Pub Date : 2023-03-01DOI: 10.2478/eurodl-2023-0009
Lidia Pokrzycka
Abstract This article presents the teaching methods implemented in the course ‘Modern methods and techniques of teaching in higher education institutions’ for doctoral students of exact sciences in the Doctoral School of Maria Curie Sklodowska University who were not taught classes before and who originally were not very interested in another course. The e-learning mode entails many challenges. In this particular case, the greatest challenge was to convince doctoral students to participate actively in classes and to become genuinely interested in the course. The article describes the topics of the classes and the methods used to reach PhD students of science (the author is a representative of social sciences). After the classes, a questionnaire was conducted online, which was aimed to identify students’ satisfaction. The survey was aimed at examining the interest of doctoral students in e-learning, their assessment of the usefulness of distance learning and preparation for the implementation of teaching applications during the coronavirus pandemic. The use of a number of didactic applications; setting new challenges, research problems to be solved and changing roles; and conducting classes for students of media sciences gave positive results. The classes show that a teacher from the social scientific discipline can introduce a completely different view of teaching in exact sciences, especially in a remote form. During the exercises, didactic applications and methods were introduced during joint classes with teachers from the University of Mons (Belgium), which were conducted initially remotely and then stationary. The article is based on the results of research conducted under the Polish National Agency for Academic Exchange (NAWA)—project ‘E-learning and ICT in education in Poland and Belgium. Comparative study’ (Poland-Wallonia Bilateral Exchange Program).
{"title":"E-learning in the practice of teaching doctoral students","authors":"Lidia Pokrzycka","doi":"10.2478/eurodl-2023-0009","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0009","url":null,"abstract":"Abstract This article presents the teaching methods implemented in the course ‘Modern methods and techniques of teaching in higher education institutions’ for doctoral students of exact sciences in the Doctoral School of Maria Curie Sklodowska University who were not taught classes before and who originally were not very interested in another course. The e-learning mode entails many challenges. In this particular case, the greatest challenge was to convince doctoral students to participate actively in classes and to become genuinely interested in the course. The article describes the topics of the classes and the methods used to reach PhD students of science (the author is a representative of social sciences). After the classes, a questionnaire was conducted online, which was aimed to identify students’ satisfaction. The survey was aimed at examining the interest of doctoral students in e-learning, their assessment of the usefulness of distance learning and preparation for the implementation of teaching applications during the coronavirus pandemic. The use of a number of didactic applications; setting new challenges, research problems to be solved and changing roles; and conducting classes for students of media sciences gave positive results. The classes show that a teacher from the social scientific discipline can introduce a completely different view of teaching in exact sciences, especially in a remote form. During the exercises, didactic applications and methods were introduced during joint classes with teachers from the University of Mons (Belgium), which were conducted initially remotely and then stationary. The article is based on the results of research conducted under the Polish National Agency for Academic Exchange (NAWA)—project ‘E-learning and ICT in education in Poland and Belgium. Comparative study’ (Poland-Wallonia Bilateral Exchange Program).","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73448609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.2478/eurodl-2023-0005
Yves S. Nkulu-Ily
Abstract As some researchers predicted, online education is taking precedence over higher education worldwide. This work deals with this situation using three frameworks appropriate for the three concepts involved (i.e. technology, teacher and students). The literature was reviewed in the context of good-quality education and its relation to three distance-education frameworks. Some approaches and strategies indicate improvement in achieving electronic media-based learning (e-Learning) recognition for better outreach. This manuscript also shows that the most critical aspect of this outreach is thinking about the learning benefits that learners might gain from it and how they might assess those benefits using various tools, not only by direct comparison with old pedagogies or methods.
{"title":"Implementation of e-learning curriculum in higher education","authors":"Yves S. Nkulu-Ily","doi":"10.2478/eurodl-2023-0005","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0005","url":null,"abstract":"Abstract As some researchers predicted, online education is taking precedence over higher education worldwide. This work deals with this situation using three frameworks appropriate for the three concepts involved (i.e. technology, teacher and students). The literature was reviewed in the context of good-quality education and its relation to three distance-education frameworks. Some approaches and strategies indicate improvement in achieving electronic media-based learning (e-Learning) recognition for better outreach. This manuscript also shows that the most critical aspect of this outreach is thinking about the learning benefits that learners might gain from it and how they might assess those benefits using various tools, not only by direct comparison with old pedagogies or methods.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75318123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.2478/eurodl-2023-0002
Hoa Phuong Le, J. Elen, A. Cosemans
Abstract As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students’ initiative in managing those resources. The present study is an explorative inquiry into the relationships between students’ self-reported preferences of study materials, their actual usage of those materials and their learning performances in online learning. It focuses on analysing the learning management system’s log files, test results and students’ responses to an evaluative survey of a bachelor business course at a large Belgian university, which was a blended course turned fully online due to the pandemic circumstance. The first research question concerns how preferences relate to the usage of materials. A cluster analysis was conducted to classify students based on their perceived interest and actual access to learning resources. The results show three clusters of students with different preferences and levels of usage towards the four types of study materials provided in the course. However, the majority showed strong favour for multimedia online learning, with Web lectures being prioritised both in perception and access behaviour, while discussion boards receive mixed opinions and the lowest actual participation. The second question follows these up by linking the preference–usage patterns with academic performances. A multivariate analysis of variance was conducted to compare the learning performances of students with different preference–usage patterns. The results show no significant differences, which means the students’ preferences and/or usage of study materials has little to no impact on their learning performances in the online course.
{"title":"Measuring usage versus preferences for online study materials among business-majored undergraduates","authors":"Hoa Phuong Le, J. Elen, A. Cosemans","doi":"10.2478/eurodl-2023-0002","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0002","url":null,"abstract":"Abstract As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students’ initiative in managing those resources. The present study is an explorative inquiry into the relationships between students’ self-reported preferences of study materials, their actual usage of those materials and their learning performances in online learning. It focuses on analysing the learning management system’s log files, test results and students’ responses to an evaluative survey of a bachelor business course at a large Belgian university, which was a blended course turned fully online due to the pandemic circumstance. The first research question concerns how preferences relate to the usage of materials. A cluster analysis was conducted to classify students based on their perceived interest and actual access to learning resources. The results show three clusters of students with different preferences and levels of usage towards the four types of study materials provided in the course. However, the majority showed strong favour for multimedia online learning, with Web lectures being prioritised both in perception and access behaviour, while discussion boards receive mixed opinions and the lowest actual participation. The second question follows these up by linking the preference–usage patterns with academic performances. A multivariate analysis of variance was conducted to compare the learning performances of students with different preference–usage patterns. The results show no significant differences, which means the students’ preferences and/or usage of study materials has little to no impact on their learning performances in the online course.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83438986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.2478/eurodl-2023-0001
Nkaepe E. E. Olaniyi, Douglas J. Millward, Cathryn Peoples
Abstract One of the core aims of higher education degrees is to provide an environment for students to acquire essential skills that will help them in the workplace. Team working is one of those essential skill and it is also one that experience and research show is regularly resisted by students. This resistance can become even more amplified when the degree is delivered online, although some have pointed out that a good team provides much-needed community spirit and support in such environments. The purpose of this study is to review the delivery of a team assessment format that has been specifically designed for the online environment. The results presented provide insight into the student’s perspective on the delivery as well as the reflections of the instructors involved in the delivery. The overall outcome is positive for both parties and provides further guidance on implementation to ensure the pedagogical design continues to be viable. This includes insights into team composition, instructor involvement, and peer review scoring formats.
{"title":"An analysis of team projects outcomes from student and instructor perspectives in online computing degrees","authors":"Nkaepe E. E. Olaniyi, Douglas J. Millward, Cathryn Peoples","doi":"10.2478/eurodl-2023-0001","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0001","url":null,"abstract":"Abstract One of the core aims of higher education degrees is to provide an environment for students to acquire essential skills that will help them in the workplace. Team working is one of those essential skill and it is also one that experience and research show is regularly resisted by students. This resistance can become even more amplified when the degree is delivered online, although some have pointed out that a good team provides much-needed community spirit and support in such environments. The purpose of this study is to review the delivery of a team assessment format that has been specifically designed for the online environment. The results presented provide insight into the student’s perspective on the delivery as well as the reflections of the instructors involved in the delivery. The overall outcome is positive for both parties and provides further guidance on implementation to ensure the pedagogical design continues to be viable. This includes insights into team composition, instructor involvement, and peer review scoring formats.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73569283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.2478/eurodl-2023-0003
Şeyma Şahin, Abdurrahman Kılıç
Abstract This research aims to determine the effectiveness of the Project-based 6E (engagement, exploration, explanation, elaboration, extension and evaluation) Learning Model. The researchers created the model by combining the basic features of project-based learning with an understanding of the learning cycle. The pre-test/post-test semi-experimental design, in which no control group is included, was used in the study. The study group in the research consisted of junior students studying at the Turkish Teaching and English Language Teaching departments of the Faculty of Education, Düzce University, in the fall semester of the academic year 2020–2021. The experimental process was structured according to the Project-based 6E Learning Model. Two different types of data, namely, qualitative and quantitative, were collected to determine the effectiveness of the experimental process. It was concluded that the students found the model efficient, effective and attractive. The model positively changed students’ perceptions of values and values education. It was also seen that the model enables students to realise their values, review and question the values, reinforce them, complete their deficiencies and gain new values. Due to the effect of the learning model, students positively experienced significant changes in their teaching perception.
{"title":"Effectiveness of the Project-Based 6E Learning Model","authors":"Şeyma Şahin, Abdurrahman Kılıç","doi":"10.2478/eurodl-2023-0003","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0003","url":null,"abstract":"Abstract This research aims to determine the effectiveness of the Project-based 6E (engagement, exploration, explanation, elaboration, extension and evaluation) Learning Model. The researchers created the model by combining the basic features of project-based learning with an understanding of the learning cycle. The pre-test/post-test semi-experimental design, in which no control group is included, was used in the study. The study group in the research consisted of junior students studying at the Turkish Teaching and English Language Teaching departments of the Faculty of Education, Düzce University, in the fall semester of the academic year 2020–2021. The experimental process was structured according to the Project-based 6E Learning Model. Two different types of data, namely, qualitative and quantitative, were collected to determine the effectiveness of the experimental process. It was concluded that the students found the model efficient, effective and attractive. The model positively changed students’ perceptions of values and values education. It was also seen that the model enables students to realise their values, review and question the values, reinforce them, complete their deficiencies and gain new values. Due to the effect of the learning model, students positively experienced significant changes in their teaching perception.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81889588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.2478/eurodl-2023-0011
Maria Zimmermann, Elisabeth Mayweg-Paus, Theresa Ruwe, Fiona Maine
Abstract For teaching practice to be useful, educational materials must be thoroughly evaluated prior to use. In this study, teachers evaluated open educational resources (OER) created for a European Commission Horizon 2020 project called DIALLS (‘DIalogue and Argumentation for cultural Literacy Learning in Schools’). Considering research on how OER are evaluated, we were interested in learning (1) how teachers perceive their application, content, design, value and sustainability and (2) what other aspects teachers find important when evaluating OER. After analysing quantitative and qualitative data, we found that aspects facilitating self-regulated use were rated most highly and mentioned most often. Teachers additionally valued adaptable materials offering opportunities to reflect their teaching practices. Future research may benefit from evaluating OER based on ‘affordance’ aspects — aspects that allow teachers to adapt the materials in a self-regulated way and reflect on their teaching.
{"title":"Teacher evaluations of open educational resources designed to support dialogic cultural literacy learning in schools","authors":"Maria Zimmermann, Elisabeth Mayweg-Paus, Theresa Ruwe, Fiona Maine","doi":"10.2478/eurodl-2023-0011","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0011","url":null,"abstract":"Abstract For teaching practice to be useful, educational materials must be thoroughly evaluated prior to use. In this study, teachers evaluated open educational resources (OER) created for a European Commission Horizon 2020 project called DIALLS (‘DIalogue and Argumentation for cultural Literacy Learning in Schools’). Considering research on how OER are evaluated, we were interested in learning (1) how teachers perceive their application, content, design, value and sustainability and (2) what other aspects teachers find important when evaluating OER. After analysing quantitative and qualitative data, we found that aspects facilitating self-regulated use were rated most highly and mentioned most often. Teachers additionally valued adaptable materials offering opportunities to reflect their teaching practices. Future research may benefit from evaluating OER based on ‘affordance’ aspects — aspects that allow teachers to adapt the materials in a self-regulated way and reflect on their teaching.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84483077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.2478/eurodl-2023-0008
Irmantas Adomaitis, Estela Dauksienè, Elena Trepule
Abstract Interaction and collaboration are essential pillars of successful learning.. The study aimed to find out how school communities collaborated during the COVID-19 pandemic and to assess the importance of collaboration in addressing the challenges faced. The selection of eight schools was made in a targeted way, considering that the participating schools would have chosen different virtual learning environments or technologies used for distance learning; and that schools would be of different types and sizes, and from different regions of Lithuania. . Three methods were used in this qualitative study: analysis of scientific literature, expert interviews, and focus group discussions. The results of our study confirmed that the focus of distance learning is on technological solutions, but not on the methodologies and strategies used to organise learning in virtual learning environments. Moving ‘traditional’ teaching to virtual space has become a key strategy for organising learning in virtual learning environments. The transfer of ‘traditional’ teaching strategies to distance learning not only limits the impactful interaction in virtual learning environments but also encourages ‘academic dishonesty’ among students. The success of distance learning strongly depends on students’ motivation, as well as their ability to organise their learning, solve problems in teams and critically evaluate the information provided.
{"title":"Interaction and collaboration in Lithuanian schools during COVID-19 pandemic distance learning","authors":"Irmantas Adomaitis, Estela Dauksienè, Elena Trepule","doi":"10.2478/eurodl-2023-0008","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0008","url":null,"abstract":"Abstract Interaction and collaboration are essential pillars of successful learning.. The study aimed to find out how school communities collaborated during the COVID-19 pandemic and to assess the importance of collaboration in addressing the challenges faced. The selection of eight schools was made in a targeted way, considering that the participating schools would have chosen different virtual learning environments or technologies used for distance learning; and that schools would be of different types and sizes, and from different regions of Lithuania. . Three methods were used in this qualitative study: analysis of scientific literature, expert interviews, and focus group discussions. The results of our study confirmed that the focus of distance learning is on technological solutions, but not on the methodologies and strategies used to organise learning in virtual learning environments. Moving ‘traditional’ teaching to virtual space has become a key strategy for organising learning in virtual learning environments. The transfer of ‘traditional’ teaching strategies to distance learning not only limits the impactful interaction in virtual learning environments but also encourages ‘academic dishonesty’ among students. The success of distance learning strongly depends on students’ motivation, as well as their ability to organise their learning, solve problems in teams and critically evaluate the information provided.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75049607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.2478/eurodl-2023-0004
Sanna Ala-Kortesmaa, Candice Muñoz
Abstract As technology has enabled people across the world to collaborate and create virtual communities, the ability to interact in computer-mediated, cross-cultural environments in a meaningful way has become a necessity. This is particularly true for younger adults who operate in virtual teams during their studies, for instance in virtual exchange projects, and later in their professional life. In this qualitative study, we examined the features and functionality of cross-cultural communication in virtual exchange teams. By analysing three datasets produced by Finnish university and American community college students (n=38) who participated in a virtual exchange, we examined what kinds of challenges emerge in the communication of virtual teams and how students use theories of computer-mediated communication when trying to make sense of those challenges. The results of the reflexive thematic analysis indicated that the challenges in communication of virtual teams stem from cultural and motivational differences. These challenges could be alleviated by increasing the shared work time allocated for social information sharing and for constructing appropriate, team-specific ways to express online social presence and propinquity. The findings highlight the meaningfulness and relationality of virtual team communication and provide insight into motivational factors and the sense of belonging when communication challenges arise.
{"title":"Challenges in Virtual Team Communication in the Context of Virtual Exchange Experience","authors":"Sanna Ala-Kortesmaa, Candice Muñoz","doi":"10.2478/eurodl-2023-0004","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0004","url":null,"abstract":"Abstract As technology has enabled people across the world to collaborate and create virtual communities, the ability to interact in computer-mediated, cross-cultural environments in a meaningful way has become a necessity. This is particularly true for younger adults who operate in virtual teams during their studies, for instance in virtual exchange projects, and later in their professional life. In this qualitative study, we examined the features and functionality of cross-cultural communication in virtual exchange teams. By analysing three datasets produced by Finnish university and American community college students (n=38) who participated in a virtual exchange, we examined what kinds of challenges emerge in the communication of virtual teams and how students use theories of computer-mediated communication when trying to make sense of those challenges. The results of the reflexive thematic analysis indicated that the challenges in communication of virtual teams stem from cultural and motivational differences. These challenges could be alleviated by increasing the shared work time allocated for social information sharing and for constructing appropriate, team-specific ways to express online social presence and propinquity. The findings highlight the meaningfulness and relationality of virtual team communication and provide insight into motivational factors and the sense of belonging when communication challenges arise.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84251899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.2478/eurodl-2023-0010
Akash Patel, Colleen Addicott, J. Buelow
Abstract This study explored how online students perceived their instructors’ emotional intelligence (EI) and its impact on their learning engagement. Using eight EI behaviours of online instructors and a learning engagement instrument, 100 online university students were surveyed regarding their observation of those EI behaviours and their learning engagement. Regression analysis indicated that 27.2% of the variance in learning engagement could be attributed to four dimensions of EI behaviours (R2 = 0.272, F (4, 95) = 8.873, p < 0.001). Instructors providing individual support, demonstrating concern for the students’ situations, adapting their resources to online delivery, and being honest about their situation and challenges were associated with higher student learning engagement.
摘要本研究探讨了在线学生对教师情商的感知及其对学习投入的影响。利用在线教师的八种EI行为和一种学习参与工具，对100名在线大学生进行了调查，了解他们对这些EI行为和学习参与的观察。回归分析表明，27.2%的学习投入方差可归因于EI行为的四个维度(R2 = 0.272, F (4,95) = 8.873, p < 0.001)。教师提供个人支持，表现出对学生情况的关注，使他们的资源适应在线教学，诚实地面对他们的情况和挑战，这些都与更高的学生学习参与度有关。
{"title":"Instructors’ emotional intelligence and learning engagement of online students","authors":"Akash Patel, Colleen Addicott, J. Buelow","doi":"10.2478/eurodl-2023-0010","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0010","url":null,"abstract":"Abstract This study explored how online students perceived their instructors’ emotional intelligence (EI) and its impact on their learning engagement. Using eight EI behaviours of online instructors and a learning engagement instrument, 100 online university students were surveyed regarding their observation of those EI behaviours and their learning engagement. Regression analysis indicated that 27.2% of the variance in learning engagement could be attributed to four dimensions of EI behaviours (R2 = 0.272, F (4, 95) = 8.873, p < 0.001). Instructors providing individual support, demonstrating concern for the students’ situations, adapting their resources to online delivery, and being honest about their situation and challenges were associated with higher student learning engagement.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86168100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.2478/eurodl-2023-0013
Geoff Woolcott, Vinh Bui
Abstract The transition to fully online delivery in the COVID-19 pandemic has added to already existing and significant challenges in subjects and programs that require a component of practicum, on-site experience or hands-on laboratory work. This article presents initial results from a study that responds to challenges arising in moving to a fully online version of an advanced-level computer networking subject within a postgraduate computing degree. Specifically, the study addresses challenges related to a lack of effective teaching approaches combined with a lack of integrated technologies for conducting hands-on laboratory work in online learning environments. The findings presented are from a case study comparison of face-to-face delivery with a newly developed ‘smart learning environment’. Findings indicate that student results and satisfaction levels from the two modes of delivery were comparable. Findings support the purpose-designed instructional strategy, integrated technologies and practical assessments, set within sequenced and scaffolded activities. Further research is being undertaken to confirm the effectiveness of the changes, including case studies of students’ performance data from subsequent offerings of the subject and the inclusion of pre-test post-test protocols and randomised trials.
{"title":"Design and implementation of a smart learning environment for teaching computer networking","authors":"Geoff Woolcott, Vinh Bui","doi":"10.2478/eurodl-2023-0013","DOIUrl":"https://doi.org/10.2478/eurodl-2023-0013","url":null,"abstract":"Abstract The transition to fully online delivery in the COVID-19 pandemic has added to already existing and significant challenges in subjects and programs that require a component of practicum, on-site experience or hands-on laboratory work. This article presents initial results from a study that responds to challenges arising in moving to a fully online version of an advanced-level computer networking subject within a postgraduate computing degree. Specifically, the study addresses challenges related to a lack of effective teaching approaches combined with a lack of integrated technologies for conducting hands-on laboratory work in online learning environments. The findings presented are from a case study comparison of face-to-face delivery with a newly developed ‘smart learning environment’. Findings indicate that student results and satisfaction levels from the two modes of delivery were comparable. Findings support the purpose-designed instructional strategy, integrated technologies and practical assessments, set within sequenced and scaffolded activities. Further research is being undertaken to confirm the effectiveness of the changes, including case studies of students’ performance data from subsequent offerings of the subject and the inclusion of pre-test post-test protocols and randomised trials.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135532252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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