THE EFFECT OF KNOWLEDGE SHARING, ATTITUDE, AND SATISFACTION ON NOVICE UNIVERSITY STUDENTS' ONLINE LEARNING ACHIEVEMENT

In the academic year 2020-2021, students who had been accepted onto a university in Turkiye began their studies with the use of emergency remote teaching (ERT). The aim of this study is to examine the causal relationship between academic achievement, online course satisfaction, attitudes towards online learning and knowledge sharing behaviors of these novice university students in terms of the emergency remote teaching process. This research was designed to make use of correlational research methods. The study group consisted of 437 freshmen students studying in the Faculty of Education at a public university in Turkiye. Research data were collected using the Knowledge Sharing Behavior scale, the Online Course Satisfaction scale, the Online Learning Attitude scale, and a learning achievement test. Research data were analyzed using descriptive statistics, Pearson correlation analysis, and path analysis. The results showed that general acceptance, knowledge receiving, individual awareness and perceived usefulness significantly affected online course satisfaction. On the other hand, knowledge giving and application effectiveness factors did not significantly affect online course satisfaction. It is noteworthy that individual awareness, which compares face-to-face teaching activities with ERT to identify the preferences and awareness of the students, had a negative impact on their satisfaction. Finally, it was determined that online course satisfaction had a significant but low-level effect on learning achievement. In order to increase student satisfaction with regard to the ERT process, it is recommended that the university makes the opportunities more visible and provide support for students' acceptance of the process. Future avenues and precautions about designing the ERT courses have been suggested in light of the research findings © 2023,Turkish Online Journal of Distance Education. All Rights Reserved.

Online flipped learning methods for teaching hospitality skills and management practices in an epidemic situation: A study on learning attitude and effectiveness.

Starting in 2019, the ongoing COVID-19 pandemic has lasted 3 years and will likely continue to affect the lives of people all over the world. According to a United Nations Educational, Scientific and Cultural Organization (UNESCO) survey, more than 91% of students from all over the world have been affected by the spread of COVID-19. The application of technological networks can help solve problems related to being unable to attend school in person, as online teaching can effectively help reduce learning loss in the short term. In Taiwan, the higher education system has been using online learning, but now faces a new and huge crisis, as some courses do not readily translate to this setting. In professional courses run by hospitality departments, it is essentially impossible to accurately convey the practical skills required, for example, aspects of color, aroma, and taste through online teaching. Moreover, the learning level of each student varies greatly. During the online teaching process, instructors teach professional skills and movements through a single teaching video, which may not meet the needs of all students. In response, this study explores using the flipped teaching method, to not only enable students to master and control their learning and effectively adjust their self- adaptive learning progress but also to help teachers solve problems and impart professional skills using a two-way, interactive, online teaching method. This approach, flipping a class in an online learning environment, could effectively make up for the one-way teaching sometimes created by video content, and address the problem of gaps in learning professional practical skills. It can also induce students with poor learning attitudes to actively participate in learning. This study involved 55 bachelor students from a university of science and technology in Taiwan. The research results are as follows: (1) Students who participated in the flipped teaching mode, which involved two-way interaction showed better professional understanding of the course and improved willingness to learn, thereby improving the learning effect. (2) Awareness of these poor practical catering professional skills in students, assisted in laying the professional foundation for students to gradually improve their learning attitude and their advanced skills. This indicates that students with poor academic performance in an online environment might benefit from two-way interactive teaching. Teachers should clarify detailed descriptions of professional practical actions that confuse students. (3) In flipped learning, the grouping of "game/toy-based e-learning" can not only improve the performance of students who actively study to achieve good grades but also help and motivate other students to learn together. These results indicate that in flipped classrooms that use an online learning environment, the active learning and learning attitudes of students were positive and that their interest in learning and learning efficiency was also significantly improved. At the same time, this approach stimulated the innovation, creativity, and creative development of students in using professional technology in the hospitality industry. It transformed the passive learning situation of online one-way teaching into an active two-way teaching environment.

Online Learning Stress as A Moderator Between Learning Readiness, Learning Attitude, and Learning Students' Mental Psychological Performance: A Covid-19 Perception-Based View

After experiencing the COVID-19 pandemic, educational institutions have to shift their academic activities from manual to the online pattern. Online academic activities may cause attitudinal and behavioral changes in students' learning patterns. With the support of self-determination theory, the present study attempts to determine the role of the online learning climate in students' performance. In addition, the current study also tries to determine the impact of the online learning climate on students' learning readiness and learning attitude. Moreover, this study also attempts to determine the mediating role of learning readiness and learning attitude in the relationship between online learning climate and students' performance. To determine the moderating role of online learning stress in the relationship between learning reediness and student performance and between learning attitude and student performance is also an important objective of the current study. For empirical investigation, this study collected the data from 426 sports online learning students of different universities in China. The present study applied partial least square structural equation modeling for empirical analyses using Smart PLS software. The present study's findings acknowledge that online learning climate did not directly influence students' performance;however, online learning climate has positive associations with learning readiness and learning attitude, respectively. Additionally, the present study's outcomes confirm that learning readiness and learning attitude positively mediate the relationship between online learning climate and students' performance, respectively. The present study's findings also revealed that online learning stress negatively moderates the relationship between learning readiness and student performance but does not moderate the relationship between learning attitude and student performance. The present study's findings also offer essential practical, theoretical, and managerial implications.

Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence.

The COVID-19 pandemic prominently hit almost all the aspects of our life, especially in routine education. For public health security, online learning has to be enforced to replace classroom learning. Thus, it is a priority to clarify how these changes impacted students. We built a random-effect model of a meta-analysis to pool individual effect sizes for published articles concerning the attitudes and performance towards online learning. Databases included Google Scholar, PubMed and (Chinese) CNKI repository. Further, a moderated analysis and meta-regression were further used to clarify potential heterogenous factors impacting this pooled effect. Forty published papers (n = 98,558) were screened that were eligible for formal analysis. Meta-analytic results demonstrated that 13.3% (95% CI: 10.0-17.5) of students possessed negative attitudes towards online learning during the COVID-19 pandemic. A total of 12.7% (95% CI: 9.6-16.8) students were found to report poor performance in online learning. Moderated analysis revealed poor performance in online learning in the early pandemic (p = 0.006). Results for the meta-regression analysis showed that negative attitudes could predict poor learning performance significantly (p = 0.026). In conclusion, online learning that is caused by COVID-19 pandemic may have brought about negative learning attitudes and poorer learning performance compared to classroom learning, especially in the early pandemic.

A STUDY ON THE ACCEPTANCE OF LEARNING ON THE ONLINE TEACHING SHARING PLATFORM FOR DANCE MAJORS: TAKE CHINA DANCE NETWORK AS AN EXAMPLE

The advent of the 5G era has promoted the popularization of informatization education, and it has become more convenient for people to use the Internet to obtain knowledge. Since the COVID-19 pandemic in 2020, the use of the Internet for online education by educational institutions has become a trend, and the use of the Internet for online teaching has become the most important teaching mode. At the same time, the transformation of teaching methods has also brought huge challenges and opportunities to dance teaching. China Dance Net is an important APP for Chinese dance lovers and professionals to learn dance. At present, there are few relevant studies on the acceptance of dance students’ online use. This research aims to discover outstanding problems in online dance learning, to improve the organizational efficiency of dance online teaching and student learning participation rate, to improve the quality of online teaching operation, and to promote the connotative development of Chinese dance education online classrooms. This research takes the dance teaching sharing platform of China Dance Network as the research object and researches professional students who use China Dance Network. It uses a quantitative research method that combines qualitative research and quantitative research, distributes questionnaires to students, and analyzes the results. The results of the research show that students’ attitudes towards dance are positively correlated with the ease of use, perceived practicality of China Dance Network, students’ attitudes towards China Dance Network, and students’ willingness to use China Dance Network. © 2022, Scibulcom Ltd.. All rights reserved.

The effect of online learning attitudes of sports sciences students on their learning readiness to learn online in the era of the new coronavirus pandemic (Covid-19)

The aim of this research is to examine the effect of online learning attitudes on online learning readiness of sports sciences students during the period of coronavirus pandemic (covid-19). The research was designed with the correlational survey model. The population of research consisted of sports sciences students from the faculty in seven state universities in Turkey. The sample consisted of 599 (271 female + 328 male) sports sciences students studying at the Departments of Coaching Training, Physical Education and Sports Teaching, Recreation and Sports Management, selected by the easy sampling method from these faculties and taking courses from the online learning platform. Data in the research was collected by using "Online Learning Attitude Scale", "Online Learning Readiness Scale", and "Personal Information Form". The data was analyzed using descriptive statistics, Pearson's correlation and regression analysis. According to the research findings;There is a moderately significant positive correlation between online learning attitude and online learning readiness (p <.05). Also, online learning attitude was found to have a significant effect on online learning readiness (p <.05). As a result;In the field of sports sciences, the necessity of establishing a positive online attitude and creating a basis for a successful online learning readiness to provide a good online learning to the learner has been put forward. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Assessing Students’ Learning Attitude and Academic Performance Through m-Learning During the COVID-19 Pandemic

This study aimed to assess college of education students’ learning attitude and academic performance in using m-learning during the COVID-19 pandemic. The study employed a pre-test and post-test experimental research design with 50 students from the College of Education, Ikere Ekiti, Nigeria. Two research instruments were used to collect data from the participants on two occasions. The first instrument was a students’ attitude questionnaire that measured the attitude of the participants towards learning. The second instrument was the students’ academic performance test that measured the students’ scores. The differences between pre- and post-tests were measured through independent t-test. Demographic data are presented in a bar chart and show that the majority of the students own mobile devices that were suitable for learning;that the majority of the students used mobile devices for learning;and that all the respondents in the experimental group possessed mobile devices with the Zoom app. The pre-test findings revealed no significant differences in the attitude and performance of students towards m-learning and traditional learning (p>0.005) while the post-test findings showed significant differences in the attitude and performance of students towards m-learning and traditional learning (p<0.005). These findings suggest that m-learning should be integrated into the school curriculum. © 2021, Canadian Network for Innovation in Education. All rights reserved.

A SELF-DIRECTED LEARNING APPROACH AND ATTITUDES PREDICT COGNITIVE FATIGUE AND COGNITIVE PRESENCE DURING ONLINE LEARNING, AND PERCEIVED ONLINE LEARNING INEFFECTIVENESS: THE CASE OF COLLEGE STUDENTS

During the outbreak of the new coronavirus disease COVID-19 (Coronavirus Disease 2019) epidemic, online learning has changed the traditional learning model. The purpose of this research was to explore how the antecedent of self-directed learning approach and attitudes of online learning can affect participants’ perceptions of cognitive fatigue and immersion during online learning that reflect their perceptions of the learning ineffectiveness of online learning. Design/methodology/approach This research adopted convenience sampling to collect data. During the period of the COVID-19 epidemic, the target participants were higher education students who adopted distance learning in the lockdown area of China. A questionnaire was posted on the Tencent questionnaire system for participants to fill out. The sample data of 155 college students were validly collected and subjected to test reliability and structural equation modeling using the SmartPLS 3.0 software to verify the research model proposed in this study. Findings/results The study found that self-directed learning attitudes were negatively related to online learning cognitive fatigue, but were positively related to cognitive presence;the self-directed learning approach was negatively related to online learning cognitive fatigue, but was positively related to cognitive presence. Moreover, online learning cognitive fatigue was positively related to perceived learning ineffectiveness, whereas cognitive presence was negatively related to perceived learning ineffectiveness. Originality/value In the new learning mode under the threat of the COVID-19 epidemic, this study explored the interaction between students' selfdirected learning, focused learning, and cognitive fatigue during the online learning process. Although there is no in-depth discussion on related research that affects learners’ perception of their learning outcomes, based on TAT (Trait activation theory), this study first divided self-directed learning into two categories: approach and attitude, and found how self-directed learning traits can predict online learning mental state, such as deactivator-cognitive fatigue and activator–immersion that affected the perceived effectiveness of online learning during the COVID-19 epidemic. Suggestions/implications The results of this study divided self-directed learning into approach and attitudes and indicated that both approach and attitudes of self-directed learning should be promoted by school teachers. Moreover, to design good distance learning programs, it is necessary to stimulate students’ mental state to learn and explore actively. Teachers can design interactive prompts or a reminding service in the teaching process to promote students’ cognitive presence and reduce their Internet cognitive fatigue, and to strengthen the overall learning effect. © 2022. Contemporary Educational Research Quarterly.All Rights Reserved

Assessing the Impact of Mobile-Based Training on Teachers’ Achievement and Usage Attitude

Teachers’ professional development plays a key role in imparting quality education. However, the design and delivery of quality professional development is a challenging problem due to numerous issues. The COVID-19 pandemic has further escalated the challenging situation and severely affected trainers’ and trainees’ interests, motivation, and engagement. Due to its ubiquitous, flexible, and cost-effective nature, technology is playing a key role in carrying out educational activities even in the pandemic situation. However, little emphasis has been provided on the use of technology for the professional development of teachers. This study investigates the effects of mobile-based training apps on teachers’ learning outcomes and attitudes towards their usage. For the training and assessment purposes, 308 in-service elementary school teachers from division Shaheed Benazirabad were chosen and divided in experimental and control groups. Pre and post-tests were designed to examine the effects of mobile-based training on the teachers’ learning outcome and attitude toward the use of the training app before and after the training intervention. The analysis of the results determined that the training through a mobile app significantly affects teachers’ learning outcomes in terms of knowledge, skills, and dispositions. Furthermore, teachers showed a positive attitude towards the use of training app © 2022. International Journal of Interactive Mobile Technologies.All Rights Reserved.

Learning Attitudes Towards and Learning Experiences in Online Teaching During the Pandemic

Many problems with online teaching during the COVID-19 pandemic need to be solved: the unidirectional transmission of information, the immaturity of teaching platforms, the alienation in time and space between teachers and students, and the students’ inconsistent learning conditions. By taking a quantitative and qualitative approach, this study explored the factors that impact students’ learning attitudes and learning experiences in real-time online teaching, with the purpose of improving students’ learning and future online teaching. The results show that the average scores of university students’ learning attitudes and learning experiences in real-time online learning are higher than the standard scores. Moreover, significant differences have been found in gender, the availability of independent learning space, the parents’ requirements, discipline, and grade. Online teaching has increased students’ academic workload and brought great challenges to students’ attention, self-regulated learning abilities, as well as physical and mental health. © 2022, North American Business Press. All rights reserved.