Mind the Gap: The Realities of Students’ Engagement With Online Learning Resources

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

The occurrence of corona virus disease in 2019 (Covid-19) pandemic with its negative consequences on various sectors including education up till now has led to the increase in the necessity to use online learning resources and platforms for teaching and learning especially in higher education institutions (HEIs) in various countries. This research paper's major goal was to investigate the online learning attitude and online learning readiness of undergraduate accounting students in Nigerian public HEIs during the Covid-19 pandemic. The research participants consisted of 845 male and female undergraduate accounting students purposively selected from six HEIs. Study data was collected quantitatively with two online learning scales addressing students' online learning attitude and online learning readiness respectively. The study data were analysed with relevant statistical tests in the Statistical Package for the Social Sciences (SPSS, version 22) based on .05 level of significance criteria. The finding demonstrates significantly positive online learning attitude among the undergraduate accounting students from the studied HEIs during the Covid-19 pandemic. Finding also showed that the undergraduate accounting students' online learning attitude significantly related to their online learning readiness during the Covid-19 pandemic. The male and female undergraduate accounting students did not differ in their online learning attitude and online learning readiness. There were no significant differences in online learning attitude and online learning readiness among the undergraduate accounting students from the studied HEIs based on institution type (university, polytechnic and college of education). Nigerian HEIs and accounting departments should provide efficient online learning access and resources to these students and work towards bridging any existing institutional disparities in the availability and use of online learning facilities and resources.

With the growth of the world-wide web and e-learning some programs are now fully online but blended learning has also become popular, offering various combinations of internal classes and online content. This paper reports the results of delivering an introductory first-year property course using both online and blended learning. The paper investigates the effectiveness of blended and online learning based on the thesis that blended learning is more effective as students have the advantages of both face-to-face learning and the online environment. A case study approach was adopted that involved two recent cohorts of students. Course statistics from the newly introduced Moodle software were used to analyse how these two groups of students used the online material and how these activities were correlated with their learning outcomes. This paper contributes to higher education pedagogy in online learning by providing insights into the use of a project-based learning approach in engaging students.

The COVID-19 pandemic has accelerated the shift in higher education towards blended and online learning, prompting a need for robust quality assurance interventions. Blended learning, a combination of face-to-face and online experiences, offers flexibility and individualised learning paths, but its quality varies across institutions. Quality assurance interventions play a crucial role in monitoring and enhancing the effectiveness of blended learning programs. This systematic literature review examined existing literature on quality assurance interventions in blended learning within higher education. The review highlights the importance of evaluating the impact of these interventions on student performance and the educational landscape. It also emphasises the need for evidence-based frameworks for benchmarking and assessment. The review identifies four key intervention approaches: professional development courses, communities of practice and mentoring, audit frameworks and learning design support. Each approach has its strengths and can contribute to improving the quality of blended learning. Future research should focus on multifaceted interventions that combine these approaches to enhance the skills of academics and elevate the standard of blended learning across institutions. Implications for practice or policy: This review can guide higher education institutions in implementing quality assurance activities to enhance their online and blended learning offerings. Evidence-based approaches that institutions can adopt include professional development courses, communities of practice and learning design support interventions.

From Reluctant Online Contributor to Mentor: Facilitating Student Peer-to-Peer Mentoring Online

Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics

Developing an Instrument to Assess Organizational Readiness for a Sustainable E-Learning in the New Normal

Background: The rapid revolutionisation of technology and other factors such as the recent COVID-19 pandemic, prompted higher education institutions to consider the possibility, necessity and implications of officially adopting a blended teaching and learning approach on a long-term basis.Aim: This research aimed to explore the practicality of a long-term blended teaching and learning model at a South African higher education institution.Setting: This research was conducted at a selected South African higher education institution.Methods: The article adopted a qualitative case study approach, and one-on-one semi-structured interviews were conducted. The data collected was then analysed using thematic analysis.Results: Although the institution was generally ready for blended teaching and learning during the pandemic, best practices such as further training and development for both lecturers and students on the pertinent systems and technology are imperative if a long-term blended teaching and learning is to be successful. There were also concerns regarding external, technological, and socio-economic issues that could hinder a successful long-term blended model.Conclusion: While the research revealed the institution’s overall ability to swiftly transition from face-to-face, to distance online and blended teaching and learning approaches during the COVID-19 pandemic, it also revealed that work still had to be done to fully prepare the institution for formalised blended teaching and learning in the future.Contribution: This research builds on limited research on blended teaching and learning at South African contact higher education institutions and adds new theory regarding some best practices for successful blended teaching and learning.

At the time of the COVID-19 pandemic in Indonesia, several learning changes occur in higher education, such as the implementation of online learning. This change is a concrete step for the government to overcome the spread of the COVID-19 virus in Indonesia. However, the change of learning to online has several obstacles in its implementation where both students and teachers are still not used to online learning. This study investigates student knowledge about covid 19 and its implications for student learning attitudes and behavior. An online survey using google forms to students of undergraduate and postgraduate programs at the School of Economics, Pasundan, Bandung, Indonesia, has as many as 247 students. The researchers used a nonparametric structural equation modeling approach to identify the effect of student knowledge about COVID-19 on attitudes and learning behavior. The study results identified that student knowledge had a positive influence on student attitudes and negatively affected learning behavior. This condition indicates that the increasing threat of covid 19, which students know, will be more positive in their actions; however, their learning behavior will decrease. For this reason, it is necessary to take comprehensive steps by the parties concerned to implement effective policies in reducing the impact of covid 19 to improve student learning behavior. The novelty of this research is that no research identifies a model of the influence of knowledge regarding the impact of covid 19 on student behavior and learning behavior in Indonesia.

This study aims to compare the impact of hybrid learning and online learning on students' understanding of concepts at the college level. The type of research used in this study was a quasi-experimental control group design. This research data collection technique was obtained from 100 students who attended civic education lectures. The number of research samples was 100 students consisting of various study programs from the results of random sampling. Data was analyzed using independent sample t-test and paired sample t-test analysis techniques. The results indicate that hybrid learning is more effective in increasing students' understanding of material concepts. However, both types of learning have a significant impact on improving students' understanding of concepts. The findings of this research can be utilized to optimize Pancasila learning in higher education and provide comprehensive insights into the benefits of hybrid and online learning. The study concludes that hybrid learning, which combines face-to-face and online learning, is a highly effective form of learning in educational institutions. This is particularly relevant in the current global context, where educational institutions worldwide are grappling with the challenges posed by the COVID-19 pandemic.

Coronavirus Disease or COVID-19 causes a serious affect in different divisions of life, including in education. At the present time, exercises at school have been incidentally suspended, but learning must proceed to be carried out to give what students need. The solution offered in dealing with the current pandemic is by doing online learning. However, the conditions in the field of teachers were not ready for online learning, it was found that the percentage of availability of online learning resources at Public Vocational School 53 Jakarta was only 44%. Therefore, this study aims to develop Edmodo application and Zoom-based online learning resource with problem-based learning (PBL) models on accelerated linear motion material. This type of research is an educational research and development with the ADDIE model (analysis, design, development, implementation, and evaluation). Assessment of online learning resource was carried out by physics, material experts, learning experts and media experts. Testing was carried out at Public Vocational School 53 Jakarta by 35 class X students and filling out the teacher response questionnaire. The result of this research is an online learning resources using the PBL model on accelerated linear motion material (GLBB). The online learning resource which developed include the Learning Implementation Plan (RPP), Student Worksheets (LKS), and Handout. The results of the media feasibility validation test were obtained 98%, for the feasibility of physics, material obtained 81%, and the feasibility of learning physics was obtained 86%. From the results of the feasibility test with the teacher, it was obtained 94%. Based on the interpretation of the Likert scale, online learning resource is categorized as “very good”. So, it can be concluded that the online learning resources that has been developed is suitable for use in learning physics at Public Vocational School.

Aim/Purpose: This study examined the impact of blended learning on science learning achievement and digital skills among Grade 4 students at Ekamai International School, Bangkok. Specifically, it aimed to determine whether there were significant differences in academic performance and digital competency before and after the intervention. By evaluating these outcomes, the study provides insights into the effectiveness of blended learning in enhancing students’ understanding of Earth Science and fostering essential digital skills. Additionally, it sought to explore how blended learning influences conceptual understanding, retention, and engagement in elementary science education. The study also examined the role of blended learning in developing students’ ability to effectively utilize digital tools for research, communication, and presentations. Furthermore, it aimed to identify best practices for implementing blended learning in elementary classrooms, offering empirical data to inform curricular design and instructional methodologies. By investigating students’ perceptions and experiences, this research evaluated the extent to which blended learning impacts motivation, self-directed learning, and overall classroom engagement. The findings of this study contribute to the growing body of knowledge on blended learning in elementary education, providing recommendations for educators and policymakers on optimizing its integration to improve student learning outcomes. Introduction/Background: Blended learning combines traditional face-to-face instruction with online learning components, creating a flexible and interactive educational experience. This approach has gained attention for its potential to enhance student engagement, achievement, and digital competency by integrating technology into learning. In science education, where critical thinking and digital literacy are essential, blended learning offers opportunities for deeper understanding through multimedia resources, virtual simulations, and interactive activities. While research has demonstrated its benefits in secondary and higher education, its application in elementary education remains underexplored, particularly in improving digital skills and fostering student-centered learning. Science education plays a crucial role in developing students’ problem-solving abilities and inquiry-based learning skills, yet traditional teaching methods often rely on passive instruction that may not fully engage young learners. Blended learning addresses these limitations by providing personalized instruction, self-paced learning, and technology-enhanced activities that support conceptual understanding. Despite the increasing integration of technology in education, there is limited research on how blended learning impacts elementary students' academic performance and digital literacy in Thailand. This study seeks to fill this gap by assessing the effects of blended learning in the Earth Science course for Grade 4 students at Ekamai International School, Bangkok. By examining students’ achievement and digital competency before and after the intervention, this research aimed to provide insights into the effectiveness of blended learning in elementary science education and inform best practices for its implementation. Methodology: This study employed a quasi-experimental one-group pre-test and post-test design to assess the impact of blended learning on science learning achievement and digital skills among 20 Grade 4 students from Ekamai International School, selected through cluster random sampling. The intervention consisted of five Earth Science lessons using a flipped classroom model, spanning 40 instructional hours over ten weeks. Students engaged with online materials before participating in in-class sessions, which focused on hands-on interactive activities. Pre- and post-tests measured changes in science learning achievement and digital skills, using a standardized test and a digital competency assessment. Both instruments were validated for reliability and content accuracy. Paired t-tests were conducted to compare pre-test and post-test scores, with a significance level of p < 0.05, to determine whether blended learning significantly enhanced students' academic performance and digital literacy. The findings contribute to understanding how blended learning can support elementary science education and digital competency development. Findings: 1. Science Learning Achievement: The results revealed a statistically significant improvement in students' post-test scores compared to their pre-test scores (p < .05). The effect size of the difference using Cohen’s d was 2.30, which is considered a large effect size. This indicates that the blended learning approach effectively enhanced their understanding of Earth Science topics. Digital Skills: No statistically significant difference was observed in students' digital skills before and after the intervention (p > .05). The effect size of the difference using Cohen’s d was 0.41, which is considered a small effect size. This suggests that while the blended learning approach enriched science achievement, its impact on digital skills was not as pronounced within the study's timeframe. Contribution/Impact on Society: This study contributes to the body of knowledge by providing empirical evidence on the efficacy of blended learning at the elementary level. The findings underscore its potential to improve academic outcomes in science education, while highlighting areas for further development in fostering digital skills. The results offer valuable insights for educators and policymakers who aim to integrate technology into early education, ensuring alignment with 21st century learning demands. Recommendations: 1. For Practitioners: Implement blended learning models, such as the flipped classroom, in elementary science education to enhance student engagement and achievement. Provide structured guidance to improve digital skills through targeted activities. For Researchers: Explore the long-term effects of blended learning on digital skills and its application across diverse subjects and age groups. Investigate methods to optimize the integration of digital literacy components into lesson plans. Research Limitations: This study was constrained by its small sample size (20 students), lack of a control group, and short intervention duration 40 hours). The focus on a single subject, Earth Science, and the specific setting of an international school in Bangkok limits the generalizability of findings. Additionally, the study employed only the flipped classroom model, excluding other blended learning approaches that might yield different outcomes. Future Research: Future studies might consider: Expanding sample sizes and including diverse educational settings to improve generalizability. Extending intervention durations to examine long-term effects on digital skills. Exploring blended learning's impact across multiple subjects and incorporating advanced digital competencies such as coding and multimedia production. Comparing the flipped classroom with other blended learning models to identify the most effective approaches for elementary education.

Covid-19 had an unprecedented impact on daily living and resulted in many restrictions across all areas of life. Consequently, educational establishments in the UK adapted teaching delivery by moving to online or blended learning during the main ‘stay at home’ phase and many remained online as ongoing restrictions were announced. Many changes made during this period such as a move to online learning are likely to remain, in some capacity, as we emerge from the pandemic. The aim of this study was to explore student engagement with online and blended learning in a Higher Education (HE) institution using a mixed methods approach. One hundred and eighty-two HE sport students completed an online survey and a total of twenty one HE students took part in a series of online focus groups to gain a unique insight into how the move to online learning affected engagement from the student perspective. The findings indicated that although most students engaged with the online materials, many had a perceived negative experience. Students in general would not recommend online delivery to others and an overwhelming majority felt disadvantaged in terms of motivation and lack of community by moving to online learning. There was some positive feedback around the use of some technological tools to facilitate answering questions as well as use of online lectures for delivering content driven sessions. Our results clearly demonstrate that that a one size fits all approach is not appropriate when it comes to online learning.

Hybrid learning enables educators to incorporate elements of conventional face-to-face learning methods with structured online schemes. This study aimed to assess university students’ perceptions of online and hybrid learning during the ongoing COVID-19 pandemic. A web-based cross-sectional study was conducted at the University of Sharjah, in the United Arab Emirates (n = 2056). Students’ sociodemographic characteristics, perceptions of online and hybrid learning, concerns, and university life changes, were investigated. Perception statements were dichotomized into "positive" and "negative" based on a 50% cut-off point. Scores of > 7 and >5 indicated positive perceptions of online and hybrid learning respectively while scores of ≤ 7 and ≤ 5 indicated negative perceptions. Binary logistic regression analysis was performed to predict students’ perceptions of online and hybrid learning according to demographic variables. Spearman’s rank-order correlation was performed to determine the relationship between students’ perceptions and behaviors. Most students preferred online learning (38.2%) and on-campus learning (36.7%) to hybrid learning (25.1%). Around two-thirds of the students had a positive perception of online and hybrid learning in terms of university support, however, half of them preferred the assessment during online or on-campus learning. Main difficulties reported in hybrid learning were lack of motivation (60.6%), discomfort when on-campus (67.2%), and distraction due to mixed methods (52.3%). Older students (p = 0.046), men (p<0.001), and married students (p = 0.001) were more likely to have a positive perception of online learning, while sophomore students were more likely to have a positive perception of hybrid learning (p = 0.001). In this study, most students preferred online or on-campus over hybrid learning and expressed certain difficulties while on hybrid learning. Future research should focus on investigating the knowledge and capability of graduates from a hybrid/online model compared to a traditional model. Obstacles and concerns should be considered for future planning to ensure the resilience of the educational system.