Online Learning In Education Research Articles

Unveiling the strengths and weaknesses of technology in interpreter training

Abstract Thanks to the advancement of technology, there has been much growth in research on integrating technologies into language teaching and learning over the past few decades. The COVID-19 pandemic has accelerated the development of educational technology and online learning. While the use of technology has been extensively investigated and reviewed in English language teaching contexts, especially in English as a second/foreign language, computer-assisted interpreter training (CAIT) has been under-researched and reviewed. This paper aims to provide an aerial view of ways in which interpreting learning has been reconciled with different types of technological tools explored in the existing literature. It traces how these tools have been incorporated into interpreter training over time, discusses studies on CAIT, and provides some insights into research needs for future work. The paper discusses, evaluates, and analyses previous research on CAIT based on the three main types of technologies/tools used in interpreter training — computer-assisted interpreting (CAI) tools, virtual reality (VR), and a combination of mobile and virtual/extended reality (VR/XR) technologies. Prior research on CAIT has generally indicated that the benefits of CAIT outweigh the shortcomings. While there has been steady growth in research on CAIT, this paper concludes that more theory-grounded experiential studies are needed to explore the effectiveness and factors influencing multiple emerging technologies in various language contexts.

Accessible and inclusive online learning in higher education: a review of the literature

Accessible and inclusive online learning in higher education: a review of the literature

Unveiling the Online Classroom Management in Higher Education

This study addresses the lack of understanding surrounding effective management of online classrooms in the context of the increasing shift towards online learning in education. The research focuses on identifying the challenges faced by educators in managing virtual classrooms and suggest suitable classroom management strategies for online settings. Employing a qualitative approach, the study conducts a systematic review of 20 peer-reviewed papers obtained through EBCOST data base. The results indicate that educators encounter both familiar challenges in online environments, similar to face-to-face settings, as well as distinct challenges unique to the online medium. These specific challenges include issues like unpreparedness to class such as unstable internet connectivity, unmuted microphones, students being late to virtual classes, improper use of web cameras, and inappropriate attire and less interactions. The study also highlights practical strategies for managing online classrooms, including setting classroom rules, effective communication with students, and skillfully managing asynchronous discussions and online teamwork. Based on the results, the study emphasizes the necessity for professional development in online education to enhance online classroom management practices.

FEEDBACK ON FEEDBACK: AN EXPLORATORY CASE STUDY OF ONLINE FACILITATORS’ PERCEPTIONS REGARDING THEIR FEEDBACK PRACTICES IN HIGHER EDUCATION

Feedback is one of the most powerful tools for teaching and learning. Providing meaningful feedback to students is of particular importance in an online context as it is a direct way for the facilitator to engage with their students and to provide them with individual, tailored support. This study sought to explore the perceptions of online facilitators (OFs) regarding meaningful feedback in a Higher Education (HE) online learning environment. Using a qualitative exploratory case study design, 45 OFs affiliated to a South African based private higher education institution (PHEI) were approached particpate in this study to share their understanding of what they believed constitutes meaningful feedback. Data were collected through focus groups and analyzed using content analysis. It was found that whilst each of the OFs who participated in this study sincerely believed their feedback to be meaningful there were aspects of their practice that did not align with what the literature suggests about the nature of meaningful feedback. Their understanding of meaningful feedback is feedback that emphasizes students’ processes and strategies rather than personal attributes. They perceive meaningful feedback as detailed, specific, and focused on task requirements and strategies, ensuring that students understand their successes and areas for improvement. Implementation of feedforward practices, despite an understanding of its importance, and the use of different methods and platforms to provide feedback were found to be areas for development. It could be concluded that the way in which the participants viewed the quality of the feedback that they provided to their students was not always in keeping with the benchmark criteria as set out in the research. In response to these findings the researchers have made suggestions that future research and professional development initiatives should focus on addressing these barriers and finding practical ways to provide accessible feedback to students more meaningfully and efficiently.

Navigating to the next normal: ICT readiness and online learning in higher education during and after COVID-19 - a case study of Thailand

Navigating to the next normal: ICT readiness and online learning in higher education during and after COVID-19 - a case study of Thailand

How does perceived value of gamification improve online learning effectiveness? The role of flow state

ABSTRACT The use of gamification might offer a partial solution to the decline in students’ motivation and engagement in online learning settings, particularly in social science education within Chinese cultural contexts. This study aimed to examine whether perceived value of gamification (hedonic, utilitarian, and social value) in online learning may impact flow states (enjoyment and concentration) and online learning effectiveness (satisfaction and perceived learning) across education, communication, and business management disciplines. A survey was conducted to collect data from undergrade students in Taiwan, and structural equation modeling (SEM) was used to analyze the results. The findings revealed that hedonic value, utilitarian value, and social value significantly influence students’ flow states, which, in turn, affect their online learning effectiveness. These findings contributed to theoretical research on online learning in Chinese higher education and provide practical recommendations for leveraging gamification to enhance teaching effectiveness in social science disciplines, while considering cultural and pedagogical contexts.

Data Mining the Adoption Trends: A Bibliometric Analysis of Online Learning in Higher Education (2000-2023)

Data Mining the Adoption Trends: A Bibliometric Analysis of Online Learning in Higher Education (2000-2023)

Indonesian EFL Learners’ Motivation: An Investigation into Online and Offline Learning in Islamic Higher Education

This study investigated the learning motivation of English as a Foreign Language (EFL) learners at an Islamic Higher Education institution in Indonesia, comparing their motivation in both online and offline platforms. This study employed a survey methodology by using questionnaires to collect the data. The participant of the study were 76 students. The selected students were those who have experiences of attending both online and offline classes in order to compare their perspectives. The current study evaluates students' motives encompass factors such as readiness, interest, interaction, engagement and satisfaction across language skills namely speaking, listening, reading, writing, and grammar class. Responses from 76 students, together with their comments and suggestions, were used for data analysis. This study found that majority students are more motivated in offline classes than online ones for spoken language skills and grammar class. Meanwhile, for text-based skill such as reading and writing the students shows a nearly equal distribution between online and offline. One important thing in the teaching and learning process that students feel demotivated in online learning is the interaction aspect. Thus, it is recommended that lecturers improve their interaction competencies for running online classes.

The Role of Machine Learning in Enhancing Personalized Online Learning Experiences

Machine learning has been essential in enhancing the results of skill acquisition in online learning education, which has seen tremendous growth. This review of the literature focuses on studies that attempted to develop certain competencies via online education by means of machine learning. The integration of machine learning into online learning environments has introduced transformative opportunities to personalize and enhance the educational experience for diverse learners. Online learning encompasses various techniques, such as online supervised, unsupervised, and limited feedback learning, which adapt to data streams and provide scalable solutions for real-time model updates. These capabilities offer significant advantages, including efficient learning tailored to individual needs, improved engagement, and adaptability in dynamic educational contexts. This paper explores the methodologies of online learning and the impact of machine learning on personalizing online education. Key approaches to personalization include adaptive content delivery, real-time performance feedback, and AI-driven support systems such as chatbots, which facilitate continuous engagement and foster self-regulated learning. Institutions can better react to interruptions and assist distant learners using AI-powered adaptive learning, which has been highlighted by the COVID-19 pandemic. As the demand for flexible and accessible learning solutions grows, machine learning stands as a vital tool in advancing personalized online education.

Analyzing Learning Persistence Determinants in Virtual Learning Environments Using Mixed Methodology

This research analyzes the impact of various factors and their relatable aspects, such as contextual (academic), external (environmental), and internal (personal) of students' learning persistence in virtual environments as critical aspects of online learning advancement and academic success. Utilizing a mixed methodology approach that combines qualitative and quantitative methods, this study leverages an educational dataset from Harvard and MIT, employing a multinomial logistic regression (MLR) model to detect the correlation among diverse learning factors and online persistence classes with the triple class label (positive persistence, negative persistence, and absence of persistence). The classification accuracy achieved in the MLR model reached 96%. Supporting evidence from online surveys and expert interviews further underscores the combined influence of academic, demographic, and environmental factors on learning persistence. The quantitative analysis highlights the significant influence of contextual factors, particularly achievements and activities, on learning persistence, while internal factors like gender and birth year have minimal impact. Qualitative analysis reveals a mix of internal, external, and contextual factors affecting persistence, including academic support, peer communication, and family support. Expert interviews confirm the importance of multidimensional features and highlight challenges ranging from technological access to varied learning styles. Suggestions for enhancing persistence include implementing supportive online tools and intelligent tutoring systems. This research's contribution lies in its holistic examination of online persistence-influencing factors through a mixed methodology lens, facilitating the identification of learning persistence; it aims to enhance support mechanisms for students in virtual learning environments, potentially improving educational outcomes and online learning experience. This innovative approach underscores the importance of understanding and addressing the various influencers of learning persistence to foster more successful outcomes in digital education contexts.

Collaborative online learning in higher education—quality of digital interaction and associations with individual and group-related factors

Collaborative online learning became a necessity for universities during the COVID-19 pandemic. Even though it is known from research that online collaboration is an effective way of learning, digital interaction can be challenging for learners. Group members have to create a high-quality interaction to ensure the success of the collaborative learning process. Based on a theoretical model of collaborative learning, high-quality interaction can be determined with regard to cognitive group activities (prior knowledge activation, transactivity), meta-cognitive group activities (organization of the work process), and relational group activities (group climate, participation and task-related communication). Our study aims to examine how students manage a self-directed collaborative learning setting, how they perceive the process quality of digital interaction and how the interaction quality is related to self-reported outcomes (learning gain and satisfaction). We use a newly developed questionnaire to assess the quality of digital interaction in terms of the aforementioned dimensions. Furthermore, we focus on associations with the beliefs about web-based learning and the ability of perspective-taking at the individual level as well as the sense of community at the group level. We conducted a quantitative study within online university courses that were implemented asynchronously due to the COVID-19 pandemic. N = 298 undergraduate students in teacher education rated the quality of a digital collaborative learning settings (response rate of 72%). The students worked on collaborative tasks autonomously without any guidance from the teacher. We find differences between (meta-)cognitive and relational factors of interaction quality, and differences in the strength of the associations with outcomes and individual and group-related factors. Our study provides insights into students´ collaborative online learning and examines the relationships between different dimensions of group interaction quality and the input and outcome variables. Limitations and areas for further research are discussed.

Enhancing Online Learning in Architectural Education: A Virtual Reality Enabled Experiment with Arkio

This study examines the role of Arkio, a Virtual Reality (VR) platform, in facilitating design critiques during online learning in first-year architectural design studios. This research, which was conducted after the severe earthquake that required a return to remote education, is based on the experiences of instructors who had previously adapted to online teaching during the Covid-19 pandemic. Arkio provides an innovative solution for the preservation of the quality of architectural education by offering an immersive, real-time environment for design feedback, which is essential in the absence of in-person studio sessions. Using a mixed-methods approach that incorporates surveys and qualitative feedback from students, the study investigates the impact of Arkio on students' understanding of architectural principles, participation in design critiques, and overall learning experience. The results suggest that Arkio was generally well-received for its ability to facilitate critiques and enhance spatial understanding. However, students encountered difficulties with the platform's interface, 3D modeling tools, and file integration. The significance of user-friendly design in educational technologies is underscored by the strong correlation between the perceived educational value of Arkio and its usability, as revealed by cross-analysis. The study identifies critical areas for improvement, despite the fact that Arkio has the potential to significantly transform the critique process in architectural education, particularly in an online setting that is influenced by external disruptions. These insights are essential for the continuous adaptation of VR-driven tools in architectural education, particularly as institutions navigate the complexities of post-pandemic and disaster-responsive remote teaching environments.

Strategies of Effective Online Teaching and Learning in Vocational Computer Programming Education

Background and Aim: This research analyzes the existing issues with online teaching and learning in vocational computer programming education, devises strategies for online teaching and learning, and then implements and adjusts these strategies to confirm their effectiveness. The expected strategies for effective online teaching and learning proposed in this study include nine aspects: The study focuses on the following nine aspects: 1) the informatization teaching ability of teachers; 2) the autonomous learning ability of students; 3) the interaction between online teaching and learning; 4) the course content; 5) the teaching resource; 6) the teaching design; 7) the learning engagement; 8) school policy support; and 9) the online teaching and learning platform. Methodology: The sample consisted of 21 experts with qualified Delphi requirements from high vocational colleges in Guangxi, as well as 60 computer program students in their second year of study. Research instruments include an open-ended interview and Likert scale questionnaire, as well as data analysis using median, mode, interquartile range, percentage, and descriptive analysis. Results: The research results found that online teaching and learning in vocational computer programming education in aspects were at a medium-high level; after implementing and readjusting the strategies, the effectiveness of online classes was comparable to that of traditional classes. The research results summarized 80 strategies and suggestions for online teaching and learning in vocational computer programming education and put forward a discussion of the future development trend. Conclusion: The study's findings show that, with some strategic modifications, online instruction in vocational computer programming education achieved a medium-high effectiveness that was on par with traditional classroom settings. The study also offered eighty strategies and insights for the advancement of online education in this field in the future.

Empowering university students’ learning in Taiwan’s higher education: Pathways to overcome challenges

Taiwan’s higher education is characterized by tradition, innovation, and persistent pursuit of academic excellence. However, similar to its global counterparts, many challenges are prevalent in Taiwan’s educational sector that impede its progress and effectiveness. These challenges encompass demographic shifts, financial constraints, quality assurance, internationalization efforts, and technology integration. This study analyzes the challenges in higher education in Taiwan, and offers strategies to address them and improve university students’ learning experiences. The researchers used literature analysis methods to analyze the challenges in higher education in Taiwan, and analyze the pathways to overcome challenges. These pathways can address current challenges and help empower students to thrive in Taiwanese higher education, fostering an adaptable, skilled, and socially conscious generation of learners. These pathways are as follows: (1) In response to the declining birthrate, develop university curricula and courses incorporating diverse perspectives, improve university enrollment, and increase investment in higher education; (2) Improve teaching and learning quality assurance; (3) The internationalization of higher education promotes foreign internationalization and local internationalization; (4) Integrating technology into higher education teaching and providing more diverse online teaching and abundant learning experiences for students.

Improving the Effectiveness of a Stock Simulation Trading Course via Blockchain and Social Networking: A Taiwanese Study

Online courses in higher education became prevalent during the COVID-19 pandemic; however, their application requires technology to be fully integrated into the curriculum. This study explores the integration of a blockchain-based platform in a private online stock simulation trading course during the COVID-19 pandemic. Using a pre–post experimental design with 142 college students, it assessed learning behaviors and outcomes. Students collaborated with teaching assistants via LINE groups, fostering discussion and engagement. They received cryptocurrency rewards, which enhanced motivation and connected the course to their career goals. The findings suggest that combining blockchain and social networking is an effective approach to improving online education. This contributes to the literature on educational technology and online learning by exploring the integration of blockchain and social networking in higher education, specifically within the context of stock simulation trading courses, and demonstrates its impact on student motivation and learning outcomes.

EXPERIENCE OF IMPLEMENTING THE DISTANCE E-COURSE “STATISTICAL METHODS IN PHARMACY” IN THE MATHEMATICAL TRAINING OF FUTURE PHARMACEUTICAL SPECIALISTS

The article is dedicated to the issue of distance and online learning in higher pharmaceutical education. In the paper, the main principles and characteristic features of the concept of distance learning are outlined, the main advantages and disadvantages of using distance and e-learning in pharmaceutical and medical higher education are discussed. Considerable attention is paid to the use of distance learning technology in the process of math training for students pursuing higher education in the field of pharmacy. In addition to technical means and the structural-methodological component of the distance course development process, special attention is given to psycho-pedagogical aspects, which includes a focus on increasing the motivation of this group of education seekers to master disciplines related to exact sciences. It is demonstrated, using the example of the developed by the authors distance course “Statistical Methods in Pharmacy”, implemented with the LMS Moodle, that a successful combination of methodological approaches and innovative teaching methods, aimed at implementing a competency-based approach in education, along with modern information technology providing online access to educational content, including tools for feedback support, practical skills development, and automated self-assessment, ensures the effectiveness of achieving educational goals by learners and the formation of professional competencies defined by the educational program. The course was tested, certified, and implemented in the fundamental training of future pharmaceutical professionals at the National University of Pharmacy. It is concluded, that the implementation of distance learning technology in the practice of Ukrainian higher pharmaceutical and medical education is necessary not only due to the current conditions that make it impossible to organize full-fledged offline education but also because of the efficiency of these technologies, primarily for organizing independent students’ work, that ensures the development of learners’ autonomy, contributes to the development of information culture, general digital competence, and a range of soft skills, including communication, interaction, collaboration in a digital environment, and the rational use of study time.

Leveraging unlabeled data: Fostering self-regulated learning in online education with semi-supervised recommender systems

Leveraging unlabeled data: Fostering self-regulated learning in online education with semi-supervised recommender systems

Synchronous online learning and career readiness in higher education: student perceptions, challenges, and solutions

Synchronous Online Learning (SOL) environments have rapidly transformed the educational landscape. However, there is limited research on their efficacy in equipping students with the necessary skills to succeed in the workforce, particularly in developing essential professional skills like digital literacy, interpersonal communication, and practical experience. This study explores how SOL impacts students’ readiness for the workforce and the development of these critical skills. The research employed a qualitative methodology involving in-depth interviews with 27 third- and fourth-year students from a South African university. Purposive sampling was used to capture diverse experiences regarding SOL and its influence on professional skill development. Thematic analysis was performed to identify critical patterns and insights from the interviews. Findings reveal that SOL environments effectively enhance students’ technical skills and digital adaptability, essential for navigating a digital workforce. However, SOL is inadequate in developing interpersonal skills and providing practical, hands-on experiences. Students reported a lack of networking opportunities and expressed concerns about their preparedness for the demands of real-world employment, particularly in fields requiring strong interpersonal skills and practical experience. The study highlights the need for educational innovations that combine the benefits of digital learning with comprehensive skill development strategies, particularly in soft skills and experiential learning.

Redesigning for Open Educational Practices: A Faculty-Librarian Collaboration

Open educational practices (OEP) are rarely explored in LIS education, despite its alignment with many of the core values in library science. Recent scholarship on LIS pedagogy does speak to the merits of OEP, which can include open and equitable access, real-world learning experiences, and principles of social justice. However, there is little discussion about what this looks like in practice and within the LIS curriculum. This thought piece examines the practical aspect of using OEP in the LIS graduate classroom and describes the collaborative reflections of an LIS faculty member, librarian, and university librarian to prepare to implement OEP at a regional comprehensive university. This collaboration found that OEP is a good fit for the library science curriculum, but that there are important support considerations which need to be secured before implementation, such as access to participatory technology, training on intellectual property and staffing. In addition, the dynamic nature of OEP addresses some of the challenges associated with the current landscape of online learning in higher education, including delivering more engaging pedagogy, increasing student digital literacy and student involvement in the scholarly communication process.

Enhancing collaborative online learning in higher education: using Google Docs to analyze Literature texts by teacher trainees

The purpose of this project was to explore how collaborative learning can be enhanced through Information Communications Technology in the critical reading and analysis of Literature texts in a particular teacher training course at a selected university in Uganda. The study undertook an interventional research approach whereby critical literacy principles provided the basis for formulating online tasks that would provoke higher order thinking skills such synthesizing, analyzing, reasoning, comprehending, application, and evaluation during the discussion of the play The Lion and the Jewel. A conversational framework was adopted to design a collaborative learning environment by which face-to-face sessions were combined with technology in form of Google Docs. Some of the steps of engagement included identifying the eight participants, sharing of initial content on critical literacy with them, face-to-face sessions and uploading of tasks. The findings reveal that with systematic instructions and guidance Google Docs can provide a collaborative learning platform whereby students can continuously comment about Literature texts in a conversational manner; the intervention proved the possibilities of flexibility in the learning environment; and dialogic teaching especially when discussing Literature texts was greatly enhanced during this intervention. This study was carried out in a real time learning context during the teaching of one of the researcher’s courses. The finding thus can offer some useful guiding steps as benchmarks for actual take up of other ICT tools in teaching and learning in higher institutions of education