ABSTRACT
Adults used to be the largest online student population before the COVID-19 pandemic. However, the number of online students multiplied during the pandemic, and now includes the complete conglomeration of all student groups. Due to their longer experience of online education, adult students continue to provide valuable insights on how to enhance online learning for other higher education students. This article reports the results of phenomenographic research on the qualitative differences in the ways of experiencing learning by fifteen adult students enrolled in two online postgraduate programmes. The analysis on in-depth, participant-led interviews demonstrated that online learning is conceptualised in three ways: as an investment, as a process that brings structure, and as a process that enables and empowers an individual. The results of this study are of particular importance for those who are concerned with introducing online learning to the higher education curricula. The paper argues that the stigma of online education being the second choice, maintained in the educational research literature, should be replaced by a holistic approach to education as a process that organically incorporates the online educational elements into higher education. Focusing on how adult students experience online learning provides a broader and deeper understanding of adopted effective practices and the variety of online learning opportunities and outcomes for other students' groups. Insights based on the results of this study are summarised. © 2024, Asia-Pacific Society for Computers in Education. All rights reserved.
ABSTRACT
Many students had to transition to online learning due to the COVID-19 pandemic while other students were already enrolled in online education. Online study may hold additional struggles for students with learning disabilities. The problem addressed in this qualitative, phenomenological study was the motivating factors of online higher education students who have a learning disability during the COVID-19 pandemic. The theoretical foundation was Maslow's hierarchy of needs. Data were gathered through 10 semistructured interviews and then analyzed through the thematic analysis yielding five themes: (a) lack of professional support, (b) resources, (c) support system, (d) consistent motivation, and (e) low motivation. These findings showed that students needed support within families and educational institutions to continue to be successful in their schooling and motivated. Additionally, it showed that students needed resources to better help them succeed in their assignments. Implications for positive social change include better understanding of how students are motivated when doing online school despite the different challenges they may be experiencing. Additionally, this study may also contribute to social change by informing other students that they are not alone during the process of their education and that there are ways to continue to be motivated. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The purpose of this qualitative exploratory single-case study was to explore the perceptions and social interactions of participants in an online role-playing game campaign. Six participants were recruited from social media groups. All participants were over age 18years and had 3 or fewer years of experience playing the traditional role-playing game Dungeons & Dragons. Game play was conducted, managed, and observed through a virtual tabletop simulator during the 2020-2021 COVID-19 pandemic. Methods triangulation including semistructured interviews, journal prompts and entries, and observations were used to gather data from the study participants and game manager. Narrative data were coded and analyzed weekly to monitor for saturation and other quality controls. The data provided information from the perspectives of the game players leading and cooperating as a team. Data analysis resulted in three main themes (skill identification, social interactions, and leadership skills) and nine subthemes (weakness identification, problem identification, problem resolution, teamwork, delegation, conflict resolution, decision-making, emotional response, and empathy) demonstrating new learning capacities that were transferred socially to various life interactions. Results indicated that the participants gained the ability to recognize learned skills and how to transfer the new knowledge and skills from the campaign to their personal, social, and work lives. Study results increased the body of contextual knowledge on how professionals may view learning from gamification and role play opportunities and their recognition and perception of how to obtain new and transferable skills. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This article proposes a framework for capability development of adult educators (AEs) in Singapore. Globalisation, demographic changes and digital innovation, accelerated by the COVID-19 pandemic, have accentuated the importance of adult education and changing role of AEs. The immediate implications of these effects on the professionalism of AEs and the significance of their development trajectories are acute. With an increased focus on the need to ensure AEs are current in both their pedagogic and domain competences, we introduce discussions on the need to develop a conceptual framework to generate a deeper understanding of their knowledge, skills, attitudes, beliefs and practices of AEs. This framework can be used by practitioners as a tool to facilitate professional reflection and development, and by policy makers to support continued improvements to the quality of adult education. Our overall aim is to promote the importance of varied and continued opportunities for the professional development of AEs at policy, organisational and individual levels.
ABSTRACT
Pakistan is going through a period of transition after Covid-19 pandemic situation which created a dire need to use computer as a tool and other online resources in the classrooms. To contribute to this situation, the present study investigated the effects of using computer as a tool and Penzu software as online source for language instructions. The study used experimental design and conducted a classroom experiment of 40 higher secondary school students ( 20 experimental & 20 in control group) through pre/post-tests over different period of time to examine development in students' writing skills. On post-test-I, it was observed that students in the control group showed sudden rise in the development of writing skills compared to experimental group. But, on post-test-II and III, students in the experimental group showed consistency in the development in writing skills while control group could not maintain their consistency of development in writings. Hence, findings of the study revealed that using computer as a tool for instructions and Penzu as online resource to conduct writing activities proved more useful in improving students' writing skills compared to the students in the control group. Finally, findings also revealed that students became more independent in self-corrections in the experimental group and continued to expand their learning outside the classroom while control group was dependent on teacher and could only find time in the classroom for corrective feedback which limited students' learning to their classroom. In addition to this, the study recommends that further computer applications and other online resources can be more useful in language instructions apart from teaching writing skills. Besides, findings of this study have significant theoretical and practical implications pertaining to EFL teachers' professional development, teaching skills and students' learning environment.
ABSTRACT
The University of the Western Cape (UWC) is well-known for its struggle against apartheid and continued fight against inequality. The School of Public Health was established in 1993 and the first institution to offer postgraduate education in public health using distance education which allows health and associated service providers to work and study simultaneously and at their own pace. The program consists of three qualifications and attracts people from all over the continent. The health promotion module is compulsory, and optional Winter and Summer Schools are offered where the module is taught as a short course to students and the public. The course is known for its practice-oriented approach and for strengthening health promotion competencies. Principles of the Ottawa Charter are used to inform teaching and learning, and adult and authentic learning principles used to facilitate application of theoretical concepts in real work life. The distance learning program is supported by an integrated online Learning Management System, which offers a platform for engagement using synchronous and asynchronous methods. The impact of COVID-19 on remote teaching and learning has further accelerated the transition to digital literacy and will hopefully transform other African universities into active role players in digital transformation. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reserved.
ABSTRACT
Adults are autonomous and self-directed learners and have accumulated a foundation of life experiences and knowledge that may include workrelated activities, family responsibilities, and previous education. Adults are goal and relevancy oriented, and practical, focusing on the aspects of a lesson most useful to them in their work. Yet in some circles, adults have been described as technology averse people who will not embrace the integration of technology into their learning. The growing use of the internet, the world-wide-web and social media as tools for information access and communication has strengthened the use of information communication technology (ICT) in adult classrooms and learning settings. The recent Covid-19 pandemic has made it imperative to integrate technology in teaching and learning. This study examined views of adult learners at the University of Ghana's School of Continuing and Distance Education about important issues in adult learning and ways to enhance effective integration of ICT for adult teaching and learning. Respondents were enroled in the Diploma programme in Adult Education, and the study population was 210 adult learners in the two streams of the Diploma programme out of which 100 were sampled. Respondents completed a questionnaire structured on a five-point Likert scale which helped to tap respondents' perceptions about the issues of interest. Adult learners' identified a growing need to explore efficiencies in terms of programme delivery with technology, and the capacity of technology to provide support for customised educational programmes to meet the needs of individual learners as very important. They also understand that technology is an important tool beyond the current Covid-19 era and that how technology fits into the complex realities of the classroom is a very critical factor in creating real change in the lives of adult learners. © 2023 by Nova Science Publishers, Inc. All rights reserved.
ABSTRACT
Maintaining students' learning engagement was a challenge in emergency online education during the pandemic. In this study, we investigated the predictors (social interaction) and outcomes (self-directed study) of engagement in online learning during the first and second years of the COVID-19 pandemic. First-year Japanese university students (N = 1167) enrolled in online classes during 2020 and 2021 responded to a questionnaire measuring perceived opportunities for social interaction during online classes, engagement with online learning, and extracurricular self-directed study time. Multi-group path analysis revealed that social interaction during online classes exhibited a positive indirect effect on self-directed study time through emotional and behavioral engagement with online learning. The positive indirect effect was significant in both the first and second years of the pandemic. The results suggest that increasing the number of opportunities for social interaction during online classes may exhibit spillover effects on learning outside the online classroom.
ABSTRACT
Instructional technology has offered faculty new and Innovative ways in which to prepare and deliver learning materials to students online. Although online learning has been a part of the higher education landscape, it has not been traditionally utilized by health science faculty to its fullest capacity. PURPOSE: The purpose of this pilot study was to examine health science faculty perceptions regarding their readiness to teach online. METHODS: This study employed a mixed method design using a sequential explanatory framework. Faculty readiness was identified by their attitude regarding competencies and ability perceptions using the Faculty Readiness to Teach Online (FRTO) instrument. RESULTS: Health science faculty have limited training in teaching online, and there is a significant difference in perceptions and attitudes towards which competencies in remote instruction are critical to focus on. OUTCOMES: Findings confirm the online instruction training needs of health science faculty that will support engagement of health science students as adult learners both meaningfully and effectively now and in the future. J Allied Health 2023;52(1):e1-e8.
ABSTRACT
This phenomenological study design explored the lived experiences of teachers' perceptions of virtual professional experiences through the lens of adult learning theory. The participants were comprised of elementary educators from a suburban county in New York state. The participants in this study were all forced to shift to virtual teaching and learning during the COVID-19 pandemic. The research questions addressed were how do educators describe their experiences with virtual professional development, what characteristics of adult learning do educators value most, and how does virtual professional development compare to traditional in person professional development as it relates to educators' professional growth and/or career? Through qualitative analysis of email questionnaires, interviews, virtual observation, and document analysis, coding was conducted to discover themes to better understand the educators' lived experiences. Finding from this study were as follows: Participants preferred in person professional development experiences, the positive aspects of virtual professional development were convenience and the relevance of topics, the negative aspects of virtual professional development were lack of engagement and technological issues, and participants benefitted from in person professional development experiences as related to their careers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Digital inclusion is an opportunity to fill the digital divide, the inequity preventing access to technological resources which support participation in online learning. Specific to financially disadvantaged students, this interpretive qualitative study examines how factors of digital inclusion influence one's decision to pursue an online health certificate program. To better understand how digital inclusion may impact the decision to pursue an online program, prospective students and faculty members were interviewed. From interview data, the following digital inclusion themes emerged (a) access to reliable internet, (b) access to internet-enabled devices, (c) access to digital literacy training, (d) quality technical support, and (e) applications designed to enable self-sufficiency and participation. Themes of online education include (a) characteristics of the learner, (b) value of student engagement, and (c) supporting adult learners. Lastly, themes related to social influences are (a) financial barriers and (b) impacts of COVID-19. Utilizing a social justice theoretical lens for sensemaking and understanding of data, propositions and implications for practice that benefit higher education institutions are given. Such propositions include: (a) offering digital inclusion support (e.g., access to reliable internet and quality devices) to provide an equitable educational experience, (b) understanding the stratification of generational differences in technology usage, explicitly for adult learners, (c) developing a robust Learning Management System (LMS) training strategy to support faculty and students, and (d) reevaluating communication in and outside of the classroom to provide more opportunities to improve student understanding and peer engagement. These action-based propositions provide salient steps for continued work in digital inclusion within the higher education realm. Key recommendations for higher education institutions include: (a) establishing a program that provides access to reliable devices and internet service, (b) mandating a robust institution-wide training for digital literacy, and (c) cultivating an online community environment to support engagement and to centralize digital and financial resources. With these recommendations, institutions of higher education can offer equitable online education, attainable by more students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Aim/Purpose Drawing on transactional distance theory (TDT) and collaborative learning, this research proposes a research model to examine the role of collaborative learn-ing during the COVID-19 pandemic. It investigates the potential antecedents that influence students' academic achievements, autonomy, and satisfaction with online learning platforms. Background The coronavirus (COVID-19) epidemic devastating the world has shaken the global educational system;such a transformation compelled all educational insti-tutes to utilize online learning platforms. Malaysian higher educational institu-tions were greatly concerned by this disease and faced considerable transfor-mations that affected higher education learners. Additionally, the campus clo-sure and movement regulations impacted traditional education. Thus, the Ma-laysian Government ordered students at higher education institutions to return to their hometowns and continue their studies through online learning. There-fore, online learning was the most reasonable alternative to resume the learning process. Furthermore, in the educational world, collaborative learning is pivotal to forming students' interpersonal skills. Collaborative learning practice is work-ing in pairs or small groups to attain the learning objectives collaboratively. Col-laborative learning refers to the process of acquiring knowledge in a collabora-tive setting as opposed to alone. Since the instructor and students are in sepa-rate locations, it is challenging for the teacher to facilitate collaborative learning. Methodology This study utilized a quantitative method;purposive sampling was implemented, and the data were collected from 260 university students, both undergraduate and postgraduate, as long as they were affected by the COVID-19 pandemic in Malaysia. The questionnaire for this research was designed to fit the research hypothesis. The items of the questionnaire have been adapted to certify the content's valid-ity. The collected data were analyzed using Smart PLS software, which has been utilized as an essential data analysis tool. Contribution This research contributes to: (1) a better understanding of the importance of communication and connection among students-students and teachers in online learning environments, as the results suggest that the more communication be-tween students, teachers, and the environment itself, the greater the academic achievements, learners' autonomy, and satisfaction;and (2) the role of both col-laborative learning and TDT on learners' academic achievements, autonomy, and satisfaction. Findings This study advances by incorporating TDT and collaborative learning theories. This research model illustrates six main factors in online learning platforms that enhance students' academic achievements, autonomy, and satisfaction through collaborative learning. The results showed a strong association between TDT and collaborative learning regarding the online learning platforms' utilization for improving academic achievements, learners' autonomy, and satisfaction. Recommendations for Practitioners This model provided exceptional support to students during this sudden switch to online alternatives and helped them cope with the considerable challenges they faced under the current circumstances. Moreover, this model provides a guideline for higher education teachers and administrators for coping with online learning platforms. Recommendations for Researchers Drawing on the association between TDT and collaborative learning regarding the utilization of online learning platforms for improving academic achieve-ments, learners' autonomy, and learner satisfaction, the research result presents a road map for researchers in the field of online learning. Accordingly, research-ers are encouraged to utilize these theories, as they can lead to improvements among online learners in higher education institutions. Impact on Society This preliminary model, which was developed throughout this research, will be a great support to both researchers and instructors to be able to utilize and elab-orate in accordance with the role of online platforms on students' satisfaction, autonomy, and academic achievements. It is critical for higher education admin-istrators to pay more attention to the nature of communication between stu-dents and student instructors, which has been shown to have a positive influ-ence on their academic achievements, to implement online learning. Moreover, instructors and course developers must be trained and skilled to achieve online learning platform goals.Future Research Future research could include more information about blended learning envi-ronments and their relationship to the technology acceptance model as an online learning model. Researchers may extend the model used in this study © 2023, Journal of Information Technology Education: Research.All Rights Reserved.
ABSTRACT
Universities worldwide had to adopt Emergency Remote Teaching (ERT) because of the COVID-19 pandemic. This abrupt change forced students used to face-to-face classes to adapt to a new reality. However, this transition is different for each student because of personal realities. For example, the student's generation, emotional state, and some factors (e.g., tech skills, technological infrastructure, place of study, and perspectives regarding this change) may influence the feelings of optimism and awareness of learning. This work describes a quantitative study conducted before the first ERT academic semester starts with 1011 undergraduate students measuring those factors through questionnaires. In addition, to test whether the measuring factors are consistent with our understanding, the confirmatory factor analysis (CFA) and the statistical reliability analyses were performed. From the results, we identified differences between the participants' age generations. The mean scores for the Z generation were lower than other generations concerning the measuring factors and feelings. Plus, it was found that students' emotional states negatively influence their feelings about ERT. Also, the measuring factors influence optimism and awareness of learning. Therefore, we suggest that institutions around the globe should offer innovative distance learning strategies to train the students for this paradigm shift, identify the students' needs for the Internet and devices, and provide psychologists to aid the student's emotional state. Thus, helping a better and faster transition and adaptation of students to the change of educational methodology to improve students' experience in distance education.
ABSTRACT
Although online distance education provides adult learners with an opportunity for lifelong learning, technology-enabled learner support remains a challenge. The COVID-19 pandemic introduced additional complications. The purpose of the current study was to determine which form of technology-enabled academic learner support students would prefer, and to assess their readiness for information and communications technology (ICT), be that under normal conditions or amid the pandemic. The study collected data using an online survey among fourth-level students enrolled in a research proposal module. The respondents indicated that, under normal, healthy conditions, they would prefer webinars to face-to-face learner support. Under COVID-19 conditions, respondents still ranked webinars first, online question and answer (Q&A) sessions second, vodcasts third, and lecturer-recorded videos made available via YouTube, fourth. The remainder indicated a preference for other forms of learner support. The respondents indicated their timing preference as a month before each of the assignment due dates or alternatively a week prior to the due date, with the remainder preferring more frequent online learner support. The practical implications of the study are that webinars, online Q and A sessions, and vodcasts should be actively considered for use instead of face-to-face classes for students at the University of South Africa (UNISA).
ABSTRACT
BACKGROUND: Over the past 50 years, the content and structure of antenatal education classes have varied to reflect social norms of the time, the setting and context in which they have been held and who has facilitated them. In recent times, antenatal and parenting education classes have become a smorgasbord of information, offering a range of diverse content. Where and how parents-to-be may access formal antenatal and parenting education classes are also varied. Even before the lockdown challenges of the Covid-19 pandemic, many antenatal and parenting education classes had become available and accessible online. While the flexibility and accessibility of this option are apparent, scant research to date has reported on parents' experiences of undertaking online antenatal education. OBJECTIVES: The objectives of this study were to explore new parents' experiences of engaging in online antenatal education, and to discover how consumers of online antenatal education perceive it should be designed and delivered. DESIGN/METHODS: A mixed-methods design was used for this study, which was conducted with 294 past enrolees in a range of online antenatal and early parenting education programmes delivered by one private provider in Australia. The past enrolees were invited to participate in the study by email, wherein a link to an online information sheet and survey containing closed- and open-ended questions was provided. The responses to the open-ended questions that are reported in this article were analysed using a thematic approach that involved coding, sub-categorizing and then categorizing the data. RESULTS: A total of 108 participants provided qualitative data about the delivery and design of online antenatal education and information. The data were captured in three themes: video control and content, accessibility and pre-/intra-programme support. CONCLUSIONS: The results of this study provide important insights for the development of online antenatal education programmes and courses that will be of interest to antenatal educators, maternity services and maternity care policy developers. Specifically, millennial parents want trustworthy and accurate antenatal education that is delivered in a framework that aligns with and builds on adult-learning principles. The diversity of families and of expectant parents' learning styles is also important to recognize in antenatal education curricula.
Subject(s)
COVID-19 , Maternal Health Services , Adult , Female , Humans , Pregnancy , Retrospective Studies , Parenting , Pandemics , Communicable Disease Control , Parents , Education, NonprofessionalABSTRACT
[...]eight adult learners were interviewed to give their perceptions towards this newly designed module. [...]language learners of English (ESL) often faced difficulties in speaking skills, thus, they could not perform well in speaking assessment. A. Underpinning Theory The Speaking Assessment Module was developed for adult learners to experience learning remotely via the online distance learning approach (ODL). Since the module is designed for adult learners, it is equipped with teaching and learning materials based on andragogy learning theory. [...]online distance learning (ODL) has become a learning option for Malaysians.
ABSTRACT
Purpose>This study aims to evaluate a culture-based blended learning multilingual course created for adult learners in ten languages and the development of learners' 21st-century skills during its implementation in six European countries – Croatia, Latvia, Slovenia, Romania, Poland and Czechia in the COVID-19 period.Design/methodology/approach>A cross-sectional survey of 638 participants was conducted using a paper-based questionnaire. Data analysis was carried out applying Bereday's four-step model comprising description, interpretation, juxtaposition and comparison to find out similarities and differences among various groups of learners.Findings>Overall, learners have developed their 21st-century skills, but the improvement has not been the same for all target audiences. Learners with economic, social and cultural barriers were more positive in their evaluation than those with geographic and learning obstacles.Research limitations/implications>The research was conducted during the COVID-19 pandemic, and the face-to-face stage was replaced with online learning on virtual platforms, which impacted the research results. The results cannot be generalized to all adult learners as significant differences were discovered among various target groups of learners.Practical implications>The course may be implemented for formal and non-formal adult education when face-to-face teaching/learning is restricted.Social implications>The findings indicate that the course is especially suitable for learners with economic, social and cultural obstacles to learning.Originality/value>The article focuses on the use of blended learning in non-formal/informal adult education, which is a less widely researched area. The target course implemented during the COVID-19 pandemic shows a novel way of engaging adult learners in lifelong learning, including those with certain barriers to learning.
ABSTRACT
Digital inclusion is an opportunity to fill the digital divide, the inequity preventing access to technological resources which support participation in online learning. Specific to financially disadvantaged students, this interpretive qualitative study examines how factors of digital inclusion influence one's decision to pursue an online health certificate program. To better understand how digital inclusion may impact the decision to pursue an online program, prospective students and faculty members were interviewed. From interview data, the following digital inclusion themes emerged (a) access to reliable internet, (b) access to internet-enabled devices, (c) access to digital literacy training, (d) quality technical support, and (e) applications designed to enable self-sufficiency and participation. Themes of online education include (a) characteristics of the learner, (b) value of student engagement, and (c) supporting adult learners. Lastly, themes related to social influences are (a) financial barriers and (b) impacts of COVID-19. Utilizing a social justice theoretical lens for sensemaking and understanding of data, propositions and implications for practice that benefit higher education institutions are given. Such propositions include: (a) offering digital inclusion support (e.g., access to reliable internet and quality devices) to provide an equitable educational experience, (b) understanding the stratification of generational differences in technology usage, explicitly for adult learners, (c) developing a robust Learning Management System (LMS) training strategy to support faculty and students, and (d) reevaluating communication in and outside of the classroom to provide more opportunities to improve student understanding and peer engagement. These action-based propositions provide salient steps for continued work in digital inclusion within the higher education realm. Key recommendations for higher education institutions include: (a) establishing a program that provides access to reliable devices and internet service, (b) mandating a robust institution-wide training for digital literacy, and (c) cultivating an online community environment to support engagement and to centralize digital and financial resources. With these recommendations, institutions of higher education can offer equitable online education, attainable by more students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
BACKGROUND & OBJECTIVE: The use of online learning systems during COVID-19 pandemic created concerns about students' ability to successfully navigate the online learning environment. This study aims to capture the experience and changes in self-efficacy of physiotherapy students in Jordan. METHODS: A mixed methods online survey was used. Physiotherapy entry-level students in public universities completed the online learning self-efficacy (OLSE) and the academic self-efficacy (ASE) scales. A free-entry text box was used to document the factors that augmented or reduced the perceived level of self-efficacy. RESULTS: A statistically significant decrease in OLSE (t = 6.043, p < 0.001) and in ASE (t = 3.960, p < 0.001) was identified. Four main qualitative themes were identified, namely: availability of time, resources and learning skills; social and psychological stress; educators' skills and access; and accepting the need for a change. CONCLUSION: Contrary to expectations, the findings indicated a decrease in self-efficacy. This has implications in light of the new direction to formalise online learning in Jordanian higher education institutes post COVID-19 pandemic. Training educators as well as students on best online learning practices could increase students' perceived efficacy.
ABSTRACT
This study aimed to investigate the efficacy of learning gamification in developing sustainable educational environments. To this end, gamified class data were analyzed to identify students' learning performance patterns. The study sample comprised 369 data points collected across four point domains: Activity, Game, Project, and Exam Points, which students obtained in their gamified college courses conducted between 2016 and 2019. A K-means data clustering algorithm and silhouette analysis were utilized to evaluate student performances and determine differential learning styles in gamified environments. Cluster analysis revealed three types of learning patterns centered on performance, mastery, and avoidance. Based on our findings, we propose suggestions regarding class design for instructors considering using gamification strategies to support a sustainable educational environment. We also highlight the scope for future research in both in-person and online gamified learning.