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Assessing e-learning readiness is crucial for educational institutions to identify areas in their e-learning systems needing improvement and to develop strategies to enhance students' readiness. This paper presents an effective approach for assessing e-learning readiness by combining the ADKAR model and machine learning-based feature importance identification methods. The motivation behind using machine learning approaches lies in their ability to capture nonlinearity in data and flexibility as data-driven models. This study surveyed faculty members and students in the Economics faculty at Tlemcen University, Algeria, to gather data based on the ADKAR model's five dimensions: awareness, desire, knowledge, ability, and reinforcement. Correlation analysis revealed a significant relationship between all dimensions. Specifically, the pairwise correlation coefficients between readiness and awareness, desire, knowledge, ability, and reinforcement are 0.5233, 0.5983, 0.6374, 0.6645, and 0.3693, respectively. Two machine learning algorithms, random forest (RF) and decision tree (DT), were used to identify the most important ADKAR factors influencing e-learning readiness. In the results, ability and knowledge were consistently identified as the most significant factors, with scores of ability (0.565, 0.514) and knowledge (0.170, 0.251) using RF and DT algorithms, respectively. Additionally, SHapley Additive exPlanations (SHAP) values were used to explore further the impact of each variable on the final prediction, highlighting ability as the most influential factor. These findings suggest that universities should focus on enhancing students' abilities and providing them with the necessary knowledge to increase their readiness for e-learning. This study provides valuable insights into the factors influencing university students' e-learning readiness.
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The multi-generational workforce presents challenges for organizations, as the needs and expectations of employees vary greatly between different age groups. To address this, organizations need to adapt their development and learning principles to better suit the changing workforce. The DDMT Teaching Model of Tsing Hua STEAM School, which integrates design thinking methodology, aims to address this challenge. DDMT stands for Discover, Define, Model & Modeling, and Transfer. The main aim of this study is to identify the organization development practices (OD) and gaps through interdisciplinary models such as DDMT and design thinking. In collaboration with a healthcare nursing home service provider, a proof of concept using the DDMT-DT model was conducted to understand the challenges in employment and retention of support employees between nursing homes under the healthcare organization. The paper highlights the rapid change in human experiences and mindsets in the work culture and the need for a design curriculum that is more relevant to the current and future workforce. The DDMT-DT approach can help organizations address these challenges by providing a framework for HR personnel to design training curricula that are more effective in addressing the issues of hiring and employee retention. By applying the DDMT-DT model, HR personnel can better understand the needs and motivations of the workforce and design training programs that are more relevant to their needs. The proof-of-concept research pilot project conducted with the healthcare nursing home service provider demonstrated the effectiveness of the DDMT-DT model in addressing the issues of hiring and employee retention. The project provides a valuable case study for other organizations looking to implement the DDMT-DT model in their HR practices. Overall, the paper highlights the importance of adapting HR practices to better suit the changing workforce. The DDMT-DT model provides a useful framework for organizations looking to improve their HR practices and better address the needs of their workforce.
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Before the COVID-19 pandemic, technology-enhanced learning and its relation to student engagement, and the necessity of good student-staff relationships for creating a successful education environment were evident. The COVID-19 pandemic forced higher education to adapt to a challenging technology-led learning environment that demanded, inter alia, high levels of flexibility and human-centredness. Valuable lessons were learned that highlighted new perspectives on curriculum design and delivery in a normalised, technology-driven environment. Against the background of COVID-19-related literature on teaching and learning, the authors reflect on their insights regarding curriculum design and delivery of two quantitative skills modules during the COVID-19 pandemic, and its impact on further curriculum planning. The focus of the article is on the intentional flexibility built into curriculum offerings during 2020-2022. The study reviewed flexibility on three levels, namely student, facilitator (staff) and delivery levels, through a multi-method research methodology. Quantitative data related to the academic performance of 2 949 students enrolled for the two quantitative skills modules from 2020 to 2022. Qualitative data related to themes through thematic analysis of student and facilitator surveys, focusgroup discussions and semi-structured interviews. The improved student academic performance reported by the study could be attributed to, amongst other factors, 1) flexibility of the selected delivery option, 2) positive staff and student experiences and engagement, and 3) intentional inclusion of activities promoting student-staff relationships. The good academic results obtained during the pandemic led to important curriculum decisions for a normalised future for these modules, which will be built on flexibility and human-centredness. Among these decisions is to continue presenting the modules in an online environment, even though traditional face-to-face teaching options are available.
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This study examined issues related to students' participation and online absenteeism among students at Zimbabwe's universities during COVID-19 induced online teaching and learning. More specifically, the study examined some of the ethical issues related to students' participation and assessment during online learning in selected universities in Zimbabwe. The study also examined some of the strategies that can be adopted to optimize students' participation during online learning to make online learning a more honest and interactive endeavour. To fully understand the challenges related to participation and online absenteeism, the study extrapolated the perspectives of students and academic staff who had adopted online learning since the outbreak of the COVID-19 pandemic. The research was a mixed-methods study, employing a descriptive-analytical approach which utilised three main methods of data collection. Firstly, semi-structured questionnaires distributed electronically among participants in the selected universities were used to collect research data. Secondly, follow-up online focus-group discussions (FGDs) were conducted to elicit participants' views on some of the ethical challenges posed by online learning and possible strategies for dealing with the challenges. Finally, follow-up telephone interviews were also conducted with lecturers with the same objective as the FGDs. The study's population consisted of 110 students and 77 academic staff randomly selected from six universities in Zimbabwe. Two of the selected universities were privately owned and four were public universities. The study showed some of the technological and pedagogical issues regarding students' participation and strategies for optimising students' participation during online learning. The study also shared some of the ethical challenges that arose from the adoption of online teaching and assessment systems and the policy, resource and training interventions needed to make online learning more interactive, while at the same time safeguarding academic integrity. The findings of this study, therefore, have implications for universities, learners and academic staff if online learning programmes are to be successful. Firstly, universities for instance, need to ensure that students and academic staff have the prerequisite technological resources to ensure that optimal active learning takes place. Secondly, to address the shortage of resources, universities should ensure that their libraries migrate from physical to digital libraries. Universities should also ensure that both academic staff and students receive the necessary training to access these digital libraries and the services they offer.
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The COVID-19 pandemic has struck educational experience systems around the globe. This paper investigates and evaluates the student participants' perceptions who joined the international exchange seminar on global citizenship and peace held at a University in Hiroshima, Japan. Approximately seventy students and faculty members from nine to ten different universities from around the globe joined this summer program in August 2021 (online) and 2022 (face-to-face). This study is a mixed-method study. The first part consists of a quantitative analysis of BEVI data obtained from the students in the seminar before COVID-19 and after. The research concludes that there are no changes in the effects of what students learn. The second part consists of qualitative data. The data shows the perceptions of students of online teaching versus hybrid teaching. It compares the differences in participants' perceptions reported in students' feedback on the programs during and post-COVID-19. Our results confirm prominent differences exist in the students' perceptions of their learning experience during the pre-pandemic and post-pandemic periods. The findings indicate based on lessons learned post-pandemic, universities need to strive and define the meaning and purpose of international seminars, which enable students to experience a high level of intercultural social interaction online and face-to-face. As the world becomes more interconnected, virtual environments, such as the ones presented within the International Seminar in Hiroshima, Japan, are vital to facilitating intercultural teaching environments and the implications within this paper indicate that these virtual mediums can promote inclusion, leading to a more sustainable world.
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The adoption of e-learning systems has been increasing and reports indicate that Asia has the highest percentage of the growth towards e-learning systems. Following this backdrop, the main purpose of the present study was to evaluate the role of the E-service quality, Facebook usage, artificial intelligence, and student satisfaction on the usage of the E-learning systems. Sample data was collected from students enrolled in any institute offering e-learning in Malaysia. A total of 500 questionnaires were disseminated to the participants identified via online polling and a total of 412 usable questionnaires were evaluated for SEM. The findings of the study show that the usage of Facebook, Artificial intelligence, the satisfaction of students, and E-service quality affected the use of the E-learning systems. Students' satisfaction was also found to positively mediate with AI, FBU, ESQ, and ELS. E-learning adoption is increasing in Malaysia and the recent outbreak of COVID-19 has also invigorated the need for the development of effective e-learning programs so that the education of students doesn't get interruptions. The present study has important theoretical and practical implications in this regard;the findings can be applied to the development of e-learning systems of the country
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[...]flexibility ensures that students feel included and stay interested in learning. [...]dealing with varied genres allows students to get acquainted with different registers of the language. [...]the lack of physical classes also resulted in a lack of group activities. [...]as part of its policy of inclusion, JNU offers admission to students with visual impairment and also offers extra classes for them. [...]for overcoming the impersonal nature of online teaching, I made sure to get each student to speak in the class. The purpose was to ensure that students were active during the entire class. [...]I had to make sure that whilst recording the teaching session, I started recording only after having played the DW video.
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[...]after many such changes, relearning and reentering information into new profiles and management systems lost its luster. While believe that lecture course content can be delivered effectively online, there is an undeniable need for extensive hands-on laboratory experimentation in a physical science curriculum. [...]it provides more opportunities to reiterate key points to the students.
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PurposeThe aim of this paper is to evaluate the influence of distance learning of the subject Operational Research in terms of the impact of the COVID-19 pandemic on the quality of teaching and the success of this course, to find out the satisfaction of students with the online learning, and the impact on the performance.Design/methodology/approachGrades of students from the subject were collected from the Faculty of Business and Economics of Mendel University in Brno between 2009 and 2021. A questionnaire concerning the views of students on online teaching of the subject and its comparison with face-to-face teaching was conducted, and the data obtained from 94 respondents were statistically processed by cluster analysis and the K-means method.FindingsA comparison of the results of examinations from the years taught in classical face-to-face form and from the period when teaching took place only online showed no significant effect on the final grades of the students. The results show that the students were basically divided into two-halves: one-half that preferred online teaching and the other that supported a more face-to-face form of teaching. Most of the students highly appreciated the tutorial videos provided because of the possibility of repeated viewing.Originality/valueThe paper shows that online teaching may be a suitable replacement for standard teaching. The paper answers the question whether some online elements can be integrated in the standard form of teaching.
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PurposeThe purpose of this paper is to measure the effects of COVID-19 on student learning. Using boundary theory and border theory, the authors hypothesize that learning will be highest in 2019, the year before the pandemic, and lowest in 2020, the year that the pandemic began.Design/methodology/approachParticipants were business students at an American university. The authors administered the same 88-question multiple-choice exam in a capstone course in May 2019, May 2020, and May 2021. Ten questions measured learning in the capstone course (current learning), and the remaining questions assessed learning from prerequisite courses (prior learning). Any year-to-year differences in test scores may be attributed to the effects of COVID-19.FindingsCurrent learning was exactly as hypothesized. It was highest in 2019 and lowest in 2020. Prior learning appeared to be completely unaffected by the pandemic. It increased slightly but insignificantly throughout the three years. The authors conclude that home–school boundary and border problems caused by the pandemic inhibited the ability of students to remember what they had recently learned but did not prevent them from demonstrating knowledge of information that they had acquired in pervious semesters.Originality/valueThe authors add value to the body of knowledge about the effects of COVID-19 on student learning because (1) our dependent variable is cognitive. Most other studies have modeled attitudinal dependent variables such as satisfaction;and (2) this sample is located within the United States. Most other research has utilized participants in other countries and their results may not generalize to the American context.
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Background The flipped classroom method requires that students engage with homework before coming to the classroom so that class time can be spent on active and collaborative learning exercises. Research has demonstrated that this can improve student performance versus traditional lecturer-led teaching methods. Objective During the COVID-19 pandemic, the vast majority of teaching has been entirely online such that even ‘in-class' time has been virtual. The current article examined whether online-only delivery affects the efficacy of the flipped classroom approach. Method Grades for a research methods and statistics module and a statistics portfolio assignment were compared across consecutive cohorts of undergraduate psychology students taught by different methods. Results Overall grades on the module did not differ significantly across teaching methods but student performance on statistics tests did. Flipped classrooms, whether accompanied by on-campus or synchronous online classes, led to significantly better performance than traditional methods. No detriment was observed by teaching entirely online. Conclusion The key advantages of the flipped classroom method appear driven by active learning which can occur irrespective of classroom context. Teaching Implications Using flipped classrooms can be a useful tool, particularly in subjects where students may otherwise be less engaged with the content.
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The COVID-19 pandemic abruptly led millions of teachers and students in Brazil to migrate massively, quickly, and at scale to online remote teaching. This created a strong tension between different sectors of society and rekindled (old) beliefs, values, and prejudices related to the use of new technologies in education. On the one hand are vehement defenders for adoption of these technologies at schools;on the other are those who reject them, as they consider that transitioning from in-presence to online teaching at scale is a very difficult and highly complex undertaking for education systems. In this chapter, one seeks to discuss how the perspective of multiliteracies, updated for the currently pervasively digital age, can contribute to understanding the clash between defense and resistance to new technologies at schools. To do so, first, this article will explore the main features and concepts of the theory of multiliteracies. Second, in order to highlight the close relationship between multiliteracies and education, the article analyzes an example of a multimodal tweet posted on Twitter by a former Minister of Education in Brazil, addressing the Brazilian public school setting of online remote teaching.
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PurposeThe future of management studies is invariably steering towards online and hybrid modes of course delivery. Therefore, assessing the effectiveness of online course delivery is exceptionally crucial. This study attempts to evaluate the effectiveness of online course delivery in management education involving the instructor, participant and technological component. This study contributes to the body of knowledge in three ways. First, the study proposes an approach to assess the effectiveness of online courses in management education. The study demonstrates this by taking a case study of a business school (B-school) in southern India. Second, the study identifies the shortcomings and areas that need improvement to enhance the overall effectiveness further. Third, the study outlines suggestive measures to improve the effectiveness of online course delivery by addressing technical, infrastructural, instructor and student behavioral components.Design/methodology/approachTo accomplish the objectives, a case study approach has been adopted and fuzzy logic has been used as a methodology to assess the effectiveness of online course delivery in management education.FindingsThe findings suggest that instructors' use of cases and animation during online sessions, use of whiteboards, digital pens and other tools, attempts to draw participant's interest and the users' sense of belongingness in the online cohort, self-discipline and motivation from students' side, easy to use Learning Management System (LMS), audio-visual platforms, active electronic communication and training on the technical aspect of the online platform need to be improved to enhance the effectiveness of online course delivery further. The current effectiveness of online course delivery in the case of B-school was found to be "Fair,” which is average in relation to the effectiveness labels.Research limitations/implicationsThis study doesn't investigate the factors that moderate the effectiveness of online course delivery and how the factors influence each other. Future research endeavors can be extended in this direction to enrich the body of knowledge with new insights. Apart from this, the results outlined in this study are about the status quo of the case B-school and can't be generalized. However, the methodology and approach can be adopted by other B-schools or higher educational institutes to measure the schools' and institutes' current level of effectiveness in online teaching.Originality/valueSo far, only a few studies have paid attention to the empirical assessment of the effectiveness of online course delivery consisting of engagement from the technical, instructor and participants' dimensions. This study proposes a novel approach to measure the level of effectiveness and identifies the shortfalls that impede good effectiveness in online course delivery.
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This study aimed to investigate the factors influencing the acceptance of mobile learning technology for 21st-century skills-based training among teachers in Saudi Arabia and Pakistan. This study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which included constructs such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, student self-efficacy, behavioural intention, 21st-century skills-based training, and creative thinking skills. A survey was conducted with 619 teachers from Saudi Arabia and Pakistan who participated in a two-week mobile learning-based training session. The data were analysed using structural equation modeling (SEM). The results show that all hypotheses were supported, indicating a positive relationship between the constructs and the acceptance and use of mobile learning technology for 21st-century skills-based training. This study's findings suggest that by emphasising factors such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, and student self-efficacy when designing mobile learning interventions, teachers will be more likely to accept and use mobile learning technology for 21st-century skills-based training and contributed to sustainability by providing increased access to quality education.
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Contribution: A research on applying blended teaching in microwave filter design in graduate students. Background: The Covid-19 epidemic has caused many universities worldwide to switch to online courses. Taiwan did not have a large-scale local infection in 2020, so the school has implemented a blended teaching plan, combining online and in-person courses. Intended Outcomes: Discuss the effectiveness and satisfaction of the Microwave Filter Design Course in Graduate Students for two classes, Online or In-person course. Application Design: This study uses a quasi-experiment to teach microwave filter courses in the two classes. The teacher integrated into the Flipped Classroom and Interactive Response System (IRS). Students must use the APP to complete the preclass preview and prepare materials. Class A [Formula Omitted] uses in-person classrooms for the whole course;Class B uses blended teaching. The first eight weeks are synchronized online, then mid-term exams, and in-person courses are used for the next ten weeks. Students in two classes in the last week filled out the course satisfaction questionnaire. Findings: Class B achieved better results in the eighth midterm exam week, showing better learning results. Although students in both classes are highly satisfied with the course, Class A is more satisfied than Class B. For graduate students participating in the microwave filter design course, in-person classrooms and blended teaching can achieve good learning results and satisfaction. However, teachers must pay attention to students' reception and understanding of flipped classrooms when using online teaching. And timely and in-depth guidance on the accuracy of APP use.
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Physical education is seen as an essential subject for the development of healthy habits and well-being, in line with Sustainable Development Goal 3. Furthermore, the impact of technology on all aspects of life is now an undeniable reality. The field of education is no exception, and digitalisation has undoubtedly been accelerated by the emergency situation resulting from the COVID-19 pandemic. This paper aims to analyse the scientific production related to the field of physical education, technology, and the pandemic from a double perspective. From a search in Scopus, 86 articles were selected for analysis. A bibliometric approach was used to identify the variables of impact, collaboration, production, and dissemination. While the content analysis allowed us to delve deeper into the topics most frequently chosen by researchers, we found that the articles focused both on the circumstances experienced by practising teachers and on the adaptations made in the teaching/learning process with trainee teachers and students at different stages of education. Thus, technology has emerged as a fundamental tool in physical education during the pandemic, making it possible to develop or maintain better health and learning.
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During the pandemic, instruction moved online, and physical formats of media were unable to be used. This presented the opportunity to undertake a quantitative study on the use of streaming videos, particularly in the sciences, at Colorado College. The authors used vendor statistics for the last 5 years (2016–2017 to 2020–2021) and reviewed the time period of March–February, which is what the authors refer to as the covid year. By 2021, streaming videos were being used 25 times more than in 2016, and science videos were being streamed 26 times as much.
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The study aimed to explore the problems of teachers in teaching mathematical contents through the online mode during COVID-19 in Nepal. A cross-sectional survey study was carried out among 415 mathematics teachers from basic school to the university level. A self-constructed questionnaire was administered online, and the data were analyzed using the t-test, ANOVA, and the hierarchical multiple regression. The result shows that Algebra, Statistics, Vectors, Geometry, and Analysis are problematic areas for teachers teaching mathematics online. The institution types, ICT training status, and years of using the laptop by teachers at the secondary level were found to be the key factors determining the problem of mathematical content teaching during online instruction although the level of problems varied with respect to the teachers' age and experience at the university level. Copyright © 2022, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
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The paper presents the investigation of the effectiveness of the online training for future music teachers based on the signature pedagogy at the university. The literature review let us stated the gap in researches which cover online learning strategies for training music teachers in the professional preparation process. Due to the shifting of the educational process to the online way in the emergency situation COVID19 pandemic, the relevance of pedagogical tools for pre-paring of future specialists online extremely increased. The comparative analysis of music education standards in different countries let us determine the set of teachers` professional activities in general school music class. The main contribution is the design of a small private online course based on the signature pedagogy which delivered the set of specific pedagogical tools for training music teacher professional skills online. This course was implemented at [removed for blinded review]. The experimental work was based on the teacher` assessment of online tasks, in which students demonstrated the music teacher` professional skills. The results were proved by the statistical methods of median, standard deviation and Pearson's correlation. The obtained results proved the effectiveness of the online training based on the signature pedagogy which provided learning activities according to the specific features of music teacher professional practice.
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Este trabajo tiene como objetivo registrar y analizar, mediante el uso de neurotecnología, en un contexto formativo universitario presencial y online, el efecto que tiene en variables relevantes en el proceso de aprendizaje, lo cual supone una innovación en la literatura. En este estudio se ha empleado tecnología de neurociencia para medir el procesamiento cognitivo de los estímulos diseñados para una experiencia académica de una clase de máster universitario. Las neurotecnologías empleadas han sido la respuesta galvánica de la piel (GSR), la electroencefalografía (EEG) y el seguimiento ocular. Tras el análisis de los registros cerebrales, basados en la atención, interés, estrés y conexión emocional (engagement), en un contexto educativo presencial y su análisis comparativo con el seguimiento online, los resultados indicaron que los niveles de intensidad emocional de los alumnos que siguieron la clase de forma presencial son más elevados que aquellos que asistieron de forma online. A su vez, los valores de actividad cerebral positiva (atención, interés y engagement) son superiores en el grupo de asistencia presencial, siendo la variable negativa estrés también superior, pudiendo justificarse debido a que los alumnos conectados online no activaban la cámara. Los registros cerebrales de los alumnos que asisten a distancia muestran menor interés y atención, así como una menor intensidad emocional, por lo que el aprendizaje a distancia (online) es menos efectivo, a efectos de señales cerebrales, que la enseñanza en el aula, para una clase teórica de máster universitario.Alternate :The aim of this work is to register and analyse, using neurotechnology, in onsite onsite and online university educational context, the effect on relevant variables in the learning process. This represents an innovation in the current academic literature in this field. In this study, neuroscience technology has been used to measure the cognitive processing of stimuli designed for an academic experience in a university master's degree class. The neurotechnologies employed were galvanic skin response (GSR), electroencephalography (EEG) and eye tracking. After the analysis of the brain recordings, based on attention, interest, stress and engagement in an onsite educational context and their comparative analysis with the online monitoring, the results indicated that the levels of emotional intensity of the students who followed the class in person were higher than those who attended online. At the same time, the values of positive brain activity (attention, interest and engagement) were higher in the onsite group, and the negative variable stress was also higher, which could be explained by the fact that the online students did not activate the camera. The brain recordings of students who were distance learning show less interest and attention, as well as less emotional intensity, demonstrating that distance (online) learning is less effective than classroom learning, in terms of brain signals, for a theoretical university master's degree class.