ABSTRACT
The "Report on the Condition of Education" is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics;preprimary, elementary, and secondary education;postsecondary education;population characteristics and economic outcomes;and international comparisons. The Report on the "Condition of Education 2023" encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For "The Condition of Education 2023": At a Glance, see ED628291. For the "Report on the Condition of Education 2022. NCES 2022-144," see ED619870.]
ABSTRACT
This study explores whether US post-secondary institutions (PPI) follow philosophies to foster inclusive communities, providing resources for those individuals with disabilities thrive socially, personally, and academically, while there have been no thorough studies conducted to determine web accessibility of the nation's top-ranked PPI library webpages. Additionally, this study pioneers in comparison with the accessibility of PPI's library homepages fighting COVID-19. The study evaluated the library homepages of the premium PPIs based on Money.com's 2019 list of "The Best Colleges in America" via the WAVE web accessibility evaluation tool. The outcomes determined that most of the library homepages analyzed were littered with numerous errors, and the shift to online-based research in learning had no significant impact on the number of errors WAVE detected. The disconcerting findings of this study demonstrate the overall failure to recognize the importance of web accessibility or perhaps even the indifference toward accessibility on the part of the PPI community.
ABSTRACT
The "Report on the Condition of Education" is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education systems, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics, preprimary, elementary, and secondary education, postsecondary education, population characteristics and economic outcomes, and international comparisons. The "Report on the Condition of Education" 2022 encompasses key findings from the Condition of Education Indicator System. The Indicator System for 2022 presents 88 indicators, including the 23 indicators on crime and safety topics, and can be accessed online through the website or by downloading PDFs for the individual indicators. [For "'The Condition of Education 2022': At a Glance," see ED619873. For the "Report on the Condition of Education 2021. NCES 2021-144," see ED612942.]
ABSTRACT
Positive online learning experiences during the COVID-19 pandemic remain debatable in the literature where students and instructors have been enforced to shift from conventional face-to-face meetings to virtual learning. This study aims to explore English for specific purposes (ESP) students' experiences during online learning, along with their concerns on learning attainment and personal adaptations. A qualitative case-study method was employed through interviews with students (n=19) from three private universities in Indonesia. The obtained data were analyzed through thematic analysis. Results showed that students of different departments approached ESP differently, but they similarly reported facing difficulties in reaching the learning objectives. They also experienced burnout from excessive online learning and found themselves hardly adapting to various instructors' strategies. These findings revealed the need to revisit online ESP delivery classes in higher education. Implications for the future design of online ESP learning courses and instructor professional development are discussed.
ABSTRACT
Our goal in the current study was to identify the degree to which instructional setting (remote versus traditional) predicted students' academic achievement during the COVID-19 pandemic. A matched sample of data from 194 undergraduate students who were continuously enrolled at a private university in the southeastern United States from the spring semester of 2020 through the spring semester of 2021 was selected for this study. Data from students enrolled remotely across 37 majors were matched by sex, enrollment status, and Spring 2020 GPA. Our findings showed that neither instructional setting, students' sex, nor the number of hours they attempted were important predictors of students' academic performance during the COVID-19 pandemic. Furthermore, the academic performance of students enrolled remotely on average remained unchanged from Spring 2020 through Spring 2021. Incidentally, our results revealed that the preceding academic performance was the only important predictor of students' academic achievement during this period. This finding confirms former research on the role that previous performance plays in the academic performance of undergraduate students.
ABSTRACT
Increasing numbers of COVID-19 cases in Malaysia forced the authority to enforce the Movement Control Order since March 2020. This order requires students in Malaysia to remain at home while learning via distance and online learning modes. This study aimed to assess the readiness of Foreign Language (FL) students in Malaysian private university in transition from face-to-face learning to online learning. This study employed quantitative research whereby the data was collected from 120 FL students using an online questionnaire. Computer/internet self-efficacy, self-directed learning, learner control, motivation of learning, and online communication self-efficacy are the five variables used to assess online learning readiness (OLR). The findings showed that most FL students are ready to learn online during the pandemic. Results show that the computer/internet self-efficacy the most significant OLR variable. According to the results, students were confident in obtaining any information on the internet and using the online learning platform in their studies. In the midst of the COVID-19 pandemic, the research adds to fundamental understanding of students' perceptions on shifting from face-to-face learning to online learning, as well as examining online learning readiness in language learning setting.
ABSTRACT
The higher education in Taiwan was forced to begin an unprecedented large-scale distance teaching emergently due to the outbreak of the COVID-19 pandemic in May 2021. This research accordingly intended to realize what the students had been experienced and the mechanical engineering at a private university of technology was investigated. There are five aspects surveyed and quantitatively their satisfying order from high to low is the following: learning resources, synchronous distance teaching, final assessment, learning effectiveness, and school equipment. Next, the qualitative data shows that most students embraced freedom and liberation at the beginning of the sudden implementation of the six-week emergency distance education, and soon discovered that the pressure of learning had become greater. Reasons include easy distraction at home, increased assignments, and relatively difficult online communication, etc. In summary, the participants have the highest satisfaction with "learning resources", although there are still students who complained that they can only access the visual classroom by poor facilities, like mobile phones (6% of the participants who cannot access computers/laptops for learning), old-fashioned computers, or no internet at home. It shows the limitations of unfair resources to online learning. Furthermore, the learning effect is the second-worst, showing that although the students have mastered the skills for synchronous remote education in the six weeks, most of them still prefer to return to the familiar and reliable face-to-face classroom, owing to the difficulties in communication, hardware, and software conditions. Finally, some suggestions for the college students to prepare for the uncertain future are provided based on the study conclusions.
ABSTRACT
To mitigate adverse consequences of campus closure caused by the COVID-19 pandemic, many higher education institutions shifted from traditional to one hundred percent e-learning overnight. This study aims to identify salient determinants of business undergraduates' future preferences for e-learning and discuss its implications. 251 business undergraduates from a private university in Malaysia participated in an online survey conducted in July 2020, during campus closure. Data were analysed using multiple regression analysis to empirically identify salient determinants of future preference for e-learning. Multiple regression results inferred that the two most significant determinants of business undergraduates' future preference for e-learning were the disadvantages of e-learning, followed by learning outcomes. Limitations of this study include: (1) the survey was carried out in July 2020 when all courses were conducted using one hundred percent e-learning for the first time;(2) some salient determinants may not be captured because literature on e-learning during COVID-19 is evolving rapidly;and (3) the findings are not generalisable to other contexts. E-learning, whether in the form of one hundred percent e-learning or hybrid learning, is expected to be the new norm post-pandemic. As such, a better understanding of the determinants of business undergraduates' future preference for e-learning will enable stakeholders to overcome barriers to e-learning and improve learning outcomes.
ABSTRACT
With the sudden onset of the COVID-19 pandemic and disruption of the education systems worldwide, private universities in Bangladesh transitioned to online classes to ensure continuity of education. Therefore, it was important to investigate the private university teachers' and students' perceptions regarding various dimensions of accessing online instruction and coping strategies used by teachers. A mixed-methods approach was used to collect data from 208 teachers and 674 students through questionnaires and focus group discussions. The findings indicate that teachers and students encountered several barriers, including unstable internet connection, costly internet packages, minimal support for teachers, issues with online assessment, and an unsuitable home environment. To combat existing problems related to assessment and to increase interaction in the classroom, teachers used a small range of coping strategies. Measures are suggested to ensure access to stable internet connectivity, financial support to students and teacher training on online pedagogy and assessment.