Online Learning Management Research Articles

Incorporating Technology in Pharmacy Education: Students' Preferences and Learning Outcomes.

Introduction The integration of technology in pharmacy education has led to significant changes, making it essential to examine its impact on student learning outcomes. With the rise of emerging technologies, such as game-based learning and augmented reality, new pedagogical approaches have been introduced. However, these technologies also bring challenges that necessitate well-thought-out responses from educational institutions, especially considering the effects of the COVID-19 pandemic on learning formats. Methods A cross-sectional study was conducted with pharmacy students in the Kingdom of Saudi Arabia, utilizing stratified random sampling for data collection. The study employed a validated questionnaire to gather information on students' use of technology, their preferences, and their perceived learning outcomes. The analysis was carried out using Statistical Product and Service Solutions (SPSS, version 29) (IBM SPSS Statistics for Windows, Armonk, NY), ensuring adherence to the ethical standards set by the institutional review board. Results The study, involving 508 pharmacy students from Saudi Arabia, revealed that a significant majority regularly use technology in their education, particularly online learning management systems and virtual labs, indicating a shift toward more accessible and efficient learning methods. A notable portion of the students acknowledged the beneficial impact of technology on their learning, with 86.3% reporting improved knowledge retention, 92% noting enhanced skills, and 87.1% observing better academic performance. However, the study also uncovered challenges, with about half of the students facing issues mainly related to distractions while finding technological complexity less problematic. The support from educational institutions in addressing these issues was found to be moderate. These findings underscore the crucial role of technology in enhancing pharmacy education while highlighting the need for more comprehensive institutional support and strategic planning to address the challenges faced by students. Conclusions Technology plays a vital role in the modernization of pharmacy education, significantly aiding in knowledge retention, skill development, and academic performance. Despite the widespread use of technology, the varied experiences and challenges encountered by students underscore the need for increased institutional support and strategic planning. Education must adapt alongside technological advancements to cater to the diverse needs of learners, highlighting the importance of further research into the long-term effects and optimal strategies for technology integration in pharmacy education.

Exploring students’ acceptance of an artificial intelligence speech evaluation program for EFL speaking practice: an application of the Integrated Model of Technology Acceptance

Adapted from the Technology Acceptance Model (TAM), the Integrated Model of Technology Acceptance (IMTA) has been used to examine the perceptions and acceptance of computer-assisted language learning (CALL), such as online learning, mobile learning, and learning management systems. However, whether IMTA can be applied to empirical research on AI-assisted language learning remains unexplored. Therefore, this article intends to analyze an AI speech evaluation system for English speaking practice, in the context of higher education through the IMTA. Research instruments encompassed questionnaires (n = 218) and semi-structured interviews (n = 21). The participants were English as a foreign language (EFL) learners who had used an AI speech evaluation program to practice their speaking skills. The results suggested that (1) most participants found the AI program useful, pleasant, and easy to use. They also had a strong intention to continue using it; (2) perceived usefulness (PU) and perceived enjoyment (PE) are significant predictors of behavioural intention to use (BI). Meanwhile, problems related to user interface design, the accuracy of automatic feedback and especially the lack of face-to-face interaction were reported. This study demonstrates how IMTA could be applied to examine users’ acceptance of AI programs for EFL speaking practice. The findings also offer insights into further research and development in AI tools for EFL speaking practice.

AUTOMATIC PRONUNCIATION ASSESSMENT IN A FLIPPED CLASSROOM CONTEXT

Automatic pronunciation assessment programs allow learners to practice pronunciation independently and receive immediate feedback based on acoustic analysis of their speech compared to a pronunciation model. The programs display a high level of reliability when assessing speakers’ pronunciation accuracy. The paper aims to present the results of an investigation into a recent experimental application of an automatic pronunciation assessment online program used within the flipped classroom of English phonetics and phonology course taught to foreign language pre-service teachers of English. Flipped learning approach was selected to offload the preliminary activities and tasks that do not require the immediate attention of the teacher to an online learning management system. Thus, course participants’ face-to-face learning could be enhanced and more effective. The participants could practice and receive tailored feedback from an online program before the face-to-face class. After the individual pronunciation practice, they could discuss more complex questions with the lecturer and, in collaboration with fellow students. The paper will present the survey results among the course participants who evaluated their experience with automatic pronunciation evaluation. Special attention is paid to the potential use of such programs for developing linguistic competence.

비대면 교육환경에서의 대학생의 대학 몰입 예측 요인 연구: 교육 실재감을 중심으로

This study aimed to explore the factors predicting college students’ institutional commitment in the online learning environment, focusing on educational presence (social presence, cognitive presence, and teaching presence). At the beginning of the COVID-19 pandemic, the issue of student dropout emerged in Korean higher education. Against this background, this study adopted Tinto’s student integration model and the concept of educational presence (Garrison, Anderson, & Archer, 2000) as the theoretical framework. In addition, this study investigated the moderating effects of “the COVID-19 cohort,” who started their college life during the pandemic, on the relationship between educational presence and institutional commitment. Data were collected in October 2021 via an online survey with 864 students at “A” university located in Seoul, Korea. The main findings of this study are as follows: Cognitive presence, teaching presence, subjective perception of socioeconomic status, non-face-to-face interactions among students, student perception of organizational communication from university, student perception of support for the online learning management system (LMS), and student perception of support for online services and programs were found to predict institutional commitment. However, there were no moderating effects of the COVID-19 cohort on the relationship between educational presence and institutional commitment. Accordingly, this study suggests practical implications to improve institutional commitment in the online learning environment, including support for cognitive presence and teaching presence.

A comparison of individual and group equivalence-based instruction delivered via Canvas.

Equivalence-based instruction (EBI) is an efficient method that has been used to teach various skills, including content in college courses. This study extended the literature on EBI in higher education by teaching 13 graduate students to identify features of functional analysis conditions and variations. Equivalence-based instruction methods were implemented using Canvas, an online learning management system. Participants completed pretests, experienced EBI individually and in small groups, and completed a posttest, all using the quiz feature in Canvas. The EBI modules increased students' posttest scores relative to pretest scores by 36%, on average, and there was a slight increase in correct responding in the group relative to the individual teaching condition. Furthermore, responses to social-validity surveys indicated that EBI was acceptable to most students; however, students' preferences for group and individual EBI varied.

A Study on the Influence of Hybrid Teaching on Students’ Learning Attitude and Learning Confidence

Intelligent terminal equipment is becoming extremely popular, and online learning has been increasingly accepted by people. In this context, it is particularly important to consider the ways of activating students’ interest in learning, improving their learning efficiency, and perception of network learning, as well as whether they can meet the requirements of the curriculum. The participants of this study are university students from China’s Fujian Province. According to the findings, it is suggested to improve the hybrid teaching resources, help teachers establish a correct outlook on learning, and improve their online learning management abilities.

Pilot Implementation of a Computer-based Training Course on Newborn Hearing Screening and Teleaudiology among Primary Healthcare Providers in Low Resource Settings.

Newborn hearing screening (NHS) in the Philippines has been mandated by law since 2009. However, lack of awareness and knowledge about NHS remains a challenge, especially among healthcare providers. This paper describes the pilot implementation of a computer-based training (CBT) course on NHS and teleaudiology among primary healthcare providers (PHCPs) in rural Philippines. A four-module web-based training course on newborn hearing screening and teleaudiology in an online learning management system (LMS) was field-tested among PHCPs from eight rural communities in the Philippines. Participants were given four weeks to complete the course. Forty-two PHCPs participated in the CBT. Thirty-four (81%) completed the whole course (mean attrition rate of 4.8% per module) at a mean duration of 10.2 days. Baseline data shows that participants had no NHS training, although the majority (83%) had information and communications technology (ICT) training. Comparison of pre- and post-test mean scores showed a 24.0% (p<0.001) significant increase in the post-test in all four modules. Passing rates (i.e., score ≥70%) from pre- to post-test increased by 54.6% (range: 38-80% increase). Usability of the CBT was rated high with a mean score of 4.32 out of 5 (range: 4.13 to 4.47), covering all eight parameters. Participants expressed general satisfaction and a positive attitude on CBT to improve knowledge on NHS and teleaudiology. Even in low resource settings where gaps in ICT infrastructure exist, eLearning can be used as an alternative approach to increase awareness and support training of healthcare providers on newborn hearing screening.

Online teaching as supplementary tool during lockdown among undergraduate medical students in an Indian medical college

Abstract Introduction: Education is undergoing profound changes due to permanent technological innovations. During covid pandemic, students were struggling with authentic study material due to the sudden lockdown. Objectives: In order to supplement and assess the impact of online lectures during covid pandemic a course was designed using an online learning management system (LMS), ‘Moodle’ (modular object-oriented dynamic learning environment. Methods: The teaching approach was supported by multimedia didactic materials to introduce the concepts of Web-based learning environments. We assessed the student’s online activity logs to know the student’s interests and engagement. The study was conducted among 170 first-year MBBS students of batch 2020. The five-point Likert scale was used to measure student attitudes related to supplementary material use. Results: The majority of students gave positive feedback: 79% of students were in agreement that supplementary material added extra interest to the topic and 88% stated that it was useful and relevant. Students displayed positive attitudes towards using LMS and gained adequate knowledge in an information-rich environment. Conclusion: The integration of Moodle in Physiology teaching improved student’s interest and motivation as suggested by student’s active participation to access supplementary resources. Such efforts also give insights to course administrators for setting teaching plans and providing meaningful learning experiences.

Online Learning Management in Covid-19 Pandemic: Case in Vietnam

Online Learning Management in Covid-19 Pandemic: Case in Vietnam

Higher Education students' technological characteristics and technological self-efficacy during Covid 19: Implications to flexible learning framework

The new normal, to now normal and the next normal will undoubtedly include technological adaption with flexible teaching and learning. This descriptive-survey study describes the technological characteristics and self-efficacy of higher education students on flexible learning. Participated by 2380 consented students of a state university, responses were processed from a data set collected through Google forms. Majority of the participants or 63.9 percent were female. A substantial percentage belong to a family with joint monthly income below 5,000.00 as parents were mostly working as farmers or fishers. Most of the participants use a shared smartphone for learning, and a handful with personal laptops. With the majority considered as digital natives, most of them were familiar with and have used relevant online tools to support learning. The majority of them, however, are regarded as novices when it comes to using online learning management systems, tools for communication, storage, creating and packaging video content, and maintaining and uploading web content. Results revealed that most of the participants generally agree on self-efficacy items towards flexible learning. The research study provided valuable inputs for curriculum designers, educators, and administrators towards a functional and relevant teaching and learning framework that highly considers the current technological characteristics and self-efficacies of students especially in the COVID19 pandemic.

On the perceived usefulness and effectiveness of Eduflow as a supplementary tool for online writing instruction

This paper centres around the use of Eduflow, a novel online learning management system (LMS) which was introduced in a university-level Academic Writing course in response to the challenges brought about by the mandatory switch from face-to-face to online writing instruction (OWI) over the course of the COVID-19 pandemic. In this paper, Eduflow is piloted with a group of second-year university students of English language and literature at Ss. Cyril and Methodius University in Skopje. These students chose to fulfil their Academic Writing course requirements by compiling a writing portfolio. The rationale behind the use of this platform was the assumption that it would facilitate the online management of all the stages of the essay writing process: Writing a first draft, doing a peer review of essays created by fellow students, considering the comments received from fellow students, reflecting on one’s own writing by doing a self-review, and finally, submitting the final version. The relentlessness of the pandemic led to the continuous application of this learning management system over the course of two entire academic years, each year with a different group of students. An online survey on the perceived usefulness and effectiveness of Eduflow was administered among the second generation of students who used this platform. As this small-scale analysis demonstrates, despite experiencing some easily resolvable minor technical difficulties, these students generally found Eduflow effective and useful as a supplementary tool for online writing instruction and showed particular appreciation for the collaborative peer review experience.

System-, teacher-, and student-level interventions for improving participation in online learning at scale in high schools

Many school systems across the globe turned to online education during the COVID-19 pandemic. This context differs significantly from the prepandemic situation in which massive open online courses attracted large numbers of voluntary learners who struggled with completion. Students who are provided online courses by their high schools also have their behavior determined by actions of their teachers and school system. We conducted experiments to improve participation in online learning before, during, and right after the COVID-19 outbreak, with 1,151 schools covering more than 45,000 students in their final years of high school in Ecuador. These experiments tested light-touch interventions at scale, motivated by behavioral science, and were carried out at three levels: that of the system, teacher, and student. We find the largest impacts come from intervening at the system level. A cheap, online learning management system for centralized monitoring increased participation by 0.21 SD and subject knowledge by 0.13 SD relative to decentralized management. Centralized management is particularly effective for underperforming schools. Teacher-level nudges in the form of benchmarking emails, encouragement messages, and administrative reminders did not improve student participation. There was no significant impact of encouragement messages to students, or in having them plan and team-up with peers. Small financial incentives in the form of lottery prizes for finishing lessons did increase study time, but was less cost-effective, and had no significant impact on knowledge. The results show the difficulty in incentivizing online learning at scale, and a key role for central monitoring.

ICT SYSTEM DEVELOPMENT IN THE LEARNING PROCESS BASED “MERDEKA BELAJAR” IN IMPROVING THE QUALITY OF STUDENT LEARNING OUTCOMES REPORTS

A good learning process is ideally able to follow the existing social dynamics, so there is a need for development in learning management. The initial exploration needed for teachers and students is the condition of ICT information systems in learning, the designed ICT systems development based on independent learning, and the quality of student learning outcomes reports. This research aims to develop an ICT information system for independent learning-based learning. This development had carried out to improve the quality of student learning outcomes reports. The research method is research and development (R&amp;D), which is a research method of developing web-based online learning management and testing the effectiveness of products. The research was conducted in Vocational High Schools. The subjects under study are teachers and students. Data collection uses observation, interview, and documentation methods. Based on the results of the study, it is known that this research develops media that can manage learning for teachers and students. Learning is managed online on a website, which includes teacher learning tools and student assignments. Learning tools that are managed for teachers include student attendance, lesson schedules, lesson materials, assignments and homework, practice questions, and midterm and end-of-semester questions. The learning tools that students can access in online learning management include subject matter, assignments, homework, practice questions, and midterm and end-of-semester questions. This application is not a medium for learning, but a medium used to support learning activities in the classroom, both online and outside the network.

Microbiology at Home (M@H): an Online, Self-Paced Solution To Enhance Practical Skills in Foundation Microbiology.

The online education market share is rapidly increasing, raising the demand to teach sciences outside the laboratory environment. Here, we present Microbiology at Home (M@H), a new approach that integrates hands-on microbiology experimentation with online interactive simulations using authentic scenarios in microbiology in the home environment. The M@H program includes 8 practical activities aligned to the ASM curriculum for practical skills. M@H kits are mailed to students, and each practical activity is prepacked individually with the required consumables, including microbial culture media to prepare at home using a microwave. These practicals are self-paced, and each activity is facilitated using a two-dimensional simulation package with prerecorded videos, protocols, and interactive activities. The students receive both synchronous and asynchronous support and guidance through online learning management systems fora and virtual gatherings. The M@H program was applied to an Introductory Microbiology cohort at the University of New England in 2020 and 2021. Based on student feedback, the experience not only provided real hands-on practice in microbiology but also acted to cement the engagement with the content by contextualizing it to the surrounding home environment. We anticipate that these activities will provide a way to successfully engage students with hands-on microbiology without the need for actual laboratory attendance, thus increasing accessibility to microbial protocols and applications.

Management of Online Learning in Islamic Higher Education: Challenges and Prospects

During the Covid-19 pandemic, the implementation of online learning at Islamic universities faced numerous challenges and required opportunities for improvement. Based on the perspectives of students at universities that combine synchronous and asynchronous models, this study aims to analyze the challenges and prospects for improving management of online learning using Google Classroom and Zoom. This study is a qualitative case study of the course of Islamic Education Learning in Schools for sixth semester students in the Islamic Education study program. In July 2021, the researcher conducted interviews with 53 men and women. This study discovered that students face online learning challenges such as being unmotivated, undisciplined, losing concentration, feeling burdened, difficult to understand, noninteractive, disturbed by domestic work, unmanageable time, unmanageable team, and a lack of internet signal. This study, on the other hand, discovered opportunities for improving online learning implementation, such as increasing personal motivation, developing self-discipline, ice breaking and quizzes, simple tasks, note-taking and listening, learning media variation, effective communication with parents, time management, small group instruction, and lecture recordings. The findings of this study will be useful in improving the implementation of online-based learning at universities during the Covid-19 pandemic to ensure the quality of the teaching and learning process.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//

Exploring Factors of English Teachers’ Effective Teaching Behavior in Blended Learning Contexts

This study aims to investigate effective teaching behavior (ETB) for undergraduate students among college teachers in China and to analyze their perceptions of ETB that contribute to academic success. In this study, a questionnaire was used with 152 college students as participants, and data analysis was conducted using SPSS ver. 23, including t-test, ANOVA, and factor analysis. The results revealed that teachers’ perception of ETB in blended learning (BL) contexts consists of four dimensions: classroom teaching organization, online learning management, diversified assessment, and individualized instruction. Among these dimensions, classroom teaching organization was perceived as the most effective, followed by online management, while diversified assessment and individualized teaching were considered less effective in implementing ETB in teaching practice. Furthermore, the study identified two categories of factors affecting ETB: internal factors of teachers (beliefs, capacity, and motivations) and external factors (online platforms, institutional environment, and students’ performance). The research findings suggest that the online platform factor and environment factor have the highest correlation coefficient with ETB, while the teacher factor has the lowest. Based on the findings, the study proposes implications and suggestions, such as building online resources and enhancing the multifaceted roles of instructors in BL contexts, to optimize teaching practices in higher education and enhance students’ satisfaction and academic achievement.

Empirical analysis in determining the critical determinants of using technology in utilising online learning platforms for improving academic achievements using Anova analysis

The goal of this study is to identify and investigate the elements that may influence the levels of achievement and contentment experienced by students enrolled in online classes. There is a body of research that has already investigated the advantages and applications of online education. In the current dynamic environment, many people using online platforms, this presents a problem in and of itself. The purpose of this study is to gain a deeper understanding in determining the critical determinants of using technology in utilising online learning platforms for improving academic achievements. In the past, some of the implementation issues that have been highlighted include a lack of trained lecturers, insufficient facilities, and students who are unprepared to use online learning platforms and Learning Management System (LMS) platforms as teaching tools. In addition, a dearth of trained lecturers has been identified as a challenge. The demand for it among students increased, and it is currently utilized by individuals all over the world as a result of its adaptable design and several helpful functions. There have, for a considerable amount of time, been concerns over the expansion of online learning environments at the expense of those that are more traditional.

Learning Management Systems as a platform for information sharing during the COVID-19

Background: During the outbreak of the deadly respiratory coronavirus disease (COVID-19) in the 2019–2022 period, many South African institutions of higher learning adopted online learning management systems (LMS) to share information and salvage the academic project. This adoption was fraught with challenges including a lack or preparedness, resources and strategy on how to manage change. Objectives: The study examined the challenges faced while using an online LMS as an information sharing platform in academia, specifically in a rural-based university in South Africa during (COVID-19) lockdown period. In addition, the study also explored the state of readiness of the rural-based university to transition to an online LMS. Method: A quantitative research methodology was used to collect data through the administration of a survey to respondents from a rural-based university. The target population for the study was students and academic staff. Results: The study revealed that online learning management provided a collaborative knowledge and information sharing platform. This study established that LMS enabled the university to continue sharing knowledge and interact with their students, staff, and stakeholders to continue to facilitate teaching and learning. Internet connectivity, a lack of preparedness and data costs were cited as key challenges. Conclusion: This study highlighted how an online LMS was used as a collaborative and knowledge sharing platform during a global crisis. Contribution: The study contributes to information and knowledge sharing disciplines to create awareness to authorities on the importance of technology during a crisis.

Multimodality, online oncology learning resources: Meeting residents where they are—A pilot to create a new oncology curriculum.

11035 Background: The Accreditation Council for Graduate Medical Education (ACGME) requires internal medicine residents to have access to different medical subspecialties, including hematology/oncology. While inpatient rotations in hematology/oncology have been associated with a decreased interest in a career in oncology, dedicated educational sessions have been shown to improve residents’ interest in the field. In recognition of different learning styles and modalities and the need for asynchronous delivery, we aimed to build an effective curriculum for oncology learners using interactive, multimodality, online learning tools and resources. Methods: Using the Canvas online learning management system, individual learning modules covering major cancer types were created. Each learning module consisted of a pre-survey assessing the learners’ evaluation of their own knowledge and comfort with the topic, a brief audio or video file covering high-yield information about the cancer type, interactive case-based questions reviewing and reinforcing the information, and a post-survey assessing the change in the learners’ evaluation of their knowledge and comfort in clinical application of the information. The pre- and post-surveys were rated on a 5-point Likert scale. Median values and interquartile ranges are reported. A one-sided t-test was used to compare responses. Results: Two fully completed learning modules have been created. The lung cancer module included a high-yield, 10-minute voice-over PowerPoint presentation followed by interactive, case-based questions. The breast cancer module used a high-yield, 10-minute podcast with an accompanying handout for notes followed by case-based interactive questions. Seven learners have completed both pre- and post-survey responses for comparison. Two were completed by PGY1, 4 by PGY2, and 1 by a PGY3 resident. Median rating of the learners’ knowledge of the specific cancer type increased from 2- Fair (1.5) on the pre-survey to 3- Neutral (1) after completing the learning module (p = 0.001). 100% of learners agreed or strongly agreed that their knowledge increased after completing the module. All 7 residents felt more comfortable with their clinical application of the cancer topic material after completing the module, median 2(1) on pre-survey vs. 3(0.5) on post-survey; p = 0.0004. Conclusions: The creation of online, multimodality learning resources has resulted in improvements in learners’ perceived knowledge and comfort with clinical application of oncology topics. Using learning science principles, this pilot project serves as the foundation for further innovative and interactive educational resources and modules created for oncology learners.

Adaptation of Activity Theory Framework for Effective Online Learning Experiences: Bringing Cognitive Presence with Teaching and Social Presences in Online Courses

The study logic is constructed on offering online courses can be seen a new way of enhancing a cognitive presence besides teaching and social presences of the Community of Inquiry (CoI) model. Creating and enhancing cognitive, teaching, and social presences require an innovation for teachers during planning, implementing, and evaluating their online courses. As teachers develop their own expertise in teaching online, so hopefully they contribute to enhance cognitive, teaching, and social presences for effective online learning. This study reviews models for online learning experiences and propose a new model by adapting activity theory in the online learning management context. This study presents a framework aims to adapt activity theory to present how to design, develop, implement, and evaluate online courses that enhance a cognitive presence besides teaching and social presences. This study suggest to consider objects as online learning experiences with cognitive presence, teaching presence, social presence since enhancing cognitive presence, teaching presence and social presence means to reach learning outcomes of the course besides matching the required qualifications of higher education.