Kenedi Binowo, Aynun Nissa Setiawan, Rifanti Putri Tallisha, S. Azzahra, Yolanda Emanuella Sutanto, A. Hidayanto, B. Rahmatullah
Social distancing policies during the COVID-19 period have opened a space for interventions in the use of digital technology that was previously rejected by the public. Currently, most of the community activities have been carried out online, including those related to education, such as hosting virtual exhibitions with an educational purpose. Virtual exhibitions (VE) are online exhibitions that display information on specific topics. However, to the best of our knowledge, research on VE in the educational context is still lacking. This study aims to identify the variables that affect users' intentions to attend the virtual exhibition frequently. The channel expansion theory, flow theory, technology acceptance model, and expectation confirmation theory serve as the foundation for the research model that is constructed. The model was tested using data from 321 respondents who had visited VE, then analyzed using Structural Equation Modeling (SEM) with the aid of the SmartPLS application version 3.3.3. The findings show that 11 factors significantly influence the intention to continue using VE, while the other 2 factors have no significant influence. Thus, perceived usefulness has a significant effect on satisfaction and continued use intention to use VE, but not on perceived enjoyment. Furthermore, the perceived ease of use of VE has a significant impact on perceived usefulness and perceived enjoyment. However, media richness does not significantly affect perceived enjoyment. It's just that media richness influences perceived ease of use significantly. Confirmation also has a significant impact on perceived enjoyment, perceived usefulness, and satisfaction. Perceived enjoyment has a significant effect on satisfaction and continued use intention, and satisfaction has a significant effect on continued use intention to use VE. The findings are useful for VE providers and developers in developing a transformation strategy to increase the intention to use VE in every educational exhibition.
{"title":"Analysis of Factors Affecting User Inclination to use Virtual Education Exhibitions in the Post Pandemic Covid-19 Era: Case Study in Indonesia","authors":"Kenedi Binowo, Aynun Nissa Setiawan, Rifanti Putri Tallisha, S. Azzahra, Yolanda Emanuella Sutanto, A. Hidayanto, B. Rahmatullah","doi":"10.34190/ejel.21.4.2993","DOIUrl":"https://doi.org/10.34190/ejel.21.4.2993","url":null,"abstract":"Social distancing policies during the COVID-19 period have opened a space for interventions in the use of digital technology that was previously rejected by the public. Currently, most of the community activities have been carried out online, including those related to education, such as hosting virtual exhibitions with an educational purpose. Virtual exhibitions (VE) are online exhibitions that display information on specific topics. However, to the best of our knowledge, research on VE in the educational context is still lacking. This study aims to identify the variables that affect users' intentions to attend the virtual exhibition frequently. The channel expansion theory, flow theory, technology acceptance model, and expectation confirmation theory serve as the foundation for the research model that is constructed. The model was tested using data from 321 respondents who had visited VE, then analyzed using Structural Equation Modeling (SEM) with the aid of the SmartPLS application version 3.3.3. The findings show that 11 factors significantly influence the intention to continue using VE, while the other 2 factors have no significant influence. Thus, perceived usefulness has a significant effect on satisfaction and continued use intention to use VE, but not on perceived enjoyment. Furthermore, the perceived ease of use of VE has a significant impact on perceived usefulness and perceived enjoyment. However, media richness does not significantly affect perceived enjoyment. It's just that media richness influences perceived ease of use significantly. Confirmation also has a significant impact on perceived enjoyment, perceived usefulness, and satisfaction. Perceived enjoyment has a significant effect on satisfaction and continued use intention, and satisfaction has a significant effect on continued use intention to use VE. The findings are useful for VE providers and developers in developing a transformation strategy to increase the intention to use VE in every educational exhibition.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41973183","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}
The delivery mode of the lessons was transitioned from face-to-face to online/e-learning in response to the Covid-19 lockdown across the Middle East, particularly in Oman. The University of Technology and Applied Sciences, Al Musannah (UTASA), also adopted this approach, which brought forth both opportunities and challenges for the academic community, including teachers and students. However, no systematic studies were conducted across various departments at the university to gain insights into the implications of full-time online/e-learning. Therefore, this study was designed to comprehend the perceptions of cross-sectional UTASA students regarding the effectiveness of e-learning, encompassing their experiences and satisfaction with participating in it. The study employed a combination of quantitative and qualitative data collection methods, utilizing a survey questionnaire and a descriptive question. The participants included both male and female learners (N = 212) from departments such as IT (Information Technology), Business, Engineering, and ELC (English Language Centre). The analysis encompassed both descriptive and inferential statistical analyses of the quantitative data, as well as a descriptive thematic analysis of the qualitative data. The results revealed that over half of the participants held a clearly positive impression of their e-learning experience and satisfaction during the Covid-19 lockdown. Furthermore, the analysis of qualitative data shed light on the reasons behind both negative and positive sentiments towards e-learning, along with suggestions for potential enhancements. The diverse reactions of the participants to the survey questions have assisted researchers and interested parties in gaining a comprehensive understanding of both the favorable and unfavorable aspects of the procedure. A subset of the participants held a pessimistic view of online learning due to factors such as receiving low grades, encountering inadequate technical assistance, and observing a lack of commitment. In contrast, a different group perceived online learning as advantageous, citing its provision of a convenient and adaptable learning environment, along with convenient access to recorded lectures. Additionally, certain survey respondents put forth recommendations for enhancing online learning, including the need for better training, improved Internet connectivity, and enhanced interaction between teachers and students, as well as among fellow students. In summary, the study yielded valuable insights into the experiences and contentment levels of learners engaged in the online teaching and learning process. The findings and ensuing discussion provide essential recommendations for stakeholders and future researchers alike.
{"title":"A Cross-Sectional Study on Student Experience and Contentment of Online Learning During Covid 19 Lockdown","authors":"Jayaron Jose, Blessy Jayaron Jose","doi":"10.34190/ejel.21.3.3071","DOIUrl":"https://doi.org/10.34190/ejel.21.3.3071","url":null,"abstract":"The delivery mode of the lessons was transitioned from face-to-face to online/e-learning in response to the Covid-19 lockdown across the Middle East, particularly in Oman. The University of Technology and Applied Sciences, Al Musannah (UTASA), also adopted this approach, which brought forth both opportunities and challenges for the academic community, including teachers and students. However, no systematic studies were conducted across various departments at the university to gain insights into the implications of full-time online/e-learning. Therefore, this study was designed to comprehend the perceptions of cross-sectional UTASA students regarding the effectiveness of e-learning, encompassing their experiences and satisfaction with participating in it. The study employed a combination of quantitative and qualitative data collection methods, utilizing a survey questionnaire and a descriptive question. The participants included both male and female learners (N = 212) from departments such as IT (Information Technology), Business, Engineering, and ELC (English Language Centre). The analysis encompassed both descriptive and inferential statistical analyses of the quantitative data, as well as a descriptive thematic analysis of the qualitative data. The results revealed that over half of the participants held a clearly positive impression of their e-learning experience and satisfaction during the Covid-19 lockdown. Furthermore, the analysis of qualitative data shed light on the reasons behind both negative and positive sentiments towards e-learning, along with suggestions for potential enhancements. The diverse reactions of the participants to the survey questions have assisted researchers and interested parties in gaining a comprehensive understanding of both the favorable and unfavorable aspects of the procedure. A subset of the participants held a pessimistic view of online learning due to factors such as receiving low grades, encountering inadequate technical assistance, and observing a lack of commitment. In contrast, a different group perceived online learning as advantageous, citing its provision of a convenient and adaptable learning environment, along with convenient access to recorded lectures. Additionally, certain survey respondents put forth recommendations for enhancing online learning, including the need for better training, improved Internet connectivity, and enhanced interaction between teachers and students, as well as among fellow students. In summary, the study yielded valuable insights into the experiences and contentment levels of learners engaged in the online teaching and learning process. The findings and ensuing discussion provide essential recommendations for stakeholders and future researchers alike.\u0000 ","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44514376","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}
Karen Ann Walstra, Johannes Cronje, Thirusellvan Vandeyar
Virtual reality (VR) is used across the educational spectrum (higher education, high school, primary school, and even pre-school); however, primary school teachers’ perceptions of using VR in their classrooms require further research. A brief review of the literature of 100 existing articles related to teaching within the primary school context was conducted. The articles were obtained by performing a word search within Google Scholar, with the keywords 'virtual reality primary school teachers 2018 - 2023'. Teachers indicated both hesitance and enthusiasm for incorporating VR. The findings of this study indicated that only a low number of articles (n = 11) addressed VR and primary school teachers, compared to the total number of articles reviewed (n=100). Researching VR and teaching assists in supporting the wider fringe aspects of e-learning practices, such as VR. It advances the compass of e-learning knowledge by integrating immersive learning tools into the primary school classroom.
{"title":"A Review of Virtual Reality from Primary School Teachers’ Perspectives","authors":"Karen Ann Walstra, Johannes Cronje, Thirusellvan Vandeyar","doi":"10.34190/ejel.21.4.3060","DOIUrl":"https://doi.org/10.34190/ejel.21.4.3060","url":null,"abstract":"Virtual reality (VR) is used across the educational spectrum (higher education, high school, primary school, and even pre-school); however, primary school teachers’ perceptions of using VR in their classrooms require further research. A brief review of the literature of 100 existing articles related to teaching within the primary school context was conducted. The articles were obtained by performing a word search within Google Scholar, with the keywords 'virtual reality primary school teachers 2018 - 2023'. Teachers indicated both hesitance and enthusiasm for incorporating VR. The findings of this study indicated that only a low number of articles (n = 11) addressed VR and primary school teachers, compared to the total number of articles reviewed (n=100). Researching VR and teaching assists in supporting the wider fringe aspects of e-learning practices, such as VR. It advances the compass of e-learning knowledge by integrating immersive learning tools into the primary school classroom.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44298347","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}
Educators and students were unprepared for the suspension of face-to-face (f2f) educational activities due to Covid-19, specifically those less experienced in online teaching and learning. Students and educators were traumatised by the sudden switch to online teaching and learning. As such the transition from f2f to exclusive online learning prompted adjusted pedagogical methods and assumed measures of self-regulated e-learning (SRL). During this period researchers embarked on a longitudinal project in Information and Communication Technologies (ICT) called the 21st Century Project (21CP). The purpose of the study was to explore the SRL behaviours of pre-service teachers in online learning and to understand the extent to which a curriculum for technology integration alongside contextual factors influences SRL. As such our conceptualisation of the SRL framework adds two moderating constructs, these are, context and intervention to the core constructs of SRL. The sample of sixty six (66) students were drawn from a volunteer cohort of 166, 4th year pre-service students. Data were collected through interviews, surveys and online journal entries. The data was analysed qualitatively using narrative methods in which themes were identified and reported. The findings revealed that: the ICT integration curriculum represented a cornerstone for SRL development and shaped students’ SRL behaviours; there were differences in the SRL practices that could be attributed to students’ learning habits and attitudes to the ICT-based interventions. The findings of this study provide an understanding of interrelationships among SRL, context, and the design of an online curriculum. The study made three contributions to policy and practice. Firstly, SRL can be improved by providing activities that include clear guidelines for engagement through guided instructional methodologies. Secondly, the faculty curriculum developers should formulate guidelines to ensure that curricular iterations are developed as blended f2f/online modes to enable a quick and seamless transition for exclusive online use. Finally, course creators can improve student engagement by aligning learning outcomes and related activities with learning events.
{"title":"Self-Regulated e-Learning in Pre-Service Teacher Training for Realities of 21st Century Classrooms","authors":"Osman Sadeck, M. Moyo, N. Tunjera, Agnes Chigona","doi":"10.34190/ejel.21.3.2659","DOIUrl":"https://doi.org/10.34190/ejel.21.3.2659","url":null,"abstract":"Educators and students were unprepared for the suspension of face-to-face (f2f) educational activities due to Covid-19, specifically those less experienced in online teaching and learning. Students and educators were traumatised by the sudden switch to online teaching and learning. As such the transition from f2f to exclusive online learning prompted adjusted pedagogical methods and assumed measures of self-regulated e-learning (SRL). During this period researchers embarked on a longitudinal project in Information and Communication Technologies (ICT) called the 21st Century Project (21CP). The purpose of the study was to explore the SRL behaviours of pre-service teachers in online learning and to understand the extent to which a curriculum for technology integration alongside contextual factors influences SRL. As such our conceptualisation of the SRL framework adds two moderating constructs, these are, context and intervention to the core constructs of SRL. The sample of sixty six (66) students were drawn from a volunteer cohort of 166, 4th year pre-service students. Data were collected through interviews, surveys and online journal entries. The data was analysed qualitatively using narrative methods in which themes were identified and reported. The findings revealed that: the ICT integration curriculum represented a cornerstone for SRL development and shaped students’ SRL behaviours; there were differences in the SRL practices that could be attributed to students’ learning habits and attitudes to the ICT-based interventions. The findings of this study provide an understanding of interrelationships among SRL, context, and the design of an online curriculum. The study made three contributions to policy and practice. Firstly, SRL can be improved by providing activities that include clear guidelines for engagement through guided instructional methodologies. Secondly, the faculty curriculum developers should formulate guidelines to ensure that curricular iterations are developed as blended f2f/online modes to enable a quick and seamless transition for exclusive online use. Finally, course creators can improve student engagement by aligning learning outcomes and related activities with learning events.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49525067","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}
The COVID-19 pandemic highlighted the importance of access to Information and Communication Technology (ICT) for effective teaching and learning. Access to ICT is a complex and dynamic phenomenon that significantly impacts teachers' technology practices. There is a need for more extensive studies to explore the dynamics of access and teacher technology practices in various contexts. This study explored the influence of access on the technology practices of secondary school teachers in the Western Cape, South Africa. A qualitative online survey was used to explore the lived experiences of teachers during the COVID-19 pandemic. A diverse sample, in terms of gender, age, years of experience of teachers, and socio-economic status of schools, of 22 teachers voluntarily participated in the study. Van Dijk's cumulative model of access to ICT provided a useful lens to explore how and when the dimensions of access supported or hindered teachers' appropriation of ICT. This study found that most respondents were primarily exposed to traditional face-to-face teaching before March 2020. The suspension of in-school teaching, however, caused a dramatic shift in the way teachers interacted with technology, learning materials and learners. Three dimensions of digital inequality, associated with physical access, manifested in South Africa, namely the Virtual Classroom, WhatsApp, and Radio-Television groups. Most participants in this study returned to traditional teaching practices with increased use of technology when schools reopened again. The findings of this study suggest that access to technology is not a linear progression of successive stages that by default culminates in usage. This paper proposes a more holistic contextualised approach to access to create enabling environments for the use of ICT and empower teachers to use ICT in their teaching practices.
{"title":"The Dynamics of Access to ICT and Technology Practices of Secondary School Teachers","authors":"I. Kennedy, Johannes Christoffel Cronje","doi":"10.34190/ejel.21.3.2999","DOIUrl":"https://doi.org/10.34190/ejel.21.3.2999","url":null,"abstract":"The COVID-19 pandemic highlighted the importance of access to Information and Communication Technology (ICT) for effective teaching and learning. Access to ICT is a complex and dynamic phenomenon that significantly impacts teachers' technology practices. There is a need for more extensive studies to explore the dynamics of access and teacher technology practices in various contexts. This study explored the influence of access on the technology practices of secondary school teachers in the Western Cape, South Africa. A qualitative online survey was used to explore the lived experiences of teachers during the COVID-19 pandemic. A diverse sample, in terms of gender, age, years of experience of teachers, and socio-economic status of schools, of 22 teachers voluntarily participated in the study. Van Dijk's cumulative model of access to ICT provided a useful lens to explore how and when the dimensions of access supported or hindered teachers' appropriation of ICT. This study found that most respondents were primarily exposed to traditional face-to-face teaching before March 2020. The suspension of in-school teaching, however, caused a dramatic shift in the way teachers interacted with technology, learning materials and learners. Three dimensions of digital inequality, associated with physical access, manifested in South Africa, namely the Virtual Classroom, WhatsApp, and Radio-Television groups. Most participants in this study returned to traditional teaching practices with increased use of technology when schools reopened again. The findings of this study suggest that access to technology is not a linear progression of successive stages that by default culminates in usage. This paper proposes a more holistic contextualised approach to access to create enabling environments for the use of ICT and empower teachers to use ICT in their teaching practices.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42768645","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}
E-Learning has recently gained significance among researchers. Although it has long been used in parallel with traditional learning styles, it is still known to be in its early stages. E-Learning is a broad self-standing category with many sub-types. However, there is a prevalent tendency to interchangeably use various terms to refer to this domain. With the strike of the recent pandemic around the globe, nearly all educational bodies including universities, colleges, and schools were urged to shift to e-Learning mediums. The use of e-Learning suddenly gained a tremendous amount of significance. Therefore, studying the problems and challenges that could impact the effectiveness of this phenomenon seemed to be of great importance. Accordingly, this study aimed at reviewing the problems and challenges encountered by students and educators involved in the e-Learning process. Through a systematic review, data were collected from studies on e-Learning. Using the findings of the systematic review, a conceptual framework was created consisting of two broad areas, namely problems vs. challenges of e-Learning. Then, semi-structured interviews with 15 participants of different ages, genders, academic qualifications, positions, and locations were conducted in search of their lived experiences on e-Learning. The present work may shed light upon the e-Learning process, ultimately leading to the development and reinforcement of this rather complicated phenomenon. The framework developed in this study holds potential applicability in studying the e-Learning phenomenon in comparable scenarios, such as pandemics or a complete transition to e-Learning driven by future technological advancements.
{"title":"Challenges and Problems of e-Learning: A Conceptual Framework","authors":"Peyman Nouraey, A. Al-Badi","doi":"10.34190/ejel.21.3.2677","DOIUrl":"https://doi.org/10.34190/ejel.21.3.2677","url":null,"abstract":"E-Learning has recently gained significance among researchers. Although it has long been used in parallel with traditional learning styles, it is still known to be in its early stages. E-Learning is a broad self-standing category with many sub-types. However, there is a prevalent tendency to interchangeably use various terms to refer to this domain. With the strike of the recent pandemic around the globe, nearly all educational bodies including universities, colleges, and schools were urged to shift to e-Learning mediums. The use of e-Learning suddenly gained a tremendous amount of significance. Therefore, studying the problems and challenges that could impact the effectiveness of this phenomenon seemed to be of great importance. Accordingly, this study aimed at reviewing the problems and challenges encountered by students and educators involved in the e-Learning process. Through a systematic review, data were collected from studies on e-Learning. Using the findings of the systematic review, a conceptual framework was created consisting of two broad areas, namely problems vs. challenges of e-Learning. Then, semi-structured interviews with 15 participants of different ages, genders, academic qualifications, positions, and locations were conducted in search of their lived experiences on e-Learning. The present work may shed light upon the e-Learning process, ultimately leading to the development and reinforcement of this rather complicated phenomenon. The framework developed in this study holds potential applicability in studying the e-Learning phenomenon in comparable scenarios, such as pandemics or a complete transition to e-Learning driven by future technological advancements.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44297025","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}
Many factors should be considered when planning a profitable Online Learning (OL) experience. Of these factors, quality is the most noticeable concern that received considerable debate. Over the years, several suggestions for standards for ensuring online course quality have been suggested. Among these, Quality Matters (QM) is the most used and principally accepted rubric for quality assurance. Much research explored its potential and impact on maintaining online course quality, yet more research is needed to parallel the expansion of online learning post-COVID-19 pandemic. Additionally, as more students are involved in fully OL classes, it is perceived that their perceptions of QM would be more authentic as they are stemmed from actual experience. To this end, the present study explores students’ perspectives towards QM rubrics as a benchmark for measuring OL course quality. The study adopted a mixed method where quantitative data were gathered by surveying 112 university students using a QM-based questionnaire of 42 items. Using average scores of the participant responses to the questionnaire, the researcher compared their evaluation to the QM general and specific standards. Furthermore, focus-group interviews were conducted to validate and justify the quantitative data. Frequencies of mentioning the most and least important standards were calculated. The findings revealed that the participants agreed to 71% of the QM rubrics. On the other hand, they overvalued standards related to learners’ privacy, course introduction, assessment, and course technology while undervalued standards associated with learning objectives, learner support and accessibility. The participants’ justifications for their judgments revolved around the importance of privacy in cyberspace, the vitality of online assessment tools, and their familiarity with the new technologies that made IT support a secondary standard for them. These results imply reconsidering OL course quality by focusing more on using variable technologies and tools that engage students in the experience, ensure their privacy, and facilitate their interaction with the course content. Further research that utilises larger samples and involves QM-based OL courses is suggested to support the present findings.
{"title":"Students’ Agreement with QM® Rubrics as Benchmarks for Online Course Quality","authors":"Abdulaziz Sanosi","doi":"10.34190/ejel.21.3.2954","DOIUrl":"https://doi.org/10.34190/ejel.21.3.2954","url":null,"abstract":"Many factors should be considered when planning a profitable Online Learning (OL) experience. Of these factors, quality is the most noticeable concern that received considerable debate. Over the years, several suggestions for standards for ensuring online course quality have been suggested. Among these, Quality Matters (QM) is the most used and principally accepted rubric for quality assurance. Much research explored its potential and impact on maintaining online course quality, yet more research is needed to parallel the expansion of online learning post-COVID-19 pandemic. Additionally, as more students are involved in fully OL classes, it is perceived that their perceptions of QM would be more authentic as they are stemmed from actual experience. To this end, the present study explores students’ perspectives towards QM rubrics as a benchmark for measuring OL course quality. The study adopted a mixed method where quantitative data were gathered by surveying 112 university students using a QM-based questionnaire of 42 items. Using average scores of the participant responses to the questionnaire, the researcher compared their evaluation to the QM general and specific standards. Furthermore, focus-group interviews were conducted to validate and justify the quantitative data. Frequencies of mentioning the most and least important standards were calculated. The findings revealed that the participants agreed to 71% of the QM rubrics. On the other hand, they overvalued standards related to learners’ privacy, course introduction, assessment, and course technology while undervalued standards associated with learning objectives, learner support and accessibility. The participants’ justifications for their judgments revolved around the importance of privacy in cyberspace, the vitality of online assessment tools, and their familiarity with the new technologies that made IT support a secondary standard for them. These results imply reconsidering OL course quality by focusing more on using variable technologies and tools that engage students in the experience, ensure their privacy, and facilitate their interaction with the course content. Further research that utilises larger samples and involves QM-based OL courses is suggested to support the present findings.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45068046","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}
The COVID-19 pandemic forced universities worldwide to make the switch to online instruction, raising concerns about the quality of online courses and their impact on student satisfaction and engagement. This study aimed to explore Korean university students’ satisfaction levels with online English-mediated instruction (EMI) courses during the pandemic and identify factors that influence class satisfaction. The purpose of this study was to provide insights into how EMI instructors could improve their online teaching practices during and after a pandemic. The hypothesis was that instructional strategies (IS), academic conscientiousness (AC), and academic integration (AI) could mediate the link between engagement and satisfaction. The study used a survey design to collect data from 219 Korean university students who took online EMI courses during the spring 2020 semester. The survey collected demographic information as well as students’ perceptions of valuable IS, AC, AI, and satisfaction. Data analysis included independent samples t-test, correlation analysis, Structural Equation Modelling (SEM), and multiple regression analysis. The results showed IS use and satisfaction differed among disciplines. Specifically, there were significant differences in satisfaction levels between Arts, STEM, Business, Social Sciences, and Literature and Languages majors. Additionally, there were significant relationships between demographics, AC, AI, IS use, and satisfaction. SEM was used to provide a general view of factors mediating the link between engagement and satisfaction. The results revealed that AC, AI, and IS use mediated the link between engagement and satisfaction. Multiple regression analysis showed that students were more satisfied with instructors who demonstrated care and warmth using social networking sites to communicate. Overall, this study provides valuable insights into student satisfaction with online EMI courses during the COVID-19 pandemic and for the future of online EMI teaching-learning. The findings suggest that online EMI instructors should consider using social networking sites to communicate with students in order to increase satisfaction levels. Additionally, instructors should be aware that different disciplines may require different instructional strategies to maximize student engagement and satisfaction.
{"title":"Factors Mediating the Link Between Engagement and Satisfaction Among Online English-Mediated Instruction Learners During COVID-19","authors":"Y. Murdoch, Yu-Hsuan Lin","doi":"10.34190/ejel.21.3.3031","DOIUrl":"https://doi.org/10.34190/ejel.21.3.3031","url":null,"abstract":"The COVID-19 pandemic forced universities worldwide to make the switch to online instruction, raising concerns about the quality of online courses and their impact on student satisfaction and engagement. This study aimed to explore Korean university students’ satisfaction levels with online English-mediated instruction (EMI) courses during the pandemic and identify factors that influence class satisfaction. The purpose of this study was to provide insights into how EMI instructors could improve their online teaching practices during and after a pandemic. The hypothesis was that instructional strategies (IS), academic conscientiousness (AC), and academic integration (AI) could mediate the link between engagement and satisfaction. The study used a survey design to collect data from 219 Korean university students who took online EMI courses during the spring 2020 semester. The survey collected demographic information as well as students’ perceptions of valuable IS, AC, AI, and satisfaction. Data analysis included independent samples t-test, correlation analysis, Structural Equation Modelling (SEM), and multiple regression analysis. The results showed IS use and satisfaction differed among disciplines. Specifically, there were significant differences in satisfaction levels between Arts, STEM, Business, Social Sciences, and Literature and Languages majors. Additionally, there were significant relationships between demographics, AC, AI, IS use, and satisfaction. SEM was used to provide a general view of factors mediating the link between engagement and satisfaction. The results revealed that AC, AI, and IS use mediated the link between engagement and satisfaction. Multiple regression analysis showed that students were more satisfied with instructors who demonstrated care and warmth using social networking sites to communicate. Overall, this study provides valuable insights into student satisfaction with online EMI courses during the COVID-19 pandemic and for the future of online EMI teaching-learning. The findings suggest that online EMI instructors should consider using social networking sites to communicate with students in order to increase satisfaction levels. Additionally, instructors should be aware that different disciplines may require different instructional strategies to maximize student engagement and satisfaction.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43273332","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}
The Dynamic and Interactive Mathematical Expressions (DIME) Map system automatically generates DIME maps, which are personalizable and manipulable concept maps that allow students to interact with the mathematical concepts contained in any portable document format (PDF) textbook or document. A teacher can automatically upload a PDF textbook chapter and retrieve a DIME map of the contained mathematically based concepts. The DIME map is interactive and manipulable and can be used to interactively navigate the PDF textbook chapter. Our goal was to investigate the relationship between use of DIME maps and student learning outcomes, including self-efficacy and ability to understand and recall connections between physics concepts. We implemented a pretest/posttest to determine if student self-efficacy and connections in knowledge increased after participation in a summer camp physics class. We additionally conducted student interviews to better understand how changes in these two factors may have occurred. We then used multivariate analysis of variance and thematic analysis, finding and investigating positive effects of students using DIME maps, namely growth in self-efficacy and connections in knowledge. Based on our findings, we conclude that DIME maps can be valuable learning tools for students that have positive effects on both cognitive and affective learning outcomes.
{"title":"Improving Self-Efficacy With Automatically Generated Interactive Concept Maps: DIME Maps","authors":"Michael Rugh, M. M. Capraro, R. Capraro","doi":"10.34190/ejel.21.3.2765","DOIUrl":"https://doi.org/10.34190/ejel.21.3.2765","url":null,"abstract":"The Dynamic and Interactive Mathematical Expressions (DIME) Map system automatically generates DIME maps, which are personalizable and manipulable concept maps that allow students to interact with the mathematical concepts contained in any portable document format (PDF) textbook or document. A teacher can automatically upload a PDF textbook chapter and retrieve a DIME map of the contained mathematically based concepts. The DIME map is interactive and manipulable and can be used to interactively navigate the PDF textbook chapter. Our goal was to investigate the relationship between use of DIME maps and student learning outcomes, including self-efficacy and ability to understand and recall connections between physics concepts. We implemented a pretest/posttest to determine if student self-efficacy and connections in knowledge increased after participation in a summer camp physics class. We additionally conducted student interviews to better understand how changes in these two factors may have occurred. We then used multivariate analysis of variance and thematic analysis, finding and investigating positive effects of students using DIME maps, namely growth in self-efficacy and connections in knowledge. Based on our findings, we conclude that DIME maps can be valuable learning tools for students that have positive effects on both cognitive and affective learning outcomes.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42606271","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}
F. Pozzi, F. Manganello, M. Passarelli, D. Persico, M. Romagnoli
According to the socio-constructivist theories of learning, collaborative learning allows negotiation of shared meanings and co-construction of new knowledge among peers. This approach fits particularly well with healthcare professional education needs, as these professionals often face challenging issues that require the ability to fully understand the complexity of the patients’ health conditions through working with others. However, while collaborative learning approaches are widely used in face-to-face nurse education contexts, their online equivalent still seem to be understudied, in spite of their great potential for the field. This systematic literature review investigates: (1) to what extent are online collaborative learning activities being adopted and investigated in formal nurse education, (2) What kind of online collaborative learning activities/techniques are proposed and what team structures are employed, (3) what technologies are used to run these learning activities, and (4) what methods are used to evaluate the impact of these activities. Studies were included if they presented online collaborative learning activities proposed by Universities or VET (Vocational Education and Training) providers. Articles published in 2015 or later were collected in November 2022 from Scopus, Web of Science and Medline. A total of 1059 records were retrieved, selected and analysed by four coders, resulting in a final dataset of 75 papers that were coded for type of collaborative approach, study characteristics, research methodology used, strength of evidence, and relevance to the research questions. Most of them described the use of activities like Discussions, Case Studies and Peer Reviews, sometimes in association with Role Play. In terms of technologies, Learning Managements Systems, forums and social media were already common pre-pandemic, but during the lockdown synchronous communication tools – often used to support simulations – took over. Data collection was carried out quantitatively, qualitatively or using mixed methods, but in many cases data reporting is weak or absent at all. The majority of the retrieved papers illustrate activities where collaboration was not structured in any way and there was no joint assignment or common objective/artefact that learners needed to reach/produce. In case of blended interventions, often collaboration is limited to the f2f sessions, while the digital setting is used for individual work. In terms of social structure, most of the time small groups or plenaries are used. In summary, the review reveals that studies on online collaborative learning for nurses are limited, especially in Europe, and the design of online collaborative activities often clashes with the principles put forward by the Computer Supported Collaborative Learning (CSCL) research community. Based on the results of the review we put forth some key recommendations, such as ensuring that online collaboration involves the creation of a s
根据社会建构主义学习理论,协作学习允许同伴之间协商共享的意义和共同构建新知识。这种方法特别适合医疗专业人员的教育需求,因为这些专业人员经常面临挑战性问题,需要通过与他人合作来充分了解患者健康状况的复杂性。然而,尽管协作学习方法在面对面护士教育环境中被广泛使用,但尽管其在该领域具有巨大潜力,但其在线等效方法似乎仍被研究不足。这篇系统的文献综述调查了:(1)在正规护士教育中,在线协作学习活动在多大程度上被采用和调查,以及(4)使用什么方法来评估这些活动的影响。如果研究提供了大学或职业教育与培训(VET)提供者提出的在线合作学习活动,则将其纳入研究。2015年或之后发表的文章于2022年11月从Scopus、Web of Science和Medline收集。四位编码人员检索、选择和分析了总共1059份记录,形成了一个由75篇论文组成的最终数据集,这些论文根据合作方法的类型、研究特征、使用的研究方法、证据的强度和与研究问题的相关性进行了编码。他们中的大多数人描述了讨论、案例研究和同行评审等活动的使用,有时与角色扮演有关。在技术方面,学习管理系统、论坛和社交媒体在疫情前就已经很常见了,但在封锁期间,同步通信工具——通常用于支持模拟——取而代之。数据收集是定量、定性或使用混合方法进行的,但在许多情况下,数据报告薄弱或根本没有。检索到的大多数论文都说明了合作没有任何结构,也没有学习者需要达成/产生的共同任务或共同目标/工件的活动。在混合干预的情况下,合作通常仅限于f2f会议,而数字环境用于个人工作。就社会结构而言,大多数时候都是使用小团体或合议庭。总之,综述表明,对护士在线协作学习的研究是有限的,尤其是在欧洲,在线协作活动的设计往往与计算机支持的协作学习(CSCL)研究界提出的原则相冲突。根据审查结果,我们提出了一些关键建议,例如确保在线协作涉及创建共享的人工制品,并努力使虚拟模拟真正具有协作性,而不仅仅局限于设想学生在汇报阶段的互动。该论文还提出了一些很少调查的研究领域,这些领域在未来值得进一步关注。
{"title":"Collaborative Approaches in Online Nurse Education: A Systematic Literature Review","authors":"F. Pozzi, F. Manganello, M. Passarelli, D. Persico, M. Romagnoli","doi":"10.34190/ejel.21.3.2751","DOIUrl":"https://doi.org/10.34190/ejel.21.3.2751","url":null,"abstract":"According to the socio-constructivist theories of learning, collaborative learning allows negotiation of shared meanings and co-construction of new knowledge among peers. This approach fits particularly well with healthcare professional education needs, as these professionals often face challenging issues that require the ability to fully understand the complexity of the patients’ health conditions through working with others. However, while collaborative learning approaches are widely used in face-to-face nurse education contexts, their online equivalent still seem to be understudied, in spite of their great potential for the field. This systematic literature review investigates: (1) to what extent are online collaborative learning activities being adopted and investigated in formal nurse education, (2) What kind of online collaborative learning activities/techniques are proposed and what team structures are employed, (3) what technologies are used to run these learning activities, and (4) what methods are used to evaluate the impact of these activities. Studies were included if they presented online collaborative learning activities proposed by Universities or VET (Vocational Education and Training) providers. Articles published in 2015 or later were collected in November 2022 from Scopus, Web of Science and Medline. A total of 1059 records were retrieved, selected and analysed by four coders, resulting in a final dataset of 75 papers that were coded for type of collaborative approach, study characteristics, research methodology used, strength of evidence, and relevance to the research questions. Most of them described the use of activities like Discussions, Case Studies and Peer Reviews, sometimes in association with Role Play. In terms of technologies, Learning Managements Systems, forums and social media were already common pre-pandemic, but during the lockdown synchronous communication tools – often used to support simulations – took over. Data collection was carried out quantitatively, qualitatively or using mixed methods, but in many cases data reporting is weak or absent at all. The majority of the retrieved papers illustrate activities where collaboration was not structured in any way and there was no joint assignment or common objective/artefact that learners needed to reach/produce. In case of blended interventions, often collaboration is limited to the f2f sessions, while the digital setting is used for individual work. In terms of social structure, most of the time small groups or plenaries are used. In summary, the review reveals that studies on online collaborative learning for nurses are limited, especially in Europe, and the design of online collaborative activities often clashes with the principles put forward by the Computer Supported Collaborative Learning (CSCL) research community. Based on the results of the review we put forth some key recommendations, such as ensuring that online collaboration involves the creation of a s","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47199542","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}