ABSTRACT
The COVID-19 pandemic has significantly changed education and caused unprecedented disruptions. These changes may disappear once the schools resume face-to-face classes in full force. Likewise, a positive change may not be necessarily what we want in education. This may be due to the existence of digital divide among students which cannot be ignored. During the COVID-19 pandemic, OneNote Class Notebook is used as an interactive digital whiteboard and has been evident as one of the best alternatives to the traditional whiteboard in the teaching and learning process. In this study, we aim to analyze students' perceptions of OneNote Class Notebook and the level of their continuous intention to use OneNote Class Notebook as an interactive digital whiteboard to replace the traditional whiteboard when school reopens with face-to-face lessons in the classroom in full force. The findings show that the students perceived that OneNote Class Notebook is indeed a useful tool to be used for calculus learning. But, it cannot be perceived as suitability to continue to be used during post COVID-19 period, when school reopens with physical classes in full force. In this regard, it reminds educators of the importance of rethinking education in the new normal post COVID-19 era from the perspective of curriculum studies. © 2023 IEEE.
ABSTRACT
Due to the Covid-19 pandemic, teachers have to hesitantly switch to the virtual world of teaching, known as enriched virtual blended learning in which technology, surely plays a significant role in material delivery and discussion. Studies related to blended learning in English language classes, especially in academic writing classes, have been done in many countries, but they are still lacking in the Indonesian setting. This study aimed to investigate the effectiveness of technology utilization in enriched blended learning to teach academic writing and the students' perspectives towards the use of technology in blended learning. This study involving forty-five students in a university in Jakarta applied both quantitative and qualitative methods. A pre-test and a post-test were assigned before and after the blended learning period to study the effectiveness of blended learning. In addition, surveys and interviews were conducted to investigate the students' perspectives. The results indicated that the use of technology in blended learning effectively helped students develop their academic writing skills despite being a new experience. Furthermore, despite some limitations, this strategy of using technology in teaching-learning was accepted with optimism as they started to get accustomed to it. Hence, the use of technology is promising for the future of learning. © 2023 IEEE.
ABSTRACT
To stop the spread of the COVID-19 virus, educational institutions abruptly switched from in-person to online, remote mode of teaching without giving educators the necessary tools and training. In this paper, we focus on the Software Engineering Education & Training (SEET) courses at the university levels and address questions like: What tools and techniques did they adapt to handle the modality transition challenges? What lessons they learned and what would they do differently the next time? What are the students' perspective on these, etc.? We interviewed 16 SEET educators from different countries around the world;followed by surveys of more than 300 educator and student participants. Our empirical study found some common themes of challenges, as well as suggestions on tools and techniques to overcome them. © 2022 IEEE Computer Society. All rights reserved.
ABSTRACT
The study investigated the impact of VBI on student grammar comprehension. The purpose of the study was to examine the effectiveness of VBI in enhancing students' grammar comprehension as well as the students' perspectives on using VBI in the classroom. This study employed a quantitative pre-experimental one-group pre-Test and post-Test research design. A pre-Test, post-Test, and questionnaire were used to answer the research questions. It was conducted at one university in Indonesia, with the participation of forty students. The result showed that VBI could enhance students' grammar comprehension as the post-Test score of the students was higher than their pre-Test score. It indicated that the video-based instruction provided students with quality instruction. Moreover, four students' perspectives after VBI implementation were presented. First, the VBI provided was informative that it assisted them to comprehend the grammar materials. Second, VBI was easy to be accessed at any time and from anywhere. Third, VBI given was interesting material. The final point was that VBI met the video quality expectations. To sum up, this learning media effectively improves the students' grammar comprehension. © 2022 ACM.
ABSTRACT
The objective of the work presented is to highlight experiences, impacts and challenges which students had to face during online learning and the corona-pandemic. This paper reports on findings of a survey conducted at a German university of applied sciences. An online survey was developed and administered. Responses were analyzed, using mostly descriptive statistics, and key findings are shared. These relate to experiences and challenges encountered by students during the time of online learning and revealing insights to the student perspective on online learning. These findings inform decision makers in considering future options regarding the use of technology for distance learning too. © 2022 IEEE.
ABSTRACT
Acoustic comfort in classrooms has a great impact on the quality of education. In specific, its impact on teaching and learning experience has been widely studied and the results show that acoustic comfort is linked to learning attributes, e.g. enhancing productivity, memorizing and understanding of the taught material, mental welfare, and motivation. In this paper, we assess the acoustic comfort in hybrid classrooms, at the University of Sharjah, after classes have been reconfigured to comply with COVID-19 social distancing protocols. First, we measured the background noise and reverberation times for different types of classrooms used for teaching and learning. The results showed that most classrooms do not comply with international standards. For example, the background noise levels in the selected classrooms were found to range from 43.9-49.6 dB(A), which is higher than the recommended WHO limits. To evaluate the acoustic comfort from the perspective of the students, a survey was conducted to evaluate students' perception on acoustic conditions at the hybrid classrooms. The results showed that the majority of the students surveyed, 88%, felt that noise in classrooms affected their understanding of the material and communications with the instructor and peers. Noise sources were identified to originate from corridors, maintenance work, and construction sites within close proximity to the classrooms. Better designs are highly recommended to improve acoustic comfort to ensure an excellent student experience and the best learning environment. © 2022 Internoise 2022 - 51st International Congress and Exposition on Noise Control Engineering. All rights reserved.
ABSTRACT
The use of digital technologies in teaching to make it more varied, better, more diverse, or even more accessible is being pursued systematically at many universities. This article shows the developments in the digital transformation of teaching at Graz University of Technology (TU Graz) over the last 17 years. In the process, the various activities of Graz University of Technology and of the central department of teaching and learning technologies about the digital transformation of teaching and its focus and change during this period are described in the form of a workshop report. The consequences and developments of the Covid-19 pandemic on digital transformation efforts are also addressed. This is contrasted with results of two students' surveys from 2014 (N = 1,502 complete questionnaires) and 2021 (N = 1,386 complete questionnaires). Within this contribution, the authors use the survey's data to assess how students' attitudes towards technology-enhanced teaching were changing at TU Graz. Mean indices were created to be able to compare the two surveys. This shows that despite the less good experience with teaching at TU Graz during the pandemic the attitude towards digital teaching is relatively satisfying. Nevertheless, the authors point out that the students clearly indicate that digital (distance) learning has a negative impact on communication between students and teachers as well as between students themselves, and that measures would be desirable here. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Learning analytics (LA) has been opening new opportunities to support learning in higher education (HE). LA dashboards are an important tool in providing students with insights into their learning progress, and predictions, leading to reflection and adaptation of learning plans and habits. Based on a human-centered approach, we present a perspective of students, as essential stakeholders, on LA dashboards. We describe a longitudinal study, based on survey methodology. The study included two iterations of a survey, conducted with second-year ICT students in 2017 (N = 222) and 2022 (N = 196). The study provided insights into the LA dashboard features the students find the most useful to support their learning. The students highly appreciated features related to short-term planning and organization of learning, while they were cautious about comparison and competition with other students, finding such features possibly demotivating. We compared the 2017 and 2022 results to establish possible changes in the students' perspectives with the COVID-19 pandemic. The students' awareness of the benefits of LA has increased, which may be related to the strong focus on online learning during the pandemic. Finally, a factor analysis yielded a dashboard model with five underlying factors: comparison, planning, predictions, extracurricular, and teachers. © 2023 ACM.
ABSTRACT
In addition to traditional technical skills, like modeling in UML, programming, databases and APIs, students of software engineering also need to learn how to work effectively in physically separated teams. The global nature of the software industry also requires students to learn to communicate with team members and stakeholders in different countries, with different cultures. Travel restrictions imposed to combat the Covid-19 pandemic have made it very difficult for students to spend a semester abroad. To enable students to gain international experience without leaving their home countries, a distributed course on global software engineering was conducted by two universities. Experiences with a focus on the student's perspectives are presented. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
This study explores student experiences of online learning during the global COVID19 pandemic. The paper assesses whether the outcomes of constructivist inquiry-based learning can still be achieved online. A qualitative research approach was used to survey online learning experiences of students. A total of 27 registered Construction Studies university students conveniently sampled across all levels of study completed a questionnaire with close ended questions. The data collection was computed and analysed using SPSS version 27. Mean values, standard deviations and reliability values were computed. Results of the survey indicated that most students spent more time doing work during online learning. Students indicated that they were able to think more critically and discuss concepts and collaborate with other students. There was a handful of students that were more stressed, socially inactive and lacked outdoor activity due to online learning. The sample is drawn from a single university in South Africa and findings cannot be generalized across all student populations. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
This study aims to analyze the antecedents of e-learning adoption during the pandemic at Adamson University. This quantitative research uses Structural Equation Modeling Partial Least Square (SEM-PLS) to analyze the data obtained. The data was collected from Adamson University's higher education students with an online questionnaire survey distributed from May until July 2022. In total, there are 207 respondents collected and valid to do measurement and further analysis. The study comprehensively demonstrates consistent results with the previous research. The results show that all hypotheses are accepted and supported by previous research. System Quality and Prior e-learning experience have a positive and significant direct effect on Perceived Usefulness and Perceived Ease of Use. Then. Perceived Usefulness and Perceived Ease of Use have a positive and significant effect on Attitude toward e-learning. Attitude towards e-learning has a positive direct effect on behavioral intention to use e-learning. Implications, limitations, and further research suggestions were well discussed. © 2022 IEEE.
ABSTRACT
We present a long-term study of how university students experienced teaching/learning activities throughout the Covid-19 pandemic in Denmark1. We collected data through questionnaires from N=365 students enrolled in the "Introduction to Database Systems"course during four consecutive semesters (Spring 2020 to Fall 2021). The two years span the entire period of the pandemic's interruption of normal on-site teaching, until restrictions were completely lifted in Denmark. The study investigates student preferences for online versus onsite teaching, and identifies the advantages of both, as well as changes in preferences throughout the pandemic. Quantitatively, the results demonstrate a preference for on-site over online teaching which was more pronounced for exercise classes than for lectures. Qualitatively, the study identifies several advantages of both online and on-site teaching;including a more engaging learning environment and better teacher-student interaction for on-site lectures, and flexibility and self-paced learning for online teaching. The primary changes identified were an increased sense of being able to focus online and a decrease in ease of asking questions online towards the later stages of the pandemic. Finally, we highlight the opportunity for universities to provide hybrid models of teaching, in order to care for diverse student preferences and needs. © 2022 IEEE.
ABSTRACT
The prevalence of computer technologies has grown the perception of online peer feedback as an effective instrument for developing critical thinking abilities in higher education generally, and ESL classrooms specifically, as a tool for improving critical thinking abilities. The efficiency of this activity was most clearly proved during the Covid 19 pandemic when educational systems around the world were pushed to transition from traditional courses to online learning. The current study looked into how Vietnamese students perceived online peer feedback and its connection to critical thinking abilities. A mixed-methods strategy was adopted in this project, which integrated both quantitative and qualitative techniques. The perspectives of 91 students enrolled in an English General Preparation Course at a private university in Vietnam on online peer feedback were effectively communicated through quantitative surveys for objective data, followed by qualitative interviews with three English lecturers and six students for in-depth information about their experiences. This study demonstrated that offering online peer feedback to students enables them to enhance their critical thinking skills, notably in examining one another's work and, as a result, proposing a viable solution. However, to ensure that students are able to reap the benefits of online peer feedback and get more active in such a practical activity, instructors must provide explicit guidance. © 2022 IEEE.
ABSTRACT
Contract cheating, or students outsourcing their assignments to be completed by others, has emerged as a significant threat to academic integrity in higher education institutions around the world. During the COVID-19, when traditional face-to-face instruction became unsustainable, the number of contract cheating students increased dramatically. Through focus group interviews, this study sought the perspectives of 25 students enrolled in first year writing in a private higher education institution in Kuwait during the pandemic in 2020–2021, on their attitudes towards contract cheating. MAXQDA 2020 was used to examine the data. The participants believe that the primary motivations for engaging in contract cheating are mainly the opportunities presented by online learning and the psychological and physical challenges they experienced during online learning. Those who did not cheat had some shared traits, such as a competitive spirit, confidence in their talents, and a strong desire to learn. Additionally, those with high moral values avoided cheating. To combat contract cheating, students believe that teaching and evaluation techniques should be drastically altered and that students should be educated about plagiarism, while institutions should impose tougher sanctions on repeat offenders.
ABSTRACT
While the almost complete conversion of university teaching to digital formats in March 2020 initially had a disruptive effect, in the meantime almost all university teachers and learners can look back on numerous experiences with different forms of university learning and teaching. These experiences can contribute to the design of higher education teaching and learning of the future. The article describes an explorative analysis that asks from the students’ point of view which studies from Germany can be identified that give hints and statements about the future of studying from the students’ point of view and what wishes, requirements, preferences are articulated for future higher education teaching. For this purpose, this article collects evidence from studies on higher education teaching and learning of the future and presents the inductively formed category system as the first result of a structuring content analysis, which gives first indications of significant topics, statements and preferences. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Taking into account the changes occurring in the aftermath of the Covid-19 crisis and taking the perspective of students from generation Z currently entering the labour market, the aim of this article is to assess the increase in the importance of competencies for knowledge management on the impact of process orientation. The empirical research was conducted using an online survey method at two leading universities in Poland in economic education, and complete data were collected from 711 generation Z students. They were analysed using the structural equation modelling method. The results show that the increase in the importance of competencies for knowledge management following the Covid-19 crisis will affect the change of the five of six process orientation components, i.e. defining business processes more clearly, allocating resources to a greater extent based on business processes, broader setting of specific performance targets for different business processes, measuring the outcome of different business processes more closely and more unambiguous designation of process owners. Only in the case of rewarding employees based on the implementation of business processes in which they are involved, students from generation Z do not see the impact of the increasing importance of competencies for knowledge management. © 2022, Springer Nature Switzerland AG.
ABSTRACT
Along with its growth, one of the research areas to perfect online learning is student-centered factors that affect how online learning is going from the student's perspective. However, online learning still faces similar problems from the student perspective even until the COVID-19 pandemic. This fact confirms researchers still need to do more studies, or educators still need to learn more. So, this study aimed to help researchers and educators by providing the latest and relevant student-centered factors. This study reviewed 21 latest and relevant studies to achieve the objective. As a result, 12 types were discovered, with at least three factors in each factor type. Also, the impact of each factor on each other was given. Then, some factors were prioritized to solve the problems mentioned before. It'll be easier to improve the prioritized factors by taking steps back and improving the independent variables first. Hopefully, researchers can see a gap in those factors and start a study to solve it. Also, educators can learn at once and adjust some relevant factors to facilitate online learning as expected, especially during the COVID-19 pandemic. © 2022 IEEE.
ABSTRACT
The Covid-19 pandemic has further fueled an increase of e-learning in higher education. The widespread use of online learning generates vast amounts of academic data. This data can be collected and analyzed with the help of Learning Analytics to improve teaching and learning. Although students are essential stakeholders of Learning Analytics, their views are underrepresented in current research. Therefore, this paper aims to give an overview of opportunities and threats regarding the use of Learning Analytics from students’ perspective. For this purpose, a qualitative study with 136 students was conducted, and the answers were coded and classified by multiple researchers. The results show a generally positive attitude toward Learning Analytics. Noticeable in comparison with existing research were small-scaled answers of participants that focus primarily on the course level and students’ everyday lives. The identified opportunities and risks provide a good foundation for further research. © 2022, IFIP International Federation for Information Processing.
ABSTRACT
Since COVID-19 was declared as a pandemic in March 2020, the world as we know it has changed. Most academic institutions in the U.S. have switch to fully online or remote classes. This abrupt change has left both the instructors and students with a lot of challenges to face, with the most concerning of them all is being able to fully focus and actively engage in a remote classroom. One of the ways to help students in a remote online classroom is incorporating active learning techniques. This paper will study the effect of using different active learning techniques, in a remote classroom, on improving the students' level of engagement and ability to focus. The study will be divided in two different aspects, first: the authors will analyze the students' perspectives on the use of active learning techniques, through a survey-based study. Second, we will investigate the students' scores before and after using active learning techniques in different course modules. The study took place over Summer 2020 and 2021 and covered three different courses, with more than 80 students participating in it. The results obtained are very promising and the authors will be recommending the best active learning techniques to be used in an online environment. © American Society for Engineering Education, 2022.
ABSTRACT
The COVID-19 pandemic caused a major disruption to colleges and universities, with many institutions cancelling in-person learning and moving to completely online instruction for a time. Since the pandemic began, institutions of higher education have utilized varying degrees of face-to-face, hybrid and online instruction. These changes have impacted both students and faculty in science and engineering fields. Traditional science and engineering students have had to adapt quickly to new, and largely unwelcome, means of learning. In addition, faculty have had to abruptly alter their teaching to adjust to changes in teaching formats imposed by the pandemic. Using a web-based survey of engineering and computer science programs in US and Canadian universities, this paper studies the challenges introduced to STEM education due to the COVID-19 pandemic from students' perspectives. The survey was administered in face-to-face, hybrid and completely online classes to study students' perceptions and attitudes as well as challenges related to changes in teaching formats during the pandemic. Furthermore, this study assesses students' perceptions about the future of teaching in a post COVID-19 environment. Results of this study provide insights into both current and future impacts of the COVID-19 pandemic on engineering and computer science education. © American Society for Engineering Education, 2022.