Effectiveness Of Online Teaching Research Articles

Accessibility and Effectiveness of Online Learning in China's Vocational Education System: A Comparative Study between Urban and Rural Areas

The rapid expansion of online learning in China has revealed significant disparities between rural and urban vocational students, necessitating a thorough investigation. This study explores the accessibility and effectiveness of online education in both urban and rural settings, focusing on key dimensions like internet availability, device readiness, digital literacy, infrastructure support, LMS adoption, feedback methods, student engagement, and satisfaction. Data was collected from 314 participants, and statistical techniques including the Mann–Whitney U test and Pearson correlation were employed for analysis. The study delved into six crucial areas related to online learning accessibility and academic performance, utilizing Principal Component Analysis (PCA) to understand complex interrelationships among variables. The findings indicated that rural students consistently scored lower in all aspects of online learning accessibility (p < 0.01) compared to urban counterparts. Moreover, rural vocational learners exhibited lower engagement and satisfaction levels in online education, resulting in lower academic achievement than their urban peers. The strong correlations among these parameters highlight the need for integrated interventions to bridge the digital divide. In conclusion, this study underscores the urgency of targeted interventions to address the digital divide between urban and rural areas in China.

The effectiveness of online teaching and learning compared to in-person instruction in science for junior secondary students: a case study in the Kurunegala education zone

Schools and Universities in Sri Lanka have been closed intermittently during the past three years due to COVID-19 and fuel shortages. During this period, in-person teaching became impossible, and online teaching was developed. However, schools have been reopened for in-person teaching and learning at present. In contrast, other countries adopted both methods, online and in-person. It was noticed that a decline in test scores among junior secondary students in some education zones during online learning. This study aimed to assess and compare the effectiveness of online and in-person teaching and learning science among junior secondary students in a selected school within the Kurunegala education zone. The study objectives were to 1). conduct both online and in-person science lessons for two groups separately and compare grade-eight students' performance in both settings; 2) compare teacher-student interaction, learning resources, peer group interaction, and motivation in both sittings; and 3) make suggestions for effective teaching and learning process. Two equally weighted courses were used to teach the two groups. Convenience sample of 72 Grade 8 students was used in the data collection with mixed methods approach. Pre-tests, post-tests, and questionnaires were used in the quantitative data collection. Qualitative data were collected via interviews with ten randomly selected students. The findings revealed that the performance scores of in-person group in Unit 4 (Properties of Matter) of grade-eight Science evaluation were slightly higher than that of online group. Both groups demonstrated similar performance levels in Unit 8 (Changes in Matter). However, in-person teaching exhibited significantly higher scores (p < 0.05) than the online group for factors such as teacher-student interaction, peer group interaction, learning resources, and motivation. Students achieved high results in both settings but needed more resources, reliable internet facilities, and adequate technology skills for online teaching and learning. The study suggests adapting effective instructional methods, technology usage, resource availability, training, participation, peer interactions, and monitoring well-being for effective online science teaching.

Determinants of Online Teaching and Learning Effectiveness for Statistical Concepts and Calculations Subjects During the COVID-19 Movement Control Order (MCO)

In today’s fast-paced ICT-driven world, understanding the factors influencing the effectiveness of online teaching and learning is paramount, especially during the Movement Control Order (MCO) when physical educational activities are restricted. Assessing the efficacy of undergraduate students under these circumstances can be particularly challenging, and the resulting conclusions may vary depending on the context. Consequently, this study is driven by three primary objectives. Firstly, this study seeks to employ factor analysis as a robust method for validating the selected online teaching and learning instruments. Secondly, it endeavors to categorize the survey instruments into distinct core variables using Principal Axis Factor analysis. Additionally, the study aims to harness multiple regression analysis to uncover the factors influencing the efficiency of online teaching and learning. To achieve these objectives, an online questionnaire was administered to 107 students enrolled in a university in Malaysia. The collected data were analyzed using Statistical Package for the Social Sciences (SPSS). The results of the multiple regression analysis revealed that lecturer roles and student attitudes have significant positive relationships with the success of online teaching and learning. In contrast, flexibility exhibited a significant but inverse association. Despite the global transition into the endemic phase of COVID-19, this study aspires to furnish valuable insights for lecturers, students, and university administrators regarding the ongoing practices of online teaching and learning. Ultimately, these insights can empower policymakers to formulate optimal strategies thereby benefiting all stakeholders involved. In conclusion, this study acknowledges its limitations and offers recommendations for further research.

Closer to Learners: Design and Effectiveness of Blended Online Teaching in Law

Closer to Learners: Design and Effectiveness of Blended Online Teaching in Law

Psychometric Properties of the Persian Version of Student Evaluation of Online Teaching Effectiveness (SEOTE) questionnaire Among Medical Sciences’ Students

Background: Due to the increasing number of online educations, traditional methods for evaluation of different on-line education methods are not suitable and there is a need for a valid and reliable tool in this field. This study aimed to examine the validity and reliability of the Student Evaluation of Online Teaching Effectiveness (SEOTE) questionnaire among Medical Sciences’ students in Tabriz, Iran.
 Methods: Using convenience sampling method, the present study included 230 students of Medical Sciences (e.g., mean age of 21.96 ±3.47 years) in Tabriz, Iran. The SEOTE questionnaire was used to collect the data. Forward–backward translation, construct validity and content validity were utilized to check the validity of the questionnaire. In addition, temporal stability was calculated using the test-retest method and Internal Consistency Coefficient (ICC).
 Results: It was confirmed that the SEOTE has appropriate content validity using the content validity index (CVI) of 0.80 and content validity ratio CVR of 0.70. Exploratory factor analysis (EFA) identified the following two factors for domain identification of “communication” and “learning”. A Cronbach’s alpha of 0.97 was obtained for the questionnaire’s reliability, and ICC was used to confirm the temporal stability of the questionnaire (95% Confidence Interval [CI]: 0.966-0.977).
 Conclusion: This study confirms that the Persian version of SEOTE questionnaire is a valid and reliable tool for evaluation of on-line teaching among Medical Sciences’ students.

Online Teaching Effect Evaluation and Analysis Using Combined Weighting Technique

An evaluation index system of online teaching satisfaction was established based on the data of a questionnaire survey. In addition, an evaluation index system of an online teaching effect with four first-level indexes and 14 second-level indexes was constructed from the aspects of pre-class preparation, video production, classroom teaching, and after-class guidance. Then, a combination weighting–Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) model was established using the analytic hierarchy process (AHP), Criteria Importance Through Inter-criteria Correlation method, and TOPSIS model. The objective is to evaluate the online teaching effect of 10 engineering technology universities in Henan Province. Results show that the online teaching effect of these universities is generally satisfactory. In addition, video production and classroom teaching are important factors affecting online teaching, which, however, is slightly influenced by pre-class preparation. On this basis, this study proposes to enhance online assessment, improve students’ attention in class, strengthen teacher–student communication, actively perfect teaching resources, and create a good learning environment.

Pedagogical Strategies for Enhancing Online Collaboration

Purpose: The main objective of this study was to examine the pedagogical strategies for enhancing online collaboration among learners.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings reveal that there exists a contextual and methodological gap relating to pedagogical strategies for enhancing online collaboration. The study provides insights into effective pedagogical strategies for fostering collaboration in online education, emphasizing structured group activities, peer feedback, social media integration, instructor presence, gamification, and cultural sensitivity. It highlights the importance of designing collaborative learning experiences that engage learners, promote interaction, and build community. The findings underscore the pivotal role of instructors in guiding collaborative efforts and fostering a supportive online environment. Continuous research and professional development are essential to enhance the quality of online collaboration, empower learners, and address emerging challenges in digital learning.
 Unique Contribution to Theory, Practice and Policy: Social Constructivism, Community of Inquiry framework and the Connectivism theory may be used to anchor future studies on pedagogical strategies for enhancing online collaboration. The study on pedagogical strategies for enhancing online collaboration recommends that educators diversify collaborative learning activities, leverage technology tools, foster a sense of community, provide scaffolding and support, and support faculty development and infrastructure to create enriching online learning experiences for students. By incorporating these recommendations, educators, instructional designers, policymakers, and educational institutions can promote collaboration, engagement, and success in online courses, ultimately enhancing the quality and effectiveness of online education.

Revealing the Impact: Online Teaching Effectiveness and Student Outcomes during the COVID-19 Pandemic at the University of Cape Coast

This study uses the Technology Acceptance Model (TAM) as a theoretical framework to investigate the significant effects of online instruction during the COVID-19 epidemic at the University of Cape Coast. The main objective is to look into how the effectiveness of online learning environments affects crucial student outcomes like behaviour, engagement, technology assistance, and overall performance. The study utilised a quantitative cross-sectional design, and data collection methods included simple random sampling procedures. The study's primary focus was the unique environment of Ghana's University of Cape Coast. The Technology Acceptance Model led the inquiry, and SPSS was used for statistical analysis. The study's findings show that the efficiency of online learning environments has a significant and favourable impact on students' performance, behaviour, and technological support. This highlights the critical role that effective online instruction plays in influencing favourable student outcomes and laying the groundwork for well-informed decisions about instructional strategies. The study's application highlights the strategic value of funding efficient virtual education systems. Educational institutions can use these insights to enhance online instruction, make the most of technology support services, and fine-tune curriculum design to improve student outcomes.

PERSPECTIVES OF ONLINE EDUCATION ADMINISTRATION: LOOKING AT THE POST-COVID-19 PEDAGOGY USING TPACK MODEL

The impact of educational technology on education changes the landscape of pedagogy. Technology continues to evolve and innovate, and the future of research that could impact educational technology in online education flourishes tremendously. To better integrate new technologies to improve the quality and effectiveness of online education, the TPACK Model has been found effective. Implementing measures using guidelines for these new technological tools in online education can help improve the management of post-COVID-19 online pedagogy. Thus, training on how this model can be used to meet the learner's needs and training the teachers on the methods of exemplary implementation would help to better provide educators with practical pedagogical tools that not only meet the individual needs of different educators but also improve the sustainability and quality of online education administration.

COVID-19 pandemic: transformation from physical to virtual classrooms (mediation analysis using PLS-SEM)

PurposeThe purpose of this paper is threefold: first, to examine the influence of the quality of online classes on student satisfaction and student loyalty; second, to explore the mediating role of student participation between online classes and student satisfaction; third, to examine the mediating role of student satisfaction between online classes and student loyalty.Design/methodology/approachThe primary data is collected from the postgraduate students in Jammu and Kashmir, India. A descriptive research design was applied to collect the primary data via Google questionnaire with the COVID-19 pandemic in mind to maintain social distance.FindingsThe result reveals that online classes and student participation positively affect student satisfaction. Student participation is a partial mediator between online classes and student satisfaction, with 0.393 Variance Accounted For (VAF). In comparison, it is a full mediator between online classes and student loyalty with 0.96 VAF.Research limitations/implicationsThe current study was restricted to postgraduate students, while future research could include research scholars, graduate students, and others. Only government institutions in Jammu and Kashmir were employed for the present study. The study may eventually be expanded to include private universities and more states.Practical implicationsThe suggested approach can help teachers, students, policymakers and administrators. The study emphasizes the crucial elements of student engagement and happiness, which must be prioritized to improve online teaching and learning effectiveness and win over students' loyalty.Originality/valueThe study tested the conceptual framework of an integrated approach connecting online classes, student participation, student satisfaction and student loyalty. The study was conducted during the COVID-19 pandemic lockdown period, as it was the need of the hour to come out of such a crisis in the future. The present study can also provide a roadmap for transformation from physical to virtual classrooms.

Analysing the examination results to measure the effectiveness of online vs. physical teaching during the COVID-19 pandemic among undergraduates in Sri Lanka

Analysing the examination results to measure the effectiveness of online vs. physical teaching during the COVID-19 pandemic among undergraduates in Sri Lanka

Rethinking Online Teaching Evaluation in Post-Pandemic Era

Online education in the post-epidemic era is bound to reshape Chinese education, while the integration of online and offline education will inevitably pose a summoning for refreshing the conventional teaching evaluation system. The saying paper proposed that online teaching evaluation should take learners’ evaluation as the core as well as the “Four Evaluations” as keystone to build a refreshed online teaching evaluation system, and to make it meet the needs of the new era. Moreover, the saying paper conclusively argued that the idealized online teaching evaluation should realize scientific evaluation by different educational stakeholders, and provide references for designing, developing, and implementing the effectiveness of online teaching and learning.

Digital competence of the future accompanist-pianist in the conditions of distance learning: an essential analysis of the concept

This article is devoted to the study of the concept of "digital competence" in the context of the future concertmaster-pianist in the conditions of distance learning. The article provides a substantive analysis of the concept of "digital competence" and describes the main components of this concept. The authors investigate what digital skills and knowledge a future concertmaster-pianist needs to successfully perform professional tasks in the conditions of distance learning. In particular, the article considers such aspects as working with specialized software, using online resources for searching and analyzing information, the ability to cooperate and communicate with other musicians and specialists. The findings of the study may be useful for future concertmaster pianists who seek to develop their digital skills and knowledge to enhance their professional opportunities in today's music industry. In summary, digital competence is essential for accompanist-pianists in the conditions of distance learning. Piano education is actively developing in the format of online learning, which expands the possibilities of theoretical knowledge and practical skills of students regardless of place and time while having high efficiency. A study aimed to ascertain what competencies professional accompanists and accompanying teachers deem sufficiently important to have found that digital competence is one of the essential competencies for piano accompanying. A study investigated the effect of online teaching and individualized instruction in piano lessons. A paper suggests new learning approaches to interactive piano instruction. Online piano education, individualized online instruction, and interactive piano teaching are some of the ways in which digital competence is being applied in piano education.

Investigations on Comparative Effectiveness of Online Teaching for Delivery of Typical Health Sciences Program Curriculum, In Relation to Intended Learning Outcomes and Student Satisfaction

Investigations on Comparative Effectiveness of Online Teaching for Delivery of Typical Health Sciences Program Curriculum, In Relation to Intended Learning Outcomes and Student Satisfaction

Online Teaching Effectiveness of Nurse Instructors: A Systematic Literature Review

The online teaching effectiveness of nurse instructors builds a systematic literature review that aimed to identify and critically assess available research publications for identifying online teaching effectiveness in nursing education. The review process undergoes five stages namely: framing of questions for review, identifying relevant work, data screening, assessing the quality of studies, and interpretation of findings. The articles were thematically analyzed. The articles' patterns were observed and grouped accordingly. The themes were subsequently aggregated and organized into a thematic map. The thematic map served as the basis for the generation of item statements. The three main themes that emerged based on the thematic analysis of the systematic literature review were: active learning, instructor-learner connection, and modern teaching. Keywords: Nurse instructors; Online education; Online teaching, Online teaching effectiveness

Online teaching and learning of a pharmacy curriculum designed for active learning and professional skills development – A report of students' perceptions and learning experience in two international campuses

Background and purposePharmacy students' perception of the effectiveness of remote online learning experienced during the pandemic, and their learning expectations post-pandemic were unknown. The main purpose of this study was to examine students' perceived effectiveness of online teaching and learning activities developed for active learning and pharmacy professional skills development, and the feasibility of online assessments. Educational activity and settingA cross-sectional online survey involving second-year pharmacy students of Monash Malaysia (MA) and Monash Australia (PA) campuses was conducted. The survey consisted of 15 Likert-scale multiple-choice questions and an open-ended question. Data were analysed statistically. FindingsStudents at both MA and PA campuses were satisfied with the remote online learning experienced during the pandemic but indicated a preference for a blended learning approach. Students at the MA campus felt that on-campus face-to-face classes were more engaging and advantageous for their learning and skills development (P < .05), and on-campus assessments allowed them to engage and perform better (P < .05) compared with students at the PA campus who felt neutral or disagreed. Both student cohorts were happy with some of the lectures being conducted online synchronously or asynchronously. SummaryDifferences in cultures, and learning behaviour and preference may influence learners' perceptions and expectations of online learning. This study suggests that blended learning involving both online and face-to-face interactive activities may promote engagement, satisfaction, and outcomes of culturally diverse learner populations post-pandemic.

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