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This paper discusses the performance analysis of learner behavior through online learning using Learning Management System (LMS). The analysis is performed based on the survey of lecturers and students activities. The parameters of survey consist of the problems discussion which arise in the online learning, the level of student absorption of lecture material, the level of student attendance, and the feedback on lecturer performance carried out by students. Problems that arise in the online learning include lecturers are not being able to control as much as 37%, network disturbances are as much as 22%, students having difficulty understanding lecture material are as much as 19% which are indicated by students with D score of 10%, C score of 60%, and B score of 30%. Meanwhile 17% of students use LMS and the remaining 5% have no problems with the online learning. On the other hand, students have difficulty obtaining connection for online learning of 45%, do not have a quota of 28%, and lazy of 17%. Lecturer performance feedback carried out by students based on competency parameters of pedagogic, personality, professionalism, and social shows very good score. © 2023 IEEE.
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Purpose The many obstacles and difficulties to carry out research in the field of physical education are the gaps and urgency in this research. This study aims to investigate perceptions from lecturers regarding the conveniences and difficulties when carrying out research in physical education during COVID-19. Material and Methods This study uses a qualitative approach with phenomenological methods through online-based in-depth interviews. Five lecturers from two universities in Indonesia and one lecturers from universities in Hungary were willing to participate in this research. The way to select them was by sending an email to their respective universities and only 10 people participated in this study. However, 4 people did not qualify because they did not have 10 years of research experience. All participants signed a consent letter to participate in this study. The interview started with explanation from participants regarding their research experiences, the conveniences and the difficulties faced when carrying out research during pandemic. After the activity was completed, the results of the interviews were collected and then a qualitative statistical analysis was carried out In this study, statistical analysis used thematic method in the form of interviews transcribed word for word.The transcripts were read repeatedly by researchers and three experts, coding and a collection of phrases were arranged into themes. Results The findings of this study indicate that there were several conveniences in carrying out research physical education during the COVID-19 period, including the implementation can be done anywhere and anytime, cost-effective and saving time, data collection is easier and faster. Meanwhile, the difficulties were in obtaining research subjects, subjects who have inadequate technological literacy, poor internet network and inaccurate data. Conclusions Thus, the conveniences and difficulties of carrying out research were important and must be continuously evaluated, in order to ensure the study able to conduct optimally even during the COVID-19 pandemic crisis. © Samsudin, Setiawan E, Abdul Gani R, Winarno ME, Anggara Suganda M, Kardiyanto DW, Nemeth Z., 2023.
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Academic dishonesty has become a serious concern, particularly during the Covid-19 pandemic era, where online learning is left as a single option in almost all academic activities. Lack of graduate ethics has an impact on attitudes in the workplace. Therefore, it is important to introduce academic integrity to students in higher education to foster an attitude of honesty in the world of work, especially ethics. Online lectures encourage students to violate academic integrity due to the lack of direct interaction and administration. This study aims to see the level of academic dishonesty that occurs during online lectures. The research was conducted by the Faculty of Economics and Business, public and private universities. The number of samples is 431 students of economics and business. We examine the effect of lecture administration, lecturer -student interaction, and learning satisfaction on the impact of academic dishonesty. The results showed that clear administration and good interaction between lecturers and students would increase student learning satisfaction and reduce academic dishonesty. But the satisfaction that students want to achieve does not have a significant effect on the level of academic dishonesty. Implications for practice are discussed and future research directions are offered.
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This article reports on a study analysing changes in the use of digital technologies and working from home during the COVID-19 crisis and the impact of these changes on the wellbeing of five female university lecturers from Australia and Sweden. Applying collaborative autoethnographical methods, this study employed Weick's sensemaking framework to explore how the academics made sense of these sudden changes. The Positive emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) wellbeing framework was also employed to explore the effect of these changes on the academics' wellbeing. Findings from the reflective narratives show that after the initial experiences of stress, each university lecturer was able to adapt and navigate the online teaching environment during the pandemic. However, the time constraints in preparing and adapting to online teaching, and working from home, were experienced by some of the university lecturers as highly stressful and isolating which impacted their sense of wellbeing. Even so, working from home was recognized as a positive experience, providing time for research, hobbies, and time with family. This study addresses a gap in current knowledge by examining the impact of the sudden transition to online teaching and learning had on academic wellbeing as conceptualised through the PERMA framework. In addition, by applying Weick's sensemaking framework, this study provides a unique perspective around how academics made sense of the sudden switch to online teaching and learning during COVID-19.
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The world wide outbreak of the COVID-19 pandemic reconfigured various landscapes in higher education as various institutions, lecturers and students were forced to adopt e-learning. However, the successful adoption and acceptance of e-learning by both lecturers and students involved has not been discussed and measured. This study seeks to investigate the influence of both the lecturer and student self efficacy on behavoral intention to use e-learning during the pandemic in the context of the Technology Acceptance Model (TAM). Lecturer Self-Efficacy (LSE) and Student Self-Efficacy (SSE) were hypothesized to have a correlation with the perceived usefullness and perceived ease of use of e-learning systems as well as the attitude towards using those e-learning systems which resultantly influence the behavoural intention to use e-learning systems. A total of 362 questionnaires were received from both students and lecturers in Zimbabwe's two universities and two polytechnics. Structural Equation Modelling was utilized to test the hypothesized conceptual model. Reliability and validity checks were done to the model instrument. Results indicated that both LSE and SSE have a positive influence on perceived ease of use but however, both LSE and SSE revealed a negative influence on perceived usefullness. Results also indicated that both LSE and SSE have a positive influence on attitude towards use of e-learning systems. The findings of the study contribute to the literature by highlighting the influence of LSE and SSE in the adoption and acceptance of e-learning systems in higher education. © 2022 IEEE.
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Due to precautions associated with the COVID-19 pandemic, many courses were forced to shift online, thus quickly increasing the prevalence of online courses and video-recorded lectures. Recent data on student learning indicate that student engagement suffers when courses are delivered virtually;anecdotally, this finding is an agreement with instructors' experiences. Perhaps the decrease in student engagement could be due to their involvement in other activities while they "attend" lectures online (e.g., doing dishes, folding laundry). In three experiments, I evaluated the impact of various factors that could be influencing learning online-specifically, I manipulated lecturer fluency, information modality, and feedback and measured their effect on students' metacognitive judgments and actual learning performance. All experiments were conducted online. In Experiment 1, lecturer fluency (fluent or disfluent) and information modality (audio or video) were manipulated in a repeated measures design (Time 1 and Time 2). Students in the fluent lecturer conditions not only reported higher judgments of learning (JOLs) but also performed better on a measure of actual learning compared to those in the disfluent lecturer conditions. Additionally, students performed better when they listened to the lectures rather than viewed them (i.e., an audio superiority effect was observed). Further, student-participants' reported lower JOLs and exhibited higher learning performance at Time 2 (versus Time 1). Therefore, Experiment 2 aimed to further explore the impact of instructional modality (replicating elements of Experiment 1) in addition to feedback. Participants were provided false positive feedback, false negative feedback or were not provided any feedback after being presented a video or audio lecture. As in Experiment 1, JOLs decreased while actual learning performance increased at Time 2. Additionally, there was a significant effect of false feedback on participants' JOLs. Participants that received false negative feedback demonstrated lower JOLs at Time 2 than those that did not receive any feedback. However, unlike Experiment 1, there were no significant effects of modality on JOLs or learning performance. I next sought to investigate how feedback would impact study choice. Thus, Experiment 3 was a replication of Experiment 2, but participants were asked whether they wanted to restudy the lecture material prior to taking a test at both Time 1 and Time 2 (with feedback only preceding their Time 2 choice). While there were no significant main effects of the manipulated variables (i.e., modality or feedback), participants that chose to restudy the materials showed increased learning performance compared to those that chose not to restudy. The findings from these three experiments have important implications for online learning. For instance, feedback might be ineffective in improving students' learning unless it is individually tailored and concrete. The results also indicate that courses should be designed such that the same test format is administered consistently. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The COVID 19 crisis has been a sudden, unexpected, and globally encompassing crisis, which had led to a shut-down of all face-to-face teaching, making online learning the only route for continuing with academic studies. Digital resources have therefore become a critical element in learning, deepening the digital divide between students and impacting academic learning and achievements. However, while social-emotional factors have been acknowledged to play a role in learning, including in online learning, coping with the digital divide is still typically viewed as a technological problem, and the role emotions and social resources play in coping with the digital divide, in particular within a global crisis is relatively unexplored. This chapter presents research conducted among 375 undergraduate students from different colleges and universities in Israel during the first COVID outbreak. The research purpose was to examine the impact of emotions, social support and lecturer perception on the links between the digital divide and online learning. The findings indicated that online learning involves technological, social, and emotional aspects that interact in complex ways. Therefore, higher education institutes should consider those aspects and become engaged in finding ways to address them as part of online learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The current study investigates the effect of lecturer-student interaction-related variables (academic interaction, non-academic interaction, and interaction with a masked lecturer) on the student's overall satisfaction. A questionnaire was distributed to 472 tourism students at one of the Egyptian universities. The findings indicated that the pivot to blended learning diminished the quality of interactions between students and lecturers, but overall, that effect was not observed to have a substantial negative effect on students' overall satisfaction. The students accepted the need to be remote, so they adapted their expectations. Theoretical and practical implications are provided for tourism institutions and educators. © 2023 ICHRIE.
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The spread of COVID-19 has drastically changed the community's norms or lifestyles, including public or private servants working from home (WFH). WFH also occurs among staff at the school and university. All students and educators were encouraged to continue their teaching and learning sessions online. The lecturers had to continue teaching and learning (T&L) at the university level via e-learning or electronic learning, including calculation courses such as statistics. At UUM, the ‘Statistics for Social Science' course is one of the courses offered for social science students, and it is a compulsory subject. Most students have studied statistics courses in high school, and some are not interested in the calculation course, particularly when it becomes a compulsory course at the university level. University management introduced various methods to ensure the lecturers and students can fulfil their roles in teaching and learning. Therefore, universities introduced DITL through online workshops and training for lecturers and students. This study aims to examine the effectiveness of DITL on students of the 'Statistics for Social Sciences' course during COVID-19. The methods used are descriptive statistics, Pearson correlations, and regression analysis. The results were found moderately effective based on a mean score of 3.53. The Pearson correlation results show a positive and significant relationship between Course Delivery (lecturers' delivery, course assessment, and course content) and DITL. The descriptive analysis result of DITL confirms the results. Based on the result of simple regression analysis, it shows that Internet Speed affects the DITL and H null failure to accept. In conclusion, DITL can be continued during the COVID-19 pandemic as it aligns with the advancement of information and communication technology (ICT). Therefore, ICT in teaching and learning has been implemented as well as possible, even during COVID-19. © 2022, Penerbit Akademia Baru. All rights reserved.
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This study aims to determine lecturer performance in the implementation of blended learning and analyzes the effect of the main influencing variables. The study was conducted at the State University of Medan. The results show that ICT capability has a positive effect on lecturer performance either directly or through learning materials and LMS. Learning materials significantly affect the performance of lecturers, but this is not the case with LMS. Learning planning has a significant effect on lecturer performance even though learning resource support is not significant. The main determinants of lecturer performance are leadership, learning planning, and learning materials.
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The current study reports on a university's initiative to standardize courses and the effect of this on teaching during the COVID-19 pandemic. Based on the Bologna Process, which aims to harmonize academic programs that improve national and international comparability in European countries, the case institution started initiatives to foster the standardization of course didactics. At course level, the standardization provides a blended-learning approach, a close interlinking of self-study phases, and an application-driven approach during classes. Literature clearly shows the effects of standardized course infrastructure and didactics in general (e.g., comprehensive learning paths) and the impacts of certain didactic elements in particular (e.g., video quality). However, we identified a perceivable gap in finding effects and impacts of standardization during the COVID-19 pandemic and its associated challenges in teaching those academic contents online. Therefore, we conducted a qualitative study aiming to clarify those effects and impacts. Lecturers, teaching in both standardized and non-standardized courses, have been interviewed. Afterwards, the semi-structured interviews were transcribed and analyzed using qualitative content analysis. Preliminary results show inhibiting effects concerning flexibility and agile course handling on the one hand and unequivocally positive effects towards clarity and transparency in teaching standardized courses. To summarize, we were able to derive thoughtful insights into the field of tension between the need to react deftly to profound global interventions and the benefits of having a transparent, standardized, but rather rigid course didactic. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The purpose of this research study is to explore insights to create more contextual lecturer performance indicators (LPIs);and to gain a fairer and more useful evaluation tool for lecturers in the online environment during the COVID-19 pandemic. This significant change in conditions has forced higher education to understand the new requirements, especially of lecturers, who have played a central role in creating engaging moments for students in online classes. This study adopts a qualitative approach, based on the need for a more in-depth exploration of new phenomena. It explores students' daily lives in class, which were expressed through social media, and gains further understanding through in-depth interviews with students and lecturers. The results indicate that most of the items taken from the Social-Task-Technology-Fit (STTF) framework remain the same;there are not many changes compared to the era before the pandemic. However, some aspects have new meanings that need to be revisited to capture the lecturers' performance in the new context. Three new themes emerged from the exploration study which have never been discussed in previous studies on LPIs for online teaching, especially in abnormal conditions such as a pandemic. The first theme concerns the variations in digital literacy of lecturers and the implications for lecturers' performance. The second theme is the dynamic ratio of social versus task activities, which implies the need to focus on academic (task-oriented) or non-academic (social) tasks. The third theme is the degree of controllability of each performance. This study provides awareness of the importance of weighting in evaluating lecturer performance, especially when not all lecturers are digitally literate, not all factors are controllable, and the ratios between social versus task requirements are not the same. These weighted evaluations have never been discussed in previous studies, which mainly used quantitative surveys. In addition, these insights can also be applied to online learning beyond the pandemic. The study results can be used by higher education information management to design more contextual LPIs for the early detection of issues with lecturer performance. © 2022, Academic Conferences and Publishing International Limited. All rights reserved.
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Introduction: Online teaching, learning, and evaluation are inevitable to ensure the continuity of medical education delivery throughout the COVID-19 Pandemic. Based on medical lecturers' experiences during the COVID-19 movement control order (MCO), this study looked into the problems of implementing online teaching, learning, and assessment. Methods: During the COVID-19 MCO, a hermeneutic phenomenology study was conducted using reflective written exercises to explore the challenges faced by medical lecturers. The medical lecturers were given online open-ended questions via a Google form to help them reflect on their previous experiences. The reflective written comments were analysed by ATLAS.ti. Thematic analysis was performed for coding and categorizing the reflective comments into meaningful codes, categories, and themes. Results: A total of 29 medical lecturers responded to the open-ended reflective questions. They were 16 females, and 13 males representing four main medical specialties: basic science (n=10), medical-based (n=9), surgical-based (n=5), and laboratory-based (n=5). The thematic analysis identified five themes of challenges faced by medical lecturers during the pandemic that include ICT facility and support, lecturers' receptivity, online students' engagement, online assessment, and online teaching. Conclusion: This study emphasised the common obstacles faced by medical lecturers during the COVID-19 MCO in order to maintain the continuity of medical education delivery. Students, lecturers, curriculum, ICT facility, and technical assistance were all part of the issues. Several proposals for charting ways to improve medical education delivery during the epidemic were explored. © 2022 UPM Press. All rights reserved.
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This study aims to explain the success factors of e-learning. The participants were 427 students in public universities in Indonesia. To demonstrate the success of this e-learning, we developed a more comprehensive e-learning evaluation model that considers the system's characteristics, students, and instructors. The results show that higher student performance is associated with higher student satisfaction. However, the increase in performance is not due to the use of e-learning. Social and cultural factors influence the use of e-learning. Culture and social environment influence students' use of e-learning. The instructor's ability to implement e-learning has been shown to influence student satisfaction. The difference in the implementation of e-learning compared to classroom learning requires different teaching methods that affect student performance. In addition, e-learning is used in all courses during the COVID-19 pandemic. © 2022 The Author(s)
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The worldwide Covid-19 pandemic has altered many things, including the way of learning, the way of learning that is carried out during the pandemic through online to avoid or minimize the spread of the virus. Changes in the way of learning for students provide new experiences for universities and students. Several previous studies have been conducted related to this and several important factors were found such as learning program structure factors, student interaction, lecturer presence, student engagement, student satisfaction and learning perception. This quantitative research was carried out using the SEM-PLS technique to see how the influence of the factors that affect learning perception and student satisfaction during pandemic Covid-19 took place. This study used a sample of 436 respondents and found a very significant relationship between factors. The results of this study found, Learning Program Structure, Student Interaction, Lecture Presence, Student Engagement have an influence on Learning Perception factors and Student Satisfaction. The study results useful for the development of future learning methods. © 2022 IEEE.
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BACKGROUND: Nurses' training has been mostly face-to-face in the South African context. This mode of delivery was linked to producing nurses who are critical thinkers, problem solvers and competent in practical skills. However, the emergence of coronavirus disease 2019 (COVID-19) accelerated the need for online teaching in nursing. Nurse lecturers were forced to teach online in order to save the academic project, despite concerns about the competencies and calibre of nurses produced through online teaching. OBJECTIVES: This study aimed to explore and describe nurse lecturers' experiences with online teaching during the COVID-19 pandemic at a public university in Gauteng, South Africa. METHOD: A qualitative, exploratory design was utilised. Six nurse lecturers - two males and four females - were purposefully selected to participate in this study. Data were collected through in-depth interviews to obtain rich, thick descriptions from the nurse lecturers who experienced online teaching. Content analysis was used to analyse the data. RESULTS: Five themes emerged as, (1) challenges related to the learner management system; (2) challenges related to competency; (3) factors out of the span of control of the lecturer; (4) indirect benefits of online teaching; and (5) recommendations to facilitate the smooth delivery of online teaching. CONCLUSION: The findings established that nurse lecturers experienced challenges when teaching online, which resulted in frustrations and discomfort for lecturers.Contribution: The study revealed the challenges nurse lecturers faced while teaching online. It highlights the need for nurse lecturers to be trained and supported to enhance online teaching and learning.
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COVID-19 , Pandemics , Female , Male , Humans , Universities , South Africa , LearningABSTRACT
The COVID 19 crisis has been a sudden, unexpected, and globally encompassing crisis, which had led to a shut-down of all face-to-face teaching, making online learning the only route for continuing with academic studies. Digital resources have therefore become a critical element in learning, deepening the digital divide between students and impacting academic learning and achievements. However, while social-emotional factors have been acknowledged to play a role in learning, including in online learning, coping with the digital divide is still typically viewed as a technological problem, and the role emotions and social resources play in coping with the digital divide, in particular within a global crisis is relatively unexplored. This chapter presents research conducted among 375 undergraduate students from different colleges and universities in Israel during the first COVID outbreak. The research purpose was to examine the impact of emotions, social support and lecturer perception on the links between the digital divide and online learning. The findings indicated that online learning involves technological, social, and emotional aspects that interact in complex ways. Therefore, higher education institutes should consider those aspects and become engaged in finding ways to address them as part of online learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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OBJECTIVES: To systematically identify, appraise and summarise available evidence related to the horizontal integration of bioscience and nursing in first-year nursing curricula; to examine students', nurses' and academics' perceptions of the integration and provide recommendations for future curriculum development, practice and research priorities. DESIGN: A systematic review. DATA SOURCES: An online search of Ovid Medline, Ovid Emcare, CINAHL, Embase Classic + and Embase, ERIC, A+Education, Scopus (Elsevier) and Google Scholar was conducted between July and September 2021. A manual search of the reference list of included articles was also undertaken. REVIEW METHODS: This systematic review followed The PRISMA Statement. The study selection process was managed using the Covidence software platform and quality was assessed using JBI Critical appraisal tools and Mixed Methods Appraisal tools. A narrative synthesis of included studies was undertaken. RESULTS: Six articles were identified which met the inclusion criteria. The study population included students, academics and registered nurses. Four studies used clinical scenarios as a method of horizontally integrating bioscience and nursing content. The integration outcomes were measured by student understanding and learning, satisfaction and motivation. Students', nurses' and academics' perceptions of integration challenges were: i) depth of bioscience content; ii) structure of bioscience content; and iii) knowledge and experience. CONCLUSIONS: This systematic review did not identify a wide range of methods to integrate bioscience in first year nursing curricula. The use of clinical scenarios increased student understanding and learning. However, teaching academics needed to be cognizant of both nursing and bioscience to achieve the required depth of bioscience content and demonstrate integration of bioscience in nursing practice. There is a need for further investigations of methods of horizontal integration of bioscience and nursing in the first-year nursing curricula.
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Education, Nursing, Baccalaureate , Students, Nursing , Curriculum , Education, Nursing, Baccalaureate/methods , Humans , Learning , MotivationABSTRACT
This article reviews available research literature in the field of lecturer self-efficacy beliefs produced between 1988 and 2020. Given the growing interest in lecturer self-efficacy beliefs in recent years, and the global challenges the Higher Education sector will face following the current Covid-19 pandemic, the time to conduct such a review seems appropriate. Fifty-five empirical papers in English, Spanish and Portuguese were identified and examined. Findings show that papers investigated the beliefs of lecturers from 23 countries using mostly quantitative cross-sectional approaches involving questionnaires. Among the eight main themes that emerged, 'teaching self-efficacy' featured prominently and received most attention, while other aspects of the work of lecturers, including research, service-related and other administrative activities, were also considered. Concerning personal variables like gender, there was no consensus over whether different characteristics affected self-efficacy beliefs more than others. Conclusions point to the need for additional mixed-methods and qualitative studies with more refined and contextualised methodological approaches to better understand the field, to identify actual sources of self-efficacy themselves and to more fully inform policy, practice, the distribution of resources and building capacity.
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This work in progress research-to-practice paper presents the initial results of a study carried out at our university among lecturers, aimed at determining how the perception of training needs have changed due to the pandemic, and if this change can be used to increase enrollment in the university training program. Pedagogical training of university lecturers has usually been a self-training process guided by their own beliefs about what good teaching is, and the self-perception of one's own strengths and weaknesses with respect to teaching. The COVID-19 pandemic shook the world in many ways, but it also challenged lecturers about their own convictions regarding educational methodologies, evaluation and their own approach to teaching, so it is a great opportunity for change.