Learning Online Research Articles

Rapid implementation of open-access pandemic education for global frontline healthcare workers

BackgroundThe recent global pandemic posed extraordinary challenges for healthcare systems. Frontline healthcare workers required focused, immediate, practical, evidence-based instruction on optimal patient care modalities as knowledge evolved around disease management.ObjectiveThis course was designed to provide knowledge to protect healthcare workers; combat disease spread; and improve patient outcomes.MethodsA team of global healthcare workers responded by rapidly creating a competency-based online course. To promote transcultural applicability, the course was developed by an international team of more than 45 educators from over 20 countries. Course delivery included a built-in language translation tool, routine updates, and several innovative course design elements. User feedback was collected to determine efficacy of course content, structure, unique delivery elements, and delivery options.ResultsAn initial population of online learners (n = 147) living in 23 different countries and representing 22 languages completed the course and participated in post-course surveys. An additional population of learners (n = 505) attended an in-person offering of course materials. Course participants gave positive feedback and several requested additional courses in similar formats.ConclusionGlobal open access education courses may provide needed resources to empower healthcare professionals during health crises. Responsive course design can accommodate diverse learner resources and transcultural applicability.

Impact of Motivation and Social Support in Online Distance Learning among Freshmen

The COVID-19 pandemic disrupted education globally, impacting 1.6 billion learners in over 200 countries (Pokhrel, 2021). In the Philippines, education adapted through flexible learning (CHED, 2020), primarily delivered via Online Distance Learning (ODL) and Modular Distance Learning (MDL). Despite options, many students and parents favor ODL for its ability to maintain student-teacher interaction (Nolasco, 2022).

A New English Education Model Based on 6G and Sliced Network Virtual Reality Platform

ABSTRACTThe information society has led to a shift in traditional English education methods, with the evolution of technology, particularly internet and communication network technologies, reshaping the teaching landscape. This facilitated innovative instructional approaches and enhanced the learning experience. This research introduces a novel virtual learn net architecture (VLNA) within the 6G network layers, which processes the performance of the virtual reality‐based English education system (VR‐EES) model to provide a seamless, personalized learning experience for online learners. This architecture is structured into several layers: The user equipment (UE) layer connects VR headsets to the network with ultrareliable, low‐latency links; the radio access network (RAN) layer, employing massive MIMO and beam forming, enhances connection speed, capacity, and coverage. Edge computing handles latency‐sensitive tasks like speech recognition and adaptive content delivery, reducing the load on the core network. The core network layer (CLN) manages network slices for specific learning tasks such as real‐time interaction, high‐definition multimedia, and computation‐intensive processes, with control plane and user plane separation (CUPS) optimizing network management and security through end‐to‐end encryption. Software‐defined networking (SDN) and network function virtualization (NFV) provide centralized, dynamic control, allowing real‐time resource allocation based on demand. Cloud‐edge integration supports Artificial intelligence (AI)‐driven adaptive learning, optimizing educational content delivery based on individual progress. The study results demonstrate that stimulation of VLNA achieved significant improvements in latency reduction, bandwidth utilization, throughput, packet loss rate, jitter, user engagement, learning efficiency, and user satisfaction. The integration of edge computing and network slicing led to a significant reduction in latency, while the enhanced throughput enabled seamless VR experiences. In this study, latency reduction, bandwidth utilization, and user satisfaction emerge as the most significant factors, with user satisfaction standing out as the top performer due to its substantial impact on enhancing the overall learning experience. The packet loss rate is maintained to a certain level, ensuring reliable data transmission. The VR‐EES model's experimental results also enhanced visual learning, multimedia quality, user pleasure, learning effectiveness, and user engagement.

What (De)Motivates Adult Online Learners to Learn English?

What (De)Motivates Adult Online Learners to Learn English?

HUBUNGAN LITERASI MEDIA DENGAN TINGKAT AKSES KURSUS PROGRAM PENDIDIKAN ONLINE LINKEDIN LEARNING MAHASISWA FAKULTAS ILMU KOMUNIKASI NON-PASCASARJANA UNIVERSITAS PADJADJARAN

This study aims to see if there is a relationship between media literacy and the level of access to LinkedIn Learning courses. The concept of digital literacy used in the research is the Individual Competence Framework by the European Commission which consists of 3 indicators, namely technical usage skills, critical understanding, and communication skills. The media literacy variable is further divided into 3 (three) ability categories namely Basic, Medium, and Advanced. Similarly, the LinkedIn Learning course access variable is divided into 3 (three) levels namely “Low”, “Medium”, “High”. The method used in this research is a quantitative method with a correlational approach, which tries to see the relationship between two or more variables and the strength of the relationship. This research was conducted on 65 students of the Faculty of Non-Postgraduate Communication Sciences class of 2019, 2020, 2021 and 2023 at Padjadjaran University, who were selected based on simple random sampling technique. The data analysis techniques used in this study are descriptive and inferential using the Chi-Square test. The results showed that there was no correlation between students' media literacy and the level of access to LinkedIn Learning online education program courses by students of the Faculty of Non-Postgraduate Communication Sciences, Universitas Padjadjaran. From the three sub-variables of media literacy based on the Individual Competence Framework, namely critical understanding, and communication skills also have a significant relationship with media literacy, but the sub-variable of technical usage skills has a significant relationship with media literacy.

Internationalization at a distance via virtual mobility in the Global South: Advances and challenges

AbstractInternationalization of higher education (HE) has increasingly been a subject of interest among scholars, due to developments in the field, such as increased student and staff mobility, inter‐university research and teaching partnerships, and rapid technological advancements. Internationalization efforts have mainly focused on the recruitment of international students and staff to universities in the Global North, the establishment of satellite campuses overseas and research collaborations. To compete on a more even footing, countries in the Global South have increasingly invested in their HE systems and actively promoted themselves as international destinations in this changing global landscape. In this paper, we discuss the strategies and limitations of internationalization at a distance (IaD) with a specific focus on Tanzania. As an emerging destination for international students, the country's expanding HE sector is positioning itself as a global and competitive international destination through diverse efforts such as virtual mobility. This paper draws on interviews with key staff from an open and distance‐learning university in Tanzania to examine and theorize the challenges relating to the provision of online distance learning (ODL) to non‐mobile international students. The theoretical lens is informed by the capabilities approach and ideas of conversion factors and agency. The paper looks beyond existing limitations and proposes the idea of a responsive agency that draws on international collaborations as a way of overcoming contextual challenges through pooling and sharing resources where they exist. In this way, institutions are not independent of their affiliation with others, they belong to a community. This broadens the practice of internationalization to fostering supportive collaboration aimed at improving access to quality international HE. Practitioner notesWhat is already known about this topic Rising technology‐supported activities have created new opportunities for universities internationalization. Education plays a key role in intercultural understanding. Internationalization of educational research and services improve quality by requiring respective higher education institutions improve academic standards. What this paper adds Bring together the concepts of capabilities and third space in IaD. IaD opportunities are yet to be fully tapped by both higher education institutions and various government policies. The third space enables hybridity, culture translation and the emergence of new forms of identity. Implications for practice and/or policy To engage and sustain IaD universities must have reliable ICT infrastructure and staff with requisite skills to cope with rapid technological advancement. Widening participation to those who are excluded from conventional, campus‐based universities is critical to ensure achievement of SDG 4.

Unpacking the Antecedents of Boredom and Its Impact on University Learners’ Engagement in Languages Other Than English: A Qualitative Study in the Distance Online Learning Context

ABSTRACTAlthough psychological factors such as emotion and engagement have gained increasing attention for their role in language learning success, a substantial gap remains in understanding the sources of boredom and its impact on learners’ engagement, whether behavioural, affective or cognitive, in languages other than English (LOTE). This study employs questionnaires and semi‐structured interviews to examine the cause‐and‐effect relationships between antecedents, boredom and engagement in a distance online learning context among university Chinese as a second language (CSL) teachers and learners (N = 17) from China. The findings suggest that (1) boredom is primarily a student‐oriented construct influenced by physical fatigue and academic regression. Teacher‐related factors, such as a slow and predictable teaching pace, dull classroom design, lack of questioning, explanations and untimely feedback, also contribute to boredom, along with learning tasks (e.g., repetitive, mechanical and over‐challenging tasks), and internet‐related issues. Boredom is notably more present in listening courses rather than in integrated Chinese courses. (2) Boredom primarily affected learners’ behavioural engagement (e.g., distraction, sleepiness, mind‐wandering, and task abandonment) and subsequently impaired their cognitive (e.g., concentration, comprehension) and emotional (e.g., anxiety, anger) layers. This study elucidated the intricate interconnections between layers within engagement and beyond, and the interrelationships among a list of factors across conative (engagement, effort and motivation), affective (boredom, anxiety and anger) and cognitive (concentration, comprehension and reasoning) dimensions in a domain‐specific and skill‐specific manner. In closing, pedagogical implications for both educators and learners are discussed to reduce boredom and enhance learners’ classroom engagement, ultimately improving learning outcomes and the overall language learning experience.

Online Teaching and Learning: New Dimensions

The article focuses on the variables of foreign language teaching and learning online vis-à-vis traditional classroom methods. Aspects to be discussed range from the subjective factors for both students and tutors that can be motivating (mobile access, swift feedback, automated marking, individual tasks, etc.) or demotivating (technical glitches, lack of technical support, extra work for lecturers, etc.), to objective factors that facilitate online learning in general (increase in student attendance, fast internet, the 'digital natives' generation, among others). Some synchronous, asynchronous and hybrid language learning online platforms will be highlighted with an emphasis on the different possibilities that they present and the weighing of their advantages and drawbacks. This essay will also touch upon the emergence of online education, examining its key drivers, advantages, challenges, and the implications for the future of learning.

Online Teching and Learning: New Dimensions

The article focuses on the variables of foreign language teaching and learning online vis-à-vis traditional classroom methods. Aspects to be discussed range from the subjective factors for both students and tutors that can be motivating (mobile access, swift feedback, automated marking, individual tasks, etc.) or demotivating (technical glitches, lack of technical support, extra work for lecturers, etc.), to objective factors that facilitate online learning in general (increase in student attendance, fast internet, the 'digital natives' generation, among others). Some synchronous, asynchronous and hybrid language learning online platforms will be highlighted with an emphasis on the different possibilities that they present and the weighing of their advantages and drawbacks. This essay will also touch upon the emergence of online education, examining its key drivers, advantages, challenges, and the implications for the future of learning.

Association of types of on-screen content with mental health problems among Chinese adolescents.

Excessive screen time was associated with mental health problems, yet whether the associations differ by screen content types remain unknown. Here, we conducted a cross-sectional study of adolescents from 156 junior and high school to investigate the association of types of on-screen content with mental health problems in China. The exposure variable was screen exposure, measured by the self-reported questionnaire. Symptoms of depression and anxiety were assessed by Patient Health Questionnaire-9 (PHQ-9) and Generalized Anxiety Disorder Scale-7 (GAD-7), respectively. Suicide-related behavior was adapted from the Centers for Disease Control's Youth Risk Behavior Surveillance. Generalized linear models and network analysis were performed. Of the 15,194 adolescents included in the final analysis, 8,019 were males and mean (SD) age was 14.50 (1.68) years. 34.6% of adolescents had an average screen time of ≥ 4h/day on weekends. The most frequently used screen contents (≥ 4h/d) were electronic games (9.1%), followed by short video (6.6%). Learning online had strong associations with depression (OR = 2.03, 95%CI: 1.29-3.11, P = 0.002) and anxiety (OR = 2.05, 95%CI: 1.24-3.27, P = 0.004) symptoms. The associations between on-screen content and mental health varied. The strongest edges linked to screen content types were edge between "Electronic games" and "Anhedonia" in the network model. "Control worry" was the most central nodes, followed by "Irritable" and "Worry A Lot". Findings suggested that both screen time and different types of screen content were associated with mental health problems among adolescents. Limiting screen exposure and developing effective interventions to improve mental health should be a priority.

How universities teach cybersecurity courses online: a systematic literature review

IntroductionDistance learning has seen a significant increase as educational institutions have shifted toward offering online courses. Although some institutions quickly adapted, many struggled to modify traditional materials for online learners. Time was crucial for institutions lacking experience in remote teaching. Designing engaging online cybersecurity modules for diverse students is a major challenge. With the growing popularity of online courses, it is necessary to examine the teaching methods used. This paper presents a systematic literature review on the current state of online cybersecurity education at universities. Using the PRISMA approach, the study identifies prevalent themes and addresses key research questions. This study aims to analyze academic articles to highlight key findings on how universities teach cybersecurity courses online.MethodsThe authors conducted a systematic review of scholarly articles, adhering to the PRISMA approach for the period from January 2010 to August 2024. PRISMA offers a structured approach to planning, executing, and reporting systematic reviews in various fields, including healthcare and social sciences.ResultsThe review revealed several key findings on the design of online cybersecurity courses. Learner-centered approaches were commonly used, featuring active learning and practical applications. Effective instructional methods included collaborative learning, case studies, and simulations, which promoted student engagement and critical thinking. Universities emphasize practical skills evaluation and knowledge acquisition through project-based assessments. The role of IT tools was highlighted, with virtual laboratories, gamification, and simulations providing hands-on experiences, enhancing motivation, and facilitating active learning.DiscussionThis systematic review provides a comprehensive overview of the current online cybersecurity education practices in online universities. As a pioneering effort, it offers educators and curriculum developers valuable insight into designing effective online cybersecurity programmes to enhance teaching and learning practices. The review of online cybersecurity education highlighted several key findings. Learner-centered approaches, which incorporate active learning practices and practical applications, were prevalent. Effective instructional methods included collaborative learning, case studies, and simulations, which fostered student engagement and critical thinking. Assessments focused on the acquisition of practical skills and knowledge, using project-based tasks, practical exercises, and online quizzes. IT tools played a significant role, with virtual laboratories, gamification, and simulation environments that enhanced hands-on experiences, motivation, and active learning.

Investigating the Effects of Different Distance Learning Modalities on Student Academic Performance in Technology Education Programs

The rise of online distance learning has necessitated investigations into its effectiveness across various educational contexts. This study examines the academic performance of students enrolled in technology education programs across three distinct learning modalities: synchronous, asynchronous, and blended. The study aims to determine if significant differences in academic performance exist among these modalities and how they vary across different assessment types (formative, performance-based, and examination). Forty-five students were equally divided into three groups, each experiencing one of the learning modalities. A non-parametric Kruskal-Wallis test was employed to analyze the academic performance data. The results indicated significant differences in student performance across the three learning modalities, particularly in formative assessments where blended learning yielded significantly higher scores compared to synchronous and asynchronous modalities. The superior performance in the blended learning modality was consistent across performance-based tests and examinations. Notably, the highest academic performance was observed in the students who engaged in blended learning and were assessed through performance-based tests. Asynchronous learning consistently resulted in lower performance across all assessment types. These findings suggest that blended learning may be a more effective pedagogical approach in technology education, facilitating enhanced academic performance compared to purely synchronous or asynchronous online learning environments.

Survivors of Complex Trauma as Adult Online Learners

Complex trauma is both a product and a source of significant multidimensional inequality, including profound disruption to survivors’ educational trajectories. Nonetheless, educational researchers have not previously engaged with adult survivors who study online, contradicting the key principle of collaboration within a trauma-informed approach. This qualitative instrumental collective case study explored how adults with a history of complex trauma experience postsecondary open/online learning. Findings included participants’ struggles with executive functioning, challenges regulating emotion and dealing with a heightened perception of threat, re-experiencing trauma, negative beliefs about the self, and difficulties navigating relationships. These trauma impacts affected not only participants’ learning and course experience, but also their experience of applying, registering, and accessing financial aid. Nonetheless, participants are demonstrably skilled in managing the impacts of their trauma and are driven to learn, placing the highest intrinsic value on education. Top priorities for the implementation of trauma-informed educational practices identified by participants included establishing safety; trust and transparency; and empowerment, voice, and choice. Implications include enhancing equity and inclusion for survivors of complex trauma through the implementation of trauma-informed educational practices in open/online postsecondary contexts.

What Factors Influence Online Distance Learners' Engagement? Malaysian Student's Perspective

What Factors Influence Online Distance Learners' Engagement? Malaysian Student's Perspective

Reading between the Lines: Unveiling Online Distance Learning Experiences in Philippine Public High Schools

This qualitative phenomenological study explores the experiences of reading teachers from public junior high schools in Silang, Cavite, Philippines, who have adopted online distance learning (ODL) for teaching reading. The study aims to understand the challenges and strategies involved in ODL reading instruction. Using Moustakas' (1994) transcendental phenomenology, data were collected through in-depth semi-structured interviews with seven teachers. The analysis revealed that teaching reading via ODL requires meticulous planning, interactive activities, and multimedia materials. Teachers faced challenges such as technical difficulties, limited time, and ensuring assessment authenticity, but also noted benefits like accessible learning materials and engaging online applications. The study concludes that comprehensive training and support for teachers are crucial for effective ODL implementation. It recommends future research to explore the perspectives of students and parents to gain a more thorough understanding of ODL's impact on reading instruction. These insights are vital for educators and policymakers to optimize ODL practices.

Students Emotion and Distraction Detection While Adopting E-Learning Approach

Currently, e-learning has changed the way students’ study by providing high-quality education that is not restricted by place or time. Mobile phones, tablets, laptops, and desktop computers are some of the products that make online learning easier. These devices were used for mandatory online learning due to the COVID-19 pandemic. However, because the e-learning approach prevents an instructor from actively observing a group of students, they may become distracted for many reasons, significantly reducing their learning potential. This paper proposes an intelligent system called the Intelligent E-Learning Monitoring System (IELMS) that helps faculty members keep track of such students and supports them in improving their performance. Convolutional neural network (CNN) techniques are utilized to detect emotions, and once the optimum algorithm for detecting emotions has been identified, it is fused into the model that detects an online learner’s distraction. The fused model produces logs of distraction and emotion. These logs will assist the teaching community in identifying underperforming online learners and facilitating counseling.

Research on Interactive Efficiency and Experience of Intelligent Education Platform

To explore online user behavioral habits from the perspectives of cognitive efficiency and emotional experience, as well as to provide objective and quantitative physiological evidence for the design of intelligent online education platforms and the technological application of Education 4.0. In this paper, 45 subjects were selected and recruited using a combination of eye-tracking and questionnaires, with a male-to-female ratio of 1:2. The results show that: (1) Intelligent interaction modes significantly impact online users’ positive emotional arousal compared to traditional interaction modes; (2) Diversified presentation of interactive information can help online learners understand collaborators’ opinions more quickly and optimize the experience of online peer Interaction; (3) Multi-channel interaction can provide learners with a better emotional experience while improving the efficiency of interacting with instructional information. This paper provides an objective design basis for intelligent platforms like online teaching and conference software in the context of information technology.

A Review of Predictive Factors of Student Satisfaction with Online Distance Learning: A Systematic Literature Review

From 2020 to 2023, university students worldwide experienced online distance learning (ODL), during this unique period, the satisfaction of students received extensive research attention. This study conducts a systematic literature review, selecting 68 relevant articles on ODL satisfaction factors from the Web of Science, Science Direct, and ProQuest databases. The study aims to explore research trends, influencing factors, and future agendas related to ODL satisfaction. The findings reveal that: 1). Recent research primarily focuses on Asian countries and developing nations. The most commonly used research method is quantitative, combining surveys with Structural Equation Modeling (SEM). University undergraduates are the most frequent subjects of these studies. 2). In examining influencing factors, it is found that ODL satisfaction research mainly includes five aspects: student factors, teacher factors, course factors, information technology and tools, and macro-environmental factors. Key influencing factors are concentrated on "interaction," "self-efficacy," "engagement," "motivation," "teacher quality," "course content quality," "course assessment," "information technology," and "learning management systems." These terms represent the most frequently studied factors in recent satisfaction research. 3). For future research on ODL satisfaction, researchers can further expand their studies from theoretical, technological, and practical application perspectives.

The Future of Distance Education: Exploring the Potential of Adaptive Learning Systems

Adaptive learning technologies are used in many areas of education, including online distance learning. This study investigates the applications of Adaptive Learning technology in distance education environments. Following the steps of systematic literature review and using bibliometric analysis, the study examines a total of 1071 publications. Accordingly, time trend analysis has increased steadily within recent years, and Educational Research, Computer Science, and Engineering are the leading subject areas in research on Adaptive Learning in distance education. China and USA are the countries that make the most of the contribution, followed by Taiwan, Spain, and India. Kinshuk is the author who contributed the most, followed by Caballé and Santi. The most collaborative authors are Capuano and Nicola, Ritrovato and Pierluigi, Cabelle and Santi, and Gaeta and Matteo. Pierri and Anna hold central positions in the co-authoring network. The top three journals with the most publications are Computers & Education, International Journal of Distance Education, and Academic Medicine, all with significant citation counts. The most frequently used keywords are “e-learning”, followed by “adaptive learning”, and “online learning”. Integrating artificial intelligence and machine learning techniques presents significant potential for enhancing adaptive learning technologies. Utilizing frameworks such as learning analytics and the Technology Acceptance Model can help identify effective strategies to increase system acceptability.

Student Achievement of Course Learning Goals in an Asynchronous Distance Learning Course Redesigned using Fink's Taxonomy of Significant Learning

Fink’s Taxonomy of Significant Learning (FTSL) is an instructional strategy that provides an effective framework for (re)designing course learning experiences to achieve student-centered learning goals. Originally developed for in-person courses, little research exists around its application to effectively design distance learning (DL) courses. This study aims to evaluate if the DL community can also utilize FTSL as a strategy for supporting online learners toward achieving significant learning goals. To address this aim, an asynchronous DL general education course for undergraduates was redesigned by applying FTSL during the development of course learning goals, assessments, and learning activities. A deductive, manifest content analysis was conducted to measure achievement of course learning goals across all nine written course assessments (n=40 student participants). Then, learning frequencies were quantified for each category of significant learning. Study findings indicate most student participants engaged in learning experiences related to five of the six categories within Fink’s taxonomy several times throughout the semester, with higher frequencies of learning in categories for application, followed by the human dimension and foundational knowledge, then caring and integration. In conclusion, study findings support that applying FTSL during the course (re)design process also supports online learners toward achieving significant learning goals, with course assessments that include analysis, aesthetic learning, and self-reflection as useful exercises for achieving said goals. Future research can build on this study by evaluating if online learners that achieve significant learning goals also experience long-lasting change relevant to the learner’s life (i.e., engage in a significant learning experience).