Online Learning Mode Research Articles

Sustaining blended and online learning during the normal and new normal conditions in a Saudi higher education institution: health science students' perspectives

BackgroundHigher education institutions (HEIs) shifted from in-person attendance to blended and online learning due to the COVID-19 lockdowns. ObjectiveThis study investigated the students' perception of satisfaction, convenience, engagement, and learning towards blended and online courses conducted before, during, and after the COVID-19 lockdowns. MethodsA longitudinal study design was adopted to examine the students' perception of online and blended learning courses before, during, and after the COVID-19 lockdowns. The subjects consist of Health science students (N = 130) belonging to two different colleges of a public university and the study period includes three academic years (i.e., six semesters) (2018–2021). A survey tool was developed to collect data from students studying the computer fundamentals course through blended and online learning modes from 2018 to 2021. ResultsOver 95% of students have been satisfied with the course offered through various blended learning formats since 2018. The blended 0.50-course format is the most preferred one for the students; however, the Blended 0.75-course format is highly rated by the students regarding their satisfaction and engagement than other learning formats during the COVID-19 lockdowns. Following adaption after COVID-19, the students reported a high perception of learning towards the course when delivered through 100% online learning mode. ConclusionStudents' achievement is significantly associated with the learning modes, exam modes, and various student batches. The blended 0.75-course format group shows a higher achievement than the other three-course format groups. Likewise, those students who appeared in their exams online showed higher achievement than those who appeared physically. Further, the students felt equally convenient with Blended 0.75 and 100% online learning course formats. These findings would also help HEIs choose appropriate learning and examination modes while designing courses.

Factors Influencing Teachers' Implementation of Online Teaching and Learning Mode during Covid-19

Factors Influencing Teachers' Implementation of Online Teaching and Learning Mode during Covid-19

Experiences of Students with Visual impairment about online learning: A Phenomenological Study

The COVID-19 pandemic has become a global health issue and has significantly impacted higher education for all learners. So, learning methods and strategies were shifted to online mode. There were numerous experiences of all the individuals around the globe. To seek such experiences, this study aims to explore the experiences of students with visual impairment at higher education either from university or college. A total number of 20 students with visual impairment were taken as a sample of this study from the academic institutions of cities of Punjab. Data was collected by using semi-structured interviews. The data were analyzed by coding and thematic analysis. First five major themes appeared from the data analysis. The findings of the research showed that maximum visually impaired individuals were happy to take online classes, and they learnt to use various technological devices during their online mode of learning. However, they experienced various challenges as well.

Online Learning Impacts on General Foundation Program (GFP) Students` English Language Academic Performance during the Covid-19

This paper aims to investigate the potential effect of the Online Learning (OL) mode on Omani General Foundation Programs (GFP) students` English language skills performance. Numeric data related to the learning achievement of the GFP students (tests and assignment scores) was collected to explore the hypothetical differences between the two modes of learning. Five students were selected randomly to conduct the focused group interview. The difference in favour of any mode of learning is considered as a sign of the effectiveness of that model. Independent Samples t-test was used to analyze the data and the study found that although emergent unplanned strategies and policies to employ online learning in the University of Technology and Applied Sciences (UTAS), there is a statistically significant difference between the English language achievement of the GFP students who studied through OL was higher than those who had studied Face-to-Face (F2F) before the Covid-19 outbreak. As the difference was in favor of the OL group and statistically significant (p=.002 at alpha=.05 level), the study concluded that OL students appear to have outperformed their F2F counterparts and that, based on these findings, OL is an effective method of teaching/learning. The study offers a discussion of these findings.

BICHRONOUS ONLINE LEARNING: L2 LEARNERS’ PERCEPTIONS

English educators worldwide have been implementing multifarious online learning tools to teach students English, especially since the Covid-19 arrival. Researches on and adoption of online learning have vigorously increased since then to explore the effectiveness of umpteen online learning tools to ensure students get the best of education. With this regard, this paper looked into L2 learners’ perceptions towards bichronous online learning - a mixed mode of online learning in tertiary education and employed a quantitative method via questionnaire focusing on eliciting respondents’ perceptions on bichronous online learning, the challenges they faced while learning bichronously and the suggestions they proposed to improve bichronous online learning. The respondents involved were 30 first-year students taking the Essential Communication Skills course at Universiti Malaysia Sabah. In recapitulation, the findings portrayed positive perceptions of L2 learners towards bichronous online learning. It was also highlighted that poor internet connection, poor time management and lack of motivation were the core challenges of the blended mode while suggestions to enhance it were mainly on the use of multitudinous learning methods, more interactive platforms and creation of a conducive learning environment. These findings served as a foundation for devising suitable bichronous online learning materials for learning English effectively.

Acceptability of a parent-focused program for physical literacy development among parents and children during the COVID-19 pandemic: A qualitative study.

BackgroundA 3-month parent education program was designed and implemented in Hong Kong to improve physical literacy (PL) among primary school children and their parents during the COVID-19 pandemic. This study aims to probe into the acceptability of the intervention from parental perspectives, providing more insights for future implementation.MethodsFollowing the 3-month parent-focused PL program, 16 parents (mean age = 43.73 years, 15 mothers) were recruited to participate in semi-structured individual interviews in June 2021. Interviews were analyzed using thematic analysis in NVivo 12. Two coders analyzed interview transcripts deductively based on the interview guide and social cognitive theory (SCT).ResultsThree themes were identified that captured the acceptability of the program: (1) Addressing needs through appropriate delivery enhances acceptability of intervention; (2) Positive behavioral and psychological changes to families; (3) Appropriate support of environmental factors can enhance the sustainability of program effects. The high levels of acceptability were attributable to the fact that parents were able to learn and be a gatekeeper to impact their children positively. Moreover, the design and contents of the program were appropriate for the participating parents because the program provided adequate learning resources and interactive learning support without being overly rigid, and the online learning mode was feasible and convenient. Consequent to their participation in the program, parents expressed that they became more aware of the importance of PL, established physical activity routines with their children, and modified their parenting styles which resulted in improved parent-child relationships.ConclusionsThe current study provided evidence that engaging parents in the intervention was feasible and acceptable approach in supporting both parents and children to establish physically active routines in the family setting. The insights gained regarding the appropriateness and acceptability of the program in this specific context may be used to inform the design, implementation and sustainability of other parent-focused PL programs.

35421 Online dermatology curriculum experiences among U.S. dermatology residents and faculty

The COVID-19 pandemic created an unprecedented time in medical education. Many residency programs transitioned from in-person lectures and skills sessions to online didactics, virtual simulations, and teledermatology. Given that there are a variety of modes of online learning, understanding factors associated with adequate education and resident satisfaction is important as programs move forward. We distributed an electronic survey January-April of 2021 addressing experiences with online dermatology curriculum to the Association of Professors of Dermatology listserv and follow-up emails to 129 program coordinators for the 2020-2021 academic year. Sixty-five individuals responded, including 21 faculty members and 44 residents. Twenty-two (49%) faculty members and PGY3+ residents who had experienced curriculum prior to the pandemic reported that the virtual curriculum had similar level of effectiveness, while 16 (36%) reported it to be less effective. Open-ended responses as to why the pandemic curriculum was less effective included themes of “too many distractions,” “lack of human feature,” and “less spontaneous feedback.” Open-ended responses on advantages to the online learning included flexibility with driving to distant clinical sites and opportunities to hear from speakers outside of their local program. When asked what components of the COVID-19 curriculum changes participants would like to see moving forward, responses ranged from hopes for making virtual attendance optional, continuing all online-learning only, having a combination of virtual and in-person didactics, and increasing guest lectures.

TANTANGAN DAN INOVASI PELAKSANAAN MODEL MADRASAH RAMAH ANAK PADA MASA PANDEMI COVID 19 DI MI MIFTAHUL HUDA KEPANJEN MALANG

Limiting social interaction during the Covid-19 pandemic is a challenge for MI Miftahul Huda in implementing the child-friendly madrasa model. The online mode of learning that is carried out, of course, must prioritize the interests and facilitate the fulfillment of children's rights. This research was conducted from April to September 2021 using a case study qualitative approach. The selection of research informants was carried out using purposive sampling technique. The data collection technique used by the researcher is using In-depth Interview, Participant Observation and document study. The results of this study indicate that: 1) The process of implementing learning at Mi Miftahul Huda during the Covid-19 pandemic was carried out by taking into account the rules and directions from the government, namely the implementation of the online learning process. 2) The innovation of implementing the Child Friendly Madrasah model is carried out by focusing learning outcomes on the cognitive and attitude aspects of students, as well as combining the implementation of limited offline mode learning in the resident prayer room with a very limited duration of learning. 3) The challenges of implementing the Child Friendly Madrasah model at Mi Miftahul Huda include the learning process, facilities and patterns of learning assistance which are still very limited. However, all of these challenges can be solved with the learning innovations that have been carried out.

Students’ academic performance in the online learning sessions during the movement control order for Covid-19 pandemic: Students’ perspective

The whole world had suffered the Covid-19 pandemic and most countries had practiced social distancing and Movement Control Orders (MCO) for a variable duration on time. Because of MCO, educational institutions including universities had to shift to online learning. This dramatic change in the mode of learning is expected to affect the students’ academic performance. This research aimed to explore the students’ reflection regarding the online mode of learning and to detect if this affected their academic performance. A cross-sectional study has been implemented among students of the International Medical School, Management and Science University, Malaysia through an online questionnaire distributed in April 2020 investigating the students’ demographic characteristics and the effectiveness of online learning from their point of view. The results regarding the students’ perception of the effectiveness of online learning, showed that 30.4% of the students agreed that the discussion during online learning was depth and comprehensive. 41.8% of the students agreed that they had discussed more and used more resources during online learning. 23.2% of the students agreed that they learned better through online learning while 19.6% agreed that they learned better through online learning. Regarding participation and interaction during online learning, 25.8% agreed on that online learning promotes more participation and interaction while 42.3% of the students agreed that it was difficult for them to ask and to answer questions through online learning. 45.9% of the students suffered technical issues during the online learning session, and 33.5% of the students required more budget for internet connection. 41.8% agreed that there was an increased distraction during the online session. And 35.1% of the students agreed that it was harder for them to be motivated during the online session. These results are representing this period of time which is one month after the start of MCO, and more research is needed to be implemented after the students get used to the new normal mode of learning.

Applying Peer Tutor Learning and Interactive Case Methods in Online Learning: Its Effect on Student Activities and Learning Outcomes

<p style="text-align:justify">The purpose of this study was to increase student activity and learning outcomes by applying peer tutor learning methods combined with interactive case methods in online learning mode through Electronic Learning Aid (ELENA) and Zoom meeting. This study was carried out with a classroom action research (CAR) design in three cycles of implementation. This study was carried out in the even semester of 2020/2021 in the Cost Accounting course. Data collection methods used are documentation, observation, and tests. Student learning activities in online learning through ELENA and Zoom meetings have been recorded to show changes and improvements in the quality of student learning activities. The data analysis method used is quantitative descriptive analysis. The application of the peer tutor learning with the interactive case methods has been going well through the Zoom meeting and ELENA and is able to have an impact on student activities and learning outcomes in the Cost Accounting course. The increase in student learning activities can be seen in the increased ability of students to ask questions, provide responses or answers, and express opinions or ideas during lectures. Student learning outcomes also experienced a significant increase, which was 7.5%. Students who act as tutors can carry out their duties well.</p>

Reform and Intelligent Innovation Path of College Football Teaching and Training Based on Mixed Teaching Mode

Computers and network information technology are changing our production and lifestyles and at the same time profoundly affecting the development of education. Higher education informatization focuses on the integration of information technology and higher education. It is necessary to comprehensively deepen education reform and innovate teaching methods and promote the overall improvement of education. This article aims to explore the innovative path of teaching reform based on college football training based on the current situation of college football teaching. Using literature research and questionnaire surveys, physical education teaching focuses on the unification of theory and practice. Both are indispensable. Mixed teaching is more in line with the teaching laws of physical education disciplines. It inherits the advantages of e-learning (i.e., the Internet online learning mechanism). Free from the constraints of a single online learning mode, this article designs a football training reform and innovative teaching experiment, using smart sensor technology to detect the body posture control of students participating in football teaching and training, and using questionnaires to track the nutritional adjustment of the students participating in the experiment. Through the football training scores and physical fitness index data of students in the teaching experiment, the application effect of football teaching and training reform in this research is analyzed. Experiments show that with a 95% confidence level, the football teaching and training reform program of this research can improve the football training effect of students. Colleges and universities currently pay more attention to football catching and offensive practice, especially the offensive practice accounts for 68.2%. Therefore, it has important practical value and theoretical significance to study the mixed teaching effect of using MOOC resources in football teaching. The use of blended teaching can cultivate students’ autonomous learning ability, make students transform from passive learning to active learning, stimulate students’ learning motivation, and enable students to have a strong interest in football.

통역 스터디에서 ICT 툴 활용의 가능성 - 사운드클라우드(SoundCloud)와 오다시티(Audacity)를 중심으로 -

Unlike the interpreting education community in Korea, which provided synchronous mode of online learning using video conferencing platforms during the spread of COVID-19, interpreting education institutions abroad such as EMCI Universities provided both synchronous and asynchronous education using various ICT tools. Noting this fact, this study aims to introduce a music sharing platform, “SoundCloud” and a recording and editing program, “Audacity” and propose these tools can be effectively used in self learning sessions of interpreting. In addition, this paper identifies pros and cons of each tool, based on users’ experience and suggests potential areas of application. In a group interview, interviewees noted that the two platforms offer many benefits when they are used for a wide range of applications including interpreting practice and number conversion without time and space constraints, while they reduce psychological stress during practice sessions, leading to higher motivation.

Pretense or Belief: Creating Meaningful Scenarios and Simulations for Authentic Learning about Diverse Underserved Gifted Students

Understanding of the complexity of gifted students who present with an intersection of unique profiles of abilities and challenges, cultural, ethnic, gender and linguistic perspectives, learning experiences across contexts and personal expectations remains a challenge in identifying and serving diverse gifted students. Training teachers to recognize talent and high ability in these diverse populations remains a central problem in addressing issues of underrepresentation and providing a differentiated curriculum to meet their unique needs. The use of scenarios and simulations offers ways to observe, engage, interact and practice strategies in the post-pandemic online and hybrid learning modes, as demonstrated through a simulated classroom of diverse gifted learners. Presented here are ways to ensure that the scenarios and simulations can be designed to be authentic and present cases that approximate real students so that teachers can transcend the ‘pretense’ into ‘belief’ with real lessons and develop knowledge and skills to address the needs of underserved gifted students.

Preferences for Online Learning among Nursing Students: A Systematic Review

Background and objectives: The traditional teaching methods have transitioned to distance learning in all fields of education, including medical and nursing education during the Covid 19 pandemic. We aimed to perform a systematic review on preferences for online modes of learning among nursing students.. Materials and Methods: The investigator conducted a thorough literature search on PubMed and Google scholar using comprehensive search strategies to find published English free full-text scientific articles related to preferences of nursing students to online and face-to-face learning modes. Based on the inclusion criteria, articles were searched. Results: The studies that were selected based on databases give the evidence to convince the different perceptions of nursing students to online learning modes. Out of six, 4 studies show less than 50% of preferences for online learning. Interpretation and conclusions: Current evidence suggests that the online mode of learning has increasing preference along with face-to-face learning in nursing. However, further studies with a larger sample size and longer duration are required. Keywords : Online learning, preferences, nursing students

Examination of Students’ Academic Performance in Selected Mechanical Engineering Courses Prior-to-and-During COVID-19 Era

Advances in Information and Communications Technology (ICT) as well as the present challenges of COVID-19 have led to a new paradigm causing an absolute or partial transition from in-person classroom teaching-learning to online. There is little information available on research efforts that investigated the impact of an online learning approach on the academic performance of students in mechanical engineering-based courses. Therefore, the objective of this paper is the impact study of online learning mode as compared to in-person on academic performance of students in selected mechanical engineering courses in one of the Universities in South Pacific Islands prior-to-and-during COVID-19 Era. Data on grades obtained for 178 students that offered Fluid Mechanics, Thermodynamics, Heat Transfer, and Advanced Thermofluids (FTHA) courses were subjected to descriptive and non-parametric (Mann-Whitney and Kruskal-Wallis) statistical tests. Although descriptive analysis showed that online mode of instruction might influence a better academic performance in FTHA courses in comparison with in-person mode of instruction, the outcome of Mann-Whitney U and Kruskal-Wallis tests at specific p-values and corresponding z-values generally exhibited p-values higher than of 0.05, implying insignificant difference in performance between the two modes of learning investigated. Though the non-parametric statistical test results showed there was no significant difference in academic performance of students when online and in-person modes of learning were used, this, however, does not imply that a difference does not exist at all. Although the difference may be very trivial, descriptive analysis has shown that the online learning mode has at least exhibited better students’ academic performance when compared to in-person. It can be inferred from the foregoing that the online learning mode does not yield a negative response in respect of the performance of students who offered all four mechanical engineering courses. Based on the findings of this study, online is considered a reliable alternative to in-person or at least a suitable complement to in-person in the in-person-online hybrid mode during the ongoing COVID-19 era and other inevitable constraints in the future. Doi: 10.28991/esj-2022-SPER-017 Full Text: PDF

Barriers in Technology Integration: EFL Lecturers and Students’ Experience in English Learning and Instruction amidst Covid-19 Pandemic Disruption

Since Covid-19 Pandemic outbreak all schools and universities in Indonesia were closed and teaching-learning activities were shifted to online learning mode. Learning from home trend started to dominate classroom instruction in all level of education. In university, this phenomenon certainly affected lecturers and students’ enthusiasm in teaching-learning activities since they need to make necessary adaptations in many aspects including the use of technology to support learning. Online learning requires technology to apply the digital tools or media. This study was aimed at finding out the barriers that lecturers and students faced in integrating the technology in teaching during the midst of Covid-19 Pandemic disruption. This study used qualitative research method in a case study design. The data were collected using observation and interview with the participants in one of public university. The participants of this study were EFL lecturers and students of one public university. Two EFL lecturers and ten students from two different classes took part as participants of the study. The data were analyzed using thematic analysis. The findings of the study showed that there were two barriers faced by the lecturers and students in integrating the technology in online learning such as extrinsic barriers and intrinsic barriers. In extrinsic barriers there was resources barrier and in intrinsic barriers there were improve the students’ knowledge and skills in online learning barrier, the barrier to control the student’s attitude while online learning and the assessment barrier in integration the technology.

Impact and Perception of Students towards Online Learning during COVID-19

Aim: This study aims to analyse the impact and perception of students towards online learning during Covid-19 and the constraints faced by the students.
 Study Design: Ex post facto research design.
 Place and Duration of the Study: the present study was conducted among UG,PG & PhD students of TNAU. The study was conducted during January and February month 2021.
 Methodology: 50 students were randomly selected and interviewed using a pre tested interview schedule to study the impact and perception of students towards online learning during Covid-19 and the constraints faced by them.
 Background of the Study: The concept of e-learning can be termed as a network enabled transfer of skills and knowledge, and the delivery of education is made to a large number of recipients at the same or different times. Though e- learning resources and online mode of learning was made available long back, it became popular and inevitable only after the storm created by the pandemic, courtesy COVID-19. It has persisted to force and push the students and teachers towards online learning environment for the past one year and continues to garner importance in the current scenario. Though Online-learning mode emerged as a better alternative to the classroom situation, it has its own pros and cons as perceived by the participating students and teachers. Since, it is becoming a more common method of instruction, it is important to assess its impact among the stakeholders and to assess the existing gaps. This impact study involving perception of the students regarding online learning can serve as a resource to identify the areas for improvement and betterment of learning situation.

PARENTAL INVOLVEMENT IN HOMEWORK ON THE STUDENTS’ PERFORMANCE

Parental involvement is one of the elements that affect a student's academic performance. The COVID-19 pandemic had an impact on society, particularly on families. This also led to the establishment of the new educational norm: online learning modes. As a result, it encourages children and their parents to participate in in-home learning while the isolation is linked to their academic achievement. This study attempted to identify to what extent this parental involvement in homework played a role in students? performance in terms of their grades in third quarter. Data was collected from intermediate students at United Evangelical Church School in Santa Cruz District, Santa Cruz, Laguna for School Year 2021? 2022. This study utilized the descriptive-survey method of research. The main instrument used in this study was the questionnaire. The instrument was intended to be answered without any verbal instructions. Therefore the survey was easy to complete, easy to understand, and had been written to give the students a stimulus to reflect upon after the survey was completed. It revealed that the profile of the students and the parental involvement in homework has no significant effect to their performance in terms of grades in third quarter. The study concluded that there was no significant effect observed from the profile of the students to their performance. Therefore, the null hypothesis which stated that "the profile of the students has no significant effect to their performance in terms of the grades in third quarter" is true since most of the given variables are not significantly related. The study showed that the parental involvement in homework has no significant effect to the performance of the students in terms of third quarter grades. Therefore, the null hypothesis which stated that "the parents? involvement has no significant effect to the performance of the students in terms of the grades in third quarter" is true since most of the given variables are not significantly related. Moreover, it is suggested that even though there is no significance between the variables, the parents must be responsible for providing guidance and supervising the children, especially during the online learning modalities. Also, it is suggested for the parents to empower, engage and lead their children with the values as the first educators.

Creative Arabic Learning Based On Quizizz: Model And Impact

Since entering the Covid pandemic, learning has been shifted simultaneously to an online or blended learning mode. Teachers need alternative creative learning based on media and digital- guides, including Arabic language teachers. The article aims to describe the creative learning model using Quizizz and its impact. For this reason, descriptive qualitative type of field study is used as research method. The results are; 1) After the teacher is able to design a creative Arabic learning model from planning, implementation, and assessment, it shows that the teacher can analyze students needs, able to be creative, active, and fun, and also the teacher has good professionalism; 2) Quizizz has a positive impact on students and their grades and learning performance.

Fused deep learning based Facial Expression Recognition of students in online learning mode

SummaryIn this research work, Facial Expression Recognition (FER) is used in the analysis of facial expressions during the online learning sessions in the prevailing pandemic situation. An integrated geometric and appearance feature extraction is presented for the FER of the students participating in the online classes. The integrated features provided a low‐dimensional significant feature area for better facial data representation. Feasible Weighted Squirrel Search Optimization (FW‐SSO) algorithm is applied for selecting the optimal features due to its efficient exploration of the search space and enhancement of the dynamic search. The output of the FW‐SSO algorithm is used for tuning the autoencoder. Autoencoder is used for combining the G&A features, for feature optimization process. Classification is done by using Long Short‐Term Memory (LSTM) network with Attention Mechanism (ALSTM), as it is highly efficient in capturing the long‐term dependency of the facial landmarks in the image/video sequences. The proposed fused deep learning method focuses on the fusion of the G&A features for high discrimination. Experimental analysis using FER‐2013 and LIRIS datasets demonstrated that the proposed method achieved maximum accuracy of 85.96% than the existing architectures and maximum accuracy of 88.24% than the VGGNet‐CNN architecture.