Perceptions Of Online Learning Research Articles

Perceptions of Prospective Mathematics Teachers on Online Learning during Covid-19 Pandemic: Difficulties, Strategy, and Satisfaction

The emergence of the Covid-19 pandemic has created a great degree of uncertainty about the future of education and has required teachers and students to shift from face-to-face to online learning. This study analyze prospective mathematics teachers' perceptions of online learning. This research was conducted using a survey method to see the perceptions of prospective mathematics teachers in online learning mode. Respondents comprised 953 prospective mathematics teachers from 34 provinces in Indonesia, consisting of 172 men and 781 women. Instruments used to collect data were questionnaires and open questions. Based on the percentage results of each of the findings of this study, the data is presented and analyzed more qualitatively. There are three main findings in this study. First, prospective mathematics teachers experience problems in online learning, namely problems with technology, networking, internet quota, motivation and self-management, lecturer constraints, number of courses, socioeconomic factors, learning resources, interactions with peers, and health problems. Second, prospective teachers have strategies to overcome this, including increasing peer collaboration, managing study time, and optimizing learning resources. Third, prospective teachers express dissatisfaction with the implementation of online learning and the reasons for this dissatisfaction. This research has implications for teachers and prospective mathematics teachers to understand online learning by utilizing ICT and increasing efforts to be independent.

Examining the efficacy of online learning in nurturing students' learning: an analysis of students' experiences

PurposeThis research aims to understand how satisfied students were with their online learning experience and how actively engaged they were in their studies.Design/methodology/approachTo study the breadth and depth of students' experiences and fully address the research aims, the researchers utilized a mixed method. Through a survey questionnaire with both closed-ended and open-ended questions, student responses were gathered. On a five-point Likert scale, the closed-ended questions were co-constructed. The research participants included students attending Pakistan's private university in Karachi. Participants from all programs were the authors' focus (i.e. undergraduate and graduate). A total of 552 students completed the survey questionnaire.FindingsThe study reveals students' level of satisfaction with their online encounters. Contextual restrictions, such as power outages, bad internet, a lack of a private place and administrative problems, make it difficult to access and connect during learning sessions. Additionally, the student's perception of online learning as being more secure and safe in terms of their physical safety was an intriguing finding. They also see the integration of online and in-person learning as advantageous because it might reduce travel expenses and time while also giving them access to independent study resources. Given its many benefits, this research supports the use of online learning in higher education. Online education promotes a healthy mix of teacher- and student-centered instruction.Research limitations/implicationsMoreover, the findings indicate that effective non-verbal communication occurs when students interact with a teacher and colleague face-to-face. In a face-to-face teaching situation, good body language may inspire, engage and motivate students. Better learning outcomes result from being able to interpret people's body language, whether it be eye contact or posture, and alter the topic and approach. Keeping in view the recent nature of the coronavirus disease 2019 (COVID-19) pandemic, no research has been carried out on this topic to date or on such a wide-scale transition to online learning, specifically in the context of higher education in Pakistan (Dincer, 2018). This research is unique in its kind as it focuses on the impact of online learning on the affective domain as well.Practical implicationsGiven the contextual concerns, teachers must find alternative educational insights that will enable students to reduce listening demands, improve self-learning and promote engagement.Social implicationsTherefore, in the authors' context, it is a unique finding that students felt socially isolated. While numerous studies have examined anxiety, still there is still a dearth of literature regarding stress factors (Dincer, 2018). The current study provided substantial information on the impact of online learning on students' stress levels, and the consequence is that they were strained out because they felt socially isolated. Additionally, these findings are in alignment with the qualitative data showing a problem of student isolation and a lack of engagement. Since the face-to-face mode had provided them with the time and space, they were able to engage in educational socialization outside the boundaries of the classroom, such as casual conversations during breaks, gatherings at coffee shops and working on group projects at the library.Originality/valueThis research was conducted in the context of Pakistan.

Kuwaiti parents’ and teachers’ perceptions of online learning in kindergarten

Kuwaiti parents’ and teachers’ perceptions of online learning in kindergarten

Student perception of online learning activities during COVID-19 pandemic: Psychological constraints and factors

<span lang="EN-US">COVID-19 pandemic has brought many changes to our lives. One of the prominent changes is the offline learning model changed to online. This change may have an impact on the effectiveness of the learning process and students’ understanding of the knowledge conveyed by the lecturer. So, a further analysis needs to be done. In this study, students’ perceptions of online learning during the pandemic were explored. The goal was to find out what students think and feel while participating in online learning during pandemic so that in the future lecturers are able to create or choose the more effective learning models for their classes. This research was conducted using the phenomenological method on several students’ majoring in health science who were undergoing school from home (SFH). Data collection was carried out using the depth interview method by telephone and WhatsApp chat according to the flexibility of the participants’ time. The finding of this research showed that e-learning programs carried out during the pandemic actually put more mental pressure on students’ and decrease their learning motivation, especially in early days of the program. This happened due to the lecturer and university lack of readiness in carrying out the program.</span>

Action Research on The Effectiveness of Education in Emergency (EIE) online teaching and learning: Perception of parents at primary school level

Online learning has been implemented in the primary schools in the times of lockdown due to Covid 19. It had dramatically changed the learning process and the manner of delivery of lesson by the teachers. This style of learning was experienced by the students in government primary schools in Bhutan for the first time under compulsion. With the lack of technologies and knowledge by both parents and students, it was challenging to cope with learning. For this reason the aim of this study was to investigate the parent’s perception of online learning in respect to diverse background, flexibility and acceptability. There are 185 parents of Wangdue Pry School student who were randomly selected for this study. Quantitative questionnaires were used to collect data and analyzed. The study has shown that EIE online learning was effective if parents and learners both collaborate and if the resources are abundant. There was positive illustration to different variables of diverse background, flexibility, accessibility and time and resources to EIE online learning. The study concluded that primary schools can also implement EIE online learning with proper direction and clear instruction from the teachers if there is another lockdown due to pandemic.

Knowledge, attitude, and perception of dental students regarding online learning program during COVID-19 pandemic – A cross-sectional study

Objectives: The COVID-19 pandemic compelled most of the countries to impose a lockdown bringing the whole world to a standstill and everyone had to quickly adapt to different ways of working, learning, communicating, and adjusting at every step of life. In response, online education was implemented in India because of the unprecedented nationwide closure of all academic institutions. Initially, a complete shift to online learning was a difficult process for both students and teachers but eventually they got familiarized as it was being used partly over the past few years in dental and higher educational institutes all over the country. The objectives of the study are as follows: (1) To evaluate the efficacy of e-learning, (2) To assess knowledge, attitude, and perception of dental students regarding the online learning program during COVID-19 pandemic. Materials and Methods: A self-administered questionnaire was formulated and validated by the subject experts and IEC permission was obtained. Online feedback was collected from UG and PG students of Dental colleges in Central India using Google forms. Results: Total questionnaire received was 600 in which 520 responses were complete. Out of which 453 (87.2%) were Bachelor of Dental Surgery and 67 were (12.8%) Master of Dental Surgery students. Around 500 students had a considerable knowledge of computers with 411 (79.1%) of students claiming to have an appropriate internet access. Almost 62.4% of the students agreed that technology has helped them in understanding concepts and improved their ability to retain information. Students gave varied responses regarding their perception of online learning but agree that this is the only way to continue with their dental education in these unprecedented times of the pandemic. Conclusion: The use of online lectures, webinars, and continuing dental education has proved to be informative for dental students and has played a substantial role in completion of the curriculum in these pandemic times. Therefore, a mixed model online and offline education can be developed for effective learning.

Psychological Impact of Online Education on University Students during the Covid-19 Pandemic: A Case study on ESL Undergraduates at Sabaragamuwa University of Sri Lanka

This study aims to investigate the psychological impact of online education on English as Second Language (ESL) undergraduates at Sabaragamuwa University of Sri Lanka. In an unexpected transition from traditional in-class learning to online education in the university, online tools, techniques and new online learning methods have been often considered and experimented, however, students’ mental well-being within the long-term online learning process is seldom addressed. This study addresses that research gap which prompts more attention on stress and anxiety encountered by undergraduates at a time of home-confinement in a pandemic situation. This study is mainly a quantitative study in which the research design is a survey method. A questionnaire survey was carried out on a random sample of first- and second-year students who follow ESL in the Faculty of Social Sciences & Languages at Sabaragamuwa University. Students’ level of stress and anxiety, academic satisfaction, performance in online assessments and their perceptions of online learning were studied. The study revealed that negative psychological effects like stress, anxiety and hopelessness often occur due to the continuous endurance of online lectures and assessments with poor internet connectivity issues. The results further revealed the urgent need to develop an alternate mechanism to continue education without interruption to face unexpected future crises . Further, the study suggests providing students more time to get ready for online assessments and inculcate interactive sessions online in order to minimise stress and discomfort during the online learning process.

The Importance of Students’ Perception of Online Learning During Pandemic

The Covid-19 epidemic has affected both traditional and online classrooms and the Indonesian government, including education. The world of education is one of the fields that has been badly affected by the pandemic. This research is descriptive research with a questionnaire in a survey via Google Forms to gather information about how they feel about their online course. The subject of this research were students of English Education Department. The data were the usage of applications in online learning, student participation, accessibility, distribution of materials and assignments, and material delivery. Tables and narrative summaries of the findings are provided. This study highlighted three key barriers to online learning, and nearly half of the respondents did not have a favorable opinion of it. Even though over 50% of students claimed to have encountered challenges with online learning, including poor signal, boredom, being unable to meet friends, losing focus while studying, not understanding the subject, and improper settings. Because they reside in villages and rural areas, please encourage their online learning activities. This research is expected to aid in advancing related studies and serve as a foundation for future considerations regarding the development and sustainability of the teaching and learning process without endangering kids, teachers, or parents.

Students’ perceptions of online learning in non-L1 environments

ABSTRACT The current study aimed to explore the perceptions of Saudi undergraduate students towards online learning during COVID-19. A total of 198 students completed a survey to this end. The results of the survey showed that the three factors referred to as ‘effectiveness of online learning,’ ‘interactivity of online learning’ and ‘counteractive online learning’ explained 46.67% of the variance in results. Additionally, the students showed great appreciation for the flexibility and comfort related to online learning. They also acknowledged that online learning helped improve their academic performance, increase their motivation, share ideas, and interact with peers in groups. However, the students expressed their dissatisfaction with online learning with respect to reduced interaction with the instructor, the increased sense of loneliness and isolation, the inability to cater for the variety of learning styles, and their inability to control learning. The results are interpreted in terms of the existing literature and the Multimodal Model of Online Education.

Students’ Perception on Online Learning of English Grammar Course: Determining the Challenges Faced by The Students

The purpose of this research is to elaborate on students' perceptions of online learning in the English grammar course, Department of English, State University of Gorontalo. The participants in this study were 15 students from all classes for the 2020/2021 academic year, 3 of whom were taken from each class. This study uses qualitative research method, the data obtained from the results of written interviews. Next, this this study uses thematic analysis to analyze the data. The results of this study found 6 themes consisting of implementing online classes, advantages of online classes, disadvantages of online classes, constraints on using online classes, independent learning, and suggestions. Online learning has been implemented since the Covid¬19 pandemic. And this raises various perceptions from students regarding online learning itself. This is evidenced by the perceptions of students who have been given to this research. Then this online learning has positive and negative impacts. In other words, online learning has advantages and disadvantages. Furthermore, the results of this study indicate that most students strongly disagree if online learning can be used on an ongoing basis. Considered the disadvantages and obstacles are more than the advantages.

Logging in but tuning out – the experience of online learning among Trinidadian students

ABSTRACT Trinidad’s educational system is typically based upon traditional methods of instruction. Even though there are a few opportunities for blended learning offered by some tertiary institutions, teaching and learning from preschool to the tertiary levels mostly employ conventional models of face-to-face classroom interaction. However, the sudden outbreak of the COVID-19 virus challenged global educational systems to make an almost overnight shift to an online model. Caribbean territories such as Trinidad responded similarly by having all students log on to attend classes. Although this distance learning response permitted continuity of schooling throughout the island, bland class sessions, boring approaches to teaching and a dearth of self-motivation curtailed its success and instead created a learning crisis among students. This qualitative research explored the experience of online learning among 20 Trinidadian students who expressed joy in using technology but displeasure in unvaried teaching strategies and boring classes. Despite its small sample size and inability to make generalisations, this study can inform future policy on improving online educational offerings in Trinidad and expand the current discussions on distance learning in the Caribbean. Local practitioners can utilise the study’s conclusions and recommendations to better understand students’ perception of online learning and ultimately refine their online instructional practices.

Students’ Readiness and Perception on the Effectiveness of Online Education Post Covid-19 Pandemic

This research reveals students' readiness and perceptions of online learning post the COVID-19 pandemic. Online learning has gained significant popularity during the COVID-19 pandemic. This learning method offers flexibility and convenience for students, however now that learning in higher education institutions has returned to normal, how students' perceptions of online learning are fully debated in this study. Three hundred and eight students from local universities in Indonesia took part in a quantitative study to explore the satisfaction and effectiveness of online learning. This research is a cross sectional study completed by making an association between various parameters using an independent t-test and one-way ANOVA. The findings report that most of the students are dissatisfied with online learning and only the facts find that it is effective for their learning. It is based on the facts that both genders are equally ready for online learning after the post Covid-19 pandemic. It is proved by Welch test indicating that there was no significant difference in readiness for online teaching between gender (t= 0.089, p = 0.935). There is no significant difference in gender in their perception on the effectiveness of online learning. A negative t-value indicates (t = -0.45, p = 0.653). And there is no significant difference among the students from different faculties in their readiness for online learning based on one-way ANOVA test showing that p<0.05 level on the effectiveness of online learning post-covid [F(5, 127) = 3.714, p =0.004] and the readiness for online learning was not statistically different between faculties [F(5, 127) = 0.827, p =0.533]. Refer to online learning. The study concluded that a fully online mode may not be suitable for all types of learners. Instructors and institutions need to recognize these issues and provide appropriate supports and solutions to improve the effectiveness of online education.

Persepsi Siswa terhadap Pembelajaran Daring (Studi Kasus pada Siswa Kelas X SMA Negeri 2 Bondowoso)

This study aims to determine student perceptions of online learning in class X SMA Negeri 2 Bondowoso. This research is a descriptive quantitative research with data collection methods used, namely questionnaires, interviews, and documents. The subjects in this study were class X students of SMA Negeri 2 Bondowoso. The results of the research show that students' perceptions of online learning vary in terms of learning processes indicators and support. Students are less interested in learning online because they cannot interact smoothly with the teacher. In addition, students find it difficult to understand the material and do assignments because the assignments given are disproportionate. However, students can work on assignments independently. On the support indicator, some students receive support from related parties, including schools, government, and student guardians.

STUDENTS’ PERSPECTIVES AND CHALLENGES OF ONLINE LEARNING AT DANANG UNIVERSITY OF MEDICAL TECHNOLOGY AND PHARMACY

Like many other countries, educational institutions in Vietnam were forced to shift their courses from a face-to-face approach to online classes during the Covid-19 pandemic to try to stop the spread of the coronavirus. The objectives of this study were to investigate students’ perceptions of online learning as well as to identify challenges of online learning they confronted. The study took a quantitative approach, using an online questionnaire on Google Forms to collect data from 631 undergraduate students at Danang University of Medical Technology and Pharmacy in Danang, Vietnam. The data were analyzed using descriptive statistics. The results revealed that the participants perceived online learning as being useful and time-saving. However, the study revealed some challenges the students encountered, such as unreliable internet connections, poor e-learning platforms and services, a lack of information and communication technology skills, and distractions. Based on the findings, some implications on online learning have been put forward.

Covid-19 as a Black Swan. University Education Adaptation to Online Learning in the Second Wave of the Coronavirus Pandemic from the Perspective of Students and Academics

In 2020 and 2021, modern society faced a historically unprecedented situation in the field of education. Education systems worldwide underwent a massive transformation from conventional forms of face-to-face learning to distance learning alternatives. This forced transformation of teaching, triggered by the global COVID-19 pandemic, has been a major test of resilience and adaptability for universities and other academic institutions. This emergency situation, and the way it was handled, was the subject of empirical study by the University of Finance and Administration in the form of a questionnaire-based survey focused concurrently on students and academics during the 2020/2021 academic year, during what has been referred to as the second wave of the coronavirus pandemic. We observed the attitudes of students and academics, then broke these down to greater levels of detail through mutual confrontation in the areas of evaluating the quality of online education, the decreasing or increasing levels of interest in courses, the level of communication skills of educators, or their availability during online office hours. We also explored the key question of the role and significance of the absence of physical interactions that characterizes distance learning. The empirical data point to ambivalence in the perceptions of online learning in both populations studied. While, on the one hand, there are clear collective expressions of confidence in the communication skills of educators, partly in the overall quality of the online instruction they provide and partly in their willingness to continue to enhance it in subsequent semesters, on the other hand, the expectations of students were not fully met in certain subjects, which was marked by a palpable decline in interest. One criterion that was critical for the emotional acceptance of online learning is the absence of physical interaction and presence in the school environment. It would therefore appear that the ideal model for future education is a combination of full-time and distance learning that would combine their respective benefits, while eliminating their perceived shortcomings.

Undergraduate Translation Students’ Perceptions of Online Learning during the COVID-19 Pandemic

Aim. The Covid-19 pandemic has caused unprecedented challenges at all levels of education. Higher education institutions across the globe had to move traditional campus-based learning online as it was the only available option to continue academic activities. Students’ perceptions of online learning during the Covid-19 crisis have been investigated in many fields of study, however, little known research has been conducted in the field of Translation studies. To fill in the gap, small-scale research was carried out at a University in Lithuania. It aimed to examine undergraduate translation students’ perceptions of learning online during the Covid-19 pandemic. Methods. To carry out the research, qualitative methodology was used. The data was drawn from 23 translation students’ essays and analysed using inductive content analysis. Results. The study resulted in the identification and description of two major categories and five subcategories that revealed the students’ experience of online learning during the pandemic and their perceptions of its positive and negative impacts. Conclusion. The results demonstrate that all study participants perceived online learning both as a positive and negative experience with the number of the student-reported negative impacts being slightly bigger than that of the positive ones. The findings of this research are important; yet they do not allow for wide scale generalisations as the study was conducted on a small sample. Originality. The present study contributes to the research in the field by providing new insights into the impacts of online learning during the Covid-19 pandemic as seen from the students’ perspective.

Indonesian EFL Students’ Perception of Online Learning as Expressed through Metaphors

Indonesian EFL Students’ Perception of Online Learning as Expressed through Metaphors

Different domiciles in online learning during the COVID-19 pandemic

This study aims to determine differences in students’ perceptions, participation and satisfaction with online learning in terms of differences in residence namely in villages and cities. This study used comparative survey research. The research data sources were 597 Indonesian students from three regions namely western, central and eastern Indonesia. Data were collected using a questionnaire, then analysed using one-way multivariate analysis of variance assisted by the Statistical Package for the Social Sciences. The results of this study are as follows: (1) there are differences in perceptions of online learning during the COVID-19 period between students who come from villages and cities; (2) there are differences in participation in the online learning process during the COVID-19 period between students from rural and urban backgrounds and (3) there are differences in student satisfaction with online learning in terms of village and city backgrounds. The conclusion of this study is that students' perceptions, participation and satisfaction with online learning are better in cities than in villages. The implications of this research require the attention of the government and academics to find steps to overcome online learning problems especially in rural areas.

International University of Malaya-Wales (IUMW) Student’s Acceptance of E-Learning during Covid-19 Pandemic

The pandemic wave in 2019 changed the education landscape throughout the world. The traditional face-to-face in class learning has turned to virtual meetings and leave no space to institution except to embrace digital learning as fast as they could. The change is not as simple as having a computer and attending the online class. The aim of this paper is to understand the student's perception of online learning. The paper is constructed through the review of previous literature from academic journals on various platforms and search engines along with interviewing participants from IUMW. This paper builds up the understanding of the challenges faced by the students in learning during the Covid-19 pandemic and further suggests strategies to improve the learning process of online learning. The results from the research shows that the students of IUMW prefer conventional learning. Thus, this research would lay recommendations on the foundation of digital transformation for higher education and the role of each stakeholder in this process of new education norms. Education institutions need to build resilient education systems to respond to the inevitable change and sustain quality education.

Key indicators informing students’ perceptions of online learning and academic performance during the COVID- 19 pandemic

The purpose of this paper is to examine students’ perceptions of their online learning experience during the first wave of COVID-19. The paper highlights the actions taken by the institution in transitioning to online learning and key indicators which influenced students’ perceived online learning and academic performance during the pandemic. The study was conducted at a university and reports on quantitative and qualitative data collected from an online survey of 3257 students. Tinto and Pusser’s (2006) model of institutional actions was used as a framework to guide the study. The study’s findings forced the university to re-look at student support through new lenses. The findings from the data provided the basis for the institution to re-invent three academic policies to include a more holistic approach to learning, teaching, and student success. The policies developed were: Flexible Learning and Teaching Provision (FLTP), Assessment, and Curriculum Transformation and Renewal, which placed the student at the centre of university actions.