suggests that some safe and affirming embodied interactions are possible under certain conditions. The students experienced chaos, newness and unfamiliarity, cultural and intersectional challenges, as well as hope and respite as part of their digital displacement.
Menschen besitzen selbstregulatorische Fähigkeiten, mit denen sie ihre Gedanken,
Emotionen und Handlungen auf ein Ziel ausrichten. Neben der Intelligenz sagt das Maß an Selbstregulation entscheidend den schulischen Erfolg voraus. Mental Contrasting with Implementation Intentions (MCII) ist eine Selbstregulationsstrategie, die Schülerinnen und Schülern (SuS) effektiv darin unterstützt, selbstregulierter zu handeln, indem sie ihre Ziele mit den Hindernissen gegenüberstellen und planen, in hinderlichen (Wenn-)Situationen mit einem konkreten zielführenden (Dann-)Verhalten zu reagieren. Es zeigt sich, dass SuS mithilfe von MCII die Schule erfolgreicher bewältigen. Unklar ist noch, ob MCII tatsächlich die selbstregulatorischen Fähigkeiten im Allgemeinen verbessert und wie die SuS selbst die Anwendung von MCII und die Erreichung ihrer individuellen Ziele wahrnehmen.
In dieser Studie lernten 81 SuS (Alter: M = 12,89, SD = 2,74, Geschlecht: 67,9 % männlich), MCII in Form einer Online-Intervention anzuwenden. Davor und vier Wochen danach wurde ihre Selbstregulation als subjektives Maß der Regulation von Handlungen, Gedanken und Gefühlen erfasst. Im Prä-Post-Vergleich verbesserten sich die selbstregulatorischen Fähigkeiten der SuS – gemessen mit der Self-Control Scale (SCS) – in der Selbst- (d = 0,50) und der Fremdbeurteilung durch ihre Eltern (d = 0,63). Aus Sicht der Eltern war auch das Lernverhalten in diesen vier Wochen effizienter und selbständiger (d = 0,82). Die Verbesserung wurde bei den SuS in ihrer Bewertung der individuellen Zielerreichung beobachtet (d = 0,33). Die Integration quantitativer und qualitativer Daten zeigt, dass 86 % der SuS MCII auf
mindestens ein weiteres Ziel angewandt haben und es 67 % mithilfe der Online-Intervention leicht gefallen ist, diese Strategie anzuwenden. Dennoch traten bei der Formulierung des Ziels teilweise Schwierigkeiten auf; und teilweise gelang es SuS nicht, einen Wenn-Dann-Plan im Sinne von MCII mit einem spezifischen Hinweisreiz und einer konkreten zielführenden Reaktion aufzustellen.
Diese Ergebnisse werfen für die zukünftige Forschung die Frage auf: Ob und welche
persönliche Unterstützung benötigen SuS zusätzlich zu einer Online-Intervention, um noch stärker von MCII zu profitieren? Obwohl in der aktuellen Studie keine Kontrollintervention stattgefunden hat, motiviert der Befund, dass die Selbstregulation im Zusammenhang mit einer einzigen sehr ökonomischen Online-Fördermaßnahme steigt, dazu, die Förderung selbstregulatorischer Fähigkeiten in den Schulalltag zu integrieren.
A partir dos avanços no debate sobre o processo de ensino-aprendizagem e suas novas configurações, esta revisão bibliográfica buscou apresentar a holística das metodologias ativas no processo educacional. Inseriu-se nessa discussão as características individuais que podem sugerir diferentes preferências na aprendizagem, destacando estilos de aprendizagem. A fim de trazer um panorama geral sobre os estudos de estilos de aprendizagem, foram apresentados alguns modelos sob os quais esses estilos podem ser expressos. Além disso, foi estabelecido um vínculo entre as metodologias ativas e os estilos de aprendizagem. A partir dessa relação construída, foi realizada uma breve revisão de estudos sobre metodologias ativas e estilos de aprendizagem aplicados ao ensino contábil brasileiro. Os resultados mostraram que, embora haja complexidade nesse cenário, têm sido feitas tentativas de inclusão de metodologias ativas no ensino de ciências contábeis no cenário brasileiro. Estudos têm analisado os efeitos dos estilos de aprendizagem dos alunos e professores, assim como os métodos de ensino utilizados, e evidenciaram a importância de considerar os estilos de aprendizagem no planejamento de estratégias de ensino. A adoção de metodologias ativas mostrou-se influente no desempenho dos alunos, e estratégias como trabalho em grupo, leitura dirigida e aula expositiva foram consideradas eficazes na aprendizagem. Espera-se que esta revisão possa auxiliar no entendimento dos conceitos relacionados aos temas aqui discutidos e criar reflexões para fomentar o planejamento e possível adoção de metodologias ativas no ensino superior em ciências contábeis.
This chapter focuses on the attitudes of Slovenian university professors and students towards distance learning and its didactical perspectives. The sample consisted of 992 university students and 179 university professors who have completed an anonymous online survey. Results from the T-test show five statistically significant differences in attitudes of Slovenian university professors and students. As far as the Spearman's rho coefficients analysis computed on the sample of university professors are concerned, the results show that all items except one have very strong associations among variables, whereas the Spearman's rho coefficient analysis computed on the sample of university students show strong associations among all variables, which is not the case regarding the university professors' sample. Such results imply that a lot will need to be done in the fields of perceptions regarding distance learning, mostly regarding the roles of teachers and their obligations in case of distance teaching and learning, especially in case there should be another pandemic or school closure.
The endeavor to produce a book such as this Highlighting Education Simulacrum in Pandemic through Contemporary Research, is an extensive thought of personal task. Many colleagues from the education and nursing communities have inspired me to write something which could be my legacy as a researcher with experience in practice and education.
The recent situation of pandemic commences the love for research towards education as it viewed the system in the new context. Numerous challenges and significant circumstances arose as we go through with education in the new normal milieu. As a researcher, those would be potential research topics aiming to produce varied and substantial outcomes.
The book is arranged according to chapters which are as follows:
I. Teaching Interventions
II. School Governance
III. Teachers’ Welfare
IV. Learners’ Welfare
It is hoped that the use of this book would contribute to the improvement of research culture and in educational sector as well. This will also serve as findings dissemination of the researches conducted in this time of pandemic. Teachers should always be equipped with real-time evidence-based practices to capacitate themselves with a strong knowledge, competent skills, and an altruistic and humble attitude.
World is facing a very challenging situation during the spread of pandemic due to Covid 19 Virus. Many countries have announced lockdown as a measure of prevention. During this time the academia has to shift from traditional mode of lecture delivery to the online mode. This paper endeavors to study the quality of academic delivery through online mode as compared to traditional physical classroom mode. Studies have demonstrated that course organization and structure, learning commitment, student engagement, and teacher proximity have represented significant variance in student satisfaction and perceptions in online learning environment. Perspectives on various mechanisms of student engagement that are founded in classic active learning pedagogies and enhanced with new technologies are resented in this paper. No exploration to date has tested the mediational relationship identified. This study expanded on the existing literature about E-learning and the comparative analysis of traditional to online learning and teaching based on SERVQUAL model (V.Zeithaml, A. Parasuraman and L.Berry ; 1988). The researcher investigated the relationship among course structure/organization, communication, commitment, and teacher proximity on students' satisfaction and perception. This study also reveals the gap in quality of learning and teaching through online and off line mode. The results of this investigation were proposed to suggest students' retention and improving the quality of online educating and learning.
In many existing studies, the analyses on the application and effect of the project-based learning model (PBL), a student-centered teaching and learning strategy, have been emphasized and carried out in various majors and courses. This case study analyzes the effects of applying a project-based learning model to the engineering accounting course for engineering students in 2021 in the context of the COVID-19 pandemic, compared with the offline course in 2019 and the simple online course in 2020. Project team consisting of 2-3 students carried out online collaborative learning activities for solving open-ended problems through the 5-step PBL procedure including presenting the final result. Except for this online PBL application in 2021, textbooks, lecture contents, assignments, and tests were implemented the same for each semester for three years. Through lecture evaluation and survey by students, the online PBL application semester showed higher effects in inducing student-centered learning, lecture satisfaction, and student competency improvement compared to the non-applying semesters, further, it was evaluated that the online PBL application to the course and evaluation method were more appropriate than other semesters. It is expected that the online PBL method and operation procedure applied in this study can be utilized as a best practice for the design and operation of various online courses for student-centered collaborative learning activities and educational effects.
World is confronting an exceptionally testing circumstance during the spread of pandemic because of Covid 19 Virus. Numerous nations have declared lockdown as a proportion of counteraction. During this time the scholarly world needs to move from customary method of talk conveyance to the online mode. This paper tries to contemplate the nature of scholarly conveyance through online mode when contrasted with conventional actual study hall mode. Studies have exhibited that course association and structure, learning responsibility, understudy commitment, and instructor vicinity have spoken to huge difference in understudy fulfillment and insights in web based learning climate. Viewpoints on different instruments of understudy commitment that are established in exemplary dynamic learning teaching methods and improved with new advancements are loathed in this paper. No investigation to date has tried the mediational relationship distinguished. This examination developed the current writing about E-learning and the similar investigation of customary to internet learning and encouraging dependent on SERVQUAL model (V.Zeithaml, A. Parasuraman and L.Berry ; 1988). The scientist explored the relationship among course structure/association, correspondence, responsibility, and instructor nearness on understudies' fulfillment and discernment. This examination likewise uncovers the hole in nature of PJAEE, 17 (7) (2020) A comparative study of online and offline mode of management education 12707 learning and educating through on the web and disconnected mode. The consequences of this examination were proposed to recommend understudies' maintenance and improving the nature of web based teaching and learning.
As more business schools develop courses and programs for delivery via the Internet, assessing the quality of student learning and reactions to the medium will become increasingly important and necessary. This exploratory study reports the results of comparing a classroom-based and an Internet-basedMBAclass section at a Midwestern U.S. university. The results showed significantly higher discussion participation patterns for the Internet-based course (both by class section and by gender) and no significant differences in learning in either class section. This article concludes by discussing possible reasons for these findings and suggests implications for Internet-based education.
Valid measurement scales for predicting user acceptance of computers are in short supply. Most subjective measures used in practice are unvalidated, and their relationship to system usage is unknown. The present research develops and validates new scales for two specific variables, perceived usefulness and perceived ease of use, which are hypothesized to be fundamental determinants of user acceptance. Definitions for these two variables were used to develop scale items that were pretested for content validity and then tested for reliability and construct validity in two studies involving a total of 152 users and four application programs. The measures were refined and streamlined, resulting in two six-item scales with reliabilities of .98 for usefulness and .94 for ease of use. The scales exhibited high convergent, discriminant, and factorial validity. Perceived usefulness was significantly correlated with both self-reported current usage (r=.63, Study 1) and self-predicted future usage (r =.85, Study 2). Perceived ease of use was also significantly correlated with current usage (r=.45, Study 1) and future usage (r=.59, Study 2). In both studies, usefulness had a significantly greater correlation with usage behavior than did ease of use. Regression analyses suggest that perceived ease of use may actually be a causal antecedent to perceived usefulness, as opposed to a parallel, direct determinant of system usage. Implications are drawn for future research on user acceptance.
This study examines the influence of the individual characteristic of playfulness on the use of the World Wide Web (WWW). Previous research suggests that microcomputer playfulness has an effect on computer usage in general, and we found support for a similar relationship in WWW use. Two samples of students were surveyed in this study; one consisting of undergraduate students and the other comprised of graduate students. Our findings also suggest that both intrinsic and extrinsic factors affect WWW use differentially for entertainment purposes and for course work purposes. Our study confirms previous research in that we found that ability to use the computer has a positive effect on WWW usage.
Part 1 Distance education and lifelong learning: the idea and evolution of distance education how distance education serves adult learners. Part 2 Strengths and limitations of current practice: key approaches to distance education delivering programmes to learners assessing programme quality and effectiveness. Part 3 Strengthening the theory and practice of distance education: programme foundations teaching and learning organization and administration conclusion - opportunities and challenges for the future.
ABSTRACT Researchers, instructional designers and consumers of ALNs must be cautious when interpreting results of media comparison,studies. Much of the literature purports to have found no significant difference in learning effectiveness between technology-based and conventional delivery media. This research, though, is largely flawed. In this paper, we first outline the philosophical positions of the opposing sides of an intense debate in the literature as to whether delivery media alone influencelearning outcomes. We,then select at random several representative media,comparison,studies to illustrate the inadequacy,of their methodologies and conclusions. More important, we derive critical design considerations for those who evaluate or conduct media comparison research. ALN practitioners should not assume that students would learn better from technology delivery systems. Rather, ALN practitioners should adhere to time -tested instructional design strategies, regardless of the medium they choose. Learning effectiveness is a function of effective pedagogical practices. Accordingly, the question for ALN practitioners ought to be: "What
This study investigated the effect of satellite‐delivered instruction on student achievement and attitude in a high school anatomy and physiology course. The experimental group included students from seven high schools enrolled in the satellite‐delivered course. The control group consisted of students from seven high schools in which classroom teachers provided instruction. An experimental versus control matched‐pair design was used in the study. Two hypotheses were tested using the t test for dependent samples. The findings show that there was no significant difference between the experimental group and control group in attitude toward anatomy and physiology. However, on the achievement test, the mean post‐test score of the experimental group was significantly higher than that of the control group.
This paper reports the results of a study designed to examine how students with different learning styles functioned in World Wide Web-based courses offered by Project BIO at Iowa State University in the Fall of 1997, and to determine what factors influenced their learning. The objectives of the study were to identify: (1) the demographic characteristics of the students by learning styles; (2) how students' learning strategies, patterns of learning, and achievement differed in relation to their learning styles; and (3) relationships among student learning styles, learning strategies, patterns of learning, achievement, and selected variables. The population for this study was 99 students taking two non-major introductory courses. These two Web-based courses were stand-alone courses in which most course materials and resources were accessed and delivered by the Internet. An online questionnaire that included a learning strategies scale, a patterns of learning scale, and demographic questions was designed and posted on the Web. A total of 78 students also took the Group Embedded Figures Test (GEFT), a learning styles test. Total data were collected on 74 students. Results indicated that learning styles, patterns of learning toward Web-based instruction, and student characteristics did not have an effect on Web-based learning achievement. (DLS)
This paper presents the results of a “natural experiment” that directly compared traditional classroom and distance learning settings. The distance learners performed better than the traditional learners on several dimensions. It appears that the distance learners’ higher levels of maturity, experience, “kindred spirit,” enthusiasm, and sense of responsibility contributed to their performance, and that these conditions might be vital to successful distance learning. This study also reinforces the importance of giving quick feedback on homework to distance students, and the importance of frequent telephone or other electronic media contacts between the instructor and the distance students. Additional information useful for designing effective distance learning programs was collected.
A review of learning styles and their implications for distance learning.
This study examines the influence of the individual characteristic of playfulness on the use of the World Wide Web (WWW). Previous research suggests that microcomputer playfulness has an effect on computer usage in general, and we found support for a similar relationship in WWW use. Two samples of students were surveyed in this study; one consisting of undergraduate students and the other comprised of graduate students. Our findings also suggest that both intrinsic and extrinsic factors affect WWW use differentially for entertainment purposes and for course work purposes. Our study confirms previous research in that we found that ability to use the computer has a positive effect on WWW usage.
Distance education: A means to an end, no more, no less. The Chronicle of Higher Education
- D A Trinkle
Trinkle, D. A. 1999, 6 August. Distance education: A means to an end, no
more, no less. The Chronicle of Higher Education, A60.
Measuring learning effectiveness: A new look at no-significant-difference findings Available online at http://www.aln.org/alnweb Please understand me: Character & temperament types
- E Joy
- F Garcia
Joy, E., and F. Garcia. 2000. Measuring learning effectiveness: A new look
at no-significant-difference findings. Journal of Asynchronous
Learnings Network 4 (1) [online], 15 May, 2001. Available online at
http://www.aln.org/alnweb/journal/Vol4_issue1/joygarcia.htm
Keirsey, D., and M. Bates. 1984. Please understand me: Character & temperament types. Del Mar, CA: Prometheus Nemesis Book Company.
Available online at http://www.mxctc.commnet Economics in cyberspace: A comparison study. Discussion paper
- P Navarro
- J Shoemaker
Modality Preference Inventory. 1999. [online], September. Available online at http://www.mxctc.commnet.edu/c/c/survey.htm
Navarro, P., and J. Shoemaker. 1999. Economics in cyberspace: A comparison study. Discussion paper. University of California: Irvine Graduate
School of Management, 33.
California Department of Education , The California State University System [online], 17 May Available online at http://www.cdlponline.org Clark, D. 1999. Getting results with distance education
California Distance Learning Project. 2001. California Department of Education, The California State University System [online], 17 May. Available online at http://www.cdlponline.org
Clark, D. 1999. Getting results with distance education. The American
Journal of Distance Education 12 (1): 38–51.
- J Boettcher
Boettcher, J. 1999, October. Tower of WWWebble. Syllabus 13 (3): 50-52.
Getting results with distance education
- D Clark
Clark, D. 1999. Getting results with distance education. The American
Journal of Distance Education 12 (1): 38-51.
Economics in cyberspace: A comparison study. Discussion paper. University of California: Irvine Graduate School of Management
- P Navarro
- J Shoemaker
Navarro, P., and J. Shoemaker. 1999. Economics in cyberspace: A comparison study. Discussion paper. University of California: Irvine Graduate
School of Management, 33.