Online Learning Experience Research Articles

Students’ Expectations and Experiences about Engagement Strategies in Online Courses: A Mixed Methods Study

Engagement strategies play a crucial role in ensuring engaged and high-quality online learning experiences. In this mixed methods study, we examined online students’ expectations and explored their experiences regarding online strategies of peer, instructor, self-directed, and multimodal engagement, using a survey and qualitative interviews. Our quantitative results indicated that instructor engagement strategies were perceived as the most important strategies to be employed in online courses, while peer engagement strategies were viewed as the least important. Qualitative findings suggested that although all four dimensions were perceived to be important and necessary, actual experiences of each contextually varied. In support of prior research, our study demonstrates the importance of the instructor in online courses and offers theoretical implications for online student engagement and practical implications for instructors, instructional designers, and other stakeholders in online education.

A Critical Review of Canva as a Visual Media Platform for English Learning

This article reviews the use of online visual media platforms for English language learning, revealing that these platforms influence learners' motivation, participation, skill assessment, and collaborative learning environments. The review also highlights the need for further research on the integration of visual media in English language acquisition, particularly in reputable publications like Scopus and Google Scholar. This study also focuses on the writer's existing knowledge and aims to develop their own application of analysis based on their learning from related works. A total of 17 articles were retrieved from two online databases: the SCOPUS database and the Google Scholar website, using keywords related to the theme of online Visual media platforms accommodating online learning experiences and the effectiveness of onlinevisual media platforms. The study incorporated three research approaches: qualitative, quantitative, and mixed-method Research design methodology. The findings indicated the need of using all three research methods to get a legitimate and robust result for data interpretation in the field of education when using Canva as an online visual medium platform.

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

Online education has gained widespread adoption in recent years due to several factors, including the COVID-19 pandemic, which has accelerated the growth of online education, with universities transitioning to online platforms to continue their activities. However, this transition has also impacted the preparation of pre-service teachers, who receive training to become licensed or certified teachers. This study investigates the influence of online education on the academic experiences of 130 pre-service teachers attending the Postgraduate Diploma Program at Al Ain University in the UAE. It also explores the relationships between pre-service teachers’ demographics and five academic experiences. A quantitative questionnaire consisting of five newly-developed scales was used for data collection. Pre-service teachers’ demographics were found not to impact effective teaching and learning, skill development, or satisfaction. Age and employment status were found not to influence pre-service teachers’ views of faculty online assessment and feedback or course organization and management. However, online course organization and management and faculty online assessment and feedback were significantly correlated with marital status as engagement and motivation with employment status was, but not with age or marital status. Effective teaching and learning, faculty assessment, and feedback positively impacted pre-service teachers’ engagement and motivation, while effective teaching and learning and course organization correlated with pre-service teachers’ skill development and satisfaction. Research on online education and pre-service teachers’ experiences post-pandemic is limited. Thus, future studies should explore this relationship to understand better pre-service teachers’ online learning experiences, involvement, and success.

Prior proficiency level matters: The differential impact of erroneous examples in online homework related to decimal number line tasks

AbstractBackgroundThe present study delves into the debate surrounding the effectiveness of homework, focusing specifically on the use of online homework in teaching decimal numbers to 5th and 6th grade primary school students. It highlights the challenges students face in representing and identifying decimal numbers, a concept that is often difficult for 5th and 6th graders to grasp.ObjectivesThe aim to evaluate the effectiveness of online homework in enhancing understanding of decimal numbers and compare the impact of instructional methodologies based on correct and incorrect examples.MethodsThe research employs an experimental design, comparing the effects of online homework with correct and incorrect examples, assessing how these methodologies influence students' ability to understand and use decimal numbers, especially on a number line.ResultsThe results support the overall effectiveness of online homework in improving students' performance in decimal numbers, regardless of their initial level of understanding. Specifically, the study reveals that the type of examples used in homework plays a key role in the effectiveness of learning. Incorrect examples are more beneficial for students with higher prior knowledge, while correct examples are more appropriate for students with lower prior levels.ConclusionsThese outcomes highlight the potential value of online homework in primary education and underline the importance of tailoring educational activities to the individual needs of pupils. The study contributes to the broader conversation about the role of homework in education, suggesting practical ways to optimise online learning experiences for young learners.

'[M]y own pace and space, without the pressures': Online learning experiences of audiology students.

Online learning has been used to improve students' learning experiences and to allow students to engage with their own learning in various spaces. However, there is a dearth of literature on students' experiences with online learning in the field of audiology. This study aimed to describe the conditions of online learning, explore the challenges and benefits of online learning and determine strategies that students employ while engaging with online learning. An exploratory qualitative research design was employed. Audiology students from the second to the fourth year participated in the study. Qualitative data were collected online via MS Teams using a semi-structured interview schedule with the participants. Thematic analysis was used to analyse the participants' interviews. Most of our participants were females in their fourth year of study. The students accessed the online learning platforms procured by the university from their homes, with reported benefits such as the flexibility and independence of learning, and time and cost-effectiveness. However, challenges such as limited internet connectivity, issues with time management and inconsistent power supply restricted positive experiences with online learning. The online learning benefits that were reported by the students and the compensatory strategies they employed facilitated self-regulated learning. The study's findings highlighted the need for continuous checking-in with students regarding their experiences with the learning approaches intended to improve engagement with their courses. These results could be used as a guide for curriculum planning that is student-focused.Contribution:Students' experiences explored in our study provided a guide for online learning approaches that were suitable for audiology students. Student-centred and self-regulated learning practices were highlighted and future studies may further explore these frameworks and theories.

Navigating An LMS Review Process: Harnessing Next-Generation Digital Learning Through Evidence-Based Decision-Making

Universities across Australasia regularly evaluate their Learning Management Systems (LMS) to meet the increasing digital teaching and learning demands. LMS reviews conducted approximately every five years or so are driven by factors such as pandemics, contract renewals, fiscal considerations, and the pursuit of optimal student online learning experiences. Recent trends show that Australian universities are conducting LMS reviews more frequently and transitioning to new LMSs at an accelerated pace (Phil, 2022; Sankey, 2023a). This is to ensure the LMS of choice meets the Next Generation Digital Learning Environment (NGDLE) functionality (Educause, 2018), is affordable, reliable and is still fit for purpose. While ongoing LMS reviews are common, there is a lack of published information on how higher education institutions undertake them. There was little available to unpack how best to engage in open, transparent, and aspirational conversation with staff and students about their experience with the LMS. As part of the review, even less was published about the dialogue on the future teaching and learning needs and the future of the LMS. To help address this gap in the literature, this practice-based paper reports on our approach and the steps taken to propose a unique two-phase / multi-stage model for reviewing an LMS and offers a useful checklist for those who may want some help getting started.

Tutorial and Lecture Activities on Deep Online Learning in Dentistry

Online learning has become a new normal in the era of the COVID-19 pandemic. However, this learning mode has brought many challenges that can impact the learning experience. The study aims to evaluate student feedback on the online learning model and identify any challenges that require attention to enhance the quality of Dentistry education at Muhammadiyah University of Yogyakarta. This research is a descriptive observational study that utilized a cross-sectional approach. A modified questionnaire comprising 27 questions was distributed to collect the data. It was found that most of the 277 surveyed students agreed that implementing online learning in tutorial activities had a positive impact. Notably, 47.3% of the students found the online tutorial activities to be an excellent way to learn the material, while an equal number of students, 47.3% believed that they developed their tolerance during the online tutorial group sessions. Furthermore, the student responses to the online lecture activities were also positive, with 40.8% of the students finding comfort in the recorded classes, while 37.2% better understood the material through the online lectures. As for student satisfaction, the majority of the surveyed students expressed their satisfaction with the online learning experience regarding the material 52%, learning strategy 40,4%, availability of e-resources 49,1%, and assistance provided 42,6%. Students responded positively to online learning in tutorials and lectures and reported overall satisfaction with online learning during the COVID-19 pandemic.

The virtual classroom divide: how does the self-efficacy gap reshape online learning?

ABSTRACT This study explores the role of self-efficacy in online learning modalities. In particular, the research examines how synchronous and asynchronous online courses affect student learning experiences, depending on the level of self-efficacy. Data were collected from 172 undergraduate students in the United States who have taken both synchronous and asynchronous courses. Findings of two-way repeated measures of MANOVA reveal noteworthy interaction effects between course modalities and self-efficacy. Students with high self-efficacy report more favorable online learning experiences, free from challenges stemming from course modalities. Conversely, students with low self-efficacy report less favorable online learning experiences and grapple with challenges arising from course modalities, reporting that asynchronous course experiences are significantly inferior compared with synchronous courses. The study’s findings provide meaningful implications for research and practice for online teaching and learning in virtual classrooms.

Interest of Students Toward Online Education: A Case Study of Religious Students

Interest of student is very Significant in open and distance learning (ODL) education because of its profound influence on pedagogical implications. Extensive research has been conducted on the interest of science students in ODL during the post-pandemic period. However, understanding religious students’ interests holds particular significance because of their unique beliefs, values, and needs. Therefore, a case study was conducted to investigate the interest of religious students in online education and identify the factors influencing their interest. A total of 123 undergraduate students from the Faculty of Quranic and Sunnah Studies at the Islamic Science University of Malaysia participated in this study. All of them are third- and fourth-year students with experience in online learning. Data were collected using a structured Google form and analysed using appropriate statistical methods to gain insights into the participants’ interests and opinions. The results revealed that 85.4% of students had a positive attitude toward online learning, whereas 14.6% had an unfavourable attitude. Additionally, 73.2% preferred traditional learning, while 26.8% preferred online learning. Furthermore, 44.7% believed that online learning provided the same quality as traditional education, whereas 55.3% disagreed. These findings have significant implications for the development and implementation of future online learning strategies in Islamic education.

ONLINE LEARNING MODEL TO IMPROVE THE STUDENTS’ ACHIEVEMENT IN DESIGN OF INFORMATION AND COMMUNICATION TECHNOLOGY

The rapid advancement of technology and the growing demand for ICT skills have necessitated innovative educational approaches to improve student achievement. Traditional classroom-based teaching often struggles to keep pace with the dynamic and evolving nature of ICT education. The variability in student learning styles and the increasing requirement for digital skills necessitate a flexible and scalable educational model. This study focuses on developing an effective online learning model tailored to enhance student performance in the field of Design of Information and Communication Technology (ICT). The study employed a mixed-methods approach, combining quantitative and qualitative data. Participants included undergraduate students enrolled in an ICT Design course. They were given access to an online learning platform offering interactive video lectures, multimedia resources, assessments, and collaborative projects. Data collection included pre- and post-tests to measure academic performance, surveys to gauge student satisfaction, and focus group discussions to gather qualitative insights into their learning experience. The findings indicated a significant improvement in student achievement, with post-test scores consistently higher than pre-test scores across all participants. The model's flexibility allowed students to learn at their own pace, leading to a deeper understanding of key concepts. Interactive resources and collaborative projects enhanced engagement and fostered critical thinking. Moreover, the majority of students expressed high satisfaction with the online learning experience, citing the variety of resources, self-paced learning opportunities, and collaborative forums as significant contributors.

An in-depth analysis of undergraduate students experiences in the transition from F2F learning to online learning

PurposeThis research aimed to capture undergraduate students' experiences in the transition from face-to-face (F2F) learning to online learning. This study explored their perceptions regarding the effectiveness of online learning in their academic lives, challenges encountered and suggestions for enhancing online learning in the post-COVID-19 era.Design/methodology/approachThis study employed a concurrent mixed-methods research design and selected 118 undergraduate students using a multistage random sampling technique from four colleges in Assam. Standardized questionnaires and open-ended interview schedules were used.FindingsUndergraduate students reported a positive attitude and satisfaction with online learning, valuing its adaptability to their schedules, its role as a motivating factor for self-learning, its effect on making them more technically proficient and enhancing their communication skills to articulate their thoughts. However, the challenges identified by the students have the potential to overshadow the promises of online learning. This research provided more constructive suggestions under the themes of “content delivery”, “systemic and infrastructural issues”, “pedagogy” and “capacity building” to enhance their experiences with online learning.Practical implicationsOur research findings would assist educational institutions in adopting innovative approaches for simpler and more efficient online learning experiences post-COVID-19 pandemic. Institutions should prepare themselves and design dual-mode courses for F2F and online learning.Originality/valueThe paper addressed a relevant topic in this era of online learning by examining undergraduate students’ viewpoints that added complementary information to the current body of literature on online learning in rural India. The insights gleaned from their experiences would be beneficial for the development of best practices for online learning in the coming decades.

Promoting Interaction to Enhance Student Perceived Learning and Satisfaction in a Large e-Flipped Accounting Classroom

This research was conducted to investigate the effects of an e-flipped classroom in promoting interaction to enhance students’ perceived learning and satisfaction in a large accounting course. This research examines how e-flipped education, which incorporates pre- and in-class activities, affects students’ perceptions of their learning and satisfaction by encouraging learner-content, learner-instructor, and learner-learner interaction. Students enrolled in a second-year management accounting course made up the respondents. A questionnaire with seven indicators presenting each variable was used to gather data. The findings of this study revealed that all three interactions (i.e., learner-content, learner-instructor, and learner-learner interaction) were significant determinants of perceived student learning in the in-class activities, while only learner-content and learner-instructor interactions were the significant determinants of the student perceived learning in the pre-class activities. This study also shows that all three interactions significantly determined students’ satisfaction in both the pre-class and in-class activities. Moving forward, a well-designed online course with appropriate interactive activities is vital in promoting a supportive online learning experience.

IMPACT OF COVID-19 ON THE SELECTED PRIVATE EDUCATIONAL INSTITUTES IN DELHI-NCR REGION

IMPACT OF COVID-19 ON THE SELECTED PRIVATE EDUCATIONAL INSTITUTES IN DELHI-NCR REGION

Adapting to the Digital Age: An Evaluation of Online Learning Strategies in Public Health and Social Care Education

Introduction. The global shift towards digital education in the wake of the COVID-19 pandemic has reshaped the landscape of higher education. Public health and social care programmes have adapted to this transformation, embracing online learning strategies to engage students. This study focuses on the assessment of online learning experiences in public health and social care education, particularly during the post-COVID-19 period. Materials and Methods. This qualitative study employed semi-structured interviews and focus groups with 49 university students in England. These phases, conducted both in person and via video, were audio and video recorded and transcribed verbatim. A purposive sampling technique was employed to gather data, and framework analysis facilitated data management and interpretation. Results. The presentation highlights three main themes and 12 accompanying sub-themes that capture the clear preferences of students for both in-person and online learning methods. The findings elucidate the merits and demerits of online learning strategies in contrast to traditional face-to-face classes. Online classes offer distinct advantages in terms of flexibility, cost-effectiveness, time efficiency, and technological proficiency. However, they also bring to the fore concerns related to social isolation, mental health challenges, technical challenges, and distractions within the home environment. Conclusion. Considering the global transition to digital education, this study contributes to the dynamic discourse surrounding online learning in the post-COVID-19 era. The diverse preferences expressed by students highlight the importance of personalised and flexible teaching methods in online education, underlining the need for adaptability and inclusivity to meet the diverse needs of today’s learners.

Factors affecting parents’ satisfaction with online learning during COVID-19: A study on parents of young children

The transition to online learning during the COVID-19 pandemic was a new experience for parents of young children who were obliged to deal with various factors that had an impact on their level of satisfaction. It was essential to address these issues if their children were to continue receiving an education. This research investigates the factors affecting parents’ satisfaction (PS) with their children’s online learning experience during the pandemic. These factors comprised technical support (TS), instructional support (IS), the quality of the online curriculum program (CP) and social interaction (SI). A mixed-methods approach was adopted using a sequential explanatory design. The population sampled for this study comprised parents of young children in Saudi Arabia. The total number of survey respondents was 307 and 12 parents volunteered to be interviewed. The results demonstrated that almost 69% of the variance in parents' overall satisfaction was predicted by a combination of the aforementioned characteristics. However, SI was found to be the only significant predictor of PS. Overall, the parents’ satisfaction with online learning appeared to be moderate but there were significant differences in PS that related to the parents’ age or the child’s educational level. This study offers insights into online learning experiences and parental satisfaction during the COVID-19 pandemic. Practitioners in the education sector should take this satisfaction into consideration given that parents are an essential element in the success of their children’s online learning experience. Moreover, parents received beneficial information during the pandemic which could help develop the implementation of online learning for future use.

Fostering Global Success Empowering Young Learners in Online Education

This qualitative descriptive study explores the independent characteristics of second-grade students at Betro Elementary School (SDN Betro) within the context of online learning. Through interviews, observations, and documentation, the study investigates the self-reliance of students, the dynamics of parent-student interaction, and the daily habits cultivated by students in response to online education. Findings reveal a notable level of self-reliance among students, manifested in their ability to complete tasks autonomously and adhere to schedules. Positive communication and collaboration between parents and students are observed, fostering a conducive learning environment. The study underscores the importance of nurturing self-reliance in elementary students for successful online learning and provides valuable insights for educators and policymakers aiming to optimize remote education at the elementary level. Highlight: Student Autonomy: Second graders excel independently in navigating online learning environments. Parental Support: Positive parental engagement enhances children's online learning experience. Educational Impact: Fostering self-reliance in elementary students optimizes online education strategies. Keywoard: Elementary Education, Self-Reliance, Online Learning, Parent-Student Interaction, Qualitative Research

Nursing/midwifery students' perceptions of caring pedagogy and online learning during the COVID-19 pandemic.

This study aimed to gain a better understanding of nursing/midwifery students' perspectives on a pedagogy of caring and online learning during the COVID-19 pandemic. In addition, it aimed to determine if the COVID-19 pandemic impacted students' perceptions and experience of online learning and students' desire to enter the nursing/midwifery workforce. Mixed methods. A multi-centre cross-sectional survey of Australian nursing and midwifery students was undertaken to explore students' experience of learning during the COVID-19 pandemic. There are several key findings from this study that may be relevant for the future delivery of undergraduate health education, students transitioning to practice and healthcare workforce retention. The study found that although students were somewhat satisfied with online learning during COVID-19, students reported significant issues with knowledge/skill acquisition and barriers to the learning process. The students reported feeling less prepared for practice and identified how clinical staff were unable to provide additional guidance and support due to increased workloads and stress. The textual responses of participants highlighted that connection/disconnection, empathy and engagement/disengagement had an impact on learning during COVID-19. Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. In addition, graduates entering the workforce felt less prepared for entry into practice due to changes in education delivery during COVID-19 that they perceived impacted their level of clinical skills, confidence and ability to practice as new graduate nurses/midwives. Not applicable. Attention must be given to the transition of new graduate nurses and midwives whose education was impacted by pandemic restrictions, to support their professional career development and to ensure retention of future healthcare workforce. Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. Educators should consider how connection and engagement can be actively embedded in the online learning environment.

Looking back to move forward: comparison of instructors’ and undergraduates’ retrospection on the effectiveness of online learning using the nine-outcome influencing factors

This study delves into the retrospections of undergraduate students concerning their online learning experiences after the COVID-19 pandemic, using the nine key influencing factors: behavioral intention, instruction, engagement, interaction, motivation, self-efficacy, performance, satisfaction, and self-regulation. 46 Year 1 students from a comprehensive university in China were asked to maintain reflective diaries throughout an academic semester, providing first-person perspectives on the strengths and weaknesses of online learning. Meanwhile, 18 college teachers were interviewed with the same questions as the students. Using thematic analysis, the research identified 9 factors. The research revealed that instruction ranked highest among the 9 factors, followed by engagement, self-regulation, interaction, motivation, and others. Moreover, teachers and students had different attitudes toward instruction. Thirdly, teacher participants were different from student participants given self-efficacy and self-regulation due to their variant roles in online instruction. Lastly, the study reflected students were not independent learners, which explained why instruction ranked highest in their point of view. Findings offer valuable insights for educators, administrators, and policy-makers involved in higher education. Recommendations for future research include incorporating a more diverse sample, exploring relationships between the nine factors, and focusing on equipping students with skills for optimal online learning experiences.

MOOC for Pagelaran Pottery Village: Boosting Income through Design Educational Tourism

The implementation of this activity aims to design and build educative tourism infrastructure using the Massive Open Online Course (MOOC) as a means to increase the income potential of Pagelaran Village. Pagelaran Village is famous for its pottery crafts, which are rich in cultural values. However, the potential for tourism and related revenues has yet to be fully realized. Therefore, employing MOOC as a tool to provide an online learning experience for a package of pottery production training activities is expected to attract tourists and boost the income of the local community. The methods used in this implementation include field surveys, literature studies, and analysis of tourist needs and preferences. The approach adopted is the asset-based community development (ABCD) approach, which consists of five stages of activity including: 1) Discovery, 2) Dream, 3) Design, 4) Define, and 5) Destiny. The infrastructure built includes the development of the MOOC platform, offering learning materials related to history, manufacturing techniques, and the art of pottery. Additionally, practical learning facilities are also provided for tourists desiring to undertake direct courses without constraints by space and time. During initial testing, this MOOC garnered favorable responses from travelers who participated the course. The results of the implementation of this activity indicate that the use of MOOC as an educative tourism infrastructure can increase potential income in Pagelaran Village. Keywords: MOOC, income, pagelaran pottery, educational, infrastructure

Bridging the Digital Divide: The Role of Online Education in Promoting Equity

This qualitative case study examines the impact of online education in Smith County (a pseudonym), a rural area in the southwestern United States characterized by economic challenges and a large Hispanic population. This study aimed to identify the barriers to and facilitators of educational equity in digital environments. A purposive sampling was utilized to select participants who could provide rich, in-depth insights into the impact of online education within Smith County. In-depth interviews were conducted and focus groups held with students, teachers, and administrators within Smith County. Data analysis was conducted through an iterative process of coding and thematic analysis. The study was informed by the theoretical framework of digital divide and culturally responsive pedagogy. This study delved into the nuanced challenges faced by this community, including technological access, digital literacy, and socio-economic factors. The analysis also explored the pedagogical approaches and support systems that contribute to effective online learning experiences within this rural area. The findings revealed a complex interplay of factors affecting online education engagement and success, highlighting the critical role of tailored support services, culturally responsive teaching, and community partnerships to enhance educational outcomes. The study underscores the importance of understanding local contexts and learner needs in designing and implementing online education programs that specifically address equity. Major conclusions point toward the need for comprehensive strategies that go beyond providing internet access, emphasizing the creation of inclusive, supportive online learning communities. This research contributes to the discourse on educational equity in the digital age, offering insights for educators, policymakers, and online education providers seeking to improve access and outcomes for all learners.