Online Learning Experience Research Articles

Assessing the prevalence of generalized anxiety disorder in a multicultural medical education setting in Saudi Arabia during the COVID-19 pandemic.

Mental health among medical students is an area that has been increasingly garnering world-wide attention. Yet, despite this increased attention, research related to anxiety disorders in Saudi Arabia remain limited. This study aims to address this gap by assessing the prevalence of generalized anxiety disorder (GAD) as well as explore its association with students' sociodemographic factors and academic performance among medical students in a Saudi Arabian institute that has a diverse, multicultural student body. The study takes place in a unique educational environment: a privately funded institute in Riyadh, the capital of Saudi Arabia, with 32% of its student body comprising international students from over 40 countries, during the COVID-19 pandemic. The study deploys the use of a survey that was sent to the students at this institute via their institutional emails. A survey containing 33 items assessing demographics, GAD using GAD-7 questionnaire, stress-relief measures, online learning experience during the pandemic, mental disorders, anxiety associated with the pandemic, two open-ended questions, and one item assessing sleep difficulty. The results of the survey showed that a significant majority of the responders' scores in the GAD-7 assessment were in the range of moderate to severe anxiety. The results also suggest that low cGPA and the first academic years are significantly associated with higher GAD-7 scores. Students found severe time constraints, difficult educational content, and lack of psychological support to be major sources of stress. Furthermore, students suggested providing an in-house psychologist, personalized feedback, and guidance on study tactics as methods to reduce anxiety. These findings, among others, suggest a need for further studies and research in this field to uncover broader patterns and inform targeted mental health support strategies.

Which Priorities Should Guide Design of Online Health Professions Capability-Based Curricula?

Inquiry-based learning instructional design methods support online health professions capability-based curricula. This article proposes which instructional design priorities should guide development of inclusive, accessible online curricula and learning experiences.

Evaluating pandemic-induced online learning in india: Secondary and senior student experiences

This paper comprehensively evaluates the online learning experience of secondary and senior secondary school students during COVID-19 in India. Nine hypotheses have been developed to explore the implications of students' online experiences and identify students' learning experiences using online platforms in contrast to their experience in face-to- face learning. Following a quantitative method, the data were collected from students (n = 478) in grades X, XI, and XII from 42 schools in four districts in Himachal Pradesh, India. The chi-square test was used for hypothesis testing. The analysis confirms that though students' social interaction skills, active student participation, and the teachers' feedback are not similar in online and face-to-face learning, creative skill development and active learning, and other measured learning parameters are similar to face-to-face learning experiences, providing reassurance about the effectiveness of online learning. This study also identifies the advantages and disadvantages of online learning. The study offers creative approaches to boost learners' social interactivity and suggestions for curriculum development. The study has identified significant insights about online learning from students' perspectives, which can be considered in developing targeted interventions not only during the disruption of the traditional teaching approach but also as a blended approach to learning. This paper provides statistically tested foresight for the effectiveness of online learning while also offering practical implications for educators and policymakers, informing them for future preparedness.

Shakespeare and Social Presence: The Power of Virtual Reality in Remote Education

This mixed methods study focuses on a remote educational intervention using Quest 2 headsets to facilitate a virtual reality book club studying the works of William Shakespeare. Students engaged with one another, a teacher, and a live actor in virtual reality using VRChat and Bigscreen for this online learning experience. Social presence and academic growth were evaluated. Data was collected using a pre-post assessment test, writing prompts, multiple-choice questions, and student interviews to measure knowledge of Shakespearean works. Three quantitative measures, student interviews, and writing prompts were used to assess social presence. Results suggested that students can learn about Shakespeare while also building social presence in virtual reality. The majority of students interviewed stated it was easier to make friends in virtual reality than in an in-person setting. This study can serve as a model for future research on the social and academic elements of innovative educational technology.

The Relationship between Online Learning, Associated Factors and Emotional/Behavioral Problems in Primary School 1st Grade Students

Aim: The use of online learning, which has spread rapidly worldwide in recent years, has increased considerably with the COVID-19 pandemic. The study aimed to evaluate the online learning experience of children attending primary school 1st grade and the relationship between online learning, related factors, and Emotional/Behavioral problems. Materials and Methods: This study was carried out with 378 mothers who have a child attending primary school 1st grade. Demographic data were assessed with the Sociodemographic Data Form, which included information about the online learning process and school, and the parent-rated Strengths and Difficulties Questionnaire (SDQ) to assess emotional/behavioral problems. Results: 50.5% of the mothers reported that their children experienced emotional/behavioral problems, while 45.3% reported that online learning exacerbated their children's emotional/behavioral problems. SDQ Emotional problems score was significantly higher in girls, while SDQ Conduct problems and Hyperactivity/inattention subscores, and SDQ total scores were significantly higher in boys. The SDQ peer problems subscore and SDQ total scores of illiterates were significantly higher than those of literates. There was a significant negative correlation between the extracurricular screen time and all SDQ scores except the prosocial behavior subscore. The SDQ conduct problems and peer problems subscores and SDQ total scores of children with regular activities/hobbies were significantly lower than the others, while the SDQ prosocial behavior score was significantly higher. Conclusion: Our study findings showed that online learning negatively affected almost half of the children in terms of emotional/behavioral problems for different reasons, gender can lead to differences in emotional/behavioral problems in early childhood, illiterate children and children with increased extracurricular screen time may be more at risk in terms of emotional/behavioral problems and regular activities/hobbies may contribute positively to the process.

Enhancing Academic Integrity in Online Assessments: Introducing an Effective Online Exam Proctoring Model using YOLO

The issue of cheating during exams has become a significant concern, gaining widespread attention from the public and media. This issue has been made worse by the transition of educational institutions to an online format, making it simpler to engage in academic dishonesty. To overcome this problem, developed an innovative solution known as the Online Exam Proctoring Model using You Only Look Once (YOLO) Model. With the use of cutting-edge computer vision algorithms, the proposed model makes use of data from cameras and microphones to automatically spot and prevent cheating during online exams. Face orientation, face spoofing detection, mouth tracking, audio analysis, mobile device recognition, and person counting are among the primary elements built into the model. Object detection algorithms, in conjunction with pre-trained YOLO weights, empower the model to detect mobile devices and count the number of individuals present in the exam environment. The automatic termination of exams upon detection of mobile devices, multiple persons, or no persons for 10 seconds acts as a strong deterrent against cheating. The suggested methodology created a reliable and effective tool for online examinations, guaranteeing the academic integrity and enabling impartial assessment of the skills and knowledge of learners. By implementing this solution, educational institutions can foster a secure online exam environment, promoting a culture of honesty and trust between students and educators. As navigate the evolving environment of education, the model stands as a reliable ally in upholding the credibility and authenticity of online learning experiences.

Enhancing the online learning experience of Chinese college students: an investigation of facilitation strategies and their mixed association with student satisfaction

Enhancing the online learning experience of Chinese college students: an investigation of facilitation strategies and their mixed association with student satisfaction

"Exploring the Impact of Online Learning on Student Academic Performance in Higher Education"

This research investigates the impact of online learning on student engagement and academic performance in the higher education landscape. In a sample of 300 students from public sector universities in Punjab, Pakistan, the researcher examined online learning experiences, demographic factors, and academic performance. The descriptive statistics revealed moderately positive online learning experiences and moderately favorable academic performance on average, accompanied by significant variability within the sample. Correlation analysis, however, unveiled very weak and often statistically insignificant relationships between these variables, suggesting complex and non-linear dynamics at play. Consequently, we advocate for personalized support, adaptable pedagogical approaches, inclusivity, accessibility, and interdisciplinary collaboration as essential components to enhance online learning. Moreover, this study calls for continued research to unearth the intricate dynamics of online education's influence on student outcomes, driving the evolution of evidence-based practices in higher education. The study underlines the necessity for continued research into online education's complex dynamics and student outcomes. This includes studying new technology, learning analytics, and pedagogical methods to inform evidence-based practices in higher education.

Higher education EFL online success model: An adaptation to the DeLone and McLean IS Success Model

This study aims to adapt and extend the DeLone and McLean Information System (IS) success model in the context of an online English as a Foreign Language (EFL) higher education foundation program. The objective is to enhance teaching, learning, and knowledge-sharing experiences within a virtual community of practice (vCoP). The research involved eight experienced full-time university lecturers with master's degrees in English language teaching as participants. They were presented with six open-ended questions followed by interviews. The study addresses the gap between research and practice by assessing the effectiveness of the model in measuring knowledge-sharing and user interaction within the EFL vCoP. The findings highlight the need for tailored models in specific online learning domains, such as EFL, rather than applying a generalized approach to education. The findings have practical implications for designing and evaluating online educational programs and communities, ultimately enhancing the quality of online learning experiences. The study proposes potential indicators of success, paving the way for future research in the field of online education. By identifying and refining these indicators, educators and researchers can better assess the impact of online learning platforms and communities on student outcomes, engagement, and knowledge-sharing.

MEDICAL STUDENTS’ PERSPECTIVES ON E-LEARNING DURING THE COVID-19 PANDEMIC IN INDONESIA

Background: Online learning, as one e-learning form, enables interactive learning experiences for students. However, undergraduate students in the medical programme of Cenderawasih University in Papua have been facing various challenges in their engagement with online learning activities during the Covid-19 pandemic. This study examined the perspectives of medical students about their online learning experiences during the university closure due to policy regarding the pandemic situation.Methods: A total of 125 students participated in an online survey using Google Forms, and the data extracted were subject to descriptive analysisResults: The results showed that despite some positive feedback about the online learning management, learning delivery, and motivation received, the students shared their online learning challenges in their interactions with lecturers and peers, their inability to undertake independent self-study, as well as their challenges in group discussions and practicum classes. Other challenges students experienced were difficulties in purchasing internet data and their limited access to learning resources and learning spaces.Conclusion: Taking the socioeconomic and cultural status and contexts of Papua, the most eastern province of Indonesia, this study contributes to the literature on e-learning in medical education in such contexts. Medical faculties in similar settings can also benefit from this study.

Motivation, Intensity and Quality of Educational Activity of Russian Schoolchildren in Online Learning

The article analyzes the possibility of transitioning a general education school to an online learning format. The indicators are such categories as educational activity, quality of education, intensity of education, learning motives. To achieve this goal, a sociological survey of high school students in Rostov-on-Don (Russia), as well as their parents and school teachers, was conducted. The last two groups of respondents are presented in the status of experts. Based on the analysis of empirical data, the following conclusions were made. More than half of all high school students surveyed (66.6%) expressed their intention to continue the online learning experience they received during the response to the COVID-19 epidemic. However, the conjugations of willingness to study online with the categories “learning motives”, “quality of education”, “intensity of education” showed that the high motivation declared by high school students for the learning process does not correspond to their real behavior in distance lessons. The main motive for choosing online education for high school students is the convenience of this format of education. The survey showed a low degree of significance of other reasons for choosing online education. Preferences for online convenience and the desire to learn asynchronously reflect the unmanifested goal of getting out of the teacher’s control in order to reduce their educational activity. It can be assumed that this is due to the social immaturity of high school students and the lack of understanding by most of them of the value of secondary education. Based on the analyzed data, three approximately equal groups of respondents were identified. In the first group, high school students are focused on the standard school-lesson system with elements of e-learning (40% of respondents). In the second group, the advantages of online learning are articulated, which are associated with convenience and greater resource potential compared to classical learning (35% of respondents). The third group represents the interests of high school students, who are not so much interested in the format of education as the opportunity to get out of the control of the teacher and find themselves in a convenient educational environment to simulate learning activities (25% of respondents). This means that online learning format, the usefulness of which is obvious only if students have a stable cognitive activity, is unacceptable for most high school students.

Increasing Student Engagement and Interaction in the Online Classroom: A High Impact Mini-Teaching Approach

The Covid-19 pandemic dramatically transformed how and where students were taught. Universities had to suddenly switch to online learning with virtually no preparation. Students and teachers lacked experience in online learning. This sudden change generated a high degree of uncertainty and a notable fear in the decline in the perceived quality of higher education due to the absence of in-person classes. In this context, this study explains how an accounting instructor navigated the crisis by adopting a diverse high impact mini-teaching approach. The quantitative analyses of the online student surveys showed that this strategy was successful in sustaining students’ interest levels high during the Covid pandemic period. The teaching strategy increased student retention and progression rates and can help address the current drastic declining undergraduate accounting student enrolments. The findings of this study suggest the strategy is exportable to other courses and can provide practical guidance for instructors who would like to achieve high level student engagement and satisfaction in the online classroom using digital learning platforms in the future.

Transpersonal teaching in the face of adversity

The aim of this study was to explore how a teacher’s inner process work or innate qualities can support creativity for a transformative online learning experience during an adverse situation, such as COVID-19, a global pandemic which emerged at the end of 2019. Many teachers were forced to quickly pivot to online teaching, prompting me to engage in heuristic inquiry (Moustakas, 1990), a qualitative research method, to explore the subjective living experiences of these teachers, including my own. Taking all ethical aspects into consideration, I carried out semi-structured interviews with eight teacher “co-researchers”. Analysis of interviews uncovered themes which were illustrated through individual depictions and a composite depiction. The discussion looked at findings in the data in relation to relevant literature and through a transpersonal lens. The data suggested that it is the quality of the teacher-student relationship, emanating from teacher presence, which could potentially overcome the challenges of pivoting to online teaching and create transformative learning. Finally, the limitations of the study were explored and areas for future research identified.

SELF-EFFICACY AND SELF-REGULATED LEARNING AMONG UNDERGRADUATE IN LEARNING ARABIC AS A FOREIGN LANGUAGE VIA ONLINE

As online learning becomes a major development in the recent years and escalates due the COVID-19 pandemic, it helps to have a high self-efficacy and self-regulated learning (SRL) to succeed in such learning context. This study explored the undergraduates’ levels of self-efficacy and SRL, and provides a comparative analysis of these variables while learning Arabic as a Foreign language via online. The data was collected from 77 undergraduates in a public university in Malaysia through an online survey. The findings showed that both self-efficacy and SRL mean scores were high, and that there was a statistically strong positive relationship between SE and SRL. Students appeared to adapt to online learning by managing their time, organising their schedule, interacting with classmates and instructors, and selecting the best spot to maximise their online learning experience. It is therefore important for lecturers or language instructors to create an interesting and inspiring lesson plans in an online environment so that they experience satisfaction inside and outside of learning simultaneously facilitate them for their success in language learning.

Enhancing Online Learning Experiences through Personalization Utilizing Recommendation Algorithms

This research investigates the implementation and impact of personalized learning systems underpinned by advanced recommendation algorithms in the realm of online education. The study encompasses a diverse group of participants from various educational backgrounds and explores their interactions with the personalized learning platform. The key findings of this research are noteworthy. Participants who had access to the personalized learning environment exhibited a substantial increase in engagement, satisfaction, and learning outcomes compared to those in the control group. This signifies the transformative potential of personalized learning in online education. The research emphasizes the critical role of personalization in enhancing learner engagement and satisfaction. It highlights how learners actively engaged with the system, making use of personalized recommendations to tailor their learning experiences. Moreover, the study sheds light on the positive impact of personalization on learning outcomes, indicating that learners achieved higher academic performance when their learning experiences were customized to their needs and preferences. In addition to its benefits for learners, the research underscores the advantages of personalized learning for instructors. The system provided instructors with valuable insights into each learner's progress and challenges, enabling more targeted and effective support. While the study demonstrates the effectiveness of personalized learning, it acknowledges certain limitations, including a relatively limited sample size and short duration. Future research endeavors could involve larger and more diverse samples and extend the study duration to gain a more comprehensive understanding of the long-term effects of personalized learning. In conclusion, this research contributes to the growing body of literature on personalized learning in online education. It provides compelling evidence that personalized learning, facilitated by sophisticated recommendation algorithms, can significantly enhance the online learning experience. The findings offer insights for educators and institutions looking to integrate personalized learning features into their online platforms to improve learner engagement, satisfaction, and learning outcomes.

Research on the Evaluation Method of Online Learning Satisfaction of College Students Based on Hierarchical Analysis Approach

Abstract This paper adopts the hierarchical analysis method as the weight calculation method for the evaluation of online learning satisfaction, calculates the weights between the evaluation indexes, and constructs the evaluation system of college students’ online learning satisfaction. Combining the teaching experience, the characteristics of online teaching and the items recorded in the web logs in the online teaching platform, the judgment matrix for online learning satisfaction evaluation is established, and the reasonableness of the matrix is judged by the consistency checking method. Evaluation standards are formulated based on the online learning evaluation information, and the research on online learning satisfaction evaluation is designed, while the online learning satisfaction evaluation of college students is analyzed by using the method of statistical analysis. The results show that the comprehensive learning evaluation scores derived from the use of hierarchical analysis are significantly more objective than the traditional evaluation of students’ learning effectiveness using only the end-of-term test scores, with a score difference of 15, and more than 85.24% of the students based on the hierarchical analysis method of college students’ online learning satisfaction evaluation method, which is effective in promoting the students’ regular participation in online learning. The correlation coefficients of online learning experience with clarity of teaching goals and expectations, teacher-student communication and exchange, learning support services, learning motivation, learning hardware equipment and operability, and teaching methods are 0.491, 0.524, 0.435, 0.596, 0.542, 0.391, respectively, which are all significant at 1% level, i.e., only by guaranteeing a higher level of learning effect can we improve students’ satisfaction with online learning.

Exploring undergraduates’ perceptions of and engagement in an AI-enhanced online course

In the age of globalization, an internet connection has become essential for enhancing various human activities across the economic, cultural, and defense sectors, among others. This is particularly true for online classrooms. Microsoft Teams, a widely used digital education platform, provides capabilities that allow online teachers to facilitate better interactions and create more effective learning environments in online settings. This study aimed to explore students’ perceptions of synchronous online learning that occurred in an AI-enhanced online course, delivered using MS Teams. As an explorative study that examines the educational intersection of engineering and artificial intelligence, it represents the convergence of these two branches of learning and thus enriches both fields. The research involved 35 online students at the Staffordshire University, with data collected via online questionnaires to gather information about students’ perceptions of online learning through Microsoft Teams. After completing the online course materials, the questionnaires were distributed to students via Google Forms. The data were then descriptively analyzed. The study’s findings revealed that although online learning through Microsoft Teams was a novel experience for the students, the platform’s interactive and engaging learning environment motivated them to participate more actively, ultimately leading to a better comprehension of the course materials. Incorporating AI-enhanced features within the Microsoft Teams platform further augmented the online learning experience, as students appreciated the personalized learning recommendations and real-time feedback, which showcases the synergistic potential of AI and education in the digital age.

The effect of instructor communication on affective learning in a supply chain management course

AbstractThe purpose of this study is to understand how instructor clarity and computer‐mediated behaviors influence students’ affective learning and technology self‐efficacy in online supply chain management (SCM) courses, which show how the instructor–student relationship affects online learning experiences. Data were collected through an online questionnaire using the Prolific human subject's pool. The data supported a model in which instructors’ clarity and computer‐mediated immediate behaviors indirectly influenced students’ technology self‐efficacy and affect for the course through the mediation of perceived immediacy. Affect for the instructor did not fit into the final model. The findings in this study help SCM instructors navigate the pedagogical pivot that may be required for the next unexpected event (pandemic, etc.) without compromising student learning goals.

Philosophy of Education In Digital Transformation: Ethical Considerations For Students’ Data Security In Online Learning Platforms

The integration of technology into education has ushered in transformative changes, but ethical considerations pose significant challenges. This survey-based study delves into the complexities of educational technology ethics, exploring perspectives from both lecturers and students in the context of Indonesian Society and Arts at Ekasakti University of Padang. Twenty students and three lecturers participated as respondents, shedding light on the ethical dimensions of technology integration. Lecturers exhibited diverse preferences in online learning platforms, emphasizing the need for flexibility in educational tools. Meanwhile, students generally expressed confidence in data security on e-learning platforms, coupled with a moderate awareness of privacy policies. However, experiences with security issues warrant attention, signaling areas for improvement in data protection measures. The study underscores the importance of understanding varied preferences among educators and enhancing data security measures to foster a positive online learning experience. By addressing ethical concerns, this research contributes to navigating the evolving landscape of educational technology, ensuring that the digital transformation aligns with ethical principles and facilitates meaningful learning experiences.

From screen to bench: unpacking the shifts in chemistry learning experiences during the COVID-19 transition

Abstract This research comprehensively analyzes students’ Chemistry Learning Experience (CLE) during the COVID-19 pandemic, comparing online learning experiences with traditional face-to-face instruction in the post-pandemic phase. Employing a quantitative approach and leveraging the Rasch model, the study focuses on capturing the nuances of individual student perceptions, an aspect often overlooked in group-centric statistical analyses. One hundred students (49 males and 51 females) participated in both study phases. Segmented into behavioral tendencies, content perceptions, and specific learning needs, the evaluation tools provided insights into the students’ CLE across the two instructional modalities. Results from the stacking analysis revealed a positive shift in CLE post-pandemic, with students demonstrating a better grasp of and attitude toward chemistry in face-to-face settings. Racking analysis further underscored the changing difficulty perceptions of specific content items across the two learning environments. Gender-based patterns in CLE were also evident, with male students expressing a more favorable view of online learning during the pandemic than their female counterparts. The research findings advocate for a blended learning approach, harnessing the strengths of both online and traditional instructional methods. Furthermore, insights into gender-specific learning experiences emphasize the need for inclusive and adaptive teaching strategies, ensuring optimal learning experiences for all students. The study underscores educators’ and students’ resilience and adaptability in navigating the challenges of the pandemic. It offers valuable insights for future educational strategies in chemistry education.