Online Teaching Environment Research Articles

원격대학 군인 성인학습자의 ‘유연한 온라인수업(On-Flex Teaching)’ 환경에서 학생참여 및 학업성취 분석

In this study, we designed a flexible online teaching environment (On-Flex Teaching) that allows military adult learners, who have greater difficulties in securing study time regularly than ordinary office workers, to participate in their studies on their own initiative. Their academic participation and academic performance were analyzed through analysis of variance and mediation model analysis. As a result of the analysis, in a flexible online learning environment, the group that implemented the pre-study plan performed more learning activities such as downloading lesson plans, answering class questions, and self-evaluation and had higher academic achievement scores than the group that did not follow the plan. Students who performed flexible, self-directed learning activities by flexibly changing the exam time to suit their own circumstances showed higher academic achievement scores through downloading lesson plans and self-evaluation than the group that followed a prior evaluation plan. In addition, as a result of analyzing the mediation model to determine whether the level of self-directed student participation influences the relationship between the degree of implementation of prior study plans and academic achievement, the results showed that establishing study plans increased self-evaluation scores (p<.001) and downloading lesson plans by increasing the number (p<.05), it was found to have a statistically significant positive effect on the total score. Through these results, this study shows that a self-directed, flexible online teaching environment that enables self-directed learning for military adult learners increases students' class participation behavior, As a result, the significance can be found in the fact that major factors that have a positive impact on academic achievement were identified.

Classroom Facial Expression Recognition Method Based on Conv3D-ConvLSTM-SEnet in Online Education Environment

A Facial Expression Recognition (FER) method based on Conv3D-ConvLSTM-SEnet in an online education environment is proposed to address the issue of low accuracy in current classroom expression recognition (FER) methods. Firstly, ConvLSTM is used to integrate the local feature extraction ability of CNN and the temporal modeling ability of LSTM, and based on this, the rich spatial features of the image are characterized. Then, by introducing Depth Separated Convolution (DSC) to change the number of output channels and separate each channel, the Feature Maps (F-M) are sequentially concatenated to obtain a multi-channel output F-M. Finally, based on ConvLSTM and SEnet modules, a Conv3D ConvLSTM-based FER model was proposed by redistributing the extracted abstract features and basic texture features, achieving high accuracy classroom FER. The proposed classroom FER method and the other five methods were compared and analyzed through simulation experiments using the CK[Formula: see text], FER2013 and JAFFE datasets, respectively. The results indicate that the proposed method achieves the highest accuracy, precision, recall, and F1 score, with improvements of at least 1.85%, 2.41%, 1.18% and 2.05%, respectively, compared to the other five methods on the FER2013 dataset. The proposed method can perform FER on students in online classroom teaching, detect their emotions in real-time, and help teachers make better course teaching adjustments based on this.

Low-Cost EEG Multi-Subject Recording Platform for the Assessment of Students’ Attention and the Estimation of Academic Performance in Secondary School

The level of student attention in class greatly affects their academic performance. Teachers typically rely on visual inspection to react to students’ attention in time, but this subjective method leads to inconsistencies across classes. Online education exacerbates the issue as students can turn off cameras and microphones to keep their own privacy. To address this, we present a novel, low-cost EEG-based platform for assessing students’ attention and estimating their academic performance. In a study involving 34 secondary school students (aged 14 to 16), participants watched an academic video and answered evaluation questions while their EEG activity was recorded using a commercial headset. The results demonstrate a significant correlation (0.53, p-value = 0.003) between the power spectral density (PSD) of the EEG beta band (12–30 Hz) and students’ academic performance. Additionally, there was a notable difference in PSD-beta between high and low academic performers. These findings encourage the use of PSD-beta for the immediate and objective assessment of both the student attention and the subsequent academic performance. The platform offers valuable and objective feedback to teachers, enhancing the effectiveness of both face-to-face and online teaching and learning environments.

Digital Competences and Artificial Intelligence in Higher Education: Systematic Review Article

It is observed that students and professors of the different existing universities in the world have the technological tools that would allow them to continuously carry out an education strengthened by the appropriate platforms with the necessary information to answer multiple questions and tasks, this research is a work of systematic review article. The method used was PRISMA, a very meticulous and rigorous written method performed in the structure for the construction of the research, the search for information was carried out in the following databases such as Scopus, Redalyc, SproQues, SciELO, obtaining 898,276 articles or academic papers in the entire search, excluding 898,218 and considering only 58 academic papers that were selected for the research; according to the academic works carried out in 10 years, the results shown an increasing way from year 2014 to 2023, showing a big change in 2021 corresponding to the use of the tools being more frequently in students of all educational levels, due to quarantines established by governments, being them the technological tools for a synchronous virtual education; digital skills are increasingly essential in today’s labor market. Owning these skills increases employability and career opportunities. In education, digital competences enable students to access to online learning resources, collaborate on digital projects, and adapt to online education environments. Digital competences facilitate online communication and collaboration, which is crucial in a globalized and connected world.

How Did the COVID-19 Pandemic Exacerbate the Digital Divide at Secondary Education: The Case of Two Chinese Schools

In major public health crises, online education can play an important role in guaranteeing the continuity of education. However, whether online education can promote educational equity has been questioned widely. The COVID-19 pandemic has revealed severe challenges students face in online teaching. Based on Bourdieu’s theory of cultural reproduction and 34 interviews with participants including students, parents, and teachers, this research adopted a case study approach to explore the digital divide among Chinese rural and urban secondary school students during the COVID-19 pandemic. It was found that despite measures adopted by the Chinese government, a wider digital divide has been created between urban and rural secondary schools, and the online learning result was heavily influenced by the socioeconomic status of both the individuals and the schools they attended. More specifically, compared with urban students, rural students had less access to sui digital devices and environment, quality-parental guide and supervision, effective teachers’ instruction, and worse habitus and less ability in independent online learning. Overall, this study calls on policymakers, leaders, educators, and parents to take collective actions to create a more effective online educational environment for students from the vulnerable and disadvantaged groups.

The development of an online-based TPACK questionnaire for ELT teachers

The concept of Technological Pedagogical Content Knowledge (TPACK) has gained significant attention in the field of education due to the widespread adoption of innovative technologies, particularly accelerated by the COVID-19 pandemic and the surge in online teaching. To effectively measure TPACK, the utilization of a well-designed and tailored questionnaire has emerged as a sophisticated approach. The aim of this research is to develop a questionnaire that is valid and reliable specifically for the context of online learning. In order to ensure the validity of the questionnaire, expert validation was conducted with three professionals from diverse backgrounds, including an Indonesian professor, a Ph.D. student, and a local education supervisor. By incorporating their recommendations, the questionnaire underwent revisions and refinements. Subsequently, the validity of the questionnaire was assessed by administering it to 43 participants across four Indonesian provinces: West Java, East Java, East Boneo, and West Nusa Tenggara. The findings indicated that the questionnaire demonstrated strong validity and reliability, making it a valuable tool for evaluating teachers' TPACK in online teaching environments. Statistical analysis using the SPSS 23.0 software confirmed the validity and reliability of all 24 questionnaire items, further endorsing its readiness for future research endeavors. Additionally, this questionnaire can be tailored to meet the unique requirements of teachers across different education programs, thereby enhancing its applicability and versatility. In conclusion, this study contributes to the field of online teaching by providing a robust instrument for assessing teachers' TPACK, facilitating targeted interventions and improvements in instructional practices.

Discovering the Learning Gradient of Students' Preferences for Learning Environment.

The aim of this study was to examine the effects of online learning self-regulation on learning outcomes during the COVID-19 pandemic lockdown among university college students. Quantitative k-means cluster analysis was used to examine the relationship among students in three different clusters based on their preferences toward online learning. The results indicated that online learning self-regulation had a significant positive effect on learning outcomes due to the shift to online learning. Thus, we identified a "learning gradient" among students, showing that cluster 1 students (preferences for 100% online) have the most positive preferences toward online teaching and the highest degree of self-regulation and learning outcome, cluster 2 students (moderate preferences for both physical and online teaching) are mixed (both positive and negative experiences) and moderate self-regulation and learning outcomes while cluster 3 students (preferences for physical classroom teaching) have the most negative preferences and the lowest self-regulation and learning outcome. The results from this study show that students' self-regulated learning strategies during online teaching environments are important for their learning outcomes and that cluster 1 and 2 students especially profited from the more flexible online learning environment with organized and deep learning approaches. Cluster 3 students need more support from their educators to foster their self-regulation skills to enhance their learning outcomes in online teaching environments.

Social Media: An Elixir to Boost Student Engagement in Higher Education Learning

The current study aims to evaluate the impact of Facebook integration on student engagement and academic performance on a business communication course taught in an Indian private university in an online teaching environment. A direct relationship was established between Facebook usage in an online learning environment and student engagement—both situational and personal factors. A quantitative data analysis using structured equation modeling was conducted to test the validity of the conceptualized model. The study reports that integration of contemporary social media tools in academia fosters communication, collaboration, and participation in online learning environment to develop discussion-oriented learning and cocreation.

Research on Text Emotion Analysis Based on BMCBMA Model in Online Education Environment

This paper suggests a text emotion analysis approach built on the BMCBMA model for use in an online education environment aiming at the issues of poor text utilization, challenge in effective information extraction, and a failure to effectively recognize word polysemy in existing text emotion analysis task research. Initially, a language model is constructed using Bidirectional Encoder Representations from Transformers (BERT) pre-training. The word vector trained by BERT pre-training is selected to supplant the word vector trained in the conventional manner, and the semantic vector is generated dynamically using the context of the word. Second, the Bi-directional Long Short-Term Memory (BiLSTM) model is employed to record semantic information by simultaneously integrating both positive and negative orientations to assess the emotional polarity information for every text in its entirety. The Multi-channel Convolutional Neural Networks (CNN) model is then utilized to derive textual local feature information of text. Lastly, the attention mechanism is used to cause all types of features to interact and to derive a deeper semantic association within the context. Experiments indicate that the suggested method has accuracy, F1, recall, and precision values of 0.915, 0.911, 0.915 and 0.908, correspondingly. The suggested approach performs significantly better in text emotion analysis than the comparison method.

Screens, Streams, and Stress: A Qualitative Study on How Distance Learning Students Cope with Information Overload

Extensive research has been conducted in the field of information overload, but little attention has been paid to the experiences of distant learners. This research aims to fill that void by delving into the challenges that distance learning students face in online educational environments. The study addresses the following key issues: How are these students dealing with information overload? What effect does this overload have on their stress and anxiety levels? And, perhaps most importantly, what coping strategies do they employ? Data was gathered through interviews with six distance learners using a general qualitative research methodology. Thematic analysis revealed that these students' information overload stemmed from a variety of sources: excessive course materials, constant notifications, live sessions, and technological challenges, among others. This overload, in turn, manifested as feelings of being overwhelmed, the fear of missing out, digital fatigue, and pressure to perform. However, the study also uncovered resilient coping strategies. Distance learners managed information overload through effective time management, strategic information filtering, mindful digital consumption, active learning techniques, and self-care practices. These findings offer useful insights not only for improving online learning delivery but also for guiding other potential online learners through the challenges of digital education.

E-Learning in the Postpandemic Era: A Case Study in Taiwan

The COVID-19 pandemic is pressing educational institutions across the globe to transfer rapidly from face-to-face learning to e-learning. However, e-learning has some multifaceted problems waiting to be solved and optimized. This study uses a survey questionnaire to collect research data. By integrating two predictors and four moderators into expectation-confirmation model, this article develops a causal research model and studies the continuance intention of using e-learning after the pandemic and how we can optimize online learning systems to benefit the traditional education systems in the long term. This article fills the literature gap of studies on IS continuance intention of e-learning from a problem-driven perspective. Based on the research results, this article suggests policy-makers and educators not only develop continuous training for both instructors and students on e-learning to enhance their ability and acceptance of e-learning systems but also build a more comprehensive technical environment to accelerate the adoption as well as to increase the continuance usage intention of e-learning systems. In addition, high-quality educational designs of e-learning that contain interaction mechanisms and customizations according to students’ perceptions and attitudes toward e-learning are needed. We also call on scholars from around the globe to continue investigating the critical factors of e-learning adaptation and online educational environment optimization for proposing better solutions to counter crises similar to the COVID-19 pandemic in the future.

The Drawbacks of Online Hybrid Education in Malaysia

In Malaysia, the educational landscape has undergone a considerable change as a result of the COVID-19 pandemic and the quick development of technology, which has prompted the implementation of online hybrid education models. This strategy has several advantages, such as flexibility and accessibility, but it also has some disadvantages. The main disadvantages of online hybrid education in Malaysia are summarised in this abstract. Digital inequality makes it difficult for students from lower income groups and from rural areas to fully engage in online learning activities and exacerbates existing educational disparities due to lack of access to the digital gadgets and dependable internet connectivity. It might also be arduous for students to concentrate on their studies when there aren't any face-to-face interactions, henceforth causing feelings of isolation. Some teachers will find it difficult to modify their teaching strategies for the online setting hampered by the absence of practical, hands-on activities and real-time feedback. Students may also face technical difficulties, such as software bugs or connectivity problems which may obstruct learning and cause irritation in both students and teachers. Maintaining assessment integrity in a hybrid online education environment can be difficult because cheating, plagiarism and impartiality of assessments are harder to catch. Online hybrid virtual education may restrict students' emotional and social growth and limit their interpersonal skills and the capacity for peer collaboration. Furthermore, it can be difficult to communicate and restrict the amount of help and direction that educators can offer to virtual students. In conclusion, while hybrid online education in Malaysia has some benefits, there are also some problems that need to be recognised and addressed. Therefore, it is important to work to close the digital divide and improve the standard of online learning by blending digital education with a physical approach to produce truly educated and skilled students.

Medical education environment perception and learning engagement in undergraduate nursing students: The mediating effect of self-regulated learning ability

AimTo investigate the interrelationships of medical education environment perception, learning engagement and self-regulated learning ability among Chinese undergraduate nursing students. BackgroundAfter the outbreak of COVID-19, great changes have taken place in the medical education environment, many offline teaching and academic activities have been replaced by online activities. Students’ learning engagement influences the efficiency of online learning. However, the mediating effect of self-regulated learning (SRL) ability between medical education environment perception and learning engagement is unclear. DesignThis study involved a cross-sectional descriptive correlational research. MethodsA total of 228 undergraduatenursing students who were attending online learning were included in this study.This investigation adopted Dundee Ready Educational Environment Measure scale (DREEM), Motivated Strategies for Learning Questionnaire (MSLQ) and Utrecht Work Engagement Scale-Student scale (UWES-S) to respectively know about the levels of medical education environment perception, self-regulating and learning engagement. The structural equation model and bootstrap method were used to clarify the association and interaction among the three variables. ResultsThe scores of nursing students' medical education environment perception, SRL ability and learning engagement were 135.64 ± 15.12, 161.39 ± 22.57 and 68.01 ± 11.77, respectively. Perception of medical education environment directly affects learning engagement (β = 0.556, P < 0.001). SRL ability partially mediated the effect of medical environment perception on learning engagement (x2/df = 1.427, RMSEA = 0.043, GFI = 0.962, NFI = 0.954, TLI = 0.980, CFI = 0.986), and the variance was 30.8 %. ConclusionSRL ability plays a mediating role between medical education environment perception and learning engagement. Nursing educators should continuously optimize the online education environment, such as designing intelligent teaching platform or software, adopting interactive teaching methods, strengthening professional value education and encouraging peer learning, so as to meet the requirements of nursing students' learning engagement in the new medical education environment.

Learning about fostering student engagement during online teaching: A collaborative reflective inquiry of two teacher educators

The rapid shift to online teaching and learning during the COVID-19 pandemic required lecturers to think of altering their pedagogical approaches to suit online learning. One of those pedagogical approaches is fostering student engagement. We are two teacher educators who collaborated using a self-study methodology to look into our practice to learn about fostering student engagement in an online teaching environment. This study was guided by the theory of experiential learning and collaboration. Data were collected from our journal entries and collaboration discussions to narrate how our collaborative endeavours enabled us to learn about fostering student engagement in an online teaching platform. While the findings of what we learnt about fostering student engagement when teaching online are not entirely new in literature, we found that our collaborative endeavours helped us to deal with our fears and vulnerabilities as well as noticing pertinent aspects of student engagement in online teaching. We recommend that lecturers need to embrace collaboration in negotiating new and challenging educational situations.

대학생의 교육방법 선호도에 따른 온라인 학습환경과 학습경험 차이 분석

Objectives To operate online learning in higher education, which has become a primary educational method, the&#x0D; difference in the learning environment and learning experience (support experience, interaction experience) of&#x0D; online learning according to education method preference was analyzed.&#x0D; Methods To this end, an online survey targeted 506 university students in Gyeonggi-do. Preference for education&#x0D; methods was divided into face-to-face, online, and blended. The Kruskal-Wallis H Test was conducted to confirm&#x0D; the difference between each group regarding learning environment, teaching support, LMS support, and online&#x0D; interaction.&#x0D; Results First, as a result of examining the learning environment, for all university students, the laptop was the&#x0D; preferred device for efficient learning in all groups, and they mainly took online classes at home. Second, the group&#x0D; that prefers online education was highly aware of the instructor's support, LMS support, and interaction in online&#x0D; education compared to other groups.&#x0D; Conclusions This study has significance in suggesting primary data to seek teaching and learning strategies for&#x0D; successful online education operations in the future by analyzing the difference in the online education environment&#x0D; and learning experiences of university students according to their educational method preference. In addition, establishing&#x0D; a learning environment for university students and changing educational methods were proposed.

Development and validation of Digi-MEE Instrument measuring online learning environments in medical education

Objectives: To develop and validate Digital Medical Education Environment (Digi-MEE) Instrument for measuring online learning environment in medical education.&#x0D; Methods: This series of studies involved 696 participants from May 2022 to December 2022. Following scoping review, invited modified e-Delphi experts developed consensus on the components and related items for measuring online learning environments. A panel of content experts and a group of medical students carried out content and response-process validation to determine Content Validity Index (CVI) and Face Validity Index (FVI) respectively. This was followed by exploratory and confirmatory factor analysis and reliability analysis to determine Digi-MEE’s factorial structure and internal consistency using SPSS version 26.0 and AMOS 26.0.&#x0D; Results: Delphi experts agreed upon nine components with 73 items of initial Digi-MEE version. CVI of Digi-MEE 2.0 was more than 0.90. with FVI of Digi-MEE 3.0 of 0.87. Exploratory factor analysis yielded 46 items with 57.18% variance. Confirmatory factor analysis led to the final Digi-MEE version containing 28 items within nine components with acceptable levels of goodness of fit indices. Overall Cronbach alpha of the final Digi-MEE was more than 0.90, and for the nine components ranged between 0.62 and 0.76.&#x0D; Conclusion: Digi-MEE is a promising valid and reliable instrument to evaluate online education environment in medical education. Content, response-process, factorial structure, and internal consistency evidence support the validity of Digi-MEE. Medical schools can use Digi-MEE as an evaluation tool for the continuous quality improvement of online learning environments.&#x0D; doi: https://doi.org/10.12669/pjms.39.6.8430&#x0D; How to cite this: Naeem NK, Hadie SNH, Ismail IM, Yusoff MSB. Development and validation of Digi-MEE Instrument measuring online learning environments in medical education. Pak J Med Sci. 2023;39(6):---------. doi: https://doi.org/10.12669/pjms.39.6.8430&#x0D; This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

The Integrating Formative Assessment in Hybrid Pedagogy in Higher Education: From Theory to Practice

Educational policies on teaching, learning, and assessment have been reexamined and redefined under the influence of emerging theories and research findings, as well as various political, cultural, and social changes, particularly intensified after the Covid-19 pandemic outbreak. Newly created online and hybrid teaching and learning environments spurred policymakers and educators to adapt the existing educational practices to these educational contexts and improve the quality of teaching they provide. This paper focuses on the importance of creating a meaningful assessment framework in higher education thateffectively responds to the demands of hybrid pedagogy. It aims at providing an instructional assessment framework that supports not only assessment of learning but also assessment as/for learning, reporting on the case study researching the correlation between utilizing formative assessment practices and learning outcomes. The case study involves three groups of students who attended the English Syntax course - one experimental and two control groups. The research is based on the analysis of the results obtained from two midterm tests done by all students, and from ten continuous assessment tasks done by the experimental group. Descriptive and inferential statistics were used for the analysis of the results, and the paired sample t-test results show that there is a significantly higher difference between the scores obtained on midterm test 1 and midterm test 2 by the Experimental group than by the control groups, which leads to the conclusion that there is a positive correlation between learning outcomes and the integration of formative assessment in teaching and learning processes.

Retracted: Development and Optimization of Network Music Course Resources Based on Data Mining Technology under the Personalized Online Education Environment.

[This retracts the article DOI: 10.1155/2022/2876063.].

Teachers as Forced Digital Immigrants in Post-Covid-19 Reality: Does Hybrid Identity Facilitate Successful Integration in Fully Digital Online Teaching Environments?

Teachers as Forced Digital Immigrants in Post-Covid-19 Reality: Does Hybrid Identity Facilitate Successful Integration in Fully Digital Online Teaching Environments?

Using narrative inquiry research methodology in online educational environments

Using narrative inquiry research methodology in online educational environments