Effective Online Learning Environments Research Articles

The pivot to online teaching: an opportunity to create effective problem-based learning environments for dietetic education.

Dietetics, as an autonomous profession guided by evidence-based practice, requires a dynamic and adaptable workforce to meet evolving challenges in healthcare, public health nutrition and epidemiological research. This study aimed to explore the opportunities presented by the transition to online education of preparing dietetic students for professional demands, particularly, through the lens of problem-based learning (PBL) within the Community of Inquiry (CoI) framework. This paper examines the shift from traditional classroom and practice placement education to online and blended learning accelerated by the COVID-19 pandemic. It focuses on the application of PBL, rooted in constructivist theories and the CoI framework, which includes social, cognitive and teaching presences. PBL encourages active and collaborative learning, aligning with the multifaceted roles of dietetic professionals. The CoI framework guides the development of effective online learning environments, emphasising the importance of social, cognitive and teaching presence. The transition to online education presents significant opportunities for dietetic education. Careful instructional design and effective teaching strategies are crucial for creating successful online learning environments, as demonstrated through an illustrative case study.

Integrating ECM, TAM, and SDT in Studying Accounting Lecturers' Continuance Intention for ODL: A Review

Lecturers are increasingly expected to use technology to prepare their students for 21st century skills (Ahmad et al., 2019). As a result, online learning will become a common trend in university education in the near future, particularly in accounting (Sarea et al., 2021), especially since the COVID-19 pandemic has brought enormous changes to the educational landscape. Thus, given that the ultimate success of Open and Distance Learning (ODL) hinges on the continuance of intention to use it, it is important to discuss this intention. This review paper aims to explore the factors that could influence accounting lecturers' continuance intention to use ODL by integrating three prominent theoretical models: the Expectation-Confirmation Model (ECM), the Technology Acceptance Model (TAM), and the Self-Determination Theory (SDT). This paper included 23 articles that covered studies from 2008 to 2024. The key ECM, TAM, and SDT constructs that have been used in the literature to predict continuance intention are identified in this paper. The findings suggest that perceived usefulness, perceived ease of use, satisfaction, and intrinsic motivation are potentially critical predictors. It is posited that the integration of the ECM, TAM, and SDT frameworks provide a comprehensive understanding of both extrinsic and intrinsic factors that drive the continued use of ODL among accounting lecturers, offering insights for designing effective online learning environments.

Comparative Analysis of the Switching Behavior of Synchronous and Asynchronous Online Learners in Higher Education

This study examines the phenomenon of learner behavior change in synchronous and asynchronous online learning environments. The article assesses the level, stage, reasons, and impact of change among online learners. To facilitate systematic analysis, a set of comparison parameters has been developed. These parameters include success and failure rates, mode and location of learning, level of interaction, group and individualized learning, courses with practical exercises, economic factors, self-regulated learning, indicators of change, technological tools, learner satisfaction, and the impact of a blended learning model. Overall, this article contributes to the understanding of online learners’ behavioral changes and provides valuable information to educators, administrators, and online education providers for designing effective online learning environments. The identified parameters can serve as a foundation for future research on how synchronous or asynchronous modes can either enhance or hinder the overall learning experience of online learners.

Exploring the factors influencing academic learning performance using online learning systems

-Online learning has become vital and fundamental for learning success in higher education institutions to cope with various learning methodologies or crises such as COVID-19. Therefore, this study investigates factors influencing the academic learning performance among diploma and bachelor's degree students who utilize online e-learning systems in Jordan. Using a conceptual model developed from an extensive previous literature review, the study used a quantitative research methodology to collect data via survey questionnaires. Using PLS-SEM, the empirical analysis of 846 questionnaires collected from Jordanian students demonstrates that task-technology fit and students' satisfaction positively influence learning performance and contribute significantly to student academic success using online learning systems. While the quality of system, service, and information are critical determinants of task-technology fit, student interaction, and instructor interaction are critical determinants of student satisfaction. The study highlights the importance of user-friendly interfaces, effective communication channels, collaboration, and positive learning environments. The findings provide practical insights for universities, online learning system designers, administrators, and instructors to enhance student-learning outcomes. Additionally, system providers can use these findings to address essential successful tools and features needed to create effective and efficient online learning environments. This study highlights practical implications that support higher education institutions' efforts to enhance their online e-learning systems quality and improve student-learning outcomes while helping system providers address essential successful tools and features needed.

Post-Pandemic Shifts in English Language Teaching: Challenges and Perceptions in Online Learning Environments

Online learning has significantly transformed lecturers' methodologies and students' learning experiences in English Language Teaching (ELT). This qualitative case study explores the perceptions and challenges of online ELT in the post-pandemic context, aiming to inform the design of effective future online learning environments. Data were gathered through document analysis, unstructured questionnaires, and semi-structured interviews with six lecturers and ninety students from the English Language Education Study Program at Universitas Mahasaraswati Denpasar. Findings indicate that online ELT has enhanced flexibility and accessibility, boosting learners' self-confidence and fostering self-directed and reflective learning through structured educational presentations. However, challenges persist, including the need for lecturers to maintain student engagement and provide effective feedback online, ensuring that even disengaged students participate actively. Additionally, the objectivity of online assessments and the technological divide are critical concerns. The study underscores the necessity of meticulously addressing these challenges and perceptions to cultivate more dynamic and inclusive online ELT classrooms in the future.

The Learning Then and Now: A Case Study on the Effects of Gender on Online Learning Support Post Covid-19 at a South African University

This paper explored students’ online learning experiences before and post-Covid-19 pandemic with a focus on whether all students are supported to have online learning access without considering their gender differences. The questionnaire was used to collect data from 247 students who were randomly selected from the cohort of 400 students. The study tested the four null hypotheses at 0.05 level of significance: (i) H0: There is no significant association between gender and access to laptop for learning purposes, (ii) H0: There is no significant association between gender and access to internet for learning purposes, (iii) H0: There is no significant association between gender and access to data for learning purposes and (iv) H0: There is no significant association between gender and who provides data to access internet for learning purposes. This study revealed that there is no significant association between the following: gender and access to laptops, gender and access to the internet, gender and access to data, and gender and who provides data to access internet for learning purposes. The study therefore recommended the following: lecturers must not conduct classes when students are at their homes assuming that every student has access to internet connectivity; the provision of necessary support for online learning needs to be strengthened by all the parties who are responsible for support students with relevant equipment for active online learning so that no students is left behind when blended learning is implemented; support students with necessary gadgets and adequate amount of data to enhance online learning; students must be supplied with laptops regardless of gender and year of study. The paper contributes to scholarship by addressing gender disparities in online learning, providing valuable insights for educational institutions, offering a methodological model for future studies, and informing policies to create a more inclusive and effective online learning environment. Keywords: Covid-19, Institution, Online Learning, Remote Learning, Student Access, Gender, Differences, Technology

A Decadal Examination of Community of Inquiry and Blended Learning in EFL/ESL Development: A Systematic Review

The rising trend of blended learning, combining online and traditional classroom learning, shows its efficacy for teaching English as a foreign or second language. Utilizing the community of inquiry framework, it aims to establish effective online learning environments and merge them with blended learning to teach English to non-native speakers. The significance of this research lies in evaluating how this integration affects English teaching as a foreign or second language. The main research question, covering the last decade, investigates this approach’s specific challenges and long-term impacts on language learning. This study uses PRISMA guidelines to analyze Web of Science, Scopus, and Google Scholar data. It includes a manual selection of highly cited studies for a systematic review methodology. Through a theoretical lens, it assesses predictors and outcomes and identifies trends in English as a foreign or second language oral instruction. The findings highlight the dimensions of knowledge, research methodologies, effectiveness, skill enhancement, and obstacles in integrating the community of inquiry with blended learning. Conclusively, the study offers recommendations to improve instructional quality and support the development of students, educators, and stakeholders for the continued growth of this pedagogical integration.

Factors Affecting Online Teaching and Learning among Chinese High School Students: Education Equality Perspectives

Online learning is significant to promote education equality in high school sector. This research aims to explore the factors affecting students' acceptance of online learning, construct a structural equation model of high school students' online learning behavior, and propose measures to promote educational equity. The study employed quantitative research methods, utilizing online questionnaires to gather 633 data from high school students in Dazhou, Bazhong, and Liangshan regions. A comprehensive approach to data analysis was adopted, including descriptive statistical analysis, reliability and validity tests, confirmatory factor analysis, structural equation modeling, and path analysis. Key findings revealed the significant influence of online teaching quality and course content on students' perceived usefulness, ease of use, subjective norms, attitudes towards online learning, and their subsequent learning intentions and behaviors. The study confirmed the mediating roles of these perceptions and attitudes in shaping students' engagement with online learning platforms. In conclusion, the research provides vital insights into the dynamics of online education in a high school setting. It highlights the need for enhanced teaching quality and course design to improve online learning experiences. The findings offer valuable implications for educators, policymakers, technology developers, and other stakeholders, emphasizing the importance of a collaborative approach to create more effective and equitable online learning environments. This study lays a foundation for future research and strategies aimed at optimizing the potential of online education, ensuring it is accessible and beneficial to all students.

A Review of Cultural Adaptability in the Online Learning Environment of Adult Higher Education in Europe

This review examines the significance of cultural adaptability within the online learning environments of adult higher education in Europe over the past decade. It explores how cultural diversity impacts the online learning experiences of adult learners and identifies strategies and practices that foster cultural adaptability in this setting. The findings reveal that cultural adaptability is crucial for enhancing effectiveness and engagement in online adult higher education. To improve learner outcomes and overall experiences, educational institutions need to gain a deeper understanding of learners’ cultural backgrounds and needs, and provide support measures such as multicultural teaching strategies, cultural support services, and inclusive learning communities. These insights have important implications for practitioners and policymakers in adult higher education in Europe, helping them create more inclusive and effective online learning environments.

SATISFACTION OF FUTURE ENGINEERING TEACHERS WITH THE USE OF THE ELECTRONIC PORTFOLIO IN THE PEDAGOGICAL DISCIPLINES

The use of an e-portfolio as an assessment modality in e-distance learning is a response to recent developments in higher education where assessment is an integral part of teaching and learning. The present study aims to determine the level of student satisfaction with the use of the e-portfolio in the study of pedagogical disciplines and to reveal changes according to the identified variables. As a sample of this study, 123 students from UTCN enrolled in the psycho-pedagogical module in the initial teacher training were selected. From the closed items, it was confirmed that the students' satisfaction in using the e-portfolio was at a high level, that a complex portfolio is a relevant method for evaluating students' knowledge and skills, it promotes active and collaborative learning, the platform offers sufficient resources, and it is easy to use for carrying out the activities. There were no significant differences regarding gender, faculty profile, year of study and previous experience of students in using the e-portfolio. Various suggestions were made for future studies to create more effective online and hybrid learning environments in the training of future engineering teachers.

Challenges and Inefficiencies of Online Education among Malaysian Students

The global landscape of education has experienced a seismic shift towards online learning, a transformation underscored by the imperative demands of the COVID-19 pandemic. Malaysia, mirroring global trends, swiftly embraced online education as a crucial response to the unprecedented challenges. However, the integration of virtual classrooms has brought to light inherent inefficiencies, posing distinctive challenges to Malaysian students. This article aims This article embarks on a comprehensive exploration of the challenges intrinsic to online education faced by Malaysian students, peeling back layers to reveal the nuanced inefficiencies entangled in the digital shift. A deeper understanding of these challenges is essential for policymakers, educators, and stakeholders striving to construct a more inclusive, effective, and equitable online learning environment tailored to the diverse needs of the Malaysian student population.

The impact of an online technology course on pre-service teachers’ technological knowledge: Strategies and design

This study investigated how pre-service teachers’ technology integration knowledge changed as a result of participating in an online educational technology course for a semester in the Fall of 2020 and the Spring of 2021. The pre-service teachers’ technology integration knowledge development was assessed through their self-reported technological pedagogical content knowledge (TPACK). A total of 194 participants completed a validated TPACK pre- and post-test survey. The results of multilevel modeling analysis suggested that the participants had significant gains in all TPACK domains. Strategies used in designing the online educational technology course were examined for their contribution to pre-service teachers’ TPACK development. Educational technology-based course included activities that facilitated the integration of the components of TPACK framework through peer interactions, lesson planning, and peer feedback. The findings have implications for future research and provide guidance for the design of effective online learning environments to improve pre-service teachers’ technology integration knowledge.

The high of higher education: interactivity its influence and effectiveness on virtual communities

PurposeAmidst the COVID-19 pandemic, education has shifted to online teaching and learning. Interactivity is a crucial tool used to make online education effective. This study empirically examines the role of interactivity in higher education and its influence on students' behavioral outcomes, specifically focusing on soft skills and personality upgradation.Design/methodology/approachA quasi-experimental research design was carried out for post-graduate students undergoing a business communication course from four major institutions. For analysis, t-test, confirmatory factor analysis (CFA) and partial least squares structural equation modeling (PLS-SEM) have been employed. Experimental research has established the causal relationship between interactivity, personality and soft skill upgradation (SSU).FindingsIt was found that the theoretical structural model has a rational model-fit validity. Resultantly, practitioners may use prior knowledge of virtual community (VC) members to enhance web interactivity, thereby increasing social identity and social bonds in a group for more meaningful and effective delivery of online courses.Research limitations/implicationsThe major limitations lie in its context-dependent nature, predominantly influenced by the pandemic-induced mandatory online learning. The study's cross-sectional design also inhibits its ability to assess goal-directed behaviors over time, necessitating further longitudinal research.Originality/valueThe study is one of the pioneering pieces of research that examines the role of pre-defined grouping and enhanced web interactivity in VCs in the context of online learning, especially during the COVID-19 pandemic. Integrating theories of web interactivity, social bond theory (SBT) and social identity theory (SIT) provides a novel understanding of cognitive and social influences that drive meaningful online discussions and their impacts on knowledge enhancement and personality development. Its findings have implications for the design of effective online learning environments and e-learning pedagogy, contributing to the growing domain of information and communication technology (ICT)-enabled education.

Mapping Research Themes and Future Directions in Learning Style Detection Research: A Bibliometric and Content Analysis

This study aims to provide a comprehensive overview of the current state and potential future research in learning style detection. With the increasing number and diversity of research in this area, a quantitative approach is necessary to map out current themes and identify potential areas for future research. To achieve this goal, a bibliometric and content analysis will be conducted to map out the existing research and identify emerging topics and directions for future research. The study analyzes 1074 bibliographic sources from Scopus and visualizes the results of the bibliometric analysis through co-occurrence and thematic map analysis using VOSviewer and BibliometriX software. Content analysis is then conducted based on the results of the co-occurrence analysis. The findings reveal a significant increase in publications and citations in the field, with popular research topics including classification, adaptive learning, and MOOCs, and the most frequently used learning style models being Felder-Silverman, VARK, and Kolb. Emerging research topics include the use of EEG signals, online learning, and feature extraction. Future research may focus on classification, intelligent tutoring systems, MOOCs, online learning, adaptive learning, and deep learning. This study provides valuable insights into the current and future research trends in learning style detection, which can support the development of adaptive e-learning systems, intelligent tutoring systems, and MOOCs. By identifying popular research topics and emerging areas of study, this research can guide the design and implementation of effective online learning environments. Additionally, the study advances the field of e-learning knowledge by providing a comprehensive overview of the most frequently used learning style models and potential research areas. It sheds light on the ongoing development of learning style detection research and the potential for future advancements in the field, ultimately contributing to the growth and improvement of e-learning practices.

Enhancing Sustainable Design Thinking Education Efficiency: A Comparative Study of Synchronous Online and Offline Classes

As online education advances, there is a growing interest in conducting various online courses. However, design thinking education, which heavily relies on active interactions and discussions among team members, has predominantly taken place in offline environments. This raises the question of whether online design thinking education can be equally as effective as offline education. To address this, our study conducted comparative research between offline and synchronous online design thinking classes to investigate how these different environments contribute to developing design thinking mindsets. The acquisition levels of seven design thinking mindsets—ambiguity, curiosity, empathy, experimental spirit, integrative thinking, open mind, and teamwork—were used to measure the efficiency of the design thinking classes. The research involved a 15-week project-based course provided to 126 engineering students at a university, examining the differences in design thinking mindsets before and after the completion of the process. The study’s findings demonstrated that synchronous online classes favorably influence the cultivation of design thinking mindsets, exhibiting efficiency comparable to that observed in traditional offline courses. Specifically, synchronous online classes were found to be more effective in cultivating empathy, integrative thinking, and open mind, while experimental spirit showed more significant development in offline courses. These findings contribute to a better understanding of the potential of synchronous online design thinking education and contribute the development of sustainable and effective online learning environments.

Mathematics Teachers' Views on Online Learning Implementation Barriers

Mathematics teachers face challenges when it comes to delivering instruction, particularly on topics that require practical applications. This study aimed to determine the barriers encountered in implementing online learning during the pandemic. A quantitative descriptive research design was employed, utilizing a survey technique, with twelve mathematics teachers from St. Paul University Surigao as participants. The primary instrument used to gather data was an adapted questionnaire from Mailizar et al. (2020). Statistical tools employed in this study included Frequency Count and Percentage Distribution, Mean and Standard Deviation, and Analysis of Variance. Findings revealed that respondents poorly perceived the identified online learning implementation barriers, specifically, the teacher-level and student-level barriers. Consequently, the school provided them with enough support for the online learning implementation during the pandemic. It is also concluded that the teachers' number of years in service affects the perception of the online learning implementation barrier in terms of the teacher level barriers. Based on the results, it is recommended that additional training and support be provided to both teachers and students to create an effective online teaching and learning environment, as the teacher-level and student-level barriers were found to be most prominent.

CONTINUOUS INTENTION TO USE ONLINE LEARNING DURING COVID-19 PANDEMIC BASED ON THREE DIFEERENT THEORITICAL MODELS (TAM, SVT, TOE)

The novel COVID-19 pandemic has impacted educational systems in almost all countries worldwide. Traditional classes have been canceled or shifted to online mode through the affected countries. Resuming traditional face-to-face instruction might be delayed. This unexpectedly fast and mandatory shifting to online education, along with the significant challenges that face learners and instructors, has led to uncertainty regarding its future. This study aims to inspect students’ continuous intention (CI) towards online education during COVID-19, by incorporating different constructs from three theoretical models: first, conservation values( Security(SEC), Conformity(CON)) of Schwartz Value Theory(SVT), organizational support factors (Training(TR), Top management support(TS)) in Technology-Organizational-Environmental (TOE) , and the Technology acceptance model(TAM ) main factors (perceived usefulness(PU), perceived ease of use(PEU)). To achieve the research goal, a research model was developed referring to previous strong literature. The data was gathered from 310 students from Imam Abdulrahman Bin Faisal university (IAU) in Saudi Arabia, and analyzed with Structural Equation Modelling SEM-PLS. Findings show that TAM factors (PU, PEU), conservation values factors (SEC, CON), and organizational support factors (TR, TS) are important determinants for online learning adoption during COVID19 pandemic . The study provides directions for designers and developers to establish a more effective online learning environment, which is more suited for the new digitized generation during unexpected conditions.

Understanding the Functional Components of Technology-Enhanced Learning Environment in Medical Education: A Scoping Review.

The online version contains supplementary material available at 10.1007/s40670-023-01747-6.

Exploring teachers’ readiness and beliefs about emergency remote teaching in the midst of the COVID-19 pandemic

ABSTRACT This article reports on a study exploring Greek K–12 teachers’ views and beliefs about emergency remote teaching. A survey was conducted just after schools reopened on May 2020 and 694 teachers participated. The findings indicated that the majority of the participants conceptualised the pandemic as a turning point with regards to the role of digital technologies in schools. Exploratory factor analysis revealed four major factors that affected online instruction during the COVID-19 pandemic: a) teachers’ abilities to design online learning activities; b) teachers’ professional development needs; c) impact of the pandemic on education; and d) teachers’ pedagogical conceptions of online learning. Qualitative data analysis revealed that teachers’ pedagogical skills, in terms of organising effective online learning environments and implementing e-learning interventions in K–12 classrooms, were the key factors for successful online instruction during the pandemic and beyond.

An Effective Instructional Design to Enhance Learning Outcomes of Information Security Course in Online Mode

The course on Information Security deals with the processes and tools for protecting sensitive digital data from disruption, modification and destruction in cyber space. This course is offered as a programme core during the third year of study in the undergraduate curriculum of various engineering programmes such as Computer Science and Engineering and Information Technology. The demand for graduating engineers with the technical skills to detect, respond to, and prevent cyberattacks is at an all-time high. Having understood the potential job market for Cyber Security Professionals, the syllabus of the Information Security course at Thiagarajar College of Engineering, Madurai has been carefully designed in collaboration with industrial experts. The course also provides the necessary foundation for certification exams like Certified Information Systems Security Professional (CISSP) and for pursuing a master’s degree with specialization in Information Security. Because of pandemic, the course has to be delivered in online mode with no compromise in quality. A wide variety of simulation tools, programming assignments, active and collaborative learning techniques, Problem based Learning have been included in the instructional design to create an effective online learning environment. Exclusive rubrics were created for assessing teamwork, ethics and communication. The paper presents a detailed impact analysis of the customized instructional design in improving the attainment of learning outcomes, student engagement and satisfaction. The experimental study has been carried out in a student group of 138 members from the undergraduate programme on Information Technology at our institute in the academic year 2020-21. Adoption of multiple teaching learning strategies has shown significant improvement in the performance of learners in continuous assessment tests and terminal examinations. The satisfaction index of the learners analysed from course end surveys and informal feedback and is found to be significantly high. Keywords— Active Learning; Collaborative Learning; Information Security; Higher Order Thinking Skills; Learning Outcome Attainment; Student Engagemen