Effectiveness Of Online Teaching Research Articles

Teachers’ Online Instructional Practices and Challenges during COVID-19: Teacher Preparation and Professional Development

The purpose of this study was to examine schools’ readiness when transitioning to online instruction and equitable practices as well as teachers’ instructional practices for all learners and the provided professional development. Finally, the goals were to examine their preparation, affect, and confidence to teach reading, writing, and to provide online instruction, and examine their to perspectives about the profession. A total of 228 teachers across grades K to 5 participated in an online survey during the COVID-19 pandemic’s transition to remote instruction. Responses revealed that teachers were not as confident in the effects of online instruction, and that despite the provision of devices to students, equitable access to internet was not possible. Teachers’ responses also revealed a lack of personnel at the school level to respond to teachers’ instructional needs while responses revealed differences in supports provided to second language learners. Implications for teacher preparation programs and for research are further discussed.

The effect of online teaching on basic design studio in the time of COVID-19: an application of the technology acceptance model

In response to the COVID-19 pandemic and to reduce its spread, education in Jordan was urgently forced in March 2020 to switch from physical education to distance one. Architecture, accordingly, transitioned suddenly from face-to-face to remote design studio education. Recently, many questions have been raised about the competency of teaching architecture remotely due to its practical nature. This study aimed at investigating the effect of applying a distance studio teaching approach in the first year of architectural education on students' skill acquisition, performance, and achievement. The study used a mixed-method approach to assess students' ‘perceived usefulness’ and ‘perceived ease of use’ of online teaching of the Basic Design course in addition to its effect on the perceivers themselves by applying the Technology Acceptance Model (TAM). The findings indicate that it can be beneficial in terms of enhancing students' performance, motivation, and interaction and enriching course goals, content, and teaching process.

Cambodian EFL university students’ perceptions of online learning effectiveness during the COVID-19 pandemic: A survey study

This study aims to investigate English as a Foreign Language (EFL) university students’ perceptions of online learning effectiveness. A total of 117 Cambodian students studying in a bachelor’s degree program at a provincial Cambodian university participated in the study. Descriptive statistics were used to identify the data concerning students’ perceptions of online learning effectiveness. Independent samples t-test and one-way ANOVA were also used to investigate the differences in the reported levels of students’ perceptions. The results showed that students perceived the effectiveness of online learning to be moderate. The results also indicated no statistically significant difference in their perceptions in terms of gender and years of study. The study calls for future research to be conducted with a larger sample size to investigate the perceptions of students from other universities in other provinces. Teachers’ perceptions of online teaching effectiveness during or after the pandemic should also be examined.

University Students’ Perceptions on The Effectiveness of Online Teaching in Malaysia During Covid-19 Pandemic: A Case of the International Relations (IR) Programme, Universiti Malaysia Sabah (UMS), Malaysia

Since the pandemic outbreak, most of the students of higher learning have to instantaneously adapt to online teaching as part of today’s new norms. Malaysia is also not an exception to this situation. Since March 2020, most of the higher learning students had to undergo lectures and tutorials via online platform for the entire academic year. As a result, various feelings and opinions on the effectiveness of online teaching were ubiquitously discussed particularly on the cognitive ability of the students to comprehend online lectures. Generally, it has been agreed that, the most challenging issue is the internet coverage involving students residing in the interior areas that either have poor or no internet access. Hence, the main objective of this paper is to unravel higher learning students’ perceptions on the effectiveness of online teaching and learning in Malaysia during this pandemic. To achieve this, this paper focuses on undergraduate students from the International Relations (IR) Programme at Universiti Malaysia Sabah (UMS) located in Sabah. Such a selection is due to Sabah being one of the states that is facing enormous challenges to provide internet services for academic learning. The data collection method for this study is a combination of documentary analysis and the online of survey-questionnaires distributed to 100 IR students as the main respondents. From the findings, this paper crucially identifies the students’ internet problems as well as recommends remedies to increase the effectiveness of online teaching at higher learning institutions in Malaysia.

The Mediated Role of Satisfaction in Boosting the Perceived Progress via Interaction in Online Learning: Empirical Evidence from Private Universities in Vietnam

Online education is an inevitable trend in the era of digital transformation, but effective implementation is not easy. This research was conducted to understand the relationship between interaction and the perceived progress of online learning, under the mediated effect of satisfaction. Data was gathered from 223 full-time learners at nine universities in Vietnam, using Google Forms. Since the study had a mediating variable, the partial least squares structural equation modeling (PLS-SEM) method was used. The results show that learner–lecturer interaction, learner–learner interaction, and learning content have positive impacts on online learning satisfaction. The findings of this study reveal that satisfaction has a positive influence on overall progress, which means that, as satisfaction increases, perceived progress in online learning interaction increases as well. Based on the findings, the authors suggest using the flipped classroom model to increase the interactivity and effectiveness of online teaching. This study sheds new light on the relationship between interactions and perception of progress in online education at private universities in Vietnam's southern region.

A Perspective on Online Education and the Role of Technology in the Higher Education Segment

In this article, the authors have discussed how the COVID-19 pandemic created challenges for the higher education segment in India. In actuality, the challenges are for both school education and higher education, but this study focuses on higher education. The study discusses the role of technology in COVID-19 and how technology helped maintain the tempo and pace of educational institutes. The authors have also compared both online and offline education, and the student’s perception about the effectiveness of online education. Although the offline mode of education is still more effective, the online education mode helped the education sector achieve sustainability. However, further actions need to be taken to improve the online way of teaching.

Student academic performance in non-lecture physiology topics following the abrupt change from traditional on-site teaching to online teaching during COVID-19 pandemic

ABSTRACT Background During the COVID-19 pandemic, pre-clerkship medical education, including all physiology classes, was obliged to change to online teaching due to limitations of on-site (face-to-face) classes. However, the effectiveness of online teaching in non-lecture physiology topics during the COVID-19 pandemic has not been thoroughly investigated. Method We conducted a prospective study to evaluate the students’ academic achievement and opinions on online teaching during the COVID-19 academic year. Academic achievement of 312 students in the COVID-19 year was compared with that of 299 students in the pre-COVID-19 year. Student opinions regarding social interactions and the preferred learning method were also collected. Results We found that student academic achievement in the non-lecture physiology topics, assessed by summative scores, was 4.80±0.92 percent higher in the pre-COVID-19 year than in the COVID-19 year (P < 0.01, Cohen’s d = 0.42). Students rated that online classes tended to reduce their interactions with peers and teachers; however, students preferred online learning over traditional on-site learning. Conclusions This study pointed out that students’ academic performance related to the physiology topics taught by online non-lecture methods during the COVID-19 pandemic was lower than their performance when the topics were taught by the traditional (on-site) methods, although students reported that they preferred the online teaching. Hence, we suggest that medical teachers should deliberately plan and utilise a variety of tools and techniques when developing online non-lecture classes to preserve the interactivity of the classes, which might overcome this gap in students’ academic performance.

Factors that influence primary school teachers’ self-efficacy in online teaching

Factors that influence primary school teachers’ self-efficacy in online environment are still seldom researched. There are needs to determine these factors to improve online teaching, which is a new norm. The aims of this study were to evaluate the level of teachers’ self-efficacy in online teaching and to identify the factors that influence it. This was a quantitative study with survey method that involved 155 primary school teachers in Lenggong Zone, Hulu Perak District. Simple random sampling technique was used for sampling purposes. Teachers’ self-efficacy was measured by the Teachers’ Self-Effiacay Scale while factors tthat influence teachers’ self-efficacy was gauged by the Sources of Influence on Teachers’ Self-Efficacy Scale. The factors measured include mastery experience, vicarious experience, verbal persuasion, physiological arousal and contextual factor. Data were analysed with descriptive and inferential statistics. Findings show that primary school teachers have got high self-efficacy in online teaching. Multiple linear regression analysis revealed that mastery experience, vicarious experience, verbal persuasion and physiological arousal factors have got significant influence on teachers’ self-efficacy in online teaching. Contextual factor was the only factor that did not have significant influence on teachers’ self-efficacy in online teaching. Findings of this study can be used to develop intervention programmes to improve teachers’ self-efficacy in online teaching and ultimately to enhance the effectiveness of online teaching in primary schools.

The quantitative evaluation of subjective satisfaction with digital media in L2 acquisition in younger adults: A study from Europe, Asia, and Latin America

Foreign language learning has recently been transferred into an online or hybrid mode and this has brought many challenges for both the teachers and the students. Thus, the purpose of this study is to explore students' subjective satisfaction with the use of digital media in their L2 acquisition conducted online, as well as to provide specific recommendations for meeting students' needs in digital media L2 instruction. This is large-scale comparative research conducted in the Czech Republic, Poland, Romania, Iraq, and Malaysia. The data were collected through an online questionnaire in May, June, and July 2021 in the given countries. The findings reveal that students' subjective satisfaction that is related to students' attitudes toward the online learning process, the general usefulness of language, the role of the teacher, and the matters that affect the general process of teaching and learning all gained the positive answers. Whereas the items that are related to students' subjective satisfaction toward language skills, digital-based reading, the effectiveness of online education over face-to-face, and communicating with teachers and peers via social media are all gained negative results. These results need further analysis but they can be an impetus for much larger research and further implications to optimize L2 acquisition.

Online teaching for ethnic minority students in Vietnam during the COVID-19 pandemic - A qualitative study

The COVID-19 pandemic has had a comprehensive and profound impact on Vietnamese education. In response to the pandemic, many localities have organized continuous online teaching for a long time. Teaching activities must change from planning, teaching organization, and assessment to adapting to the online teaching environment. The study aims to assess the current status of online teaching of ethnic minority students in Vietnam in aspects from teaching conditions and implementation practices to evaluate the effectiveness of online teaching.

Exploration and Evaluation of the Long-term Effects of Diverse Online Teaching Methods of Basic Clinical Courses in Clinical Medicine During the COVID-19 Pandemic

To explore and evaluate the long-term effects of diverse online teaching methods to minimize the negative influences of online teaching of basic courses in clinical medicine during the COVID-19 pandemic. Forty-nine students in grade 2017 majoring in clinical medicine (five-year program) were enrolled in this study (study group). They received online teaching of six basic clinical courses, including diagnostics, basic clinical skills, general surgery, medical imaging, and doctor‒patient communication, from March to July 2020. The study first introduced the process of online teaching, especially basic clinical skills such as history taking, physical examination, internal punctures, electrocardiography and so on. Then, they reviewed the schedules to reinforce these skills when the students returned to school. The final exam scores of four clinical courses, including internal medicine, surgery, obstetrics and gynaecology, and paediatrics, and the scores of graduation examinations were used to evaluate the long-term effects of online teaching. These scores were compared with students in grade 2014 who learned through offline teaching (control group). After graduation examinations, questionnaires were distributed to understand the influence of online teaching on learning clinical courses, internships and postgraduate entrance examinations. The results showed that the scores of internal medicine part I and surgery part II in the study group were higher than those in the control group, and the differences were statistically significant (P &lt; 0.05). Differences were not statistically significant in scores of internal medicine part II, surgery part I, obstetrics and gynaecology, and paediatrics between the two groups (P &gt; 0.05). Two students postponed graduation in grade 2017, so 47 students took part in the graduation examination. The scores for knotting, dressing change, and cardiopulmonary resuscitation in the study group were significantly lower than those in the control group (P &lt; 0.05). For the three items internal punctures, four-step palpation in obstetrics, and assessment of children's growth and development, the scores in the study group were higher than those in the control group, and the differences were statistically significant (P &lt;0.05). There were no statistically significant differences between these two groups in the three items of history taking, physical examination and disinfection (P &gt; 0.05). All 47 participants in the study group completed the questionnaire survey, with a response rate of 100%. Twenty students thought that the online learning experience had a great influence on learning clinical courses such as internal medicine, surgery, obstetrics and gynaecology and paediatrics, whereas 27 students thought it had a slight influence. There were 23 students who thought online learning had a great influence and 24 students who thought it had a slight influence when attending the internship qualification examination. Thirteen students thought that the influence on the internship was great, 30 students thought it was slight, and 4 thought that online learning had no influence. Regarding which course had the most influence on the internship, 36 students thought it was diagnostics, 7 students thought it was general surgery, and 3 students thought it was other courses. Among the 40 students who participated in the entrance examination for a master's degree, 2 thought the online learning experience had a great influence, 19 thought it had a slight influence, and 11 students thought it had no influence. Among the six courses that influenced the re-examination for postgraduate students, 16 students thought the most influential course was diagnostics, 5 students chose general surgery, and 1 student thought it was another course. Exploration of diverse online teaching methods is helpful and successful for mastering clinical knowledge. However, online teaching had a great influence on some basic clinical skills that require more practice. The strategy used to reinforce these skills after returning to school makes up for the shortage of these practical skills in online courses to a certain extent.

HOW TO EMPOWER ONLINE TEACHING: 12 PRINCIPLES FOR HIGHER AND POSTGRADUATE EDUCATION

The global pandemic COVID-19, which began in 2020, has brought about new challenges to Ukraine’s higher and postgraduate education institutions. Despite the previous experience of providing online education courses, one of the main challenges to these institutions now remains to perform effective online teaching, which requires a proper theoretical and instructional basis. The study aims to outline efficient online teaching principles and best practices of how online teaching can provide effective interaction in the virtual online classroom with the aid of online learning management systems, online educational technologies, and digital learning tools. The article suggests a framework of twelve principles of effective online teaching determined for higher and postgraduate education that is deployed at five levels grouped according to specific online teaching issues (Level 0. Lecturer readiness, Level 1. Course planning, Level 2. Students’ facilitation, Level 3. Course content dissemination, and Level 4. Course feedback). Each identified principle at every level is covered with examples of specific teaching methods and best practices of how it is used to enhance the effectiveness of online teaching in higher and postgraduate education. To perform most effectively in an online education context, every lecturer should use each level from the developed framework and each principle from the level. However, even a partial application of certain principles will increase the efficiency of the online teaching process. The suggested five-level framework of twelve principles will be helpful for lecturers, professors, and other academic staff of universities and institutes of higher and postgraduate education when providing online and distance education.

Student Perceptions of Covid-19 Induced E-Learning in State Universities In Zimbabwe

During the height of the Covid-19 pandemic, the prohibition of gatherings threatened the education process. Learning institutions had to close. Instead, institutions had to opt for virtual teaching methods. This study investigates the implications of coronavirus-induced e-Learning on university education. As such, the main objective of the study was to determine the perceptions of the students about Covid-19-induced e-Learning. A survey design with 357 university students underpins the study. The students felt that the e-Learning platforms had interaction limitations and required more resources, making it more expensive. They also perceived face-to-face classes to be better than online classes, negatively affecting their performance. Students experienced challenges with e-Learning platforms, such as lack of electricity, lack of resources and information technology skills, and an unconducive home environment. The study recommends that universities adopt a blended approach, provide students with relevant devices and data, and provide prerecorded lecture audio. The study also recommends that the e-Learning platforms be made more user-friendly. Institutions should also provide adequate technical support to lecturers and students to improve the effectiveness of online teaching and learning effectiveness.

COMPARISON OF ONLINE TEACHING AND TRADITIONAL TEACHING AT UNIVERSITY LEVEL

This study was conducted for comparison of online teaching and traditional teaching at university level. Main aim of the study was to investigate the students’ opinion regarding the comparative effectiveness of online teaching and traditional teaching at university level. Descriptive survey design was used to achieve the aims of the study. Three thousand four hundred and ninety nine (3499) students (1638 males and 1861 females) are studying at BS, Masters, MS\M.PHIL and PhD level in the faculties\departments of Education, English, Mathematics and Computer Sciences of university of Okara constituted the population of the study. As the population of the study was large enough; therefore, the researcher used convenient sampling technique to select the sample and finally, 601 students (281 males and 320 females) were selected. A 33-item questionnaire for students was used to investigate the students’ opinion regarding online teaching and traditional teaching at university level. Six hundred and twenty nine (629) questionnaires for students were distributed among the participants and 601 of students’ questionnaire were finally returned. Researcher used both the descriptive statistics and inferential statistical techniques to analyze the collected data of 601 participants by using SPSS. Overall results revealed that the majority participants are of the point of view that traditional methods of teaching are comparatively more effective and convenient than online teaching methods at university level.

Effect of Online Education on Learning Styles, Social Life and Mental Health of Students & Trainees during COVID-19 Pandemic: A Review of Literature Findings

Effect of Online Education on Learning Styles, Social Life and Mental Health of Students & Trainees during COVID-19 Pandemic: A Review of Literature Findings

Analysis of the home-based online teaching and learning policy during the COVID-19 second wave in Brunei: a joint parent/teacher perception

The COVID-19 pandemic has disrupted the traditional face-to-face forms of educational instruction and has led to increased involvement in online learning. Consequently, online learning has gained popularity and has become the norm worldwide today, because it offers a safe learning environment as well as convenience and flexibility. During the pandemic, school campuses in Brunei were closed, classes were conducted online, and parents/guardians were expected to cooperate and assist their children with home-based online learning. However, online teaching posed a different set of challenges for teachers and students, which warrant research and policy attention at the national level. This study provided a review of the literature on the policies and best practices for online teaching and learning and formulated three key objectives. The first was to identify the policy initiatives and guidelines introduced by the government of Brunei to facilitate and ensure the effectiveness of online teaching and e-learning. The second referred to obtaining the perceptions of teachers and parents on three specific dimensions, namely, the implementation of blended learning, the use of online pedagogy, and enhancement of the e-learning experiences of students. The last objective was to identify the challenges associated with these dimensions and to propose actions and policy recommendations for improvement. This study employed document analysis, interview, and data collected from public social media. The implementation of online teaching and e-learning in Brunei was met with many challenges due to the poor network infrastructure and weak knowledge and content development of ICT. Thus, this study serves as a basis for improving innovation and governance in education, which focuses not only on the enhancement of academic performance but also on the digital divide. The paper was first presented at the 21st International Conference on Education Research (ICER) at the Seoul National University, Republic of Korea on October 21, 2021, by the first author. This research is part of the research project entitled: Pandemic Policies and Governance in Small States in the Southeast Asian Region.

Online Education And Students’ Wellbeing During Covid-19 Pandemic

The primary purpose of this study is to analyse students' opinions on the effects of online education during the pandemic on students' well-being. The unprecedented world scenario that the students have been dealing with may delineate their academic performances and state of well-being to a great extent and subsequently make it a substantial challenge for researchers and practitioners. In addition to the prevailing adverse circumstances due to the pandemic in the educational sector, the stern measures taken by the UK government to avoid spreading the coronavirus also added to the adverse effect on HE students' well- being in England during the autumn back in 2020. It is evident that the pandemic enforced the drastic digital adjustment among Higher Education Institutions (HEIs) across the globe and pushed educational institutions to prioritise remote learning. For example, Oxford Business College (OBC), one of the leading independent (private) HEI in the UK was enforced all campus closures and made digital transformation a substantially more fundamental tactical precedence specifically for core learning among students. The foremost aim of the present research was to examine how online learning mode affected students' well-being at OBC and the variables contributing to students' opinions. A quantitative research design was adopted, and RStudio was used to analyse the data (N=944). The multi-nominal regression yielded significant results. It was found that online education at OBC did not impact students' well-being negatively, and variables such as gender, awareness of 'no detriment policy' and 'student hardship funds', general health, type of work, and positive measures of UK government significantly contributed to participants' opinions. In conclusion, OBC created a constructive online learning environment during the pandemic, leading students to appreciate digital education and maintain a positive sense of well-being. Furthermore, it is suggested that academic institutions should identify more relevant and interpretable underlying factors that could explain the enduring effects of the pandemic on student well-being. Keywords: Online Education, Student Well-being, COVID-19, Private Higher Education

What’s Next After a D/F/W Grade? Community College Students’ Online Course-Taking and Reenrollment Outcomes

ABSTRACT Community college students’ success in required gateway courses plays a key role in their academic progress toward credential completion. Focusing on students who earned a D, F, or W grade in their first attempt at a required gateway course, this study investigated if students’ initial attempt course modality is related to their later choice to reenroll, reenrollment modality, and success in the subsequent attempt. We followed 2,673 first course attempts with a D/F/W grade in either an online or a face-to-face section of five gateway general education courses between Fall 2017 and Fall 2019 terms at a large, suburban, Midwestern community college. We conduct analyses using descriptive statistics and binary logistic regression analyses and find that student stop-out or dropout is prevalent after they earn a D/F/W grade. Additionally, students’ first-attempt modality is not related to their probability of reenrollment or passing the second attempt with a C or better grade, but first-attempt being F2F is associated with an increased likelihood of reenrolling in a F2F section in their second attempt by 166.8%. Students’ sociodemographic and enrollment characteristics are related to their reenrollment decisions and outcomes after earning a D/F/W in their first-attempt at the gateway course. We discuss practical implications to raise awareness on post-D/F/W reenrollment decisions, provide targeted support to reengage students, and increase online teaching effectiveness to improve equitable student outcomes.

Teachers’ Work-Related Well-Being in Times of COVID-19: The Effects of Technostress and Online Teaching

Following the outbreak of the COVID-19 pandemic, one of the first measures implemented in Italy was the transition from frontal teaching to online teaching. The sudden need to use technologies to perform their job has added a source of stress to teachers’ work: so-called technostress. The difficulties experienced in this transition may also have affected the perception of work-related well-being, although other variables, such as the perception of the meaningfulness of work, could alleviate this sense of uneasiness. The study aims to examine the relationships between technostress, online teaching, pleasure in working, and meaningful work perceptions among 219 teachers from different school grades through a moderated mediation model. The results confirm negative associations between technostress and pleasure in working, although this relationship varies according to the levels of perceived meaningfulness. Analyzing the factors related to teachers’ perceptions of their work, both in general and during the pandemic situation, is useful for tracing new coping strategies and planning interventions to implement new teaching methods. Further implications concerning the protective role of meaningful work are discussed.

Effectiveness of online education during the COVID-19 pandemic: a study of Bangladesh

PurposeThe novel coronavirus (COVID-19) remains a global public health emergency as declared by the World Health Organization (WHO). The COVID-19 impacted educational institutions around the world, and they were shut down to minimize the fatalities and spread of the infection. Educational institutions around the world, including Bangladesh, started to conduct online classes as an alternative to physical classes. Therefore, this study assesses the effectiveness of online classes in terms of information and communications technology (ICT) readiness, online class assessment, online class participation, and convenience and flexibility for the educational institutions of Bangladesh.Design/methodology/approachTo fulfill the objective of the study, data were collected from 817 teachers and students. Additionally, the partial least squares (PLS) regression method was adopted as a quantitative technique.FindingsThe study shows that online class participation, online class assessment, and convenience and flexibility have positive relationships with ICT readiness and the effectiveness of online classes. At the same time, the challenges of online classes have negative relationships with ICT readiness and the effectiveness of online classes.Practical implicationsThe study suggests that the government should ensure stable internet connectivity access across the country so that both students and teachers can participate in online classes effectively. Moreover, educational institutional authorities should extend support to the institutions for developing proper ICT infrastructure.Originality/valueICT infrastructure readiness is the backbone for effective online education; however, before the COVID-19 pandemic, online education was almost non-existent at the educational institutional level in Bangladesh. The country started developing the ICT infrastructure only when online classes were scheduled to start, and the development is still ongoing. Hence, this study used ICT readiness as a mediator factor. Moreover, primary data are used in this study. The findings of the study will help academicians and policymakers to better understand the effectiveness of online classes.