Online Students Research Articles

Combined HIV prevention: knowledge and attitudes among higher education students in Portugal

Abstract Introduction Combined Prevention is a strategy that combines different methods of HIV prevention that can be used simultaneously or sequentially, depending on the characteristics and life stage of everyone. Among the methods are condom use, regular HIV testing, pre-exposure prophylaxis (PrEP), and post-exposure prophylaxis (PEP). Combined prevention is particularly important for more vulnerable groups, such as adolescents and young adults. Objectives To investigate the knowledge and attitudes related to combined HIV prevention among college students. Methods A cross-sectional study was conducted with college students from two institutions in a Portuguese city in the year 2022. Sampling was non-probabilistic, by convenience. Students aged 18 to 29 who had initiated sexual activity were included. The data collection instrument was a structured questionnaire sent to students online. Data were analyzed descriptively. Ethical aspects were respected. Results A total of 424 students participated in the study; majority were female (79.2%), white (92.9%), single (96.7%), Catholic (67.2%), with a mean age of 20.8 years (SD = 2.3). The number of sexual partners in the last semester ranged from none to 19, with an average of two partners (SD = 1.9). Nearly all students (94.3%) agreed that condoms are the main form of HIV prevention, however, 45.2% did not use condoms in their last casual sexual encounter. Only 15.5% and 13.9% of participants reported knowing about pre- and post-exposure prophylaxis, respectively. The majority had never been tested for HIV (81.8%) and did not know where tests could be done for free (70.9%). Conclusions Despite higher education, students are vulnerable to HIV and have unsatisfactory knowledge about combined prevention measures. Key messages • College students are young individuals with high vulnerability to contracting HIV and other sexually transmitted infections. • Universities should assume their role as promoters of health and develop strategies that contribute to students’ knowledge and reflection on HIV and its prevention methods.

Examining the Relationship Between Student Online Learning Readiness and Their Satisfaction on Distance Learning.

Assessing Student's Online Learning Readiness is among the critical factors that help higher education institutions to achieve their goals. However, majority of these studies were conducted in western countries. Thus, the current research aimed to examine the relationship between Student's Online Learning Readiness (SOLR) constructs and their satisfaction on distance learning in the higher education institutions in the United Arab Emirates (UAE) context. A quantitative research methodology was used to answer the research question. The questionnaire was distributed among 621 students. SPSS software was used to examine the preliminary data, while SmartPLS software was used for the measurement model and hypotheses. Statistical analysis indicated that there was a positive relationship between satisfaction on distance learning and the following constructs of Student Online Learning Readiness: 1) Technical competencies, 2) Communication competencies, and 3) Social competencies with instructor. While there was no relationship between satisfaction and the following constructs of Student Online Learning Readiness: 1) Social competencies with classmates, and 2) Self-directed learning. The findings extended both student e-learning readiness and satisfaction literature, and supported the applicability of western models such as the Student Online Learning Readiness model developed in the United States in higher education institutions in not often examined contexts such as the UAE. Furthermore, the achieved result extended Yu and Richardson’s (2015) model by examining the impact of self-directed learning as additional construct to overcome the limitation of the used model. Concerning contextual contribution, this research is among the first studies to examine this relationship in the UAE context, which can help decision-makers to understand the significance of investment in student experience and the overall role of student's different competencies on achieving outputs such as their satisfaction with distance learning. With regards to managerial implications, this study confirms the need for implementing national level strategy to identify and enhance human capital required competencies and skills which could help students in the short and long term to achieve the required objectives.

Inclusive Teaching and Learning Practices That Promote and Protect Reading and Science Literacy for Palestinian Children

Despite adversities arising from the Palestinian experience, studies have shown that Palestinian students can demonstrate educational resilience. However, a gap in knowledge exists about inclusive teaching and learning strategies that contribute to Palestinian students’ educational resilience. This research uses mixed-effects regression modelling to examine reading and science literacy outcomes of 1279 Palestinian students in UNRWA schools in Jordan. The findings revealed two promotive factors (student online reading and teacher–student relations) and two protective factors (student enjoyment of reading and student control strategies) for reading, and two protective factors (student awareness of environmental matters and student epistemological beliefs about science) for science. Knowledge about the promotive and protective factors has important implications for reading and science educators working with Palestinian children.

HyFlex Course Design in Community Colleges: Instructors’ Challenges, Strategies, and Supports

ABSTRACT This study investigates community college instructors’ experiences with teaching Hybrid flexible (HyFlex) courses. Using a multiple methods approach, the study seeks to determine the challenges that the HyFlex modality presents to community college instructors and the strategies, technologies, and supports that they find most beneficial in mitigating these challenges. Twenty-two instructors teaching at five community colleges completed an electronic survey, and six of these instructors participated in a semi-structured interview. Analysis revealed that community college instructors face challenges in facilitating communication between students attending HyFlex classes in different modalities, engaging online students, managing technology, and managing instruction in two or more modalities simultaneously. They meet these challenges with a variety of instructional technologies and strategies, including trial and error and their colleagues’ support, but would like more access to technical support, training in HyFlex strategies, and consistent institutional policies for managing HyFlex courses. Implications and recommendations for future research are discussed.

Re-envisioning Search Education through a Critical Information Literacy Lens

Search engines are a pervasive and powerful means of accessing information in contemporary society. Library and Information Science approaches to educating students in information retrieval and online searching focus on search skills and the design of search systems, largely excluding critical perspectives. Major shifts in how information is produced, retrieved, and used require an ethically grounded re-evaluation of these approaches. Critical information literacy offers a framework for deepening pedagogy related to search. We present a case of an undergraduate course that instantiates a critical approach and discuss outcomes, challenges, and plans for future development.

Investigating the impact of gamification components on online learners’ engagement

As online learning and teaching are becoming an educational trend, online students’ engagement will directly impact the learning and teaching effects and outcomes. A scientific application of gamification in online learning, teaching, and online course design will improve online learners’ learning experience and help build a better virtual learning context for online learners worldwide. This study focuses on how gamification can engage online students from skills, emotional, participation, and performance perspectives. The gamification components investigated in this study are Points (also called Anar Seeds in the context of this study) and Badges, the most widely used components in gamification design in education, and online instructors have primarily used them to motivate students’ learning and acknowledge their achievements by timely rewarding specific learning behavior or performance. A mixed method has been applied to explore further the relationships between gamification components and online students’ engagement and how online students perceive the impacts of gamification on their online learning experience. The findings show a significant correlation between Points and online students’ skills, emotional, participation, and performance engagement, while it exists only between Badges and online students’ participation engagement. The findings also reveal mixed perceptions of online students towards gamification. Study limitations regarding lack of age criterion, limited measurement indicators, and oversimplification of survey responses have also been discussed. It is suggested that future research can be conducted from either the instructors’ or the gamification designers’ perspectives to determine any other factors that might contribute to the implementation of gamification in the online learning context.

“It’s not like we go and chat just because we see each other’s name on the screen”: online students’ experiences of social and academic community

Online students are becoming an increasingly big part of the student population in higher education. Interaction and collaboration is beneficial for academic performance and well-being, but can be challenging to facilitate in the online context. Through individual in-depth interviews, we have investigated online students’ experiences of academic and social community, as well as the role study flexibility can play in their participation in such communities. The thematic analysis resulted in four themes. Theme 1, Expectations of being self-sufficient, shows that many participants made good use of the flexibility of the studies by being organised and independent. However, the expectation of independence became a potential barrier to participation. Theme 2, Collaboration if valuable and flexible, describes how most participants desired increased collaboration with their peers, given that it was flexible and of academic value. Theme 3, Study groups as important but fragile communities, illustrates study groups as the participants’ primary learning communities, but finds that maintaining them over time could be challenging. Theme 4, Digital distance, depicts many participants’ challenges with connecting digitally with others. We discuss these findings in the light of self-determination theory, showing how flexibility can become both a facilitator and a barrier for basic need satisfaction in online education, and that participation and collaboration seemed to be more closely connected to the need for competence than for relatedness. The main implication of the study is that online studies should strive to create a need-supportive environment that facilitates academic community while acknowledging many online students’ necessity for flexibility.

MoTE: Desarrollo de una Herramienta Informática para el Monitoreo del Compromiso Estudiantil

Student engagement in learning is crucial for academic achievement, motivation, and active participation. However, measuring and accounting for student engagement, both in face-to-face and online sessions, remains a challenge for educators. Existing methods, such as self-reports, interviews, and even real-time eye tracking tools, lack a multidimensional engagement approach (i.e., cognitive, affective, and behavioral). In response, this article presents the development of MoTE, a real-time tool for monitoring student engagement. Following a Design-Based Research methodology, we detail the phases of identification of indicators and visualizations to meet the needs of teachers and students, culminating with the proposal of the architecture, and the implementation of an initial prototype. It ends with the evaluation with 146 students in face-to-face and online contexts, providing valuable information on the indicators, dashboards, and functionalities to design an effective tool for monitoring student engagement. This work not only proposes an innovative approach to assessing engagement but also opens avenues for future research and practical applications in education.

Engaging students as partners (SaP) in a collaborative inquiry to develop a course

Aiming to develop a course with students as partners and to explore the process, two faculty initiated a curriculum development partnership with graduate students to design a new field study course. Applying a collaborative inquiry approach, we engaged in a research collaboration with graduate students online. The data collection was organised and facilitated using MURAL, a digital whiteboard that enabled synchronous and asynchronous visual collaboration with pictures, text, links, emojis, diagrams, and drawings. The study concluded with an exploration of the students’ experiences in the project. The co-created course design and pedagogy informed the development of a new field study course which was subsequently approved through the university curriculum approval process. Students shared that they appreciated reflecting, sharing, and contributing together as a group; they felt important and valued; and that it was meaningful to them to contribute to the learning of future students entering the program.

The gaps and strengths towards effective infection prevention and control on a background of knowledge attitude and perception on COVID-19 among undergraduate students in Southeastern Nigeria: a multicentre online cross-sectional survey

The advent of the Coronavirus Disease (COVID-19) pandemic posed a serious health burden locally and globally as it altered people’s daily activities due to restrictive preventive measures instituted by countries and health authorities to curb its spread like wildfire. The undergraduate population remains at the epicentre for the spread and curbing of COVID-19. This study assessed the knowledge, attitude, and perception of COVID-19 among undergraduate students in Southeastern Nigeria. The gaps and strengths achieved towards effective infection prevention and control in the eastern states were assessed. This was a cross-sectional online population-based survey conducted among undergraduate students attending Universities in 5 states (Abia, Anambra, Ebonyi, Enugu, and Imo), located in Southeastern Nigeria from June 29 to July 20, 2020. A structured pre-tested questionnaire was designed for the Google survey tool (Google Forms), and the generated link was shared with students online. From a total of 1,012 respondents from Universities in Southeastern Nigeria, 560 (55%) were females and 452 (45%) were males. The overall mean age of the respondents was 21.63±0.65years. The age distribution did not vary considerably across states (t=-0.007, p=0.995>0.05). The majority (93.8%) of the respondents were Igbos, Yorubas, and Hausas accounting for 2.6% and 0.4% respectively while 3.3% did not identify their ethnic group. Christians (96.0%) were dominant compared to Islam (2.7%) while traditionalists and other non-captured worshippers accounted for 0.5% and 0.8% respectively. Most of the respondents were in second and fourth years in the university. The variation across the states is statistically significant ( =112.01, p=0.000<0.05). The respondents identified that their main source of information concerning COVID-19 was social media (26.9%). The level of knowledge was highest among people in Anambra state (78.0%); followed by those in Enugu state (74.3%), those in Abia state (72.2%), those in Imo state (70.8%), and lastly, by those in Ebonyi state (65.4%). The participants’ attitudes about COVID-19 safety practices were on average moderately positive (49.2%) with the best result in Imo state (60.5%), followed by Abia state (55.3%), Ebonyi state (52.4%), Enugu state (42.9%) and lastly Anambra state (35.1%). In summary, the respondents’ general perception of the realness, infectiveness, and source is positive (>50.0%) in all the Southeastern states. The knowledge, attitude, and perception of COVID-19 among undergraduate students in Eastern states, of Nigeria were appreciable but a lot has to be done in terms of enhanced public health education, positive behavioural changes as well as proactive preventive measures to curb the progress of the COVID-19 pandemic.

Promoting a sense of belonging in university online learning: How and why initial teacher education students experience an increased sense of belonging

Despite evidence of practices that support online students in university learning, promoting engagement and building a student sense of belonging continue to be a challenge. To enhance student engagement, a suite of evidence-based learning design strategies was incorporated across online units of study in initial teacher education programmes at a regional Australian university. To determine the impact of these strategies or elements, students were surveyed regarding their perspectives on how the elements had positively impacted their sense of belonging within the online university community. The systemic functional linguistics Appraisal framework was used to analyse qualitative survey data, which reported students experienced an increased sense of belonging expressed as positive judgements of their own mental capacities. Students also expressed feeling cared for, valued and supported by academics and experienced enjoyment in their learning and reduced levels of stress. All elements were positively evaluated; however, unit coordinator behaviour, especially social capacity, was unexpectedly important in increasing student sense of belonging. Whilst ongoing incorporation of design elements to enhance engagement is important, the behaviours of unit coordinators actioned through these elements were paramount in promoting student belonging. Implications for practice or policy: Increasing levels of student belonging may be improved by including learning experiences that promote feelings of success and relationships with others. Unit coordinators can enhance online student belonging by using online learning design elements to demonstrate approachability, understanding, supportiveness, availability, presence, care and patience. Universities should consider adopting organisation-wide initiatives that promote consistent and visible learning design features and staff presence, with the aim of addressing attrition and retention challenges.

E-tutors’ experiences with integrating technologies in online course modules: A case of open distance e-learning

This study aims to explore how e-tutors' experiences influence their ability to integrate technologies, with a focus on the realities of technology knowledge during the facilitation of modules in an Open Distance e-Learning (ODeL) context. A survey was conducted to investigate the experiences of e-tutors in integrating technology across various modules within a department of an ODeL institution. Six e-tutors participated in the survey, and their involvement was voluntary, with no impact on their employment contracts, ensuring informed participation. The research utilized the constructivist learning theory to examine how e-tutors prioritize student engagement and promote active involvement in technology-enhanced constructivist learning environments. Data collected were organized and displayed in tables. The findings revealed that e-tutors had positive experiences integrating technologies into online module teaching. Additionally, they recognized the role of technology in supporting and enhancing the teaching of online student activities. These results provide further insight into the use of technology as a valuable educational tool in ODeL institutions, helping students deepen their understanding of subject matter. Moreover, students exposed to technology-integrated modules were more likely to adopt technology for independent learning.

Scaffolding Deliberations

Developing student engagement online necessitates creating a specifically designed online site to foster interaction alongside regularly structured academic requirements. By creating this deliberative opportunity, students share and discuss varied perspectives on current and controversial issues. Using data from a spring 2023 collaboration course across the two geographically dispersed universities in New York and Texas, student engagement forms were assessed for their academic educational outcomes. Significant findings revealed that students challenged and clarified their varied perspectives across the institutions. In addition, their interaction and engagement resulted in greater satisfaction with their course work while lessening their learner isolation during our social distancing protocols.

Conceptualization of student support by university support staff in an open distance e-learning environment

Student support is seen as a necessity to better students’ progress. For students to succeed when studying at a distance, they need a great deal of support to adjust to the institution of higher learning. Independence theory was used as a lens to understand the role of student support staff in providing services to students. A qualitative case study was employed with a purposive sample of sixteen support staff to explore the role of regional academic coordinators, counsellors, centre managers and librarians, referred to as support staff, in supporting students in an open distance e-learning institution and also to determine their understanding of student support. The results reveal that most of the support staff members were aware of their role in contributing to student success in the institution. They indicated that there is a gap between academics and professional staff where a referral system is lacking to fully support and trace students needing support. Support staff seemed to lack marketing skills to inform and attract students to utilize the services. The results further reveal a lack of technological skills among some of the support staff to facilitate online services for students. The study recommends collaboration among all role players in the institution in order to give holistic support to students and to be trained in technological skills to assist students online.

Diversity and Grit: First-Generation College Students in Online Degree Programs

ABSTRACT First-generation college students (FGCS) show self-determination and resilience as they seek to become the first within their families to earn a higher education degree. Colleges are beginning to recognize these strengths as they recruit and keep a diverse student population, particularly within the expanding online degree programs. For better insight into FGCS experiences online compared to students enrolled in traditional degree programs, researchers examined a secondary dataset from an anonymous undergraduate survey conducted at a 4-year public university. Among 412 survey respondents who identified as first-generation, 71 were enrolled in online degree programs. This study examines scores on the Grit-S and Social Support scales and student use of campus resources. Results highlight online students’ pattern of self-reliance over seeking outside support. They also had less connection to campus resources. Increased social support can enhance their sense of belonging to the learning community as online FGCS. Improving support for online students starts with collaboration between educators and administrators. Focusing on increasing academic confidence we can develop opportunities for online students to connect virtually with tutors, mentors, peer study groups, and faculty.

Exploring the Effects of Online Learning Complications on Mathematics Achievement

The aim of the research was to examine different complications of learning mathematics online and their effects on students’ academic performances. A cross-sectional survey design was employed among 2311 students from the school to university levels in Nepal. Hierarchical linear regression and machine learning were major statistical techniques used in the research. The findings indicated that access to and cost of digital devices, training on digital skills, assignment submission skills, digital literacy, and a separate study room at home were major complications for students in learning mathematics online. Additionally, these complications to learning mathematics online negatively affect students’ academic performance. This research gives new insights into the complications of online learning and its effect on learners’ performance in mathematics as well.

AN EXAMINATION OF PERCEPTIONS REGARDING ONLINE STUDENT COMMUNITIES: A METAPHORICAL ANALYSIS FOR LEARNERS AND GRADUATES OF OPEN EDUCATION SYSTEMS

The aim of this study is to determine the metaphorical ideas held by learners/graduates who engage in online student communities within the Anadolu University Open and Distance Education System, specifically with the concept of “online student communities”. The study utilized a qualitative research methodology, specifically employing the phenomenology design, which is a well-established qualitative research strategy. The research sample consists of 637 students/graduates who are associated with student groups of the Anadolu University Open Education System. The acquired data underwent scrutiny through the content analysis method. The study revealed that participants evaluated online communities by taking into account multiple features instead of relying on a single notion. Hence, the metaphors used by individuals in virtual student communities were categorized into seven main groupings. The aforementioned areas include the exchange and generation of information, social connections, hobbies, advantages and life experiences, communication and engagement, technology, and monotony or boredom. After examining the participant responses on metaphors related to online student communities and their motivations, it became clear that the participants had positive views on acquiring information, building social connections, facilitating communication and interaction with other students and alumni, as well as personal enjoyment and benefits.

Strategies Used by Educational Technology Faculty to Mentor Online Doctoral Students in Research Experiences

ABSTRACT As online doctoral education continues to grow, faculty members are faced with mentoring an increasing number of students. To effectively support these students’ research projects, faculty mentors need to develop strategies that take into account the unique challenges of online environments. This study, based on Crawford et al. (2014) theoretical framework for online graduate mentoring, aimed to identify the strategies used by faculty members who advise online students in Educational Technology doctoral programs during research experiences. The data was collected through a survey completed by 24 mentors, and five of them also participated in individual interviews. These mentors were faculty members in online educational technology programs in the USA and Canada. The study found that faculty mentors used strategies associated with both the academic and psychological domains of Crawford et al.‘s framework. The practical implications of these findings are discussed in relation to enhancing the quality of mentoring in online doctoral education.

WASHBACK EFFECTS OF ONLINE ASSESSING STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT

The Covid-19 pandemic has altered the educational landscape. This is due to the fact that traditional classroom learning has been replaced with online learning. Even if the learning and assessment take place at home, teachers must be able to offer an effective learning process and assessment. The impact of testing on teaching and learning is known as washback. Teachers appear to play a significant part in developing different types of washback by examining the probable positive and negative washback that tests may cause at the micro and macro levels. In other words, the teachers' beliefs play an important role in influencing the washback effect. This study aims at explaining washback effect of online students’ assessment on reading comprehension in narrative text. Secondly, to describe students’ engagement in following online learning and assessing of reading comprehension. It employed qualitative method and descriptive research design. Data collection techniques used observation, online reading test, interview, and documentation. Meanwhile, data analysis techniques implemented data reduction, data display, data verification. The research participants were 32 the seventh graders of an Islamic secondary school in Semarang regency. The results show that narrative reading text used folklore digital storytelling namely The Crying Stone. The reading comprehension test consisted of forty items, they were short answer, close test, true or false, vocabulary development, matching, and references. Based on the data, there are two types of washback effects namely negative washback effect and positive washback effect. Positive and negative washback effect covered formative assessment and summative assessment. They are included assessment as learning, assessment for learning, and assessment of learning. Positive washback effects made students have eagerness to be autonomous learners. Students had high motivation and well-prepared in joining reading class. Meanwhile students had difficulties in learning and follow the reading assessment because of bad internet connection as negative washback. Sometimes some parents were not able to buy internet data package.

Innovative pedagogy: nurturing excellence through an effective student-centered approach in medicinal chemistry courses

Medicinal chemistry educators face challenges in providing students with essential tools to ensure an ideal learning environment. The suspension of on-site classes during the COVID-19 pandemic introduced further obstacles. This study investigated learning outcomes in an online versus on-site medicinal chemistry course in Saudi Arabia, focusing on drug classes and biomolecular interactions. We utilized a causal-comparison study method using data from first-year Pharmacy students (P1) enrolled in the Medicinal Chemistry I course (semester 1) during the 2019–2020 (on-site class) and 2020–2021 (online class) academic years. Data were analyzed using JMP software. The online course utilized advanced virtual technology such as Blackboard Collaborate Ultra and other computational platforms. Data representing the performance of 196 students were obtained. The analyses of the assessment scores showed a mean of 80.45 ± 12.65 for the online class group compared with 71.90 ± 9.50 for the on-site class group. Most online students showed improvement in their active engagement and learning experience. Current data support the argument that there is no apparent difference between outcomes for online versus on-site medicinal chemistry courses. Furthermore, advanced tools and their application within the online instructional methodology play a critical role in the overall learning experience.