Effectiveness Of Online Teaching Research Articles

Influence of Professional Identity on the E-Learning Adaptability Among Chinese Nursing Students During COVID-19.

BackgroundThe traditional face-to-face education methods have been altered to E-learning due to the outbreak, and the E-learning adaptability of nursing students will directly affect the effectiveness of online education. The professional identity of nursing students refers to the positive perception, evaluation, and emotional experience of the nursing profession and identity to be undertaken, which may affect the E-learning adaptability of nursing students during the coronavirus disease 2019 (COVID-19). This study aimed to explore the impact of professional identity on the E-learning adaptability of the Chinese nursing students during COVID-19.MethodsThis study was conducted in three medical schools in Yunnan Province, China from August to October 2020. Data collection consisted of three sections: participants' characteristics, learning adaptability, and professional identity.ResultsA total of 585 nursing students had a moderate level of E-learning adaptability. There was a positive correlation between E-learning adaptability and professional identity (r = 0.316~0.505, p < 0.001). In addition, the professional identity was associated with predictors of the E-learning adaptability among nursing students (p < 0.001).ConclusionThere was a moderate level of E-learning adaptability among the Chinese nursing students during the COVID-19 crisis. Enhancing the professional identity is critical in improving the E-learning adaptability among nursing students.

Teachers’ Perspectives towards Teaching English Online at the Tertiary Level in Saudi Arabia

The drastic and unplanned shift to online teaching caused by the Covid-19 pandemic offers researchers with unprecedented opportunity to examine a wide range of issues related to online language teaching and assessment. The current study surveyed English language teachers (N = 161) from several Saudi universities regarding their experience with teaching English online. Five themes were explored: institutions’ resources and technical support, knowledge and training, attitudes, effectiveness of teaching and assessment, and overall experience. The results demonstrate the readiness of Saudi universities for online teaching in terms of resources and technical support. In addition, teachers were found to have the necessary knowledge and training needed to carry out their online teaching and assessment. Teachers’ attitudes were mixed towards teaching English online, which may be due to personal preferences and different teaching contexts. The same was also found for their opinions towards the effectiveness of online teaching and assessment as compared to in-person teaching and assessment. While the teachers’ experiences were largely positive towards online teaching, concerns were raised regarding student engagement and assessment reliability. Saudi universities are recommended to capitalize on what they have achieved during the pandemic and offer innovative solutions to enhance assessment reliability and student engagement.

Research on Improving the Effectiveness of Online Teaching of Ideological and Political Course in Colleges and Universities

Research on Improving the Effectiveness of Online Teaching of Ideological and Political Course in Colleges and Universities

I-Quiz: An Intelligent Assessment Tool for Non-Verbal Behaviour Detection

Electronic learning (e-learning) has become one of the widely used modes of pedagogy in higher education today due to the convenience and flexibility offered in comparison to traditional learning activities. Advancements in Information and Communication Technology have eased learner connectivity online and enabled access to an extensive range of learning materials on the World Wide Web. Post covid-19 pandemic, online learning has become the most essential and inevitable medium of learning in primary, secondary and higher education. In recent times, Massive Open Online Courses (MOOCs) have transformed the current education strategy by offering a technology-rich and flexible form of online learning. A key component to assess the learner’s progress and effectiveness of online teaching is the Multiple Choice Question (MCQ) assessment in most of the MOOC courses. Uncertainty exists on the reliability and validity of the assessment component as it raises a qualm whether the real knowledge acquisition level reflects upon the assessment score. This is due to the possibility of random and smart guesses, learners can attempt, as MCQ assessments are more vulnerable than essay type assessments. This paper presents the architecture, development, evaluation of the I-Quiz system, an intelligent assessment tool, which captures and analyses both the implicit and explicit non-verbal behaviour of learner and provides insights about the learner’s real knowledge acquisition level. The I-Quiz system uses an innovative way to analyse the learner non-verbal behaviour and trains the agent using machine learning techniques. The intelligent agent in the system evaluates and predicts the real knowledge acquisition level of learners. A total of 500 undergraduate engineering students were asked to attend an on-Screen MCQ assessment test using the I-Quiz system comprising 20 multiple choice questions related to advanced C programming. The non-verbal behaviour of the learner is recorded using a front-facing camera during the entire assessment period. The resultant dataset of non-verbal behaviour and question-answer scores is used to train the random forest classifier model to predict the real knowledge acquisition level of the learner. The trained model after hyperparameter tuning and cross validation achieved a normalized prediction accuracy of 85.68%.

Research on Home Based Online Learning of Remote Rural Students During the Epidemic

During the COVID-19 epidemic, the unprecedented online education of "no suspension of classes and no suspension of schools" was carried out throughout the country. This survey comprehensively analyzed the actual operation, subjective and objective influencing factors, and students' learning motivation of online classes in remote villages of Zhaoqing City, Guangdong Province. It investigated and analyzed the effect, advantages and disadvantages, and outstanding problems of online teaching in primary and secondary schools of Zhaoqing City under the epidemic situation from the perspectives of students, parents, and teachers, and discussed the teaching methods and strategies to improve the quality and effectiveness of online teaching from a partial perspective, Focusing on improving online teaching focus and online teaching activity, this paper puts forward detailed countermeasures and suggestions on optimizing online learning integrity, providing the following value reference for improving governance and consolidating the development of online teaching construction in Zhaoqing City and even the whole country.

Effectiveness of Online Teaching in Language and Communication Classes in Engineering

Language and communication classes are more effective with the use of direct methods that are also known as natural methods. With use of active learning techniques a language teacher can bring the learners at the centre of the teaching learning process. This study reviews second language teaching approaches and active learning methods. We identified active learning techniques useful in language and communication class. Blended use of selected active learning techniques with computerized teaching learning tools may help in making these classes effective towards fulfillment of specific topic outcomes. Engaging language and communication class in online mode has some hurdles as well as limitations. The present study is an attempt to identify these problems of content delivery in online language and communication classes. The study recommends modified active learning methods for effective online language and communication lectures. Further, we suggest possible academic and professional implications of active learning techniques in online mode. Keywords—Active learning; ICT; Second language teaching approaches.

Effectiveness of Online Teaching Learning Process

Pandemics bring changes all over the world. These changes not only impact at a personal level but also at a professional level. All businesses and organizations are facing challenges of its own due to the enforced COVID-19 lockdown; so is the education sector as well. As we know that “education is key to success,” the sector designed its path during this pandemic. Online learning has become a significant tool to some extent to overcome the problem of education created during the pandemic. Every education institute, right from schools to colleges, adopted online learning. But this online learning is a very new concept in India at every level of education. This article tries to identify the effectiveness of online learning. It tries to identify whether online learning succeeds in achieving the goal of learning and mentoring of students or not. This article tries to identify whether the objective of knowledge enrichment was fulfilled with the online learning or was it just a betrayal. The article also tries to identify the factors which are very much responsible for the effectiveness of online learning. Primary data from 147 management undergraduate and postgraduate students has been used to answer all these questions. Data were analyzed with the help of Smart PLS and SPSS software. With the help of factor analysis, a total of six factors were identified which play a significant role in the effectiveness of online learning. The overall impact of all the factors on the “effectiveness of online teaching” was obtained with the help of structural equation modeling and regression analysis.

Choosing a Lecture Format in Higher Pharmaceutical Education

The forced massive transition of universities to distance learning due to the pandemic has raised questions about the effectiveness of online education in general and video lectures in particular. Research shows that video lectures are either comparable or less effective than face-to-face lectures. In this work, based on the data collected as part of the experiment, we compare two lecture formats (videolecture and face-to-face lecture) based on the educational results of students, and also evaluate the combined lecture format. The experiment involved 151 second-year students in the direction of training “Pharmacy” of Sechenov University. The field experiment was carried out in the spring semester of the 2020-2021 academic year in three stages. At the first stage, some of the students listened to a face-to-face lecture, and some - a video lecture. At the second stage, both groups were swapped. At the final stage, both groups listened to a combined lecture. Our research has shown that a video lecture and a face-to-face lecture are the same in their effectiveness: on average, students received the same educational results as a result of mastering the lecture material. At the same time, the combined lecture led to an increase in the educational results of students - after the combined lecture format, students received a higher score for the post-test, and also showed a greater increase in the level of knowledge. The results of the study will be especially relevant for the administration of universities responsible for the implementation of online learning, and teachers who conduct lectures.

Effect of online education on elementary education in India

The mishaps happening in online education can cost a lot to the students who are getting educated by it in many ways. Elementary students particularly suffer immensely in terms of health, safety due to the online mode of education. The education system for young kids is viewed as a sacred stage since it helps in imparting basic knowledge to a human being. Yet, there are many Initiatives to help the problem, but it is still not enough. The objective of this study is to find whether online education is fruitful for the elementary school, and to deduce how many hours is advisable for elementary class, also to find how much health is getting affected, likely also to see if gadgets is advised to provide to the elementary students, lastly to ascertain which mode of education is most preferable for elementary education. Unlike in the case of doctrinal research where the research is conducted on the basis of facts and data already collected in the library, archives and other databases, collecting or gathering information by a first-hand study into the universe, it helps the empirical research to be carried on. There are a total of 1005 samples collected with regard to this study. It was recorded that the majority of the respondents were between the age of 18 to 30, most of them are male, and the respondents have undergraduate qualification majorly, and many do other occupations.&nbsp; People majorly think that online education for elementary class is average and is not as fruitful as traditional mode, and giving gadgets is not agreed upon, also the hours of study should between 2 to 4 hours, health gets affected very much and with all these aspects say the offline mode is preferable over online for the elementary school students.&nbsp; Hence, through these figures, we are able to understand that there is not much reception regarding online education for elementary students among the general public but truly they are at a confused level about which mode is truthfully the good one for elementary school students.

Perception of Parents and Students on Education in Emergencies during the COVID-19 Pandemic under Thimphu Dzongkhag 2020

Globally COVID-19 pandemic has disrupted the normal functions of schools. Online learning is a new concept in Bhutan. Nonetheless, teaching and learning happened using various online learning platforms. This study examines the students’, parents’, and school’s perceptions about the effectiveness of online Education in the Emergencies teaching-learning environment. A total of 690 students, 677 parents, and 12 schools participated. The survey questionnaire prepared by the Education Monitoring Division, Ministry of Education was used to collect data. The findings of the study suggest that 66% of students enjoyed EiE lessons. Although, 70% of the student respondents reported that their parents could help them in online learning, in reality only 62% of parents provided academic-related support to their children. The findings reiterated that the most popular application during the online learning was WeChat followed by Google Classroom and a slow internet connection and high internet data subscription charges were cited as major challenges for both teachers and students alike. Further, the results of the predictive analysis suggest 11% variability that can be accounted for by studying 1-2 hours in a day. Interaction and communication with teachers to clear their doubts more than four times a week is accounted for an 18% improvement in the effectiveness of online learning. The third predictor supports and guidance received from parents in learning could be accounted for 24% effectiveness, while the final predictor variable time spent on playing video games and other online games did not contribute to change in r square value.

Responses to the covid-19 by education sector: perspectives from bangladesh and china

The purpose of the current study is to investigate the impact of the COVID-19 pandemic on the education sector in China and Bangladesh. This research employs document analysis technique to represent the context. The majority of the research articles used in this study are chosen from well-recognized platforms (i.e., Web of Science, Scopus, Science Direct, PubMed, EBSCOhost and Google Scholar). The findings of this paper illustrate that the pandemic has shaken the education system across the world. The COVID-19 pandemic forced to shut down many educational institutions, which temporarily displaced millions of students across the world. Undoubtedly, the COVID-19 pandemic revealed a direct relationship to reduced learning possibilities of many students in Bangladesh. On the contrary, the COVID-19 pandemic has revealed a new learning dimension across the world. However, the pandemic threatens mental health and throws questions regarding the effectiveness of online education in many nations, e.g. Bangladesh, and China. This study adds notable value to the existing literature by recommending some visionary guidelines for the education stakeholders.

Teaching Undergraduate Otolaryngology During the COVID-19 Pandemic: A Cross-Sectional Questionnaire Study

ABSTRACT Introduction Live teaching via online platforms during the COVID-19 pandemic has proved to be an innovative solution during the crisis, yet limitations were still observed. Teaching challenges during the pandemic must be accurately studied to come up with evidence-based solutions. We aimed to assess the effectiveness of virtual or online teaching in delivering educational objectives to otorhinolaryngology, head and neck surgery (ORL-HNS) clerkship students (undergraduate medical students) during the COVID-19 pandemic. Methods This was a cross-sectional questionnaire study with a survey designed to evaluate undergraduate medical students' responses toward online ORL-HNS classes. The same set of questions was sent to two different groups who were in ORL-HNS clerkship rotation under different quarantine restrictions levels during the pandemic. Results In total, 95 responses were analyzed; 32 responses were collected from the first group of students who were in the clinical rotation exclusively through online means under strict lockdown measurements. The remaining 63 responses were from the second group of students who were in the rotation after modifications to the COVID-19 lockdown protocols; the modifications allowed more in-person meetings under social distancing measures. The overall feedback about the scientific benefit of the ORL-HNS clerkship course was positive, with the majority of students agreeing that they felt prepared for future examinations, but not as much for clinical practice. In addition, students reported that lab skills sessions held after quarantine protocol modifications helped enhance their knowledge and better prepare them for future clinical practice and exams. Conclusion Online teaching technologies might be able to compete with conventional teaching methods, but further improvements must take place to close the gaps between traditional and online classrooms. We believe advanced methods and simulation techniques can be implemented to aid in teaching complex topics in medicine, especially in otorhinolaryngology.

Stavovi studenata o kvalitetu i efektivnosti online u odnosu na klasičnu nastavu histologije i embriologije tokom pandemije COVID-19

INTRODUCTION: The corona virus desease has led to numerous changes in all aspects of our lives. The educational system through numerous innovative learning methods managed the smooth conduct of distance learning. OBJECTIVE: The aim of our study is to examine the attitudes of medical and dental students about quality and effectiveness of online versus traditional teaching, in the course of Hystology and Embriology during the duration of the COVID-19 pandemic. METHODS: The research was conducted online, with the help of a questionnaire designed on the Google Forms platform. The cross-sectional study included second-year students of medicine and dentistry at the Faculty of Medicine in Priština -Kosovska Mitrovica, who during the 2020/21 academic year followed online and classical classes in the subject Histology and Embryology. The results were processed using descriptive statistical methods and appropriate tests for testing the hypothesis about the significance of the difference between two, three or more samples. RESULTS: Out of the total number of surveyed students (n=60), 95% of students attended traditional classes, 88.3% of students attended classes via Zoom platform, while 85% of respondents used Moodle platform. The highest percentage of very satisfied (38.3%) and satisfied (51.6%) students was with traditional teaching. The percentage of available lecturers during online classes is 73.3%, and 76.7% during tradicional teaching. 75% of students believe that tradicional teaching can not be replaced by online teaching method. 68% of students used the literature and available presentations on the Moodle platform to prepare for the exam. A significant correlation was found in the case of satisfaction with the grade and the achieved success in the exam (p=0,001). CONCLUSION: The results of our research show that students preferred traditional over online teaching, which makes traditional teaching a primary and irreplaceable form of education.

AFTER CORONAVIRUS PANDEMIC: MATHEMATICS STUDENTS’ PERCEPTIONS OF THE EFFECTIVENESS OF ONLINE TEACHING IN LEARNING MATHEMATICS

The world before and after Covid 19 has drastically changed, and the impact of Covid 19, especially on education, noticeable at all levels. Since the emergence of the pandemic, researchers in different areas investigated the effect of the pandemic on teaching and learning from different aspects. However, the researches whom discussed the effectiveness of online learning on teaching and learning mathematics are countless. Thus, this research explored the effectiveness of online teaching on learning mathematics from students’ perspectives. It also identified the advantages and disadvantages of mathematics online learning. one hundred-seventy-one students (71 males) and (100 females) mathematics students of Al-Jouf University-Qurayyat were surveyed via written questionnaire prepared by the researcher after university open up. For data analysis, SPSS was employed to explore the effectiveness of online teaching in learning mathematics. The research found that the majority of the students reported positive attitudes and high level of acceptance for online learning of (M=4.14, SD=0.478). Furthermore, there were no statically significant differences between males and females in the attitudes and high levels of acceptance for online learning of mathematics. Also, students with high GPA (more than 4/5) were more aware of the advantages of online learning compared to students (less than 4). Finally, when it comes to the level of study, there is no significant differences in the effectiveness of online learning on teaching and learning mathematics.

Closed Home Physical Education Teaching Model and Response Strategies Based on Big Data Technology.

Online teaching is carried out nationwide in the context of the new crown epidemic prevention and control, and physical education, as one of the compulsory courses in schools and universities, is included within the content of online line lessons. Online physical education teaching is a new approach and attempt to switch from an auxiliary teaching tool to the main teaching tool. The subject matter, target audience, teaching methods, and content of physical education classes have changed dramatically. The development of online physical education has played an important role in popularizing the concept of “sports for life” and establishing the concept of lifelong exercise. Through the analysis and research on the characteristics of online physical education, we propose the measures to promote the overall online teaching ability and level of physical education teachers in the postepidemic period, gradually promote the reform of online and offline physical education, and promote the integration of school physical education and social sports, as well as to build a physical education teacher training system that integrates online and offline development and improve and strengthen the management of Internet physical education resources. Since the teaching effect of online teaching is limited by the teaching means and content, which leads to the low accuracy of the evaluation of online sports teaching effect, for this reason, this paper designs a model based on big data technology and artificial intelligence algorithm for enhancing closed home sports teaching, obtains the overall situation of online physical education by using convolutional neural network to process physical education video sequences, and improves the system performance by embedding the algorithm into the big data framework, to avoid the interference of teaching environment and complete the evaluation of high precision online sports teaching effect. The experimental results show that the proposed method evaluation can improve the computing rate based on ensuring the high accuracy evaluation of physical education online teaching effect.

Construction of Higher Vocational Teaching Resource Database and Application of Network Teaching

In the context of China's educational system reform, teachers in higher vocational colleges must change their teaching ideas and actively implement online teaching, so as to make use of the resources of the teaching resource library to realize a shared, open and flexible teaching resource library, and give full play to the synergy to improve the effect of online teaching. This paper focuses on the problems existing in the construction of online teaching resources in higher vocational colleges, and puts forward the corresponding countermeasures.

Quality Assurance Issues and Solutions in Higher Education Online Systems

Under the current background of the pandemic and "Internet + education", how to effectively ensure the effect of online teaching is a challenge for many educators. This paper aims to analyze and summarize major elements relating to online teaching quality assurance. Four key strategies have been proposed including instructing teachers for online/hybrid course development, training teachers for a virtual class, improving student support and service system for online learning and establishing teacher performance evaluation system. The Research provides guidance for ensuring the quality of online education in colleges and universities.

Health professions education during the COVID-19 pandemic in four health colleges and students&amp;apos; psychological well-being: a private university experience

Background: The pandemic sent billions of people around the globe to lockdown. Fear of a new epidemic, social isolation, work loss, and increased media coverage, in combination with a lack of awareness and knowledge about the pandemic, had intensified feelings of fear, depression, and anxiety. The aim of the present study was to assess the effect of online teaching, including health professional students&amp;apos; psychological well-being during the COVID-19 pandemic. Methods: This study was conducted in four health colleges in Almaarefa University, Riyadh, Saudi Arabia. Students studying medicine and surgery, Pharm D, respiratory therapy, and nursing were included. Kessler-10, a validated psychological distress instrument, was used to measure the psychological well-being. This instrument has been widely used in population-based epidemiological research to evaluate stress levels and was also translated into several languages, including Arabic, to assess the severity of psychological symptoms in population surveys. Results: The prevalence of stress among female students was significantly higher (2.85 times the moderate level; ~4.0 times the severe level) than for male students (OR = 2.85 and p = 0.001 for moderate stress; OR = 3.94 and p &amp;le; 0.000 for severe stress) during the pandemic. Moreover, moderate stress was extremely high in fifth-year students (OR = 3.32; p = 0.01) as was severe stress. Conclusion: Students&amp;apos; psychological well-being was affected due to online learning through a pandemic. Yet, the university provided an optimal online learning system to cope with these challenges. Younger students were more affected than senior students, including those with low IT skills. The study also revealed that the COVID-19 pandemic had a substantial effect on students&amp;apos; mental health, while trying to optimally function in the educational system.

The mechanism of learning effect of online courses in higher-education: An explanation based on the interactive distance theory

"Online courses" avoid the limitation of time and space and effectively integrate educational resources by using internet technology, thus accelerating the development of modern education. The wide use of online courses since the COVID-19 pandemic has made the learning effect of online courses and its influencing factors attract the attention of educators and educational researchers. Based on the Transactional Distance Theory, this paper constructed a model of factors influencing the learning effect of online courses in higher education. We collected sample data of 743 participants in online courses and evaluated the learning effect of online courses through structural equations. The results show that: (1) material content utility and interaction utility of online courses have a significant positive effect on the learning effect and course satisfaction evaluation; further, attention has a mediating effect on the learning effect; (2) Compared with "live broadcast" courses, the effect of material content and interaction on learning effect is stronger in "live broadcast + recording" courses; (3) differences in students' characteristics result in different learning effects. The conclusion of this study provides a theoretical basis for improving the learning effect of online teaching and a reference for formulating targeted incentive strategies based on students’ characteristics.

A Novel Online Teaching Effect Evaluation Model Based on Visual Question Answering

&lt;p&gt;The paper proposes a novel visual question answering (VQA)-based online teaching effect evaluation model. Based on the text interaction between teacher and students, we give a guide-attention (GA) model to discover the directive clues. Combining the self-attention (SA) models, we reweight the vital feature to locate the critical information on the whiteboard and students&amp;rsquo; faces and further recognize their content and facial expressions. Three branches of information are encoded into the feature vectors to be fed into a bidirectional GRU network. With the real labels of the students’ answers annotated by two teachers and the predicted labels from the text and facial expression feedback, we train the chained network. Experiment reports a couple of competitive performance in the 2-class and 5-class tasks on the self-collected dataset, respectively.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;