The Role of Perceived Usefulness and Confirmation in Influencing Student's Satisfaction on Online Distance Learning

Today's learning opportunities are immense in scale and bolstered by the support of technological advancements. Many universities in Malaysia have contributed to the trend of advancements in education and technology. It was recommended that online distance learning (ODL) and online teaching processes should be used at all levels of education during the COVID-19 pandemic. However, the use of these technological advancements has encountered challenges, which were recognized during the initial application of ODL. Both students and academics faced many obstacles as first-time users of online education. This study explores students' expectations of ODL based on Expectation-confirmation theory (ECT). A survey was conducted with 579 university students to test the hypotheses of this study. The results of this questionnaire were tested using structural equation modeling (SEM) AMOS mediation analysis. The results showed partial mediating effects between perceived usefulness, confirmation, and satisfaction with online distance learning. Furthermore, it was found that perceived usefulness has a significant influence on student satisfaction with and confirmation of ODL. To ensure that students of higher learning institutions are satisfied with ODL, it is vital for universities and colleges to make these students believe that the application of ODL is useful and can create significant value for them © 2023, Asian Journal of University Education.All Rights Reserved.

INNOVATIVE UTILIZATION OF VIRTUAL CONFERENCING APPLICATIONS: BASIS FOR NEW TECHNOLOGICAL MANAGEMENT APPROACH

In this fourth industrial revolution of technologies, video conferencing applications are now utilized for online business meetings, online classes, and scientific and experimental purposes engaged in a virtual meeting room due to rigorous cases of coronavirus disease 2019. Several difficulties and technical disruptions were encountered in using the said apps, especially during online classes and business conferences. In connection thereto, this Optimization and Innovative Utilization of Virtual Conferencing Applications dissertation were developed to have a new basis for a technological management approach based on the most commonly used video conferencing applications. The encountered problems, considered factors, and optimization processes were also determined. Descriptive quantitative research was used as methodology, and initial closed-ended questionnaires, evaluation forms with a 4-point Likert scale, interviews, consultations, and testing were the instruments and sources of data. Three hundred one (301) respondents were randomly selected around the Province of Laguna, Philippines, composed of 203 respondents from schools, 78 respondents from companies, and 20 professional evaluators. The developed strategic model was evaluated using 6 out of 8 general characteristics of the ISO/IEC 25010: 2011 system quality model, which includes usability, reliability, performance efficiency, maintainability, compatibility, and security. All data gathered were validated as well as the statistical treatments such as percentage, weighted and composite means, and t-test, which was used to determine the significant difference between the normal and optimized utilization of video conferencing applications. Obtained results revealed that utilizing the developed strategic model was significantly more acceptable and effective rather than the normal utilization of the common apps. The teachers and students and as well as the workers of business enterprises are the beneficiaries of this study to optimize and utilize the said applications for better learning and optimal workflow © 2006-2023 Asian Research Publishing Network (ARPN). All rights reserved

The Impact of the Covid-19 Pandemic on Interior Design Students' Performance in Jordanian Universities

This research study compared the perceived performance of interior design students participating in Classroom Learning Versus Online Learning due to the COVID-19 pandemic lockdown in Jordan. The survey results suggest that first-year students had higher satisfaction ratings than third-year students. Second-year students had a medium level of expectations and perceptions regarding both online and classroom learning. The reasons for this difference in perceived performance could be attributed to a variety of factors, such as the novelty of online learning, the more complex coursework of third-year students, and the difficulty of conveying concepts in an online learning environment. In order to ensure that all students are receiving an equitable education, regardless of their year level, it is important to understand the root causes of the difference in satisfaction between first-and third-year students and to develop strategies to address any issues that arise. The findings of this study provide insight into the factors affecting student satisfaction with online learning and can inform the development of strategies to support students in their learning during the pandemic.

Student Engagement, Challenges and Coping Mechanisms in High School Online Distance Learning during Covid-19 Pandemic

Most educational institutions made sure that instruction was uninterrupted at the start of the COVID-19 pandemic. As a flexible learning method, most schools chose online distance learning (ODL). Consequently, the Internet is among the many tools that ensures continuity in teaching and learning. Many schools have adopted ODL using their learning management system (LMS). However, schools are challenged in attaining the expected engagement among students. Students must cope with the new learning environment wherein they are physically separated from teachers and peers. This research aims to assess the engagement of senior high school in the ODL environment. Specifically, it describes the respondent's engagement profile, preferred learning resources and activities, and challenges faced in ODL. Student logs from the university LMS during the second semester of 2020 - 2021 were utilized for engagement profiling. On the other hand, an online survey was conducted among 424 students to gather their preferred learning resources, activities, and challenges experienced in ODL. Results show that assignments and files are the most common resources used during the ODL. It shows that attendance and quizzes are what students often visit. Quiz and Wiki are where students spend their time. The result indicates that Slideshows and PDF or MS word materials are the most preferred learning materials. The Lesson is the most preferred learning activity, and students perceived that this activity is the most useful in the ODL. Lack of motivation or confidence earned the highest mean of 3.49, described as "every time." Heavy workload, procrastination, lack of interaction, and technical issues are rated "every time," showing that respondents are heavily challenged. In terms of coping, the result indicates that daily login and breaking down responsibilities were the most common mechanism. Communicating with the teachers yielded the lowest coping mean. The study concludes that engaging students in online distance learning are very challenging, especially when learners are not ready. Preferences in terms of learning resources and activities are multi-faceted. There is a need to improve the variation of asynchronous activities like interactive multimedia, such as gamification.

Development and Implementation of Video-Recorded Simulation Scenarios to Facilitate Case-Based Learning Discussions for Medical Students' Virtual Anesthesiology Clerkship.

Introduction: The COVID-19 pandemic presented unique challenges to medical student education. Medical student activities involving direct patient contact were limited, challenging anesthesiology programs to develop innovative means of presenting a clinical experience to trainees. In response, the Department of Anesthesiology at the University of Minnesota Medical School quickly transitioned its introductory anesthesiology clerkship to be entirely virtual. We designed the resulting curriculum to provide medical students with the most experiential learning experience possible. Methods: We created and conducted a virtual curriculum for medical students that incorporated video-recorded simulation-based scenarios to facilitate case-based learning discussions (CBLDs). At the end of their 2-week rotation, students completed a postclerkship survey with Likert-scale questions and an open-ended question intended to elicit feedback and evaluate the efficacy of the virtual curriculum. Results: Twenty-eight medical students finished the 2-week virtual anesthesiology clerkship over eight blocks, with all 28 students completing the postclerkship survey. Survey responses demonstrated that the virtual clerkship met or exceeded expectations in all areas. A majority of students (74%, 14 of the 19 who answered the associated question) felt that the faculty-led CBLD exercises were informative. All 28 students agreed or strongly agreed that the virtual assignments were valuable and facilitated learning. Discussion: We successfully implemented a virtual anesthesiology clerkship curriculum in response to constraints presented by the COVID-19 pandemic. The virtual format provides trainees with a simulated clinical experience that can be utilized not only during future pandemics but also in modern training curricula.

Analyzing Sensitive Factors Affecting Online Academic Performance in the New Normal: A Machine Learning Perspective

Online distance learning (ODL) is one extension of the distance learning approach introduced by the Department of Education (DepEd) as part of its learning continuity in the new normal (COVID - 19 times). Despite the advantages brought by online learning in continuing learners' learning experiences and improving learners' academic performance during the pandemic, it is still of vital importance to examine what factors are sensitive to changes in learner's online academic performance. In this study, sensitive factors affecting online academic performance are examined through the lens of machine learning (ML) methods: Boruta algorithm (BA) for feature selection;multilayer perceptron neural network (MLP NN) for model formulation;and partial derivatives method (PDM) for sensitivity analysis. Data used in the analysis are responses in the survey participated by N = 978 senior high and junior school students of a private high school institution in the Philippines. Out of eighteen factors considered in the analysis, BA revealed only six relevant factors that contributes greater information to changes in student's online academic performance. Formulated MLP NN model achieved a high testing accuracy of 0.932 with a kappa coefficient of 0.891 and an f - measure of 0.924, that aided the sensitivity analysis using PDM to have better results. Sensitivity analysis showed that motivation and mental well- being are the most sensitive factors affecting both below average and above average online academic performance. © 2022 IEEE.

COVID-19 and online distance learning in Malaysia: A blessing or a curse?

This study intends to investigate the extent to which students' learning experience has been meaningful and satisfying, and their sentiment on online distance learning due to the implementation of emergency remote teaching (ERT). The study further analyses the causes of Malaysian university students' grievances and challenges and psychological effects in dealing with ERT during the period of the COVID-19 pandemic outbreak and MCO in Malaysia, which prohibited any face-to-face interaction between the period of 18 March 2020 to 30 May 2020. This study employs qualitative methodology in analyzing the content of social media comments following a video post on students' frustration about online distance learning (ODL). Our study provides evidence that ODL, as experienced by the students during the MCO, presented numerous pedagogical, technological, and social challenges which caused a great deal of stress and affects students physically and psychologically. By capturing and analyzing the comments made for a viral video posting of a Malaysian undergraduate student about her personal experience undergoing the ODL, we identify nine factors that contributed adversely to students' learning experience during the ERT period. In more in-depth, we find that the continuous academic assessment tasks, coping with new method of teaching and learning and excessive workload are the main pedagogical challenges. Additionally, technological challenges were present due to lack of reliable internet connection and digital technological equipment and finally, social challenges arise from the lack of family support and understanding, conflicting roles and responsibilities, need for emotional support and unconducive learning environment. Leveraging on the students' experience, we deduced that their encounter with ODL is a reflection of the application of emergency remote teaching (ERT) philosophy. Copyright © 2023 Kamaludin and Sundarasen.

Perceptions of Postgraduates Majoring in English Education on Speaking Assessment Module for Online Distance Learning (ODL)

—Assessment of speaking skills differs from other language skills. The methods of conducting speaking skills are included in the English Assessment Module developed by the researchers from the National University of Malaysia (UKM). The module is designed to cater postgraduates (adult learners) through Online Distance Learning (ODL) program. ODL has become essential in education setting for adult learners as they could manage their learning whilst juggling their career and personal commitments. The covid-19 pandemic has become the starting point for postgraduates to conduct the course remotely according to their preferences of learning. The revolution of education allows adult learners to pursue their Masters. The module includes various types of English language assessments in the context of speaking English as a Second Language (ESL). Hence, eight adult learners were interviewed to give their perceptions towards this newly designed module. This qualitative research method employed a set of semi-structured interview questions and open-ended questions via Google Meet. The findings showed that English Assessment Module;Speaking Assessment is well equipped with comprehensive information and guidelines on how the speaking assessments should be conducted in ESL context. Generally, the findings indicate that the English Assessment Module;Speaking Assessment is suitable for ODL postgraduates (adult learners). This paper also includes the participants' suggestions to further improve the module. The findings could benefit the online distance course designers in designing better module for adult learners and enable the learners to learn effectively at their own convenience. © 2023 ACADEMY PUBLICATION.

Correlates of Learning Satisfaction and Learning Engagement in Online Distance Education

Student nurses' perceived learning satisfaction and learning engagement are related to experiences and expectations of the courses' implementation and students' commitment. Due to the sudden shift to online distance learning caused by the COVID-19 pandemic, it is challenging for Higher Education Institutions (HEIs) to deliver quality instruction and achieved satisfaction of learning and engagement. This study was designed to appraise the correlation between apparent learning satisfaction and student nurses' learning engagement and to determine the aspects that were related to learning satisfaction and engagement in the implementation of Related Learning Experiences (RLE) of the nursing courses. This addresses many gaps in the literature regarding online distance learning during the COVID-19 pandemic and provides HEIs that can lead to increased student satisfaction and engagement with online distance learning (ODL). This study was a descriptive-correlational research design. A total of 133 students completed the two sets of online questionnaires: the Satisfaction of online learning (SOL) and the online student engagement scale (OSE). Pearson's correlations were utilized to look at the association between perceived learning satisfaction and learning engagement. A logistic regression model was employed to sightsee the associations of age, gender, year level, internet connectivity experience, and apparent learning satisfaction with higher learning engagement. The findings in the correlation among the OSE scores and mean perceived learning satisfaction was 0.36 (moderate degree of significance). Fifty-one students (38%) were classified as highly engaged (cut-off of >= 3.5 for the OSE mean score). The mean perceived learning satisfaction score was insignificant between highly engaged and not highly engaged students. The logistic regression model presented that a better internet connectivity experience and apparent learning satisfaction were associated with an increase in the probability of higher learning commitment. The outcomes imply that perceived learning satisfaction and internet connectivity forecast learning commitment among student nurses in virtual learning.

The Reduction of Fragmentation in the Conduct of Online Distance Learning using my.eskwela.

With (Corona Virus Disease) COVID-19 pandemic, academic institutions worldwide were forced to facilitate distance learning and it quickly became the standard mode of instructional delivery for everyone. Even if implementation is met with problems like lack of manpower skills and training, perceptions, and the internet connectivity, Filipinos are still optimistic to overcome the limitations by using its ingenuity in finding the appropriate solution. Solutions may include the fragmentation of variety of platforms in the conduct of online distance learning. It is the desire of this study to introduce my.eskwela to reduce if not eliminate the need for the fragmented approach in delivering online distance learning. Such realization comes with the hope to minimize the mental stress experienced from switching platforms.

Challenges and Preferred Features of Online Distance Learning in Obstetrics & Gynaecology Course: A Qualitative Analysis

Introduction: The Covid-19 pandemic has led to unprecedented transformation of the delivery of Obstetrics and Gynaecology (O&G) course to online distance learning (ODL). This study aimed to explore the challenges and preferred features on ODL among the students during the Year 3 O&G course. Methods: This study was a qualitative component of a cross-sectional survey on 'Students' Readiness and Perception on Online Distance Learning for Obstetrics & Gynaecology Course during COVID-19 Pandemic' among Year 3 medical students. It included 193 students post-theory block and 200 students post-clinical block. We described the changes made to the O&G course structure in adopting the ODL. Two open-ended questions were given at the end of each block to explore the research questions. Demographic data was analysed and thematic analysis of the responses was performed. Results: Eight themes of challenges were identified and the top four were poor internet connection, difficulty to understand clinical or practical subjects, difficulty to focus during learning and distraction from the surroundings. On the other hand, seven themes for students' preferred features on ODL were found which includes enthusiastic tutors, beneficial learning activities, accessible learning material, adequate learning material, interesting topics, flexible learning, and organised teaching structure. Conclusion: Teaching clinical courses such as O&G through ODL can be effective, however, the challenges faced by the students must be addressed and the preferred features on ODL should be further strengthened to maintain the high quality of clinical education. Hence, ODL may continue to supplement the traditional teaching method, despite after pandemic. © 2022 UPM Press. All rights reserved.

Covid-19: Sentiment Analysis of Students Readiness on Open Distance Learning (ODL) via Twitter

The widespread of Corona virus in Malaysia has led to open distance learning (ODL) for every student in continuing their study. However, the student readiness in ODL is unknown for the university. Thus, university institutions must always monitor what the university says about social media and the student readiness on ODL. This project aimed at developing a sentiment classification by means of a Naïve Bayes algorithm in displaying the readiness index of students by extracting Twitter tweets. A standard sentiment analysis performance measurement was used in evaluating the developed sentiment analysis model. About 98.8% of the extracted tweet are negative tweet about the online learning which indicate that the students are not ready for the ODL. The classifier model's precision, recall and f1-measure for each category on online learning readiness are obtained. The best f1-score of the classifier model is in online category with 29.0% for negative tweets and 31.7% for positive tweets compare to the other category with a precision of 27.9% for negative tweets and 30.7% for positive tweets while for the recall value is 29.6% for negative tweets and 32.2% for positive tweets. However, there are room for improvements by implement of the autocorrect function for the sentiment analysis model, implementation of a live update function in dynamically for student readiness index live when new tweets appear, implement a machine classification model, providing dynamic database application and used higher performance computer for data scrapping. © 2022 IEEE.

Architectural Engineering Students' Perception of Knowledge Acquisition in a Senior Project Course Delivered Synchronously Online Due to COVID-19

The COVID-19 pandemic, which began in spring 2020, led to the sudden termination of conventional learning systems. Since then, Synchronous Online Distance Learning (SODL) has been employed as an alternative teaching modality in engineering education. During this shift, educators were required to maintain successful Student Learning Outcomes (SLOs). Therefore, a substantial question was raised about how we could ensure that the knowledge presented through SODL approaches is of sufficient quality? This study aims to develop a tool to evaluate the students' knowledge acquisition while utilizing SODL approaches in engineering education in order to define the ability of this approach to maintain educational continuity, when forced to transition to SODL. A Design-Based Research (DBR) methodology was adopted to link the qualitative research variables in this study;the variable of dimensional analysis is one substantial approach to identifying the aspects of SLOs in a SODL Architectural Engineering (AE) senior project while the collaborative component of this study has been integrated as in-depth structured interviews. Following our analysis, findings indicate that SODL does not necessarily compromise students' skills in acquiring knowledge;furthermore, it advances the AE senior projects curricular paradigm positively.

INSTRUCTOR TEACHING EXPERIENCE WITH ONLINE DISTANCE LEARNING FOR PRACTICAL DESIGN COURSES AFTER COVID-19

Due to COVID-19, all classes in schools have been converted to distance learning using online platforms. However, various problems were raised when converting face-to-face classes to online distance learning. In particular, the difficulties were more pronounced for practical design courses because they include practical experience. In this context, this study focused on actual online distance learning classroom cases in design education. Based on the qualitative case study methodology, four instructors were interviewed about their experience with distance learning courses that actively utilized online platforms for college design courses as research cases. In design education, which aims at interdisciplinary and convergence thinking, online distance learning is meaningful in that it can expand experience and opportunities for the overall formative design through the development of technology. On the other hand, there are clear limitations in terms of practical production activities for existing online distance learning methods. Therefore, it is necessary to explore whether to develop classes based on the recently used effective activities or whether to find new strategies in the case that these limitations are fundamental to online distance learning. © 2022 IADIS Press. All rights reserved.

Effects of changing from on-site to online distance classes on graduate students’ help-seeking: lessons for sustainable teaching and learning from the COVID-19 pandemic

Over the past decade, the Japanese government and Japanese universities have increased student mobility, both inbound and outbound, to accelerate the internationalization of higher education. However, student mobility was halted in early 2020 because of the COVID-19 pandemic, and international students who had planned to engage in a traditional study abroad program could not enter Japan. The current study examined whether the unexpected implementation of online distance classes because of the pandemic affected the learning strategies of graduate students, including international students. In addition, we investigated whether the online courses functioned as an alternative to face-to-face classes. An analysis using structural equation modeling revealed that the period of enrollment, self-regulation, and country of residence were factors that influenced help-seeking behavior. Graduate students who had enrolled before the pandemic and already experienced face-to-face classes were more likely to actively seek help from instructors and classmates in online classes. Furthermore, graduate students who were unable to enter the country but were taking classes online also tended to actively engage in help-seeking from their instructors and classmates. Students' experiences of the sudden change to distance learning suggest that, to ensure a sustainable teaching and learning environment in various contexts, instructors should use class designs that consider distance learning, particularly designs that enhance students' help-seeking, even under normal circumstances. In addition, ensuring sufficient online/virtual spaces for communication among teachers and students is important.

The Deaf Experience in Remote Learning during COVID-19

Due to the COVID-19 pandemic, many children with hearing loss face many challenges in receiving a quality education. The lack of trained teachers, adequate technological devices, accessible materials and lessons, and home support are all barriers to learning for these children who must learn at distance without appropriate assistance. The main purpose of this paper is to identify these challenges and explore possible recommendations to make online distance learning more accessible to these children. © 2021 IEEE.

Creation and Implementation of Virtual Urogynecology Patient Cases for Medical Student Education.

Introduction: Urogynecologic disorders are highly prevalent, and many physicians across various specialties will encounter and care for patients with pelvic floor disorders. Yet most medical students have had limited to no experience in diagnosing and managing pelvic floor disorders, resulting in a gap in clinical education. Methods: Three virtual and interactive urogynecologic patient cases were developed on an e-learning platform with an overall goal of increasing clinical exposure to various pelvic floor disorders. The cases were integrated into the medical student obstetrics and gynecology clerkship during the 2020-2021 academic year (n = 40). Participants provided feedback regarding usability, acceptability, and educational value of the cases. Results: Twenty-one students (52%) completed the survey. Ninety percent (n = 19) agreed or strongly agreed that they were satisfied with the cases, and 71% (n = 15) agreed or strongly agreed that they would recommend the virtual patient cases to other students. All students (n = 21) felt that the format was easy to use and reported that the cases were appropriate for their level of learning. Most students felt that the cases increased or significantly increased their confidence regarding nonsurgical and surgical management options for pelvic floor disorders. Discussion: Our findings suggest that these interactive virtual patient cases are an acceptable, valuable, and effective tool for learners. Utilizing the cases can help mitigate existing disparities in exposure to pelvic floor disorders both highlighted by and preceding the COVID-19 pandemic.

Effect of student characteristics on the high school students’ below-basic achievement level in English: Focusing on the changes after COVID-19 outbreak

This study aimed to investigate the effect of the coronavirus disease 2019 (COVID-19) on the factors predicting the English achievement of Korean high school students in the National Assessment of Educational Achievement(NAEA). Accordingly, this study addressed the following two research questions. First, what are the differences in student characteristics between the below-basic achievement level students and basic-and-above achievement level students before and after the COVID-19 outbreak? Second, what changes have occurred in the factors predicting high school students’ English achievement levels between 2019 and 2020? Altogether Nineteen variables related to family background, daily life, school life, IT use, and cognitive and affective abilities were examined, and t-tests and binary logistic regression analyses were conducted to answer the research questions. The results indicated that students’ self-directed learning ability became more important following the COVID-19 outbreak. This suggests that it is necessary to not only manage the quality of the content of online classes and emphasize on digital literacy, but also help students develop their self-directed learning skills, such that they can effectively manage their own learning and use learning strategies. © 2022 KASELL All rights reserved.

Could motivation, volition, and engagement be a panacea in online distance learning? [References]

The current pandemic that we are going through once again showed us the value of motivation in education. During the COVID-19 global pandemic process, do you think strategies that increase motivation, student engagement, and the power of volition in online distance learning environments can be a panacea in overcoming the troubled process? This study aims to address the situations that are considered to be the basis for the disruptions in education during the COVID-19 global epidemic process from the perspective of motivation, student engagement, and the power of volition. For this purpose, the chapter plans to present the strategies that can be taken as a basis in overcoming the problems encountered in online distance learning in terms of learner, learning environment, and guide (instructor) with the theoretical background of the types of interaction in online learning that is suggested by Moore. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Cooperative Gamification in a Computer Science Introductory Module

Especially in introductory modules, that are predominantly attended by first-year students, it is of particular importance to set incentives for active participation, to develop a community feeling and to promote cooperative behaviour by the students. The online distance learning necessitated by the Covid19-pandemic has further intensified this challenge. In order to encourage the desired activity on the part of the students and to build up a sense of belonging, a gamification approach was tried out in a large computer science introductory module with about 550 participants. This involved collecting so-called "Algos"together by all course participants through various activities, with advantages granted to all students for reaching a certain amount of Algos together. In combination with humorous elements and contexts (e.g. "Easter eggs"and word problems), the gamification system led to a high level of satisfaction among the students. Although the majority of the students did not perceive the Algos as the main motivation for most of the concrete activities, the lecturers were also satisfied with the actual participation in the digital semester. © 2021 ACM.