Online Learning In Higher Education Research Articles

Technological self-efficacy and mindfulness ability: Key drivers for effective online learning in higher education beyond the COVID-19 era

During the COVID-19 outbreak, Israel’s higher education system swiftly transitioned to emergency-adapted online distance learning. Yet, limited research has assessed effectiveness of online learning (EOL) for Arab students in Israel. This study delves into Arab students’ EOL perceptions, focusing on cognitive and emotional aspects. Using a quantitative method, it explored the link between technological self-efficacy (TS), mindfulness ability (MA), and EOL during the pandemic among students from three Israeli academic institutions (N=378). Results showed a positive association between TS and EOL. Further, MA moderated TS-EOL relationship. Men demonstrated higher TS than women. There were noticeable EOL differences between undergraduate (pre-service teachers) and graduate (in-service teachers) students, with the latter exhibiting an advantage. This research contributes to the evolving discourse on post-pandemic online learning, shedding light on potential gender disparities and highlighting the importance of both TS and MA for successful online learning. The findings have implications for instructional designers, educators, policymakers, and academic programs.

Instructor Leadership in Online Learning: Predictive Relationships Between Servant Leadership and the Community of Inquiry Framework

Instructor leadership is widely recognized as essential for facilitating meaningful online learning in higher education. While previous studies have applied organizational leadership theories to the study of instructor leadership, fewer studies have investigated online instructor leadership. This predictive correlational study detailed the associations between the Community of Inquiry (CoI) framework and servant leadership (SL) theory and employed multiple regression analyses to investigate the predictive relationships of seven SL dimensions on the three CoI presences. Survey data were gathered from 148 graduate students enrolled in online courses in education, communication, and engineering master’s degree programs using the CoI Survey (Arbaugh et al., 2008) and the SL-28 (Liden at al., 2008). The findings revealed a positive and highly significant correlation between the instruments. The predictive model as a whole explained 66% of the variance in students’ perceptions of a CoI. Three SL predictor variables demonstrated the most influence: helping subordinates grow and succeed, conceptual skills, and creating value for the community. Additional analyses at the CoI subscale level revealed that the SL variables accounted for 73% of the variance in teaching presence, 55% of the variance in cognitive presence, and 31% of the variance in social presence. Implications and limitations are discussed and recommendations are proposed to implement online instructor SL.

Students' Intentions to Use E-Learning during the Covid-19 Pandemic: An Extended Technological Accaptance Model (TAM) Approach

Online learning is a technology-based system, hence a process is required to ensure that students can embarace the technology, as the success or failure of a technology is determined by how well the user accepts it. Therefore, understanding the factors that drive the use of online learning is essential. This study aims to contribute to the literature on online learning in higher education during the COVID-19 epidemic by investigating the relationship between self-awareness and student acceptance of online learning. Several hypotheses were constructed using the TAM Model to investigate the relationship between the TAM construct and self-awareness as an antecedent. This study employed structural equation modeling (SEM-PLS) to investigate how 390 students in East Jakarta used online learning. The findings of this study revealed that self-awareness had a significant effect on perceived usefulness, perceived ease of use, and attitude, but it had no direct impact on the intention to continue using e-learning. Students' attitudes were considerably influenced by perceived usefulness and perceived ease of use. Perceived usefulness was the most influential factor on student attitudes, and attitude was a strong predictor of intention to continue utilizing online learning. The proposed model accurately predicted attitudes and intentions to continue to use e-learning.

Assessing the Distance Teaching-Learning Experience in Higher Technical-Vocational Education in Chile

This study aimed to validate a multidimensional instrument for assessing distance teaching-learning. It combined factors measuring motivation with instructional material and the teaching-learning experience with peers and teachers. The instrument was administered to 2,984 higher education students in Chile, demonstrating its statistical validity and adequate fit indicators. Consequently, this instrument can confidently evaluate online learning in higher education.

A systematic review of the effectiveness of online learning in higher education during the COVID-19 pandemic period

BackgroundThe effectiveness of online learning in higher education during the COVID-19 pandemic period is a debated topic but a systematic review on this topic is absent.MethodsThe present study implemented a systematic review of 25 selected articles to comprehensively evaluate online learning effectiveness during the pandemic period and identify factors that influence such effectiveness.ResultsIt was concluded that past studies failed to achieve a consensus over online learning effectiveness and research results are largely by how learning effectiveness was assessed, e.g., self-reported online learning effectiveness, longitudinal comparison, and RCT. Meanwhile, a set of factors that positively or negatively influence the effectiveness of online learning were identified, including infrastructure factors, instructional factors, the lack of social interaction, negative emotions, flexibility, and convenience.DiscussionAlthough it is debated over the effectiveness of online learning during the pandemic period, it is generally believed that the pandemic brings a lot of challenges and difficulties to higher education and these challenges and difficulties are more prominent in developing countries. In addition, this review critically assesses limitations in past research, develops pedagogical implications, and proposes recommendations for future research.

Co-Construction Online Learning Models in Early Childhood Education Management Courses

The challenge of online learning in higher education is that there is often a lack of focus on students taking part in lectures, which causes a loss of learning. This study aims to analyze the feasibility and effectiveness of the co-construction online learning model in early childhood education management courses. The research method uses a research and development approach with the ADDIE model. Data collection was carried out by interviews, questionnaires, and observations on 88 students taking early childhood education management courses. Product feasibility testing was carried out from questionnaire data analysis on 10 statement items using a four-rating scale, while observations and interviews were used to analyze the effectiveness of implementing the co-construction online learning model. Data analysis used qualitative descriptive and quantitative techniques to analyze the feasibility and effectiveness of implementing the co-construction online learning model. The results of the study in the electronic feasibility test for teaching materials achieved a score of 71.4%, which means it is feasible and does not need revision. While the effectiveness test was carried out twice with different timeframes, in the first data collection there were 73% of active students, then it increased in the second data collection with 88% of active students. This increase is to Skinner's theory of operant conditioning learning, where individual behavior is influenced by the repetition of actions received.

The relationship between learning engagement and learning outcomes in online learning in higher education: A meta-analysis study

This study comprised a meta-analysis of the relationship between learning engagement and learning outcomes in online learning in higher education. The effect sizes of 175 samples were extracted from 34 eligible studies published from January 2010 to March 2022. First, the relationship between learning engagement and learning outcomes was g =.430, indicating a small-to-medium effect size. Although learning engagement has been reported as a strong indicator of learning outcomes in online learning, learning engagement showed a small-to-medium effect size. Second, there was no statistical difference among behavioral, cognitive, emotional, and general engagement in the effect sizes of the relationship between learning engagement and learning outcomes. Third, in terms of the type of learning domains, the effect size in the affective domain was larger than the cognitive and behavioral domains. Lastly, we found a large effect size for graduate students in the relationship between engagement and learning outcomes followed by undergraduates and adult learners.

Facilitating Social Presence in the Synchronous and Asynchronous English Language Class in Yogyakarta, Indonesia

Researchers have been interested in the topic of social presence in the areas of communication, online learning, and media. Due to the research's limitations in Indonesia, more research should be done on social presence in online learning in higher education. In contrast to earlier studies, the current study attempted to represent the students’ perspective regarding the occurrence of social presence in the synchronous and asynchronous classroom settings and the strategies used by teachers in synchronous and asynchronous English language instruction at an English Education Department of a private university in Indonesia. The study used a mix-method design using a survey of 89 students concerned with the occurrence of social presence and semi-structured interviews to twelve lecturers related to strategies to create a social presence. The Community of Inquiry Framework developed by Arbaugh et al. (2008) was used. The findings revealed that regarding social presence, most components (seven components) were categorized as high, while the two components were moderate, indicating the occurrence of the social presence elements in the learning process. Lecturers’ strategies to enhance the social presence include affective, cohesive, interactive, informative, imperative, and creative strategies.

Project-Based Learning in Economics Learning: Can it Improve 21st Century Skills Through Online Learning?

This study aims to examine the effect of PjBL in learning economics to improve 21st century skills through online learning in higher education. This research was conducted using a quantitative approach designed as explanatory research using structural equation modeling (SEM) as the analysis tool. The results showed that PjBL in learning economics can improve 21st century skills through online learning.

Applying Culturally Relevant Pedagogy to Online Learning

Despite the prevalence of online learning in higher education, particularly during the COVID-19 pandemic, there is limited literature about what constitutes effective culturally relevant and responsive online teaching. While online education has revolutionized learning by increasing educational access and opportunities to students, it has also led to an increase in classroom diversity, leaving instructors to struggle with how to create and foster a culturally relevant and responsive learning environment. In this paper, as an online educator who teaches graduate level Education courses, I examine culturally relevant pedagogy and reflect on my practices that focus on diversity, equity, and social justice. I will conclude by sharing strategies that educators can utilize in creating culturally relevant and responsive online courses.

‘A freedom of students to choose’: Student and staff perspectives on the future role of online learning in higher education

ABSTRACT   COVID-19 represented a time of disruption and innovation, with online learning ensuring students could still engage with their studies. With the pandemic stabilised, survey data (N > 600) were used to examine ongoing use and perceptions of online learning at a UK university. Despite some reversion to in-person practice, online provision still plays a significant role. These data indicated students are more likely to hold positive perceptions of online learning, identifying benefits such as enhanced accessibility and skill development. They also believed it reduces teaching costs, raising questions about student knowledge regarding the investment needed to development online provision. Students evidenced exhibiting choice over how they engaged with their studies. Finally, students with barriers to campus attendance (e.g. commuters) were more positively disposed to online provision than peers who relocated for their studies. This study highlights the need for universities to calibrate student and staff expectations regarding the role of online learning.

PROBLEM OF ONLINE LEARNING AMONG STUDENTS UUM: TECHNOLOGY ACCESS, ASSESSMENT, AND SELF-EFFICACY

Using online learning is getting relevant in education perspective. In order embrace online learning effectiveness, university should provide proper suitable tools towards more efficient for online learning implementation. This aims for this paper is to understand students’ problems during using online learning that provided by the university. The paper used a qualitative approach through unstructured interviews from the student’s perspective. Ten students from different routes of inasis were interviewed. Three themes of online learning problem were selected: technology access, assessment, and self-efficacy by using thematic analysis. Based on the analysis, most of the respondents admitted they are having problem with wi-fi networks and coverage, and it makes uncomfortable to study through online. This study also highlighted, the managements should provide strategy how to minimize fraudulent issue during completing task and online examinations. An in-depth understanding from the voices of students was essential for further action and improvement in fostering the online learning effectiveness in higher educations. Thus, study is offering valuable insight for understanding the real experiences from students’ perspective for online learning in higher education.

Transforming the University – One Standard at a Time

With the rapid growth of online learning in higher education, there is an increasing need to establish standards that ensure the quality of these educational experiences for our students. This panel presentation explores the evolving landscape of online learning, discusses the need for robust standards for quality online education, highlights the development of the TELAS framework and programs, and explores the integration of standards into organisational contexts.

Assessing the Benefits of Online Learning in Higher Education and its Impact on Law Students

The present study aims to analyze the advantages and disadvantages of online learning, focusing on the importance of understanding how legal education can benefit from online learning. The problem under investigation resided in asking what the benefits of online learning for legal education are and how it impacts law students. For this study, a systematic literature review was conducted in order to recollect and analyze the existing literature available regarding legal education and online learning. This process entailed a comprehensive search across academic databases such as Scopus, IEEE Xplore, and ProQuest, with the help of keywords and research criteria in order to enhance the study’s result and establish a collection of literature that would help the study’s research questions regarding legal education and its impact on law students. The main hypothesis established that law students are capable of fully embracing online learning thanks to today’s level of adaptability, and while the results show that a vast number of students have access to mobile technology and are aware of the benefits of online learning, law schools need to gradually implement this methodology in order to start experiencing mentioned benefits and have an effective applicability of this methods in their teaching programs.

Teaching on Zoom In the Eyes of the Lecturer: An Eye Tracking Study

The shift to “Zoom” online learning in higher education, has aroused questions regarding the professional vision of lecturers- which is the core of this study. Since teaching on “Zoom” is screen based, it was possible to use an eye-tracking device to study lecturers’ vision gazes during teaching. The study describes ten lecturers vision behaviours by fixations and lecturer’s personal perception of vision. Main results revealed that sidelong variability between lecturers’ eye gazes, lecturers mainly focused on their presentations. They felt high vision interaction with participated students yet, more than fixations revealed. These results and more discussed in the study, emphasis the importance of understanding lecturers’ professional vision on “Zoom”, for improving the quality of teaching on this rather new method of teaching.

From engagement to performance: the role of effort regulation in higher education online learning

ABSTRACT Online learning democratizes and provides flexibility in accessing education, but it also places greater demands on students’ self-regulated learning strategies. Previous studies have explored the important impact of effort regulation on academic performance. However, there remains more to explore on the dynamics of effort regulation among undergraduates and their group differences. This study investigates how the effort regulation of the learning process varies between achievement categories in an online learning environment using a sample of 240 undergraduates. Findings suggest that students in the high-achieving group had significantly higher effort regulation throughout the semester than their low-achieving counterparts on three dimensions: conversation, navigation, and click-through events. However, there were no significant differences in task time. Further test results also show that the high-performing students had significantly higher levels of engagement in all behaviours compared low-performing students during anaphase. Surprisingly, all students significantly lowered their effort levels near the final exam period. Results herein ultimately provide insight into the design of online learning environments.

Examining the efficacy of online learning in nurturing students' learning: an analysis of students' experiences

PurposeThis research aims to understand how satisfied students were with their online learning experience and how actively engaged they were in their studies.Design/methodology/approachTo study the breadth and depth of students' experiences and fully address the research aims, the researchers utilized a mixed method. Through a survey questionnaire with both closed-ended and open-ended questions, student responses were gathered. On a five-point Likert scale, the closed-ended questions were co-constructed. The research participants included students attending Pakistan's private university in Karachi. Participants from all programs were the authors' focus (i.e. undergraduate and graduate). A total of 552 students completed the survey questionnaire.FindingsThe study reveals students' level of satisfaction with their online encounters. Contextual restrictions, such as power outages, bad internet, a lack of a private place and administrative problems, make it difficult to access and connect during learning sessions. Additionally, the student's perception of online learning as being more secure and safe in terms of their physical safety was an intriguing finding. They also see the integration of online and in-person learning as advantageous because it might reduce travel expenses and time while also giving them access to independent study resources. Given its many benefits, this research supports the use of online learning in higher education. Online education promotes a healthy mix of teacher- and student-centered instruction.Research limitations/implicationsMoreover, the findings indicate that effective non-verbal communication occurs when students interact with a teacher and colleague face-to-face. In a face-to-face teaching situation, good body language may inspire, engage and motivate students. Better learning outcomes result from being able to interpret people's body language, whether it be eye contact or posture, and alter the topic and approach. Keeping in view the recent nature of the coronavirus disease 2019 (COVID-19) pandemic, no research has been carried out on this topic to date or on such a wide-scale transition to online learning, specifically in the context of higher education in Pakistan (Dincer, 2018). This research is unique in its kind as it focuses on the impact of online learning on the affective domain as well.Practical implicationsGiven the contextual concerns, teachers must find alternative educational insights that will enable students to reduce listening demands, improve self-learning and promote engagement.Social implicationsTherefore, in the authors' context, it is a unique finding that students felt socially isolated. While numerous studies have examined anxiety, still there is still a dearth of literature regarding stress factors (Dincer, 2018). The current study provided substantial information on the impact of online learning on students' stress levels, and the consequence is that they were strained out because they felt socially isolated. Additionally, these findings are in alignment with the qualitative data showing a problem of student isolation and a lack of engagement. Since the face-to-face mode had provided them with the time and space, they were able to engage in educational socialization outside the boundaries of the classroom, such as casual conversations during breaks, gatherings at coffee shops and working on group projects at the library.Originality/valueThis research was conducted in the context of Pakistan.

Face-to-Face and Online Learning in Higher Education: Academic Achievements and Learners’ Experience in the Chinese SFL Context

As a result of the COVID-19 virus outbreak, there has been a dramatic change in the educational landscape, and traditional classroom instruction has shifted to the online environment. Previous research has yielded contradictory results regarding the effect of different instructional modalities on student achievement. This study aimed to examine the impact of teaching mode (online vs. face-to-face) on academic outcomes in the context of Spanish as a foreign language in China. A comparative analysis was conducted between two cohorts of students, one receiving online courses and the other undergoing in-person instruction, and their respective scores for Spanish tests are reported. Additionally, a questionnaire was administered to the online cohort to gain insight into their learning motivation. The results showed that students who received online instruction outperformed those who received face-to-face instruction. Regarding the potential factors underlying the superior academic outcomes of online learners, examination of questionnaire responses pertaining to their learning experience reveals that students’ motivation, learning strategies, self-regulation, and self-efficacy are crucial factors of successful learning results and may have positively contributed to such outcomes.

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

Chinese college students collaborative mobile-assisted language learning experience and flow as a key factor for further adoption.

In recent years, the widespread shift toward online learning in higher education has led to a notable increase in the utilization of collaborative mobile-assisted language learning (MALL). However, the efficacy and implementation of MALL in college settings remain subjects of ongoing scholarly debate. To gain deeper insights into the experiences of Chinese college students with collaborative MALL and investigate factors that may influence their intentions for further adoption, this study proposed a comprehensive model that integrates the updated Unified Theory of Acceptance and Use of Technology (UTAUT) and flow theory. The model aimed to assess the relationship between flow and various antecedents, including perceived cost, social influences, perceived mobility, collaboration, and knowledge sharing, which shape students' intentions to adopt collaborative MALL. A survey was conducted among a sample of 831 students from 32 provinces and autonomous regions. The data analysis revealed that while 73% of participants reported having experienced collaborative MALL, overall adoption levels among Chinese college students are still in its initiative stage of adoption. Furthermore, variations were observed in the experiences of students from different majors and level of education. Importantly, the assessment of the proposed Mobile Collaborative Language Learning (MCLL) Model demonstrated the significant role of flow in predicting the adoption of collaborative MALL among Chinese college students. The study concludes with suggestions for future research opportunities based on the research findings, aiming to enhance our understanding and application of collaborative MALL in higher education contexts.