Use Of Online Education Research Articles

The behavioural intention of student teachers for online learning after the COVID-19 pandemic: A survey

Due to the COVID-19 pandemic, education has recently undergone a rapid digitalization, necessitating the simultaneous adoption of several technologies by educators for online learning and instruction. This study will build a model that predicts student teachers’ extensive technology acceptance by extending the technology acceptance model (TAM) with their technological pedagogical content knowledge (TPACK) and innovativeness. The survey (N = 870) will be used to collect the data for this study. The TAM has been shown to be a useful instrument for tracking the uptake of new technologies across a range of fields, including education. TAM, however, has been primarily used to gauge user acceptance of a certain technology deployment. With the development of numerous technologies, this study has expanded TAM to measure student teachers’ technology-enabled practice. The suggested model explains the behavioural purpose of student teachers to teach online. Our research identified the interrelated influences of TPACK, perceived utility (PU) and innovation on teachers’ behaviour and intention to teach online following the epidemic. In addition, the study found that student teachers’ TPACK and PU were significantly predicted by their training and institutional support. This study’s model conceptualization, which combines elements based on personal competence – including TPACK and innovativeness and information technology-based constructs – is original. Additionally, our work adds to the growing body of research on student teachers’ use of online instruction in the post-pandemic age.

Higher Education Sustainable Online Education for Institutions: A Systematic Literature Review

This systematic review article analysed and evaluated the current literature on sustainable educational technology in higher-education institutions (HEI). University stakeholders aspire to have any educational technologies employed be sustainable beyond short-term solutions. Identifying these sustainable factors requires reviews of recent studies, particularly with the insightful experience of the recent pandemic. Unfortunately, systematic reviews on sustainability were few and focused more on specific modalities. Hence, this present study reviewed past studies (published between 2015 and 2021) to identify the types of educational technology or modality being studied on the aspects of sustainability, the topic of interests that contribute to the challenges in online learning, and the themes and subthemes that are critical to the sustainable use of online education. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) to review five journal databases (Scopus, ProQuest, Web of Science (WoS), Emerald and Google Scholar), 44 articles were analysed systematically. Four themes emerged from the analysis: technology related, teaching and learning, ethical aspects, and instructional support, as well as 12 subthemes. A conceptual framework was proposed, and other recommendations were discussed at the end of the paper for future research.

A point contingency increased webcam usage in a university classroom

The use of online instruction has increased substantially in the last few years. An important aspect of remote instruction that has received some attention via survey-based research is student webcam usage. There are few empirical strategies to increase students’ webcam usage. In the present study, we replicated a prior study by providing students with points contingent on webcam usage during remote college instruction. An alternating treatments design was used to assess the influence of the contingent point delivery on webcam usage. Twenty-four undergraduate students in a psychology course participated. The contingency enhanced webcam usage and the points served as effective reinforcers. A simple reinforcement contingency can improve webcam usage in a college classroom, but outcomes can likely be enhanced by including additional antecedent operations.

Online palliative care education and mentorship in Nepal: Project ECHO - a novel approach to improving knowledge and self-efficacy among interprofessional health-care providers.

Palliative care access in Nepal is severely limited, with few health-care providers having training and skills to pain management and other key aspects of palliative care. Online education suggests an innovation to increase access to training and mentoring, which addresses common learning barriers in low- and middle-income countries. Project ECHO (Extensions for Community Health Care Outcomes) is a model of online education which supports communities of practices (COPs) and mentoring through online teaching and case discussions. The use of online education and Project ECHO in Nepal has not been described or evaluated. An online course, consisting of 14 synchronous weekly palliative care training sessions was designed and delivered, using the Project ECHO format. Course participants included health-care professionals from a variety of disciplines and practice settings in Nepal. The goal of this study was to evaluate the impact of a virtual palliative care training program in Nepal on knowledge and attitudes of participants. Pre- and post-course surveys assessed participants' knowledge, comfort, and attitudes toward palliative care and evaluated program acceptability and barriers to learning. Forty-two clinicians, including nurses (52%) and physicians (48%), participated in program surveys. Participants reported significant improvements in their knowledge and attitudes toward core palliative care domains. Most participants identified the program as a supportive COP, where they were able to share and learn from faculty and other participants. Project ECHO is a model of online education which can successfully be implemented in Nepal, enhancing local palliative care capacity. Bringing together palliative care local and international clinical experts and teachers supports learning for participants through COP. Encouraging active participation from participants and ensuring that teaching addresses availability and practicality of treatments in the local health-care context addresses key barriers of online education. This study describes a model of structured virtual learning program, which can be implemented in settings with limited access to palliative care to increase knowledge and attitudes toward palliative care. The program equips health-care providers to better address serious health-related suffering, improving the quality of life for patients and their caregivers. The program demonstrates a model of training which can be replicated to support health-care providers in rural and remote settings.

“I Don’t Think the System Will Ever be the Same”: Distance Education Leaders’ Predictions and Recommendations for the Use of Online Learning in Community Colleges Post-COVID

ABSTRACT While the COVID-19 pandemic necessitated the short-term use of online courses, colleges’ experiences with COVID-era online course delivery may also affect the way that they offer and approach online courses going forward. We draw on interviews with 35 distance education leaders from the California Community Colleges system to provide insights into how the use of online education may change in the system going forward. Leaders predicted that post-pandemic, colleges would increase their online course offerings, and that many instructional innovations to online courses from the pandemic—such as the use of synchronous courses—would persist. We discuss implications for practitioners, policymakers, and researchers.

Developing an observation protocol for online STEM courses.

The use of online instruction for undergraduate STEM courses is growing rapidly. While researchers and practitioners have access to validated instruments for studying the practice of teaching in face-to-face classrooms, analogous tools do not yet exist for online instruction. These tools are needed for quality design and control purposes. To meet this need, this project developed an observational protocol that can be used to collect non-evaluative data for the description, study, and improvement of online, undergraduate STEM courses. The development of this instrument used a sequential exploratory mixed methods approach to the research, design, pilot-testing, refinement and implementation of the protocol. Pairs of researchers tested the final version of this instrument, observing completed online undergraduate STEM courses. Across 2,394 pairs of observations, the observers recorded the same indication (yes or no to the presence of some course element) 1,853 times for an agreement rate of 77.4%, falling above the 75% threshold for an acceptable level of agreement. There was a wide range in the inter-rater reliability rates among items and further revisions were made to the instrument. This foundational work-in-progress instrument should be further developed and used by practitioners who are interested in learning about and reflecting on their online teaching practice.

Transforming interprofessional pedagogies: Pivoting from the flipped classroom to an online approach

The COVID-19 pandemic prompted increased use of online education, including for interprofessional education (IPE). This study evaluates the comparative efficacy of two pedagogical approaches (i.e., flipped classroom, and 100 % online education) used to deliver a two semester long, IPE course offered at a large academic medical center. Through this quasi-experimental investigation of retrospective outcomes, this study compares the impact of these two pedological approaches on student learning outcomes. Pre- and post-course Interprofessional Collaborative Competencies Attainment Survey (ICCAS) student scores were collected across two academic years where either the flipped-classroom approach or online approach was utilized, 2019–2020 (n = 442) and 2020–2021 (n = 515) respectively. Using a general linear model, changes in total mean ICCAS scores were determined; then t-tests assessed for item level changes. Findings from this study reinforce the idea that 100 % online learning is not only possible for IPE but is a powerful way to engage learners from differing professions.

The Effectiveness of Online Application in Organization of Teaching and Learning of High School Vietnamese Teachers

Background: With the increasing use of online education, the role and competencies of online teachers have become a crucial aspect in the success of online learning initiatives. The role of online teachers is multifaceted and requires a range of skills and knowledge. Online teachers not only need to be experts in their subject matter, but they also need to be proficient in using technology and possess strong communication skills to effectively engage with students in a virtual environment. Methods: The research area was chosen to be the public elementary schools, junior high schools, and high schools in Hue City, specifically Truong An High School, Hung Vuong Secondary School, Nguyen Truong To High School, and Huong So High School, Tran Cao Van Secondary School, and Dang Tran Con High School with 187 teachers in the. Results: The results of this research were: (i) Google Meet was the most effective online application in teaching and learning activities used by teachers; (ii) the ability of teachers to apply technology in teaching was the crucial factor that affected the application of online application in the organization of teaching activities. Conclusion: Based on the research results, in order to improve the effectiveness of applying online applications in teaching organizations, high schools in Hue city need to implement a system of synchronous measures from raising awareness to fostering application capacity in harmony with the environment, and organizational conditions for applying technology in teaching with close cooperation between family - school.

DEVELOPMENT OF ONLINE EDUCATION TO ENSURE THE FUNCTIONING OF THE UNIVERSITY

The relevance of online education in universities has been proven. The purpose of the study is to determine the areas of online education to ensure the functioning of the University. To achieve the goal, the following tasks are solved: – substantiation of theoretical provisions regarding the formation of online education; – highlighting the features of online education at the University. The relevance of online education in universities has been proven. The purpose of the study is to determine the areas of online education to ensure the functioning of the University. To achieve the goal, the following tasks are solved: – substantiation of theoretical provisions regarding the formation of online education; – highlighting the features of online education at the University. It was determined that information networks and Internet coverage are not always developed in populated areas in Ukraine. The processes of forming a stable WiFi network are becoming more complicated. This affects the development of distance education. Online education is formed and implemented through a set of educational information platforms through the use of organizational structures. The identified advantages of online education: access to the programs of the best teachers in the world; innovative and modern information, possibilities of using technologies, formation of theoretical and methodological approaches used by scientists; retrospective updating of information and software; the financial aspect, which is aimed at reducing the cost of the educational process; implementation of the principle of learning anywhere and anytime; the opportunity to apply different directions and approaches to learning. As a result of the study, the theoretical aspects of the formation and use of online education in universities were determined. Moreover, special attention is focused on the advantages and disadvantages of online education, taking into account the modern conditions of the educational process. It should be noted that the features of online education include: training of teachers according to modern conditions and information support; formation of technological aspects of the functioning of online education; ensuring the functioning of the university as an administrator of distance education; creation of online education service facilities; formation of financial aspects of the development of online education at the university; ensuring the quality of online education; formation of various models of implementation of the educational process with the use of online education: implementation only with the use of Internet technologies; mixed form, where the traditional form is combined with the use of information technologies; application of Internet technologies as an internal toolkit. As a result of the study, the theoretical aspects of the formation and use of online education in universities were determined. Moreover, special attention is focused on the advantages and disadvantages of online education, taking into account the modern conditions of the educational process. It should be noted that the features of online education include: training of teachers according to modern conditions and information support; formation of technological aspects of the functioning of online education; ensuring the functioning of the university as an administrator of distance education; creation of online education service facilities; formation of financial aspects of the development of online education at the university; ensuring the quality of online education; formation of various models of implementation of the educational process with the use of online education: implementation only with the use of Internet technologies; mixed form, where the traditional form is combined with the use of information technologies; application of Internet technologies as an internal toolkit. Keywords: оnline education, information support, information platforms, Internet technologies, models of the educational process.

A Comparative Study of the Effectiveness of Online and Conventional Instructions on Learners’ Productive Skills Development

In the current millennium, the integration of instructional technologies has become mandatory, especially when the focus of instruction is only on fluency and correct learning. English as a foreign language (EFL) teachers believe that students can achieve an adequate level of fluency and accuracy only if they speak and write English with less difficulty and more spontaneity. For this purpose, instructors ceaselessly seek versatile ways and approaches to enrich the teaching of four language skills (mainly the productive ones). Online sources provide both students and instructors with various ranges of software applications and platforms to actively involve in different class activities. This study aims to pinpoint the effectiveness of both online and conventional teaching on learners’ productive skills and to examine which mode of instruction leads to constructive output of EFL learners. Furthermore, this article considers teachers’ attitudes and learners’ perceptions on the use of online instruction in EFL classrooms. This research uses a qualitative approach by means of an interview and a questionnaire designated to 15 EFL teachers and 400 learners in a private university in Turkey. The results of this study reveal that both teachers and learners prefer having Hybrid instruction (the combination of both online and face-to-face models) in teaching and learning productive skills, so the findings of this research can assist EFL teachers, material designers and policy makers to include Hybrid education in their curricula.

Different Aspects of Online and Offline Education in Undergraduate Students

In recent years, the use of online education has grown significantly. It has become an important aspect of education, especially in undergraduate students. This paper examines the different aspects of online and offline education in undergraduate students. The study investigates the advantages and disadvantages of both forms of education and explores the impact of online and offline education on students’ academic performance and social skills.

Factors Influencing Satisfaction With Online Learning During COVID-19 Crisis by Undergraduate Medical Students From King Saud bin Abdulaziz University for Health Sciences (KSAUHS), Riyadh.

Background During the coronavirus2019 (COVID-19) pandemic, Saudi Arabia implemented strict measures to prevent the entry and spread of the virus and to minimize its burden on society, including the use of online education as an alternative to traditional classroom learning. This study surveyed medical students from King Abdulaziz bin Saud University for Health Sciences-Riyadh to evaluate the factors affecting their satisfaction and experience with online learning. Methods This cross-sectional study was conducted from March to May 2021, using consecutive sampling and a population of approximately 700 medical students from King Saud bin Abdulaziz University of Health Sciences. This study was carried out through an online questionnaire. Results The survey received 277 responses with a response rate of 40%. About 15.3% of respondents believed that online learning productivity was poor, and 18.9% found it below average; however, 21.7% rated it as excellent. The level of anxiety while studying at home was rated as fine by 32.7%, while 21% felt very anxious, and the level of distraction was reported to be high, by 23.1%. Additionally, 64.4% of respondents preferred more online courses even after the COVID-19 crisis. Overall, 29.2% of respondents rated online learning as excellent, while 12.5% rated it as poor. We found a significant positive correlation between feeling isolated while studying at home and feeling anxious (r=0.618; p<0.001) and a significant positive correlation between productivity during online learning and the impact on grades (r=0.495; p<0.001). Conclusion This study found that online learning had benefits but also negatively impacted academic performance and mental health, highlighting the need for tailored support services. Further research is recommended, and medical students should have more theoretical online classes while keeping practical sessions on-site.

Knowledge, Perception and Attitude among Dental Students on the Use of Online Education in a Higher Institution of Learning (HEI)

This study aims to examine and identify the knowledge, perception, and attitude of dental students towards online education in higher institution of learning. Online education is an electronically supported learning that relies on the internet for teacher/student interaction and the distribution of class materials. Assessment of knowledge, perception, attitudes, and readiness of 3rd year to 6th year dental students at Lyceum Northwestern university toward the challenges of online learning in dental education was done through electronic questionnaires. Ethical approval was secure from the UREB of the university. The study found that the dental students who participated had a good understanding of online coursework and were proficient in computer skills. The success of e-learning is largely dependent on technological accessibility and having a stable internet connection. However, respondents expressed reservations about the quality of the learning process compared to traditional face-to-face classroom learning. The respondents felt that a combination of both traditional teaching methods and online tutorials would be more ideal than either method alone.

COVID-19 Pandemic and Teaching and Learning: A Literature Review

Nearly 1.7 billion students in more than 200 nations have been impacted by the COVID-19 epidemic, making it the biggest interruption to education systems in human history. More than 94% of the world's student population has been affected by the closure of schools, institutions, and other learning venues. Because of this, our entire way of life has been drastically altered. Policy decisions that limit people's freedom of movement and separate them from their communities have disrupted long-standing methods of teaching and learning. There are several new standard operating procedures that must be implemented before schools can reopen after restrictions have been lifted. Many scholars have quickly disseminated their findings on various forms of instruction since the COVID-19 epidemic. Face-to-face instruction has been phased out by a number of educational institutions. Some worry that the 2020–2021 school years will be lost forever. It is urgent that new approaches to teaching and testing be developed and put into practice. The COVID-19 epidemic has given us the chance to lay the groundwork for the widespread use of online education. This article's goal is to provide a detailed assessment on how the COVID-19 epidemic has affected online education and to offer suggestions for moving forward.&#x0D;

Online Education Countermeasures Based on the Context of Epidemic Prevention and Control

This paper seeks to discuss some of the issues and countermeasures for online education during the COVID-19 pandemic. This paper begins by examining the context of online education in the current pandemic preparedness, including the challenges and opportunities for online education, and the impact of the pandemic on the education system. It then analyzes various responses to these challenges and their feasibility. In the face of the current pandemic control situation, numerous schools have adopted online education measures to reduce the risk of virus spread. However, this new form of education also poses some challenges. The report also reviews current online education practices in China, the problems that have emerged, and some of the countermeasures taken by educational institutions. It then discusses the impact of the epidemic on online education. In order to make online education more efficient and effective, this paper mainly adopts a questionnaire method. Through the questionnaire survey and analysis of teachers and students, some potential countermeasures are proposed as much as possible, including strengthening teachers’ guidance and support, improving the online instructional design, sharing online teaching experience, and improving technical and equipment support for online education thus improving its effectiveness and reducing the negative impact on students. Training for teachers and students on the use of online education tools should be strengthened to ensure the effective use of online education. Finally, the paper concludes by focusing on the future of online education, exploring its possibilities, improving its shortcomings, and taking feasible countermeasures for its effectiveness and sustainability.

A Privacy-Centered Protocol for Enhancing Security and Authentication of Academic Certificates

Academic certificate authentication is crucial in safeguarding the rights and opportunities of individuals who have earned academic credentials. This authentication helps prevent fraud and forgery, ensuring that only those who have genuinely earned certificates can use them for education and career opportunities. With the increased use of online education and digital credentials in the digital age, the importance of academic certificate authentication has significantly grown. However, traditional techniques for authentication, such as QR code, barcode, and watermarking, have limitations regarding security and privacy. Therefore, proposing a privacy-centred protocol to enhance the security and authentication of academic certificates is vital to improve the trust and credibility of digital academic certificates, ensuring that individuals' rights and opportunities are protected. In this context, we adopted the Challenge Handshake Authentication (CHA) protocol to propose the Certificate Verification Privacy Control Protocol (CVPC). We implemented it using Python and Flask with a Postgres database and an MVT structure for the application. The results of the implementation demonstrate that the proposed protocol effectively preserves privacy during the academic certificate issuance and verification process. Additionally, we developed a proof of concept to evaluate the proposed protocol, demonstrating its functionality and performance. The PoC provided insights into the strengths and weaknesses of the proposed protocol and highlighted its potential to prevent forgery and unauthorised access to academic certificates. Overall, the proposed protocol has the potential to significantly enhance the security and authenticity of academic certificates, improving the overall trust and credibility of the academic credentialing system.

Сhoreographic Education Online: Pros and Cons

The purpose of the article is to analyse the latest findings regarding the advantages and prospects of online education with a projection on choreographic education. The research methodology is based on the use of a number of methods and approaches integrated from pedagogy, art history, social communications, and computer science. The use of general scientific methods of analysis, synthesis and generalisation enabled to better understanding of the main directions of modern research on online education and its advantages. The scientific novelty of the study consists in substantiating the possibilities of online choreography learning, in particular with the use of digital technologies. Conclusions. Choreographic education does not often lend itself to technological innovations and is characterised by traditional individual or frontal group classes. However, the potential of new technologies to improve student achievement and learning – if used appropriately – has long been recognised. Information technology makes learning effective, attractive, inspiring, motivating, increases productivity and helps to consolidate and retain knowledge. That is, the usual learning space simply needs to be expanded with the help of digital technologies to create authentic and exciting learning projects even for the usual classes of choreographic students, especially when it comes to online learning, when digital didactics can take advantage of both physical natural interaction and immersion into a virtual environment. The use of virtual reality, computer games in synergy with traditional teaching methods can improve learning in terms of active listening, attention, and time, showing great potential in the educational field. Besides, in the conditions when the use of online education is necessary, one of the important factors for improving art education, in particular choreographic, can be focus on the common interests, needs, intentions of teachers and art critics. These comprise mutual support, exchange of ideas in virtual communities, transparency, equal access to developments, peer review, and collaborative work in online educational communities.&#x0D; Key words: online learning, choreographic education, blended learning, teaching, digital technologies.

The Significance of Digital Learning for Sustainable Development in the Post-COVID19 World in Saudi Arabia’s Higher Education Institutions

Saudi Arabia, like other countries, has established several strategies and initiatives to support the 17 Sustainable Development Goals (SDGs). Saudi Arabia’s 2030 Vision recognizes the technological dimension of the SDGs. Furthermore, higher education institutes are an essential component of Saudi Arabia’s sustainable development goals, and the government is eager to adopt sustainability measures in universities in this regard. Saudi universities have implemented significant e-learning and digital transformation projects aimed at long-term development. During the COVID-19 pandemic, Saudi universities discontinued traditional face-to-face classes in favor of online learning. The rate of use of online education has been extraordinary and overwhelming. Given this background, this paper aims to study the impact of digital learning on sustainable development in the higher education institutions of Saudi Arabia post COVID-19 by highlighting the educational processes followed during the pandemic. In addition, we analyze the obstacles and values of digital learning in Saudi higher education institutes. We used the PRISMA statement 2020 for the inclusion and exclusion of the records and the VOS viewer software for the classification of literature. The results identified the three primary data streams, higher education, e-learning and digital transformation after the co-occurrences of critical terms and content analysis. Findings indicate the significant changes brought by the recent pandemic outbreak for the higher education institutes in Saudi Arabia. Results suggest that E-learning programmes have gained recognition as effective learning aids for higher education since conventional education (face-to-face) was abruptly forced to relocate online owing to the COVID-19 pandemic. Furthermore, findings demonstrate a substantial and positive relationship between digital transformation performance and Saudi Arabia’s higher education institutions, as well as their potential for e-learning toward sustainable development, their capacity for improvisation, and their organizational readiness.

The Correlation between Self-directed Learning Ability and Academic Achievement in Online Education

According to the background of the widespread use of online education in colleges and universities during the epidemic period, this paper studies the relationship between many factors of autonomous learning ability and academic achievement, aiming at the phenomenon of poor online learning effect of students. Finally, combined with the analysis of data results, the relevant measures to improve autonomous learning ability of distance learners are put forward, so as to explore the ways to improve academic performance.

Online Instruction on Sound Recognition of Kindergarten Learners

The study focused on the use of Online Instruction on Sound Recognition of Kindergarten LearnersThe researcher will make use of single-subject experimental Analysis, specifically the AB experimental design. In selecting the student respondents, the researcher will identify the kindergarten students with difficulties recognizing the sounds in their progress reports. In the analysis of data, the researcher will compare the progress report of kindergarten students on sound recognition and the assessment after exposure to sound recognition. There were initially forty (40) students and twenty-seven of them were identified as having difficulties with sound recognition. The study yielded that the use of online training is particularly helpful in helping students improve their sound detection skills. Technology must be used by teachers, and they must be trained to use it. Similarly, the use of online instruction has allowed teachers and parents to collaborate. One of the more difficult aspects of using online training is the poor internet connection and the long time it is required to execute it.