Future Online Learning Research Articles

Artificial Intelligence and the Future of Online Learning: Opportunities and Challenges

In recent years, artificial intelligence (AI) has become a pervasive part of daily life, with technologies like ChatGPT gaining traction. This paper examines the transformative potential of AI in online education, considering both its theoretical implications and empirical insights. The theoretical section explores AI's impact on education and the ethical challenges it presents, while the empirical section presents findings from a survey conducted among students. The survey investigated student perceptions and experiences with AI tools, shedding light on both their benefits and concerns. Notably, while students recognize the potential of AI to enhance learning, they also express apprehensions about issues like data privacy and overreliance on technology. Ultimately, the paper underscores the importance of responsible integration of AI into education, emphasizing the need for ongoing research and education to ensure its ethical and effective use.

Preservice teachers’ beliefs toward online learning and future teaching: Redesigning teacher training

Global health and political crisis lead to the development of educational practices. This study examined pre-service teachers’ beliefs concerning online learning and their future teaching in online environments. Seven hundred sixty four participants responded to online questionnaires at three points in time during the Covid-19 period. It was found that the average level of beliefs in readiness for future online learning and teaching is moderate. Whereas, the level of beliefs in online teaching is consistently high compared to beliefs in online learning. Three of the four components of the Dynamic Change of Personality Traits Theory (DCPT) showed higher levels of Pre Service Teacher (PST) beliefs in future online teaching than beliefs in their ability to learn online. Findings of this study propose that radical changes in learning environments impact the formation of beliefs. As beliefs contribute to the construction of motivation they must be acknowledge as essential for future teaching environments.

Interest of Students Toward Online Education: A Case Study of Religious Students

Interest of student is very Significant in open and distance learning (ODL) education because of its profound influence on pedagogical implications. Extensive research has been conducted on the interest of science students in ODL during the post-pandemic period. However, understanding religious students’ interests holds particular significance because of their unique beliefs, values, and needs. Therefore, a case study was conducted to investigate the interest of religious students in online education and identify the factors influencing their interest. A total of 123 undergraduate students from the Faculty of Quranic and Sunnah Studies at the Islamic Science University of Malaysia participated in this study. All of them are third- and fourth-year students with experience in online learning. Data were collected using a structured Google form and analysed using appropriate statistical methods to gain insights into the participants’ interests and opinions. The results revealed that 85.4% of students had a positive attitude toward online learning, whereas 14.6% had an unfavourable attitude. Additionally, 73.2% preferred traditional learning, while 26.8% preferred online learning. Furthermore, 44.7% believed that online learning provided the same quality as traditional education, whereas 55.3% disagreed. These findings have significant implications for the development and implementation of future online learning strategies in Islamic education.

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

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

Students online learning experience during emergency remote teaching in higher education

For actionable insight, this study explored computer science and information technology students’ online learning experience in an emergency remote teaching during the COVID-19 pandemic in a public technical university in Ghana. A mixed method research of both quantitative and qualitative design was used to expand the evidence base. The inherent set of factors of the learning experience were determined by an exploratory factor analysis and confirmed with a multiple regression. Six factors comprising sense of concern, institutional support, effective communication, connectedness, mediated technologies, and stress levels explained 66.5% of the variance in the patterns of relationship. All factors had positive regression weights and added significantly to the prediction. Potentials identified comprised positive reactions to institutional support, improved lecturer-student interaction, active participation, accessible course contents, and moderately high future online learning expectations. The challenges included unpreparedness, unreliable Internet, high cost of data, and incidental learning design and pedagogy. Evidently, the higher education landscape shifted during the pandemic in obvious ways to merit further studies and reflective online learning administration to inform robust technology-oriented post-pandemic practices.

A cross-sectional study of online learning during the COVID-19 pandemic: Student perceptions.

Severe acute respiratory syndrome coronavirus 2 caused an unprecedented pandemic for more than 2 years, affecting the lifestyle health, and education systems at the global level. During this long pandemic period, online learning was considered the only secure learning alternative. Multiple studies have demonstrated positive or negative perceptions related to online teaching. Through this study, we identified the perceptions and different challenges that online learning brought to the education of the students of Alexander Xhuvani University, Elbasan, focusing on their achievements. This cross-sectional study was conducted by Alexander Xhuvani University from March to May 2021. A questionnaire that assessed students' perceptions related to the effectiveness of distance learning was used for this study. This questionnaire had a Cronbach α value of 0.760. Students from two faculties were welcomed to be part of this survey and to fill out the questionnaire on the Google platform. The data of the online questionnaire was made in Excel format and then analyzed using the statistical program SPSS version 20.0. Overall, 350 students were included in the study about 268 (76.6%) belong to the female gender, and most students 239 (68.3%) belong to the age group of 18-20 years. It is worth mentioning that 271 (77.4%) had a negative perception related to e-learning. Approximately, 201 (57.4%) of students encountered difficulties with the internet, 49 (14%) of cases reported a lack of technological equipment, and 111 (31.7%) encountered distraction while using the phone to listen to the online lesson. Problems with visual images and audio were also reported. As advantages, we mention freer time and greater flexibility in the learning process. Changes in health and management of online learning were observed in 123 (35.1%) of students, where loss of time and lack of concentration to learn, sleep problems, stress, anxiety, and fear were encountered the most. This is the first study in university education to assess students' perceptions and results achieved by online learning during our country's pandemic. Our study's findings show that 271 (77.4%) of participants have a negative perception of online learning. The most common challenges among students were Internet speed, a lack of technological equipment, and Internet disconnection. In terms of expectation fulfillment during online learning and assessment results, 245 (70%) of students' expectations were unsatisfied and unmet. These findings will address the gaps in the literature and may influence future online learning design in our country.

From Crisis to Continuity: Exploring Students’ Perspectives on the Future of Online Learning Beyond COVID-19

As we live in the post-COVID-19 era, much research should be devoted to guiding educators and policymakers on what to retain, revise, or even eliminate from the online learning experience. This study aimed to provide a deeper understanding of the students’ behavioural intention to continue using technology in the post-COVID-19 era. The study was grounded in a well-known theoretical model for assessing technology adoption, the Technology Acceptance Model (TAM), expanded by adding the following external variables: accessibility (ACC), anxiety (ANX), feedback (FB), computer playfulness (CP) and perceived enjoyment (PNJ). A total of 134 undergraduate students from both public and private universities and colleges in Oman were included in the study. Data was collected through the administration of a Likert-scale questionnaire and analysed using descriptive tests and the Smart-PLS technique. The study’s main findings revealed that ACC, ANX, CP, and PNJ had a significant impact on Perceived Ease of Use (PEOU), while no such effect was observed on Perceived Usefulness (PU). Notably, the study concludes that students exhibit a high intention to continue using technology. The study underscores the increasing familiarity of interactive technology tools among teachers and students, a trend accelerated during the pandemic. However, a recommendation is made for the development of a comprehensive framework by educational stakeholders, including policy professionals and teachers, to specify the strategic use of technology and its intended purpose.

The Development and Opportunity of Educational Mode in the Metaverse Age

The Metaverse is an end-users-oriented integration of various layers of Information Technology (IT), where Human–Computer Interaction (HCI) would be the core technology. With the rapid development of IT, the Metaverse would allow users to connect, work, conduct business, and access educational resources, all in a technology-mediated environment in new interaction ways. The Metaverse can play a major role in the future of online learning and enable a rich active learning environment, where learners have the opportunity to obtain first-hand experiences that might not be accessible in the physical world. While currently there is a severe shortage in Metaverse-Learning studies, such research strands are expected to soon emerge. The main objective of this paper is to investigate challenges and opportunities for human-centric Metaverse technology in the learning sector, hence accelerating research in this field. A phenomenological research method was used, including semi-structured in-depth interviews, essays written by participants, a focus group discussion with 19 experts in the areas of HCI, intelligent interactive technologies, and online learning. Five challenges were identified for the Metaverse-Learning context: immersive design, privacy and security, universal access, physical and psychological health concerns, and governance. While the research provided suggestions to overcome those challenges, three Meta-Learning opportunities were identified: hands-on training and learning, game-based learning, and collaboration in creating knowledge. The findings of this research contribute to understanding the complexity of the online learning in the Metaverse from the Human–Computer Interaction point of view. These findings can be used to further research the Metaverse as a virtual communication environment and potential business and learning platform.

Music Education and the COVID-19 Pandemic: Reflections of Teaching Music Theory Online

Objectives: This paper aims to identify the challenges that music theory teachers and students have faced upon the sudden educational shift from traditional face-to-face learning environments to virtual instruction due to the COVID-19 pandemic. The research also investigates the social, cognitive, and learning obstacles that students may have experienced throughout the pandemic. Methods: Using the author’s own experience in teaching music theory during the pandemic as a primary resource for the study, in addition to existing literature on pedagogy, music theory education, and E-learning as secondary data, the researcher uses a descriptive approach to achieve the main objectives of the study. Results: The study reveals several interactive, educational, and cognitive-based difficulties that students and teachers have encountered during distance learning. The research highlights the challenges of teaching music theory via online platforms and existing software programs that lack the technical features needed for the effective instruction of this quasi-mathematical, musically-centered subject. Conclusion: The researcher suggests a number of pedagogical strategies that can assist online music theory instructors during and after the pandemic. The author concludes by recognizing the urgent need for institutional and technological interference to ensure that future online learning endeavors are effective and successful

Design of online formative assessment of nursing humanities curriculum during the COVID-19 pandemic: A teaching practice research

BackgroundUnder the digital transformation trend nursing education, online formative assessment (OFA) provides a new opportunity. However, the OFA of nursing humanities course lacks design and practice, and faces the challenge of enhancing effective communication between teachers and students, student participation and autonomous learning. ObjectivesTo enhance the reliability of OFA in nursing humanities courses and provide practical experience for online teaching in the nursing profession. DesignA quantitative research approach was used. SettingThis study was conducted in a comprehensive university in China. ParticipantsWe conducted teaching practice on 185 nursing undergraduates, with 89 students in the experimental group, and 96 students in the control group. MethodsIn the 2020–2021 multicultural nursing course, student learning outcomes and questionnaires were analyzed through the online learning tool Superstar Learning, student feedback and satisfaction questionnaires, and descriptive analysis and independent sample t-tests were conducted using SPSS 25.0 software. ResultsThe OFA of students using Superstar Learning differed in learning performance and time to receive feedback from teachers between the experimental and control groups, and both groups had higher satisfaction levels. The experimental group's instructional design contained a synchronous classroom discussion module with better participation. ConclusionsDuring the COVID-19 pandemic, the use of online learning tools can support the implementation of OFA, build an environment where teachers and students participate together, have a positive impact on the continuous updating of teachers' teaching programs and students' learning outcomes. Simultaneous classroom discussions are expected to be an effective way to improve the reliability of OFA. Our instructional design, provides best practice suggestions for future online teaching and learning.

ONLINE LEARNING EXPERIENCES OF ENGINEERING STUDENTS IN THE POST-PANDEMIC PERSPECTIVE

The COVID-19 pandemic has created a crisis that has critically affected higher education institutions. With the sudden shift to emergency remote education during the pandemic, students’ online experiences have become a growing concern among teachers. This study aims to gain insights into students’ experiences of online activities in a hybrid learning approach. A total of 80 students enrolled in undergraduate programs at the Technical University of Cluj-Napoca, Romania, responded to an open-ended online questionnaire. This study used the content analysis to find out the positive and negative experiences in online learning, the preference for continuing instruction in a certain format and the reason for choice. The results showed that students' resources and skills played an important role in terms of positive or negative study experiences: cost and time effectiveness, easy access to many study materials and good distance learning skills helped to cope with this pandemic, while little or no interaction with colleagues and teachers and too many hours on screen caused difficulties and dissatisfaction among other students. Despite these issues, most students are interested in continuing their online instruction, but also face-to-face or hybrid activities. This study can provide recommendations derived from the interpretation of participant feedback for improvements in future online learning experience

Metaverse-Based Learning Opportunities and Challenges: A Phenomenological Metaverse Human–Computer Interaction Study

The Metaverse is an end-users-oriented integration of various layers of Information Technology (IT), where Human–Computer Interaction (HCI) would be the core technology. With the rapid development of IT, the Metaverse would allow users to connect, work, conduct business, and access educational resources, all in a technology-mediated environment in new interaction ways. The Metaverse can play a major role in the future of online learning and enable a rich active learning environment, where learners have the opportunity to obtain first-hand experiences that might not be accessible in the physical world. While currently there is a severe shortage in Metaverse-Learning studies, such research strands are expected to soon emerge. The main objective of this paper is to investigate challenges and opportunities for human-centric Metaverse technology in the learning sector, hence accelerating research in this field. A phenomenological research method was used, including semi-structured in-depth interviews, essays written by participants, a focus group discussion with 19 experts in the areas of HCI, intelligent interactive technologies, and online learning. The individual interviews took place in May 2022, with a focus group meeting held online in June 2022 to formulate a collective opinion of the 19 experts. Five challenges were identified for the Metaverse-Learning context: immersive design, privacy and security, universal access, physical and psychological health concerns, and governance. While the research provided suggestions to overcome those challenges, three Meta-Learning opportunities were identified: hands-on training and learning, game-based learning, and collaboration in creating knowledge. The findings of this research contribute to understanding the complexity of the online learning in the Metaverse from the Human–Computer Interaction point of view. These findings can be used to further research the Metaverse as a virtual communication environment and potential business and learning platform.

Student Satisfaction and the Future of Online Learning in Higher Education: Lessons from a Natural Experiment

Although there is substantial research on the effectiveness of online learning at the individual class level, there is little reliable data on how a shift to a mostly or fully virtual campus would impact undergraduates’ satisfaction, engagement, and academic achievement. Until the COVID-19 pandemic, the limited adoption of widespread online learning at selective schools and challenges of selection bias hindered a reliable assessment of such a shift in selective institutions. After the initial period of “emergency remote learning” in 2020, many selective institutions continued widespread online learning in the second year of the pandemic. Treating the expanded deployment of online learning as a natural experiment, the present study assesses the impact of frequent online learning during the spring semester of 2021 on representative samples of undergraduate students at three selective, four-year universities. The study finds that students who participated in classes that met in person at least once a week had higher evaluations of faculty engagement and higher overall levels of academic satisfaction, compared to those who never or rarely participated in an in-person class. This relationship appears less pronounced for Black and Asian students than for White students but does not vary significantly by gender. Although online learning has great potential, these results suggest a need to better understand the conditions that will support an expansion of online learning that can maintain student satisfaction.

Research Trends in the Field of Emergency Remote Teaching: A Bibliometric Analysis of Open Access Literature

Throughout the period of pandemic, many studies have been conducted on emergency remote teaching (ERT) in different fields and from different perspectives, which reveal that there has been a lack of a comprehensive map showing the rapid and continuous responses of these studies to the process. The purpose of this research is to analyze open access research on ERT using bibliometric method, and to reveal current trends in this field. VOSviewer software was used for data analysis; the data collection process was shaped using the PRISMA framework. 238 studies were included in the analysis. The distribution of the open access studies analyzed in the field of emergency remote teaching by year, type of publication, subject, country, and sources was examined; citation analysis (by journal and publication), authorship patterns and collaboration, common word analyses are included. It was found out that these open access publications mainly consisted of journal articles and were dated 2020 and 2021; most of the publications were in the field of educational sciences. Based on common word analysis, the most important topics that are addressed in studies on the ERT process are the process of pandemic, distance education and higher education, while the challenges experienced regarding teachers and pedagogic issues during the process, teacher education, student-related characteristics (such as self-regulated learning-motivation-academic success) and participation are found to be frequently studied topics. The concepts of instructional design, collaborative learning, social presence, and assessment are also among the topics covered. It is anticipated that the implications for policy and practice based on the examination of research trends will have a significant effect on the structuring of future online learning environments, as well as the ERT designed for emergencies.

An Exploration of Psychological Resilience among Undergraduate Nursing Students Undertaking an Adult Nursing Virtual Practicum during the Coronavirus Pandemic in Taiwan: A Qualitative Study.

This qualitative study aimed to explore the psychological resilience of undergraduate nursing students partaking in a virtual practicum during the coronavirus pandemic (COVID-19) in Taiwan. The virtual practicum, a form of online learning, creates challenges compared to the traditional teaching-learning experience of an actual clinical placement. Exploring how students overcome learning difficulties and build resilience is necessary for a new learning environment or for future online learning. Constructivist grounded theory and the Standards for Reporting Qualitative Research checklist were followed. Purposive and theoretical sampling were used to recruit 18 student nurses for data saturation. Semi-structured, face-to-face interviews were conducted individually to collect data. Initial, focused, and theoretical coding and constant comparative data analysis were performed. Credibility, originality, resonance, and usefulness guided the assessment of the study's quality. The core category of psychological resilience in the virtual practicum was constructed to reflect Taiwanese nursing students' progress and experiences of learning during the virtual practicum. This core category consisted of three subcategories: (i) learning difficulties within one's inner self; (ii) staying positive and confident; and (iii) knowing what is possible. The findings identified psychological resilience as an important factor for students to adjust to the adverse experiences of a rapidly changing learning environment, such as the virtual practicum. The substantive theory of psychological resilience provided a frame of reference for coping with possible future difficulties. Correspondingly, psychological resilience reflected individuals' potential characteristics and may help students to enter and remain in the nursing profession.

An Integrative Review: Application of Digital Learning Media to Developing Learning Styles Preference

The future of online learning or cybergogy known by several terms, such as blended learning, flipped classroom, or hybrid is something that cannot be avoided. This compelling situation is not due to the COVID-19 pandemic alone but has become a necessity for every student from school to higher education. This article aims to analyze and explain understanding in education related to the concept of "digital media", and all student responses including "learning styles", and related concepts, by reviewing, and synthesizing the literature using in an integrative review. A total of 154 qualitative and quantitative articles published between 2000 and 2020 were reviewed. Based on the inclusion analysis, 25 articles reveal things related to "digital media" and the behavior of students' "learning style" responses and what digital learning media should be. Concerning what is embedded in digital media that can result in different reactions from one another, digital learning media should be made by considering the behavioral reactions of students' "learning style" responses. Applying various digital media such as online platforms or applications in learning should directly affect different learning styles in education. Learning variations should also be offered when the learning media is created and used.

On Rapid Transitioning to Online Learning Under COVID-19: Challenges and Solutions at Al al-Bayt University

The aim of this research work is to study the issues and challenges that Al al-Bayt University faculty members faced in the transition from face-to-face learning to online learning during the COVID-19 pandemic, and to highlight successful online learning strategies adopted. These issues and challenges are identified using question and solution-based analysis covering several issues that include the procedures and mechanisms adopted for the rapid transition from face-to-face learning to online learning, the online learning environment used, the impact of the transition to online learning on faculty members, courses’ content and students, and the challenges of online learning and the impacts it had on teaching and scientific research. The successful strategies adopted provide many practical methods for faculty members and leaders to follow for future online learning. In addition, the results of this work are expected to provide faculty members with a clear and insightful view on how to successfully integrate online learning and traditional learning into a blended learning approach.

TRANSFORMING EARLY EDUCATION: THE EVOLUTION OF ONLINE LEARNING FOR PRE-SCHOOLERS

During the pandemic, online education proved benefi cial for preschoolers as they are engaged with resources like YouTube videos, Zoom lessons, and interactive apps. Despite initial doubts, young learners thrived in the virtual classroom, interacting with peers and participating in hands-on activities. Online learning ensured educational continuity and laid a strong foundation for their future education. To ensure successful online learning, parents created dedicated learning spaces at home, and teachers adapted their strategies accordingly. The implementation of a four-step lesson model and small group division facilitated interaction and engagement. Students followed structured schedules and participated in a variety of activities throughout the day. Online lessons incorporated PowerPoint slides, videos, and interactive elements. Hands-on learning was facilitated through the use of manipulatives, play dough, and worksheets. Art activities seamlessly integrated language and math concepts, making the learning experience enjoyable. Virtual events like birthday parties and fi eld trips further enriched the online education experience. Data from online preschoolers demonstrated high achievement and progress, debunking the notion that online learning hindered their development. These students are well-prepared for future online learning if the need arises. Post-pandemic classrooms can benefi t from the methods and resources utilised during online learning. Incorporating tools such as PowerPoint slides, videos, smart boards, and e-books can enhance student engagement. The use of tablets and educational apps promotes sensory-based learning and facilitates peer tutoring. Tablets also stimulate interest, improve technical skills, and boost classroom participation. The success of online education for preschoolers during the pandemic was mainly due to parental support and collaboration. A dedicated learning environment, access to technology, and parental involvement were crucial factors. The positive experiences and effective strategies from online learning can continue to enhance and improve post-pandemic classrooms.

Educational Management of Online Learning in Pandemic Situation

Online learning is an online or face-to-face learning system, using the internet network, with the help of media such as laptops, computers and smartphones. This Learning System is one of the learning options carried out during and after the Covid-19 pandemic. So that it becomes a concern for all of us, including student groups. One of the efforts to find out the effectiveness of online learning is by doing research. The purpose of this study is to analyze the effectiveness of implementing online learning for students. The method we use is descriptive method, namely using data collection techniques by surveying via Google form. The samples used in this study were 78 students. The results of this study indicate that online learning is quite effective, because there are still many obstacles faced so that learning is not in accordance with its achievements. The conclusion from this study is that in the future online learning must be improved with better and more varied learning media.

Reflection on Best Practices in Designing Online Middle Level Learning

An increase in online learning during the pandemic has led to new thinking about online instruction that will last far beyond the pandemic. The hurried nature of instructional design as the pandemic shifted teaching and learning from the classroom to the computer may have neglected the need to design lessons using best practices online instead of focusing on content delivery and grading. Practices that are part of successful middle level education including cultivating depth of student understanding, developmental responsiveness, social emotional learning and differentiation to meet young adolescent student needs may have been neglected in pandemic online lesson design. This article suggests that now is the time to pause for reflection on previous online learning design as teachers use a guided process built on successful middle level practices. As teachers reflect on their previous online experiences and begin to ground their thinking, what they know and understand as expert middle level educators, the future of online learning will become more meaningful not only for teachers but for the young adolescent learners they are committed to reach and teach.