Due to COVID-19, higher education institutions transitioned to online learning. This study explored college students’ perceptions of their adoption, use, and acceptance of emergency online learning. ...The factors analyzed were attitude, affect, and motivation; perceived behavioral control (ease of use of technology, self-efficacy, and accessibility), and cognitive engagement. Quantitative and qualitative data were collected from 270 students. The findings present how attitude, motivation, self-efficacy, and use of technology play a significant role in the cognitive engagement and academic performance of students. Also, participants preferred face-to-face learning over online learning. This study presents suggestions on how to improve the acceptance of emergency online learning.
As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. ...Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion.
Academic resilience is the resilience of a student that allows him to bear all academic burdens and adapt to a new way of learning because by becoming a resident student it will have influence to ...keep and make better student welfare, including learning in the Covid-19 pandemic situation. The purpose of this study was to provide an overview of the academic residency of the students of state junior high school 130 Jakarta during the Limited Face-to-Face Learning period based on gender. Measurement of academic resiliency level in this research using resiliency dimensions measured by the adaptation results of the Adaptation Factor Analysis of Academic Resilience Instruments Version Indonesia: Exploratory and Confirmatory Approaches using quantitative methods. The sample used was 290 students of SMPN 130 Jakarta with descriptive analysis techniques found that the average academic residency of SMPN 130 Jakarta students was 90.01 which can be categorized as moderate and there is a no difference between the academic residency rate of female students and male students.
Lesson learned from the pandemic for learning physics Al‐Zohbi, Gaydaa; Pilotti, Maura A. E.; Barghout, Kamal ...
Journal of computer assisted learning,
April 2023, 2023-04-00, 20230401, Letnik:
39, Številka:
2
Journal Article
Recenzirano
Background
Valuable safeguards against fast‐spreading conjectures about learning in times of fear and uncertainty are evidence‐based approaches to the assessment of the impact of sudden and ...unforeseen disruptions on learning practices. The present research focused on physics learning in such times because conceptual and computational literacy in physics is critical to the development of a scientifically and technologically literate society.
Objectives
The present research aimed (a) to offer an objective assessment of whether performance differences in a physics course of the general education curriculum existed between the face‐to‐face medium (familiar mode of instruction) and the online medium (unfamiliar mode of instruction) for both male and female students, and then (b) to develop a response to the evidence collected to ensure a quality education for all parties involved. The research intended to fill two critical gaps in the extant literature: mixed findings concerning students' performance in the face‐to‐face and online mediums as well as scarce coverage of specific domains of knowledge that are critical to STEM learners.
Methods
Students' performance was examined as a function of the type of assessment (formative and summative), instructional mode (online and face‐to‐face), and gender. An understudied student population of STEM students of Middle Eastern descent without prior formal exposure to online instruction was targeted.
Results and Conclusions
In both formative and summative assessments, male students performed better online than face‐to‐face, whereas the performance of female students was either higher online or equivalent between instructional mediums. The evidence collected suggested that consideration be given to remedies that foster academic success in the face‐to‐face instructional medium, particularly for male students.
Takeaways
An evidence‐based approach to learning dismantled emotion‐driven expectations regarding the impact of the online medium on physics learning, and encouraged new perspectives about instruction.
Lay Description
What is already known?
Ongoing debates on the impact of the pandemic on students' learning shape decisions regarding future reliance on the online medium for instruction.
What this paper adds
The extant literature is mixed concerning performance in the face‐to‐face and online mediums, including particular domains of knowledge critical to STEM learning.
This study focused on physics learning in an understudied population of STEM students who were unaccustomed to online instruction.
Performance was higher online than face‐to‐face, but gender differences emerged.
Implications for practice
Lessons learned focused on the flexibility of online learning and on the need to develop materials to enhance learning in males enrolled in face‐to‐face or hybrid/blended classes.
The purpose of this study is to find out the teacher's perspective on online learning and offline learning. With the advancement of technology, a new trend in the classroom has developed primarily ...during the Pandemic. This qualitative descriptive study investigates teachers’ perspectives regarding online and offline learning; Two ninth-grade English teachers from SMPN 3 Cisauk, Banten, were involved in this study. The researchers used direct observation and interviews with two English teachers to obtain the data. The result showed that English teachers are more comfortable teaching students offline than online. Besides that, English teachers feel the maximum capacity to deliver the material chosen directly in the classroom. Meanwhile, in carrying out online learning, which is different from face-to-face learning, teachers must implement appropriate methods and media according to student needs. Finally, four recommendations are provided. Those are related to teachers’ efforts to improve the quality and suitability of the learning materials, institutional support (e.g., internet stipend), teachers’ readiness for Information and Technology, and attention to students’ difficulties in learning.
Educational life worldwide has been shaken by the closure of schools due to the outbreak of the coronavirus pandemic. The ripple effects have been felt in the way both teachers and students have ...adapted to the constraints imposed by the new online form of education. The present study focuses exclusively on the beneficiaries of the educational process and aims to find out their perceptions of face-to-face and e-learning and their desire to return, or not, to the traditional form of education. These perceptions are represented by 604 students of the Politehnica University of Timisoara, who were asked to respond anonymously to an 8-question questionnaire between December 2020 and February 2021. The results show the respondents’ levels of desire to return to school (especially of those who have only benefited from e-learning) and their degree of involvement during online classes. The results also specify the advantages and disadvantages of the two forms of education from a double perspective, namely that of first-year students (beneficiaries of e-learning exclusively), and of upper-year students (beneficiaries of both face-to-face and e-learning). The study points out key information about e-learning from the students’ perspectives, which should be considered to understand the ongoing changes of the educational process and to solve its specific problems, thus ensuring its sustainability.
Purpose>This study aims to explore whether online learning has an effect on communication between instructors and students in a negative way, whether online learning affects students' productivity ...levels and to evaluate and suggest ways of improving effective online communication between instructors and students.Design/methodology/approach>This study used is a quantitative research study which was conducted through a semi-structured online survey through a random sample technique.Findings>Results revealed that the vast majority agree with the questions of the study. Students still prefer classroom classes over online classes due to many problems they face when taking online classes, such as lack of motivation, understanding of the material, decrease in communication levels between the students and their instructors and their feeling of isolation caused by online classes.Research limitations/implications>This research studied the impact from students' perspective only as the sample was selected only from students.Originality/value>This research reached the students’ point of view in a broader way which will help understanding the issues and provide effective solutions. This research suggested that instructors must communicate with their students and vice versa in more informal channels (instant messages online chat groups, audio calls, private video calls …) in parallel with the formal channels (online platforms, email …). Finally, instructors should encourage students to participate and study more by providing different kind of incentives.
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