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Evaluating the Effectiveness of the E-learning Experience in Some Universities in Saudi Arabia from Male Students’ Perceptions
... E-learning merupakan metode pembelajaran modern yang memanfaatkan media elektronik, seperti komputer, laptop, telepon genggam, dan jaringan internet untuk menghubungkan pengajar dan pelajar secara virtual. 2 E-learning sudah diterapkan di berbagai institusi pendidikan di Indonesia, salah satunya Fakultas Kedokteran Universitas Udayana (FK Unud). FK Unud, khususnya Program Studi Sarjana Kedokteran dan Profesi Dokter (PSSKPD), telah menerapkan sistem pembelajaran e-learning secara aktif sejak pertengahan tahun 2018. ...
... 4 Berdasarkan penelitian di Saudi Arabia, Algahtani mengartikan e-learning sebagai model pembelajaran yang menggunakan teknologi sebagai media interaktif antara pengajar dan pelajar untuk menujang proses pembelajaran. 2 Teknologi dapat diolah menjadi suatu wadah yang dapat mempertemukan pengajar dan pelajar secara virtual (maya) untuk melakukan pembelajaran melalui suatu aplikasi ataupun situs web sehingga proses pembelajaran dapat ditentukan secara mandiri oleh pelajar. Pemanfaatan e-learning dalam proses pembelajaran ini dapat dilakukan secara online melalui jaringan internet ataupun menggunakan aplikasi secara offline dengan menggunakan perangkat CD-ROM. 2 Implementasi kecanggihan teknologi melalui e-learning membawa dampak positif bagi dunia pendidikan. ...
... Pemanfaatan e-learning dalam proses pembelajaran ini dapat dilakukan secara online melalui jaringan internet ataupun menggunakan aplikasi secara offline dengan menggunakan perangkat CD-ROM. 2 Implementasi kecanggihan teknologi melalui e-learning membawa dampak positif bagi dunia pendidikan. E-learning mampu memberikan kemudahan bagi pelajar dan pengajar untuk melakukan sistem belajar mengajar secara maya tanpa harus bertatap muka. ...
Fast translate Icon translate ABSTRAK E-learning adalah sistem belajar mengajar yang menggunakan media elektronik dan sudah digunakan di beberapa perguruan tinggi di Indonesia, salah satunya Program Studi Sarjana Kedokteran dan Profesi Dokter Fakultas Kedokteran Universitas Udayana (PSSKPD FK Unud). Penelitian ini dilakukan dengan tujuan untuk mengetahui tingkat kesiapan pelaksanaan e-learning di PSSKPD FK Unud. Penelitian ini merupakan penelitian deskriptif dengan desain penelitian cross-sectional. Penelitian ini menggunakan kuesioner berdasarkan model e-learning readiness Aydin dan Tasci yang terdiri atas 37 pertanyaan yang dibagi ke dalam empat faktor, antara lain faktor teknologi, faktor sumber daya manusia, faktor pengembangan diri, dan faktor inovasi. Kuesioner ini ditujukan pada seluruh mahasiswa PSSKPD FK Unud angkatan 2019 dimana penelitian ini dilaksanakan di FK Unud. Berdasarkan hasil penelitian yang melibatkan 242 dari 254 mahasiswa yang terdaftar sebagai mahasiswa PSSKPD angkatan 2019 didapatkan bahwa skor kesiapan e-learning PSSKPD FK Unud sebesar x? = 3,98. Skor kesiapan ini menandakan bahwa PSSKPD FK Unud tergolong ke dalam kategori siap, tetapi membutuhkan beberapa peningkatan (3,4 < x? ? 4,2). Adapun peningkatan yang dibutuhkan, yaitu peningkatan dalam faktor teknologi (x? = 4,17), faktor sumber daya manusia (x? = 4,03), faktor pengembangan diri (x? = 3,90), dan faktor inovasi (x? = 3,81). Penilaian terhadap tingkat kesiapan penyelenggaraan e-learning ini perlu dilakukan secara berkala untuk mengevaluasi serta meningkatkan kualitas dari pelaksanaan e-learning di PSSKPD FK Unud. Kata kunci : e-learning readiness, Aydin dan Tasci, PSSKPD FK Unud
... There are various ways to classify e-learning depending on the level of engagement in education and to the timing of the interaction (Algahtani, 2011). Some scholars divided e-learning into two basic types, consisting of computer-based and the internet based e-learning (Algahtani, 2011). ...
... There are various ways to classify e-learning depending on the level of engagement in education and to the timing of the interaction (Algahtani, 2011). Some scholars divided e-learning into two basic types, consisting of computer-based and the internet based e-learning (Algahtani, 2011). Computer-based learning involves using a variety of hardware and software that are available in Information and Communication Technology (ICT). ...
... However, the completely online mode involves the exclusive use of the network for learning (Zeitoun, 2008). The latter type is further classified as synchronous or asynchronous based on the timing of interaction (Algahtani, 2011). The synchronous involves alternate online access between teachers or instructors and learners, or between learners, and the asynchronous, allows all participants to post communications to any other participant over the internet (Algahtani, 2011;A Almosa and Almubarak, 2005). ...
The spread of e-learning as an alternative to traditional or face-to-face education has faced many problems and challenges in general and ethical and legal challenges in particular. This study aims to measure students’ awareness of the safe use of technology and its tools in e-learning that is consistent with ethical and legal standards. The study attempts to reveal the degree of awareness of students of the University of Jordan about electronic crimes related to e-learning and the legal procedures and penalties related to electronic crimes in e-learning. Quantitative research methods were used. A questionnaire was established and distributed to students enrolled in the following online courses: Ethics and Human Values, Communication Skills, and National Culture. Analysis of the data revealed that students had a high awareness about cybercrime due to the widespread use of the internet by students as it became an integral part of their daily lives. The degree of awareness of student about legal procedures and penalties related to electronic crimes in e-learning was medium. This indicates students' lack of awareness of the effectiveness of procedures and penalties for electronic crimes that can be applied in e-learning due to the rapid transition in the learning process at the University of Jordan from traditional learning to distance e-learning that was imposed during the Corona pandemic. Based on these findings, the study presented a set of recommendations that could be implemented to increase awareness and maximize the benefit of using e-learning.
... Alqahtani [5] highlighted the essential characteristics of e-learning. Not only e-learning definitions have undergone changes over the time as the developments start emerging in e-Learning but also the names have change as well [5]. ...
... Alqahtani [5] highlighted the essential characteristics of e-learning. Not only e-learning definitions have undergone changes over the time as the developments start emerging in e-Learning but also the names have change as well [5]. It has been noted the names overlaps sometimes and some researchers use compound forms of the nouns such as network based learning or computer based learning. ...
... Some use virtual learning, digital learning and while other refer this type of learning as smart learning. This overlapping in terminology has also been highlighted [5]. ...
The time and age we are living now is much more different than it was few decades ago. The world is changing with great pace so are the teachings and learning methodologies. Before teaching and learning methods mainly focused within classroom confines and do not include all the factors that could impact teaching and learning outcomes. But now the world is increasingly connected and mobile, therefore, the nature of information resources is changing drastically. The new information is not only unlimited and overwhelming in quantity but also it is networked, multimodal and easily accessible anytime anywhere in the world. Advent in digital technologies, such as computers, laptops, tabs, smart phones, wireless handheld devices, and the Internet have made it possible for learners to access to a wide range of learning and teaching resources and tools, in number of different languages (with the option of availability of translation in native languages) anytime and anywhere in the world. Through the emergence of digital technology tools, have made this possible to increase teaching and learning opportunities inside and outside institutionalized school systems. Through the proper use of modern technologies students and learners have full opportunities to take learning beyond traditional classrooms and the school day. By using digital technology tools, learners have opportunities to attend online courses not only anywhere, anytime but also can record and save the information for future use, if needed. Thus, the aim of this study is to focus on the effectiveness of digital technology as a tool in Teaching and Learning (T&L) approach.
... Aside from the seemingly inevitable psychological effects of ERT, e-learning has been reported to have several benefits: it helps support student autonomy, accommodates different learning styles, motivates student-teacher interaction, and provides flexibility and accessibility (Algahtani, 2011). Autonomy refers to students taking responsibility for their own learning, which, according to Drew (2018), is an important characteristic of learning that facilitates learning goal achievement and learner development (Algahtani, 2011). ...
... Aside from the seemingly inevitable psychological effects of ERT, e-learning has been reported to have several benefits: it helps support student autonomy, accommodates different learning styles, motivates student-teacher interaction, and provides flexibility and accessibility (Algahtani, 2011). Autonomy refers to students taking responsibility for their own learning, which, according to Drew (2018), is an important characteristic of learning that facilitates learning goal achievement and learner development (Algahtani, 2011). However, poorly designed courses could hinder the learning process (Edwards & McKinnell, 2007), which could be the problem in the sudden shift to e-learning. ...
... Over the years, studies have reported inconclusive findings on the effectiveness of e-learning (Algahtani, 2011). During these discussions, it is crucial to consider the perspectives of both students and instructors as well as the learning context (Khan, 2005). ...
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... With the restriction of face-to-face meetings due to the pandemic, educators must rely on the implementation of a totally online mode. In the totally online mode, educators are completely engaged internet network to the learning process (Algahtani, 2011;Zeitoun, 2008). As a result, many educators incorporate various online learning tools into their educational systems (Ambarita, 2021;Mustakim, 2020;Retnaningsih, 2020;Utomo & Ahsanah, 2020;Yuliana, 2020) and apply bichronous learning (Sambeka & Rares, 2021). ...
... Due to the study-at-home policy during the pandemic, education must be taken place in a totally online mode. Totally online mode is the most innovative mode that completely relies on the use of internet networks (Algahtani, 2011;Zeitoun, 2008). Algahtani (2011) divides totally online mode into asynchronous and synchronous based on the application of optional timing of interaction. ...
... Totally online mode is the most innovative mode that completely relies on the use of internet networks (Algahtani, 2011;Zeitoun, 2008). Algahtani (2011) divides totally online mode into asynchronous and synchronous based on the application of optional timing of interaction. In the asynchronous mode, teachers and learners do not have to be online at the same time (Algahtani, 2011), or called "pause and resume" learning. ...
The COVID-19 pandemic has made online learning as a common instructional delivery today. Since various methods, approaches, and technologies are involved, it is important to understand students’ perceptions for taking further decision in teaching. The current research aimed to investigate Indonesian students’ perceptions of the implementation of bichronous online learning along with the challenges in the level of higher education. Bichronous online learning refers to the blending between asynchronous and synchronous online learning. In this study, asynchronous learning was carried out through Edmodo while the synchronous mode was implemented via Zoom. The participants were 57 first-year university students who experienced full bichronous online learning in the English for Specific Purposes class. This research applied explanatory sequential mixed-methods as suggested by Creswell (2014). The quantitative data were obtained by Likert-scale questionnaires while the qualitative data were acquired through interviews and observations. The results indicated that students had positive perceptions of bichronous online learning in terms of motivations, academic achievement, and communication and interactions. Bichronous online learning promoted students’ engagement, active interaction, and feedback exchange which highly contributed to their learning outcome. However, technical issues such as poor internet connection and limited data plan were the biggest challenges faced by the students. It is expected that educators can adjust which online learning tools are convenient to use and cater to students’ needs.
... Even though the learning approached goals were experienced as a positive challenge for lecturers, and useful for competence development, there is still a sense of avoidance of goals in situations that were seen as threatening. (Chandwani et al, 2021); (Lee et al, 2015); (Emmanuel, 2020); (Akcil & Bastas, 2021); (Algahtani, 2011); (Edwards & McKinnell, 2007) ...
... The lecturers who suffered burnout experiences, and provided learning opportunities of less quality (as assessed by student), were the ones whom felt threatened by online teaching during the Covid-19 pandemic. Training for online teaching became a priority for the University to assist the staff, as some staff felt that the online teaching made them negative and that they don't know what the next step will be (Algahtani, 2011;Edwards and McKinnell, 2007). According to Lee et al. (2015), a negative attitude towards elearning had a 180-degree shift once staff started doing training and started developing and understanding the different digital platforms and systems like Google Classroom, Microsoft Teams, Zoom, Moodle and social media (WhatsApp groups). ...
This article details the development of transitioning of in-person diploma lecturing to online lecturing through the course of the COVID-19 pandemic. Due to practical components of the course, specific challenges emerged involving course design and practical learning. This article considers the problem-solving process and strategies for remotely teaching, discussing, and experiencing the global exercise trend. Specifically, accessibility, adjustments and attitudes as important pedagogical tools for reimagining experiential learning and creating meaningful human connections.
... Validity testing in research refers to a test to ensure that the selected variables measure what they are supposed to measure, which means that they are valid. According to Algahtani, validity is a measurement to see the accuracy of each construct in the study [9]. ...
... According to Algahtani, the research method must be tested to ensure reliable results. The measurement results must have high stability and consistency in regard to the study constructs [9]. ...
The Covid-2019 pandemic has severely impacted the learning process in Indonesia drastically changing the way it is delivered in the country. There are strict government regulations in regard to education delivery which every university must follow. Also, students must adapt to the pandemic situation and the changed conditions, often resulting in high levels of stress. The purpose of this study was to find out what factors influence the effectiveness of on-line learning at universities in Jakarta, Indonesia, during the pandemic. In this study, the technology acceptance model (TAM) was used, but modified according to the study objectives and needs. There were 400 participants in the study. A simple random sampling technique was used and data were collected using Google Forms. The results indicate significant relationships between nine of the analysed variables: perceived ease of use, perceived usefulness, attitude towards using, perceived enjoyment, behavioural intention to use, self-efficacy, lecturer’s attitude, teaching method and the effectiveness of on-line learning. The relationship between perceived usefulness and behavioural intention did not prove significant
... Some classifications are based on the order in which interactions occur. They were distinguished between two forms of e-learning: computer-based and internet-based e-learning (Algahtani, 2011). ...
... By employing flexible scheduling of contact, Algahtani (2011) termed the entirely online mode as "synchronous" or "asynchronous." The synchronous timing entails alternate on-line access between teachers or instructors and learners, or between learners, while the asynchronous permits all participants to communicate with each other over the internet. ...
The Covid-19 epidemic, which started in Wuhan, China in 2019, has spread to a number of countries, including Indonesia. Learning from Home is another term for online learning (BDR). To show support for government policies and to assist students in meeting their educational needs, SMKN 1 Bakung adopts an online learning strategy using e-learning. The aim of this article is to show many types of literature and the use of devices in e-learning as a source of literature. Qualitative research is used for this research. After analyzing the data, it could be concluded that in e-learning SMKN 1 Bakung, there are some types of works of literature. They are separated based on their characteristics and locations. Due to the characteristic, they are textual, non-textual, and mixed documents. While based on the location, they are general and references collections. The literature is mostly in form of pdf to make them easily accessed by students. The use of devices in e-learning is as follows: accessing courses, accessing exams/tests as well as accessing teleconference.
... The collective use of the internet, digital and multimedia technologies to facilitate and enhance the learning process in a computer-generated environment, has been defined as E-Learning [6]. Effective use of software and hardware for computer-assisted learning is recognized as computer-based E-Learning, while the use of the virtual environment and the internet is recognized as Internet-based E-Learning [7]. Due to the elevated accessibility, interactivity, and flexibility, E-Learning systems have been recognized as an effective and widely utilized tool in the BL process [7][8]. ...
... Effective use of software and hardware for computer-assisted learning is recognized as computer-based E-Learning, while the use of the virtual environment and the internet is recognized as Internet-based E-Learning [7]. Due to the elevated accessibility, interactivity, and flexibility, E-Learning systems have been recognized as an effective and widely utilized tool in the BL process [7][8]. ...
Conventionally, education has been offered in classrooms, where students can interact directly with the teachers, respecting the physical presence. Recent advancements in technology play a key role in the development and expansion of the education sector. Therefore, similar to many countries in the world, the higher education sector in Sri Lanka is also progressively attempting to incorporate more E-Learning opportunities to elevate the learning process via facilitation of Blended Learning (BL) and Distance Learning (DL) opportunities. Despite the proven benefits and efficacy of E-Learning systems, limited administrative commitment, absence of adequate instructional/training programmes, gaps in technical expertise, poor telecommunication facilities, poor attitudes of students and educators, and gaps in technology readiness act as major barriers for the inculcation of E-Learning systems in Sri Lanka. However, the recent COVID-19 pandemic situation has depicted the significance of E-Learning systems in continuing higher education. Therefore, the majority of the higher education institutes have been compelled to move towards E-Learning concepts, while facing aforesaid challenges. The provision of soft-loans to empower necessary physical resources, enhancing the basic telecommunication facilities, motivation of students and academicians, and enhancing their core competencies for E-Learning through training programmes are essential to promote E-Learning opportunities in Sri Lanka. Thus, policymakers in education sector have to consider aforementioned aspects in designing a better and a sustainable E-Learning framework for higher education setup in Sri Lanka.
... These challenges are not only experienced in South African HEIs, but also in other African countries, which do not have issues with the digital divide. Algahtani (2011) and Almosa and Almubarak 2005) alludes to this notion that e-learning can work when supported optimally to keep the academic issues going either between lecturers and their students (synchronous) or between students themselves (asynchronous), only when technical support exists. This can be associated with the digital divide that continues to exist in South Africa. ...
This qualitative study presents the blemishes of COVID-19 at Higher Education institutions. The aim of the study was to see if online learning and teaching are continuing in Higher Education institutions post-COVID-19. A sample of twenty participants comprising ten students and ten lecturers were purposively selected to take part in the study. Data was collected using an e-questionnaire which was emailed to the participants. The findings of the study revealed that students are keen on continuing with online learning because of the flexibility that it has. On the other hand, lecturers remain stuck in the old ways of teaching because of the non-compatibility of gadgets and the persisting load shedding that grapples the country. The study recommends that the lecturers need to be provided with tools to teach online to remain to be in line with the world’s move towards the integration of technology. The issue of load shedding needs to be addressed in the country needs to realise the benefits of the fourth industrial revolution.
... Education, along with tradition, is widely believed to underlie human success, as it transfers information, skills, and techniques with precision between individuals and facilitates the acquisition of accumulated knowledge and normative culture (Fogarti et al., 2011). Without concern for a lack of direct engagement between students and educators, first-and secondgeneration remote learning delivery techniques prioritise producing and disseminating resources as effectively as feasible (Algahtani, 2011). However, as technology advances and Internet-and web-based courses proliferate, a wealth of evidence indicates that both students and academics benefit from the atmosphere of distant learning. ...
... Online learning was carried out with the help of electronic devices such as computers, laptops, mobile phones, and internet access. Students were given two options for online learning, which is synchronous or asynchronous, based on the suitability and agreement of both the lecturer and the students (Algahtani, 2011). Asynchronous online learning refers to the interaction between lecturers and students before or after the class via emails and discussions, whereas synchronous online learning refers to direct communication between lecturers and students during the class via videoconference and chatroom. ...
... The second section contained two qualitative open-ended questions that asked students to explain their performance and their likes and dislikes of using laptops for quizzes. Open-ended questions were used to elicit thorough responses [27], [28]. ...
There is a dearth of research on how mobile learning might help Saudi female students in particular perform better in computer programming courses. This paper aims to measure educational experiences ofSaudi female students using an empirical study, based on aframework related to mobile learning in a computer programming subject. The empirical study sample involved 21 students who used the ViLLE software tool in their quizzes in programming class. This study includes a survey with a mixed-method approach. The study results showed that students were satisfied with their mobile learning experience. The degree of satisfaction demonstrates how mobile learning can enhance learning in a computer programming subject.
... Students are able to learn at their own speed and without being constrained by a set schedule when they participate in asynchronous online learning. As a result, it brings about an increase in contentment and a reduction in tension (Algahtani, 2011;Arkorful et al., 2015). ...
The COVID-19 pandemic has greatly influenced education worldwide, including in China. To cope with school closures, educational institutions in China have turned to E-learning to continue providing education to students. The Chinese government has also supported online education by launching initiatives and managing its development. The growth of E-learning in China has been facilitated by online learning platforms offering a wide range of courses. This research used a qualitative approach, collecting 25 valid responses from participants. The findings emphasize the importance of E-learning and China's ability to manage studies during the pandemic. E-learning has proven to be an innovative approach to enhance the learning process, potentially benefiting from social media integration. These research findings can motivate other countries to improve their application and management of E-learning during both pandemic and non-pandemic situations. Despite its benefits, E-learning also has limitations such as technology and infrastructure constraints, quality of education, student engagement, teacher training, and assessment. Overall, E-learning has become a crucial tool for delivering education in China during the COVID-19 pandemic, but there are still challenges that need to be addressed to ensure high-quality education through digital means.
... This means that the use of devices such as tablets, mobile phones, computers, and also access to strong internet connection became the only glue that held teachers and students together in online classes. With these devices, students connect with their teachers regardless of their locations (Singh & Thurman, 2019; Algahtani, 2011) [52,5] . However, results show that online teaching is a problem for underprivileged and marginalized students such as students in the rural communities who have little resources and access to online teaching. ...
... Besides, (Codone, 2001;Algahtani, 2011;Marc, 2002;Klein & Ware, 2003;Urdan & Weggen, 2000;) and Dowling et al. (2003) stated that while students use e-learning self-pacing is provided and every learner is facilitated an asynchronous way where they can study at their own pace and speed. E-learning usage declines the level of tension and anxiety and it give the learners level of satisfactory (Atifnigar et al., 2020). ...
Comprehending and utilizing information technology and online platforms are the dire need of todays’ educational era. Current research aims at investigating the factors influencing the successful implementation of e-learning use among Afghan-postgraduate student at University Technologi Malaysia. Particularly, centered on identifying students’ characteristics, design and content, and technological factors that affect E-learning environment. At total of seventy-two (n=72) postgraduate students from the faculty of education, engineering, science and management at Universiti Technologi Malaysia (UTM) participated in survey questionnaire. The findings resulted that most of the students have positive perception about the E-learning environment. In addition, the most influential factors are (1) students’ characteristics that contained motivation, computer skills and attitudes, (2) design & content with professed use of IT and quality of content, while (3) technology with effectiveness of IT and quality of technology have been graded as the lowest influential factors hindered the successful implementation of E-learning use. Specifically, students’ motivation, encouragement, and satisfaction are the key elements toward the successful implementation of E-learning and accomplished their learning activities better and easily than the traditional method. However, most of the learners revealed that before initiating into the E-learning environment, they need more assistance and training in E-learning environment than the traditional methods. Besides, using E-learning is more complicated during learning and teaching process. Finally, it is suggested that university authority and policymakers put into their curriculum to initiate some special workshops and seminars to the international students who are newly admitted to their desired field of studies at UTM Malaysia.
... However, according to Algahtani (2011), the likely benefits of e-learning are greater than the benefits of traditional learning if e-learning is used and applied in proper ways. It eases communication and improves the relationships that sustain learning. ...
This study investigates the use of e-learning resources by secondary school teachers in Kwara State. It was basically concerned with the use of e-learning resources by secondary school teachers in Kwara State. Specifically, the study intends to find out the availability, accessibility and usability of e-learning resources by secondary school teachers in Kwara State. The target population of this study was all secondary school teachers in Kwara State which were selected from some selected secondary schools in Ilorin metropolis using multistage sampling method; cluster and purposive sampling. A total of 200 teachers were drawn from the selected schools in Ilorin metropolis. A researcher designed questionnaire containing 24 items was deployed to collect data from the teachers. Simple percentage was used for the demographic data of respondents while t-test was used to answer research questions and for testing of research hypothesis. It was discovered that not many school have available e-learning resources and even the ones that have them do suffer from one challenge of poor or no network, epileptic power supply, no or poor manpower, etc. Also, it was revealed that accessing the available e-learning resources was not a challenge to the teachers but there were no furnished computer laboratories and that not all teachers have personal laptops, among other findings. There was no significance difference in the use of e-learning resources between the male and females and age was not a determinant of effective usage of the e-learning resources. It was concluded that e-learning is a must use for secondary schools hence the use of computers for most entrance examinations these days. Suggestions were raised on collaboration between government through ministry of education and other agencies to support e-learning and there should be injection of fund as well as training and retraining of personnel. A study of the use of e-learning resources by private and public secondary schools amongst other recommendations were made.
... The questionnaire of this research was intended to meet lecturers' and students' belief and perception of e-learning on lecturers and students' teaching and learning activities. There will be 24 items related to the ability to learn autonomously in e-learning, learner-content-interaction in e-learning, and learner-instructor-interaction in e-learning which is adapted from Algahtani, abdullah (2011) ...
This study highlighted teachers' and students' perception in order to investigate teachers' and students' perception about e-learning when English subject is concerned. The population of this study was the seventh semester of the English Education department of UIN Alauddin Makassar who have experienced in implementing e-learning in teaching and learning activities. Sixteen students and four lecturers were involved as a sample of the study. This study employed quantitative method were the data collected by using Questionnaire that is consisting 24 items based on Likert scale. The data showed that there were above 62,2% of respondents gave positive responses, 28,5% stated neutral, and 9,79% disagree.
... The adoption of E-learning in education, especially for higher educational institutions has several benefits, and given its several advantages and benefits, e-learning is considered among the best methods of education. Several studies and authors have provided benefits and advantages derived from the adoption of e-learning technologies into schools (Algahtani, 2011). However, some of these benefits are highlighted as follows; ...
E-learning has received considerable attention from educators and researchers, but its adoption and use in Nigerian higher education institutions are not encouraging. Several studies have reported a variety of barriers that affect the successful implementation of e-learning, such as non-existing operational policies, financial constraints, poor internet connectivity, and resistance. This paper undertook an in-depth review of the literature concerning the benefits of e-learning and barriers affecting successful e-learning implementation for sustainable socioeconomic development. The paper highlighted that in Nigerian higher education institutions, the lack of a conceptual framework that takes into account factors that could aid in the proper implementation of e-learning has hampered the successful adoption and use of e-learning. The study concluded that recent developments and government awareness of the importance and relevance of ICT in the educational sector in Nigeria have opened opportunities to adopt e-learning to deliver distance education in order to educate the majority of its uneducated or less educated people. The paper recommended that capacity-building activities, active partnerships, and investment in human and infrastructural facilities remain central to harnessing and exploiting e-learning for socioeconomic development in Nigeria.
... Benefits of e-learning platforms E-learning has proven to be effective in education [9]. When blended with traditional teaching, e-Learning serves as assistant in the traditional classroom providing relative independence to the students [26]. Students can not entirely depend on teachers, but rather obtain valuable information via e-learning. ...
The use of technology as an alternative to traditional teaching during pandemics such as COVID-19 is attracting attention globally. This study sought to explore the effectiveness of teaching student teachers using E-Learning during COVID-19. Hearing students were learning together with students with hearing impairments in an inclusive environment before the closure of an institution. A mixed approach involving concurrent design was used and 193 student teachers who were purposively sampled from Kitwe College of Education in Zambia participated in the study, of which 4 of the participants were hearing impaired. The findings were that 53.9% of the participants had access to e-learning services, whereas 48.1 % had no. The study also revealed that 86% of the participants disagreed to having benefited from e-learning and cited lack of technological devices, poor network and expenses to purchase internet bundles as some of the barriers to e-learning. The study concluded that despite 53.9% of the participants having access to e-learning, 86% of the participants did not benefit from the use e-learning, due to lack of access to internet and expenses to purchase internet bundles, and that students with hearing impairments were disadvantaged due to lack of text and sign language interpretation during e-learning lectures. The study recommended the need to provide free internet bundles to students if e-learning is to be effective, educators record lessons and enable students to access, as well as need to consider students with hearing impairments during inclusive e-learning by providing sign language interpretation and texts.
... As a consequence, it increases satisfaction and reduces stress. (Codone, 2001;Amer, 2007;Urdan and Weggen, 2000;Algahtani, 2011;Marc, 2002;Klein and Ware, 2003) There is no doubt that online education has its benefits as well as its drawbacks. That is why the importance of carrying out this study where students could let us know their perceptions about virtual learning bearing in mind four main factors that have been explained throughout this research paper. ...
The main objective of this research study is to describe the perceptions of an undergraduate group of students regarding virtual education in times of COVID-19. Taking into consideration the factors that were evaluated in this study, a quantitative approach was carried out by applying a Likert-type questionnaire with items divided into four categories: Resources and conditions for online education, experience between face-to-face and virtual lessons, relationships with partners and teachers, and teachers’ digital abilities. The result shows that virtual education due to Covid-19 has gotten a generally favorable perception from undergraduate students since they considered their teachers to have assumed their roles in order to fulfill their educational needs.
... Students will be able to understand and retain concepts through audio-visual contents, and it will support the asynchronous mode for learning, which will reduce stress and increase satisfaction (Stephan, Markus and Gläser-Zikuda, 2019;Pham, et. al., 2019;Vate-U-Lan, 2020;Amer, 2007;Algahtani, 2011). Other benefits to them include: ...
The dynamic and innovation seeking business environment throws open new opportunities and challenges. Transformation is on top gear today with start-ups creating new businesses and frameworks. Education, the key differentiator of the human race is on a paradigm shift. Technology synchronized with learning contents has become the new avatar, redefining the conventional systems. With technology at the forefront of our lives, education embraces the advancement to present a humongous version to benefit the stakeholders. Digital education, from K12 to higher education is a huge space for edutech entrepreneurs and seamless collaborations with institutions are the way forward. This calls for a multi-pronged strategy to raise the bar of education administrators, teachers in terms of infostructure, upskilling, pedagogy and change management culture. The preference of students to opt for easy access content, self learning modules, growing impatience to class room learning are the challenges which can be transformed into opportunities. Transformation in business sphere demands newer ways of deliverables. This paper dives deep into the digital learning experience, up-skilling of teachers, and the new avenues to make the students future-ready.
... Wagner et.al., (2008) highlighted that online learning enables self-paced learning. As a result, it increases satisfaction and decreases stress (Algahtani, 2011). ...
For English majors in the final year at universities, one of the graduation criteria is to submit a research project that allows them to demonstrate their knowledge and expertise within their current subject matter. However, Covid-19 resulted in the closure of schools and all educational bodies in Vietnam in 2020-2021 academic year. This research aims to explore the perceptions of EFL seniors and lecturers regarding the advantages and disadvantages as well as the requirements of an online graduation thesis course. The sample of the study consisted of 200 EFL students and 25 lecturers at a university in Vietnam. The researchers pursued a mixed method that included both quantitative and qualitative data. The data were collected through questionnaires (n=225) and individual interviews (n=23). Participants answered the questionnaire and joined the interview via Google Form and Zoom platform respectively. Results demonstrated that most participants believed that a graduation thesis course can be completely done online. Learners and lecturers had similarities and differences in the perceptions of the advantages, disadvantages, and conditions of the course. The research has the potential to inform the improvement of future graduation thesis courses if they are delivered online. NHẬN THỨC CỦA GIẢNG VIÊN VÀ SINH VIÊN NĂM CUỐI CHUYÊN NGÀNH TIẾNG ANH VỀ HỌC TRỰC TUYẾN MÔN KLTN TRONG THỜI KỲ DỊCH BỆNH COVID 19 Tóm tắt. Đối với sinh viên năm cuối chuyên ngành tiếng Anh tại các trường đại học, một trong những tiêu chí tốt nghiệp là nộp một đề tài nghiên cứu cho phép họ thể hiện kiến thức và chuyên môn của họ đối với chuyên ngành đã học. Tuy nhiên, dịch Covid-19 dẫn đến việc đóng cửa các trường học và tất cả các cơ quan giáo dục ở Việt Nam trong năm học 2020-2021. Nghiên cứu này nhằm mục đích khám phá nhận thức của sinh viên năm cuối và giảng viên chuyên ngành tiếng Anh về những thuận lợi và khó khăn cũng như những yêu cầu thiết yếu của môn khóa luận tốt nghiệp học trực tuyến. Mẫu nghiên cứu bao gồm 200 sinh viên chuyên ngành tiếng Anh và 25 giảng viên tại một trường đại học ở Việt Nam. Chúng tôi sử dụng phương pháp nghiên cứu hỗn hợp bao gồm cả dữ liệu định lượng và định tính. Dữ liệu được thu thập thông qua bảng câu hỏi (n = 225) và phỏng vấn cá nhân (n = 23). Những người tham gia trả lời bảng câu hỏi và tham gia phỏng vấn lần lượt qua Google Form và nền tảng Zoom. Kết quả cho thấy hầu hết học viên đều tin rằng môn khóa luận tốt nghiệp hoàn toàn có thể được thực hiện trực tuyến. Người học và giảng viên có những điểm giống và khác nhau trong nhận thức về những thuận lợi, khó khăn và điều kiện cần thiết của khóa học. Nghiên cứu cung cấp thông tin cải thiện môn học khóa luận tốt nghiệp nếu chúng tiếp tục được dạy trực tuyến trong tương lai. Từ khóa. Luận văn trực tuyến, Covid-19, giảng viên và sinh viên EFL Hội
... They include chances for computer conferencing, small-group-based, collaborative online learning activities, and online assessment of learning outcomes, as well as the availability of much of the subject information in electronic format (Dhull & Sakshi, 2017). According to Faleh (2011), there are three distinct models for using e-learning in education. These are the following: ...
This paper describes two teaching and learning approaches that were adopted and compared across five different faculties (i.e., Health Sciences; Natural Sciences; Educational Sciences; Humanities, Social Sciences and Law; lastly Commerce and Administration) over a two-year period (2019 and 2020). Students are subjected to assessments that comprise of essays, practicals, presentations, and written tests. Students were taught using the traditional method (face-to-face learning) in 2019, whereas in 2020 students were taught and assessed using e-learning methods on Blackboard. The Mann-Whitney U test showed that students performed significantly different in 2019 compared to 2020, with greater performance in 2020 than 2019. As a result, there is sufficient data to conclude that online learning is more successful compared to face-to-face learning.
... E-learning has a number of advantages and disadvantages when used in IHLs. The advantages include an ability to focus on individual needs and a student-centered approach (Sanderson, 2002;Price, 2021); flexibility in terms of time and place (Smedley, 2010); time and commuting expenses savings (Shim and Lee, 2020); ease of communication between the learners and the teachers (Wagner et al., 2008); cost-effectiveness, self-pacing, increased learning satisfaction and decreased level of stress (Klein and Ware, 2003;Amer, 2007;Algahtani, 2011); online communication allows more time for students to speculate over their answers (Bailey and Lee, 2020). Rabah (2005) considers that learning objectives can be accomplished in the shortest time with the least amount of effort. ...
Today, as pandemic has shown, m-learning has turned into the only possible form of education in numerous cases. To take full advantage of m-learning, one should create a suitable environment and choose appropriate techniques to provide the desired results. This study aims to prove the efficiency and effectiveness of teaching science language grammar to would-be translators in vocationally oriented language learning (VOLL) via m-learning within a student-centered approach. The research covered the spring semesters of 2019–2020, 2020–2021, sampling 120 second-year students from Peoples’ Friendship University of Russia (RUDN University), Academy of Engineering (seven departments). The researchers used theoretical, empirical, and experimental methods and prepared questionnaires and tests as data collection tools. The outcomes revealed all tricky issues for the students among the selected science language grammar points. The students of the experimental group used both MOODLE and the technology developed by the researchers. The experimental groups scored better than the control groups (90.1% vs. 65.4% and 89.5% vs. 67.2% correct answers in the final test, which meets the research criteria) and proved the efficiency and effectiveness of the proposed teaching technology.
... Apart from that, it also provides potential bottlenecks for the future success of elearning. The usage of e-learning can exceed the impact of traditional learning with proper implementation (Algahtani, 2011). ...
The Covid-19 pandemic has forced education institutions to adopt online platforms for teaching and learning. Online education platforms are web or digital based applications which enable users to conduct and attend classes virtually. The implementation of online classes through online platforms was sudden and rushed due to the increase and the prolonging of covid-19 cases. Over the past year, these online platforms have become an essential tool in continuing the teaching and learning process across numerous educational sectors. This paper intended to explain the students' attitude towards using e-learning platforms as a sustainable platform of education and at the same time explore their perception of using e-learning as a sustainable tool. A set of questionnaires is administered to 159 foundation students in Universiti Selangor, and the data obtained is statistically analysed to fulfil the research objectives. As online education becomes an essential part of education, it is crucial to understand the sustainability of online pedagogy and the impact it has on the students. Students may not have the same level of acceptance and views towards the use of online platforms. The outcome of this study will assist educators and administrators in planning and using online platforms to conduct online classes that suit the needs and expectations of the students.
... Apart from that, it also provides potential bottlenecks for the future success of elearning. The usage of e-learning can exceed the impact of traditional learning with proper implementation (Algahtani, 2011). ...
... As many theorists (Herrington & Oliver 1999) have argued and practitioners have personally experienced, online learning is merely a subset of learning in general, hence, we should expect difficulties that are relevant to how adults learn in general to also be relevant in the context of online learning. According to Algahtani (2011), online learning has two types of modes, synchronous and asynchronous, which are determined by the application of optional interaction timing. Through facilities like video conferences and chat rooms, synchronous online learning allows lecturers and students to communicate directly during class. ...
Coronavirus disease (COVID-19) recently struck the entire world, wreaking havoc on every sector. As a result, traditional teaching and learning methods were no longer an option for students. The Malaysian education system has made the use of online teaching and learning methods as an alternative teaching method mandatory throughout the curriculum at an adhoc basis. The study aims to identify the factors that influence the online educational ability for secondary students in Malaysia. The study involved a snowball method in collecting 85 respondents. Questionnaire was used as an instrument to obtain the response of the respondents. The quantitative analysis adopted the factor analysis and the Cronbach Alpha to check the validity and the reliability of the questionnaire. Secondary students were chosen as the unit of research because they are the feeder for the pre-university programs and the university both locally and overseas. The study identified the factors by incorporating the regression analysis. SPSS was used to do a regression analysis on data obtained from 85 students from various schools in Sabah. The result revealed that internet connection and the learning method were the two significant factors that influence the ability of the secondary students to do online education in Sabah.
... For example, a study in Nigeria reported that educators refuse to use computers in teaching and learning as they bring physical and social health hazards. There was some confusion arising from the diversity of information accessible through ICT (Algahtani, Abdullah & Faleh, 2011). Students also indicate that they spend more time studying online courses and tend to make higher grades in online versus blended course formats (Weldy, 2018). ...
The recognition and measurement for heritage assets (HA) are pertinent ever since the implementation of accrual accounting in the Malaysian public sector. Malaysian Public Sector Accounting Standards (MPSAS) 17 (property, plant and equipment) and MPSAS 31 (intangible asset) which governed the HA, require these valuable assets to be recognised, measured and disclosed. The current research uncovers the accounting treatment, recording procedures as well as reporting process of HA under the custodian of the Department of Museums Malaysia, which is one of the largest collectors of Malaysia heritage collection. The current research adopted a semi-structured face-to-face interview for data collection. An intellectual discourse was held with the senior officers from the agency to capture the relevant information. Throughout the data collection process, the challenges towards the reporting of HA were discovered such as lack of reporting guideline, expertise in the valuation of HA and legal and regulatory aspects. Despite the challenges, it was found that this agency is ready for the reporting of HA under its purview. This agency acknowledges that accounting for HA has a significant contribution, not only from an accounting perspective but substantially to the society, culture and history of the country and nation. The findings of this study enhance the existing literature on HA and provide insight to the policymakers in comprehending the accounting for HA.
... Thus, the experts at these ICT centers were engaged in holding training and learning development programs to match the technological revolution in the field of education. These training programs help to overcome the difficulties that may arise due to the poor infrastructure and financial constraints that form an important axis in the growth of e-learning [10]. ...
The present research intended to verify the role of ICT centers in Palestinian universities in managing the academic process in emergency education due to the pandemic. The research investigated this issue using a descriptive qualitative approach. The data collection was carried out using individual interviews during the first semester of the academic year 2020/2021. The data analysis was carried out using an inductive thematic analysis. The research participants were ten officials in the ICT centers of five universities. The main study findings show that the universities performed several actions in the context of their management of the distance learning processes. These actions targeted quality education by holding workshops for the professional development of the instructor, which resulted in being a main factor in the success of the distance learning process. In addition, the ICT centers were engaged in addressing the communication between the instructor, the student, and officials at the universities. They also addressed strengthening the infrastructure for distance learning in the universities.
... E-learning could be computer or internet based (Arkorful & Abaidoo, 2014). Computer e-learning entails the use of information and communication technology, computer software, and hardware (Algahtani, 2011) while internet-based e-learning is purely online and comprises of e-mails, blogs, and other references (Arkorful & Abaidoo, 2014). Bryan and Volchenkova (2016) reported that e-learning can be divided into blended and online learning. ...
The disruption of teaching and learning, and the subsequent closure of educational institutions in most countries of the world amidst the Covid-19 pandemic is worrisome. This has especially brought to the fore the inadequacies in the Nigerian educational systems and structures, especially in primary schools. This paper focused on the need for urgent adoption and application of e-learning in the Nigeria primary schools. First, the paper critically scrutinized the emergence and impact of the Covid-19 pandemic on the educational systems. Second, the paper discussed the essence of e-learning along with the ten recommendations for teachers' and learners' engagement in e-learning as prescribed by UNESCO (2020). The paper further discussed the Challenges confronting effective teaching and learning in primary schools amidst the pandemic. Finally, to better the teaching and learning status in Nigeria primary schools, the paper implied amongst others; that government and education stakeholders should as a matter of urgency; fund the development and training of teachers and learners in computer and ICT knowledge, equip primary schools with ICT facilities and sponsor television and radio e-learning classes for pupils' home learning.
The present quantitative study explored parents’ engagement in children’s online learning, considering parents’ readiness to engage in their child’s online learning and aligned those with a discussion of parents’ education qualifications. The sample of the study was 374 primary school students’ parents. The data was gathered through survey questionnaires which were checked for reliability before being administered. Descriptive analysis was employed to study parents’ engagement and readiness levels in their child’s online learning, and to study the difference in parents’ engagement and readiness levels based on parents’ education level. One-way ANOVA was employed. In addition, correlation analysis was used to explore the relationship between parents’ readiness level and their engagement in children’s online learning. The findings from the study revealed that parents were engaged in their children’s online learning and confirmed the high readiness level towards involvement in their child’s online learning. However, parents’ engagement and readiness level differed by parents’ educational level so that there was a positive relationship noted between engagement in children’s online learning and their readiness towards online learning. Therefore, the study suggests that parental education level and their readiness towards online learning needs to be considered when schools move teaching and learning online.
BACKGROUND: SARS-CoV-2 (COVID-19) is considered a highly infectious and life threatening disease.
OBJECTIVE: The present paper aims to evaluate various aspects of preventive measures and clinical management of the
scheduled visits for orthodontic patients to the dental clinics during the outbreak of COVID-19, and to assess how orthodontists
dealt with this challenge.
METHODS: Orthodontists in private and public clinics were invited to fill a questionnaire that addressed infection control
protocols and concerns about clinical management of patients in the clinics during the pandemic. Frequencies and percentages of
the responses were obtained and compared using Chi-square tests.
RESULTS: About 77% of those working in private clinics, and 63% of those working in private and governmental clinics
performed room disinfection following each patient. In case of patients needing urgent management and have active infection,
56% of the participants provided care under high infection control measures; on the contrary, 64% provided symptomatic
intervention including orthodontic wax, analgesics and sometimes mouthwash.
CONCLUSION: The COVID-19 pandemic has had a negative impact on the orthodontic treatments. All pre-cautionary measures
have to be made available in the clinic in order to minimize the spread of viral infection with continuous dental health care
training.
Though research in acoustic phonetics entails laboratory conditions, the rapid technological development accelerated by the COVID-19 pandemic bids the question of remote recording,
the success of which could provide phoneticians with more research opportunities. This paper explores the feasibility of remote sample collection in the context of examining the degree of aspiration in initial voiceless stops in Serbian and English with Serbian EFL students. Since the role of positive Voice Onset Time (VOT) in English and Serbian differs significantly, a clear contrast between English long-lag and Serbian short-lag stops might prove challenging for Serbian EFL students. To examine the degree of VOT acquisition, audio recordings are made for 5 advanced and 5 proficient speakers. The participants are firstly recorded in
laboratory conditions. Next, the participants are asked to read the same material in a quiet space within their homes, record their speech using mobile phones, and deliver the recordings via email. For each token, both laboratory and remote recordings are examined using the speech analysis software Praat (Boersma & Weeninik, 2023). Results indicate that remote recording via smart phones yielded reliable samples with measurable VOT for the voiceless plosives /p t k/ in both English and Serbian. Proficient speakers displayed VOT values that approached native-like patterns. In contrast, the less proficient group exhibited shorter VOT durations, but a significantly clearer distinction between the use of aspiration in Serbian and English. Additionally, a surprising finding shows that proficient speakers assign longer VOT to Serbian plosives too, likely owing to L2 transfer.
Writing is a complex and essential skill that plays a significant role in communication, education, and professional endeavors. However, many students encounter various difficulties when engaging in writing tasks, especially in covid-19 pandemic. The aim of the research is to find out student’s writing difficulties in online learning during COVID-19 pandemic at 4TH semester in Muhammadiyah University of Bengkulu. The design of this research was descriptive method. The instrument of the research was questionnaire. The result showed that there are four factors that make fourth semester students have writing difficulties in online learning during pandemic Covid 19, namely : organization, content of the text, grammar and vocabulary mastery. The dominant factor of the students writing difficulties is vocabulary mastery. It implies that the students need to practice regularly and set aside dedicated time for writing practice. In addition, the students can seek support if they are still facing persistent challenges in writing, consider seeking additional support from lecturers, counselors, or professionals specializing in learning writing difficulties to help them in personalizing strategies and interventions tailored to the students' specific needs especially enhancing their knowledge about organization, content, grammar and add their vocabularies. Key words: Writing, Online Learning, Writing Difficulties
The electronic learning (e-learning) as a mode of teaching and learning has come to stay in the history of tertiary institutions in Nigeria, but due to several challenges confronting its technological operations in the country, e-learning is yet to be fully implemented in the teaching and learning processes in Nigeria, including the teaching and learning of accounting. This study therefore ascertained the strategies that could be used to improve the utilization of e-learning in the teaching and learning of accounting. Census survey research design was used for the study. A total of 116 final year accounting students made up of 62 males and 54 females were used. A questionnaire which was validated by three experts with a reliability coefficient of 0.76 was the instrument for data collection. Data collected were analysed using mean and standard deviation for the research questions and z-test for the hypotheses. Findings revealed that; provision of adequate IT support, provision of well-equipped ICT centre in every tertiary institution, provision of IT standard for implementation, among others were strategies for improving the utilization of e-learning. Also, there was no significant difference in the mean ratings of the respondents on the strategies that could be used to enhance the utilization of e-learning in the teaching and learning of accounting as a result of gender. Recommendations were also proffered.
Purpose: Integration of e-learning in classroom-based with mathematics courses/modules is recognized in all secondary schools, because mathematics subject have ability helps students to perform well in other subjects. Design/Methodology/Approach: Descriptive survey research design with quantitative data approach through structured questionnaire. The reliability confirmed the Cronbach’s Alpha and the coefficient was 0.78. 120 students were purposively selected from 36 secondary schools in Ibadan North, a local government area of Ibadan, capital of Oyo State in Nigeria. At a significance threshold of 0.05, four research questions and two hypotheses were developed. Findings: The findings showed that e-learning platforms are not maximally utilized in mathematics among students in secondary school in Oyo State due to restrictions and difficulty of use as well as the students’ preference for traditional learning. Implications/Research Limitations: The study showed that there was a significant relationship between e-learning and students’ perceptions of mathematics learning, though with weak correlation. The study was limited to only secondary school in Oyo State and therefore, could not be generalized to all other secondary schools in Nigeria. Practical Implication: e-learning method serves as alternative to support teaching and learning using blended learning tools to support the classroom-based education, especially during this Post-COVID-19 pandemic. Social Implication: This research study will encourage both teacher and students to embrace technological tool in teaching and learning for the improvement on students’ academic performance. Originality/Value: This study encouraged that mathematics teachers should make an effort to maximize the benefit of e-learning in mathematics to create a greater impact in teaching and learning. And also, students should use the opportunity to improve on their self-pace studies using asynchronous method of online.
This study describes the effectiveness of using smartboard in teaching vocabulary for EFL intermediate school students in the classrooms, and to understand how a systemic approach to technology-based innovations in schools can contribute to quality education for all. The study explores ways to support the cultural shift in teacher's and learners' roles that help to integrate the technology effectively into classroom teaching. That starts by contemplating how the capabilities of smartboard technologies could theoretically be used in the classroom of intermediate schools to facilitate the teaching and learning of subjects.
This study aims at:
1- Finding out the effectiveness of using smartboard in teaching vocabulary for EFL intermediate school students.
2- Finding out whether there is any significant difference between the experimental group's achievement at the recognition level, on the one hand, and their achievement at the production level, on the other hand.
These aims have been achieved through verifying the following hypotheses:
1- There are no statistically significant differences between the mean scores of the control group, who are taught according to the conventional method and the mean scores of the experimental group, who are taught by using the smartboard in their achievement in the post-test.
2- There are no statistically significant differences between the mean scores of
the experimental group's achievement at the recognition level and that at the
production level in the post-test.
The stratified sampling method is used to select randomly two sections of the
second intermediate class at Al-Khwarizmi Private Preparatory School for Boys\ in the city of Baghdad. One of the sections is the experimental group, and the other is the control one. The total number of students in both groups is (50).
An achievement test of seven questions has been constructed, validated, its
reliability is obtained, and its items are analyzed and then applied to the two
groups of study. The collected data has been statistically analyzed and the
obtained results are as follows:
1- There are significant differences between the mean scores of the control
group, who are taught according to the conventional method and the mean
scores of the experimental group, who are taught by using the Smartboard in
their achievement in the post-test and in favour of the experimental group.
2- There are significant differences between the mean scores of the experimental
group's achievement at the recognition level and the production level in the
post-test and in favour of the production level.
This result indicates that using Smartboard has influenced teaching EFL
vocabulary. Finally, in the light of the obtained results, several conclusions,
recommendations, and suggestions have been put forward.
This study aimed to assess orthodontic postgraduate students’ use of social media during the COVID-19 lockdown. Ninety-four postgraduate students (67 master’s students and 27 doctoral students) were enrolled in the study and asked to fill in an online questionnaire by answering questions regarding their use of social media during the COVID-19 lockdown. The frequency distributions and percentages were calculated using SPSS software. The results showed that 99% of the students used social media. The most frequently used type of social media was Facebook, 94%, followed by YouTube, 78%, and Instagram, 65%, while Twitter and Linkedin were used less, and no one used Blogger. About 63% of the students used elements of social media to learn more about orthodontics staging, biomechanics, and various approaches in managing orthodontic cases. About 56% of students tried uploading and downloading scientific papers, lectures, movies, presentations, and e-books from social media, while communication with professionals and searches about orthodontic products were reported in 47% of students’ responses. On the other hand, 43% of the responses favored sharing orthodontic information and posts for teaching and discussion purposes. Generally, social media plays leading roles in the communication with, learning of, sharing of information with, and supervision of patients from a far during the COVID-19 lockdown.
Hemşirelik, kanıta dayalı kapsamlı tıbbi uygulamalar içeren, teknik bilgi ve beceri donanımı gerektiren eleştirel düşünme becerileri kullanmayı temel alan bir sorun çözme süreci olarak tanımlanmaktadır. Değişen ve gelişen dünyada, hemşirelik eğitiminde, geleneksel yöntemlerin teorik bilgi ve klinik uygulama arasında oluşturduğu boşluğun doldurulması için bir köprü görevi gören teknolojik yöntemlerin kullanılması beklenmektedir. Eğitimde teknoloji ve dijitalleşmeyle birlikte öğretimin, üniversitelerin ve kampüslerin web siteleri aracılığıyla hazırladığı e-öğrenme ortamları ve çevrimiçi ortamlar gibi ağ sistemleri aracılığıyla gerçekleştirildiği görülmektedir. E-öğrenmenin, hemşirelik öğrencilerinin eğitmen liderliğindeki geleneksel yöntemlerden daha hızlı bilgi ve beceri kazanmalarına yardımcı olduğu, öğrencilerin öz güven gelişimine ve memnuniyetine olumlu katkılar sağladığı önemle vurgulanmaktadır. Bu derleme çalışmasında, elektronik öğrenme (e-öğrenme) teknolojilerinin hemşirelik eğitimi üzerindeki etkilerinin literatür kapsamında incelenmesi ve hemşirelik uygulamalarına ilişkin bilgi ve beceri gelişiminde e-öğrenmenin rolüne vurgu yapılması amaçlanmıştır.
In many facets of our lives, the internet has become indispensable. The internet's role in transforming education has significantly altered both teaching and learning. The ability to learn online has been made feasible by the internet. Nguyen (2015) asserted that this had piqued the curiosity of many researchers and educators who want to use it to strengthen and advance student learning. This small-scale quantitative study examined how well employing online learning works in tertiary education at a Malaysian university. A total of 20 undergraduates from various faculties took part in an online survey. The survey covered both the benefits and drawbacks of online learning. 75% of the undergraduates agreed that using online resources allowed them to take control of their own learning. The results also reveal that, despite having the opportunity to learn conveniently and flexibly through the online platform, undergraduates still consider face-to-face classes a better approach to pursuing their degrees. Using the research findings as a guide, the researchers recommend that instructors using online learning take into account the relevance of the content and solutions, student support, and interaction between students and teachers for effective learning.
Pedagogy can be described as the art of teaching. It refers to the techniques, approaches, and types of instruction. The adoption of technology adds another factor in course design to consider. To produce successful e-learning and teaching require a comprehension of how students learn and communicate with technology. Before new courses are developed, teachers understand the pedagogy that will underpin their e-learning setting. This chapter aims to provide the basis by which teachers can comprehend the strategies for developing effective online courses.
Purpose
The purpose of this study is to investigate the effects of perceived quality and perceived value on learner motivation and engagement in executive education e-learning programs.
Design/methodology/approach
The structural model comprising four constructs – perceived quality (PQ), perceived value (PV), self-regulated learning (SRL) and intrinsic motivation (IM) – was empirically validated through path analysis. Mediation analysis and importance-performance map analysis (IPMA) was also conducted.
Findings
This study shows that PQ has a positive effect on PV; PV has a positive effect on SRL and on IM; and SRL has a positive effect on IM. Further, variance accounted for (VAF)-based mediation analysis established the partial mediating effect of SRL between PV and IM.
Practical implications
One, perceived quality and perceived value play a pivotal role in driving learner engagement and motivation in e-learning-based executive education programs. Two, the “pathway” effect of self-regulated learning between perceived value and intrinsic motivation has a crucial bearing on the design-execution-outcome lifecycle of such programs. Three, low-moderate performance scores of PQ, PV, and SRL in IPMA analysis implies these inputs are inadequate, adversely impacting learner motivation and engagement.
Originality/value
Recommendations from this pioneering study can be adopted by higher education (HE) ecosystem stakeholders to enhance perceived quality and value, learner motivation, engagement and learning outcomes in e-learning programs for executive education.
Today, education has changed into a technological system. The face-to-face classes have to be changed to online classes because of the pandemic. It forces the students to increase their ability to use technology to support their online courses. Moreover, the students must have an internet connection to make the online class running well. Furthermore, online learning is necessary for the teacher or learners to make the course running as long as they feel comfortable and enjoys the session through video conference or share the file and assignment. This study was conducted to analyse the difficulties faced by the students in using online media during online learning process. The method used in this research is a quantitative approach. Moreover, the data was obtained through questionnaire and interview. The sample of this study was 24 seventh semester English Language Education Study Program students of STKIP PGRI Banjarmasin. The results of this study indicated that there were three main difficulties faced by the students during online learning process. The difficulties were experiencing technical glitch such as unstable internet connection and the use of internet quota; difficulty in understanding the materials; and difficulty in interacting and communicating with the lecturers and classmates.
Ever increasing use of technology in day to day life activities has made distance education evolved into online or E-learning, which has many benefits for teachers on one side and leaners on the other side. E-learning has now become a key application in many fields like education, business and commerce. In our study we tried to focus on various concepts of E-learning its evolution in India, technology used, various advantages and challenges involved in its adoption and implementation. The research shows that there is abundant availability of technology and E-learning tools which can be widely used in education systems and this is expected to grow hugely in the near future.
The second edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore the technological, pedagogical, and organizational implications of e-learning. Most importantly, he provides practical models that educators can use to realize the full potential of e-learning. This book is unique in that it focuses less on the long list of ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective.
To estimate the effects of teaching and learning with technology on students' cognitive, affective, and behavioral outcomes of learning, 138 effect sizes were calculated from 20 studies that contained a combined sample of approximately 4,400 students.
Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance or time-saving gains from one or another medium are shown to be vulnerable to compelling rival hypotheses concerning the uncontrolled effects of instructional method and novelty. Problems with current media attribute and symbol system theories are described and suggestions made for more promising research directions.
eLearning: snake oil or salvation? Changes in the world are forcing corporations to rethink how people adapt to their environment. How do people learn? Why? What's eLearning? Does it work? This paper addresses these questions and recounts the history and pitfalls of computer-based training and first-generation eLearning. It traces the roots of CBT Systems, SmartForce, Internet Time Group, and the University of Phoenix. It takes a person to five years of TechLearn, the premier eLearning conference, from dot-com euphoria to today's real-time realities. The subject-matter here is corporate learning, in particular mastering technical and social skills, and product knowledge. The focus is on learning what is required to meet the promise made to the customer. While there are parallels to collegiate education, the author lacks the experience to draw them.
Traditionally, research on how students learn has centered on memory, thought, reasoning, perception, and language. Less has been done on the emotional aspects of learning. Recent theorizing on the nature of education has focused on models of learning based on the child's conception of the world, including the world of other minds, in which it has become yet clearer that children are not just clean slates waiting to be written upon by educators. Rather, each student entering the classroom already has a set of beliefs and is engaged in a developmental sequence of organizing and reorganizing skills and knowledge. Emotions and attitudes are also part of what the child brings to school, derived in part from experience at home, and derived too from the interaction of the child's goals with those of school.
This study investigated the success of a technology and Internet-enriched teaching and learning environment in molding positive attitudes among students toward using the Internet for learning at a university in Malaysia. Students were provided with computers facilities, required to complete two compulsory generic courses in information technology, and the lecturers actively encouraged the use of information technology, in particular, the Internet in the teaching and learning processes. Results from the study indicated that students had positive attitudes toward using the Internet as a learning tool, adequate basic knowledge of the Internet, and viewed the learning environment as supportive of using the Internet for learning. Students with better basic Internet skills and who viewed the learning environment as promoting the use of the Internet favored using the Internet for learning. The university achieved its objectives of promoting the use of the Internet for teaching and learning purposes. As the university begins to offer Web-based courses, the generic courses in information technology should likewise be redesigned to introduce the concepts of Web-based learning environments. These courses should in fact be conducted as Web-based courses to prepare the students to learn in these learning environments.
E-learning is now an essential component of education. Using examples from around the globe, the authors of E-Learning provide an in-depth examination of past and future e-learning approaches, and explore the implications of applying e-learning in practice. Topic include educational evolution; enriching the learning experience; extended learning; empowering learning; evolving theories of learning; emancipatory learning; and the creation of ecommunities.
Managing E-Learning Strategies: Design, Delivery, Implementation and Evaluation provides readers with a broad understanding of the emerging field of e-learning and also advises readers on the issues that are critical to the success of a meaningful e-learning environment. It walks you through the various factors critical to developing, evaluating and implementing e-learning. Throughout the book critical e-learning factors are presented as questions that readers can ask themselves when planning, designing, evaluating and implementing e-learning modules, courses and programs. Managing E-Learning Strategies: Design, Delivery, Implementation and Evaluation not only introduces the important issues in e-learning, but can be used as a workbook to design, develop and implement e-learning in academic, corporate, government and other settings.
Nature is the international weekly journal of science: a magazine style journal that publishes full-length research papers in all disciplines of science, as well as News and Views, reviews, news, features, commentaries, web focuses and more, covering all branches of science and how science impacts upon all aspects of society and life.
Assessing the Value of E-Learning Systems provides an extensive literature review pulling theories from the field of information systems, psychology and cognitive sciences, distance and online learning, as well as marketing and decision sciences. This book provides empirical evidence for the power of measuring value in the context of e-learning systems. Assessing the Value of E-Learning Systems offers a set of benchmarking tools, such as the Value-Satisfaction grids and LeVIS index, to help administrators of e-learning programs realize the key effective characteristics of their program. The book concludes with a "cook book" guidelines approach on how to implement the proposed theory and tools in the reader's own e-learning program.
Traditionally, emotion and cognition have been viewed as polar opposites and this view has been incorporated into theories of learning. One reason for this may be a lack of clarity in defining emotion. In fact there are other perspectives on how emotion and cognition, emotion and learning, are related. These considerations emerge with renewed vigor with the move to online education. The author interviewed eleven students studying online. These students identified emotions which were critical to their online learning. Evidence from the literature and from the interviews positions emotion as central and essential to the teaching/ learning process.
This study examined student attitudes toward the introduction of a Web component into a general biology course for undergraduate nonmajors at a midsized rural university. The Web component primarily allowed asynchronous learning outside the classroom and increased student-to-student interaction. Students could use the Web site to access chapter outlines, grades, critical-thinking and problem-solving questions, self-grading quizzes, and the course syllabus. It was found that the Web component had a highly positive effect on student learning, problem-solving skills, and critical-thinking skills. The effects of the Web-enhancement tool were assessed using essays, short answer and multiple choice questions, and in-class discussion. The attitude of females in the course toward Web-based learning was found to be significantly more positive than that of males. Furthermore, females in the class were found to use the Web more often than males. Student use of the Web was found to be independent of age, racelethnicity, year in school, computer experience, and learning style. The fact that there was no relationship between attitude and learning style indicated that the materials posted were suitable for all types of learners. Most students used the Web to take quizzes, post to the bulletin board, access their grades, and download chapter outlines and critical-thinking and problem-solving questions. All of these facilities allowed for asynchronous learning. The chat room was the least used Web component, possibly because it required the students to log on at specific times (synchronous learning). However, the majority of the students did access the logs of each of the chat sessions that were posted on the Web. Findings from this study suggest that instructors should use the Web for the posting of course syllabi, grades, quizzes, questions, and materials that encourage student-to-student and student-to-faculty interaction. The materials posted to the Web should address the different learning styles of the students and be diverse and interesting enough to encourage student participation.
E-learning is an emerging field as a promising instructional medium as well as a ripe arena in which to conduct research on its impact on teaching and learning activities. The fundamental nature of e-learning as an instructional medium differs substantially from face-to-face delivery, thereby requiring new and hybrid methods for evaluating its impact. This article examines the characteristics of e-learning that make it unique and traces some of the emerging trends in the field. The article then discusses evaluation methodologies that might be potentially informative in the examination of how e-learning is beginning to affect teaching and learning processes.
Previous research has failed to validate student instructional ratings with respect to a full range of teaching outcomes. With students randomly assigned to instructors, two measures of student motivation explained 7 to 17 percent more variance in overall teacher effectiveness ratings than was explained by measures of student learning alone.
This article summarizes a quantitative synthesis of studies of the effectiveness of interactive distance education using vid-eoconferencing and telecommunications for K-12 academic achievement. Effect sizes for 19 experimental and quasi-ex-perimental studies including 929 student participants were analyzed across sample characteristics, study methods, learn-ing environment, learner attributes, and technological char-acteristics. The overall mean effect size was 0.147, a small positive effect in favor of distance education. Effect sizes were more positive for interactive distance education pro-grams that combine an individualized approach with tradi-tional classroom instruction. Programs including instruction delivered through telecommunications, enhancement of classroom learning, short duration, and small groups yielded larger effect sizes than programs using videoconferencing, primary instruction through distance, long duration, and large groups. Studies of distance education for all academic content areas except foreign language resulted in positive ef-fect sizes. This synthesis supports the use of interactive dis-tance education to complement, enhance, and expand educa-tion options because distance education can be expected to result in achievement at least comparable to traditional in-struction in most academic circumstances.
E-learning is a growing trend among many higher educational institutions. Learners and teaching professionals are attracted by the many benefits of e-learning, such as the flexibility of learning anywhere, at any time and at an individualized pace. The question of the effectiveness of e-learning should be reviewed before adopting e-learning on a large scale. This paper presents a study to evaluate the effectiveness of e-learning, relative to the performance of conventional learning, for a software engineering course. In particular, we compare assessment scores of the cyber group and the conventional group. Our study indicates that e-learning is as effective as the conventional mode of learning.
The efficiency of an e-learning system is determined by a good interaction between the IT systems, teaching materials, professors, and students. Analysing the users' perceptions can provide valuable data to evaluate and improve its functioning and performance. Based on the analysis of primary data collected from students involved in it, the paper presents and discusses, in the specific context of a French Business School, the perception of respondents concerning the impact of the e-learning on the pedagogical process. The system developed and implemented was adapted to the specific challenges of a pedagogical process characterised by international diversity, variety of communication systems and standards, and complexity of cultural context. After a discussion of the existing pedagogical theories and models applicable in the e-learning field, the study presents the particular context and the objective requirements that determined the implementation of an e-learning system. Based on the strategic objectives of implementing the e-learning system, a series of perceptual dimensions are developed and used to design the research methodology applied for collecting data. The data collected from students directly involved in the e-learning procedure are then discussed. The paper concludes with a summary of results, presented in this context and proposes themes for future research projects on the same topic.
Information and Communication Technology (ICT) has now been used in science and technology education, and in other areas of the curriculum, for over 20 years. ICT has been introduced into school education through a series of heavily funded government initiatives since the launch of microcomputers into schools in 1981. This spate of initiatives has involved a mixture of hardware, software and teacher-training, though not always in a coordinated fashion. A number of issues raised by the advent of ICT have specific relevance to those involved in science and technology education at all levels, but equally, the issues and debates highlighted in this paper are of a generic nature and are applicable to ICT use across the curriculum. I argue that the debates raised by ICT use fall into three categories: the vocational, the pedagogical and the societal. These debates are likely to be perennial and recurring, whatever the advancement made in the technology itself.
The practice of using technology to deliver coursework in higher education has seen a veritable explosion. The use of technology has not only created new opportunities within the traditional classroom but has also served to expand learning experiences beyond the popular notion of “classroom." Indeed, “distance learning," especially utilization of the Internet, is becoming a widely used delivery alternative at universities nationwide.In many instances the change to an Internet-based delivery system has been instituted with little or no consideration of the impact on student learning. This paper presents data from a twosemester study of the effects of distance learning on student achievement as well as the impact of distance learning on student attitudes concerning their learning experiences. Students’ test scores and satisfaction survey results from an Internet-based test group were compared to a control group whose instructional opportunities were from traditional, in-class models. Researchers found no significant difference between the test scores of the two groups. Additionally, while statistically significant data could not be produced in the area of student perceptions, general observations supported that, overall, students in the experimental group had a more positive feeling about their experience than the control group.
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.
Until the late 1980's, the primary educational delivery model for collegiate professorial staff was essentially the traditional lecture. Student populations consisted of single, residential 18-23 year olds although working, non-traditional students had begun to increase dramatically. As we approach the year 2000, the student population has continued to change to married, employed, and non-residential students (1). Due to new technologies, knowledge delivery modules have also changed to include on-line (education access through the Internet) and distance education (interactive learning). Often these new educational technologies are implemented without fully understanding their impact. Based on a study done at a medium sized state university, we have found that distance learning and on-line learning technologies are perceived by students as having some benefits although they are not necessarily knowledge related.
With the emergence of the Internet, e-learning has increasingly become the promising solution that continues to grow day after day. Considering students' perception toward e-learning is important in successful development of e-learning in higher education, since attitude of user towards application of information technology is one of the most effective factors. This paper examines perception of virtual students' attitudes towards e-learning in Iran. A descriptive-correlation survey approach was used in this study. Students (n = 110) filled in a web-based closed questions questionnaire. Reliability and validity of instrument were determined by investigating the attitudes of e-learning specialists in Tehran University and application of Cronbach's Alpha (α=0.88.) Descriptive and inferential statistics were used to analyze the data using SPSS Win13. Questionnaires received were analyzed, putting the students' perceptions in relation to gender, age, knowledge of computers and attitudes to advantages and disadvantages of e-learning. Results showed that students have positive perception to e- learning. Liner regression analysis indicated that 68% of variation in virtual students' perceptions of e-learning was determined by the four variables of: Students' assessment about competency of e-learning, access to internet, computer and internet usage and assessment of current higher education system's shortcomings.
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.
The purposes of this study were to develop an instrument that would provide a quantitative measure of the attitudes of undergraduate college students toward educational use of the Internet and to study selected behavioral correlates of those attitudes. The development of pilot scales along with a social desirability response scale and the resulting 18-item Likert format "Attitude Toward Educational Use of the Internet" (ATEUI) scale are described. Several behavioral correlates were found to provide evidence for the scale's construct validity. For instance, favorable attitudes were associated with: (1) keeping track of valuable educational Internet sites; (2) sharing educational information found on the Internet with friends; (3) choosing classes that require Internet use; (4) greater frequency of Internet use, both in general and for educational purposes; (5) greater number of reasons for using the Internet for education; and (6) greater number of Internet features used. Some implications for future research are provided.
IBM's management development training program, Basic Blue for Managers, is a recent ASTD Excellence-in-Practice award winner. In this article, Lewis and Orton, who were intimately involved with the development of that program, challenge the belief that learning-style preferences are key to instructional design. They set out to debunk these myths: Different learners have different learning styles. Let learners tell you how to design your interventions. Give your customers what they want. "Knowing learner preferences can inform instructional design, but only if learners understand all of the variables and features. The current problem with learning interventions is that not all choices are salient to learners, and, especially with online learning, not all attributes an understood." Lewis and Orton go on to explain the design of Basic Blue for Managers, which transforms a five-day classroom experience into 50 weeks of online learning. Although prospective learners were queried as to their learning styles and preferences, their answers were unclear. Therefore, IBM decided that, because online learning is a technological innovation, "moving users over...requires a strategy beyond...learner preferences but instead understanding specific factors that change behavior." The authors go on to identify the following attributes that are strong predictors of an innovation's acceptance: relative advantage compatibility complexity trialability observability. Then, Lewis and Orton describe the design and deployment of IBM's online instructional offerings in detail in light of each of those attributes.
A meta analysis was conducted of studies of college students' evaluations of their teachers. Forty-seven studies were included, representing 74 multisection courses, in which four selection criteria were met. An actual, rather than an experimental class was used; the unit of analysis was the class rather than the individual student; a common achievement measure was used across all class sections; and data were available to calculate the correlation between student achievement and ratings on instructors. The major outcomes of interest were the relationships between: (1) overall instructor ratings and student learning; (2) overall course ratings and student learning; (3) students' self-rating of learning and student achievement; and (4) student rating dimensions as identified commonly in the literature, and student learning. Twenty variables were used to categorize the research methodology. Achievement was indicated by final examination scores, cumulative point totals, or final grades. Results indicated a significant positive correlation between overall instructor rating and student learning. The size of this effect was different when teachers, rather than external graders, evaluated the exam; ratings were administered before students knew their final grade; or a small number of sections was studied. Both course ratings and student self-ratings were positively correlated with actual learning. References, categories used to describe study features, and extensive data tables are appended. (GDC)
Research has established the multidimensional nature of student ratings of teaching, but debate continues concerning the use of multiple- vs single-item ratings for summative evaluation. In this study, the usefulness of global items in predicting weighted-composite evaluations of teaching was evaluated with a sample of 17,183 classes from 105 institutions. In separate regression analyses containing 2 global items—one concerning the instructor, the other concerning the course—each global item accounted for more than 50% of the variance in the weighted-composite criterion measure. Student, class, and method items generally added much less variance. Results suggested that, because global items accounted for a substantial amount of the variance, a short and economical form could capture much of the information needed for summative evaluation and longer diagnostic forms could be reserved for teaching improvement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reviews the literature on the Hawthorne effect (HE) which originated out of the studies at the Hawthorne Works of the Western Electric Company. This effect is generally defined as the problem in field experiments that Ss' knowledge that they are in an experiment modifies their behavior from what it would have been without the knowledge. An examination of the Hawthorne studies conducted 50 yrs ago does not reveal this "effect" probably because there were so many uncontrolled variables. HE is inconsistently described in contemporary psychology textbooks, and there is lack of agreement on how the effect is mediated. Controls for the HE in current field research (mostly in education) took several forms, each designed for different purposes. In 13 studies designed to produce HEs, only 4 using adult Ss were successful. It is suggested that most persons in any clearly identified situation define the context for their behavior and respond accordingly; the necessity to ascertain Ss' view of the experiment requires different procedures than those typically used to control for HEs in the past. It is concluded that better articulation of how to adapt postexperimental questioning procedures to a diversity of experimental settings is needed. (68 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)