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Student distress in web-based distance education

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... This also prevent students from addressing any misconceptions or gape in their understanding potentially leading to further difficulties. Hara and Kling (2001) contended that students experience confusion, anxiety, and frustration due to lack of prompt or clear feedback from their lecturers. According to Beaudoin (1990), lack of instantaneous communication in distance education causes the delivery system to be formal and rigid. ...
... "Confusion sometimes is our problem because you will receive different informations on just one thing and when you make enquiries the answers delay e. g look at our just ended presentations that we did so many different instructions" "Anxiety is one of 9ur challenges particularly when there is uncertainty about an issue" Lack of prompt feedback creates a sense of uncertainty, increase pressure and hinder students ability to learn and improve, ultimately contributing to confusion and anxiety among the college of distance students. This is backed by view of Hara and Kling (2001) who contended that students experience confusion, anxiety, and frustration due to lack of prompt or clear feedback from their lecturers. ...
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This study examined the challenges undergraduate students of University of Cape Coast College of Distance (Kintampo Study Center)-Ghana encounter and suggested possible ways out. The qualitative case study design was employed and a sample size of 35 participants were purposively sampled. The data was gathered using interview guide and this was analyzed using content themes. It was discovered that the challenges the students experienced were institutional related and student related. Some of the possible solutions for the challenges shared by the subjects were: providing timely and constructive feedback, provision of regular and adequate professional development trainings for tutors, proactive copping strategies and provision of conducive learning environment. It was recommended that the study center coordinator should liaise with the regional coordinator for effective student support system to be established in to attend to the needs of the students. Also, flexible fee payment and resit exam policies should be established.
... This also prevent students from addressing any misconceptions or gape in their understanding potentially leading to further difficulties. Hara and Kling (2001) contended that students experience confusion, anxiety, and frustration due to lack of prompt or clear feedback from their lecturers. According to Beaudoin (1990), lack of instantaneous communication in distance education causes the delivery system to be formal and rigid. ...
... "Confusion sometimes is our problem because you will receive different informations on just one thing and when you make enquiries the answers delay e. g look at our just ended presentations that we did so many different instructions" "Anxiety is one of 9ur challenges particularly when there is uncertainty about an issue" Lack of prompt feedback creates a sense of uncertainty, increase pressure and hinder students ability to learn and improve, ultimately contributing to confusion and anxiety among the college of distance students. This is backed by view of Hara and Kling (2001) who contended that students experience confusion, anxiety, and frustration due to lack of prompt or clear feedback from their lecturers. ...
Article
Full-text available
This study examined the challenges undergraduate students of University of Cape Coast College of Distance (Kintampo Study Center)-Ghana encounter and suggested possible ways out. The qualitative case study design was employed and a sample size of 35 participants were purposively sampled. The data was gathered using interview guide and this was analyzed using content themes. It was discovered that the challenges the students experienced were institutional related and student related. Some of the possible solutions for the challenges shared by the subjects were: providing timely and constructive feedback, provision of regular and adequate professional development trainings for tutors, proactive copping strategies and provision of conducive learning environment. It was recommended that the study center coordinator should liaise with the regional coordinator for effective student support system to be established in to attend to the needs of the students. Also, flexible fee payment and resit exam policies should be established.
... The investigation of Hara and Kling (2001) recommends the significance of feedback given on course activities by the instructors. In their study, despite the fact that learners were taught by an experienced and a qualified teacher, they felt disappointed because of technical issues, absence of sufficient feedback, uncertain directions on the website of course and emails from the instructor. ...
... This study found a reasonably high level of learnertutor interaction. The investigation of Hara and Kling (2001) recommends the importance of timely feedback on course activities by the instructors. A few students showed dissatisfaction about the feedback given on assignments which are submitted online (Burnett, 2007). ...
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This study aims to evaluate the relationship between the level of various forms of interaction among its key players and students' satisfaction in online setting. The level of interaction was measured following Moore's model of interaction between student and tutor, among students, and of students with content (1973). The quantitative descriptive survey was used to conduct this study using a self-tailored questionnaire. The population of the study comprised all male and female students enrolled in Bachelors' degree programs of the Department of Education in Spring 2018 and Fall 2018 at a virtual university in Pakistan (N=1049). All students enrolled in 4-years' B.Ed. Elementary, 1.5 years B.Ed. Secondary, 2.5 years B.Ed. Elementary and M. Ed. were included as sample of the study. The overall level of interaction was slightly above the midpoint on the scale. As expected, the learner-content interaction was the highest and interaction among learners was the lowest. Significant correlation was found between the level of interaction and satisfaction with the online learning mode. The findings suggest that the institutions should take necessary measures to enhance and expand the three types of interaction presented by Moore and investigated in this study.
... (Perry & Smart, 1997, p. 12) It is also considered an important predictor of achievement emotions (Pekrun, 2006) as well as academic motivation and performance (Perry, Hladkyj, Pekrun & Pelletier, 2001). Conversely, anxiety is one of the most frequent emotions reported as a result of e-learning (Hara, 2000;Hara & Kling, 2001;You, Kang & Pahng, 2013). The current study assessed anxiety using GAD-7, while anxiety in the previous studies was part of a comprehensive questionnaire involving other academic emotions related to e-learning. ...
... However, higher anxiety levels had already been reported by college students in general (Beiter et al., 2015). Moreover, several studies indicated that anxiety is one of the most frequent emotions reported due to e-learning (Hara & Kling, 2001). Additionally, concerns regarding the COVID-19 pandemic could be a contributing source to the overall anxiety reported by students (Cao et al., 2020;Liu, Liu & Zhong, 2020). ...
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We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations. To learn more about this journal, please visit the website http://www.ijlter.org. We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue. We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers. We will endeavour to ensure the reputation and quality of this journal with this issue.
... A common concern in online courses includes confusion and frustration over lack of feedback from the professor (Carr 2000;Hara and Kling 2001;Rovai and Jordan 2004;Sikora and Carrol 2002). Unlike in a F2F setting, where the instructor can respond to a student's quizzical look by offering clarification, in online education this is more challenging. ...
... In this course everyone had perfect attendance and completed the course. These findings are inconsistent with those of Carr (2000), Sikora and Carrol (2002), Hara and Kling (2001), Rovai and Jordan (2004), who experienced attrition. Our students' persistence can be attributed to their small number, the intentional course design, and supportive teaching. ...
Article
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This study investigated whether the success of students in a Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) assessment course was comparable regardless of their chosen mode of attendance (face-to-face, synchronously online, asynchronously online) in this "Triple Hybrid" (or "TriHy") class. In an interactive, convergent, mixed-methods design, a pragmatic, participant-focused framework guided the study. Data collection extended to pre-, while-, and post-surveys of the participants; tracking of mode of communication with the instructor; as well as proxies for students' success in the course, including the rate of course completion, weekly class attendance, completion of weekly assignments, grades on low-stakes individual assignments, grades on a high-stakes individual assignment, and a final course grade. The findings of the quantitative and qualitative analyses revealed that overall there was no statistically significant difference in the learning outcomes among the modalities even though one of the groups' pre-test scores did differ from the others' significantly. Although the students' success in the course did not differ, their perception of the factors that contributed to their success did. The findings suggest that with considerable institutional support, substantial investment of time and commitment from the instructor, and meaningful choices from the students, the quality of instruction even in a language-teacher-preparation course focused on skill building does not need to be compromised. Supplementary information: The online version contains supplementary material available at 10.1007/s43545-022-00434-4.
... Nevertheless, it cannot be ignored that synchronous and asynchronous communication technology contributes to the interaction between participants. Hara and Kling (2001) conducted a qualitative study of students' E-learning experience and found although the teachers were proficient, students frequently complained that the technical aspects of the course had not been well done. This contributed to a number of issues such as issues with feedback, uncertainty in communication among others, all of which contributed to a feeling of unease and low confidence. ...
... This supports the argument that poor performance of the technological systems could affect students' satisfaction and consequently affect the effectiveness of a course in an E-learning model. The result confirms previous studies that a substantial course effectiveness in E-learning models is as a result of student-system interaction (Gaythwaite, 2006;Hara & Kling, 2001). However, DeTure (2004) shares a contrary view on the predictive power of student-system interactivity on the success of students in e-learning environment. ...
Article
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The study is in response to abrupt movement from the direct traditionally-centered classroom instruction to E-learning instruction in Ghana owing to the Corona Virus (COVID-19) pandemic. The study aimed at exploring the effect of E-learning interactivity on the effectiveness of E-learning in the Ghanaian context and ways of improving interactivity in E-learning models. The positivist research approach was adopted with cross-sectional survey as the research design. Using a web-based survey, a sample of 2,115 students were randomly selected from 194 different tertiary institutions in Ghana. Correlation and regression analysis was used as the statistical tools to answer the research questions set for the study. The results indicated that all the categories on E-learning interactivity (student-teacher interactivity, student-content interactivity, student-system interactivity, and student-student interactivity) correlated with course effectiveness, students' independent learning skills and student learning behaviour respectively. However, the best predictor for course effectiveness was student-system interactivity, best predictor for students' independent learning skills was student-student interactivity while the best predictor of students' learning behaviour was student-teacher interactivity. The study reiterated that the relationship between different forms of E-learning interactivity have significant impact on course effectiveness, students' independent learning skills and students' learning behaviour. Practical implications and suggestions were made in order to enhance the levels of interactivity within E-learning models.
... Even asynchronous and synchronous strategies have been thoroughly researched for different learning environments, such as distance learning, virtual learning and e-learning; the COVID-19 pandemic highlighted that stress is a very important factor in distance learning. Commonly, stress of learners is caused by frustration, lack of feedback and poor motivation [21], [23], [24], however, this pandemic has increased stress factors generated by lack of socialization and by educational, economic, environmental, psychological, and socioeconomic situations that are affecting the well-being of students [25]. Furthermore, students were forced to change from physical classrooms to virtual lessons, causing their anxiety and burnout to increase, decreasing engagement of the students. ...
... Schools transitioned to online education for the remainder of the spring semester in the 2019-2020 academic year, a practice recommended by the ministry of health to continue during the ongoing epidemic. [16][17][18][19] Clinical practices, vital for healthcare professionals' education, faced suspension due to pandemic-related isolation. The shift towards evidence-based practice involved delivering theoretical knowledge through online courses, prompting health educators to draw comparisons between face-to-face and online education. ...
... Interaction can not only help learners meet performance expectations but also make judgments on learners' comprehension ability and mastery of knowledge information (Mason & Bruning, 2001;Yu & Liu, 2021). Hara and Kling (2001) explained in their research that if online interaction is ambiguous, students are often confused because they cannot judge their performance, and some students even feel anxious and unmotivated to learn. Research has shown that the high frequency of interaction has a significant effect on improving learners' academic performance (Alqurashi, 2019). ...
Article
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Online learning is a necessary teaching method for higher education institutions to cope with future unpredictable events. This study aims to investigate the impact of four forms of perceived quality in online interaction on the satisfaction of international students. The four types of online interaction considered are Teacher-Student Interaction (TSI), Student-Student Interaction (SSI), Student-Content Interaction (SCI), and Student-Interface Interaction (SII). Employing a quantitative research approach, we used a questionnaire for data collection in the investigation. The questionnaire underwent rigorous assessment for reliability and validity. The population of this study consists of a university in Zhejiang Province, China, with over 2,000 international students enrolled in 2019. Utilizing a stratified random sampling technique, we selected 320 international students exclusively participating in 100% online courses. Data analysis, conducted using SPSS 26.0, included descriptive analysis, correlation analysis, and multiple linear regression analysis. The research findings underscore the critical role of the perceived quality of three types of interactions—TSI, SSI, and SCI—in influencing student satisfaction with online learning interactions. This study contributes to enriching research on international student satisfaction with online interaction, providing valuable insights for educators and institutions aiming to enhance the quality of online learning experiences.
... Previous studies showed that the absence of fast or understandable instructor feedback resulted in students reporting uncertainty, worry, and dissatisfaction. E-mentoring can facilitate online learning where learners and teachers can interact through e-mail, chat rooms, bulletin boards, forums, and discussions regardless of location, [29]. In this paper, the experiments are conducted, and the findings demonstrate that the suggested fixes raise the online education standard in Bangladesh. ...
Article
Conventional school learning is no longer relevant during the pandemic. Internet and distance learning, generally known as online education, play a vital role in the education system. However, there are many drawbacks to online learning. This study investigates the effects of online learning on Bangladeshi students. Data is collected through surveys and interviews. This study found various serious issues regarding online education, affecting the quality of the Education System. Considering these issues, this work investigates the effect of online learning and proposes an effective online education process to enhance educational institution success. However, one significant and indispensable part of society that innovations and discoveries have also tapped is the concept of online education. By investigating limitations, we hope this study may support teachers and decision-makers in Bangladesh to make well-informed decisions to facilitate the transition to distance learning and develop preparedness plans for future pandemics.
... The new role of online instructor may prove overwhelming without guidance. Distance-delivered continuing professional development (CPD) is growing at an enormous rate among multiple professions (Hara and Kling 2000). ...
... Instrumental benefit can also be defined in terms of behaviors targeted toward facilitating the mentee s goal attainment (Eby et al., 2013), or practical contributions (Gafni-Lachter et al., 2021). A previous study reported that students felt confused, anxious, and frustrated because of the lack of prompt feedback from instructors and vague instructions on websites (Hara & Kling, 2001). E-mentoring can alleviate this problem because students (mentees) and their mentors can interact regardless of location through email, chat rooms, bulletin boards, forums, and discussions (Dahalan et al., 2012). ...
... The level of comfort in using the internet and technology increase not only their ability to be an online learner but also their satisfaction in the online mode of learning. However, there are also previous studies about students" experiences and distress in web-based distance education (Hara, 2000;Hara & Kling, 2001;Hilliard et al., 2020), which is in linear with one part of students" remarks stating that they had sometimes technical issues and internet problems in the course of online classes. The participants made the following remarks related to above mentioned themes as: "We gain time because we have no accommodation and transportation problems. ...
Article
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There are ever-increasing studies about online classes and their applications in terms of benefits and deficits in transitioning to online education especially after the outbreak of COVID-19 pandemic in the world. This study investigates the English language learners’ evaluations about transitioning to online classes in higher education in a sample of students at English language and literature (ELL) department. In addition to this, following a mixed-method design, it attempts to find out the students’ preferences whether this change about online delivery in higher education is well welcomed or not. ELL students’ preferences and evaluations were assessed through a five-point Likert survey and a focus group interview. After employing convenience sampling, 96 ELL students responded to the survey and 10 students who answered the survey participated in the focused interview voluntarily. The results showed that both groups of learners had positive evaluations about transitioning to online classes in terms of the content, delivery and structure during pandemic. The participants also thought that their professors utilized online classes effectively leading to a seamless transition to online learning for them. The implications of these findings for online classes in Turkish higher education context are discussed.
... Despite virtual instructors virtually in an online classes, students still feel a lack of connection with them. This is because students face confusing instructors' instructions and feedback in an online setting (Hara & Kling, 2001). Moreover, online class organisation, effectiveness and productivity rely heavily on instructors' skills and knowledge in making online classes enjoyable and highly impactful. ...
Article
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Online learning which combines technology and education for the students has shown significant growth over the years. Despite its numerous advantages, students still struggle with stress and anxiety in the online learning process. This study examined the moderating role of instructor support in helping students to overcome the anxiety and stress in online learning, thus leading to course satisfaction. Online questionnaires measuring online course satisfaction, academic stress, online learning anxiety and instructor support were deployed to undergraduate students from a public university in Malaysia. A total of 207 responses were analysed using multiple linear regression and Process by Hayes. The findings showed a significant negative relationship between academic stress, online learning anxiety and online learning satisfaction. However, instructor support did not moderate the relationship between academic stress, online learning anxiety and online learning satisfaction. The findings provide insights into how instructors and institutions can modify teaching and guiding approaches without physical interaction to improve engagement with students in online learning.
... Although the virtual mode promises many benefits, they often come at a cost. Online instruction could result in a lack of social interaction, peer contact, and academic and affective support, leaving students with increased feelings of isolation, frustration, and confusion (Hara & Kling, 2000;Horspool & Lange, 2012;Lee et al., 2011;Rovai & Wighting, 2005). Such feelings can hinder engagement with the class activities and reduce students' interest in continuing their studies. ...
Article
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This study compared students’ perceptions of their e-learning experiences in virtual and blended English for specific purposes (ESP) classes in an English as a foreign language (EFL) context. The study was conducted during an academic semester. The participants were two groups of Saudi ESP undergraduate students who took the same ESP course but in different environments, namely virtual and blended modes. Data were collected via a questionnaire to explore students’ perceptions of the five pedagogical aspects in an e-learning course: course design, student–instructor and student–student interaction, individual learning processes, and learning outcomes. The results revealed that students in both learning modes reported similar evaluations with respect to the clarity of course structure, individual learning processes, and learning outcomes. A particularly important result in this study concerns students’ perceptions of a lack of interaction between student and instructor, as well as among the students themselves, in both virtual and blended learning modes. Nevertheless, students in the virtual group proved to be significantly more capable of using the learning management system and perceived it to be easy to use. They also demonstrated greater enthusiasm about working in small groups with other students than did their counterparts in the blended group. The results have implications for teachers seeking to identify students’ needs before offering online courses and suggesting recommendations to enhance the implementation of future online ESP courses.
... The contentious study by (Hara & Kling, 2000) also discovered that it can be difficult to comprehend the difficulties and distress experienced by students online. Also, there were many difficulties and negative situations from working alone at night. ...
Article
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This research article focused on the advantages and disadvantages of online learning in an international school called Cambridge International School in Istanbul, Turkey. This study had forty participants, including twenty-four females and sixteen males between sixteen and twenty-two years old. The findings revealed that financial affordability and flexible schedules had the highest percentages of advantages, respectively. Moreover, access to and sharing resources easily, individual attention, self-discipline, and self-motivation were other online learning advantages. However, freedom, saving time, and social interaction had the lowest perce ntages. Lack of social interaction, health issues, and connection problems had the highest percentages of disadvantages respectively. Additionally, hard to concentrate, lack of motivation, distract easily and lack of teacher control and waste of time were the other negative sid es of online learning. The purpose of this study was to uncover the problematic aspects of online learning and propose solutions that instructors consider them while giving online lessons.
... Moreover, flexibility and availability of opportunities to communicate teachers in online environment were among the factors that affected students' positively [18]. Further, technology is a crucial factor that could play a vital role in the success of online learning [13], [14]. Students' ability to overcome the technical problems and the way they deal with them have been valued from the students' perspectives' [27]. ...
Article
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Online teaching has become a decisive factor to keep growing in higher education settings. The present analytical correlational study examined the predictable factors that would help EFL Jordanian students engage in online learning in English courses after COVID-19 pandemic. To achieve the objective of the study, a validated and a reliable survey was administered to investigate the students’ perceptions toward various factors that would affect their success and engagement in online EFL classroom. Additionally, the relationship among some factors was investigated. Fifty-nine EFL students in an English Language Skills course in a technical university college in Jordan were randomly selected to respond to a questionnaire which was adapted from Bernard [7]. Data of the study were analyzed using the descriptive statistics (means and standard deviations) and Person Correlation Coefficient. Findings of the study confirmed that relationship among some factors has uncovered the importance of having basic skills in building other skills. A positive relationship was also found between the factors that help students engage in online learning and self- management. Findings of the study would be helpful for teachers, instructors, and course designers when designing and delivering online courses as well as policy makers
... Learners can access online courses at any time and from anywhere, giving them the freedom to work at their own pace (Bolliger and Inan, 2012). Students also have more freedom in scheduling their sessions around job and family obligations because courses are accessible from anywhere (Bolliger and Inan, 2012;Hara and Kling, 2001). A number of studies that compared student learning in online and face-to-face classes found no significant differences (Bernard, et al. 2004;Russell, 1999). ...
Article
Due to the Covid-19 pandemic, the life of the world has been changed. During this period the education of the whole world was drastically affected. Pandemic forced the imposition of lockdown and accordingly the closure of educational institutions and this process led to thinking about the other mode of the teaching-learning process, which is adopted by many educational institutions during such period. The purpose of this study is to access the perception of student teachers toward virtual learning. In the present study, 95 student teachers of teachers training institutes participated and shared their perceptions of online learning through a google form. A survey method was used in the present study. To find out how students felt about their online learning, researchers used a self-made questionnaire about virtual learning. The results clearly depicted that the student teachers were immersed in a learning environment.
... The inclusion of ICT in the teaching and learning processes has affected educational systems around the globe differently, causing, in the first moments, chaos and instability. Hara and Kling (2000), for instance, approached the influences of ICT on students, showing that lack of prompt feedback and technical problems were two reasons for students' frustration in a web-based, distance language course in the United States. As far as the teachers/instructors are concerned, Lam (2000) showed that the 10 language teachers interviewed in Canada about their use of ICT in their classes believed that the perceived limitations were related to the rush of institutions to obtain technological innovations without preparing teachers adequately. ...
Preprint
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This paper discusses the benefits of information and communication technologies (ICT) in the contextual target situation analysis at a distance to design online critical English for academic purposes (CEAP) courses. A contextual investigation of the publishing process of high-impact journals in computer science is presented, which is aimed at identifying issues that might influence the publication of Brazilian researchers’ papers. The beliefs and experiences of Brazilian authors in the aforementioned process were analyzed through electronic questionnaires and remote interviews. Moreover, research articles’ reviews were studied to identify the community´s criteria for accepting or rejecting papers. Via ICT, a wider contextual analysis was possible with participants located in different parts of the world. Results provided relevant information about researching and publishing in the field, which may substantiate the design of tasks aimed at improving students’ critical academic literacy. For developing continental countries such as Brazil, saving time and resources through ICT in CEAP courses’ design means the possibility of investing in a more relevant instruction, which better attends to students’ contextual needs and wants.
... However, some articles investigate the difficulties surrounding distance education. These difficulties include lack of technical support and poor feedback from lecturers which can lead to frustration and anxiety amongst students [10]. Also, it was observed that in online classes, students learned more than in face-to-face lectures but ended up less satisfied with the program [11]. ...
Conference Paper
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Open distance learning (ODL) education has been developing rapidly in South Africa. The main reason behind the growth is the demand for online studies created due to the corona pandemic. The ODL system involves study that is not limited by geographical boundaries and extends to many knowledge areas electronically. In practice the study tends to extend to knowledge areas beyond those offered by the standard contact or traditional universities. At the University of South Africa (UNISA), the adoption of the ODL framework to theoretical subjects has been successful by making use of the Sakai virtual learning environment (VLE). The practical subjects or practical knowledge areas on the other hand have previously been taught face-to-face. Therefore, the practical modules have not been effectively taught online particularly in the electrical engineering curriculum. This issue can contribute to graduates who are unskilled in the practical component of a knowledge area, which can lead to unemployment. Virtual learning environments (VLE’s) play a vital role when it comes to teaching and learning online. In this paper, the impact of VLE’s on the practical skills of students and practical knowledge is investigated. This is done by analyzing the change in pass rates of students in a practical subject such as Electrical Engineering when taught face-to-face as compared to when taught through a VLE such as Sakai online. Two groups termed as emerging centered learner (ECL) and a developed centered learner (DCL) are investigated. The method evaluates students who study electrical engineering practical module part-time. In this paper the Sakai platform was used as a VLE to teach and then evaluate students in the electrical engineering practical module. The practical guide with the full set of experiments was uploaded on Sakai under additional resources. The students were given the necessary guidelines and tasks via Sakai online, examined and then the pass rates achieved were analyzed at the end of the program and compared to the pass rates achieved using previous face-to-face teaching method used for the same practical’s. It was determined that a VLE can be used to improve the pass rates of a practical module such as electrical engineering taught online in ODL.
... Instructors who foster a feeling of community and encourage student participation and engagement have a significant impact on student happiness and the quality of online learning, according to (Rovai et al., 2005;Liu et al., 2007). Isolation, unhappiness, boredom, overburden, and low course completion rates would arise from a lack of community (Hara & Kling, 2000;Northrup, 2002;Rovai et al., 2005). As a result, instructor and student participation are critical in online learning. ...
... Northrup (2002) also reported that it is extremely important for students to organize their own learning and to receive timely feedback from the instructor. In a qualitative study with graduate students who took a web-based distance education course, Hara and Kling (2000) determined that the students were uncomfortable mostly with communication and technical problems. In the study with 285 participants who attended in two different distance education programs: "Management Science" and "Education", Tricker et al. (2001) determined three reasons for students' participation in the course, which were "course content", "personal development", and "professional development". ...
Article
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Thailand is a developing country where farmers have potential to expand the agricultural output. Social media provide a powerful source of information. Thus, social media literacy influences the development of farmer literacy regarding agricultural technology and productivity. The research aims to study: 1) demographic factors and economic factors; 2) social media behavior; 3) media literacy practice; and 4) factors affecting the social media literacy practice of farmers in Thailand. A questionnaire was used to collect data from the sample of 385 farmers in Thailand. Statistical analysis was based on frequency, percentage, mean, maximum, minimum, t-test and F-test. The research results indicated that most of the farmers were female with an average age of 45.42 years and had attained a bachelor's degree or higher with an average annual income of THB 138,992 and average annual expenses of THB 127,518. All the sampled farmers had a smartphone and used it to connect to social media for searching and seeking information on agriculture. The farmers had a moderate level of media literacy. Hypothesis testing showed that gender, age and knowledge were factors affecting the social media literacy of farmers in Thailand.
... It is a central argument that when teachers support students' needs and concerns, also care for students in a distance learning, they stimulate students' motivation (Noddings, 2015;Fryer & Bovee, 2016;Umarji et al., 2021) and alleviate their difficulties (Pozzoli, Gini, & Scrimin, 2021). If there is a communication and engagement gap between the parties, distance learners may face feelings of loneliness, dissatisfaction, and anxiety (Hara & Kling, 2001). When possible, teachers should encourage all types of interactions in their online courses: learner-content, learner-learner, and learner-instructor interactions. ...
Article
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Online education has become mandatory in all countries since the Covid-19 pandemic. In order to provide practical inspiration for schools to improve online learning and teaching efficacy, and satisfaction, we explored the distance learning experience of 427 upper secondary school students in Italy. Rather than focusing on the relevance of digital tools and abilities, as most e-learning studies do, we focused on the function and influence of the teacher-student relationship and how online learning affects that connection. The study’s findings revealed that even if the technology was the central focus of upgrading the educational system, the satisfaction for the Distal Learning education is heavily based on teachers’ ability to maintain a high-quality relationship. Indeed, the quality of the relationship is a far better predictor of student satisfaction, with online education satisfaction having substantially higher coefficients than technology satisfaction, even controlling for both teachers’ and students’ technological knowledge. We also found a significant moderating effect in the interaction between quality of the relationship and technology satisfaction, implying that when students are satisfied with the technology used in online education, a high-quality relationship with teachers can boost satisfaction.
... Even asynchronous and synchronous strategies have been thoroughly researched for different learning environments, such as distance learning, virtual learning and e-learning; the COVID-19 pandemic highlighted that stress is a very important factor in distance learning. Commonly, stress of learners is caused by frustration, lack of feedback and poor motivation [21], [23], [24], however, this pandemic has increased stress factors generated by lack of socialization and by educational, economic, environmental, psychological, and socioeconomic situations that are affecting the well-being of students [25]. Furthermore, students were forced to change from physical classrooms to virtual lessons, causing their anxiety and burnout to increase, decreasing engagement of the students. ...
Conference Paper
During 2020, COVID-19 dramatically changed the way in which students receive and analyze information from their teachers, classes have moved from face-to-face sessions into synchronous virtual meetings and asynchronous homework, increasing stress levels in students. This Evidence-based Practice paper explores Guided Learning Sequences as a content delivery strategy which allows the student to receive information, think about its meaning, put it into practice, and receive instantaneous feedback in order to reinforce their learning process. Empirical evidence from 108 students in a Business Mathematics course shows a statistically significant decrease of students' stress level when exposed to the proposed methodology. As well, a pre-test post-test analysis of a sample of 45 of those students shows evidence of positive impact in student's performance.
... An on-line course needs to be carefully designed and managed since it is the only interface students have with an instructor and the content. For example, assignment specifics, expectations, and structure should be clearly defined and managed in on-line courses (Hara & Kling, 2000). ...
... Pavlidis, Islam, Mouratidis, and Kearney (2014) highlighted that the users may be dissatisfied with an information system due to ease of use. In addition, dissatisfaction resulted from technical difficulties and ambiguous instruction (Hara & Kling, 2001). Blocker and Tucker (2001) also emphasized that learners had difficulties with e-learning and blended learning. ...
Article
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This research determined the level of performance of pupils using the Modular and Blended Learning Delivery Modalities as revealed in their Mean Percentage Scores (MPS) and grade in the Filipino subject. As an innovation, intervention, and strategy of this study, the researcher spearheaded the development and validation of Learning Activity Sheets (LAS) in Filipino using the Visual, Audio, Reading/Writing, and Kinesthetic (VARK) Learning Cycle Model. These instructional materials will strategically supplement the delivery of learning modalities. This study was conducted in Pagadian City Pilot School, Division of Pagadian City which adopted the two learning delivery modalities. The purposive sampling technique selected the sixty (60) pupils, each under the two modalities. The level of academic performance of the pupils on the use of Modular Learning Delivery Modality revealed to be closely approximating mastery with very satisfactory performance in terms of their grade in the Filipino subject. Similar levels were observed for learners under the Blended Learning Delivery Modality. However, the testing of the difference between the level of performance of pupils on the two Learning Delivery Modalities revealed that there is a significant difference in pupils' performance in learning Filipino in favor of the Modular Learning Delivery Modality. These outcomes signify that the level of academic performance of the pupils could still be improved. Thus, intervention and strategic plan can be developed to navigate further the successful implementation of these modalities.
... Secondly, untimely feedback and responses from instructors are also one popular reported barrier to online learning settings as compared to face-to-face class discussions. Hara and Kling's [12] research reported that the students feel frustrated because they are not able to receive immediate responses from their teacher. Eom, Wen, and Ashill [13] reported similar results when examining students' satisfaction in university online courses. ...
... Anxiety is one of achievement emotions mentioned in the CVT. It is the emotion experienced most often in reference to taking exam, as well as studying in class, at home (Pekrun, 2002) and online (Hara and Kling, 2000). Its negative effect on sustained attention has been reported by empirical studies (Mueller, 1992). ...
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Background Sustained attention is a key variable affecting nursing students' academic performance during online learning process. However, factors contributing to sustained attention remain to be determined. Aims To analyze the path relationships among the influencing factors for nursing students' sustained attention in online learning using a structural equation model. Design A cross-sectional survey was administered. Methods Nursing students from 35 nursing schools in China were invited to participate in this survey study. Once participating in nursing programs and receiving online learning, they were eligible for the study. The data were collected online via the Questionnaire Star platform from March 29 to April 19, 2020. A structural equation modelling (SEM) approach was utilized to analyze the relationships between sustained attention and influencing factors (situational interest, anxiety, cognitive load, technology efficacy and professional identity). Furthermore, multi-group SEM analysis was conducted to examine whether the model equally fitted nursing students in different levels of programs. Results A total of 1089 nursing students completed the questionnaires. The majority (77.3%) were female and the mean age (SD) was 21.9 (4.4) years. A half (50.3%) were enrolled in the undergraduate programs. Results suggested that situational interest (β = 0.19, 95% CI: 0.14, 0.24) and anxiety (β = −0.70, 95% CI: −0.76, −0.64) directly affected sustained attention. Both technology efficacy (β = 0.22, 95% CI: 0.15, 0.28) and professional identity (β = 0.20, 95% CI: 0.14, 0.26) had conferred indirect effects on sustained attention through academic emotions (i.e., situational interest and anxiety). The cognitive load directly affected sustained attention (β = −0.15, 95% CI: −0.20, −0.09) and indirectly affected sustained attention through anxiety (β = −0.32, 95% CI: −0.37, −0.26). There was no significant difference in the model fit among nursing students in various programs, including diplomatic, associate and bachelor's degree and above programs (∆χ2 = 27.228, p = 0.611). Conclusions Technology efficacy, professional identity, situational interest, anxiety and cognitive load are identified as the main elements affecting nursing students' sustained attention. This model is equally suitable for nursing students in different levels of nursing programs. During the process of online learning, students' attributes, emotions and cognition should be considered to help students achieve learning goals in nursing education.
... According to Lehman and Conceição (2010), interaction based on the teacher's assistance with the subject matter helps improve students' meta-cognitive thinking. Hara and Kling (2001) interviewed students who reported feeling confused, anxious, and frustrated when their instructor did not provide quick, clear feedback and when the instructions they received were obscure. Quick responses to students' questions about the learning material improved students' self-confidence (Cole et al., 2017), motivation (Gelbart, 2000), and self-efficacy (Harlen, 2006). ...
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The Covid-19 pandemic has become a major disruption to colleges and universities around the world with most institutions moving to online-only instruction. As a result, the use of controlled environments to deliver hands-on experiences in typical MIS curriculum courses, such as programming, database management, network administration, information security, and web design was no longer available. This paper discusses a variety of simulated environments where students get hands-on experiences to replace the traditional learning environment in a classroom or computer lab setting.
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This study was carried out within the scope of the Basic Information Technologies Use (BITU) course given to formal education students in classroom and distance education environment. The aim of the study was to determine the perspectives of students regarding the course and distance education environment. Case study, which is one of the qualitative research methods was used in this research. The sample, which was a group of 303 students, contained 273 freshmen from the Faculty of Agriculture (FA), the Faculty of Forestry (FF), the Faculty of Fisheries (FoF), and 30 students from various associate degree programs, who repeated the course. Data were collected through the interview forms. During the analysis process, "data reduction", "data display", "conclusion drawing/verification" steps were carried out. The study revealed that the students generally found the course necessary, and that distance education was considered to be positive mostly due to the location independence, and negative mostly due to the internet connection problems and lack of communication. While more than half of the distance education students thought that they learned the subject efficiently, the majority of them preferred taking the course in the formal education environment. The study revealed that the rate of attendance and watching recorded lecture videos was not as high as expected. From the findings of this study, it can be suggested that arrangements be made to increase the level of communication in the distance education environment, and that students be encouraged to do more hands-on activities.
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As the Covid-19 pandemic has forced us to reinvent our lifestyle, it has also forced us to redefine our educational resources and delivery methods. There is no other option now than to be well-equipped and well-versed in various internet tools, strategies, and resources. We must turn this tumultuous circumstance into an opportunity. The present paper attempts to study problems and remedies of pandemic-driven online instruction through a questionnaire-based online survey of 618 students and teachers from 20 different Indian states. The study explores that rural students have more obstacles than urban students in using digital media as a learning tool. As a result, efforts should be made to improve online teaching and learning by allowing students to participate in hands-on activities. The suggestions and recommendations presented here will assist to draw the attention of educational agencies, faculty members, and policymakers to the issues that rural students experience in digital learning and will aid in their improvement.
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The relevance of the study is that distance learning completely changes the relationship between teacher and student, offering modern opportunities for independent development. However, this type of knowledge acquisition requires self-discipline and high motivation, since the interaction of subjects is gradually changing and involves the overall development of the individual and the shift of emphasis to independent cognitive activity. Unfortunately, a large number of students are not ready to study the material in remote conditions, which is confirmed by a lack of self-discipline and a tendency to disobedient actions. The inappropriate organisation of distance learning for subjects of art disciplines, in particular vocal lessons, makes the educational material uninteresting and contributes to the loss of motivation. For effective work it is important to set tasks correctly and clearly, to cover them with characteristic significance, which should become internally accepted by the student in the future. The purpose of the study is to cover and review the core aspects that are part of the motivation of students of art disciplines, particularly during vocal lessons in distance learning. Learning motivation in the remote form is a prerequisite for productive learning activities. The need for access to quality education with the use of information and electronic means is a basic requirement of the modern educational system. With the rapid change of environment and requirements for distance learning, the lack of information on the impact of motivational elements is becoming an urgent issue. An important area of the innovative integration structure of educational institutions is the information support of students aimed at obtaining quality results. The practical value lies in the search for mechanisms to develop the motivation of art students in distance learning, highlighting the main practical recommendations for increasing motivation in this format of information reproduction, which can be used in further activities
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