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Student distress in web-based distance education
... The majority of existing articles tend to minimize the difficulties of distance education while emphasizing its virtues (Hara & Kling, 2001). However, some researchers state that distance education is not problem-free (Hara & Kling, 2001, Can, 2020. ...
... The majority of existing articles tend to minimize the difficulties of distance education while emphasizing its virtues (Hara & Kling, 2001). However, some researchers state that distance education is not problem-free (Hara & Kling, 2001, Can, 2020. According to Nolan (1998), compared to traditional education, the cost of distance education is not relatively low rather high due to limitless demands for instructor's time and vastly expanded overhead requirements such as equipment, upgrades, maintenance, and technical support staff. ...
... This study intends to ensure a better understanding of the stages primary school teachers have gone through after finding out that they are expected to offer online courses due to the COVID-19 conditions. The majority of existing articles tend to emphasize the advantages of distance education while minimizing its difficulties (Hara & Kling, 2001). This study intends to arrive at a proper understanding of the phenomenon from the unique perspectives of practitioners. ...
This study aims to ensure a better understanding of the stages ten primary school teachers have gone through after finding out that they are expected to offer online courses due to COVID-19 conditions. Contrary to the majority of articles that tend to emphasize the advantages of distance education while minimizing its difficulties, this study intends to arrive at a proper understanding of the phenomenon from the unique perspectives of practitioners. The phenomenological approach was particularly adopted to understand the experience of teachers, and the data obtained from the interviews were analyzed inductively. Study participants include 10 teachers who teach the first-grade students in a private primary school in Eskisehir, Turkey. The study results indicated four categories including "first reactions", "adaptation period", "ongoing process", and "suggestions for a better distance education". In line with the aim, the study also presents both negative and positive aspects of emergency distance education.
... 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). ...
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). ...
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.
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... 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. ...
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. ...
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.
... Although some learning platforms come with standard buttons such as home, grades, assignments, and discussions these buttons can also be changed and customized according to faculty preference. Hara and King [3,4] reported student stress may be linked to the inability to find information easily, missed due dates due to poor navigation paths through course material. ...
... Lack of prompt feedback [3,4] and poor communication [14] are listed as frustrations from students when learning in an online environment. Communication is an important aspect of the student faculty relationship and poor communication may result in student dissatisfaction with a course and program of study. ...
The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.
... Nevertheless, unlike the face-to-face training programs, the participants are in a remote distance from the trainer as well as the training implementer for online training programs. Hence, online training may confront challenges, such as less engagement, curiosity, focus, immersion as well as less seriousness in learning among the participants (Hara & Kling, 2001). ...
... In addition, they also could not engage with the participants as much as they expected to. Such experience is very much relevant to the literature, which has highlighted that less engagement and focus as part of the challenges in conducting an online training (Hara & Kling, 2001). This situation is indicated in the following shared statement by Miss I: "An inconsistent Internet connection also had led to several communication barriers. ...
... 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. ...
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. ...
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. ...
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. ...
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]. ...
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). ...
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. ...
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]. ...
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". ...
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. ...
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. ...
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. ...
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). ...
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). ...
Aim/Purpose: The goal of this study was to examine which of the types of teacher-student interactions found in previous studies by Kang (2009) and Kang and Im (2013) during distance learning in routine situations, were also found in times of emergency, specifically during the COVID-19 pandemic, and whether these interactions differed between students with regard to the extent and nature of each type of interaction. Background: Teacher-student interactions during learning in general and particularly in distance learning has an impact on students’ satisfaction, motivation, and ability to contend with learning assignments. As learning in times of emergency poses additional, unique challenges, teacher-student interactions may be affected as well. Methodology: The participants in the study were 591 undergraduate students from different departments in a teaching college, who answered an opinion survey after completing a semester of distance learning due to the COVID-19 pandemic. Qualitative textual content analysis was performed on students’ answers to open-ended questions about the nature of their interaction with their teachers. The students’ answers were divided and analyzed according to the answers they gave on a separate questionnaire on self-regulation in learning. Contribution: The findings of this study can offer a theoretical contribution to understanding the different types of teacher-student interactions in distance learning in emergency situations, their frequency, and how they are connected to students’ self-regulation. From the practical perspective, the study highlights the importance of this interaction, especially in times of emergency, and offers practical insights for teachers in academia and in general. Findings: The study’s findings reflect students’ critical need for interaction with their teachers in emergency distance learning. The students reported different types of interaction with their teachers during the COVID-19 period. The most common form of interaction was instructional communication (Q&A), which mainly took place via email, though students would have preferred WhatsApp. The least common form of interaction was social intimacy. Students with a high level of self-regulation were more likely to report on interaction with the teacher, and to take more responsibility for whether or not interaction occurred. Recommendations for Practitioners: Considering the findings of this study, colleges and universities should invest in training and encouraging teachers to engage in different types of interaction with their students. It is important for teachers to be aware of the need for these types of interaction. Encouraging teacher-student interaction in teachers’ training colleges (where this study was carried out) is also important, as it may affect the teaching methods used by the students when they become teachers in the future and, consequently, influence the entire education system. Recommendation for Researchers: Research of teacher-student interaction in distance learning should take into account the unique characteristics and challenges posed by this type of learn-ing in times of emergency, as found in this study. Additional technological and pedagogic tools should be developed to improve teacher-student interaction so that it meets the students’ expectations during routine and emergency times alike. Impact on Society: Studies have found that teacher-student interaction is one of the greatest contributors to students’ motivation and satisfaction and to their ability to cope with learning assignments. As distance learning has become widespread and inevitable in times of emergency or crisis, which may occur again in the future, improving interaction during distance learning in an emergency is very important. This may improve the learners’ ability to maintain their regular learning routine despite the emergency situation. Future Research: It is recommended to expand the research method and examine the data using in-depth interviews and questionnaires. It is also worth comparing the findings of this study with findings of similar studies among students in colleges and universities other than teachers’ training colleges, graduate students, and students of different ages.
... Besides, the significance of the educational environment for student learning has been increasingly acknowledged in recent years (Parry et al., 2002, Miles andLeinster, 2007). Regardlesss, some findings reveal that the distance in the online learning environment can also lead to isolation, frustration, boredom, overload, and low course completion rates (Berge 1999;Hara and Kling, 2000;Northrup, 2002). ...
... In line with these findings, other studies (Smyth et al., 2012) report that having difficulties with more sophisticated technologies represents a challenge to successful implementation of blended learning. In particular, reference is made to students' having slow internet connections (Smyth et al., 2012) which prevents students from engaging in online discussion (King, 2002) and causes frustration (Hara, 2000;Hara and Kling, 1999). Considering these pre-requisites and the barrier for students to engage effectively in discussions on account of the complexity of the platform and social dynamics of larger groups, the nature of the technology and its functions have to be taken into consideration. ...
The COVID-19 pandemic forced universities to look at teaching provision. As a result, new technologies, an increasing usage of existing online platforms and alternative ways to engage with learners in the classroom, have together become 'the new normal'. This research aims to answer the questions: how do higher education learners perceive the new role of technology in the classroom? Is technology overload counteracting the potential benefits that blended delivery can offer? In-depth semi-structured interviews with eight students from two seminar groups reveal their positive perception of and continuous interest in the use of technology in the physical and virtual classroom. The study provides examples and recommendations, enabling the effective deployment of technology focusing on three areas: the learner, the facilitator and the technology. Finally, this study makes important contributions to constructivism in the context of technology usage and current and post-pandemic pedagogic practice.
... At the same time, equal learning opportunities are created for all children, the variety of teaching methods and tools is increased, and students' responsibility and time management competence are promoted. Brazdeikis, 2020, Bakonis, 2020, Dyrud, 2000 It is emphasised in the scientific literature [16], [17], that the roles of students and teachers in the educational process changed during the pandemic. In this respect, three paradigms intertwineteaching, learning and self-directed learning, because education is synchronous and follows a strict schedule, the educational process is planned more by the pedagogue than by the student, who is more than ever responsible for his / her learning outcomes. ...
... Although distance learning/ teaching offers opportunities to save money on travel, clothing, educational materials, but at the same time it requires pedagogues and families to invest in information technology, various programs. One of the most significant disadvantages is the lack of social interaction (Dyrud, 2000;Hara & Kling, 2000) when working outside the educational institution. This can affect the psychological well-being of students, teachers, and parents, cause problems of self-realization, isolation, and burnout. ...
The COVID-19 pandemic has brought unprecedented challenges to the education system. Since Lithuania has declared the state-level emergency in February 2020, imposed by quarantine, the educational process was organized in a distance mode. Distance learning, namely, was a platform that pre-schools used to meet the learning needs of children. The aim of this article is to review pre-school teachers’ opinions about the challenges of distance learning during the Covid-19 pandemic. The article describes the situation in Lithuanian pre-schools using distance learning during the lockdown. The authors analyse the main problems that pedagogues have faced with - lack of competence in the use of IT, poor support from management, inadequate material base, lack of time and teachers’ self-confidence, the low involvement of families.
Online distance learning is gaining recognition for its potential to provide personalized attention and communication with students worldwide, thanks to recent technological advancements. The objective of this research is to comprehend how mid-career education utilizing the online distance learning (ODL) mode can advance one's career. The study's aim is to evaluate how well one such mid-career education ODL mode of a top management school in India met the expectations of its participants, utilizing the Bernacki, Aguilar, and Brynes Opportunity-Propensity (O-P) framework. This research investigates the model's three areas of focus, which are provided by the online distance learning mode: the opportunity to develop self-regulated learning skills provided by the online distance learning environment, learners' prior tendency to self-regulate their learning, and changes in distal factors (such as the exclusive intervention of learning through online platforms to IT and organizational involvement in learning). Due to a dearth of published research, the exploratory research method was chosen, and the researchers surveyed program graduates from the last three years. Statistical analysis of the responses will be conducted using SPSS. Two focus group interviews with alumni from various batches will supplement the findings and further strengthen them. According to the pilot study findings, there is a strong correlation between module expectations and perceived career advancement in terms of vertical and horizontal enrichment. Mid-career education has aided mid-career professionals in various ways, including increasing their knowledge, enhancing their perceived brand value, and providing them with more job opportunities, resulting in significant financial gains. Mid-career education has been a highly preferred strategy for mid-career professionals to future-proof their careers. The study has critical implications for the development of mid-career education in India, highlighting crucial benefits, revealing gaps, and offering additional information about mid-career ODL module redesign. The research captures the objective of professionals to invest in such programs, gain insight into their apparent benefits and impact on their career post-program, and provide inputs for program enrichment given a changing workplace.
In the global transition, digital technologies are perceived as important drivers of change. Contemporary IT technologies help to enhance the productivity and efficiency of numerous systems on the way to achieving sustainable development goals. Wider use of digital communication tools in HEIs (higher education institutions) can reduce inequalities and increase inclusiveness of tertiary education. In this paper, we present the results of exploratory research aimed at assessing whether COVID-19 has improved digital communication skills in higher education. We revised the quality of digital direct and indirect communication skills between students and teachers (both ways), by referring to the level of satisfaction of both sides of digital communication (teachers and students). The results indicate that there is a statistically significant improvement in the quality of digital communication skills, in particular, if we compare the position of both students and teachers after the pandemic, relative to the pre-COVID-19 pandemic period. Our investigation confirms that COVID-19 was a shock that enhanced the improvement of digital communication skills in higher education, and the pandemic experience had a positive impact on the more efficient use of digital education technologies.
This research integrated cooperative inquiry strategies to implement blended learning and analyzes the learning effects based on the perspectives of goal setting theory and well-being theory. Blended learning combines the advantages of classroom teaching and online learning and enables students to review material to further their understanding. Cooperative inquiry, a key skill in modern life, involves collaboratively identifying feasible solutions to a problem. It enhances learning motivation and effectiveness through mutual assistance and support. In this study, a blended learning intervention (of cooperative inquiry learning and online learning) and a tradition lecture curriculum were implemented for an educational statistics course at a college of education to investigate the relationships between students’ goal setting, task value, and well-being. In total, 30 and 22 postgraduates were assigned to the quasi-experimental and control groups, respectively. Data were evaluated using Hotelling’s T², analysis of covariance, and multiple regression. After the blended learning intervention, the students demonstrated significant improvements in some dimensions of the three variables. Furthermore, goal setting and task value contributed critically to student well-being.
Technology consumes us and has become so intimately connected in our lives that now, to a largedegree, it is dictating its use (in educational settings throughout the globe). It’s like a lion that neverstops roaring-it’s demanding our attention, and its’ breathe and impact are so far reaching; it can bebest described as inescapable. Thus, universities and colleges alike no longer can sit by andspeculate whether or not this is a trend that will eventually disappear (as other educational trends havedone so in the past). Rather, institutions need to understand that online education is more likeAlexander Graham Bell’s, "Mary had a Little Lamb"; it’s a breakthrough in the delivery of education thatis seeing such growth and having such an impact one would have to be oblivious not to see it. Aseducators, we can debate the healthiest of this growth, but cannot argue against the facts, consideringthat the University of Phoenix now bodes over 400,000 online students (Apollo Group, 2010), and iswithout question is one of the largest universities in the United States.
Silence in language learning is commonly viewed negatively, with language teachers often struggling to interpret learner silence and identify whether it is part of communication, mental processing, or low engagement. This book addresses silence in language pedagogy from a positive perspective, translating research into practice in order to inform teaching and to advocate greater use of positive silence in the classroom. The first half of the book examines the existing research into silence, and the second half provides research-informed practical strategies and classroom tasks. It offers applicable principles for task design that utilises rich resources, which include visual arts, mental representation, poetry, music, and other innovative tools, to allow both silence and speech to express their respective and interrelated roles in learning. Comprehensive yet accessible, it is essential reading for academic researchers and students in applied linguistics, TESOL, and language teaching, as well as for language teachers and educators.
Introduction: Coronavirus Disease 2019 (COVID-19) pandemic
affected everyone across the globe. The complete lockdown was
imposed worldwide to cut down the chain of transmission. During
lockdown, the decision was taken to shift from classroom teaching
to online application (app)-based teaching. Numerous studies have
documented that compared to classroom teaching, online teaching
possesses various challenges both for teachers and learners.
Aim: Assessment of perception of the school teachers regarding
online teaching compared to traditional classroom teaching.
Materials and Methods: A cross-sectional study was conducted
among 100 school teachers of various government and private
schools in Northern India from November 2020 to December 2020.
An online questionnaire (English language) was used for assessing
school teachers’ perspectives and experiences of online teaching
compared to traditional classroom teaching and was designed on
the basis of 5-point Likert scale. Informed consent was obtained
before the data collection. Data analysis was done using Microsoft
Excel 2019 software.
Results: Among the 100 school teachers who participated in the
study, 74% were females and the majority of study participants
i.e. 69% were in the age group 31-50 years. Overall, 86% agreed
that the online method is a supplement and not a replacement
for traditional classroom teaching. Only nine teachers were fully
satisfied with online teaching methods. The difference in school
teachers’ perceptions was found to be statistically significant
(Paired t-test) while comparing classroom teaching to online
teaching on various variables viz-teachers satisfaction, students’
feedback, students’ punctuality, and learning experience.
Conclusion: Classroom teaching provides more opportunities
to monitor students’ progress, learning, assessment, feedback
and discussion, and online teaching can also be used to
supplement classroom teaching as and when required.
The present study aims to investigate the correlation between university students' satisfaction and anxiety in online classes during the COVID-19 pandemic in Iran. To this aim, using a random sampling method, a sample of 430 male (n=150) and female (n=230) university students were selected at Ayatollah Borujerdi University. They filled out two questionnaires: one measuring their satisfaction and the other one measuring their anxiety in online classes. To triangulate the quantitative data, 22 university students completed a reflective written statement. To analyze the collected data, a Pearson correlation analysis, a multiple regression analysis, and a thematic coding analysis were used. Findings evidenced a moderate negative correlation between the participants' satisfaction and anxiety in online classes. Additionally, results documented that instructor, technology, and outcomes factors had the largest effects on the participants' anxiety in online classes. Complementary with the quantitative findings, the results of the reflective written statements yielded four overarching themes, including 'instructors are facilitators', 'technology makes learning easier', 'outcomes are more promising', and 'interacting with others is poor'. Finally, in light of the findings, a range of implications is suggested.
Introduction:
The COVID-19 pandemic has caused unprecedented disruptions to medical education. Education in medical specialties, such as otolaryngology faces multiple challenges, including reduced bedside and "hands-on" training opportunities at all levels. Educators are turning to technological advancements to deliver effective remote medical education. This study investigated the value of enhancing traditional remote case-based teaching with the HoloLens2™.
Methods:
We present a randomized educational design study. All educational content, media, and learning outcomes were identical. Primary outcome measures included student performance as measured with pre- and post-intervention quizzes and student engagement as measured by a tally-mark system. Secondary outcome measures, collected using feedback questionnaires, included perceived enjoyment, engagement, and opinions regarding the educational role of this technology.
Results:
The undergraduate medical students were randomized to either conventional or HoloLens2™ enhanced remote case-based teaching (n = 56). HoloLens2™ enhanced teaching improved student performance by an average of 3 marks of 15% (p < 0.001). It was engaging and encouraged questions 4-fold per session (p < 0.05) when compared to conventional remote case-based teaching. There was no significant difference in overall objective measurements of engagement. Students taught using HoloLens2™ agreed that the teaching was enjoyable, effective in concept demonstration, and encouraged engagement.
Conclusions:
Remote teaching has allowed for the continuation of medical education in uncertain times. Beyond COVID-19, we predict that there will be a paradigm shift toward remote learning as new technological advancements emerges. These novel technologies may prove invaluable in the future potentially enabling education to be delivered between different hospitals, universities, and even overseas.
Level of evidence:
NA Laryngoscope, 2022.
This chapter reviews research linking the importance of community in an increasing engagement in online courses from an interdisciplinary perspective. Additionally, we identify applicable teaching strategies that focus on the important elements of community building, namely teaching, social, and cognitive presence.
Recent advances in Information and Technology Communication (ICT) have prompted significant changes in the domain of education, particularly in the rise of online learning. In early 2018, VNU University of Languages and International Studies (VNU-ULIS) started implementing several web-based courses on a Learning Management System (LMS), in an attempt to encourage the development of online learning at the university. The aim of this study was to investigate the level of readiness for online learning of potential learners of LMS so that both course instructors and course participants would be able to identify difficulties that they might encounter in the novel virtual teaching and learning environment. The data collection process was divided into two phases: closed-ended questionnaire and semi-structured interviews afterwards. The main instrument was Online Learning Readiness Scale developed by Hung Chou, Chen and Own (2010).The final results indicated that university students from both academic years get relatively high levels of online readiness, yet the second year student participants had a slightly higher level of readiness than the first year participants. Therefore, the implementation of LMS was probably more suitable for sophomore ones.
The coronavirus disease outbreak has disrupted the global economy on an unprecedented scale and speed and forced universities worldwide to abruptly adopt online teaching and learning. Although the concept of online learning is not new and that some universities possess the infrastructure to embrace online learning, many universities across the globe especially those in rural areas were largely unprepared to adapt to the new situation. Due to lack of preparation and many still being accustomed to traditional learning practices, the transition to online learning has taken an emotional toll not only on academics but also on their students. The present study aimed to understand the strategies students use to manage their emotions when engaged in online learning. Utilising a qualitative research method, we recruited 20 undergraduate students studying at a public university in Malaysia using the purposive sampling technique. Data were collected through semi-structured interviews conducted online. Thematic analysis revealed that some students experience fear, anger, and sorrow during online learning. These ‘difficult’ emotions can force the students to develop feelings of alienation and isolation and thus feel emotionally disconnected from their coursemates and lecturers. This is particularly due to the absence of in-person interactions compared to conventional face-to-face lectures. Furthermore, we found that the lack of verbal and non-verbal cues can cause students to lose motivation in learning. The findings of this study are expected to help academics and universities understand ways students cope with online learning and the need for their peers to help improve the students’ emotions.
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.
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.
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.
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
The present paper attempts to understand the new investment policy focusing more upon the challenges and issues related to the same. It aims at assessing the impact of the policy on the country's growth.
The European Higher Education Area and today's society, demand people trained at a cognitive, affective and emotional level, with extensive knowledge of Information and Communication Technologies that allow their comprehensive training to be able to adequately develop new tasks demanded by public and private institutions.
In the same way, the educational curriculum and the European Institutions seek greater knowledge on the part of the teaching staff, to carry out their teaching work, but the time and space disabilities often limit the possibility of being able to train.
Therefore, online training is considered an appropriate option for teachers to be trained through an educational model that encourages their autonomy and allows them to decide where, when and how to learn. However, it must be understood that all people are different and this training must be adapted to the needs of each of the participants.
Many Universities in Spain develop their training offer through this model. The University of Extremadura is adapting to this training modality by proposing a variety of postgraduate studies, such as the University Master's Degree in Research in Teacher Training and ICT, which has evolved from being offered in a blended way to being carried out online.
Faced with this situation, the research problem was raised: "Does a change occur in the attitude, knowledge and use of ICT resources, emotions, learning styles and the structure of knowledge acquired in the development of a Master in a modality? distance? ”, whose answer will allow the general research objective to be fulfilled: Observe if there is an evolution in the attitude, knowledge and use of ICT resources, the emotions in front of the elements of the virtual platform, of the emotions in front of the performance of the tasks offered by the teaching staff, the specific emotions in front of the tasks of the platform and the fundamental contents of the Master according to the gender, age and learning styles of the students.
The thesis has been developed in two phases: In the first, a pilot study was carried out that allowed us to approach the behavior of the variables and the reality of the Master. In the second phase, the definitive study was carried out, which gave an answer to the question and the research objectives.
A mixed concurrent triangulation design was used, in which a single-group pretest and posttest design was used for the quantitative design and the content analysis technique was used for the qualitative design, supported by the Theory of Nuclear Concepts. and the Pathfinder Associative Networks. Both designs are executed in parallel to carry out a methodological triangulation in the conclusions stage, contrasting and complementing the results obtained in both designs.
The sample used was the Master's degree students, the class of 2017/2018 for the pilot study and 2018/2019 for the definitive study.
Among the main conclusions obtained, it is highlighted that there is no significant change in attitude, knowledge, use of ICT resources and emotions in students with the development of the Master. However, a significant improvement in knowledge of ICT resources has been observed in the pragmatic learning style with the development of the Master.
On the other hand, a positive and significant correlation has been obtained between knowledge and the use of ICT resources, both at the beginning and at the end of the Master, and a positive and significant correlation between emotions versus the elements of the virtual platform and emotion specific to the activities of the platform, both in the pilot study and in the pretest and posttest of the definitive study.
No statistically significant differences have been observed in these aspects based on gender and age, which helps to verify that the digital and emotional gap is being mitigated in the variables analyzed.
The students have developed their learning towards research, preferably carrying out collaborative activities and have used ICT preferably to search for information, improving their knowledge in databases with the development of the Master. They have also used them for communication, since they consider that they are an indispensable piece for the development of the Master. A regression was observed in the initial consideration that a fundamental activity to develop in the Master to improve the critical sense of the students was the holding of debates.
At the beginning, the greatest difficulties of students when preparing a scientific report are presented in the design and methodology part, observing an increase at the end of the Master in the consideration that data analysis and obtaining results are also parts complex for its realization.
The students consider in a preferential way that ICT can be linked in a multidisciplinary way, being used in the different learning areas and that the knowledge acquired in the Master, can be extrapolated to their working life.
Finally, it has been observed that the main focuses where the teaching / learning problems are concentrated in the Master are the teachers, the organization and the lack of presence of the Master.
Widespread of Covid-19 throughout the world in a fast rate pushes WHO to declare its status as a global pandemic. In February 2021, the virus have been already infecting 233 nations in the world. The effect of Covid-19 is present in all aspect of society, and one of them is education sector. The most prominent effect of Covid-19 on education is the erasure of traditional learning method through physical class, and the encouraged uses of online learning. Nevertheless, with the usage of e-learning contain several disadvantages, and one of them is the ineffectiveness of student to understand the courses and skills necessary in the education. In fact, according to several sources, student who come from lower social-economi classes in society tend to fail at grasping and understanding lesson from the teachers in the online-learning context,compared to the higher-upper clasess student. From those problems, we tried to provide a solution in the form of tutoring program which will be held at Pucang Arjo, Kelurahan Kertajaya, Kecamatan gubeng, which the majority of the people who live in here come from the lower social-economic status and profession, for instance, market merchant, driver of online transportation, and all other low-income job that makes their children ignored in terms of education aspect. The purpose of this community service is to help the students in terms of knowledge, skills, and understanding towards their courses in their respective grades. Methods used in this community service is by the means of tutoring them while also maintaining healthy protocols to prevent covid-19 spread. The result of this community service, are, the tutoring programs are succesfully held within 1 weeks and being responded by the students positively. This is indicated by the enthusiasm from the participants. Also, the knowledge, understanding, and skills from the students rises significantly after the program was held. With this tutoring programs, the students which mainly composed from kindergarten and elementary grade, gain more knowledge and skills after participating in this program.
The recent health emergency has changed the teaching mode globally, with traditional classroom teaching shifting to online platforms. This created challenges for both foreign/second language teachers and learners. Some recent studies investigated the challenges brought by online teaching from the teachers’ perspective; however, little is known about how students perceive the effectiveness of online language learning based on their experiences. Therefore, this study surveyed 252 Chinese students who took online EFL courses during the pandemic through an online survey platform. Survey questions include 75 statements regarding EFL learner’s perceived experience in taking online EFL courses, such as learning platforms, teaching and assessment methods, interaction mode, classroom management, and the effectiveness of online courses. Students rated each statement on a 5-point Likert Scale. Open-ended questions further targeted students’ suggestions to improve the quality of online language courses. Results from analysis of variance, factor analysis, and multiple linear regression analysis showed that students perceived the interactional opportunity and learning outcome as the most important factors in their online EFL learning experiences. Students generally showed a positive attitude toward their online language learning experiences and a high level of participation in synchronized online EFL courses. They further suggested a mixture of traditional and online class as an ideal teaching model for EFL learning, especially in the face of public crisis. Findings from this study may shed light on language curriculum design, language teacher education, and educational technology.
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