Quality Of Online Learning Research Articles

Classification of Learning Sentiments of College Students Based on Topic Discussion Texts of Online Learning Platforms

Depicting the online learning process of student users from multiple angles can help implement deep learning and effectively improve their online learning quality, and it’s a practical and very meaningful work to mine the data burying in the topic discussion texts of online learning platforms so that useful information could be extracted and attained to help teachers better understand students’ learning sentiments and assist students to know of the learning status of their peers. However, in existing conventional sentiment analysis methods, the sample data with uncategorized tags are still labelled manually, and such work is usually time consuming and inefficient. In view of these defects, this paper aims to study the classification of college students’ learning sentiments based on the topic discussion texts of online learning platforms. In the beginning, this paper gave the overall structure of the proposed college student Learning Sentiment Classification (LSC) algorithm, and discussed the similarity between the topic discussion content and the teaching content. Then, this paper proposed to integrate Convolution Neural Network (CNN) with the Long-Short Term Memory (LSTM) network to build the said LSC model, so as to merge the advantages of the two and improve the accuracy of learning sentiment rating. After that, embedding layers of static words and non-static words were introduced into the proposed model for the purpose of realizing the mining of specific textual information while enhancing the semantic expression ability of the words. At last, experimental results verified the effectiveness of the proposed model.

From the margins to the mainstream: The online learning rethink and its implications for enhancing student equity

From being largely at the margins of higher education for many years, online learning now finds itself in the mainstream. This paper offers a critique of the online learning literature both pre- and post-2020, looking at changes in response to this shift. Evidence tells us that online learning plays a significant role in enhancing student equity, widening higher education access and participation for many students who would have found it difficult, if not impossible, to attend university on campus. This includes students from government-identified equity backgrounds, as well as other student cohorts underrepresented at university, such as older working students, parents, and others with caring responsibilities, and those from families with no previous experience of university. The mainstreaming and normalising of online learning now presents an opportunity for universities to learn from both past and emerging evidence, to evaluate past practice and offer a more flexible learning experience that better meets the needs of an even wider range of students. Keeping online learning firmly in the mainstream, while taking an evidence-based approach to ensuring the quality of its design and delivery, has the potential to enhance student equity on a much broader scale. Implications for practice or policy: Improving the quality of online learning, using evidence-based research to design and deliver it more effectively, will enable more students to stay and succeed at university. Continuing to offer online study options for all students, that is, keeping it in the mainstream, will further enhance student equity. Mainstreaming online learning options as part of standard university practice will enable more students to benefit from the greater flexibility of both fully online and hybrid models.

The Effect of Online Learning on Learning Interest and Concepts Understanding During the Covid-19 Pandemic

The Covid-19 pandemic caused a transformation in the implementation of learning from offline/face to face to online learning. This study aims to analyze the effect of online learning methods on students' learning interest during the Covid-19 pandemic. Online learning is very beneficial for maintaining learning communication between teachers and students. This research is based on the one-group pretest-posttest method. Where the initial ability of students is obtained through the Pretest before the lecture, and student learning outcomes are obtained from the Posttest which is carried out after the lecture using the online method. The research was conducted on 21 students who took acid-base chemistry courses. The data analysis technique used is simple linear regression analysis. From the research results, it was found that the average score of students in the Pretest was 59.5 and the average score of students in the Posttest was 74. Meanwhile, the response results showed that online learning methods had a positive, although not significant, effect on students' interest in learning during the Covid-19 pandemic. This means that the better the quality of online learning, the higher the learning interest of students. The magnitude of the influence of online learning methods on students' learning interest is only 3.8%. That means that even though it is not significant, the lecturer's ability to carry out online learning methods still has an influence on students' interest in learning.

Students’ Perceptions towards the Quality of Online Learning during the COVID-19 Lockdown: A Quantitative Study

The pandemic has disrupted educational systems around the world, impacting the most vulnerable students. Many institutions and colleges stopped offering in-person instruction in the middle of the academic year. Google Suite (computer software) -based e-learning was introduced as an alternative teaching and assessment method. The purpose of this study was to find out the students’ perceptions towards the quality of online learning during the lockdown due to COVID-19. A sample of 364 students was selected through a simple random sampling technique. The results showed that moderate numbers of students were satisfied in terms of teachers’ methods of online learning, students’ convenience in online learning, and motivation to learn online. A little over 60% of students chose in-person instruction, whereas just about 20.35% preferred online instruction. Considering this, one effective teaching method that can increase student motivation, success, and academic performance is blended learning. The COVID-19 pandemic has given us a great opportunity in the field of education to explore the best model to encounter the next uncertainties.

What factors can support students' deep learning in the online environment: The mediating role of learning self-efficacy and positive academic emotions?

In 2020, COVID-19 forced higher education institutions in many countries to turn to online distance learning. The trend of using online education has accelerated across the world. However, this change in the teaching mode has led to the decline of students' online learning quality and resulted in students being unable to do deep learning. Therefore, the current research, aimed at promoting deep learning in the online environment, constructed a theoretical model with learning self-efficacy and positive academic emotions as mediators, deep learning as the dependent variable, perceived TPACK support, peer support, technical usefulness, and ease of use as independent variables. The theoretical model was verified by SPSS26.0 and smartPLS3.0, and to assess the measurement and structural models, the PLS approach to structural equation modeling (SEM) was performed. The study found that (a) positive academic emotions play a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning; (b) learning self-efficacy plays a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning. The findings of this study fill the gaps in the research on the theoretical models of deep learning in the online environment and provide a theoretical basis for online teaching, learning quality, and practical improvement strategies.

A Critical Study on Pandemic Online Teaching Challenges and Its Impact on Teaching Learning Methods

The covid-19 pandemic has adversely affected the economy, business and human lifestyle, which proved to be very destructive in the decade years. Worldwide, many countries have implemented control measures like temporary suspension of schools, offices, and stores and social segregation between the countries. In this pandemic condition, most universities, schools and colleges started to implement digitalized learning processes globally. This study investigated the online teaching challenges and their impact on teaching-learning methods during the covid-19 pandemic. This research explored the various aspects and dimensions of online education teaching and learning practices which are prevalent in education sectors. The study is conclusive, and it provided specific suggestions, recommendations and conclusions for improving online TLP (teaching-learning practices) in higher education sectors. The primary data was collected from 100 teachers and 100 students in some selected colleges through a structured questionnaire. The secondary data was collected from various published sources like journals, magazines and articles from 2019 to till date. Further, the collected data has been processed in IBM SPSS software for statistical analysis and testing of the hypothesis; based on the analysis, the ANOVA, chi-square, standard deviation, mean, frequency distribution and graphs were plotted in the analysis part. Based on the analysis, the result of the study indicated that the majority of the respondents are adapted to online learning practices, and they motivate themselves to attend online classes during the pandemic period. The survey of the study indicated that there is a positive impact on students’ perception towards online learning systems and the adaption practices in the higher education sector. The quality of online learning depends upon the teaching pedagogy, innovative teaching methodology, collaborative learning and motivating students during the online learning process. The teaching faculties should motivate the students through their effective teaching method to engage the students in entire online classes. The teachers should appreciate and encourage the students during online learning to motivate and engage themselves in attending the classes. The teachers need to improve their teaching pedagogy during their online classes to engage and motivate the students during this pandemic period.

Analysis of Differences in Self-Regulated Learning Behavior Patterns of Online Learners

Self-regulated learning is one of the important skills to achieve learning goals and is also the key factor to ensure the quality of online learning. With the rapid development of intelligent education and information technology, online learning behavior has become a new trend in the development of education modernization. Behavior data of online learning platforms are an important carrier to reflect the learners’ initiative to plan, monitor, and regulate their learning process. Self-regulated learning (SRL) is one of the important skills to achieve learning goals and is an essential means to ensure the quality of online learning. However, there are still great challenges in studying the types and sequential patterns of learners’ self-regulated learning behaviors in online environments. In addition, for higher education, the defects of the traditional education mode are increasingly prominent, and self-regulated learning (SRL) has become an inevitable trend. Based on Zimmerman’s self-regulation theory model, this paper first classifies learning groups using the hierarchical clustering method. Then, lag sequence analysis is used to explore the most significant differences in SRL behavior and its sequence patterns among different learning groups. Finally, the differences in academic achievement among different groups are discussed. The results are as follows: (1) The group with more average behavior frequency tends to solve online tasks actively, presenting a “cognitive oriented” sequential pattern, and this group has the best performance; (2) the group with more active behavior frequency tends to improve in the process of trial and error, showing a “reflective oriented” sequence pattern, and this group has better performance; (3) the group with the lowest behavior frequency tends to passively complete the learning task, showing a “negative regulated” sequence pattern, and this group has poor performance. From the aspects of stage and outcome of self-regulated learning, the behavior sequence and learning performance of online learning behavior mode are compared, and the learning path and learning performance of different learning modes are fully analyzed, which can provide reference for the improvement of online learning platform and teachers’ teaching intervention.

Cultural Differences between University Students in Online Learning Quality and Psychological Profile during COVID-19

During the COVID-19 pandemic, educational systems had to adapt to the social and health situation immediately. This led to the appearance of the asynchronous teaching model. Throughout the pandemic at an educational level, we can distinguish three phases, eminently online, hybrid, and face-to-face. However, the perception of educational quality in these three educational moments, considering the psychometric profile and cultural differences comparing Ibero-American countries, has not been studied. The study aims to analyze the psychological profile, and perception of quality in the teaching–learning processes at the university stage, during the three processes of educational transition during COVID-19: online, hybrid, and face-to-face. Thus, 1093 university students from Ibero-American countries were studied. Through a questionnaire, demographic, academic, and psychological variables were analyzed during three phases of the pandemic. Data suggest that Latin American students had higher levels of trait anxiety and stress perception, as well as higher levels of loneliness, during the online teaching phase (lockdown), but higher grades and higher levels of motivation compared to Europeans. Indeed, Latin Americans showed greater convenience, and preference for online learning methods. However, during the face-to-face teaching phase, European students presented greater motivation and grades, showing a greater preference for this method of learning than Latin American students. Factors such as resilience, a more unfavorable and pronounced pandemic evolution, and greater social inequities, may explain the present results. Furthermore, the present study suggests that despite the effect of the pandemic on mental health, online education is postulated as an effective teaching–learning alternative. Indeed, online teaching models have come to stay, not as a substitute, but as a tool, an essential focus of attention on these models should be conducted in European countries, while the governments of Latin American countries ensure that the infrastructures and resources are equitable to be able to correctly implement this teaching model.

Perceived quality of online learning during COVID-19 in higher education in Singapore: perspectives from students, lecturers, and academic leaders.

The COVID-19 pandemic has significantly affected the higher education sector in Singapore. Existing tertiary studies seeking to understand the intraperiod response to COVID-19 often focus on single institutions, jurisdictions or stakeholder groups. This study is the first in-depth qualitative multi-stakeholder examination of the higher education environment in Singapore during the COVID-19 pandemic. It explored the perceptions of the quality of digital pedagogy during COVID-19, how universities have adapted because of the pandemic, and how leaders, teaching staff and students have been affected by the management and educational changes via 13 semi-structured interviews across six Singapore higher education institutions. Through purposive sampling, we explore current stakeholder perceptions, structural education changes, and personal learning and teaching impacts of COVID-19. Applying Braun and Clarke's approach to thematic analysis, we inductively uncovered four major themes: the Singapore government's approach to COVID-19 and its effects on delivery; academic leadership approaches; education technology; and well-being. This article is critical as a key foundation to understand how Singapore is responding with unique geopolitical differences. We discuss the practical implications of our research for current university faculty and students during and beyond the pandemic, and outline opportunities for future research.

Study on the Influencing Factors of Online Learning and Its Operation Mechanism among Chinese College Students during the COVID-19 Pandemic-An Empirical Analysis Based on a Mixed Method.

Online learning has gradually become a mainstream teaching method to replace traditional classroom teaching during the COVID-19 pandemic. However, there are some issues such as the lack of theoretical guidance on online learning, and the influencing factors of online learning effect are not well proven. On this basis, this study aimed to construct and test a theoretical model of online learning influencing factors among college students through a mixed-method approach in China to further explore the influencing factors of online learning and the relationship between these influencing factors. First, 130 college students were interviewed from May 2021 to November 2021, and the collected data were coded to a theoretical model through grounded theory. Second, we tested and verified the theoretical model through the analysis of survey data of 225 college students from January 2022 to July 2022. Lastly, the results indicate that the learning expectation influences the learning result through learning quality or learning interaction and their combined effects. These findings can help educators around the world gain insight into the process of online learning and improve the quality of online learning during the COVID-19 pandemic.

Effectiveness comparison between blended learning of histology practical in flipped physical classrooms and flipped virtual classrooms for MBBS students

BackgroundThe flipped classroom blended learning model has been proven effective in the teaching of undergraduate medical courses as shown by student acceptance and results. Since COVID-19 necessitated the application of online learning in Histology practical for MBBS students, the effectiveness of the blended learning model on teaching quality has required additional attention.MethodsA blended learning of histology practical was flipped in a virtual classroom (FVCR-BL) or in a physical classroom (FPCR-BL) in School of Medicine, Zhejiang University in China. Students were split into FVCR-BL group (n = 146) due to COVID-19 pandemic in 2020 or were randomly allocated into FPCR-BL group (n = 93) in 2021, and retrospectively, students with traditional learning in 2019 were allocated into traditional learning model in a physical classroom (PCR-TL) group (n = 89). Same learning requirements were given for 3 groups; all informative and summative scores of students were collected; a questionnaire of student satisfaction for blended learning activities were surveyed in 2021. Data of scores and scales were analyzed with Kruskal–Wallis test and Kolmogorov–Smirnov test in SPSS Statics software.ResultsThe results clarified that FPCR-BL students obtained higher final exam scores and were more likely to engage in face-to-face interactions with instructors than FVCR-BL students. FPCR-BL and FVCR-BL students had higher classroom quiz scores than the PCR-TL students owing to the contribution of blended learning. The results of the questionnaire showed that participants of FPCR-BL positively rated the online learning and preview test, with a cumulative percentage of 68.31%, were more satisfying than other learning activities of blended learning. There were significant correlations (r = 0.581, P < 0.05) between online learning and the other three blended learning strategies.ConclusionsIn the flipped classroom with a blended learning process of histology practical, enhancing the quality of online learning boosts student satisfaction and improves knowledge learning; peer-to-peer interactions and instructor-to-peer interactions in the physical classroom improved knowledge construction.

SA-FEM: Combined Feature Selection and Feature Fusion for Students' Performance Prediction.

Around the world, the COVID-19 pandemic has created significant obstacles for education, driving people to discover workarounds to maintain education. Because of the excellent benefit of cheap-cost information distribution brought about by the advent of the Internet, some offline instructional activity started to go online in an effort to stop the spread of the disease. How to guarantee the quality of teaching and promote the steady progress of education has become more and more important. Currently, one of the ways to guarantee the quality of online learning is to use independent online learning behavior data to build learning performance predictors, which can provide real-time monitoring and feedback during the learning process. This method, however, ignores the internal correlation between e-learning behaviors. In contrast, the e-learning behavior classification model (EBC model) can reflect the internal correlation between learning behaviors. Therefore, this study proposes an online learning performance prediction model, SA-FEM, based on adaptive feature fusion and feature selection. The proposed method utilizes the relationship among features and fuses features according to the category that achieved better performance. Through the analysis of experimental results, the feature space mined by the fine-grained differential evolution algorithm and the adaptive fusion of features combined with the differential evolution algorithm can better support online learning performance prediction, and it is also verified that the adaptive feature fusion strategy based on the EBC model proposed in this paper outperforms the benchmark method.

Evaluating the Online Learning System in Accounting Major Using SWOT Analysis

Modern technology has always shaped our educational institutions, with the most recent advancement being the usage of online learning. However, not all colleges were able to adopt these adjustments, which were critical in keeping our education operating during the epidemic. The purpose of this research is to determine if Bina Insani University's accounting program can adapt to changes and, if necessary, take appropriate measures to guarantee the quality of online learning is up to date. This is a mixed-methods study in which qualitative data is acquired via questionnaire and quantitative data is gathered via interview. These data are then used in a SWOT analysis of the accounting major's online learning. Even though there is a good student-to-lecturer ratio, only a few lecturers use online learning tools or LMS, and with accreditation still being "Baik Sekali" (not "the best" or "unggul" yet), the worst-case scenario of failing to deliver quality online learning may result in a lower accreditation score. Based on the SWOT analysis, the optimal defensive approach would be for the major to enhance its internal workings in order to maximize on current opportunities and overcome threats. Because there has yet to be produced a SOP for online learning, there is possibility for standardization of online learning quality.&#x0D; &#x0D; Received: 7 August 2022 / Accepted: 8 October 2022 / Published: 5 November 2022

Assuring the quality of online learning in higher education: Adaptations in design and implementation

In higher education, designing online courses aligned with students’ preferences impacts learning effectiveness. Our research aimed to investigate which learning design elements can affect the quality of online learning. To achieve this, we followed a systematic literature review, identified current trends and conducted an online survey outlining university students’ opinions. The results revealed that students’ preferences agree with universal learning design principles, acting as course quality determinants. These elements relate to the structure, appearance, content, interactivity of the course and support in the online setting. We recommend that courses are well organised and include authentic resources, activities and assessments, divided consistently into smaller, topic-based chunks that resemble experiences drawn from real life. The objectives need to be communicated while the expected behaviours are known to students. The respective workload must be equally distributed across the course spectrum in an environment that balances collaborative and self-paced learning. Students must be familiar with the technology, which is also an easy-to-access gate. Lastly, it is suggested that technical and pedagogical support is constantly present so that participants efficiently work in the online context. Implications for practice or policy: In collaboration with educators, instructional designers can use the quality indicators that emerged through the study when designing and evaluating higher education courses. Instructional designers and educators may prioritise learners' autonomy, aligning course requirements with students' sense of control. Instructional designers and educators can distribute students’ workload equally throughout the course, without strict deadlines, to improve the learning experience. Educators may promote collaborative assignments but moderately balance them with an individual-based assessment mode.

Regional Differences in Experiences of Online Learning Among Chinese College Students and Influencing Factors—Based on Analysis of the Survey Data of 334 Institutions of Higher Education

Online learning has now become a prominent characteristic of global higher education, and students’ experiences of online learning have become a focal issue in research on online learning. This is not only the premise for assessing the quality of online learning but also the key to promoting regional equity in higher education. This study drew upon the theoretical framework for experiences of online learning, adopting the methods of analysis of variance, multivariable linear regression, Shapley value decomposition, and so on to examine regional differences in college students’ experiences of online learning and influencing factors on the basis of a survey of 226,679 students at 334 institutions of higher education across the country during the pandemic. The study found that both students’ online learning outcomes and their satisfaction exhibited characteristics whereby Eastern China was the best, followed by Central China, and Western China was the worst. Although the regional expression of each factor influencing experiences of online learning also exhibited the aforementioned characteristics, comparatively speaking, technological platforms had the biggest regional differences. Furthermore, social interactions, technological platforms, and environments were the most important factors influencing experiences of online learning among students at institutions of higher education in Eastern, Central, and Western China, and they were also important explanatory factors resulting in regional differences in learning experiences. The most important influencing factors with respect to learning satisfaction were course content and design, while the most important influencing factor with respect to learning outcomes was the learners themselves. This conclusion points to an avenue for improvement of online learning at institutions of higher education in different regions.

An in-depth interview method to explore the retrospective experiences of online classes: A Study among University Students

Over the past few years, worries about the quality of online learning in higher education have increased. There has not been much research done on the quality of online education. It has been extensively researched how educators and administrators feel about online learning. In this qualitative study, we questioned students from different universities in Pakistan. The interview will be conducted through the WhatsApp video call; our respondents were thirty-five males and thirty-eight females. We interviewed seventy-three students. Materials on paper and online education data were gathered. They examined both the positive and negative aspects of students. They also learned what caused these occurrences. The interviews showed that students liked instructional interfaces that were flexible, inexpensive, based on electronic research, easy to find on the Internet, and well-designed. The students' bad experiences were caused by several things, such as slow teacher feedback, a lack of technical support, a lack of self-control and motivation, a feeling of isolation, repeated teaching methods, and poorly organized course material. The results can help teachers better comprehend how their students feel about online education.

Identification of Students’ Honesty Levels by Online Proctored Examinations in Higher Education Environment

This study aimed to identify the honesty level of students in online exams assisted by supervisory robots on the autoproctor application as an effort to improve the quality of online learning. The sample of this study were 34 students majoring in Physics Education FKIP USK who were selected randomly. Data were collected from test results using a google form embedded the autoproctor to detect student honesty during online exams and student response results from an honesty questionnaire based on four indicators developed by Ashton, M. C, et.al namely: sincerity, fairness, greed avoidance, and modesty. The data were analyzed using quantitative descriptive analysis. This study shows the honesty level of students recorded by the application is medium level and is supported by the results of honesty questionnaire responses. The response results show the level of honesty is in the very high to the medium range, while the test results using the autoproctor are in the very high to the very low range. There were some students who detected high honesty levels based on the results of the questionnaire responses but were detected very low on the autoproctor application. In applications, it was found evidence of fraud by students but they were not true after further observation, so it was necessary to inform the rules that must be obeyed using this application before the test. The findings of this study could be the basis for sustainable professional development using the autoproctor application in detecting student honesty in online exams

PALESTINIAN UNIVERSITY ENGLISH PROFESSORS AND STUDENTS' PERSPECTIVES OF ONLINE LEARNING DURING COVID-19 PANDEMIC

COVID-19 is a virus that affects all spheres of life all around the world. Students and instructors all around the world are forced to transfer to online learning applications as a substitute for face to face learning. Hence, the pandemic has disrupted the Palestinian educational system and caused online learning to become a necessity. This study observes Palestinian university student and instructor perceptions toward using online learning applications during the COVID-19 pandemic. Quantitative and qualitative tools were used to collect data from students and instructors from 12 Palestinian universities. Thus, to collect data the researchers distributed 2 online questionnaires and conducted 32 semi-structured interviews. The sample of this study consisted of 375 students and instructors from different Palestinian universities. The results show that both students and instructors agree that online learning has advantages such facilitating learning at any time and place. Still, online learning has more disadvantages such as internet interruption, poor interaction, and more. Instructors and students both harbor negative attitudes toward using online applications. Finally, the study concluded with recommendations to improve online learning in the future. To facilitate higher quality online learning, instructors and students need support, training and a well-developed infrastructure. Keywords: advantages; challenges; online learning; Palestinian Universities; solutions.

New Recommendation System Based on Students' Engagement Prediction Using CNN to Optimize E-Learning

The advantage of face-to-face teaching is the teacher's ability to naturally assess the engagement of his students, while adapting his course to their training needs. Whereas, in an online teaching environment, the identification of the learners' engagement becomes an arduous task involving considerable effort on behalf of the teacher negatively impacting the quality of his rendering. Therefore, the authors of this paper focus on the development of a new intelligent recommendation system for the optimization of the quality of online learning and teaching. This system provides suggestions to teachers or students based on their state of engagement. Moreover, the system developed is based on a deep learning model, the convolutional neural network, which has confirmed its reliability with an accuracy of 88%. Finally, the future scalability of the recommendation system is ensured through the introduction of a new learning indicator that can be used for further predictions.

COVID-19 and Mental Health of Minority Arab Higher-Education Students in Israel: Social, Economic, and Academic Factors.

The mental health and well-being of higher-education students is a topic of growing interest. COVID-19 impacted higher education in many ways and the challenges were especially pronounced for minority students. This study examines the impact of COVID-19 on the mental health of Arab minority students in Israel in relation to social, academic, and financial factors. We recruited 420 Arab higher-education students enrolled in academic colleges or universities in Israel who completed a battery of online questionnaires. Mental health status was measured by the Depression, Anxiety, and Stress Scale 21 (DASS-21). Moderate to severe symptoms of depression, anxiety, and stress were reported by 49.3%, 45.2%, and 54% of Arab students, respectively. Analyses indicate that low quality of online learning, academic difficulties, and negative economic effects of COVID-19 predicted stress, anxiety, and depression. Women reported higher levels of depression and stress; job loss predicted depression and anxiety; low income predicted depression; and COVID-19-related health concerns predicted anxiety. This study highlights the unique and multiple challenges faced by minority students from disadvantaged backgrounds. Campus programs are needed to address the emotional needs of students. Longitudinal research is needed to more fully understand the impact of COVID-19 on higher-education students.