Online Offerings Research Articles

COVID-19 and online learning experiences of Solomon Islands students at the University of the South Pacific

This study aims to investigate the experiences of Solomon Islands students during the shift to online, remote teaching during the coronavirus (COVID-19) pandemic. It utilises the tokstori to collect data from 16 Solomon Islands students of the University of the South Pacific’s (USP) Suva and Honiara campuses. It is framed and analysed data using Khan’s eight dimensions of gauging successful e-learning experiences. Prior to COVID-19, many of the courses at the USP were offered in blended mode, which encompasses both online and face-to-face delivery. However, with a sudden move to fully online offerings, and the associated fears resulting from the unknowns of COVID-19, this was disruptive and traumatic for many students. However, analysis identified several key factors aiding student success including many Solomon Islands students being able to eventually cope with the disruption and displayed independence and resilience. It is also found that Solomon Island students got to experience new applications and tools such as, for example, having to be in Zoom or having to sit an online exam. This study has potential to inform higher education institutes (HEIs) in the Pacific Islands and beyond, and the need to carefully navigate the practical realities of the islands in the interaction between digital technologies, instructors and students to facilitate online learning post-pandemic.

Implementing Quality Matters in The Political Science Online Classroom

As colleges and universities push to offer more online offerings, particularly during this current pandemic, concerns about upholding standards of excellence surface. As a result, programs like Quality Matters (QM) have flourished in an attempt to make courses not only easily accessible, but also tied to learning outcomes. This paper takes a look at the Quality Matters framework with the goal of easing new instructors into the process; it breaks down the specific review standards into easily understandable “bucket” categories, and assesses how it fits within introductory political science and international relations courses. It will also make recommendations on potential activities and assignments to help fit QM’s active learning framework, which should be helpful for new and seasoned instructors alike.

Theater Reopenings and Vaccinated Viewings in Pandemic Year Two

Editorial| June 01 2021 Theater Reopenings and Vaccinated Viewings in Pandemic Year Two B. Ruby Rich B. Ruby Rich Search for other works by this author on: This Site PubMed Google Scholar Film Quarterly (2021) 74 (4): 5–8. https://doi.org/10.1525/fq.2021.74.4.5 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation B. Ruby Rich; Theater Reopenings and Vaccinated Viewings in Pandemic Year Two. Film Quarterly 1 June 2021; 74 (4): 5–8. doi: https://doi.org/10.1525/fq.2021.74.4.5 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter All ContentFilm Quarterly Search It has been more than a year since this editorial space filled with speculations about streaming films and the closing of theaters. It was with distinct excitement, then, that I began to read the reopening announcements. The beloved Paris Theater in New York City, with its lease now held by Netflix and with programming selected by former Museum of the Moving Image curator David Schwartz, trumpeted an Al Pacino retrospective. The Film Forum, that mainstay of downtown New York tastemaking, announced its theater’s reopening while retaining its virtual marquee, too. The Museum of Modern Art continued its online offerings as it awaited fixing its reopening date while Film at Lincoln Center proclaimed its opening and Landmark Theatres issued a national reopening-day announcement. Another press release trumpeted the combined theatrical and online debut on July 1 of Ahmir Khalib “Questlove” Thompson’s Sundance hit, Summer of Soul (… Or, When the Revolution... You do not currently have access to this content.

Key challenges and opportunities around wellbeing for distance learning students: the online law school experience

ABSTRACT The wellbeing of students in higher education generally, and law students, in particular, has become an area of increasing concern in recent years. Despite the growing interest in the area, empirical work on the wellbeing of distance learning law students remains sparse. This paper builds on previous studies around wellbeing in higher education, especially in relation to law schools, by reporting on the findings of a series of focus groups conducted with distance learning law students at The Open University. Its aim was to explore participants’ perceptions of how studying law had impacted their wellbeing. Its findings indicate that participants viewed the online distance-learning nature of their studies as having the most significant impact on their wellbeing, generating a range of practical and psycho-social implications. Although issues specific to the law as a discipline were raised, it appeared to be the mode of delivery, not the subject content, that was of primary relevance. This exploratory study is particularly salient at this time when law schools across the globe have been forced to perform an ‘online pivot’, with many now also considering expanding their long-term online offerings. The paper concludes by considering the ways in which the results of this study could usefully inform future wellbeing initiatives within online legal education.

Using Q Methodology to Evaluate Online Anatomy Education: Learning in a COVID‐19 Context

Introduction Anatomy education traditionally relies on in-person learning and experiential skill development. However, the ongoing COVID-19 pandemic has forced many courses to adopt online modes of delivery, and anatomy is no exception. The question now is whether anatomy education has successfully made the transition to the digital space, particularly with respect to the perception of learners. Objective The current study seeks to understand how students view an online, introductory anatomy and physiology course. Traditional methods of course evaluation include Likert scales and open-ended responses; however, such methods fail to consider both the diversity of learners and the need for course-specific feedback. Thus, we used the emerging area of Q methodology as a tool for course evaluation. Hypothesis We hypothesize that Q methodology will enable us to uncover student opinions which are specifically relevant to their online course experience. Methods Q methodology can be used to identify groups of learners with shared perceptions, allowing educators to better understand and respond to the needs of students. Studies consist of three phases: survey instrument development, data collection, and analysis/interpretation. First, a list of opinion-based statements regarding anatomy education are selected. Next, students rank statements based on their level of agreement. Finally, rankings undergo a by-person factor analysis to categorize students into distinct groups with shared perceptions. Results Data was collected from 106 students at McMaster University. Factor analysis revealed three distinct subgroups within the cohort. Group 1 (n = 45) felt they needed more time on their evaluations and lectures did not cover an appropriate amount of content. Group 2 (n = 30) did not enjoy synchronous tutorials or labs. Group 3 (n = 21) overall was satisfied with course delivery. Certain perceptions were also shared among all three groups. There was a consensus among students that they generally disliked online learning compared to in-person learning, with particular concern surrounding the use of virtual specimens and bellringer exams. Students, however, appreciated the availability of asynchronous lectures as a mode of online content delivery. Age, sex, program, education history, and anticipated grade were not associated with cohort subgroupings. Conclusion Interestingly, results of this study recognize similar course strengths/limitations noted in in-person classes (e.g., value of in-person laboratories and assessment concerns reported elsewhere), but also highlight key areas of strength (asynchronous lectures) and limitation (use of digital resources) specific to the online environment, which will be important considerations for future online offerings. Next steps for the current study include repeating the evaluation in the winter semester to see if opinions are stable across groups of learners and individual students.

The Acceptance and Behavior Towards E-Insurance

The expansion of ICTs (information and communication technologies) and the intensification of competition have induced firms to sell online. Insurance companies, for instance, have been urged to rely on such new technologies to be able to strengthen their presence on the market. This research used the technology acceptance model (TAM) and the theory of planned behavior (TPB) to study the factors that influence the e-insurance adoption. This study gathers data through a face-to-face administered survey involving insured persons. The hypotheses and the model were tested using AMOS co-variance-based structural equation modeling. The findings showed that perceived ease of use, subjective norms, perceived behavioral control, and attitude are the predominant predictors of the intention to buy insurance online. Those findings provide decision-makers in insurance companies with information useful in designing online offerings, creating a positive attitude towards e-insurance, and attracting customers.

Effects of the most useful offline-online and online-offline channel integration services for consumers

Channel integration services such as click-and-collect provide consumers with a seamless experience across channels. However, research on the effects of simultaneously offered but differently useful offline-to-online (OFF-ON) and online-to-offline (ON-OFF) integration services for consumers is lacking. Managers still find it challenging to decide for those services that increase channel quality and behavioral outcomes. Therefore, this study analyzes ramifications of integration services. The authors apply latent moderated structural equations to analyze mediation paths of most useful OFF-ON and ON-OFF services for consumers to offline and online purchase intentions via perceived quality of offerings in major sales channels. Importantly, they differentiate cross-channel effects and interesting moderators.Based on data from 722 consumer evaluations of leading omni-channel fashion firms, the results show indirect-only effects. OFF-ON services provide knowledge about and ease of access to both offline and online channels; ON-OFF services show no links to offline channels, i.e., purchase intentions depend on perceived quality of online offerings. Surprisingly, OFF-ON services increase both purchase intentions the most. Additionally, higher levels of consumers' online shopping experience reduce the mediation paths, and higher levels of perceived channel congruence positively and negatively moderate them. Knowing the cross-channel effects of OFF-ON and ON-OFF services that are most important to consumers is essential for decision makers, as they logically matter most to firms in competition.

Education's Response to the COVID-19 Pandemic Reveals Online Education’s Three Enduring Challenges

Closed campuses, working remotely, and physical distancing have changed the way we work, teach, learn, shop, attend conferences, and interact with family and friends. But the Covid-19 pandemic has not changed what we know about creating high-end online education. Two decades of research has shown that online education often fails to fulfill its promise, and the emergency shift to remote instruction has, for many, justified their distrust and dislike of online learning. Low interactivity remains a widely recognized short-coming of current online offerings. Low interactivity results, in part, from many faculty not feeling comfortable being themselves online. The long-advocated for era of authentic assessments is needed now more than ever. Finally, greater support is needed for both underrepresented students and for faculty to move beyond basic online instruction to create a strong continuum of care between the teaching and learning environment and the student support infrastructure. For those who have been long-term champions of online education, it has never been more important to confront the three biggest challenges that continue to haunt online education – interactivity, authenticity, and support. Only by confronting these challenges squarely can instructors, educational developers, and their institutions take huge steps towards better online instruction in the midst of a pandemic and make widespread, high-quality online education permanently part of the “new normal.”

University libraries response to COVID-19 pandemic: A developing country perspective

The purpose of this study was to explore the university libraries' response during the COVID-19 pandemic and determine their working practices, services patterns, strategies applied, and role played. This study is a qualitative exploration by collecting data through in-depth interviews of purposely selected Heads of seven university libraries. The interview recordings were transcribed, translated, and analyzed thematically. The majority of the university libraries were physically closed for patrons in this pandemic but engaged with the users. Libraries revamped their web pages, reassigned resources, and planned robust online offerings. The university portal and other social media tools were less used communication tools during the pandemic. Library staff worked from home and there was a sense of over burden because of 24/7 connectivity and without any formal working policy addressing the new working routines. University librarians felt that digital divide, lack of digital literacy skills, and slow internet speed were the major barriers in their transition from physical to online mode and less use of library's online resources and web portals. Libraries see their individual and collective roles of societal and educational dimensions during these uncertain times. The study also made recommendations for the betterment of libraries' role in such situations.

A delectable set of offerings to close off 2020

A delectable set of offerings to close off 2020

Examining Chinese and American Online Learning

Through a collaborative opportunity, educators from the U.S. and China share examples and comparisons of online learning, or distance education, occurring in their respective nations. This article draws from experience on both sides to explore online course design, learning management systems (LMS), and course evaluation. In all situations, the universities had well developed online offerings for students. However, as LMS and support were similar in the U.S. when compared to Chinese counterparts, variance was visible in a number of areas. Discussion stems from the perceived strengths and weaknesses of distance education foundations, training, and support. The most notable differences were found in programs offered in an online format, the scope that the platform encompassed, and mandatory evaluation of course content.

\u201cWill you hear my voice?\u201d: to engage older patients online, listen to them about their lives offline

The scope of health information and health care services available online is rapidly expanding. At the same time, COVID-19 is causing vulnerable elders to reconsider in-person provider visits. In that context, recently published research by Y. Mizrachi et al. examining obstacles to the use of online health services (OHS) among adults age 50 and up takes on new importance. An iconic Israeli song begins, “Will you hear my voice?” (Hebrew Songs. Zemer Nugeh (Hatishmah Koli), 2020). What makes Mizrachi et al.’s findings particularly intriguing, despite several caveats, is the manner in which they demonstrated a commitment to genuinely listen to individual voices. The researchers spoke “openly and bluntly” with interviewees as peers and were rewarded with “specific, well-defined and applicable answers with the potential to be used.” The most striking findings came in candid answers that went beyond the factors intrinsic to the online offerings and addressed important factors in what regular Internet users often refer to as IRL (“in real life”), such as support from family. The necessity of avoiding preconceptions about the most effective manner to engage patients underscores the importance of patient and family advisory councils (PFACs). PFACs, increasingly being adopted by health care organizations globally, provide an ongoing ability to listen and respond to the “patient voice.” Effectively addressing obstacles to older adults’ use of the full range of online health resources will require the involvement not just of health plans and government, but also of voluntary organizations, providers, families and others integral to users’ offline “real lives.” Sustained, focused listening must be a central part of that effort.

A National Survey of RN-to-BSN Programs: Are They Reaching Rural Students?

Increased representation of Bachelor of Science in Nursing (BSN)-prepared nurses improves health and reduces costs. Fewer rural U.S. nurses have BSN degrees compared with the national average. RN-to-BSN programs provide an opportunity to increase the number of BSN-prepared rural nurses. However, the number of these programs targeting rural students is unknown. Directors of RN-to-BSN programs were surveyed regarding program characteristics and efforts to target rural learners. Using mail and online return options, the response rate was 31.3%. Only 38% of programs targeted rural RNs for recruitment. Supports for rural student recruitment and retention, including partnerships with community colleges, rural clinical placements, and online offerings, were limited in number and/or scope. RN-to-BSN programs with the capacity to recruit and retain rural learners may help increase the number of BSN-prepared rural nurses. Increased collaboration among stakeholders will support rural nurses in continuing their education. [J Nurs Educ. 2020;59(10):557-565.].

Synchronous hybrid learning in times of social distancing A report and case study on benefits, trainer's challenges, and guidelines

Higher education institutions (HEI) use different learning formats such as onsite lectures or online seminars to support their students learning. In the last decades, higher education actively supported an increase of online offerings to foster flexibility and freedom. Due to the Covid-19 pandemic learning circumstances in higher education transformed dramatically, and many HEIs were forced to shift all their courses to online learning formats. Some institutions implemented synchronous hybrid learning (SHL) as a solution between extremes that balances different needs in times of social distancing. This article outlines the benefits, trainer's challenges, and guidelines that can be ascribed to SHL under the circumstances of the current pandemic. The results show that SHL strengthens communication and supports learning. On the one hand, SHL is an innovative, inclusive format, which supports social competencies, multiple perspectives, dynamic interactions, and immediate student-student as well as trainer-student feedback. On the other hand, SHL relies on students' equipment and depends on student as well as trainer adaption and reliable technology. Nevertheless, this report shows that SHL is a promising format, which can close one part of the digital divide between students. Future SHL endeavours should thus be carefully prepared and supported by the hosting HEI. Specifically, trainers and students should be trained on how to use the required technology, and trainers should learn about the pedagogical benefits and implementations of SHL by using protocols and chat trackers.

Overnight Transformation To Online Education Due to the COVID-19 Pandemic: Lessons learned

Due to the COVID-19 pandemic, online education has become the mainstream offering at all levels?from primary schools to higher education institutions. The pandemic has forced more than 1.6 billion learners, close to 80 percent of the world's enrolled students, to stay physically away from their educational institutions in 161 countries, missing their traditional in-person classroom lectures and related academic activities. Since the beginning of 2020, the pandemic has been a significant challenge to educational institutions and imposed severe restrictions on their traditional mode of conducting academic and assessment activities. Educational institutions were forced to swiftly transform into online offerings for their students, making the significant transition from their traditional mode of educational services. This article discusses the challenges and the benefits of online education and presents a framework for online education transformation, developed through a case study at an Indian Educational Institution. The article also highlights lessons learned and offers a few helpful recommendations.

Synchronous versus asynchronous online teaching of physics during the COVID-19 pandemic

This study compares synchronous versus asynchronous online teaching in an introductory calculus-based physics class. Like many schools, our institution transitioned to online teaching during the COVID-19 pandemic. We held optional synchronous online sessions during the original class time, and approximately half of our students were regular attendees. In the study, we look at how students’ grades changed after the transition. While students who attended the synchronous sessions saw an average test grade drop of 3.5%, students who did not attend saw a drop of 14.5%. The students who attended also saw a larger gain the standard Force Concept Inventory pre/post assessment: 56% versus 43%. We also created a survey to gauge the students’ perceptions of the course difficulty and workload. The survey showed that students who did not attend the synchronous sessions found the course more difficult and felt they spent more time on the class than those who attended. These findings lead to our recommendation that future online offerings should require mandatory synchronous participation.

Saving a semester of learning: MIT’s emergency transition to online instruction

Purpose Prior to March 4th, 2020 only a handful of MIT courses had ever been delivered exclusively online. The purpose of this paper is to detail how over a 25-day period (March 4th-March 30th) approximately 1,250 spring term courses transitioned to being remote online offerings in response to the COVID-19 pandemic. Throughout that time five groups on MIT's campus – the Office of Open Learning (OL), the Office of the Vice Chancellor (OVC), including in particular the Teaching + Learning Lab (TLL), Information Systems and Technology (IS&T) and Sloan Technology Services (STS) - were primarily responsible for supporting the transition of residential courses to remote online delivery. Design/methodology/approach Together these groups were able to engage in new communication processes and collaborations, initially established by the university's Academic Continuity working group, to address three: support all faculty and instructors in transforming residential courses to remote online instruction, support all students in transitioning to remote online learning, and support teaching assistants as they transitioned to online instruction. Findings This paper describes the organizational structure (both distributed and centralized) that allowed for such collaborations. Critical decisions made by the group are described and connected with the key goals they addressed. Finally, examples of specific tools and supports that were implemented during the transition period are highlighted. Originality/value Certain factors existed to allow MIT to make such a massive instructional transition (e.g. scaled lecture capture capabilities, members of the digital learning lab embedded within a number of departments and an extensive library of previously created open and free online resources), the overarching process and decisions presented within are likely to resonate across institutions. The potential impact of these changes and future community opportunities are also discussed.

Introducing the Tri-layered Student Online Experience Framework: Moving from file repository to narrative journey

Online learning environments (OLE) play a vital role in delivering quality learning outcomes. However, despite calls for improved learning environments, the practice of translating traditional face-to-face delivery into quality online offerings remains patchy. OLEs have implications for student experience, and thus student retention. In this paper we examine three domains that shape student experience, ‘relevance of online content’, ‘alignment of online content with student aspirations’, and ‘navigation with the online environment’ and propose that students evaluate online materials based on what they find interesting, and what they deem a value-add investment in exchange for their time. Drawing from the literature, as well as our experience in the field, we present a conceptual framework, the Tri-layered Student Online Experience Framework (TSOEF), which aims to act as a practical resource for academic and education technologists for informing the design of online units. To illustrate how our Framework can be operationalised, we provide an implementation case study centred on a third-year undergraduate unit at the University of Tasmania in Australia. This paper offers a practical guide for providing students with value-driven offerings.

COVID-19: 20 countries’ higher education intra-period digital pedagogy responses

The Coronavirus 2019 (COVID-19) pandemic has created significant challenges for the global higher education community. Through a desktop analysis leveraging university and government sources where possible, we provide a timely map of the intra-period higher education responses to COVID-19 across 20 countries. We found that the responses by higher education providers have been diverse from having no response through to social isolation strategies on campus and rapid curriculum redevelopment for fully online offerings. We provide in our discussion a typology of the types of responses currently undertaken and assess the agility of higher education in preparing for the pandemic. We believe there are significant opportunities to learn from the pedagogical developments of other universities, in order to strengthen our collective response to COVID-19 now and into the future.

Successful Method for Converting an Existing Woodland Stewardship Program to an Online Program

In 2016, we debuted an online version of a long-running woodland stewardship Extension program to reach property owners unable to attend traditional workshops. In the first 2 years, 119 participants enrolled. They owned or managed 1,796 ac, and many were in an atypical age demographic. In a follow-up survey of 67 participants, 96% of respondents indicated having undertaken one or more of the targeted land care practices, and two thirds indicated having converted some lawn to natural area. Additionally, participant feedback led to several program improvements. The online course is an effective means for imparting an important stewardship ethic. Our methods and lessons learned may guide other Extension staff wishing to convert existing programming to online offerings.