Online Students Research Articles

Assistive Technology for Higher Education Students with Disabilities: A Qualitative Research

The objective of this qualitative investigation is to identify the assistive technology recognized by students with disabilities and to determine the assistive technology (software apps and devices) they require both at university and at home. A total of forty-two students, comprising 20 males and 22 females, were recruited from four different countries (Germany, Greece, Italy, and Spain) for participation in this study. The sample encompassed 10 students with visual impairments, 11 with hearing impairments, 11 with mobility impairments, and 10 with specific learning disabilities. Semi-structured interviews were conducted with the students either online or in person. Content analysis was employed to scrutinize the data obtained from these interviews. The outcomes of this analysis shed light on the assistive technology acknowledged, utilized, or desired by students with disabilities in both academic and domestic settings. The findings from this study carry practical implications for fostering inclusive and accessible education within higher education institutions, benefiting accessibility units/offices staff as well as teaching personnel.

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

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

‘One size does not fit all’

Online learning is immensely popular and attracts learners from diverse cultural backgrounds. Given learning is situated in culture, the diversity of online students presents a great challenge to course designers, but remains largely unaddressed. To complicate matters, Learning Management Systems (LMS), though efficient and easy to use for course design, promote a one-size-fits-all’ approach. The PhD study referred to in this paper seeks to make inroads to cultural sensitivity in LMS. A beginning point for the project is to explore Instructional designers’ perspectives on culturally sensitive online learning design features. We report on the early findings from this first step and aim to incite rich discussion around culture, instructional design and online learning.

Digital Drawing Innovation of Ornaments through Ibis Paint Application

The learning process of ornaments drawing in the Junior High School of Boyolali during the emergency period of the spread of Covid-19 was conducted online. This study follows Bord and Gall’s research and development (R&D) method (1983). Data collection methods were carried out by participatory observation, in-depth interviews, closed questionnaires, and documentation, and data analysis was carried out with a qualitative and quantitative approach. The purpose of this study is to provide a foundation for students to appreciate art and use their imaginations as a trigger for their creativity. That is achievable, though, if educators provide learning in a captivating manner. One way to achieve this aim is by innovating learning media based on Android smartphones with tools like ornaments digital drawing using Ibis Paint application, which can be used by students online and offline to make them understand the subject easily. Learning media innovations can be conducted by exploring video tutorials, text, and images that are presented on a website for online and offline learning processes. The results of the test showed that the data of the material expert test are 99%, the media expert test are 98%, and the website expert test are 98%. These results conclude that innovation in learning media with material ornaments digital drawing is appropriate, relevant, and needed by students for their art appreciation and imagination expression in online and offline learning processes. The role of media in achieving learning objectives has been proven effective because students showed active behavior. Innovation in learning media simplifies the understanding of concepts through visualizations, graphics, animations, and other multimedia presentations. This helps students have a better comprehension of complex concepts. Keywords: learning media, digital drawing, ornaments

Assessing the Relationship between Students Attitude and Online Shopping

This study investigates the relationship between attitudes of youth towards online shopping, focusing on BBS students at Shanker Dev Campus (SDC). The research is motivated by the growing significance of online shopping among the youth demographic and the need to understand the underlying factors driving their attitudes. Drawing on a sample of 124 BBS students, data was collected using a questionnaire and analyzed through descriptive statistics, correlation analysis, and hypothesis testing. The findings reveal significant relationships between trust, convenience, price, digital literacy, and attitudes towards online shopping among the surveyed students. Trust and convenience emerged as key factors positively associated with online shopping attitudes, while price sensitivity and digital literacy also played significant roles. Moreover, the study highlights the interconnected nature of these factors, suggesting that improvements in one area can positively influence others.

TEACHERS 'STRATEGIES IN DEVELOPING THE CREATIVITY OF STUDENTS WITH SPECIAL NEEDS ONLINE IN LEARNING ARTS AND CULTURE

To determine the teacher's strategy in developing student creativity online in learning cultural arts and crafts at SLB B Yakut Purwokerto. This study's results provide a clear picture of the teacher's strategy in developing student creativity online in learning cultural arts and crafts at SLB B Yakut Purwokerto. Preparations made by the teacher in implementing online learning, namely the teacher preparing learning modules and videos. The module contains material and exercises. The teacher uses instructional videos to deliver the material. The strategy used by the teacher to foster curiosity in students is to use discovery learning strategies by presenting material that is interesting and can foster curiosity in students. The strategy used by the teacher to foster a sense of trust in students through online learning is an appreciative interactive strategy. The teacher gives students assignments, and then the teacher provides rewards for students who have worked on them. The strategy used by the teacher in fostering a courageous attitude in students through online learning is using interactive strategies that are carried out by providing stimuli to students, as well as by giving additional points to students who dare to express their ideas.

Fostering Digital Communities

As online education expands, fostering digital communities that support networked learning becomes imperative. However, many universities lack comprehensive digital strategies to facilitate engagement and connections in distributed environments. This research examines the development of an inaugural digital master plan at a university where half of the student population is online. Guided by Moore's theory of interactions (1989) and Garrison's Community of Inquiry framework (2017), the plan aimed to enable meaningful student-to-content, student-to-instructor, and student-to-student interactions. The digital master plan was designed to provide high-level guidance on the intentional and purposeful use of the educational technologies, tools, platforms, and systems necessary for a robust online learning experience. It creates a cohesive vision and strategy for the digital learning experience, just as a campus master plan aligns the physical learning spaces. The digital master plan leverages the Community of Inquiry framework as a key reference point in its comprehensive gap analysis. The collaborative process involved multiple methods to assess gaps in the university’s infrastructure including: National Survey of Student Engagement (NSSE) data, three internal surveys, an external diagnostic analysis and plan, and audits of the learning management system's tools and usage. Quantitative data provided insights into student perceptions, while qualitative findings explored the depth of social relationships and learning networks enabled through digital platforms. Throughout the process, the research team aimed to understand the social learning processes that support how learners develop and utilize technology to learn and foster a sense of belonging (Garrison, 2017). The process harnesses the natural motivations underpinning social network formation - namely information sharing, support seeking, and sense of belonging. Further, it operationalizes these motivations to achieve CoI's high-order learning community goals. Analysis revealed key gaps related to: clearly defining and measuring online student success, expanding engagement opportunities in courses, leveraging technologies to facilitate connections, building a collaborative faculty culture, and improving communication. In response, the final digital master plan put forth five recommendations focused on these priority areas. Implementation and evaluation of digital platforms aligned to the recommendations indicate positive impacts on online students' sense of connectedness, learning experience, and academic performance. This research makes important theoretical and practical contributions by developing a replicable institutional process for assessing and strategically enhancing a digital ecosystem to foster networked learning. The digital master plan provides guidance for the adoption of social technologies and pedagogies to increase community, connectivity, and collaboration. As online education continues to expand, insights from this case study can inform strategic digital planning efforts at other universities striving to overcome transactional distance and cultivate impactful virtual learning communities.

Интеграция мультимедийных образовательных технологий в учреждениях среднего звена: практический опыт

The article presents an analysis of the use of multimedia technologies in the educational environment of secondary vocational education. The use of multimedia technologies is considered as an opportunity to increase the efficiency of the educational process, improve the assimilation of educational material and develop the skills of technical students. They get the opportunity to create interactive lessons tailored to the individual needs and interests of students. The organization of collective work becomes more effective and convenient for all participants in the educational process. Using digital tools, teachers can create a variety of assignments, educational materials, check and evaluate student work online. This allows students to receive feedback on their achievements and progress in real time. The article draws attention to the importance of training in multimedia technologies for future professionals who are ready to use multimedia technologies, which expands the range of professional competencies and be more competitive in the labor market. The author pays special attention to the readiness of the pedagogical cluster of a technological college to use digital platforms and tools that can significantly change the level of teaching. In the digital educational environment, students can interact with each other and with the teacher through various communication channels and educational platforms, discuss modern trends and technologies, share ideas, ask questions and work together on current projects.

Dusting for fingerprints: Tracking online student engagement

Hybrid learning strategies blend face-to-face instruction with online components, using Learning Management Systems (LMSs) as key platforms for educational resources. In strategies like the flipped classroom, students need to follow a specific learning pathway to complete certain activities in the LMS before class. This includes watching videos and completing readings and quizzes, to prepare for hands-on exercises during classroom time. Consistent student engagement with this approach is vital for success – but in large subjects with hundreds of enrolments, monitoring that engagement is a complex task. Using the data collected in an LMS, this paper presents an approach for detecting significant changes in student engagement in hybrid learning environments. The approach uses Process Mining (PM), a family of tools and techniques to analyze data through a process lens, to compare students' learning pathways between pairs of learning windows (e.g., weeks in a semester). Using a real-life event log containing more than 26,000 interactions of 194 students over a full semester, the findings demonstrate the approach's ability to detect changes in student engagement over time. These insights can be used by educators to refine their instructional design, deliver targeted interventions, and ultimately improve the overall effectiveness of hybrid learning.

The development and cross-cultural validation of a Student Online Learning Experience Scale

ABSTRACT A growing body of research has explored the effects of Covid-19-induced online learning on students’ experiences. However, there is a lack of validated tools that measure the perceived online learning experiences of domestic and international students in various national and cultural contexts. To address this gap, this article aims to develop the Student Online Learning Experience Scale (SOLE-S). We conceptualised four potential dimensions of students’ perceptions of their online learning experiences: online interactions with students, teachers, university, and technology (i.e. students’ capacity to participate in online learning). Confirmatory factor analysis determined three distinct factors: online interactions with students, the university (including teachers), and technology. Based on multiple validation studies reported in this article, the 10-item SOLE-S demonstrated sound internal consistency, discriminant validity, and convergent validity. Multigroup confirmatory factor analysis on data from domestic and international students transitioning from conventional classroom learning to online learning during the COVID-19 pandemic in Italy, France, Poland, and the UK showed a stable factor structure across different cultural contexts. Bivariate and point-biserial correlation analyses revealed that the SOLE-S is associated with students’ adjustment, performance, satisfaction, and loyalty to the university. This tool will assist higher education institutions in monitoring students’ online learning experiences and developing relevant support structures to enhance their academic experience and well-being during the pandemic and post-pandemic online learning.

Leveraging the power of generative AI: a case study on feedback analysis of student evaluation in an undergraduate physiology practical course

Student surveys with Likert scales and open responses are key to gauging the student experience in educational institutions. However, the thematic analysis of open responses is time-consuming, delaying feedback. This study aims to evaluate the effcacy of ChatGPT-4, a generative AI large language model (LLM) to streamline thematic analysis of student perception surveys. We hypothesise that LLMs can expedite the process, however, human intervention remains essential. The study focused on a 2nd-year physiology course’s and evaluated comparing online vs face-to-face (F2F) delivery, to determine if practical classes could successfully be delivered to students online without compromising the delivery of the desired skills and learning outcomes. Data from six cohorts were included (2019-2022); three semesters online and three F2F. Overall grades, and grades from individual written assessments requiring data analysis and critical thinking showed no difference between the different delivery modes, indicating that major learning outcomes are maintained in online delivery. Student perception was analysed from an online cohort (Semester 2, 2022). Analysis of the Likert data from the student survey from an online cohort (response rate: 40/202) found that students strongly agreed that the class was enjoyable (83% agreement) and the online tools and software were easy to use (83% agreement). Thematic analysis was performed on the open text responses using a LLM (ChatGPT-4) guided by a structured thematic analysis framework and was conducted in three phases: coding responses, collating codes into themes, and visualizing these themes. Each phase required precise prompt engineering to ensure the outputs were accurate and relevant. Thematic analysis using ChatGPT-4 identified that students enjoyed the social aspects of the teamwork and collaboration. The students found the online and software tools easy to use due to rapid feedback from instructors. Altogether, this produced a positive experience in their online learning experiments. A significant advantage to using ChatGPT-4 is the rapid processing of the thematic analysis and alleviate the burdensome aspects of qualitative analysis. Thus, allowing for the timely extraction of nuanced findings provided by qualitative data, and ensuring that student feedback can be effectively addressed. While the results showed that ChatGPT-4 was largely successful in processing the qualitative data, human oversight was necessary to correct minor errors and ensure logical consistency. In addition, LLMs like ChatGPT-4 cannot operate in isolation; human involvement are imperative in making evaluative judgments and checking for hallucinations. Nevertheless, we present a framework for a collaborative human-LLM approach to qualitative analysis of student evaluations to provide more timely feedback and action. The increase rapidity in feedback will help alleviate the student believe that their feedback goes unread and unheeded, thereby improving student outcomes. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Pengembangan Sistem E-learning Berbasis Web Pada Sekolah Tingi Teknologi Informatika Sony Sugema

Sony Sugema College of Information Technology is one of the educational institutions that has a data processing system, so it requires that all data can be processed properly, stored in an orderly manner and its origin can be easily traced. However, the academic system used still has shortcomings, namely not optimal course participation, management of student data, teacher data, course schedules, course allocation and the absence of an online learning system throughout the semester. Then, to overcome deficiencies in the academic system, the author aims to develop the academic system of the Sony Sugema College of Information Technology using the Waterfall software development method. Then develop a system using the Hypertext Preprocessor (PHP) programming language, MySQL database and bootstrap framework, as well as Visual Studio Code as a coding tool. By creating this information system, it is hoped that it can help schools in managing learning data. The final result of this research is a web-based E-learning system that can optimize attendance information services, manage student data, lecturer data, lecture schedules, course classification, course division, and online learning systems during the semester period.

Perception of Prospective Biology Teacher Students on Online Lecture on Vertebrata Zoology

This research aimed to describe students’ perceptions of online lectures on vertebrate zoology. This quantitative descriptive analysis was conducted through questionnaires and interviews distributed to students online. The sample in this study was 32 Biology students. The results of the study showed that 48% of the teaching and learning process needed to be carried out in a variety of ways so that students are motivated, learning objectives can be achieved, and lecturers can facilitate textbooks to be used especially for online learning. The results of the interviews showed that 96.9% of students stated that it was necessary to develop a digital-based textbook on vertebrate zoology. In line with this, 68% of students strongly agreed to add to the collection of photos of the species displayed. As many as 64% of students stated that they had a deeper curiosity about the existence of the animals being studied so that students’ awareness and concern for the environment could grow and increase their knowledge of biodiversity. In addition, as many as 52% of students agreed with using applications in identifying animals in vertebrate zoology courses as the use of technology in learning can increase student knowledge, performance, and motivation so that this study can contribute as an initial study in the development of digital textbooks of vertebrate zoology. Keywords: perception, prospective teacher, biology, online lecture, vertebrata, zoology

Students online learning experience during emergency remote teaching in higher education

For actionable insight, this study explored computer science and information technology students’ online learning experience in an emergency remote teaching during the COVID-19 pandemic in a public technical university in Ghana. A mixed method research of both quantitative and qualitative design was used to expand the evidence base. The inherent set of factors of the learning experience were determined by an exploratory factor analysis and confirmed with a multiple regression. Six factors comprising sense of concern, institutional support, effective communication, connectedness, mediated technologies, and stress levels explained 66.5% of the variance in the patterns of relationship. All factors had positive regression weights and added significantly to the prediction. Potentials identified comprised positive reactions to institutional support, improved lecturer-student interaction, active participation, accessible course contents, and moderately high future online learning expectations. The challenges included unpreparedness, unreliable Internet, high cost of data, and incidental learning design and pedagogy. Evidently, the higher education landscape shifted during the pandemic in obvious ways to merit further studies and reflective online learning administration to inform robust technology-oriented post-pandemic practices.

Using Open Educational Practices: Implications for Nursing Education.

This paper reports on our use of open educational practices (OEPs) with online students in nursing. Our aim was to provide nurse educators with knowledge about (and examples of) OEPs they could use to enhance student learning and their career satisfaction. Using collaborative autoethnography, we probed our open teaching strategies. With Swanson's middle-range theory of caring as a theoretical framework and thematic analysis of our data set (which included literature annotations, dialogic conversation transcripts, individual reflections, and course evaluations), we uncovered 5 themes relevant to nursing education. The themes are student achievement of affective domain learning outcomes, our values as a blueprint for action, alignment of our OEPs and relational pedagogy, mutuality of the experience, and the ongoing process of learning to be an open educational practitioner. Using OEPs can help develop skilled and caring nurses.

How using a response system in blended synchronous seminars encourages online and onsite student participation

AbstractThe interest in blended synchronous learning environments has increased dramatically since the COVID-19 pandemic. However, a key challenge is how to simultaneously encourage online and onsite student participation. Response systems have been found to stimulate student participation in classroom and online education settings. This study investigates how online and onsite students participate in blended synchronous seminars where a response system is being used. The data comprises observations of blended synchronous seminars, students’ written reflections, and student interviews, all of which were thematically analyzed. It was found that using a response system encouraged online and onsite students to participate in various ways. Although online students mostly remained quiet, they perceived to engage through listening and thinking, participating in the seminars by absorbing information, and interacting with the content displayed via the response system. The onsite students participated vocally and more spontaneously. All students participated in written, anonymous, and game-based modes, suggesting that there were different and complementary ways for students to participate when using a response system, which extended beyond merely talking or chatting. Notably, most students perceived the response system crucial to their participation in the blended synchronous seminars. The findings underscore the importance of encouraging student participation in blended synchronous learning environments, highlighting response systems as effective tools to encourage onsite and, particularly, online student participation.

Learning From Online Instructional Videos Considering Video Presentation Modes, Technological Comfort, and Students Characteristics

Although much is known about the importance of video-based instruction for learning STEM online, how the instructor is presented in the video and how this impacts student reactions and learning remains largely under-explored, especially considering students’ backgrounds. Thus, we examined the relations between students’ backgrounds – specifically, comfort with technology and gender – and video presentation mode on learning from instructional STEM videos presented online. Using a mixed method design across two studies, we measured students’ accurate recall of STEM content, enjoyment, and attitude. Study 1 (n = 70) examined content from a computer programming course, and Study 2 (n = 60) replicated and expanded the first with content from a statistics course, and with additional videos and additional outcome measures. Results indicated that students’ comfort with technology was associated with learning outcomes, gender was sometimes associated with attitudes, but presentation mode did not impact outcomes. These studies have implications for course design, understanding and supporting student learning online, and future research.

Taking the plunge, juggling acts, and friendly fire

Students embarking on higher education confront many challenges. Particularly since the Covid-19 pandemic, universities have become increasingly concerned to address these challenges and to develop comprehensive strategies to nurture student wellbeing. Distance learning courses create additional pressures, however, and not only because online students tend to be older than typical undergraduate student cohorts and therefore present with an array of social and caring responsibilities at the point of enrolment. The present study’s objectives were to explore how distance learning students describe their experiences of online learning, with a particular focus on their engagement with their course, their lifestyle and wellbeing challenges, and their interactions with staff and fellow students. Developing Shinebourne and Smith’s (2010) innovative phenomenology coupled with experiential metaphor methodology, we employed a two-stage data collection methodology based on participant diaries and follow-up interviews. In Stage 1, diaries captured student experiences in real time. Diary entry data subsequently informed the schedules of the semi-structured interviews that followed in Stage 2. Metaphorical analysis provided insight into online students’ lifeworlds, in terms of the practical challenges of balancing roles with time pressures, the existential struggle of forging a new identity, and the search for meaningful interpersonal connections. Six inter-related metaphors were unearthed: ‘Plunging into the Deep’; ‘Impostor Syndrome’; ‘A Precariously Balanced Juggling Act’; ‘The Gift of Time’; ‘Hostile Territories and Friendly Fire’; and ‘House of Cards’. Confirming and extending previous work, our findings demonstrate that online distance learning is a journey of self-doubt and discovery interrupted by both traumatic and transformative moments as students strive to succeed against multiple existential threats. We recommend that universities devote resources to facilitating an understanding of online students’ unique circumstances to provide them with informed and effective wellbeing support at the start of and throughout their journeys.

The impact of online learning during the pandemic on language and reading performance in English–French bilingual children

BackgroundThe COVID‐19 pandemic created a unique learning experience, characterised by school closures and a shift to online learning. Research suggests that online learning during the pandemic negatively impacted the reading development of elementary school children. However, little is known about the challenges of learning a second language (L2) remotely. Therefore, this study investigates the impact of online learning during the pandemic on language and reading development among French immersion (FI) students who learn French as an L2.MethodsA total of 137 Grade 1 and Grade 2 students from two cohorts were included in the study. The in‐person cohort consisted of 72 students who attended school in person and were tested in person before the pandemic. The online cohort consisted of 65 students who received virtual instruction during the pandemic and were tested online. Measures of vocabulary, word reading accuracy and fluency, and phonological awareness were administered in English and French to both cohorts. Analyses of covariance (ANCOVAs) were carried out to assess the effects of cohort and grade on the measures, with guardian education as a covariate.ResultsStudents in the in‐person cohort performed significantly better on French vocabulary and English word reading accuracy than students online. The cohort effect was not significant for other French and English measures. Grade 2 students significantly outperformed Grade 1 students in both English and French vocabulary and word reading.ConclusionsThe current results suggest that online learning may have had a moderately negative effect on French vocabulary but no impact on French phonological awareness or word reading. FI students' English skills were also largely unaffected. Therefore, FI students made progress on their language and literacy skills through online learning during the pandemic. The findings point to the importance of enhancing L2 vocabulary input during online learning.

Evaluating The Quality of Medicine Curriculum Based on the Kano Model.

Over the past years, the evaluation and accountability of universities and higher education institutions in regard to the realization of their goals and the implementation of the expected performance have turned into a major issue, and those who benefit from or are relevant to the higher education system have placed a special emphasis on the use of evaluation mechanisms. The current study aimed to determine the quality of the medical curriculum approved in 2017 based on the Kano model. The study used cross-sectional and descriptive survey designs. The statistical population included all students of medicine at Tabriz University of Medical Sciences in the academic year 2022/2023. Based on Morgan's table, 240 students were selected using convenience sampling method. Field data collection and researcher-made questionnaires were used to collect data. The questionnaires were presented to interested and available students in person and online through a link. To analyze the data, paired one-sample t test was used with the help of SPSS 16.0 software and Kano's matrix. The findings of the study showed that students' expectations in the elements of Aker were more than their perceptions, and this difference was more in the elements of logic with the Mean±Standard Deviation of (16,09±2,02; 8,53±2,18), content with Mean±SD (19,62±2,46; 9,47±2,00), teaching and learning strategies with Mean±SD of (15,85±2,14; 7,36±1,89), teaching and learning activities with Mean±SD of (23,38±3,10; 11,50±2,68), and time and place of learning with Mean±SD (12,09±1,53; 5,46±1,43). Also, after examining the Kano matrix, it was found that the most felt needs of the students in the classification of the Kano model were among the mandatory needs. Therefore, it can be concluded that the curriculum of medicine in implementation (perception) stage does not accord with the expectations of the students, and it is necessary to pay attention to the needs and expectations of the students.