Introduction Of Online Learning Research Articles

The Use of Online Self-Reflection to Teach Writing: The Case of Second Year ENSC Students

The introduction of online learning in the last two years offered learners the chance to develop their autonomy and compelled teachers to offer self-study activities that develop learners’ metacognition. One practice that allows students to take ownership of their learning is reflective writing. A sample of 27 students from the second year class of the Department of English at the ENSC were required to submit via email post-writing reflective journals wherein they describe, analyse, and evaluate their writing experience. This study analyses the content of the students’ self-reflection. It seeks to answer the following research questions: (1) To what extent are the students able to verbalize their thoughts about their writing processes and products? (2) How is this online practice beneficial for the students? To answer these questions, the content of the reflective reports has been quantitatively and qualitatively analysed in addition to the teacher’s experience and insight from this experience. The results showed that the students generated rich and varied content about their writing and developed their reflective ability throughout the year. It improved their metacognitive knowledge and their self-evaluation skills. Besides, sharing the reflective reports allowed students to feel closer to their teachers which relieved their fear from writing.

Teaching and Learning Challenges and Opportunities for Students with Disabilities in Higher Institutions of Learning in Kenya During the COVID-19 Pandemic

COVID-19 pandemic has caused the greatest unsettling in education history, from preprimary to the highest institutions of learning. Owing to lack of cure and effective treatment, several containment measures were implemented, leading to prolonged closures of educational institutions. This created numerous challenges for both educators and students, particularly in higher education where institutions struggled to maintain the continuity of learning. The introduction of online learning across diverse platforms became a necessity, yet it presented a myriad of challenges for both institutions and students. Among those most adversely affected were students with disabilities (SWDs). Delivering instruction through online platforms proved to be not only different but also particularly challenging for SWDs, and their instructors. However, despite these difficulties, the pandemic has also highlighted opportunities for improving educational practices to better accommodate SWDs. This paper therefore examines the challenges and opportunities that the COVID-19 pandemic has created for SWDs, drawing on a systematic synthesis of literature. During this pandemic, instructors in higher education institutions are unable to adequately meet the educational needs of SWDs through on-line platforms. The findings reveal that instructors in higher education were often unable to meet the educational needs of SWDs adequately through online platform also struggled with the lack of a structured learning environment and reduced peer interactions, which are critical to their educational experience. Specific challenges included the absence of sign language interpretation for the deaf and hard of hearing, and a lack of screen readers for students with visual impairment. The findings underscore the importance incorporating the principles of Universal Design for Learning (UDL) into educational technologies, as UDL accommodates a diverse range of learners, including SWDs

How Has High School Learned from the Global Pandemic?

The study focuses on the consequences of the pandemic for the further development of higher education. The purpose of the article is to summarize the main consequences of the pandemic, which have become the result of scientific analysis and the object of many scientific studies. These are the degree of students' satisfaction with online learning, technological readiness of universities, the impact of new learning conditions on the psychological and emotional sphere, the problem of cheating at examinations, the problem of quality of education. Analysis of studies shows that in the academic environment there are different estimates of the pandemic period, sometimes they are of opposite nature. In spite of possibilities of online education universities tend to return to the full-time form of education. The study emphasizes that there are long-term consequences of the pandemic that are on the periphery of researchers' attention. These are the legal and economic consequences for universities, as the online form of learning has acquired a different legal status. In addition, the introduction of online learning is inevitably associated with additional hardware and software costs. Another important consequence is the impact of the pandemic on academic culture. Under the pandemic, students were isolated from the traditional academic environment, which affected the transformation of social rituals and academic ethics. Academic Values. Since there has been no complete return to previous conditions and the threat of a global pandemic exists, the new experience is integrated into the existing system of academic values and serves as a trigger for change in the long term.

Strategies for optimizing learning activities during the pandemic and new normal

This study aimed to investigate the government’s and parents’ strategies for optimizing learning activities during the pandemic and the new normal in Langsa City, Indonesia, after the COVID-19 pandemic hit the country. Using a structural-functionalist methodology It was assumed that the COVID-19 pandemic triggered change in society as a whole—change in one part would affect other parts—and that in order for education to operate smoothly in society, the government and parents must adapt to the necessary change. To provide empirical data for the study, in-depth interviews were conducted with the head of the educational and cultural office, the head of the religious department, elementary through secondary school teachers, and parents. The government implemented strategies such as school closures and the introduction of online learning, internet quotas for students and teachers, home visits to areas with poor internet signals, and time shifting classes to prevent overcrowding. The government instituted competitions for best school, best teacher, best staff, and best student awards during the new normal in an effort to rekindle students’ interest in learning and teachers’ participation in class. Nonetheless, the pandemic had a positive effect on students’ attitudes toward online learning and parents’ attitudes toward their children’s education. The study concluded that, in the face of a pandemic, government, teacher, and parent cooperation, as well as the ability to adapt to change, were the keys to the success of children’s education under any circumstance.

ESL Learners’ Perceptions of Online Learning in a Tertiary Institute

The study explores how learners view the benefits and challenges faced in implementing online learning in ESL classrooms. 53 learners from a private university in Petaling Jaya, Malaysia, were selected to be participants. An adapted questionnaire from a previous study was used to collect data via the Google form. This study employs a quantitative methodology, and the SPSS software was used to analyse the data collected. The findings showed that most learners acknowledged that the introduction of online learning caused obstacles for them. The results reflected learners' unbiased views on the benefits of integrating online learning into ESL institutions. The learners also have difficulty in learning online, and lecturers need to adapt their teaching methods and techniques to address this issue. The study recommends that online learning requires improved resources and technological support from the institution's management.

Evaluating Students’ Perceptions of Microsoft Teams for Online Academics Improvement

Online academic learning throughout the world has gained much importance and this is mainly due to the presence of Information and Communication Technologies. The introduction of online learning has led to the vast usage of personal computers (PCs), tablets, laptops, and smartphones. Even so, due to the COVID-19 pandemic situation, all physical academic activities stopped in educational institutes and the delivery of education was shifted to an online learning platform. From this standpoint, many educational institutes used various types of online applications such as Microsoft teams, Zoom, Skype, Whatsapp, and so on, to continue their studies which is an important aspect, particularly when there are no physical classes. These online applications have gained popularity because they offer an opportunity to connect with people anywhere, at any time. These online applications have provided a platform to share knowledge and experience with people around the globe. In education, these online applications play a vital role in strengthening the knowledge of students, teachers, and trainees. This paper focuses on the use of Microsoft teams as an online application in education and evaluates the effects of its use on university students’ performance in education. For this purpose, the Technology Acceptance Model (TAM) has been used to investigate the acceptance of Microsoft teams as an online source in education. For the study, data has been collected from the undergraduate and postgraduate students of Quaid-e-Awam University of Engineering, Science, and Technology, Nawabshah. Key parameters like ease of use and perceived usefulness have been considered for measuring the performance of students. The findings revealed that students had a positive impression of Microsoft Teams. Students expect that Microsoft teams will be utilized during online learning with some modifications so that learning may be done more successfully and efficiently.

USE OF THE NETWORK FORM OF EDUCATION AS A PREREQUISITE FOR FURTHER TRANSFORMATIONS OF THE EDUCATION SYSTEM

Summary. The strategic direction of the development of the national education system at the state level is related to ensuring a quality educational process in the conditions of the information society. The growing demands of the state and society to the quality, accessibility and efficiency of educational services encourage the active search for new ways to develop the education system, which is designed to meet the real needs of society, to provide access to a wide range of quality educational services. The main priority of Ukraine’s foreign policy, namely European integration, is to build and deepen relations between Ukraine and the EU in all spheres of life. An important element of this process is the entry of the national educational system of Ukraine into the European educational space. The introduction and consolidation of the best European educational traditions in Ukrainian society through the application of innovative approaches to learning and educational content should contribute to this. One of the current areas of higher education is the introduction of online learning in the educational process. The aim of the article is to study the possibility of transforming the education system through the application of innovative approaches to learning and educational content. The methodological basis of the study are methods of logical generalization, systems analysis and synthesis, observation. Networking between educational institutions is a mechanism for organizing joint resource potential. The main purpose of such interaction as the integration of educational, scientific, personnel, logistical and innovative potential of higher education institutions is determined. The educational potential of networking and the conditions under which it can be maximized are considered, given that the results of such interaction in education are often delayed or delayed. It is substantiated that the use of the educational potential of the university-university network interaction will allow to support and scale at the regional level exactly those practices that most productively solve the problems of higher education. The scenario of the organization of educational process on a network form is offered, it is proved that increase of competitiveness of each network partner is possible at the expense of use of the advantages, mobilization of personnel, material and technical, educational and methodical potentials.

Students’ Perception and Preference for Online Learning in Sabah During Covid-19 Pandemic

The Covid-19 outbreak has significantly halted a variety of activities, including educational ones, across the world. This has resulted in a massive crisis reaction relocation of institutions with online learning acting as the educational platform. The introduction of online learning has resulted in certain drawbacks for educators and students. The quality of online learning is dependent on the amount of digital availability and efficacy. However, some students are still affected by inaccessibility and a lack of digital technology in their communities. In this study, we used an online survey of 270 students to explore students' perceptions and preferences for online learning in three public higher education institutions in Sabah. We also looked at the students' preferences for various components of online classrooms, which would be beneficial in developing an effective online learning environment. The results indicated that most of the respondents (77%) get their internet from mobile data packs. Additionally, the majority of the respondents preferred social media for class updates during online learning. We also found that the students preferred assessments such as assignments, quizzes, and tests at the end of every class which are necessary to achieve effective online learning. Therefore, the findings will assist academics in identifying strengths and places for development, as well as encouraging the faculty to think carefully about how to reorganise course learning objectives and teaching approaches to engage students and improve the learning process.

The Impact of the COVID-19 Pandemic on Dental Education: An Online Survey of Students' Perceptions and Attitudes.

Purpose: Dental education institutions worldwide experienced disruptive changes amid the COVID-19 pandemic, with a rapid switch to the online learning format. Thus, this study aimed to assess the impact of the COVID-19 pandemic on dental education and evaluates the perceptions and attitudes of students towards the introduction of online learning in the School of Dental Medicine in Zagreb, Croatia. Methods: A survey was conducted on a population of undergraduate students. It was comprised of perceptions and attitudes of students on the impact of the COVID-19 pandemic on their psychoemotional status, changes introduced in the educational system, and online learning in particular. Results: Of the 352 students that completed the survey, 66.2% of students reported being psychoemotionally affected by the lockdown. The most significant impact of the switch from in-person to online learning was observed in terms of missing contact with lecturers (60.3%) and peers (90.3%) and loss of practical courses, regarding which 65% of students agreed that they could not be compensated. While only 36.1% reported that online teaching fully met their expectations, the majority of the students (61.9%) agreed that online lectures were as valuable as in-person lectures and that the theoretical courses could be carried out online in the future as well (69.9%). Conclusions: Students reported relative satisfaction with changes in the learning format and a positive attitude towards online learning; however, several challenges and obstacles were identified.

Organization of higher education in context of digitalization: online learning experience at pandemic, development trends

It is highlighted in the study that digital transformations of the fourth industrial revolution are changing the modern human world, encouraging a person to acquire new competencies and become a qualified specialist in the digital economy. In connection with the progressive scientific and technical development, the institute of higher education is being transformed; new previously unknown approaches to the organization of higher education appear. One of such approaches is the introduction of online learning in higher education. The authors refer to the experience of 2020, when, during the pandemic of the new coronavirus infection, the whole world began to actively transfer work processes to a remote format, which also affected the institute of education. Universities around the world introduced distance learning using information technology, which helped students and faculty communicate at a distance. Based on the analysis, the following conclusions were drawn: digitalization of higher education in Russian universities is currently associated with the use of information and communication technologies in the educational environment and to a lesser extent with the use of electronic educational environment in the indirect interaction of students and teaching staff. In our opinion, it is necessary for the digitalization process to be consistent and not to be reduced to full distance learning, but to competently integrate information technology into the traditional learning process.

Increased Levels of Anxiety Among Medical and Non-Medical University Students During the COVID-19 Pandemic in the United Arab Emirates.

IntroductionThe COVID-19 pandemic is likely to increase anxiety levels within the community and in particular medical students who are already considered psychologically vulnerable groups. Since the COVID-19 outbreak, no study has yet estimated the effect of this pandemic on university students in the UAE or its impact on the psychological well-being of medical students.Methods and MaterialsWe surveyed 1485 medical (comprising medical and dental) and non-medical university students across 4 emirates within the UAE. We used an online platform to assess knowledge, sources of information, changes in hygienic behavior, perceptions of fear and worry and anxiety levels using the generalized anxiety disorder 7 (GAD-7) scale. The GAD-7 score was measured at three time points: during hospital visits for medical/dental students, before the introduction of online learning and after online learning for all students.ResultsThe majority of students demonstrated high levels of knowledge and utilized reliable sources of information. Non-medical students exercised higher compliance with social restrictions, while medical students practiced better hand hygiene. Almost half of students reported anxiety levels ranging from mild to severe with females reporting higher anxiety scores during hospital visits (OR=2.02, 95% CI, 1.41 to 2.91) and medical students reporting lower anxiety levels in comparison to dental students (OR=0.61, 95% CI, 0.45 to 0.84). Medical students reported higher levels of anxiety during their clinical rotations which decreased with the introduction of online learning, yet, non-medical students’ anxiety levels increased with online learning.ConclusionThis study provides important information on the initial response and anxiety levels in university students across the UAE during the COVID-19 pandemic. The findings from our study can be used to support the development of effective screening strategies and interventions to build psychological resilience among university students during the COVID-19 pandemic or any other public health emergencies in the future.

Modern Approaches to Spanish Language Teaching, Blended Learning

Every language is a living organismand cannot be taught through the application of only theoretical or practical tools. Therefore, the integration of modern approaches in foreign language instruction takes on a particular importance. Along with the development of online technologies, modern foreign language classes are gradually undergoing changes and modifications. Introduction of online learning is one of such significant changes. There are various forms of online learning, including blended (online) learning, which represents a synthesis of classroom and online education. The present work sets forth the priorities of blended learning, which distinguish the blended approach from other methods of foreign language instruction. The work also includes the results of the student survey conducted to find out whether the Spanish language students actively use online means, in addition to classroom learning and how they view the idea of putting the blended learning model in place.

Utilising Anatomical and Physiological Visualisations to Enhance the Face-to-Face Student Learning Experience in Biomedical Sciences and Medicine.

The introduction of online learning and interactive technology into tertiary education has enabled biomedical science and medical faculties to provide students with quality resources for off-campus study. This encompasses online self-directed learning, interactive blogs, quizzes, recordings of lectures and other resources. In addition, textbooks are now supplemented with interactive online learning tools, meaning that the student now has more accessibility than ever to engage with content. However, in biomedical sciences and medicine, technology has also enhanced the in-classroom experience. Anatomical and physiological visualisations in virtual, augmented and mixed reality provide students with an unprecedented ability to explore virtual content in-class, while learning remains structured by the facilitator and teaching team. This chapter will provide insights into the past use of technology to enhance off-campus learning, and then focus on the range of visualisations utilised within the laboratory or classroom in order to facilitate learning in biomedical sciences and medicine, including: augmented reality, virtual reality; mixed reality and Holograms; 3D printing; simulated dissections and anatomy simulation tables; and "Smart" tablets and touchscreen devices.

The Impact of the Integration of Literacy Tasks on the Literacy Test Results of Computer Applications Technology Learners

This study seeks to establish the impact of introducing an online learning platform, using an entry-level module, on student performance. Measures of central location and dispersion are used to analyze the secondary data for three consecutive periods of which the most recent is the year in which an online learning platform was introduced. The results show that there were no noticeable changes in the overall pass rate during the year in which the online learning platform was introduced. However, there were improvements in the distribution and dispersion of the marks in that year. When the class is segmented into racial groups, results show that the African students were the most adversely impacted by the introduction of online learning, while the Indian students benefited the most from the implementation of the online learning tool. Furthermore, the full-time mainstream students realized an improvement in the pass rate compared to full-time evening students. These findings imply that in spite of marginal changes in the student performance it is essential for institutional mechanisms to provide online support to entry-level students in order to realize the full benefits of online learning platforms in universities in developing countries. This may be done through the promotion of student engagement and by introducing some ‘stick and carrot’ initiatives into e-learning activities. DOI: 10.5901/mjss.2014.v5n9p478

The Impact of E-Learning on Student Performance: A Case Study of an Entry-Level Module at a South African University

This study seeks to establish the impact of introducing an online learning platform, using an entry-level module, on student performance. Measures of central location and dispersion are used to analyze the secondary data for three consecutive periods of which the most recent is the year in which an online learning platform was introduced. The results show that there were no noticeable changes in the overall pass rate during the year in which the online learning platform was introduced. However, there were improvements in the distribution and dispersion of the marks in that year. When the class is segmented into racial groups, results show that the African students were the most adversely impacted by the introduction of online learning, while the Indian students benefited the most from the implementation of the online learning tool. Furthermore, the full-time mainstream students realized an improvement in the pass rate compared to full-time evening students. These findings imply that in spite of marginal changes in the student performance it is essential for institutional mechanisms to provide online support to entry-level students in order to realize the full benefits of online learning platforms in universities in developing countries. This may be done through the promotion of student engagement and by introducing some ‘stick and carrot’ initiatives into e-learning activities. DOI: 10.5901/mjss.2014.v5n9p478

NDCS top team taught the merits of online training

Purpose – Explains that the National Deaf Children's Society introduced e-learning when a lack of resources made it difficult to support all staff using a traditional training approach. Design/methodology/approach – Considers how executive-board members, many of whom had little or no experience of online learning, were won over to the cause. Findings – Details how two pilot programs were organized and how their results helped to convince board members to introduce online learning throughout the organization. Practical implications – Furnishes top tips for getting board members to support e-learning. Social implications – Highlights how charities, which generally lack the resources for major training initiatives, can benefit from the introduction of online learning. Originality/value – Provides the inside story of how a small, dedicated team helped to win the support of board members who were initially lukewarm to e-learning, and won a Charity Learning Award prize into the bargain.

Gender Equality in Online Learning: The Case of UP Open University

In line with its mandate to provide wider access to quality higher education, the UP Open University takes full advantage of the use of web-based technologies as tools for teaching and learning. It introduced online tutorials in the delivery of content in 2001 as means of providing academic support to its students. In recent years, the UPOU utilizes the modular object oriented dynamic learning environment (MOODLE) as its learning management system thus making teaching and learning at UPOU fully online. This paper examined the gender equality among students enrolled in the UP Open University online vis-à-vis the introduction of online learning. A five-year enrolment trend (2006-2011) was analyzed and presented in graphs to compare the enrolment of male and female students. Results showed that there is a steady increase in enrolment in most UPOU programs which could be attributed to the growing popularity of online learning and distance education among Filipino students. Data further showed that female enrolment is greater than its male counterparts in the fields of education, communication, health and management sciences. Males, on the other hand, dominate in IT-related programs. This study concludes that whilst female constitutes greater share in the enrolment (63%), there is clear indication that online learning appeals to both genders. With the increasing literacy and access to web-based applications that are gender-neutral, online learning is expected to gain more recognition as an alternative mode of education in the years to come.

Introducing Online Learning in Higher Education: An Evaluation

Traditionally, in educational contexts, learning and teaching has been seen as a direct interpersonal classroom activity. However, with the development of information technology in general and Internet and online technologies in particular, there has been an increasing emphasis on the development of distance learning methods, providing opportunities to extend boundaries of space and time. In this paper, the author sets out to present the findings of a case-study enquiry into student perceptions of the introduction of an e-learning component as part of their experience of an M.A. programme in Catholic School Leadership at St Mary’s University College, Twickenham. By engaging with online learning, students were able to participate in a “virtual classroom” through which they were able to share discussions initiated by questions that were provided online. The introduction of online learning, therefore, represents a significant development that had a potential impact on pedagogy and assessment. This paper concludes that, whilst there were some anxieties about the introduction of the facility, students acknowledged that, generally, online activities enhanced the quality of their education.

Delimiting the prospect of openness: An examination of initial student approaches to e-learning

When converting from a paper-based distance mode to an online mode of teaching, certain expectations arise that students may engage not only in the development of extended research activity but that the quality of discussion and thinking will change. With access to open-ended discussion within the online forum the opportunity is afforded to students to share ideas and in turn develop their shared knowledge, a facility denied to them when in the paper distance mode. However, in a recent study conducted in New Zealand, it was shown that despite having access to online forums students moving to an online platform refrained from participation in this social exchange. A possible explanation for this indifference was thought to be the students realising that the online exchange made no impact on their assessment. Hence, the collaborative rhetoric of Web 2.0 made little impact when the summative evaluation remained unchanged from previous paper-based assessment. This paper reports on the introduction of online learning at a private tertiary college in New Zealand and describes the response of students who found difficulty in reconciling a community of learners and openness within what was perceived as an evaluation that remained individualistic and competitive in nature.

An E-learning programme for the dental nurse

We hear from Carmen Scheller on the National Dental Nurse Training Programme of Ireland and the introduction of online learning designed to open up educational opportunities for dental nurses.