Online Education In Universities Research Articles

A Study on the Response of Learners to University Online Education after Corona 19

A Study on the Response of Learners to University Online Education after Corona 19

COVID-19 Impact on Ukrainian Higher Education

The pandemic and the announced quarantine have made adjustments to the bachelors and master degree student education in almost all universities around the world. The transition to the online education using modern Internet technologies has been made, that has led to certain challenges in higher education system. The purpose of the article is the analysis of COVID-19 impact on Ukrainian higher education. The following research methods were used in the article: empirical methods, methods of theoretical analysis, questionnaire, and interview. In the article the approaches to the online education in universities in Ukraine have been analyzed. The results of the article have a few significant implications for science and practice of online education and its perspectives for Ukrainian higher education system. Prospects of online education of students have been offered during COVID-19. The main recommendations are the following: to organize training courses of online education methods for lecturers; to organize in-depth training courses of online education methods for lecturers of non-pedagogical specialties (including training in interactive online teaching methods, formation of an individual learning trajectory, online multidisciplinary courses development); university's management should provide constant monitoring of the satisfaction of students and lecturers of the online education organization for the accumulation of statistical data in the dynamics.

COVID ‐19 and online teaching in higher education: A case study of Peking University

Starting from the spring of 2020, the outbreak of the COVID‐19 caused Chinese universities to close the campuses and forced them to initiate online teaching. This paper focuses on a case of Peking University's online education. Six specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concludes with five high‐impact principles for online education: (a) high relevance between online instructional design and student learning, (b) effective delivery on online instructional information, (c) adequate support provided by faculty and teaching assistants to students; (d) high‐quality participation to improve the breadth and depth of student's learning, and (e) contingency plan to deal with unexpected incidents of online education platforms.

Application and Class Evaluations of Catchphrase-Based Learning Method in Specialized Subjects for Mechanical Engineers

This paper describes a case study of a teaching method through a catchphrase named “Catchphrase-based learning” (also referred to as “Catchcopy (Slogan)-based learning” or “One-phrase-based learning”) to improve the quality of engineering education even through a traditional lecture (teacher)-based approach to teaching specialized knowledge in a large lecture class. This instructional design mainly consists of three steps as follows: (1) Students must submit a catchphrase that best describes the features of a given technical term generally until the end of each class on our university's online education system. (2) Students must select appropriate catchphrases (at least five but no more than ten) and vote them through the online education system after each class. (3) In the beginning of the next class, catchphrase awards (approximately top 7 of works) together with teacher-selected special awards (approximately 2‒3 excellent works) will be given out and reviewed. The effects of this teaching method on learning effectiveness will be discussed on the basis of a class evaluation questionnaire.

Prospects of online education in Russia

  The subject of this article is the problems in the export of Russian education, particularly in online education. The author examines the prospects of demand for Russian online education in Russia and abroad. Such problematic questions of online education as its quality and control are raised in the course of this research. Attention is given to the export of education in the Russian Federation, namely online education in universities. The government conducts active import substitution policy since 2014, including in the sphere of education. The prospects of online education in Russia can be reflected in three vectors: 1) development of vocational education; 2) development of higher education; 3) development of business education. The scientific novelty consists in an attempt to answer the following question: is online education as an important element of import substitution policy and advancement of non-resource export is necessary for the government and educational organizations. The provided information testifies to the fact that online education is beneficial for flagman universities, as the grants are allocated to them. At the same time, it is an extremely rare case when nonprofit organizations gain advantage from it. Therefore, the question on the need for advancement of online education remains controversial.  

The problem of digital transformation of Russian universities

There are numerous disputes and discussions about the need to introduce online learning technologies into the educational process of the university. However, the welcoming examples of individual educational institutions should not give rise to the illusion of complete and widespread prosperity. In many Russian universities, the situation with the introduction of new teaching aids is, to put it mildly, difficult both in terms of the availability of an organizational strategy and in terms of cultural changes. The article attempts to characterize the situation with online education in universities based on an analysis of the expectations of students who seem ready to move to digital, and the decisions of the Bologna process, requiring the introduction of online components in the educational process of universities. In addition, the authors of the article provide an overview of the initial attempts to introduce online learning into the educational process of universities in a particular region, taking into account the systematic and psychological difficulties that have arisen. As the best option, the authors propose a combination of online education with a research component in order to preserve the university’s status as a center of science and education.

The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update*

ABSTRACTA stream of research over the past decade that identifies predictors of e‐learning success suggests that there are several critical success factors (CSFs) that must be managed effectively to fully realize promise for e‐learning. Grounded in constructivist learning theories, this study advances previous work on CSFs in university online education. Structural equation modeling is applied to examine the determinants of students’ satisfaction and their perceived learning outcomes in the context of university online courses. The independent variables of motivation (intrinsic and extrinsic), student self‐regulation, dialogue (instructor‐student, and student‐student), instructor, and course design are examined as potential determinants of online learning outcomes. A total of 372 responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicate that instructor‐student dialogue, student‐student dialogue, instructor, and course design significantly affect students’ satisfaction and learning outcomes. However, both extrinsic student motivation and student self‐regulation have no significant relationship with user satisfaction and learning outcomes. Finally, intrinsic student motivation affects learning outcomes but not user satisfaction. The findings suggest that course design, instructor, and dialogue are the strongest predictors of user satisfaction and learning outcomes.

高校网络外语教育的系统论研究

实现高校教育的网络科学化和系统化在于能够考虑一切可能的教育资源，特别是学习者的全部经验、目前心理发生和发展逻辑。作为网络教育科学化和系统化的关键一环，外语教育所进行的试点研究从理论到实践上均已朝着该教育发展方向迈出了重要的一步并成为一项立体的系统工程。 To realize the scientification and systematization of university online education, considering all possible education resources is the key, especially the total experience of learners as well as the logic occurrence and development of mentality at present. As a key link of scientific and systematic online education, foreign language education is developing from theory to practice in the pers-pective of systematic education, which has been an important step in the direction of systematic education development and becomes a three-dimensional systematic project.

Educational And Financial Impact Of Technology On Workforce Development

In the current evolving economic environment, developing and implementing an effective workforce to improve the skills and capability of employees are seen as central to improving individual and organizational performance and competitiveness. The availability of online education in universities as well as the work place has significantly increased during the past decade. This paper summarizes and addresses the current research, trends and future prospects of e-learning as it relates to the awarding of higher educational degrees and private sector workforce development.

The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation*

ABSTRACTIn this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self‐motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles) and with timely, meaningful instructor feedback of various types.