Characteristics Of Online Learning Research Articles

Schrödinger's Cat-Parallel experiences: exploring the underlying mechanisms of undergraduates' engagement and perception in online learning.

The emergence of e-learning had an intense, immediate, and disruptive transformation in the education system. While education aims to seek more interactions and learning engagement between teachers and students, it turns out that it takes lots of work to achieve the goal in the online classroom. This study aims to explore the underlying mechanisms and implications that emerge from the influence of the new features of online learning, drawing on students' real-life experiences, to construct a comprehensive theoretical model. From July 2023 to October 2023, 56 undergraduates, including 18 male and 38 female, participated in the data collection process either face-to-face or online. The study constructs a substantive theoretical model by employing the approaches of The Grounded Theory, three level-coding constant comparative method, theoretical sampling, core category distillation and storyline collation. (1) The elements involved in the process of online learning exhibit underlying logical correlations, driven by profound underlying factors, ultimately resulting in a parallel experience akin to Schrödinger's Cat. (2) Online features lead to students' motivation mainly depending on whether they are self-regulated. (3) Teacher-student interactions and self-regulation shape different learning contexts and types by being moderated by internal and external effects. Students had a parallel experience similar to that of Schrödinger's Cat: they were constantly dissatisfied with "rational" learning and "perceptually" satisfied with online learning. The variation in the satisfaction of the three basic psychological needs necessities college students in online learning leads to parallel experiences.

Unsupervised learning-enabled pulsed infrared thermographic microscopy of subsurface defects in stainless steel

Metallic structures produced with laser powder bed fusion (LPBF) additive manufacturing method (AM) frequently contain microscopic porosity defects, with typical approximate size distribution from one to 100 microns. Presence of such defects could lead to premature failure of the structure. In principle, structural integrity assessment of LPBF metals can be accomplished with nondestructive evaluation (NDE). Pulsed infrared thermography (PIT) is a non-contact, one-sided NDE method that allows for imaging of internal defects in arbitrary size and shape metallic structures using heat transfer. PIT imaging is performed using compact instrumentation consisting of a flash lamp for deposition of a heat pulse, and a fast frame infrared (IR) camera for measuring surface temperature transients. However, limitations of imaging resolution with PIT include blurring due to heat diffusion, sensitivity limit of the IR camera. We demonstrate enhancement of PIT imaging capability with unsupervised learning (UL), which enables PIT microscopy of subsurface defects in high strength corrosion resistant stainless steel 316 alloy. PIT images were processed with UL spatial–temporal separation-based clustering segmentation (STSCS) algorithm, refined by morphology image processing methods to enhance visibility of defects. The STSCS algorithm starts with wavelet decomposition to spatially de-noise thermograms, followed by UL principal component analysis (PCA), fine-tuning optimization, and neural learning-based independent component analysis (ICA) algorithms to temporally compress de-noised thermograms. The compressed thermograms were further processed with UL-based graph thresholding K-means clustering algorithm for defects segmentation. The STSCS algorithm also includes online learning feature for efficient re-training of the model with new data. For this study, metallic specimens with calibrated microscopic flat bottom hole defects, with diameters in the range from 203 to 76 µm, were produced using electro discharge machining (EDM) drilling. While the raw thermograms do not show any material defects, using STSCS algorithm to process PIT images reveals defects as small as 101 µm in diameter. To the best of our knowledge, this is the smallest reported size of a sub-surface defect in a metal imaged with PIT, which demonstrates the PIT capability of detecting defects in the size range relevant to quality control requirements of LPBF-printed high-strength metals.

Incorporating face-to-face and online learning features to propose blended learning framework for Post-COVID classrooms in India

PurposeThis study examines learner readiness and satisfaction with blended learning systems in India’s post-vaccine classrooms, focusing on the relationship between face-to-face (F2F), online learning (OL), and blended learning (BL) indicators and identifying which predictors within these systems most significantly affect learners’ satisfaction (LS).Design/methodology/approachAn online survey was conducted with 451 students from both public and private universities in India. The data were analyzed using factor analysis and confirmatory factor analysis, followed by multiple regression to test the hypotheses.FindingsThe findings reveal a significant positive correlation between learners’ satisfaction and online learning and blended learning, with β values of 28.3 and 27.2, bearing a p-value of 0.000. In contrast, face-to-face (F2F) learning was insignificant, with a β value of 0.070 and a p-value of 0.119. These insights underscore the effectiveness of online and blended learning formats in enhancing learner satisfaction in higher education while also suggesting a re-evaluation of the role of traditional F2F learning methods. The research supports the integration of online learning in higher education due to its balanced mix of teacher-led and student-centered instruction, alongside the practical benefits of reduced travel costs and access to independent study resources.Practical implicationsThis study provides insights into student perceptions and attitudes towards blended learning in India’s post-vaccine classrooms. It highlights the importance of tailoring blended learning strategies to meet colleges’ and universities’ diverse learning needs and goals in this evolving context. The findings serve as a valuable resource for educators and administrators, aiding in designing effective blended learning frameworks suited explicitly for higher education in India.Originality/valueWhile there is extensive literature on F2F, OL, and BL, limited research compares these learning approaches and their impact on learner satisfaction within the Indian higher education context. This study fills this gap by providing valuable insights for shaping educational strategies in India’s post-vaccine classrooms.

Factors associated with nursing students' online learning self-efficacy: A descriptive cross-sectional study

BackgroundWhen compared to face-to-face education, nursing students in online education should be highly motivated and self-disciplined. Therefore, revealing the factors associated with the online learning self-efficacy of nursing students is fundamental. AimThis descriptive cross-sectional study examined nursing students' online learning self-efficacy levels and associated factors. MethodsThis study was conducted with a total of 632 undergraduate nursing students and took place between February and April of the 2020–2021 academic year in Turkey. A questionnaire including sociodemographic characteristics, features of online learning, and the “Online Learning Self-Efficacy Scale” was used to collect data. Data were analyzed using descriptive statistical methods, t-tests in independent groups to test for differences between groups, Pearson Correlation, One-Way Variance (ANOVA), Tukey, and multiple linear regression analysis. ResultsThe mean score of nursing students in the Online Learning Self-Efficacy Scale was 74.54 ± 14.42 (min-max: 22–105). Factors associated with the online self-efficacy level of nursing students were: being female, using computers/tablets or more than one technological device in online education, the belief that online education offers the advantage of more study time, the belief that online education prevents time lost by commuting, frequency of attending online courses, satisfaction level with online education, and technology usage skill level. These factors explained 55 % of variance. DiscussionSome factors related to students studying in different disciplines affect students' self-efficacy in online education. ConclusionNursing students' online learning self-efficacy skills can be enhanced by creating positive learning online environments and offering support in the use of online technologies.

ДОСТОИНСТВА И НЕДОСТАТКИ ОНЛАЙН-ОБУЧЕНИЯ

The article reveals some features of online learning, examines its advantages and disadvantages, traces its relevance to the modern education system, largely based on digital technologies. Attention is drawn to the innovative nature of this educational model. The nature of synchronous and asynchronous learning formats is investigated, the need for a rational combination of mixed (hybrid) and traditional educational practices in the educational process is emphasized, including from the point of view of increasing cooperation between educational institutions and the real sector of the economy. The role of online learning in the formation of scientific and educational competencies and practical skills is shown.

Online Learning is a City without Police: Influence of Proficiency on Libyan EFL Learners’ Perceptions

With the spread of COVID-19 and the replacement of face-to-face classes with emergency online learning, many studies have investigated English as a Foreign Language learners’ perceptions regarding their experiences of emergency online learning. However, the influence of EFL learners’ proficiency levels on their perceptions is still a neglected area. Conducting in-depth interviews with a group of Libyan EFL learners (n=18) by employing the Zaltman Metaphor Elicitation Technique, this study investigated their metaphorical perceptions regarding emergency online learning across the three proficiency levels of Basic, Independent, and Proficient Users according to the Common European Framework of Reference for Languages. Considering the large number of EFL learners around the world and the felt literature gap, this study investigated the relationship between EFL learners’ proficiency levels and perceptions. The three main features of online learning reflected in the participants’ metaphors were (i) lack of the teacher’s physical presence, (ii) lack of peers’ physical presence and (iii) lack of nonverbal communication cues. Furthermore, this study reveals a significant relationship between the learners’ language proficiency levels and perceptions. For instance, Basic Users perceived the lack of a teacher’s presence by metaphors of ‘unsafety’ and ‘fear’, while Independent and Proficient Users respectively perceived it by metaphors of ‘freedom’ and ‘power’. Accordingly, the learners reported different class behaviors and learning strategies in response to these features

Paragons of inequality: Challenges associated with online learning at a selected rural university in South Africa

In the wake of the COVID-19 pandemic, higher education institutions (HEIs) globally were forced to abruptly transition from traditional face-to-face classrooms to online classrooms in order to salvage teaching and learning. This was especially tougher for HEIs in the Global South where little to no infrastructure and technologies had been rolled-out prior to the pandemic. Navigating this ‘new normal’ was even tougher for poor rural institutions and students who were already grappling with several inequalities. Against this background, this study explored the challenges associated with online learning at a rural university in South Africa. The study was grounded in the connectivism learning theory and was underpinned by a qualitative approach. To this end, data were collected using in-depth interviews and analysed thematically. The findings revealed that students and staff were grappling with connectivity problems, lack of technological skills, academic dishonesty, and poor attendance, among other things. Because online learning will remain a feature of HEIs for the foreseeable future, the study thus recommended that governments and non-government actors work together to ensure that learning technologies filter to students in least technologically accessible areas to create a genuinely inclusivepedagogy. The study also recommended that additional support be provided for students and teachers to ensure effective participation, and that universities actively promote the creation of online communities where students can connect so as to avoid isolation and solitude that have been known to be features of online learning.

Features of High-Quality Online Courses in Higher Education: A Scoping Review

What are the features of high-quality online courses in higher education? In this scoping review, we explore peer-reviewed scholarship related to the features of online learning in postsecondary contexts. We searched ERIC (EBSCO), Education Research Complete, and SocINDEX with Fulltext to retrieve peer-reviewed literature from 2010-2022 pertaining to features of online learning in higher education. Two reviewers independently conducted the initial title and abstract screening (n = 1,574), full text review (n = 483), and data extraction of the included articles (n = 38). Using thematic content analysis to explore the data extracted from each article, we found that the literature predominately included scholarship related to quality online course design, instructor facilitation in online courses, quality assessment of online courses, and student engagement in online courses. The breadth of these themes included a multiplicity of strategies and approaches to consider when designing online learning experiences. We recommend that administrators, faculty members, and instructors responsible for designing online courses and programs for postsecondary contexts continue to incorporate these considerations to promote high-quality and consistent online offerings. We conclude the review by presenting four high-level considerations to guide these discussions.

PROSPECTS OF ONLINE EDUCATION FOR FOREIGN HIGHER EDUCATION ACQUIRES

Summary. The purpose of the study is to consider the features of online learning as a linguistic and didactic category of the modern educational space, to determine its main characteristics and methodological possibilities for its implementation in the education of foreign students. The object of the study is the process of online education of foreign students in higher education institutions. The subject of the study is the organization of the process of online education of foreign students and the content of its methodology. The main methods of research: analysis of scientific literature, questionnaires, testing, interviews with participants in the educational process, analysis of the content of educational programs and training plans, study of the learning experience of foreign students taking into account professional orientation. The research material was the theoretical works of linguists, methodologists, practicing teachers, as well as real online learning. The results of the research can be used in the process of designing a model of online education for foreign students, in improvement of a concept for the development of foreign students' language training, aimed at perfecting the system itself, improving the quality of education and training highly qualified specialists. The practical significance of the research consists in substantiation of pedagogical ways of perfecting and improving foreign language training of students and the conditions for their implementation in the educational process of a modern educational institution of higher education, the application of research data in the development of educational and methodological support, methodological materials and lecture courses for foreign students. The paper draws conclusions regarding the effectiveness of the use of new modern technologies and information and communication technologies for the purpose of developing and improving the language training system of foreign students. The prospects for creating effective online education for foreign students and using all the didactic possibilities of information and communication technologies have been clarified.

The EO4GEO Gate to Smart Academic Instruments for the Geoinformation Sector, Online Teaching and Professional Development

The paper presents the scientific and practical improvements made in the educational process with particular focus on how technology has been used to help readjust the learning action and deliver online lectures. Particular example regarding online learning features and workflow process is described using Moodle functionalities for the demography field of study. The paper further elaborates on the support which the Erasmus+ EO4GEO project brings to the e-learning education system, by using dedicated tools and training materials assigned to Earth Observation and the Geoinformation sector, which advance support in educational and professional development.

Posthuman Learning Culture and Internet-Based Private Tutoring in South Korea: Implications for Online Instruction in Public Schooling

In the digital age, education through the Internet becomes a new form of teaching and learning, which leaves many challenges as well as possibilities for teachers and students. In this study, we analyzed the effective practices for online learning comparing schools and private supplementary tutoring. South Korea is an appropriate country for this investigation, as public and private education sectors have attempted to advance online teaching and learning and approximately 80% of Korean elementary and secondary school students take online courses provided by private tutoring institutes. This qualitative study reveals that online learning in private supplementary tutoring, commonly known as shadow education, is highly advanced and favored by students and parents compared to that of schools. The features of online learning in shadow education include individualized learning, effective communication skills under post-human space, attention skills for cyber learning, and advanced Internet technologies and tools. The study results have practical implications for educational administrators and schoolteachers concerning effective online teaching and learning. In addition, we suggest that a more comprehensive understanding of online learning is needed to guide schoolteachers and policymakers.

Distance Learning during the COVID-19 Pandemic: Resources, Obstacles, and Emotional Implications for Italian Students in Higher Education

The study examined how 807 undergraduate Italian students coped with synchronous, asynchronous, and blended learning environments during the COVID-19 pandemic. Strengths and weaknesses of online learning were collected via an electronic platform (SurveyMonkey) and then categorized by grounded theory analysis using ATLAS.ti 8.0 software. The results showed technical, practical, relational, organizational, and transformative features of online learning emerged, differentiated in synchronous, asynchronous, and blended modes. Emotional aspects also affected the evaluation of distance learning because depression and fear were more frequent among the students who found distance learning to be an obstacle rather than a resource or felt ambivalent about it.

A Hyperheuristic Algorithm Based on Evolutionary Strategy for Complex Mission Planning of AUVs in Marine Environment

Autonomous underwater vehicles (AUVs) have been widely implemented to explore marine resources or perform marine missions; meanwhile, complex mission planning has been expected to enhance the intelligence level, improve energy efficiency, and expand AUVs' application areas. The mission planning model needs to consider energy consumption, mission quality, and mission quantity of long-term working in the marine environment. In this article, one unified and robust model was proposed based on the above requirements in the complex marine environment to improve the automaticity of AUV. However, solving this mission planning model is a nontrivial problem, especially when high robustness, high efficiency, fast response, and near-optimal results are required. Therefore, we propose a novel hyperheuristic algorithm based on evolutionary strategy (ES-HH). The proposed ES-HH combines a metaheuristic framework with a selection function to evaluate the performance of low-level heuristic operators online. This evolutionary strategy endows the hyperheuristic algorithm with the online learning feature, giving the ES-HH algorithm better computing efficiency, robustness, and near-optimal results. The experiment results show that the ES-HH algorithm can achieve better convergence and higher robustness than other algorithms, such as ant colony optimization and biogeography-based optimization algorithms. Compared with ACO and BBO algorithms, the proposed ES-HH algorithm can improve the mission completion rate by 3.42% and reduce the average energy consumption of a single task by 8.02%.

온라인 학습특성이 자기결정성 욕구, 학업성취에 미치는 영향

Online education has good reason to study its value in that it can standardize learning content and teaching methods and secure objectivity, away from various controls and restrictions such as space and time. The purpose of this study is to present conditions for online education to become a learner-centered teaching plan that can increase problem-solving-oriented learning outcomes suitable for the era of the 4th industrial revolution. This study attempted to investigate the relationship between the characteristics of online learning, self-determination needs and academic achievement based on previous studies. The questionnaire was distributed to 117 Korean university students with online learning experiences living in Seoul, Busan, and Gyeonggi-do, and the questionnaire was composed of a 5-point scale. To verify the hypothesis, regression analysis was performed using SPSS 23.0.
 The results of the study are summarized as follows. First, the characteristics of online learning have a positive effect on academic motivation and achievement. Second, the characteristics of online learning have a positive effect on satisfying self-determination needs. Third, satisfying self-determination needs has a positive effect on academic motivation and achievement. Fourth, the degree of satisfaction of self-determination needs was found to play a mediating role in the relationship between the characteristics of online learning and academic satisfaction. Therefore, in designing an online learning program, it suggests that it is necessary to design it to satisfy the self-determination needs.

ANALISIS PEMBELAJARAN ONLINE PADA PROGRAM STUDI TATA HIDANGAN DI AKADEMI KOMUNITAS MANAJEMEN PERHOTELAN INDONESIA

The Covid-19 pandemic has forced the teaching and learning process to be done online. This of course requires the readiness of lecturers and students to implement it because the characteristics of online learning are different from before. This study aims to determine the implementation of online learning. This research is a quantitative descriptive research conducted at AKA MAPINDO Dalung which focuses on the tourism study program. The subjects of this study were 18 lecturers spread across all study programs. Meanwhile, the object of this research is a) the quality of the implementation of online learning, b) student behavior and c) the obstacles faced in online learning. Data were collected using a questionnaire. Furthermore, the data obtained were analyzed quantitatively by calculating the average which was then confirmed into the benchmark reference assessment (PAP). The results showed a) the quality of online learning was categorized as quite good with an average score of 2.92, b) the behavior of students participating in online learning was categorized as quite good with an average score of 2.79 and c) there were various problems and obstacles found during the implementation. online learning which is divided into 8 components, namely: learning organization, learning delivery, learning management, facilities and techniques, student activities, student creativity, interaction patterns and seriousness. Keywords: analysis, online learning

Application of Lightweight Deep Learning Model in Vocal Music Education in Higher Institutions.

The aim is to improve the teaching quality of music majors and cultivate their innovative ability. This article takes Vocal Music Education (VME) method as the research object to explore the teaching reform of Music Major courses. Firstly, this article makes an in-depth study on Big Data Analytics (BDA) and Digital Twins (DTs) technology and constructs a DTs platform connecting real teaching space and virtual teaching space. Secondly, the DTs platform is divided into online learning feature analysis and virtual-real teaching space integration functional modules. This article explores the online immersive education process design and technology application of the DTs platform from the two aspects of teaching and technology. Afterward, it designs a student action and expression recognition network based on the Visual Geometry Group (VGG) Net model and Google Net model in teaching data collection and management. Finally, the proposed system is tested. The test results show that the active and passive interaction curves of the traditional VME system have no obvious fluctuation, indicating that the interaction of the traditional VME system is not strong, and the ability of active feedback information is poor. By contrast, the active and passive interaction curves in the proposed VME have large fluctuations, showing that the proposed VME has more frequent interaction, and the teaching information can get real-time and active feedback. Therefore, the proposed VME system can better stimulate students' learning desire. Meanwhile, the constructed Neural Network (NN) has the highest recognition accuracy of 99.07% on the student action and expression dataset. When tested with the image data taken by the research experiment, the highest accuracy is 89%, with an average of more than 85%. The proposed VME system provides ideas for applying DTs technology in the college of music education.

Currency Investment Strategy Based on State-Action-Reward-State-Action

The investment products emerge in the market to earn the difference of profit in the space of currency appreciation. As the bull market peaked, bitcoin prices gradually fell. As a new thing, the lack of the substantial economic support, and the price fluctuations are inevitable. To avoid risk whenever possible, we propose an online reinforcement learning model-Sarsa (State-Action-Reward-State-Action). The model has the characteristics of online learning, sample small batch data from the past. At the same time, it also has the characteristics of intensive learning, which can try to explore in the past experiences, so as to learn to avoid risks and improve the ability of investment efficiency. we compare the our Sarsa model with the latest-based LSTM portfolio model. This experiment proves that the model has minimum regret value and small sensitivity to the proportion of transaction commission.

Digital Natives and online learning in police students

Background. Although not a novelty in education, online teaching and learning has come to the fore with the COVID-19 pandemic. As opposed to the time before this crisis, when it had been an option for certain categories of learners, with the pandemic going on, there has been emergency and forced shift to online environment which has had its impact on both teaching and learning. Purpose. This qualitative research was aimed to investigate the perception of the students of the University of Criminal Investigation and Police Studies (UCIPS) in Belgrade regarding the English Language 2 course primarily, but also regarding their online education in general. The questionnaire was designed, consisting of 11 multiple choice and open-ended questions combined. The goal was to investigate the opinions and experiences of the UCIPS students in order to get an in-depth insight into the problems related to online education. Results. The results suggest that in addition to the initial practical problems related to equipment and technology, the students faced other problems as well, including the lack of concentration, insufficient interaction, etc. However, there are some positive results: the students reported the overall satisfactions with the academic outcomes, and in their opinion the optimum way of teaching/learning would be a blended model. Conclusion. Our sample of Digital Natives have demonstrated the ability to recognize the main characteristics of online learning, its advantages and disadvantages, but also the objective and subjective aspects of problems. Although it was not a matter of choice for them, they have adapted to it well, as well as their teachers. The challenges however remain for both students and teachers in order for online education to be accepted even better in the future.

ONLINE LEARNING IN THE SYSTEM OF SOCIAL RESPONSIBILITY DEVELOPMENT OF STUDENTS

The article discusses some of the features of online learning in the system of studying social responsibility. A new understanding of the main pedagogical categories is being clarified - educational activity, learning environment, educational tasks in the conditions of modern technologized education. A scientific and theoretical review of the literature showed the versatility of studying the problem of social responsibility in various fields of sciences: philosophy (Platon, Aristotle, T. Hobbes, J. Locke, I. Kant, etc.), jurisprudence (A.R. Kornilov, A.R. Lavrent'ev, S.N. Kozhevnikov and others), psychology of personality development (S.L. Serebryakova, L.M. Arkhangelsky, A.A. Guseinov and others), pedagogy (I.Yu. Novichkova, S.P. Akunina, V.N. Lukin and others). Several scientific works on corporate social responsibility contributed to the development of this study (F. Rosati, R. Costa, A. Calabrese, J. Lee, M. Cho, etc.). The work of foreign scientists (S.L. Davis, L.M. Rives, S. Ruiz-de-Maya) "Personal social responsibility: developing and testing the scale" is of scientific and methodological value, which determines the need to develop a concept of social responsibility, which includes the individual human behavior of a person as a modern the citizen as a whole. The results of studies by J.C.R. Sousa, E.S. Siqueira, E. Binotto, L.H.N. Nobre on the perception of subjects of the educational process of universities of social responsibility, depending on the degree of discussion and the level of socialization of students, are significant. According to C. Roofe, the problem of social responsibility is not given special attention, which leads to a constant decline in the moral and spiritual component of education in the country. The diagnostic tool was a questionnaire to identify the personal attitude of teachers to the problem of social responsibility of students and the quality of work to develop the desired personality characteristics at the university. The author's questionnaire "Ideas of social responsibility" has passed the validation confirmation procedure (Alpha-Cronbach: 660927 and Standards. Alpha: 669767) by specialists of the Biostatistics sector of the Research Management Department of WKMU named after Marat Ospanov. The result of the research is the highlighted relationship of creativity with the formed cultural and social experience of the individual, which is the basis of socially responsible behavior. Highlighted as a result of observation as an initial method of empirical cognition, psychological, pedagogical, methodological features of online education will allow teachers and students to timely adjust their activities in order to achieve their goals in the system of studying students' social responsibility.

Online Learning Design for Animalia Classification Materials With Discovery Learning-Based Learning Videos and Vee . Diagrams

Preliminary study was done by giving a cognitive test using a two-tier diagnostic test to 147 students of 10 high schools from 5 districts. It showed that the questions that a respondent can accomplished was only 56%. This research aims to 1) know the characteristics of online learning using video for animalia classification materials based on discovery learning and vee diagrams 2) determine the feasibility of learning videos for animal classification based on discovery learning and Vee diagrams. This research is a qualitative descriptive research. The research subjects were biology teachers and grade X students of public senior high school in Wonogiri. The respondents were purposively selected. Data was collected from observation, interview, and documentation. Data collection instrument were questionnaire for teachers on learning models and animal classification materials, students' questionnaires on learning video. The findings are 1) The video for animalia classification made the learning more interesting, help the students to build concepts and make learning more meaningful 2) learning video is suitable for use in online learning animal classification based on the results of teacher questionnaires at four aspects: (1) selection of learning resources and media teaching 87,50% (2) learning approaches and methods 87,50% (3) learning model syntax 90,63% (4) Evaluation 83,3% and the average result for material content 91,11%. Students also gave positive responses on learning video: (1) display 82,47% (2) materials 81,24% (3) learning model 81,9%.