Implementation Of Online Courses Research Articles

ANALYZING THE UTILIZATION OF LEARNING MANAGEMENT SYSTEMS TO SUPPORT STUDENT LEARNING IN AN ONLINE LEARNING ENVIRONMENT

As online learning continues to gain prominence in educational settings, the role of Learning Management Systems (LMS) becomes increasingly crucial in facilitating and enhancing student learning experiences. This research aims to investigate the utilization of learning management systems and their impact on supporting student learning in the context of online education. The study employs a study literature method by identifying related research on learning management systems and how they support student learning. The primary objectives are to identify patterns in LMS usage, assess the effectiveness of various features, and explore the challenges faced by students in adapting to online learning environments. Key areas of analysis include the impact of LMS access as a learning tool, the impact of LMS on students, the features of LMS that support student learning, and the challenge of using LMS itself. Additionally, the study delves into the perceptions of students regarding the use of the LMS interface, the adequacy of the instructional materials provided, and the overall impact on their learning outcomes. Through the integration of data analytics and qualitative feedback, this research aims to provide a comprehensive understanding of how Learning Management Systems contribute to student learning in online environments. The findings are expected to inform educators, administrators, and instructional designers about optimizing the design and implementation of online courses, ultimately enhancing the quality of education in the digital era.

THE RELATIONSHIP OF TEACHING CLARITY AND STUDENT ACADEMIC MOTIVATION IN ONLINE CLASSES

Due to the outbreak of Covid-19, a large number of educational institutions had to temporarily discontinue their offline delivery models in favor of online courses. Teaching clarity has always been an important factor in teaching and learning, but due to the implementation of online courses, teaching clarity has been greatly impacted by various factors of new course delivery model. It is unknown how student academic motivation will be affected by teaching-clarity behaviors in this context. This study collected data from undergraduate students who adopted an online course delivery model to explore the relationship between teaching clarity and student academic motivation during covid-19. The regression result indicated that student motivation was significantly and positively related to teaching clarity in the online course delivery model, and that higher teaching clarity in online courses was associated with higher student motivation. The finding of this study shed light on the teaching-clarity behavior as a key to motivating students in the online course delivery model, with revelatory implications for teachers to design online courses and motivate students in the future.

Study the attitude of teachers and students toward online classes at technical university

This study is aimed at studying the attitude of university teachers and students to online classes. The opinion of students about the implementation of online courses, their usefulness and support from teachers in online classes, as well as the opinions of teachers about the usefulness of online courses, about teaching methods and practice, education process were studied. The results showed that students generally felt positive in online classes, received sufficient support from tutors, but they did not believe that online classes would replace traditional face-to-face education. Educators have often experienced difficulty due to a lack of proper training for delivering online classes. Technical issues are a major concern for the effectiveness of online classes. The majority of respondents have a positive attitude towards the digitalization of education, highly appreciate the importance of digital literacy of participants in the educational process. Students associate the advantages and disadvantages of digitalization of education with their own experience of online learning during the pandemic. Keywords: Online Education, Online Tools, Online Course, Digitalization.

Exploring Students’ Increased Use of Tablets After Taking Online Courses During the COVID-19 Lockdown

The present study aimed to investigate the ownership and usage of Tablets among Chinese foreign language students. Adopted a quantitative approach, this research was considered a case study with exploratory nature. The data were collected from a self-reported questionnaire between May 31st and June 6th, and 276 valid responses were analyzed utilizing SPSS. Independent samples t-test and Fisher’s exact tests were carried out to perform inferential and descriptive analyses. Findings revealed that augmented ownership of tablets did not result from the implementation of online courses after the outbreak of COVID-19. However, some students demonstrated preferences for paperless learning, whose learning style might have changed during the intensive distance learning process for more than one semester. Still, students’ opinions towards the introduction of tablets into pedagogical practice weren’t overall positive; those who did not have or were not willing to purchase tablet devices were more likely to be unsupportive.

Смешанный формат обучения – перспективное направление подготовки студентов экономических специальностей

Unpredictable abrupt changes in the external environment of the education ecosystem have necessitated the introduction of distance and mixed learning formats into practice and the transformation of forms of interaction between students and teachers. The high quality of students' training in higher education institutions has recently been ensured thanks to the implementation of online courses and the organization of mixed forms of education based on them, which involve remote work to familiarize students with theoretical material by performing skill-oriented tasks remotely, face-to-face seminars and final control of the development of academic disciplines. The subject of the article is a methodological approach to the organization of learning processes taking into account the challenges of the external environment and internal restructuring based on the integration of modern pedagogical teaching methods and technological solutions in order to form a new generation of human capital. The purpose of the work is to substantiate the construction of an integrated design—problem approach in conditions of mixed learning using LMS Canvas as a tool to improve the quality of training of a new generation of human capital. The conceptual foundations of designing the implementation of students' research work in a mixed learning format as an element of professional training of human capital are considered. The conclusions are made that the active inclusion of students in the modern process of the knowledge economy brings them to a high level of responsibility and strict compliance with deadlines for individual stages of work.

Comparison of learning effectiveness between physical classroom and online learning for dental education during the COVID-19 pandemic

Background/purposeOnline learning has been used to continue dental education activities during the coronavirus disease 2019 (COVID-19). This study aimed to compare the learning effectiveness between physical classroom and online class learning for dental education during the COVID-19 pandemic by the questionnaire survey. Materials and methodsA questionnaire-based online survey was used to evaluate the learning effectiveness on the dental students who took the compulsory course entitled “oral pathology and diagnosis” in School of Dentistry, National Taiwan University in 2021. Student's t-test and Mann–Whitney U test were used to analyze the difference in learning effectiveness between physical classroom and online class learning for dental education during the COVID-19 pandemic. ResultsIn this study, dental students tended to have a viewpoint that the learning effectiveness of online class learning was better than that of physical classroom learning. On the contrary, they tended to have a viewpoint that the convenience and fairness of physical classroom examination was better than that of online examination (all P-values < 0.001). ConclusionWe conclude that our dental students are ready to take online courses. In terms of blended learning courses, the combination of physical classroom and online courses is the future trend of dental education. At this moment, dental schools must prepare their abilities for the implementation of online courses to respond to the COVID-19 pandemic and the next crisis, as well as for the needs of future dental education.

Desarrollo de un Cuestionario de Autoevaluación de la Competencia Docente en Línea

Una de las estrategias privilegiadas en los procesos de evaluación formativa de la docencia es la autoevaluación. El objetivo de este artículo es reportar el proceso de investigación que permitió desarrollar un cuestionario de autoevaluación de la competencia docente en línea en educación superior. Los participantes fueron seis expertos en el diseño e implementación de cursos en línea y un total de 130 docentes universitarios. El método consistió en dos etapas. 1) Desarrollo del instrumento a través de: fundamentación teórica sobre los elementos de la competencia docente en línea; operacionalización del constructo; y validación de la matriz por el juicio de expertos. 2) Aportación de evidencias de confiabilidad y validez incluyó: la aplicación del cuestionario; cálculo de estadísticos descriptivos; determinación de la confiabilidad de los puntajes; y análisis factorial exploratorio. Se identificaron dos factores: previsión e interacción didáctica; y, gestión del proceso de enseñanza y valoración de los aprendizajes; 44 ítems con una varianza total de 44.7 y alpha ordinal de .94. Se concluye que los resultados corroboraron el fundamento teórico del instrumento, por lo que se recomienda su aplicación en la retroalimentación de la práctica docente en línea.

Sustaining Language Skills Development of Pre-Service EFL Teachers despite the COVID-19 Interruption: A Case of Emergency Distance Education

The COVID-19 pandemic has caused teachers and students to abandon their physical classrooms and move into emergency distance education (EDE) settings. Thus, sustaining the quality in education has become a challenge during this transitional period. Within this context, the aim of this study was to explore the impact of EDE on language skills development (reading, writing, listening, and speaking) of Turkish pre-service teachers of English as a foreign language (EFL). In this qualitative study, data were gathered from 118 pre-service EFL teachers about the advantages and disadvantages of EDE for their language skills development. Thematic analysis was used as a research design, and nine themes emerged for both advantages and disadvantages. The most important theme for both categories is content and implementation of online courses. This study pinpointed the eminence of this theme, for if it is emphasized enough and handled efficiently, it plays a huge role in developing language skills. The themes and sub-themes generated through thematic analysis showed the advantages and disadvantages of EDE for each skill in detail and also proved that EDE was most advantageous for writing skill and least advantageous for speaking skill. The participants stated that, since writing skill was constantly used for almost all homework, assignments and projects, that skill was nurtured the most. Nevertheless, speaking skill was ignored during online courses, and writing became the new mode of communication by replacing speaking. The outcome of the present study encourages preparedness for EDE against a possible second wave. Thus, the study is hoped to pave the way for anticipating issues and developing solutions for EDE contexts to preserve sustainability in higher education.

Demandas Tecnológicas, Académicas y Psicológicas en Estudiantes Universitarios durante la Pandemia por COVID-19

La presente investigación examinó las demandas tecnológicas, académicas, y psicológicas experimentadas por una muestra de 167 estudiantes universitarios activos de 17 instituciones de educación superior en Puerto Rico durante el periodo de mayo-junio de 2020 durante la pandemia por COVID-19. La muestra estuvo compuesta mayormente por mujeres (81.4%) con edades que fluctuaron entre los 18 a los 61 años (M = 30.36, DE = 11.46). Se utilizó un diseño no experimental transversal exploratorio-descriptivo. Los hallazgos principales indican que los estudiantes tuvieron problemáticas relacionadas a estresores por la sobrecarga de tareas, mala implementación de cursos en línea, falta de orientación de sus universidades, poca flexibilidad de sus profesores, entre otras. Estos hallazgos abren paso al estudio de los cambios de modalidades educativas (presencial a en línea) repentinas y su impacto en los estudiantes.

Desarrollo de un cuestionario de evaluación de la competencia docente en línea

Evaluar la docencia con el fin de mejorar la calidad de la enseñanza implica reconocer su complejidad y contar con instrumentos de evaluación válidos que orienten hacia la mejora. El objetivo de este artículo es reportar el proceso de investigación que permitió desarrollar un cuestionario de evaluación formativa de la docencia en línea con base en la opinión de los estudiantes. Los participantes fueron seis expertos en el diseño e implementación de cursos en línea y un total de 2821 estudiantes universitarios. El método consistió en dos etapas: 1) Desarrollo del instrumento a través de fundamentación teórica sobre los elementos de la competencia docente en línea susceptibles de ser evaluados por estudiantes; elaboración de la matriz de especificación del cuestionario; validación de la matriz por el juicio de expertos y estudio piloto; 2) Aportación de evidencias de confiabilidad y validez incluyó la aplicación del cuestionario; cálculo de estadísticos descriptivos; análisis de unidimensionalidad por medio del modelo Rasch; determinación de la confiabilidad de los puntajes; análisis factorial exploratorio y confirmatorio. Se demostró que 28 reactivos evalúan el mismo constructo y se confirmaron dos factores: previsión del proceso de enseñanza y aprendizaje; y conducción y evaluación de la experiencia de enseñanza y aprendizaje; una varianza total de 70.01% y alpha ordinal de .998; un índice de ajuste RMSEA= .08, SRMR= .03, CFI= .91. Se concluye que los resultados corroboraron el fundamento teórico del instrumento con características psicométricas aceptables, por lo que se recomienda su aplicación.

Lifelong learning opportunities through MOOCs in India

PurposeLifelong learning needs to be visualized as the milestone for generating a progressive and knowledge society. Because it is through lifelong learning that one can continuously upgrade one's knowledge and acquire the relevant skills for getting livelihood opportunities. Moreover, for ensuring a sustainable and advanced society in the 21st century industrial setup, people are desirous to receive a global form of learning as they tend to follow the principle, that is, “earning while learning”. In this context, the various types of online courses, Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) provide myriad opportunities to the people by introducing them to a global form of learning. Against this background, the introduction of MOOCs in India for providing lifelong learning opportunities might work in a big way. However, to what extent, can MOOCs promote the idea of lifelong learning in a vast country like India needs to be discussed in greater detail.Design/methodology/approachWhile writing the paper, descriptive research methodology has been used. The sources such as Report of Census 2011, Human Development Report 2016, 2018, Economic Survey 2016 are also consulted. Analysis has been done based on the data extracted from the secondary source of information.FindingsThe literature review made in the paper implies that the educational institutes across India may adopt some of the good national and international practices for transforming the society and produce some need-based MOOCs under the SWAYAM platform with regard to providing opportunities of lifelong learning. Thus, the courses run through SWAYAM should help in achieving the three cardinal principles of the Indian Education – access, equity and quality. However, there are many challenges to be met while the adoption and development of MOOCs for the purpose of lifelong learning in India are taken into consideration. The current modes and popularity of digitally offered education in India thus need to be justified.Research limitations/implicationsThe discussions made in the paper are limited to a reference to the Indian MOOCs particularly under SWAYAM, and it is a general study only.Practical implicationsIt is important to note that a new kind of transformation is currently being initiated across the world by encouraging more and more online interventions in the field of education. In fact, various studies are also being conducted on the implementation of online courses across the world, particularly in the developed countries where more than 70% education is delivered online. However, in a country like India, the practical utility or the implementation of the online courses such as MOOCs is not so popular even at present, and it is only limited to a small section of the society. The University Grants Commission (UGC) with a view to promoting CBCS as well as Credit Transfer made 20% course delivery through MOOCs mandatory in Indian higher education. However, the CBCS system itself has several loopholes considered in the Indian context, as it was launched without sufficient ground work, and no one seems to have a clear idea of its implementation method. The UGC's move was to introduce a system of education that would help in bringing parity of Indian higher education with Western or European higher education systems. This paper shall try to imply how the Indian MOOCs should be used in providing lifelong learning opportunities to the people of the country.Social implicationsThis paper refers to a new social constructivism initiated through MOOCs, where a learner can directly interact with the people in the community, share their own ideas and thoughts and collectively undertake new researches. This is sure to transform the Indian society in the days to come, although a study on the usefulness of the existing MOOCs is of utmost necessityOriginality/valueThis paper reiterates the necessity of a detailed study of the available MOOCs in India based on the findings of the common problems and challenges of MOOCs development and implementations that need to be resolved first. Then the paper provides an analysis of this situation so that one could develop or adopt a MOOC in order to meet one's need of lifelong learning in a country like India.

Online Blending Learning Model of School-Enterprise Cooperation and Course Certificate Integration During the COVID-19 Epidemic

The outbreak of COVID-19 in 2020 has brought unprecedented challenges to school education, but it has also brought new opportunities to online education. How to quickly switch from the traditional classroom to online live class, how to organize the construction and teaching implementation of online courses, how to make use of high-quality teaching resources to quickly build online courses, and how to guarantee the teaching quality of online courses are all urgent problems to be solved in the development of online teaching in the emergency period. Taking the construction and teaching of practical network technology as an example, this paper describes how to use the high quality training resources of cooperation between schools and enterprises to build a new type of online Blending Learning mode of course certificate fusion. As the goal of the course, the online video learning resource library is built by enterprise training video. Through students' online autonomous learning and knowledge point learning summary through the form of thinking map, teachers' online interactive live explanation, answering questions and evaluation at a fixed time can better control the teaching quality of the course, and carry out experimental operation training and consolidation exercises after class. From the current course operation, the course really realizes the student-centered learning, and the teaching effect is good.

University Students` Satisfaction: The Impact of Computer-mediated Blended Learning

Penitentiary systems in transition countries are in a state of reform. This factor imposes additional difficulties in the vocational training of future probation and correctional officers. Improving the process of their instruction at universities should consider the condition of their satisfaction and efficiency of modern educational technologies. During the experiment, the online intranet course was implemented in the educational process. This course oriented to the stimulation of students` emotional-motivational states, facilitation of cognitive abilities and using of practice-oriented educational exercises for autonomous learning. The student satisfaction was measured with SUSS – the Students University Satisfaction Scale (Cronbach’s alpha coefficient α=0.90). At the end of the experiment, t-test (with independent samples) displayed that students of the experimental group (n=82) had significantly higher scores for students` satisfaction than the students of the control group (n=82, t=4.24), especially satisfaction with curriculum (t=7.78), teaching and learning (t=7.65). The results of the study confirm the effectiveness of blended learning, in particular, the Station-Rotation model, to increase students' motivation and satisfaction. Practical implications include the implementation of online courses in basic academic disciplines in the training of Ukrainian probation and correctional officers. Instructional Design Implications include further study of the realized techniques, methods and models of blended learning.

Factors affecting Successful Implementation of eLearning: Study of Colleges and Institutes Sector RCJ Saudi Arabia

The colleges and institutes sector Royal Commission Jubail (JCIS) represents four higher educational institutes namely, Jubail University College (JUC) for male and for female, Jubail Industrial College (JIC), and Jubail Technical Institute (JTI). All of the institutions are under one patronage General Manager of JCIS. Several courses are very similar in content and delivery offered at all institutes. ELearning is the ideal form of delivery for higher education students in JCIS. This study aims to explore the specific factors affecting successful implementa-tion of eLearning as major barriers at JCIS. This research will extend the existing theoretical model Technology Acceptance Model (TAM) and develop an extend-ed model of eLearning for successful implementation and adoption of eLearning solutions at colleges and institutes sector of Royal Commission Jubail. The study will attempt to investigate the various barriers those affect the successful imple-mentation of eLearning in the sector. It is also expected that this research study will provide strategies for academicians in the development and implementation of online courses. In this research study, quantitative research approach would be applied which may utilize instrument survey questionnaire (for students, teachers, and management) from all colleges and institutes of the sector.

Using technology in business education

Online education, hybrid courses, and other types of distance learning opportunities continue to revolutionize and change how institutions, faculty, and learners approach and evaluate higher education options. While the technological options, including the proliferation of social media tools, can appear to be overwhelming at first, the method is less important than the information distributed via online platforms. Appealing both to current students, especially millennials and Gen-Z individuals, and adult learners that are returning to college while also working, online options provide both challenges and opportunities. Colleges and universities, from administrators, to faculty, to staff must be aware of both the options for higher education platforms and how to construct appropriate content. The decisions made surrounding course engagement, course content, communicating and interacting with students, and building an inclusive environment are essential to the successful implementation of online courses and program. In a continuously changing environment such as online learning and education, a logical approach, instead of attempting to construct a permanent solution from the beginning, is to take into account the various factors and forces that can harnessed to drive positive change. This piece reviews current research, discusses implications for members of the higher education community, and outlines a checklist for practices and ideas to take into account as online learning continues to drive innovation.

Validation of indicators for implementing an adaptive platform for MOOCs

Personalization techniques are a classic solution recommended by many experts for improving learning. Information and communication technologies and online courses have helped reduce the difficulties teachers face with a diversity of student profiles and a large number of students in a classroom. When these factors are extreme, like in a Massive Open Online Course (MOOC), those techniques may be the solution. However, even the most sophisticated technologies have not solved all the challenges posed by personalized learning, and in cases where teachers are not skilled in the technology they must use, the adaptive systems have only complicated the implementation of online courses. Therefore, this paper proposes a construct of adaptivity for MOOCs to identify some specific personalizing indicators. These indicators are chosen as a result of previous work done and are based on two aspects of learning: self-regulation and cooperation. This construct presents a consistent scale. A study is conducted to find the indicators that are most acceptable to participants in a MOOC, and it considers whether the performance or completion of other MOOCs previously influences the participant's perception of the value of the proposed construct.

Approaches to teaching online: Exploring factors influencing teachers in a fully online university

AbstractIn recent years there has been widespread interest in the implementation of online courses in universities. While most studies about online learning environments primarily focus on technology‐related issues or instructional methods, little attention has been given to online teachers and their teaching approaches. The aim of this paper is to provide an overview of how teachers approach online teaching and the factors affecting individual teachers’ approaches to teaching online, particularly in a fully online university. Nine hundred and sixty‐five (965) online teachers belonging to the Open University of Catalonia were surveyed. The dependent variables include three approaches to teaching online: the Content Acquisition approach, the Collaborative Learning approach, and the Knowledge Building approach. The explanatory variables are socio‐demographics, academic background, online teaching experience, studies taught, online teaching dedication, and teachers’ roles in teaching online. Multiple regression analyses are used to make inferential judgements and test the effects of the independent variables. Findings suggest that age, academic background, online teaching dedication, and especially teachers’ roles in teaching online are important predictors of the adoption of a particular approach to teaching online.

Faculty Attitudes about Distance Education

In recent years, there has been a dramatic increase in distance learning in higher education. Given this, it is extremely important to understand faculty attitudes about distance education, not only because they can vary widely, but also because it is the faculty, through their design and implementation of online courses, that will shape the future of distance education. The purpose of the present study is to uncover faculty attitudes about distance education in a specific context, namely that of a mid-sized mid-Atlantic state university. Data sources consist of posts from two of six discussion boards written by 21 faculty participants during an Online Faculty Development Program. Findings are categorized according to (i) philosophical discussions about collaboration, online versus face-to-face courses, and anonymity, (ii) practical discussions about instructor workload and small group discussions, and (iii) practical applications on the incorporation of discussion boards, access, and guidelines for discussion board use. The study ends with course design and faculty training implications.

Development of the Intelligent System for the Use of University Information System

As one of the essential steps towards the inevitable integration process University of Mostar decided to introduce a unified information system for all members of the University of Mostar. Difficulties and some kind of resistance from the side of some employees appear in the application of this information system. To facilitate learning process, and at the same time to reduce administrative costs and save time on the training, the idea of developing an intelligent system for training the work of teachers on University Information System came up. Intelligent tutoring system provides an advanced student learning environment, tailored to its current level of knowledge. As a platform on which our system will be based, we chose an application for the creation and maintenance of online courses via the Internet, Moodle. Moodle provides teachers with full IT support in the organization and implementation of online courses. A plan is to develop a teaching system for the use of University information system, which will be fully automated and adaptable to the needs and current knowledge of each teacher who is trained on it and that gives this system the principal characteristics of intelligent system.

A collaborative, design-based approach to improving an online program

This paper explores the effects of a collaborative, design-based approach to improving teaching and learning in core courses in an online program. It describes research which tested a model for linking iterative, theory based improvements in the design and implementation of online courses to learning outcomes. The researchers, who are also faculty in a graduate-level Teacher Leadership program, used the Quality Matters and Community of Inquiry frameworks to address first course design (QM) and then course implementation (CoI) issues across multiple semesters. Results show improved learning outcomes in most core courses from this two-step process.