Measuring College Students' Satisfaction with the Teaching Effectiveness of Online English Courses Based on the IPA Model

The English learning ability and academic performance of pre-service teachers affect the future professional development of preschool and primary education teachers. The English course has been transferred to online due to COVID-19. Whether the practicability of e-learning is consistent with students' expectations primarily affect teaching effectiveness. A paired-sample t-test on the importance and satisfaction of online English learning effectiveness of pre-service teachers from freshmen to juniors at a private university revealed no significant difference in the overall importance and satisfaction. Then the coordinated system is constructed according to the Importance -Performance Analysis (IPA) to identify the critical indicators for improving the teaching effect of online courses. The results imply that network stability and teachers' timely responses to students' questions should be concentrated. In addition, students are pretty satisfied with the e-learning platform, teaching quality and management, which should be further maintained. The suggestions for improving the effectiveness of online English teaching in private universities are proposed accordingly. © 2023 IEEE.

A 360-Degree Evaluation of Faculty Members' Teaching Effectiveness in Larestan Medical Sciences School during Covid -19 Pandemic: A Pilot Study

Background: Faculty members are the main pillars of universities, and their performance has a vital role in the efficiency of universities. In the current era of the Covid-19 pandemic, students' traditional evaluation method is not sufficient, and 360-degree evaluation is recommended, or multi-rater feedback is a means of providing evaluation from various stakeholders. The aim of this study was to compare the evaluation of faculty members' teaching effectiveness in Larestan Medical School by 360 degrees and the evaluation done by the students in 2020 during the Covid-19 pandemic. Methods: This descriptive-analytic study compared the 360 degree evaluation and the students' ratings on faculty members' performance at Larestan University of Medical Sciences during 2020 -2021. The statistical population consisted of all full-time professors (N=28) selected by census method and students (N=280) chosen by random cluster sampling. The materials used were six valid and reliable questionnaires filled out by students, an expert in evaluation, heads of departments, deputies, peers, and self-assessment of faculty members. Data were analyzed through SPSS software (version 23) using the Friedman test (P<0.001). Results: The results showed a significant difference between the 360-degree evaluation and students' ratings (P=0.05). According to the students' attitudes, there was a significant difference between the mean scores of the faculty members' communication skills and instructional skills (P<0.001). In addition, according to the head of departments, peers, an expert in the evaluation and self-assessment of faculty members, there was a positive and significant correlation between these two evaluations. However, there was no correlation between the heads of departments' views and those of the deputies for education (P<0.001). Conclusion: Given the views of different participants in this study and the dimensions of assessment of faculty members, it seems that 360-degree assessment is more realistic and fair to be done in universities. In general, it is suggested that professors, in order to better understand their strengths and weaknesses, should pay more attention to all stakeholders' views in 360-degree evaluation to improve the quantity and quality of education. © 2023 Authors. All rights reserved.

Online Learning and Parent Satisfaction during COVID

The Coronavirus pandemic has mostly affected all the operations that demanded physical presence. In the process of encouraging social distancing, the education sector has also undergone huge transformation by shifting online. Parents are the basic building blocks of a child's life and future, therefore understanding a parent's degree of happiness is essential. The study tries to comprehend how satisfied parents are with the online courses provided by schools to their children during the corona pandemic lockdown in India. It was discovered that parents whose children attend upper and upper secondary schools were happier than those whose children attend elementary classes.

Evaluation of Hybrid Learning and Teaching Practices: The Perspective of Academics

This paper presents a study on the evaluation of hybrid learning and teaching practices by academics. A mixed research method involving a questionnaire survey and a focus group interview was employed to gather academics' feedback on their experience in delivering hybrid instruction in a synchronous manner in which on-site and remote students attended classes simultaneously, their students' hybrid learning effectiveness, and their suggestions for improvement. The questionnaire was administered to 76 academics from a university in Hong Kong where hybrid learning and teaching were implemented, and the focus group interview involved 10 academics. The findings reveal that the participating academics perceived themselves as having an overall high degree of readiness to handle technical issues. They expressed that the students from their hybrid classes had lower levels of interaction, engagement, and motivation than those from traditional face-to-face classes. The participants also reported their challenges regarding hybrid learning and teaching, including heavy workload for lesson preparation and face-to-face and online classroom management, unfamiliarity with interactive teaching design suitable for hybrid classes, and difficulties in monitoring students' learning process. They provided suggestions for the improvement of hybrid classes, ranging from the provision of technological support to professional development for enhancing students' online interaction and engagement. These findings contribute to revealing academics' experience in practising hybrid learning and teaching and identifying ways to address their challenges.

The effectiveness of the fully online flipped classroom for nursing undergraduates during the COVID-19: Historical control study.

AIM: Evaluate the fully online flipped classroom's effects during the pandemic. DESIGN: A comparative descriptive study with historical control design. METHODS: In an internal medicine nursing course, the fully online flipped classroom instruction was used with 53 undergraduates in 2020. Their final examinations were compared with the 50 students taught with traditional offline methods in 2019. Online interactions and students' experiences were described. Pass rates in both classes were over 90% (Χ2 = 0.276, p = 0.60), but the median score in 2019 was higher than in 2020 (Z = -2.491, p = 0.01). There were 996 online interactions and 734 valid interactions in total. All 49 students believed the online flipped classroom schedule was reasonable and all but three said it was helpful. However, 19 students (39%) felt traditional teaching is more effective. CONCLUSIONS: The fully online flipped classroom method was fairly effective during the pandemic. This model also did increase class participation and sufficient faculty-student interactions in remote education. However, fewer students earned outstanding scores, with possible reasons including the online flipped classroom, lack of clinical practice, stress from COVID-19 and the shortened exam time. Overall, the method is worth recommending under public health emergencies like COVID-19, and future research exploring potential concerns about scores is necessary.

Online teaching effectiveness: Lessons from Indian universities during the Covid-19 pandemic

This research aims to study the effectiveness of online teaching, from student and faculty perspectives, during the Covid-19 Pandemic in higher education institutions across India. Using the Student's Evaluation of Online Teaching Effectiveness (SEOTE) scale, a survey was conducted among 1042 students in different Indian universities. The scale measured student faculty contact (SFC), cooperation among students (CAS), active learning (AL), prompt feedback (PF), time on task (TT), high expectations (HE), and diverse talents and ways of learning (DTWL). The research instrument also included three open-ended questions. The quantitative data were analyzed using descriptive statistics and Human Development Index (HDI). The Online Teaching Effectiveness Index (OTEI) value was moderate at 0.62. Challenging aspects of online education were found to be access, learning experience, technology, resources, and infrastructure, the need for face-to-face interaction, and the health hazards of long screen time. The survey of 60 faculty members recorded online teaching to be sustainable, backed by institute support, flexible, and creates the possibility of peer learning. Lack of training resources, unsuitability of course design and practical courses for online mode, and the need for an overhaul of pedagogy were the challenges. Policymakers and digital companies should include infrastructural changes and investments at both the institutional and digital platforms level. © 2023 The Authors. Global Business and Organizational Excellence published by Wiley Periodicals LLC.

Understanding Hospitality and Tourism Students' Emotional Intelligence Performance in the E-learning Environment: A Delphi Approach

The COVID 19 pandemic has forced educators and students to embrace e-learning. It has become urgent that educators expedite their efforts in establishing criteria to assess the overall effectiveness of e-learning, in which student emotional intelligence (EI) cultivation and development play an increasingly centric role. However, a survey of the current literature shows that EI in e-learning appears to have received little attention. This study was thus designed to help fill this research void. Specifically, it set out to understand typical hospitality and tourism students' EI behaviors in the e-learning environment. To achieve this goal, this study applied a two-round Delphi approach. The findings show that in the e-learning environment, students commonly exhibit high self-awareness, low self-management, low social management, and low relationship-building competence. Prior EI studies mainly focus on employee performance and behavior but this study extends the effect of EI in education and offers significant implications for hospitality and tourism educators and researchers (word count: 155). © 2022 ICHRIE.

Identifying factors that impact online teaching effectiveness during COVID-19

Purpose: This study aims to identify critical online teaching effectiveness factors from instructors' perspectives and experiences during COVID-19. Design/methodology/approach: This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended. Findings: The analysis identified eight major themes that impact online teaching effectiveness: class recordings;course organization;collaboration;engagement;exam, assignment and quiz grades;games;valuable course content;and student timely feedback and response. Research limitations/implications: The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic. Practical implications: Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses. Originality/value: This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic. © 2022, Emerald Publishing Limited.

Emergency Remote Teaching of Technical Drawing During the COVID-19 Pandemic

Hybrid teaching, which combines face-to-face and online teaching, was widely adopted in higher education during the Covid-19 pandemic, especially in courses where implementation, experimentation, and practice are core activities. This paper presents observations of teaching effectiveness of a hybrid teaching framework designed within emergency remote teaching (ERT) in a technical drawing course during the pandemic. The objectives of the study are to analyse the teaching effectiveness of the designed framework and to understand its benefits and challenges for improvement of ERT of practice-based courses. Teaching effectiveness is analysed based on students' feedback, students' participation, analysis of students' grades, and instructors' observations. The findings revealed that students' adaption and participation was high and there was a positive correlation between in-class practice and individual learning processes. Most students stated that some of the online teaching activities (e.g. feedback, class notes, answer keys) can be integrated in face-to-face teaching in the future.

Validation of Factors Affecting Learning Experience in Emergency Remote Teaching

For more than 2 decades, online or e-learning has been the major approach to distant education. However, a new variant of online learning AKA emergency remote teaching or ERT has emerged and increasingly becoming popular. ERT refers to the temporary transition of educational activities (instruction, assessment, advising) from the traditional to online to avert the crisis. This differs from a typical online or e-learning wherein educational activities are intended to be delivered online and are thus carefully designed, planned and implemented to fulfill this intention. With regards to existing literature, few publications have identified the differences between online learning and ERT, and expressed concerns over the quality of educational activities in ERT. Currently, studies that validate student learning experience in ERT are lacking in literature. ERT is an emerging pedagogical approach that was widely adopted in Spring 2020 due to COVID-19, hence it is imperative to validate its impact in students' learning experience as well as instructors' teaching experience. In this research, we focus on the following research question: what factors affect students' learning experience and instructors' teaching experience in an emergency remote teaching? To answer this question, we collected data from 240 students and 98 instructors during the implementation of ERT in our institution in Spring and Fall of 2020. Using a combination of ANOVA and Turkey's Honestly Significantly Difference (HSD), we analyze the data to determine the factors that can be used to predict student learning experience and teaching experience in ERT. Our results of this study will inspire more studies in ERT and inform effective delivery of instructional activities in time of crisis. © 2022 IEEE.

Meta-Analytically Exploring the Learning Outcomes Assisted With Twitter in the Pandemic Time

The use of social media such as Twitter has gained popularity in education during the COVID-19 pandemic. This study included 22 high-quality peer-reviewed journal articles for the meta-analysis. The authors reveal that there are no significant differences in teaching effectiveness between the Twitter and non-Twitter-assisted learning approaches. Twitter-assisted learning outcomes are significantly higher than the non-Twitter-assisted whether Twitter is used as a supplementary or an integrated tool. Twitter-assisted learning can lead to significantly higher learning outcomes than non-Twitter-assisted learning in the USA, Greece, and Sweden, but no significant difference is revealed in Spain. Swedish users hold significantly positive attitudes towards the use of Twitter in education, but no significant difference is found in the USA. Twitter-assisted learning can cause significantly more engagement than non-Twitter-assisted in the USA, and male learners have significantly higher learning outcomes than females in both the USA and Spain. © 2022 Authors. All rights reserved.

Identifying factors that impact online teaching effectiveness during COVID-19

Purpose: This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19. Design/methodology/approach: This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended. Findings: The analysis identified eight major themes that impact online teaching effectiveness: class recordings;course organization;collaboration;engagement;exam, assignment and quiz grades;games;valuable course content;and student timely feedback and response. Research limitations/implications: The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic. Practical implications: Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses. Originality/value: This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic. © 2022, Emerald Publishing Limited.

Emergency remote learning (ERL) in the COVID-19 era: perceived experience of Indian learners of higher education

Purpose: The COVID-19 pandemic compelled the education system to switch over to emergency learning-teaching that is organised remotely. The present study investigated the experience of emergency remote learning (ERL) provided to higher-education learners. The study explores learners' perceived experience regarding the quality of learning resources, the effectiveness of teaching in a virtual climate and the scope of interaction in ERL. Design/methodology/approach: Utilising a snowball sampling method, data were obtained from 470 Indian students of higher education through a cross-sectional online survey using a questionnaire through social media platforms. Data were analysed with relevant statistics. Findings: The majority of students agreed that they had benefited from ERL. The overall impression of the ERL is positive;nevertheless, the students are perplexed and lack confidence in many aspects of the ERL. The Quality of ERL Resources, Teaching Effectiveness, Peer Interaction and Workloads were found to be significant factors in determining the quality of ERL. Originality/value: Learning from the crisis of a pandemic is paramount for the education system. The education system could not go back to what was considered normal before the pandemic;rather it is time to assess and finalise strategies from the experience during this pandemic that could be taken by the higher-education institutions to make the ecosystem better equipped to create 21st-century learning climate. Accommodating the components of remote learning-teaching and engaging technology towards hybridisation are the needs of the time. Hence, assessing the quality of ERL from the learner's perspective might contribute to redesigning future remote learning. © 2022, Mrinal Mukherjee and Chanchal Maity.

Understanding Hospitality and Tourism Students’ Emotional Intelligence Performance in the E-learning Environment: A Delphi Approach

The COVID 19 pandemic has forced educators and students to embrace e-learning. It has become urgent that educators expedite their efforts in establishing criteria to assess the overall effectiveness of e-learning, in which student emotional intelligence (EI) cultivation and development play an increasingly centric role. However, a survey of the current literature shows that EI in e-learning appears to have received little attention. This study was thus designed to help fill this research void. Specifically, it set out to understand typical hospitality and tourism students’ EI behaviors in the e-learning environment. To achieve this goal, this study applied a two-round Delphi approach. The findings show that in the e-learning environment, students commonly exhibit high self-awareness, low self-management, low social management, and low relationship-building competence. Prior EI studies mainly focus on employee performance and behavior but this study extends the effect of EI in education and offers significant implications for hospitality and tourism educators and researchers (word count: 155). © 2022 ICHRIE.

Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic.

Online delivery of higher education has taken center stage but is fraught with issues of student self-organization. We conducted an RCT to study the effects of remote peer mentoring at a German university that switched to online teaching due to the COVID-19 pandemic. Mentors and mentees met one-on-one online and discussed topics like self-organization and study techniques. We find positive impacts on motivation, studying behavior, and exam registrations. The intervention did not shift earned credits on average, but there is evidence for positive effects on the most able students.

Understanding online teaching effectiveness: Nursing student and faculty perspectives.

BACKGROUND: Online teaching has expanded over the past few decades, particularly during the COVID-19 pandemic. However, characteristics of online teaching effectiveness and quality remain understudied. PURPOSE: This study examined perceptions of online teaching effectiveness from nursing faculty and student perspectives. METHODS: The findings presented are from phase 1 of a three-phase, mixed methods research project. In this phase, a qualitative descriptive design was used to analyze data obtained from focus group interview sessions. A purposive sampling of faculty (N = 15) and students (N = 17) from one midwestern, public university participated in five focus groups. RESULTS: Seven themes emerged through qualitative data analysis of faculty focus group data. Student focus groups yielded six themes. Faculty and students identified challenges and strategies for effective online teaching. Student and faculty perceptions of online teaching effectiveness aligned for many themes. CONCLUSION: Study findings have distinct implications for nursing education. Identifying the characteristics of online teaching effectiveness provides the foundation for establishing tangible constructs and robust evaluation, broadening the impact on learning outcomes, faculty development, and educational practice.

Student performance comparisons for a critical thinking skill set (technology decision-making) for classroom and remote (Zoom) facilitation.

A comparison of student learning in a critical thinking exercise for technology decision-making occurred with the onset of coronavirus and the switch from face-to-face to distance with Zoom. Literature on explicit critical thinking skill sets is scant in any format, including distance learning. While face-to-face and Zoom have similarities, seizing this opportunity for comparison can set the stage to determine soundness of distance learning in critical thinking on a preliminary basis. The learning outcome, learning guide and assessment instrument remained the same for the exercise in both formats; student teams presented analyses of different technologies with assessment by 2 faculty as before. Forty students had not completed the exercise when the coronavirus shut down occurred. Students performed at as high a level using virtual/Zoom as with face-to-face.