Abstract
Online teaching and learning have witnessed tremendous growth in recent years. Thanks to progressive technological developments, researchers and educators are facilitated in conducting classes online to ensure teaching and learning processes remain on schedule. Such rapid growth in online learning renders it crucial for researchers to seek for understanding the manner in which an online classroom impacts learners. Previous studies have shown various e-learning and online learning tools that are effective for teaching and learning purposes in the health and dentistry professions. The current study was thus aimed at validating some effective online teaching and learning instruments for quantitative subjects, as well as organising and summarising the findings into a few core factors. Data were collected from undergraduates that had signed up for quantitative subjects using a Web-based instrument during the Coronavirus Disease 2019 COVID-19 pandemic, ranging from Monte Carlo and parallel analyses to principal components with varimax rotations. Subsequently, 20 items were reduced to three factors in which 16 of them were maintained, while the total variance explained was able to retain 75.382% of the original 100%. Out of the 16 items, eight items were correlated with the attitude factor, while six and two items were correlated with educator and flexibility factors, respectively. It is hoped that these factors can be henceforth utilised as the basic approach for supporting online teaching and learning effectiveness in the education industry at present and for the future.
Highlights
A recent discovery has been made pertaining a new novel coronavirus (2019-nCoV), which originated in Wuhan, the capital city of Hubei province in The People Republic of China
The aim of the current study was to validate some of the effective online teaching and learning instruments for quantitative subjects
The three factors were identified as attitude, educator, and flexibility
Summary
A recent discovery has been made pertaining a new novel coronavirus (2019-nCoV), which originated in Wuhan, the capital city of Hubei province in The People Republic of China. The coronavirus disease (COVID-19) pandemic has ravaged more than 200 countries globally and led to various adverse effects, forcing life, business, and tourism to a complete standstill (Jackson, Weiss, Schwarzenberg, and Nelson, 2020). Online learning denotes the fact that said activity can be done at any place and time, even when the students and instructors are not physically together (Parry et al, 2002; Miles and Leinster, 2007). The significance of the educational environment for student learning has been increasingly acknowledged in recent years (Parry et al, 2002, Miles and Leinster, 2007). Regardlesss, some findings reveal that the distance in the online learning environment can lead to isolation, frustration, boredom, overload, and low course completion rates (Berge 1999; Hara and Kling, 2000; Northrup, 2002)
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