Effectiveness Of Online Teaching Research Articles

An Exploration of Key Success Factors for Enterprises Implementing Online Education Training Based on the Unified Theory of Acceptance and Use of Technology

Abstract The key factor in achieving a competitive advantage for businesses lies in the talents that cannot be easily replicated. In the face of economic changes and the post-pandemic era, leveraging technology to accelerate learning scenarios and enhance employee competitiveness becomes paramount in corporate management. Due to technological advancements, online learning, characterized by its freedom from temporal and spatial constraints, has emerged as one of the forms for corporate education and training. Past empirical studies on the effectiveness of online education have yielded mixed results. Therefore, this study seeks to explore the reasons behind these discrepancies, serving as a reference for formulating educational training programs and providing assistance to relevant industries in evaluating the implementation of online education and training. The researcher employs the Integrated Technology Acceptance and Use Model as the foundation. In the first phase, relevant literature is collected, leading to the identification of four dimensions and 14 indicators. In the second phase, a Likert five-point scale is employed to extract the top three indicators for each of the four dimensions. Finally, a survey using the Fuzzy Analytic Hierarchy Process questionnaire is conducted to obtain the relative weights for the four dimensions and twelve indicators, with the dimensions ranked in the following order: hedonic motivation, habit, price value, and personal innovativeness. The study concludes with five propositions, aiming to provide crucial reference points for companies implementing online education and training, ultimately speeding up adoption and enhancing the intention to use online education. JEL classification numbers: C83, I25, M53, O15. Keywords: Unified Theory of Acceptance and Use of Technology (UTAUT), employee training, online learning, Key Success Factor (KSF).

The Effectiveness of Online Learning in The Emerging Academic Environment: A Structural Equation Modelling (SEM) Approach

This study investigates the mediating influence of perceived ease of use on the relationship among faculty perspective, students’ perspective, technology perspective and the effectiveness of online learning. Employing a causal-comparative research design, data were collected from 390 respondents using a five-point Likert scale. Structural equation modelling through AMOS was employed as the data analysis tool. The research findings reveal that perceived ease of use plays a crucial mediating role in the association among faculty perspective, students’ perspective, technology perspective and the effectiveness of online learning. The results underscore the significance of user experience and the ease with which individuals interact with online learning platforms in influencing the overall effectiveness of online education. These findings offer valuable insights into enhancing the design and implementation of online learning systems, with the aim of improving user satisfaction and maximizing the educational outcomes of online learning environments. As technology continues to play an integral role in modern education, understanding the role of perceived ease of use becomes paramount in creating engaging and effective online learning experiences. Future research avenues may delve deeper into specific factors that contribute to perceived ease of use, further enriching our understanding of the intricate dynamics between user perspectives and online learning effectiveness.

Exploring the Impact of Interactive Multimedia Elements on the Effectiveness of Online Teaching in Higher Education: A Quality Evaluation Perspective

Exploring the Impact of Interactive Multimedia Elements on the Effectiveness of Online Teaching in Higher Education: A Quality Evaluation Perspective

P208 - Targeted therapy for advanced/metastatic urothelial carcinoma: Effectiveness of online education in improving knowledge, competence and confidence of oncologists and urologists

P208 - Targeted therapy for advanced/metastatic urothelial carcinoma: Effectiveness of online education in improving knowledge, competence and confidence of oncologists and urologists

Evaluation and improvement of online teaching effectiveness of civil law in the context of data analysis

Abstract In this paper, we filtered fused and integrated online teaching learning behavior data by collecting basic information of teachers’ and student performance information, generated comprehensive assessment, and established a model of students’ online learning process. Finally, an assessment scheme was developed and tested using the online teaching of civil law courses as a case study, and the total learning efficiency was evaluated. The results showed that the proposed scheme in this paper is reliable and reasonable for assessing the teaching effectiveness of online education. The research results of this paper provide new ideas and methods for assessing the effectiveness of online teaching in civil law, which can help teachers better understand students’ learning behaviors and learning effects and improve their teaching strategies promptly.

An Evaluation of Online Science Classes Based on Students’ Science Learning Experiences

Online science courses have become increasingly popular due to their accessibility and convenience. Consequently, evaluating their quality is essential for ensuring students receive a rigorous and valuable education. This study investigates the effectiveness of online science classes in terms of student- faculty interaction, time on task, active learning and cooperation among students by considering the participant students' experiences and their evaluations of online science courses. The participants were 2034 students from different middle (year 5 to 8) and high schools (year 9 to 12) during 2022-2023 academic year. All of the participants attended online science classes from 2nd half term of 2019-20 and whole school year of 2020-21. The data was collected by using the Student Evaluation of Online Teaching Effectiveness (SEOTE) scale, which was developed by Bangart (2005). The student responses were evaluated based on their school year, frequency of attendance, and means used to access online science classes. The findings of the study revealed that the participant students were not satisfied with online science learning experiences in terms of faculty-student interaction, time on task, cooperation among students and active learning practices. The study also found that faculty-student interaction, time on task, cooperation among students were important predictor of active learning for online science learning practices. Based on the findings the study suggests that when designing or implementing online science classes, students’ engagement, teacher-faculty interaction, creating opportunities for students to cooperate and helping students to actively engage in the activities should be taken into consideration by teachers.

Analysing Faculties Perspective towards Psychological Outcomes of Online Education

While there are many advantages to an online education, there are also some disadvantages, including difficulties with motivation, isolation, and burnout. These psychological effects on students and teachers can be mitigated via adequate preparation, well-designed courses, and a welcoming virtual community. If these problems are fixed, everyone involved in online education will have a better experience. The rapid growth of online learning has caused a sea change in how educators approach their classrooms and the processes of teaching and learning. From the perspective of the mental health of teachers, this study looks into the effects of online education. In recent years, there has been a rise in the popularity of online universities. By understanding the challenges faced by their faculty and taking preventative measures to improve their mental health, educational institutions can successfully navigate the ever-changing landscape of online education while protecting the general well-being of their personnel. The main goal of this research is to study the challenges faculties, face in online teaching, to explore & analyse the factors considered by faculties towards POOE “(POOE means Psychological Outcomes of Online Education (POOE)”, to find the association of demographic factors with POOE “(POOE means Psychological Outcomes of Online Education)”.

Attitude of Higher Education Students towards the Effectiveness of Online Education with Special Reference to Coronavirus Pandemic

Attitude of Higher Education Students towards the Effectiveness of Online Education with Special Reference to Coronavirus Pandemic

Online Teaching in Management Education: A Case Study of Janakpurdham

This research paper explores the effectiveness, challenges, and opportunities of online teaching in the context of management education in Janakpurdham, Nepal. In this study, a survey method of research design has been employed. The nature of this study is a descriptive and survey research. Questionnaire method has been used to collect the data from students and faculty members. The study has been done by convenient sampling method. The findings reveal that both faculty members and students perceive online teaching as equally effective as traditional face-to-face teaching in management education. The benefits of online teaching, such as flexibility, access to diverse resources, and opportunities for global collaborations, are acknowledged. However, challenges related to limited face-to-face interactions, maintaining student engagement, and technical issues are identified. The research highlights the significance of faculty training and support in adapting to online teaching methods. The study also offers recommendations to improve online teaching practices in management education in Janakpurdham, emphasizing interactive pedagogical strategies, technological readiness, and incorporating student feedback into course design.

Students' Perception of Online Teaching and Face to Face Teaching

After more than a year of online education in Croatia, which was caused by COVID-19, it is necessary to determine the effectiveness of online teaching. Therefore, the goal of the study was to determine the difference of the students' perception of quality between online and face-to-face teaching. The empirical study reveals which form of teaching is perceived to be of higher quality when taken as a whole by students, and what their perception is regarding the individual segments (lectures, seminars, mid-term exams, exercises, written/oral exams) of both types of teaching. The research was carried out with a questionnaire (N = 172). To process the results of the research, statistical methods of descriptive statistics, the Kolmogorov-Smirnov test, Pearson correlation coefficient, and the t-test were used. The findings show that there is a statistically significant difference between online and F2F teaching. For more generalised data, it is necessary to involve other higher education institutions. The research makes recommendations for improving the education process in online teaching during the COVID-19 crisis or other similar crises.

Effectiveness and influencing factors of online teaching among primary and secondary school teachers in China during the COVID-19: in depth interviews.

During COVID-19, online teaching was adopted in many countries and online teaching effectiveness attracted widespread attention. This study used in-depth interviews to explore the factors affecting online teaching efficacy of primary and secondary school teachers from teachers' perspectives, and used open coding, axial coding, and selective coding to analyze and organize the interview materials. Five thematic elements were finally derived, namely acceptance, professionalism, interactivity, instructional leadership and support, and home-school collaboration. From the teacher's perspective, acceptance, professionalism, and interactivity are closely related to the individual teacher, while instructional leadership and support, and home-school collaboration are two important external elements. This study explored the influencing factors of teaching effectiveness in different contexts, enriched the theory of teaching effectiveness, and provided practical support for the future development of online teaching.

Yüksek Öğretimde Çevrimiçi Öğrenci Katılımı: Bölüm 2 – Pratik

Online learner engagement is a key factor for the quality and effectiveness of online education. It refers to the degree of involvement, participation, and interest that students show in their online courses and how they interact with the content, the instructor, and their peers. However, engaging online learners can be challenging due to the lack of physical presence, social cues, and immediate feedback that are often present in face-to-face settings. Therefore, it is important for online educators and researchers to understand the factors that influence online learner engagement and the educational techniques that can enhance it. This paper discusses the factors that influence online learner engagement, such as technology and interface characteristics, content area experience, student roles and instructional tasks, information overload, transactional distance, e-learning capital, perceived usefulness, computer self-efficacy, motivational beliefs, and learning strategies. It also reviews the educational techniques that can enhance online learner engagement, such as social engagement, cognitive engagement, behavioral engagement, collaborative engagement, and emotional engagement. Moreover, it explores the gamification and simulation techniques that can also enhance online learner engagement by providing interactive and immersive learning experiences. Finally, it examines the methods and instruments for measuring online learner engagement, such as self-reports, behavioral logs, physiological measures, learning analytics, observation and feedback, and various scales and surveys. The paper concludes with a summary of the main findings and implications for online education practice and research, and identifies some gaps in the existing literature and suggests some directions for future research.

Retracted: Mathematical Modeling and Simulation of Online Teaching Effect Evaluation Based on Decision Tree Algorithm

Retracted: Mathematical Modeling and Simulation of Online Teaching Effect Evaluation Based on Decision Tree Algorithm

Evaluation of Online Teaching Effect of Vocational College Teachers Based on TOPSIS Technology and the Hierarchical Chi-Square Model

Internet teaching space requires teachers to be skilled in new technological platforms and tools and use new teaching interaction modes and evaluation means. Moreover, most front-line teachers have no online teaching experience before and bear the great pressure of online teaching. Hence, the evaluation of online teaching is challenge that has to be solved. A total of 169 teachers from six vocational colleges in Zhejiang Province were chosen as the research subjects in this study to improve the poor accuracy of the simple linear evaluation results of traditional classroom teaching. The relative efficacy of the online teaching quality of 169 teachers was estimated through the technique for order of preference by similarity to ideal solution (TOPSIS) technology. Next, the causal relationship between excellent achievement in online teaching training and the teaching effect of teachers with different titles was analyzed using the hierarchical chi-square model. Research results demonstrated that 12 level-2 indexes used in this study could depict the online teaching effect of university teachers comprehensively. The TOPSIS method calculated the scientific and reasonable ranking and evaluation values of 169 teachers. The Cochran–Mantel– Haenszel conditional independence test of the chi-square test presented significance. Our study of the instruments used to evaluate teacher success in online teaching shows that significant differences exist between evaluation grades for online teaching training and excellent achievement in online teaching training. This study can provide important references to comprehensively guide teachers to understand the value orientation of the new online teaching mode.

CHALLENGES FACING ONLINE TEACHING AND LEARNING IN AFRICAN HIGHER EDUCATION INSTITUTIONS: EMPIRICAL REVIEW

Increasing demand for higher education coupled with globalization has led to the adoption of online teaching and learning to cope with the growing number of students. Even though online teaching and learning have advantages, some challenges bedevil its smooth implementation. The purpose of this article was to present a literature review of the challenges that higher education institutions in Africa face concerning online teaching and learning. The method that was employed in the review was the scoping review method. Empirical studies from 25 African countries published between 2000 and 2023 were assembled and reviewed. In all, 65 studies were reviewed in terms of three themes namely: 1) level of readiness/preparedness for online teaching and learning 2) access and participation in online teaching and learning, and 3) effectiveness of online teaching and learning. The results suggest that most of the challenges confronting online teaching and learning in African higher education institutions include inadequate preparation/readiness to adopt an online mode of teaching and learning. Issues of lack of readiness include inadequate ICT infrastructure, low levels of ICT literacy among students and teachers, weak pedagogical skills of teachers, and weak institutional policy framework to drive online teaching and learning. The results further revealed that access and participation of students in online teaching and learning in most parts of Africa are poor due to poor internet connectivity, lack of electricity, lack of access devices such as laptops and smartphones as well as higher cost of data. The review additionally revealed issues of effectiveness such as limited collaboration and interaction among participants in the e-teaching and learning, inability to engage in practical work such as laboratory practical and some mathematical computations. Other issues discovered include poor pedagogical skills of teachers. These challenges must be addressed to enable African higher education institutions catch up with the rest of the world in the adoption and utilization of ICT in teaching and learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0075/a.php" alt="Hit counter" /></p>

Efektifitas Learning Management System di Beberapa Universitas Indonesia Pada Masa Pandemi

The pandemic that has hit almost all countries has limited human movement, and so has Indonesia. The pandemic has affected many sectors, especially the economy, and business, and one of them is education. At the beginning of the pandemic era, the education system in Indonesia implemented the distance learning method, and now, some universities are still implementing it. Several campuses in Indonesia utilize the Learning Management System (LMS) to support distance learning, in which the learning process can take place and be as effective as face-to-face learning. This research uses quantitative methods to focus on the effectiveness of LMS at several Indonesian universities during the pandemic. One hundred thirty-four students from 41 universities in Indonesia participated in this study. The results of this study are that online assessment, online teaching effectiveness, and online support do not significantly affect student online learning satisfaction. In contrast, gender does not significantly affect learning satisfaction and intention to use online learning with LMS.

A Comparative Study of the Effectiveness of Online and Conventional Instructions on Learners’ Productive Skills Development

In the current millennium, the integration of instructional technologies has become mandatory, especially when the focus of instruction is only on fluency and correct learning. English as a foreign language (EFL) teachers believe that students can achieve an adequate level of fluency and accuracy only if they speak and write English with less difficulty and more spontaneity. For this purpose, instructors ceaselessly seek versatile ways and approaches to enrich the teaching of four language skills (mainly the productive ones). Online sources provide both students and instructors with various ranges of software applications and platforms to actively involve in different class activities. This study aims to pinpoint the effectiveness of both online and conventional teaching on learners’ productive skills and to examine which mode of instruction leads to constructive output of EFL learners. Furthermore, this article considers teachers’ attitudes and learners’ perceptions on the use of online instruction in EFL classrooms. This research uses a qualitative approach by means of an interview and a questionnaire designated to 15 EFL teachers and 400 learners in a private university in Turkey. The results of this study reveal that both teachers and learners prefer having Hybrid instruction (the combination of both online and face-to-face models) in teaching and learning productive skills, so the findings of this research can assist EFL teachers, material designers and policy makers to include Hybrid education in their curricula.

Critical contextual factors of sustainable online teaching: learning the lessons of pandemic times from physical education teachers’ and school administrators’ perspectives

ABSTRACT Background The COVID-19 pandemic has upended schooling around the world and prompted a shift to online teaching and learning, including in primary (elementary) physical education (PE). PE is typically characterized by physicality and close proximity to others, the shift to online delivery has drastically changed this landscape and brings significant consequences for the future of PE in schools. Teacher and school administrator perspectives on the critical enablers to effective online delivery of primary PE during the pandemic can help inform the development of sustainable online education that enhances teaching, learning, and professional development in the post-COVID context. Purpose Informed by the job characteristics theory (JCT) and social-ecological model (SEM), this study aimed to explore the contextual factors contributing to effective and potentially sustainable online teaching from the perspectives of PE teachers and school administrators. Methods Semi-structured interviews with a total of 16 teaching staff including two principals, two vice principals, and 12 PE teachers were conducted. Taking a combined inductive/deductive thematic approach, the data analysis was underpinned by JCT to explore participants’ perception and motivation towards online teaching in PE that fostered its adoption, use, and enhancement during the pandemic. The SEM was also applied to enable further exploration of facilitators perceived by PE teachers and school administrators at the interpersonal, institutional, community and policy levels. Findings : Contextual factors of sustainable online teaching in PE at each level of SEM were identified by the participants. On the intrapersonal level, the motivating potential of the job and readiness appeared to enable the effective transition to online PE by teachers and schools. Of the interpersonal, community, institutional, and policy factors, parental engagement, reach out to the community, institutional leadership and policy making, influenced participant perceptions toward the effectiveness of online PE teaching and its potential sustainability. Conclusions Our findings revealed that the effectiveness of online teaching in primary PE setting during the COVID-19 pandemic was influenced by the interaction of factors across all levels of SEM. The lessons learned from PE teachers and school administrators have several implications for the potential sustainable development of online PE teaching. First, school leaders and policy makers need to understand the potential benefits of offering quality online PE lessons by schools during class suspension. Second, a review of teacher training programmes and professional development for the pedagogical shift in PE is warranted. Third, there is an equally pressing need to identify effective parental involvement practices that contribute to students’ home online PE learning during the school suspension.

To study the effects of online teaching on eyes of school going children during COVID pandemic

During COVID pandemic, with schools being closed, digital platforms are being extensively used for online teaching and learning. Children are being exposed to video display units (VDU) for prolonged durations making them susceptible to ocular problems and development of the Computer Vision Syndrome. Through this study, we attempted to study the effect of this added use of VDUs through online teaching on eyes of school going children. A Google survey of 18 questions was prepared assessing the pattern of online teaching sessions, type of devices used, use of protective accessories and presence of ocular symptoms. The form was floated on social platforms for parents of school going children. Data was collected and analysed using Microsoft Excel and percentage and p value calculated using chi square test. Out of 982 children, 494 (50.3%) had one or more ocular symptoms. Headache was found in 205(41.49%), excessive rubbing of eyes in 178 (36.03%), pain in 155 (31.37%), redness in 135 (27.32%), watering in 132 (26.72%), blurring of vision in 67 (13.56%) and changes in glass prescription in 42 (8.50%) children. We found total duration of online class and continuous use of VDUs to be statistically significant influencing factors. Online teaching learning should be cautiously conducted as the use of VDUs can affect the ocular health of the children.

The Effect of Online Education on Student’s Achievements of Piano Proficiency Course in Music Education Program

The Effect of Online Education on Student’s Achievements of Piano Proficiency Course in Music Education Program