Online Learning Experience Research Articles

External and Internal Predictors of Student Satisfaction with Online Learning Achievement

Building and testing a framework of interactive and indirect predictors of student satisfaction would help us understand how to improve student online learning experience. The current study proposed that external predictors such as poor technological, environmental, and pedagogical factors would be internalized as negative psychological traits and indirectly predict student satisfaction in online learning. Results of multivariate regressions with 5824 Chinese undergraduate students demonstrated that instructors’ online teaching experience and communication with students had a stronger predictive effect on student satisfaction than wireless network quality and learning environment. Providing after-class reviewing materials to students or having longer self-learning time would not buffer students from negative external factors. Structural equation modeling analysis results showed that inferior technological, environmental, and pedagogical factors would be internalized into negative attitudes and emotions toward online learning and indirectly predict student satisfaction. Our study has implications for better understanding the extensive influence of online learning barriers caused by external conditions and building preventive mechanisms through the improvement of instructors’ teaching experience and communication with students.

Sustainable Strategies for Teaching and Learning Online

Investigating students’ lived experiences of online learning can inform us on how best to teach them. In this paper, we harness the insights gained from pandemic teaching and learning to inform sustainable approaches. Theorized in relation to Ben-Eliyahu’s sustainable learning in education (SLE), this article offers insight into what tertiary teachers can do to support students with sustainable strategies, as well as how students can develop long-term learning strategies. We draw upon the research on the perspectives and experiences of New Zealand university students studying online in 2020 to inform SLE in online teaching and learning in the long term. The researchers collaborated with student associations to undertake a survey exploring the students’ experiences of online learning. There were 952 valid survey responses from all 8 New Zealand universities, complemented by 20 individual interviews and 9 focus groups involving 43 student participants, both on and offshore. Our findings indicate that students regard support, communication, and engagement as key areas where they experienced challenges or helpful practices, and where there are sustainable directions for future teaching and learning. We propose support that institutions can provide to both students and staff for sustainable strategies.

Predictors of student engagement and perceived learning in emergency online education amidst COVID-19: A community of inquiry perspective

During the COVID-19 pandemic, colleges and universities resorted to emergency online learning, which has significant implications for the future of online education. However, our knowledge of the factors influencing student engagement and learning is somewhat dispersed, partly due to a lack of a theoretical framework that guides research. This study draws on the Community of Inquiry (CoI) framework to examine the factors that predict student engagement and learning during emergency online learning. Through an online survey of 351 undergraduate students in a large public university in the US, we found that students who were more conscientious, open, perceived a higher sense of community at the university, perceived a higher level of nonverbal immediacy from the instructor, turned on the camera more often, had better time management skills, digital skills, and better health, reported higher engagement. Qualitative analysis revealed distractions, lack of copresence, and poor internet connections as challenges students face in synchronous online learning. By utilizing both quantitative and qualitative data collected at the peak of the pandemic, our findings offer lessons for understanding how individual factors related to student engagement and perceived learning in the online environment and how to make the online learning experience more meaningful and engaging for all individuals.

Online Learning Experience of Chinese Graduate School Students in the Philippines

In this study, 10 Chinese graduate students enrolled in five Philippine universities in 2020 and 2021 were interviewed about their comprehensive online learning, to understand their motivation to participate in online learning, their preferred teaching content, their favorite teaching strategies and learning evaluation methods. The results of this study provide valuable help for teachers, teaching managers and teaching management departments to adjust and update the teaching content, teaching methods and management methods in time, and to formulate more scientific and reasonable teaching plans and training plans.

Faculty perceptions of online presence: intercultural considerations

PurposeThe Covid-19 pandemic forced educational institution to rapidly switch to online delivery. Even if the pandemic seems to be over, online learning will continue to constitute at least a part of the course’s delivery in the future. With that in mind, this study aims to explore the factors that influence teaching presence online and how these perceptions will guide teachers to adopt practices that will impact their presence accordingly. Given the changes implemented due to the pandemic, this study is essential to identify the significance of teaching and social presence in online classes.Design/methodology/approachSemi-structured interviews were used to find answers to the posed research questions. Exploring the perceptions and experiences of four university teachers, this study, informed by the community of inquiry (CoI) model, investigated the impact of teaching and social presence on the online learning experience in higher education.FindingsThe findings indicate that teachers acknowledged the importance of these two elements in teaching online. Moreover, the study investigates how teachers could establish teaching and social presence to enhance the online learning experience.Originality/valueThe study explores teachers’ views on the importance of presence, their practices to achieve in an online learning environment and addresses a gap in the literature on “teaching presence from the educator’s perspective, [since] most studies exploring the student’s perspective” (Gurley, 2018, p. 200).

USER EXPERIENCE USING PRADITA DIGITAL LMS IN BLENDED LEARNING: A CASE STUDY IN PRADITA UNIVERSITY

This research aims to evaluate user experience (UX) in using Pradita Digital Learning Management System (LMS) in Blended Learning process. In the current educational context, the use of LMS and online applications has become common, so it is important to conduct an evaluation to measure the level of satisfaction and effectiveness of using Pradita Digital LMS in the learning process. The method used in this research is A Technique for User eXperience Evaluation in e-Learning (TUXEL) Version 2.0. TUXEL method is a technique that allows researchers to evaluate usability and user experience when using a system. The research results are divided into three aspects, namely general usability, pedagogical usability, and UX. The questionnaire results show that the use of Pradita Digital LMS gets a good and agreeable response from the users in the learning process because the system is more interactive and interesting. Although Pradita Digital LMS still has shortcomings in general usability and pedagogical usability aspects, it has creative and innovative value for users in the learning process. Overall, the result of this research is that Pradita Digital LMS has creative and innovative value, although there are still shortcomings in the aspects of general usability and pedagogical usability. Even so, Pradita Digital LMS is able to provide a good user experience in the learning process. It is hoped that the results of this study can be input for the development of Pradita Digital LMS so that it can continue to be improved in terms of usability and user satisfaction, so that the online learning experience can be even better in the future.

Exploring Secondary School Students' Perspectives on Online Teaching: A Comprehensive Study

The rapid integration of online teaching into the education landscape has brought forth new paradigms and challenges for educators, students, and institutions alike. This comprehensive study delves into the perspectives of secondary school students regarding online teaching methods. Through a mixed-methods approach encompassing surveys, interviews, and content analysis, this research aims to capture a nuanced understanding of students' experiences, preferences, and concerns in the realm of online education. The study examines factors influencing engagement, satisfaction, and learning outcomes in the virtual classroom, shedding light on the effectiveness of different online teaching approaches. By uncovering the multifaceted viewpoints of secondary school students, this research contributes valuable insights that can inform pedagogical strategies and technology integration for optimizing the online learning experience.

Perceptions and reflections on online learning and implications for guidance and counseling

This study aims to explore students' perceptions and experiences of online learning and their implications for identifying student needs for guidance and counseling in tertiary institutions. This research uses quantitative methods. Purposive sampling technique was chosen to determine the sample. A sample of 1158 students participated in online learning at various universities in Indonesia by filling out an online survey. The results of the study show that different students have different perspectives about online education. Some thought that online education was significant while other thought it was unimportant. The education system in Indonesia has not developed a representative online education system. Online learning is something new, the availability of technological devices is inadequate and students are not ready for online lectures. Students have difficulty understanding the material, do not get adequate feedback and there is a lack of interaction between lecturers and students. Some students are of the opinion that online learning is quite effective. The implications of this research can be used to evaluate and identify the needs of students who are studying online. The results can be used as a basis for consideration in developing a comprehensive guidance and counseling service program. Online learning is followed by students effectively and efficiently.

Online Learning Experiences for Speaking Activities among Malaysian Undergraduate ESL Students

Speaking practice is crucial for ESL (English as a Second Language) students. Nevertheless, accomplishing speaking activities via online learning might be difficult for the college students at universities in Malaysia as they are non-native English speakers. There have been several studies about students' perceptions and preferences on online learning. Nonetheless, there was only a little research conducted to ascertain deep online learning perceptions and preferences of the undergraduate ESL students in Malaysia. The current article's goal was to look at ESL learners' opinions on the experiences through online connected to speaking activities at a public institution in Tanjong Malim. The mixed-research method of study was used. In this article, observation checklist, semi-structured student interview, and questionnaire were employed to get the information from the sample. The sample was then subjected to statistical analysis and standard deviation, mean score, as well as percentage to identify the Malaysian undergraduate ESL students toward online learning platforms, the difficulty that the learners encountered during the online learning, and the strategies implemented by undergraduate ESL students. Whereas the interview result was analysed by thematic analysis. The findings indicate that the use of technology for distant learning for undergraduate ESL students to improve speaking abilities was progressing well. This signifies that the students perceived that they have knowledge to use the online platforms with mean (x)= 4.07. However, several students noted that their main concern when undertaking online speaking exercises was the connection speed with mean (x)= 3.93. As a result, soliciting thoughts or ideas to boost their engagement in online speaking projects was beneficial to the pupils with mean (x)= 3.97.

Students’ Perception of Online Learning Quality and Preference for the Online Learning Model

Aims: As a result of the novel coronavirus (COVID-19) pandemic, the traditional face-to-face learning approach at tertiary institutions was replaced by an online learning model. This has a significant impact on tertiary students, teachers, and administrators, particularly in Ghana, where online learning has not been widely used in the past. The current study looked at how students' perceptions of the quality of their online learning experiences affected their acceptance of the paradigm before and after the COVID-19 prevalence.
 Study Design: The study adds to the body of knowledge by assessing how well the modified DeLone and McLean information systems success model applies to online learning.
 Place and Duration of Study: Technical Universities in Ghana between September 2021 and May 2022.
 Methodology: Structured questionnaires were used to obtain primary data from 1386 students at Ghana's technical universities. The study employed the multiple linear regression model to examine the effects of class and gender on students' opinions of the quality and preferences for the online learning model.
 Results: The study's findings revealed that the online learning system provided quality service to students, with a mean response value (MRV) ranging from 3.74 to 4.52.
 It was also discovered that 72% of students preferred online learning because of the system quality, information quality, and service quality provided.
 Conclusion: Students must be encouraged to pursue online education that is appropriate, cutting-edge, and useful if they are to succeed and remain relevant in the digital age. Tertiary institution administrators are being encouraged to improve the quality of the online learning environment for both students and teachers.

Evaluation and improvement of student learning experience in the post-COVID world: A lean six-sigma DMAIC study

In 2020, the COVID-19 pandemic necessitated a shift to remote work-from-home (WFH) setups, including in the education sector. This transition had a significant impact on the interaction between students and instructors. To address this, our study aims to investigate the effects of the sudden transition to online learning on teaching methodology and to propose improvements to enhance its quality. We have developed a scoring system to evaluate teaching quality in the post-COVID-19 world. The scoring function incorporates various metrics, including students’ performance, sentiment towards the course (course material, teaching method, communication, etc.), feedback scores for weekly lectures, and students’ retention scores for recorded/live lecture videos. Following the Lean Six Sigma (LSS) procedure (Define, Measure, Analyze, Improve, and Control—DMAIC), we assessed the overall quality of online courses. The undergraduate courses demonstrated an increase in overall score from 86.67% during the online transition to 90.0% after implementing the suggested improvements. For graduate courses, the initial face-to-face lecture score was 55.81%, which dropped to 50.28% during the first online transition. However, after a year, the score improved to 61.59%, indicating successful improvement efforts. Upon careful analysis of the data, this paper provides suggestions to enhance students’ online learning experience during situations similar to the COVID-19 pandemic. The outcomes of the study aim to improve the quality of online learning experiences for students.

Direct and indirect ways of being helpful in online peer help-giving interactions

Past research conducted in in-person classrooms has demonstrated that helping behavior—requesting and giving help in academic settings—plays an important role in learning. However, little is known about peer-to-peer help-giving in online learning environments, and online students may find it difficult to receive the help they need to succeed. Specifically, we have little knowledge of the factors contributing to productive helping behavior in online spaces, as well as how these factors may support students’ online learning experiences. Thus, the aim of the present study was to understand the conditions underlying effective peer help-giving in online college course discussion forums. To this end, we surveyed 88 college students about what they found helpful or unhelpful in examples of replies to requests for help posted to an online statistics college course discussion forum. A qualitative analysis of participants’ written responses using a grounded theory approach yielded a model for assessing the helpfulness of peer help-giving replies within the discussion forum context. We learned that online help-giving replies could take the form of direct help—such as being elaborated, accurate, relevant, and/or understandable to the help-seeker—or indirect help—such as being encouraging, resource providing, calling to the community, and/or being concise. Our emergent online-specific model of academic help-giving contributes to existing theory by illustrating how peer help-giving replies can be structured to promote social, cognitive, and teaching presence in online communities of inquiry. Ultimately, these findings could inform practices that improve online learning opportunities for students.

Enhancing online learning with Wakelet: A technology acceptance framework analysis

Purpose: This study aims to examine students’ perceived usefulness, perceived ease of use, behavioral intentions, and attitudes toward the use of Wakelet as an interactive digital platform for teaching and learning (T&L) in Front Office modules. Research methodology: The sample of respondents was composed of twenty-four Front Office students enrolled in the Hotel Operation program, and the research instrument was a questionnaire based on the Technological Acceptance Model. Results: The findings indicate that the majority of respondents accept the use of Wakelet as an interactive digital platform for T&L in Front Office modules, and Wakelet is also easy to use. Additionally, respondents' attitudes were positive toward the use of Wakelet, and students' behavioral intentions towards the use of Wakelet were also at a high level. Limitations: However, this study has limitations, such as focusing only on students' perceptions and attitudes towards Wakelet as a digital platform for T&L in the Front Office module. Contribution: This research adds to the body of knowledge by providing insights into students' perceptions of Wakelet as a new interactive digital platform for T&L in the Front Office module. It highlights the positive attitudes and perceived usefulness of Wakelet among students, indicating that Wakelet has the potential to enhance the quality of online learning experiences. Novelty: The novelty of this study lies in its examination of the perceptions, attitudes, and behavioral intentions of students towards Wakelet as a new digital platform for teaching and learning. This study provides evidence that Wakelet can be an effective tool for enhancing the learning experience and improving student performance.

Secondary School Learners’ Online Learning Experiences During COVID-19 Lockdown

Secondary School Learners’ Online Learning Experiences During COVID-19 Lockdown

Experiences of online occupational therapy education during the COVID-19 pandemic at a South African university

INTRODUCTION: The COVID-19 pandemic resulted in a worldwide shift of academic programmes towards a predominantly online forum. There was therefore a need to explore how students experienced these shifts to ensure optimal learning. This study describes students' experiences of online teaching, learning and assessment and perception of their mental health during the COVID-19 pandemic METHODS: A descriptive cross-sectional quantitative study was employed using a four-part self-administered online survey. Following a pilot study with 11 community service occupational therapists, the survey was sent to all eligible participants (N=118) with a response rate of 85% (n=91). Data were collected from second to fourth year registered occupational therapy students at the University of KwaZulu-Natal in 2021. Data were analysed descriptively using R Studio Suite RESULTS: Over 50% of the students reported a positive online experience. Adequate access to infrastructure enabled optimal online learning. However, students experienced difficulty with structuring self-study time, theoretical application and time allocated for online tests. Additional challenges included stress and time management and managing the increased requirements for self-directed learning. Coping was enhanced by the availability and access to student support services CONCLUSION: The key issues identified in the study need to be addressed to enhance online delivery of the curriculum IMPLICATIONS FOR PRACTICE Online teaching, learning, and assessment in occupational therapy curriculum requires review and adaptation to facilitate optimal student learning On an online platform, or with digital learning, students require support with aspects such as structuring of their self-directed learning time, personal time and stress management An understanding of the online experiences of students may assist in the development and revision of curricula that are responsive to students' needs and which may aid in optimal learning outcomes.

TEACHING AND LEARNING ENGLISH AT HIGHER EDUCATIONAL INSTITUTIONS IN UKRAINE THROUGH PANDEMICS AND WARTIME

The study aimed to analyse online English teaching and learning experience in higher education institutions in Ukraine through pandemics and wartime. To answer our research questions, we employed a mixed-method research design, which considered social, methodological and emotional aspects of education. We conducted quantitative research to collect data on the experience of Ukrainian university teachers of English (N=100) and students (N=277) related to the emergency caused by pandemics and wartime. The qualitative data sources included online interviews and written comments of the participants. The main findings were as follows: teachers experienced challenges during the COVID-19 pandemic such as lack of interaction with students, and unawareness of effective teaching methods in the digital environment. The wartime challenges included: air raids and power outages and, consequently, disrupted communication and isolation, stress and sense of insecurity, excessive workload, with students experiencing technical issues, air raids and communication problems as well as large amount of homework, no access to the software, inconvenient schedule, and their own unwillingness. To solve the problems, teachers introduced an online synchronous mode during the COVID-19 pandemic, supported by blended and asynchronous modes which was a transformational period to teaching and learning English during wartime. The most common among the learning platforms and applications were Zoom and Google Classroom, as well as Moodle, MS Teams, YouTube, and Classtime, listed by both university teachers and students. Social networks such as Telegram, Viber, Facebook etc. were widely used too. To conclude, the COVID-19 pandemic caused Ukrainian teachers and students master new tools to use at online lessons of English, during wartime the demand on already familiar tools, as well as the range of them, increased as they provided more interaction. Considering emotional aspects, the study revealed disturbing data on teachers’ well-being: nearly 50% confessed that they were burned out and emotionally devastated, close to 40% were tired and pushed themselves to continue teaching. Despite these challenges, the majority were able to find solutions in conflict situations with students and colleagues, two-thirds were sure that their work was even more important during the wartime and they found ways to provide emotional support to their students needed in the times of war.

Faculty Perceptions of Online Learning During the Coronavirus Outbreak

This study examined the perceptions of faculty members at Ajman University during the period of COVID-19 to estimate the reality of the experience of employing E-learn is applied during the 2020/2021 academic year at higher education establishments in UAE. A descriptive method was adopted in the research. The study participants consisted of all staff of the faculty (274) of Ajman University who were selected from different faculties with different specializations in the academic year 2020-2021. A questionnaire, consisting of (38) items, was developed as an instrument for the study after its validity and reliability were verified. The results indicated that faculty members' perspective of Ajman university as one of UAE universities as being highly prepared, well trained, and equipped to apply online learning at the period of the Covid-19. The findings also indicated that the faculty members’ perspective related to the process of teaching and learning via online learning reached at a moderate level, and the obstacles encountering the application of online learning reached at a high level, while their perspective concerning suggestions to develop the online learning experience was at mid-level. Faculty members' responses regarding applying online learning differed according to the college variables came with favor for Medicine college, depending on the year of experience (in favor of 5- to less than 10 years), and depending on gender and academic rank of faculty members (the perspective of faculty members is statistically insignificant according to the gender and academic rank variables)

Exploring the Online Learning Experience of Chinese International Graduate Students throughout the Pandemic

Objectives The purpose of this study is to explore the online learning experience of international graduate students studying abroad in a pandemic situation. Methods To this end, in-depth interviews were conducted with 12 Chinese graduate students who had online learning experience while studying abroad in Korea, Australia, and the UK, and a qualitative analysis was conducted on the transcribed interview data. These semi-structured interviews were designed to gather comprehensive and detailed information regarding the participants' experiences, perspectives, and insights regarding online learning. The interview data were transcribed verbatim and subsequently underwent a qualitative analysis process to identify and extract meaningful themes and patterns. Results Firstly, the study participants expressed satisfaction with the opportunity to continue their learning journey while feeling physically and psychologically safe through online learning, a significant step forward from their initial concerns about the feasibility of online learning in the COVID-19 environment. Secondly, they faced various challenges in adapting to online instructors and teaching methods, particularly as international graduate students with language and cultural barriers. Thirdly, it was revealed that the participants in the study had complicated feelings about the dual aspects of using technology, which is one of the main elements of online learning. That is, they did not deny that ethical risks were a concern. In contrast, the ability of technology to speed up the learning process was also mentioned. Fourthly, the participants found solace in forming supportive student communities, whether self-sustaining or provided by the educational institution, as a means of overcoming the difficulties encountered in the online learning process. Finally, successful online learning required learners to possess adaptability and a greater tolerance for change, as they balanced the demands of online education with their work and family responsibilities. Conclusions This study intended to explore in depth the online learning experience that has rapidly increased since the COVID-19 epidemic. The results derived from this research are expected to be important data to understand what kind of experience international learners are in, especially those who have crossed borders who will be learning in different cultures and educational environments.

PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN DARING MENGGUNAKAN GOOGLE SITES PADA GURU SMIT BINA AMAL SEMARANG

<p><em>PKM in the form of training conducted by lecturers from Semarang University and SMIT Bina Amal Semarang, aims to teach teachers in the SMIT Bina Amal environment about the use of Google Sites as a means of supporting the teaching and learning process. The training covers the features and benefits of Google Sites, including its ease of use, flexibility, and integration with other Google tools. It provides practical tips and best practices for using Google Sites in an educational context, including creating and organizing content, facilitating student engagement and collaboration, and assessing student learning. Overall, the training highlights the potential of Google Sites to support effective and engaging online learning experiences for both students and teachers. The results of the project were overwhelmingly positive, with teachers reporting improved ease of use and efficiency in delivering materials. The use of Google Sites also allowed for more effective communication between teachers and students, and the platform proved particularly useful for delivering materials in a setting with limited resources and infrastructure. Their experience can serve as a model for other schools looking to implement similar initiatives, and the benefits of using technology for education can be further explored and harnessed in the years to come.</em></p>

Cognitive load in high school students during online learning amidst the Covid-19 pandemic: A qualitative study in Bantul, Indonesia

The public doubts that learning can be meaningful and in-depth if done online. Moreover, the implementation of online learning still has weaknesses from upstream to downstream. This research focuses on the cognitive load in students when online learning begins to be carried out massively in Indonesia due to the Covid-19 pandemic. This qualitative study aims to identify high school students' experiences in Bantul while learning online during the pandemic. Data were collected for four months through observation, in-depth interviews, and documentation. The collected data were transcribed, coded, and analyzed for themes using cognitive load theory and learning technology. The results illustrate that high school students in Bantul experience extra effort in learning through online platforms due to the novelty of the online learning experience, distractions, subject matter presentation, and the impact of cognitive load on students' learning. This research enriches innovative strategies for managing online learning by learning technology science. It has contributions to the need to train teachers and students to carry out learning in an independent mode. Online learning, when managed by accommodating good theory and practice of learning technology, proves to be a strategic learning mode, especially amidst the challenges of the Covid-19 pandemic.