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Interest in online learning is increasing due to its advantages and pedagogical potential. However, few studies have investigated the effects of task-driven instruction on learning outcomes. This study examines the effectiveness of the application of task-driven instruction as a means of verifying that the use of task-driven instruction in online learning is effective by comparing changes in students' grades, intrinsic motivation, perceived social presence, and perceived cognitive load before and after the application of the method. Eighty high school students (33 males) were recruited for this experiment. Prior to the experiment, the purpose and steps of the study were explained frankly and candidly, problems and risks that might arise from participation in the study were pointed out, the benefits that would result from participation in the study were explained, and the possibility of voluntarily withdrawing from the study at any time was clearly communicated and approved by the study subjects or guardians. They were divided into experimental group I and control group II, with 40 students in each group. The results of the study showed that after the implementation of the instruction, the experimental group I performed significantly better than the control group II. In addition, the experimental group II outperformed the control group II in terms of perceived intrinsic motivation, social presence, and cognitive load. © 2023 ACM.
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The COVID-19 pandemic has changed the normal functioning of education and learning around the world. This study focuses on learning management with e-learning during a pandemic learning outcomes, which aims to evaluate the effectiveness and efficiency of e-learning compared to conventional learning methods. This research was conducted for 4 months, from February to May 2022, involving 308 student respondents from the Faculty of Tarbiyah and Teacher Training at IAIN Ponorogo, UIN Surakarta, UIN Malang, and UIN Samarinda. The results of the study found that e-learning learning policies in the Learning Management System (LMS) developed by universities in Indonesia have met the needs of lecturers and students. Student learning outcomes were obtained from the effectiveness of the implementation of the Semester Lesson Plan (RPS) and the quality of learning. RPS quality indicated by student responses to learning experiences, final abilities, methods, and references obtained good responses from more than 52% of the student. The effectiveness of e-learning is reflected in student responses;learning can make students active, independent, think critically, responsible, collaborate, and discuss according to the learning objectives above 52% in the excellent category. E-learning has become an integral part of the education system in Indonesia in increasing access to high-quality education for students. © 2023, Auricle Global Society of Education and Research. All rights reserved.
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Engaging personalization in the education process is considered one of the success factors for raising the educational process quality by altering the educational institutions' vision for gaining more flexibility while attaining the institution's objectives. It is a fact that the situation of the COVID-19 pandemic is one of the main reasons that forwarded attention to online learning as an obligatory path rather than being optional until the arisen situation of the COVID-19 pandemic. This situation has altered the educational institutions' perspective permanently. This research proposes an intelligent model which considers the personalized student characteristics in exploring the student learning styles variation, then considering this variation in building the student exam. Following this model ensures the compatibility of the conducted exam with the student's capabilities as well as the course Intended Learning Outcomes (ILOs) coverage. The balance in building the exam with covering the course objectives as well as the appropriateness with the student's personalized characteristics is the main objective of this research. The proposed model has been applied and proved its applicability in enhancing the students' exam results to 92.36% and raising the exam quality level. © 2013 IEEE.
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The usage of mobile devices is increasing in frequency and scope. The percentage of students who use smartphones is quite high, in particular among those attending institutions of higher education. Like they would with any other technology, educators are doing research on the efficacy of using smartphones in the classroom. Studies have been conducted on the efficacy of using smartphones in face-to-face education as well as in the process of distant education, which has grown more common as a direct result of COVID-19. The purpose of this study is to do a meta-analysis of the data from previous experimental studies that looked at how well smartphones have been used over the past five years. The total effect size that has been calculated is 3.73. Since p = 0.05, this effect's size is statistically important. This finding has a big effect, as can be seen. For each study, an effect size calculation was done based on Hedges' g. The size of the effect is between-8 and 25.70. © 2023 by authors;.
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In education, online learning with an e-learning system is an irreplaceable need. Many argue that online learning is the current educational crisis. Several studies show how complicated the handling of COVID-19 for universities is, especially in online learning (e-learning) outcomes. The variables influencing online learning during the COVID-19 epidemic have been shown in numerous studies. However, the influence of several other factors still needs to be investigated. Therefore, this study aims to determine non-academic factors that affect online learning during the COVID-19 pandemic. With data collected from the International University of Logistics and Business (ULBI), this study uses Cronbach's-Alpha analysis, Bayesian Exploratory Factor Analysis (BEFA), Principal Component Analysis (PCA), and Multivariate Regression Analysis. The evaluation of the research scale shows 20 observed variables. The test results prove that three non-academic factors influence students' online learning outcomes during the COVID-19 pandemic: education cost policy (H1), communication quality (H2), and student support (H3). Each factor has p - value < 0.001, p - value = 0.029, and p - value = 0.004, respectively. Meanwhile, family circumstances do not affect students' online learning outcomes during the COVID-19 pandemic (H4 rejected) because the p-value is 0.152. An example case in the questionnaire shows that most students say family income can adapt to changes during the COVID-19 pandemic. © 2022 IEEE.
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Distance education programs have grown rapidly in recent years and have become even more massive because of the restrictions on movement due to the covid 19 pandemic. The development of information technologies has helped this teaching modality to have good results due to its autonomy and flexibility, however, it has some points of improvement especially in activities of practical nature. Virtual laboratories appear as a tool to support this type of activities. The success of these laboratories depends on several factors, not only imitating a face-to-face laboratory. This article proposes a methodology to guide the process of design and development of immersive experiences that allow the realization of laboratory activities in distance education mode. The objective is to ensure that the development of this type of experience becomes a resource to help the teaching-learning process, ensuring its contribution to the achievement of learning outcomes, allowing the validation of the knowledge acquired by students and helping the professor in the teaching of the course. The proposed methodology considers the opinion of the coordinating committee of the distance education program, students and professors. Its application is presented through a case study of a distance education program of an industrial engineering school in a Chilean university. © 2022 IEEE.
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Engineers must engender trust in order to collaborate successfully to produce solutions that the world needs. As part of building this confidence, students with an accredited degree must meet learning outcomes i.e. demonstrate skills to an acceptable standard. Cheating during such assessments reduces professional integrity and future work quality. Through careful assessment practice and encouraging a professional culture with ethics, we may minimise student's opportunity and motivation to take short-cuts. With this in mind, it is useful to understand which technical and professional skills are most affected. Cheating is evolving, with more collaborative online opportunities. Previous research suggests a majority of student's admit to dishonesty at least once, and that there are several motivations, including individual, demographic, institutional, and societal. We describe today's engineering education environment in terms of how it affords cheating behaviours and their methods, including the popularity of online services such as Chegg. By analysing potential cheating methods against a current agreed inventory of contemporary engineering skills, we highlight where educators might focus efforts to reduce bad learning practices. We also consider how the covid pandemic with more online and remote studying amplifies the situation. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.
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During the three years of Pandemic Disease, the world of academic teaching has had a substantial change. The usual in-person or face-to-face teaching has been transformed into online teaching. For electrical engineering, the instruction usually includes heavyweight experiments or practical tests;therefore, online teaching faces challenges. A recent electric vehicle course has been proposed in the Master level and the challenge of the course is reported in this paper. The experience that has been encountered is discussed and the proposed method of teaching is described in the paper. Useful experience and learning outcomes are listed. Data are collected before and after the Covid-19 teaching. It is found that online education did not deteriorate the learning outcome. © 2022 IEEE.
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Influenced by the COVID-19 pandemic, online learning has become a major learning mode for most university students in China. For high-quality online teaching, teachers must optimize the teaching mode and strengthen the enthusiasm of students in classroom learning. In this study, a comparative experiment was carried out based on the course Cross-border E-commerce Customer Services for sophomore E-commerce majors at Huanghuai University in Zhumadian City, Henan Province, China. In the experiment, the teaching effect of the problem-based learning (PBL) mode in higher education was verified and gender differences in learning outcomes of learners who accepted PBL were analyzed. Results showed a significant difference at the 0.01 level between pre- and post-test results of the experimental group (t=−11.367, p=0.000), proving the teaching effect of PBL. The academic performances of the experimental class are significantly better compared with those of the control class, indicating that PBL is more beneficial to improve learning outcomes of students than traditional teaching methods. Gender has significant influences on post-test results at the 0.01 level (p=0.002<0.01). The median of final exam scores of male students is obviously higher than that of female students. Research conclusions can provide important references to test the effectiveness of PBL in learning outcomes of a specific subject, construct a PBL mode that can promote deep learning, and facilitate development of university teaching from knowledge teaching to core quality training of students.
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The new "Internet+” teaching mode during the COVID-19 pandemic has guaranteed the smooth learning progress of university students in China. High-efficiency reconstruction of time and space for knowledge teaching and internalization based on informationalized teaching mean is an important approach to online learning. A flipped classroom is a teaching mode that is formed through bottom-up exploration. Combined with teaching practical situations, the flipped classroom realizes the transformation from the teacher-centered mode to the student-oriented mode successfully and has important value to the teaching of professional core courses, which are difficult to be learned. In this study, 80 freshmen majoring in Road and Bridge Engineering Technology at Yellow River Conservancy Technical Institute in Henan Province of China were selected as research objects, and Road Survey Design and Lofting was chosen as the teaching course. Under these circumstances, a teaching experiment comparison was designed. The experimental group used flipped classroom technology based on Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation model theory, while the control group used the traditional teaching mode. Research results demonstrate that before the experiment, the learning outcomes of two groups in Road Survey Design and Lofting were basically consistent (P=0.908>0.05) without obvious differences. After finishing the experiment, the post-test results of the control group have not improved significantly compared with the pre-test results (P=0.0938>0.05). However, the post-test results of the experimental group have improved significantly compared with the pretest results (P < 0.001). The average scores of the experimental group are far higher than that of the control group, thus indicating the evident progress of the experimental group. Noticeable differences in the post-test results between the experimental group and the control group are observed (P < 0.001). The research results are of great significance to enriching the teaching mode of core application courses for engineering majors in university, as they provide evidence that the flipped classroom increases the learning interests and motivation of students and demonstrate the teaching effect of flipped classroom technology in universities © 2023, International Journal of Emerging Technologies in Learning.All Rights Reserved.
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This study aims to analyze the comparison of the academic result of the EA447 Managerial Accounting course using offline and online learning at the Management and Accounting undergraduate study program during 10 semesters of the 2016-2020 academic years at Indonesia Persada University-Jakarta. This study uses simple descriptive statistics to analyze the pass rate, failure rate and eligibility rate to take the final semester exam. The data is taken from the academic section of the institution in the form of student scores based on offline learning before the covid-19 pandemic, namely the odd semester 2016/17, 2017/18, 2018/19 and 2019/20, and 2019/20 and the academic year in online learning during the covid19 pandemic in the even semester 2019/2020, and the 2020/2021 school year. The results of this study indicate that the graduation rate is high, the failure rate is low, and the eligibility rate for taking the final semester exam is lower in online learning outcomes than offline learning outcomes. This finding implied to provide references in applying offline and online learning for the Management and Accounting undergraduate study program at the university. © 2022 Association for Computing Machinery.
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One of the critical features of Computer Science and Engineering (CSE) education is learning by doing. The rapid upsurge in the use of Internet has drawn attention to the importance of online laboratory-based learning in CSE education. However, bringing such experiences online is challenging. Contextually, enabling online virtual lab-based learning is a modern trend in many educational institutions in India. So, online laboratory-based learning has emerged as a popular area of research among educational-technology researchers. In an online laboratory learning environment, the instructor has a significantly reduced role, and students take increased responsibility for their learning. This shows that in online lab-based learning, the involvement of students is higher. Traditional classroom-based laboratory learning has many limitations. The necessity to engage students in self-learning through online laboratory learning is imminent, as the students get an opportunity to perform their laboratory experiments beyond the classrooms as well, such as at home or when on vacation. In this paper we present the design, architecture, database schema, related technologies, user activities, and the use/reuse aspects of the software engineering virtual laboratory (SE VLab) that we have designed and developed. We also provide the details of each experiment in the SE VLab with examples and the assessment results obtained using the SE VLab. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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BACKGROUND: The COVID-19 pandemic has imposed unprecedented hurdles on health care systems and medical faculties alike. Lecturers of practical courses at medical schools have been confronted with the challenge of transferring knowledge remotely. OBJECTIVE: We sought to evaluate the effects of a web-based medical microbiology course on learning outcomes and student perceptions. METHODS: During the summer term of 2020, medical students at Saarland University, Germany, participated in a web-based medical microbiology course. Teaching content comprised clinical scenarios, theoretical knowledge, and instructive videos on microbiological techniques. Test performance, failure rate, and student evaluations, which included open-response items, for the web-based course were compared to those of the on-site course from the summer term of 2019. RESULTS: Student performance was comparable between both the online-only group and the on-site comparator for both the written exam (n=100 and n=131, respectively; average grade: mean 7.6, SD 1.7 vs mean 7.3, SD 1.8; P=.20) and the oral exam (n=86 and n=139, respectively; average grade: mean 33.6, SD 4.9 vs mean 33.4, SD 4.8; P=.78). Failure rate did not significantly differ between the online-only group and the comparator group (2/84, 2.4% vs 4/120, 3.3%). While lecturer expertise was rated similarly as high by students in both groups (mean 1.47, SD 0.62 vs mean 1.27, SD 0.55; P=.08), students who took the web-based course provided lower scores for interdisciplinarity (mean 1.7, SD 0.73 vs mean 2.53, SD 1.19; P<.001), opportunities for interaction (mean 1.46, SD 0.67 vs mean 2.91, SD 1.03; P<.001), and the extent to which the educational objectives were defined (mean 1.61, SD 0.76 vs mean 3.41, SD 0.95; P<.001). Main critiques formulated within the open-response items concerned organizational deficits. CONCLUSIONS: Web-based courses in medical microbiology are a feasible teaching option, especially in the setting of a pandemic, leading to similar test performances in comparison to on-site courses. The lack of interaction and the sustainability of acquired manual skills warrant further research.
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In recent years, the logistical challenges posed by the Covid-19 pandemic have prompted medical educators teaching gross anatomy to explore an expanded use of online instructional modalities. There is concern that this shift to online anatomy education in medical schools could affect long-term learning outcomes for future healthcare providers. In this systematic review, the educational effectiveness of online anatomy teaching is compared with traditional ("face-to-face") teaching methods, specifically in terms of students' academic performance and satisfaction. A search of four databases identified and screened 162 studies. Subsequently, 31 studies were analyzed, including both (a) teaching outcome measures (test scores) and (b) student satisfaction ratings. Authors chose studies, extracted data, assessed quality and examined risk of bias. Nineteen studies compared students' academic performances between online and face-to-face teaching methods. Twenty-six studies measured students' levels of satisfaction in both teaching methods. Both qualitative and quantitative analyses of the data revealed comparable academic performances with no statistical difference between the two teaching methods, but a higher level of satisfaction with face-to-face teaching. The findings confirm that students can learn from online teaching but are more satisfied with face-to-face teaching. The authors conclude that online teaching cannot replace traditional teaching and there is no preference for one type of modality over the other. Therefore, a multi-modal learning approach combining online with face-to-face educational modalities for medical students could be efficient and successful.
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This article presents a study of an educational experiment conducted at the early childhood education programme at UiT, the Arctic University of Norway. As COVID-19 made social distancing an issue, the traditional practicum in kindergartens was moved to online platforms. Constructive alignment was used as an analytical framework to investigate the possibilities and limitations of student teachers' learning outcomes in a collaborative online learning activity. Overall, 8 out of 9 practicum teachers found the online practicum form a better alternative than supplying the student teacher with a written assignment, and 72.7% of the student teachers agreed or somewhat agreed with facilitating learning outcomes from the online practicum regardless of social distancing. The need for professional digital competence is central, as digital technology is not simply part of pedagogical practices but is becoming an integrated part of communicating and collaborating with colleagues and parents. This study broadens the understanding of how collaborative online learning can facilitate unintended valuable learning outcomes and critically debates the limitations related to emphasising a too-strong focus on intended learning outcomes as a premise for constructive alignment in education.
ABSTRACT
Influenced by the COVID-19 pandemic, online learning has become a major learning mode for most university students in China. For highquality online teaching, teachers must optimize the teaching mode and strengthen the enthusiasm of students in classroom learning. In this study, a comparative experiment was carried out based on the course Cross-border E-commerce Customer Services for sophomore E-commerce majors at Huanghuai University in Zhumadian City, Henan Province, China. In the experiment, the teaching effect of the problem-based learning (PBL) mode in higher education was verified and gender differences in learning outcomes of learners who accepted PBL were analyzed. Results showed a significant difference at the 0.01 level between pre and post-test results of the experimental group (t = −11.367, p = 0.000), proving the teaching effect of PBL. The academic performances of the experimental class are significantly better compared with those of the control class, indicating that PBL is more beneficial to improve learning outcomes of students than traditional teaching methods. Gender has significant influences on post-test results at the 0.01 level (p = 0.002 < 0.01). The median of final exam scores of male students is obviously higher than that of female students. Research conclusions can provide important references to test the effectiveness of PBL in learning outcomes of a specific subject, construct a PBL mode that can promote deep learning, and facilitate development of university teaching from knowledge teaching to core quality training of students. © 2023,International Journal of Emerging Technologies in LearningAll Rights Reserved.
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CONTEXT Service learning plays an important role in developing globally minded engineers who are more socially engaged. This paper reviews lessons learned from the development and delivery of an undergraduate final year elective in humanitarian engineering, focusing on experiences drawn from working with industry partners and the transition to online delivering during the COVID-19 pandemic. The unit of study forms the culminating class for students completing the Humanitarian Engineering major at the University of XXXXX. PURPOSE OR GOAL Service-learning pedagogy has seen increasing uptake by engineering programs aiming to broaden learning outcomes. For the growing field of humanitarian engineering, service-learning has been a core pillar of how programs are delivered. However, previous research has highlighted the potential risks posed by humanitarian engineering fieldwork and sustainable funding to support international placements is precarious - limiting the number of students who can engage, and potentially, the longevity of such programs. This work aimed to identify best practice in remotely delivering service-learning projects, including their potential to improve student engagement during online delivery. APPROACH OR METHODOLOGY/METHODS We use case study methods to examine lessons learned from the development and adaptation of collaborative industry partnerships as part of a series of service-learning projects over three years. Drawing on student evaluation data and unit of study materials, we draw out important considerations when designing international service-learning projects. We cross examine yearly changes to curriculum to identify the impact of pedagogical shifts in delivery and their impact on student learning. ACTUAL OR ANTICIPATED OUTCOMES Our results demonstrate the importance of collaborating industry partners not only for the sustainability of service-learning efforts in communities, but also as a medium to expand understanding of the professional context of work with low-income and marginalised communities. We also discuss the benefits of service-learning to partner organisations and communities - namely the development of leadership roles and challenging engrained practices. CONCLUSIONS/RECOMMENDATIONS/SUMMARY The post-pandemic environment offers an opportunity to critically evaluate service-learning delivery modalities and test new methods. Our approach shows promise as a means to scale access to international opportunities for students while mitigating potential negative risks to communities. Copyright © A. Opdyke and I. Warren, 2021.
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The COVID-19 pandemic required adjustments and limitations in university teaching, thereby challenging teaching concepts in anatomy requiring in-person contact, including the gross anatomy course. Therefore, the present study investigates the impact of COVID-19-associated adjustments on students' perception of the gross anatomy course's importance and quality, students' preferred learning setting and outcome, and their motivation to involve themselves in academic activities, including becoming a future peer-teacher of the course. Using paper-based questionnaires in Ulm, Germany, 397 (response rate: 82.3%) students of the winter term of 2020/2021 were surveyed using quantitative and qualitative items, which were compared with cohorts prior to the pandemic. Students reported a higher global rating on course quality during COVID-19 (pre-COVID-19: 5.3 ± 0.9, during-COVID-19: 5.6 ± 0.7, p < 0.001; 1 = very bad, 6 = very good). Students' perceived importance of the gross anatomy course showed a small but significant increase (pre-COVID-19: 4.2 ± 0.6, during-COVID-19: 4.3 ± 0.6, p < 0.001; 1 = strongly disagree, 6 = strongly agree). Students' motivation to apply as a peer-teacher remained stable, nevertheless, they reported less interest in transferring their knowledge to junior students. Finally, students reported that they spent significantly more learning time alone and their examination grades remained unchanged during the pandemic. Astonishingly, despite radical changes of the teaching environment due to COVID-19, students appreciate the offered teaching and highly valued the gross anatomy course.
Subject(s)
Anatomy , COVID-19 , Students, Medical , Humans , SARS-CoV-2 , Pandemics , Curriculum , Anatomy/education , Students , Perception , TeachingABSTRACT
This article analyzes the on-site and online academic performance obtained in a written communication course at a Peruvian university in the context of the COVID-19 pandemic. The methodology applied corresponds to Grounded Theory in data collected and codified through two procedures: the reconstruction of pedagogical strategies and the interpretation of quantitative data corresponding to learning outcomes. Despite the adverse context, it is concluded that the effective use of pedagogical approaches overcomes situational constraints. Moreover, it achieves similar learning outcomes in both face-to-face and online modalities. © 2022 IEEE.
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This innovative practice full paper describes sustainability teaching through game-based activities in engineering classrooms for potentially enhancing student interest in Science, Technology, Engineering and Mathematics (STEM) fields. Meta-analytic research indeed supports that gamification enhances student learning by increasing engagement and motivation, promoting goal setting behaviors and supporting the need for recognition. While there is a high scope for utilizing game-based tools to help students connect with global sustainability challenges, literature reflects a scarcity of such innovative pedagogical tools in engineering education. To tackle this challenge, we introduced interactive game-based modules to teach sustainability within two different education cultural contexts - one in the U.S. as a part of a Honours course at a large public university, and one in India, as a part of the first year engineering curriculum at a small private university.To broaden the outlook of engineering students towards sustainability, our game-based activity learning outcomes for students were to: 1) contextualize sustainability and its importance in contemporary global issues 2) recognize how Sustainable Development Goals (SDGs) could be interrelated, 3) explain how change in entropy and our actions can affect sustainability. To facilitate these broad learning outcomes, we developed two interactive gamified activities and implemented them online (due to COVID-based shift to instruction) in two different engineering institutions. This innovation article reports the design of two gamified activities used to teach sustainability, and studies its impact on student learning outcomes through SDT framework of motivation and thematic analysis of student reflections. We used surveys and minute paper to record student perceptions which were analyzed thematically. Results indicated that students enjoyed these games, saw value in peer learning, and simultaneously developed a deeper, more contextual understanding of sustainability by perceiving the interconnections between SDGs and ways in which entropy through their everyday actions influence sustainability. © 2022 IEEE.