Participation In Online Courses Research Articles

Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education Practices

The aim of this study is to examine the experiences of students with hard of hearing (HH) in inclusive education practices, their teachers and parents regarding the distance education process. This research was designed with the phenomenological approach from qualitative research methods. The participants consisted of five secondary school students with HH studying at general education schools, their five parents, and ten teachers teaching students with HH. The data was collected in the 2021-2022 academic year through semi-structured interviews. In the study, it was determined that students with HH show reluctant and irregular participation in online courses. On the other hand, it was concluded that online courses were not adapted to the special needs of students and they did not get support special education services. All parents of students with HH were unable to participate in the distance education process. Distance education could be used in only support education or not at all unless it is necessary. The anxiety disorder, anger control problems and behavioural disorders brought on by adolescence increased with the decrease in socialisation in COVID-19-related closures.

Not easy to get off track: Motivational trajectories of learners completing a non-formal online course

Non-formal learning is becoming increasingly important in everyday life. Both the availability of open online learning opportunities and the number of participants in online courses continue to grow. Initially learners report high levels of motivation, but completion rates tend to be low. In the present study, we examined motivational trajectories of learners completing a non-formal online course. To this end, 450 learners of 49 open online courses offered by Bavarian universities completed up to three online questionnaires throughout the course. First, we used latent profile analysis to explore motivational trajectories within five subtypes of situational motivation, which resulted in four different motivational profiles. However, all profiles were characterized by remarkable stability over time, and differences only in the actual levels of the five motivational subtypes. Second, we used bivariate latent change score models to focus on differences of change in intrinsic motivation when analyzing simultaneously with situational interest. In addition, we considered self-regulation and mastery goal orientation as predictors of change in motivation. For intrinsic motivation there was only a small mean change and compensating effect from T1 to T2. We discuss the findings in the light of the fact that there are high dropout rates in non-formal online courses and offer practical advice on how to better address non-completers in future research.

Beyond the Common Issues: Students' Perspective on Participation in Online Education

The recent outbreak of the Coronavirus pandemic has increased the gaps in the education sector globally, changing the common route of face-to-face education to a virtual one. While this model is not free of shortages and challenges, documenting the literature illustrated remarkable tangible obstacles. Unfortunately, there is little in-depth research on students' points of view on the intangible struggles of online education, while intangible issues have been overlooked in developing countries such as Iraq. Therefore, this study aims to understand the unspoken problems that challenge students' participation in online courses. This qualitative study provides in-depth interviews with university students, more specifically architectural students, who participated in the online classes from 2019 to 2021 that online teaching was compulsory at the beginning and blended education last year. Realizing the phenomenon of low performance or not participating in the online lectures from the active students' side. As a result, the respondents show that despite providing all access to online lectures in architectural education, many obstacles faced the students. This research, initially focused on the intricate dynamics of educational reform in the Middle-east, offers valuable insights for the global higher education community, shedding light on universal challenges and innovative solutions that are applicable across various educational landscapes.

The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence.

This study investigates the interplay between Online Learning Self-Efficacy (OLSE), Informal Digital Learning of English (IDLE), student engagement in online classes, and the mediating effect of Social Presence (SP) among intermediate Chinese English as a Foreign Language (EFL) students. The research sample consisted of 389 participants enrolled in online English courses within a chain of language schools. Data collection involved the use of validated scales to assess OLSE, IDLE, SP, and online student engagement. Structural Equation Modeling (SEM) was employed for data analysis. The findings revealed direct influences of OLSE and SP on online student engagement. Additionally, IDLE exhibited a positive impact on online student engagement, with a partial mediation effect through SP. This suggests that informal digital English learning significantly contributes to students' engagement in online classes, with this influence being facilitated by the sense of social presence experienced by students during virtual interactions. This research underscores the importance of OLSE, IDLE, and SP in shaping student engagement within online learning environments. The results highlight that fostering informal digital English learning can enhance students' active participation in online courses, with SP serving as a key mediator in this relationship. These insights provide valuable guidance for educators and institutions seeking to improve student engagement in online educational settings.

The Factors Affecting Students’ Satisfaction with Online Course at Guangxi Logistics Vocational and Technical College

The purposes of this research are 1) to identify the factors that influence students’ satisfaction with online courses at Guangxi Logistics Vocational and Technical College and 2) to provide guidelines for the development of online courses at the college based on the factors affecting students’ satisfaction. The population for this research primarily consists of 1600 university students enrolled at Guangxi Logistics Vocational and Technical College in China. The sample group, following Krejcie and Morgan (1970), comprised 310 students who were selected based on their participation in online courses and completion of an online survey. The research instruments used in this study include an online survey questionnaire that assessed students’ satisfaction levels across four dimensions: Course Content, Teaching Quality, Learning Experience, and Evaluation Mechanism. The statistics used to analyze the data were descriptive statistics, including mean values (M) and regression Analysis.The results of this research contribute to achieving the objectives as follows:1.Factors influencing students’ satisfaction with online courses: The study found that Teaching Quality received the highest average value (M) and ranked first, indicating that students were highly satisfied with the quality of teaching in online courses. Course Content ranked second, suggesting that it largely meets the professional development needs of students. The Learning Experience dimension ranked third, highlighting the importance of optimizing platform management and technical aspects to enhance students’ overall learning experience. The Evaluation Mechanism dimension ranked fourth, indicating that students were less satisfied with the current evaluation mechanism and desired a more scientifically designed and personalized evaluation system.2.Guidelines for the development of online courses: Based on the factors identified, the research provides valuable guidelines for the development of online courses at Guangxi Logistics Vocational and Technical College. These guidelines emphasize the importance of maintaining high teaching quality, addressing the professional development needs of students through course content, optimizing the platform management and technical aspects to enhance the learning experience, and implementing a scientifically designed and personalized evaluation system to improve student satisfaction.

미용전공 대학생의 온라인교육 학습참여도가 학습만족도에 미치는 영향

Due to the government’s COVID-19 spacing restrictions, colleges have recently offered online classes by uploading recorded lectures on YouTube or their portal or through videoconferencing platforms such as ZOOM. This study attempted to investigate the influence of participation in online courses on learning satisfaction among college students majoring in cosmetology. For this, students from the department of cosmetology at 4-year colleges in Gwangju Metropolitan City were collected through convenience sampling. A pilot study was performed from March 22 to 30, 2021 while the primary survey was conducted from April 12 to 30, 2021, against 30 students. Among a total of 330 questionnaires distributed, 320 copies were collected. Excluding poorly answered ones, 305 copies were used for final analysis. The results found the followings: First, in terms of the influence of participation in online courses on learning satisfaction, learning participation was divided into four categories (opinion expression during class, class engagement, continuous participation and confidence), while learning satisfaction was classified into a single category. Second, learning participation in online courses revealed a statistically significant effect on learning satisfaction(p<.05, p<.001).

Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning

There are theoretical arguments and empirical studies to support the benefits of early participation in an online course. However, little research has been conducted to investigate the relationship between students’ early start in online learning and their course performance, which limits its application to online education research and practice. This study aims to fill this gap by examining and quantifying the relationship of early participation in course activities with students’ learning performance. Using multilevel logit modeling, the relationship of early participation in online courses and student final performance are modeled with student log data and other individual information from over 30,000 students enrolled in 22 online university courses. Results show that early participation in online course activities is significantly correlated with student final performance. As the first study to quantify the relationship between early participation and students’ academic performance, this paper provides important insights for online teaching and learning research.

Digital competence of higher education learners in the context of COVID-19 triggered online learning.

The spread of COVID-19 caused wide scale disruptions in the educational sector across the globe. Digital education, which involves the use of digital tools, virtual platforms and online learning, is seen as one of the viable alternatives to continue academic activities in such an environment. Higher education institutions have largely switched to this new mode of learning and continue to rely on digital mode in many parts of the world, due to the ongoing pandemic threat. However, learners' competency to effectively engage in online courses and the impact of their socioeconomic background on this competency has not been adequately addressed in the literature. The present study was an attempt to explore these aspects, as they are crucial to the success of digital education. The study was conducted with 833 undergraduate, postgraduate, and doctoral students from an agricultural university to assess their digital competencies and factors that influence effective participation in online courses. The Digital Competence Framework 2.0 of EU Science Hub (DIGCOMP) was adapted and used for this study. Our findings suggest that the learners have a satisfactory level of competence in most of the aspects of digital competence. Majority of the participants were relying on smart phones both as the device for accessing internet as well as for their learning activities. The results of a Tukey's difference in the mean test reveals that learners' digital competence varies significantly by gender, economic profile, and academic level. This finding can be attributed to the difference in their socio-economic background, which confirms digital divide among learners. Our findings have implications for the design of digital higher education strategies and institutional management to ensure effective learner participation, especially for higher education institutions in developing countries.

Emergency Remote Teaching in Unequal Contexts: Reflections on Student Feedback on Two Online Courses during the Covid-19 Lockdown in South Africa

The Covid-19 pandemic has caused many universities to move instruction online. For the most part, this move has not been based on sound principles and best practices of online teaching, but can instead be characterised as emergency remote teaching (ERT) that aims to continue instruction despite the substantial drawbacks of insufficient planning or training. Research has looked at challenges inherent in ERT, as well as considered the benefits of online instruction for flexible learning environments. However, little research has looked at the experiences of students from diverse socioeconomic backgrounds during ERT. This paper explores student feedback on two courses taught in 2020 at a South African university, collected during routine course evaluations. The two courses employed universal design for learning (UDL) principles in order to attempt to make the courses as accessible and equitable as possible for all students. Data were analysed using thematic content analysis. The themes comprised the various roles that lecturers are expected to adopt in online environments under four dimensions: pedagogical, technological, managerial and affective. Findings indicate that despite the lecturers’ intentions to incorporate UDL, students from underresourced backgrounds faced unique challenges that exacerbated the problems in ERT. We thus conclude that ERT does not offer a good foundation for building effective, long-term online learning environments in unequal contexts, and that online learning needs to be reconceptualised if it is to become a long-term strategy for universities. Instructors in all contexts must be aware of the multiple ways that vulnerable students might be excluded from full participation in online courses in order to ensure socially just online pedagogies.

The mechanism of learning effect of online courses in higher-education: An explanation based on the interactive distance theory

"Online courses" avoid the limitation of time and space and effectively integrate educational resources by using internet technology, thus accelerating the development of modern education. The wide use of online courses since the COVID-19 pandemic has made the learning effect of online courses and its influencing factors attract the attention of educators and educational researchers. Based on the Transactional Distance Theory, this paper constructed a model of factors influencing the learning effect of online courses in higher education. We collected sample data of 743 participants in online courses and evaluated the learning effect of online courses through structural equations. The results show that: (1) material content utility and interaction utility of online courses have a significant positive effect on the learning effect and course satisfaction evaluation; further, attention has a mediating effect on the learning effect; (2) Compared with "live broadcast" courses, the effect of material content and interaction on learning effect is stronger in "live broadcast + recording" courses; (3) differences in students' characteristics result in different learning effects. The conclusion of this study provides a theoretical basis for improving the learning effect of online teaching and a reference for formulating targeted incentive strategies based on students’ characteristics.

The Perceived Effectiveness of Student Engagement Strategies in Open and Distance Learning

Student engagement is critical in online learning because it makes students feel more satisfied and motivated to learn. This study investigated how university students perceive various engagement tactics employed in online courses during the Covid 19 pandemic. Student engagement was measured using Moore's interaction framework. It implemented non-experimental quantitative research design through a survey with descriptive and causal-comparative approaches. A 29-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies was completed by 181 students from School of Engineering at Universiti Teknologi MARA. The students considered learner-to-content interactions to be the most engaging technique, according to the research. Learner-to-instructor interactions were the next most engaging method, while learner-to-learner interactions were the least engaging. Additionally, the most engaging technique is for them to search for and select appropriate materials in the learner-to-content category depending on their interests. Working jointly using online communication technologies to accomplish case studies, projects, or reports was deemed the most interesting technique by students in the learner-to-learner category. In the learner-to-instructor category, an email reminder or periodical notification is likewise regarded as the most engaging method. All three engagement mechanisms were shown to be interrelated, with learner-to-learner interactions heavily influencing learner-to-learner interactions. Mechanical engineering students were shown to be better at perceiving and implementing these tactics than students from the colleges of electrical, chemical, and civil engineering. It is believed that the findings of the present study will assist teachers and lecturers in increasing their participation in online courses.

Student evaluation of online learning during the COVID-19 pandemic

The aim of the paper is to provide knowledge with regard to what extent a student's engagement, travel time to the business school, and nationality determine their perception of the value of business school education. We have analyzed what determines the evaluation of online studies, the frequency of participation in online courses, and the preferences regarding the mode of study in the future (offline vs. online). For this purpose, we conducted research in late March and early April 2020 among management students attending one business school in Warsaw. The respondents included native residents of Poland, as well as migrants from countries of the former Soviet Union. We analyze survey responses provided by 317 respondents. We used the chi-squared test, the Kruskal-Wallis test, and the Mann-Whitney test to verify relationships between variables. According to the analysis, the student engagement variable determines the current evaluation of online studying, the change in frequency of participation since the introduction of online classes, and the preferred mode of study (online or offline). The time required to commute to the business school determines only the preferred mode of study in the future, while students' nationality determines their assessment of online studying and the frequency of participation in online courses.

STUDENTS’ PERCEPTİONS OF ONLINE TEACHING AND LEARNING

The instructor in an online course needs online teaching experience and should adapt the course contents to the digital environment. The purpose of the present study is to gain a deeper understanding of students’ perceptions of the pedagogical aspects of online teaching, pointing up characteristics of online courses that extant literature in this field has found reflected in different online and blended courses. Online courses necessitate meticulous planning by the instructor and adaptation through the student's learning. The research reported here related to the attitudes of 216 students, who participated in 52 courses delivered by 36 different instructors. Some of the courses included both face-to-face meetings and online lessons, while other courses were solely presented online. The research findings may be informative for instructors planning online courses and for students contemplating participation in online courses, in order to prepare in an optimal manner for the teaching, learning and evaluation processes.

Do online courses provide an equal educational value compared to in-person classroom teaching? Evidence from U.S. survey data using quantile regression

Education has traditionally been classroom-oriented with a gradual growth of online courses in recent times. However, the outbreak of the COVID-19 pandemic has dramatically accelerated the shift to online classes. Associated with this learning format is the question: what do people think about the educational value of an online course compared to a course taken in-person in a classroom? We address this question and present a Bayesian quantile analysis of public opinion using a nationally representative survey data from the United States. We find that previous participation in online courses and full-time employment status favor the educational value of online courses. We also find that the older demographic and females have a greater propensity for online education. In contrast, highly educated individuals have a lower willingness towards online education vis-à-vis traditional classes. Regional variations in the propensity to value online classes also exist. Besides, covariate effects show heterogeneity across quantiles which cannot be captured using probit or logit models.

Pandemic, social distancing, and social work education: students’ satisfaction with online education in Vietnam

ABSTRACT The COVID-19 pandemic has tremendously impacted different aspects of public health and social life across countries. In Vietnam, state-wide social distancing mandate has shifted the traditional face-to-face learning to online learning for at least two months, which created significant challenges for both social work educators and students, given the fact that most social work courses require the practice and direct interaction components, and many students have limited access to technology resources. This study aims to assess the level of immediate satisfaction of Vietnamese social work students with online courses during the COVID-19 pandemic. A total of 186 undergraduate-level social work students in a national univeristy in Vietnam completed an online survey on Qualtrics. The results show that students faced multiple problems with their participation in online courses due to the Internet access quality, such as disrupted connection and low-quality sound. Although being unfamiliar with online learning, most students reported no major difficulty, and having support available for their online learning. Students’ level of satisfaction with face-to-face teaching was significantly higher than that of online teaching on all criteria. A long-term strategy is needed to improve interactive activities and practices when teaching social work online.

Characteristics of RN to BSN students in online programs

BackgroundRegistered nurse to baccalaureate in nursing (RN-BSN) programs has rapidly moved to online formats to increase the ability of working nurses to earn their BSN degree. Nursing faculty are tasked with designing programs to meet the needs of the nursing workforce using best practices for online learning. ObjectivesDescribe RN-BSN student perceptions of their online programs, including clinical experiences. Specific aims were: 1) evaluate student satisfaction in online courses, 2) describe experiences students were required to have to meet clinical objectives, 3) determine generational differences in satisfaction with online learning 4) determine the students' perception of the value of course content in online program 5) examine life responsibilities impacting student program participation. DesignA descriptive cross-sectional design with convenience sampling was used. SettingParticipants included 43 RN-BSN students currently enrolled in at least one online course at one of six accredited nursing programs across the United States. MethodsSurvey data were collected over 4 months in the summer of 2019. The research team created a 9-item online survey, including investigator-initiated questions and demographic information. ResultsOverall satisfaction in online programs was high. Technology, nursing informatics, computer classes, research and evidence-based practice, public health, pathophysiology, pharmacology, leadership, reading text books, assessment, brushing up on skills, and emotional intelligence were most valued content. Least valued content included discussion boards and group projects. Clinical requirements and setting varied across programs. Life responsibilities impacted students' participation in online programs. ConclusionsOverall, students were satisfied and found value in their online RN-BSN coursework. Clinical experiences varied between RN-BSN programs and participation in online courses was impacted by extracurricular obligations. Based on this study, more data regarding what could be counted as clinical hours is needed. Faculty need to consider alternative ways to achieve learning outcomes. This study's outcomes may help guide faculty in developing RN-BSN programs and student-centered courses.

Do Online Courses Provide an Equal Educational Value Compared to In-Person Classroom Teaching? Evidence from US Survey Data Using Quantile Regression

Education has traditionally been classroom-oriented with a gradual growth of online courses in recent times. However, the outbreak of the COVID-19 pandemic has dramatically accelerated the shift to online classes. Associated with this learning format is the question: what do people think about the educational value of an online course compared to a course taken in-person in a classroom? This paper addresses the question and presents a Bayesian quantile analysis of public opinion using a nationally representative survey data from the United States. Our findings show that previous participation in online courses and full-time employment status favour the educational value of online courses. We also find that the older demographic and females have a greater propensity for online education. In contrast, highly educated individuals have a lower willingness towards online education vis-a-vis traditional classes. Besides, covariate effects show heterogeneity across quantiles which cannot be captured using probit or logit models.

Case study of creativity in asynchronous online discussions

It is vital for online educators to know whether the strategies they use help students gain twenty-first-century skills like creativity. Unfortunately, very little research exists on this topic. Thus, the purpose of this study was to determine whether participation in online courses can help students develop creativity using asynchronous online discussions, textbooks, and teacher developed materials. A case-study approach was used and one professor, recognized by her peers for her expertise in online education, and three of her students were interviewed. Asynchronous online discussions (29) were also collected and analyzed using a sequential process of building an explanation, checking the explanation against the data, and repeating the process. Key results from the study indicated that project-based prompts, problem-based prompts, and heuristics used in asynchronous online discussions can help promote creativity. Future research should explore a more diverse group of participants and academic subject areas.

Participation in Online Courses and Interaction With a Virtual Agent

Online learning environments could be well understood as a multifaceted phenomenon affected by different aspects of learner participation including synchronous/asynchronous interactions. The aim of this study was to investigate learners’ participation in online courses, synchronous interaction with a conversational virtual agent, their relationships with learner performance, and the participation/interaction factor identification. To examine learner participation, we collected learning management system (LMS) log data that included the frequency and length of course access, discussion board postings, and final grades. To examine synchronous learner interaction, we collected learners’ conversation logs from the conversational agent. We calculated the quantity and quality of discussion postings and conversations with the agent. The results showed that the frequency and length of course access, the quantity and quality of discussion postings, and the quality of conversation with the agent were significantly associated with the learner achievement. This study also identified two factors that comprise online learning participation and interaction: interaction quality and LMS-oriented interaction.

Participation in Online Courses and Interaction With a Virtual Agent

Online learning environments could be well understood as a multifaceted phenomenon affected by different aspects of learner participation including synchronous/asynchronous interactions. The aim of this study was to investigate learners’ participation in online courses, synchronous interaction with a conversational virtual agent, their relationships with learner performance, and the participation/interaction factor identification. To examine learner participation, we collected learning management system (LMS) log data that included the frequency and length of course access, discussion board postings, and final grades. To examine synchronous learner interaction, we collected learners’ conversation logs from the conversational agent. We calculated the quantity and quality of discussion postings and conversations with the agent. The results showed that the frequency and length of course access, the quantity and quality of discussion postings, and the quality of conversation with the agent were significantly associated with the learner achievement. This study also identified two factors that comprise online learning participation and interaction: interaction quality and LMS-oriented interaction.