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1.
Nutritional Sciences Journal ; 46(1):30-43, 2022.
Article in Chinese | EMBASE | ID: covidwho-20238643

ABSTRACT

This purpose of this study is to help students developing problem-solving skills by using Problem-based Learning (PBL) as a teaching model, combining with the Objective Structured Clinical Examination (OSCE) as a training tool to evaluate students' clinical competencies. Sixty-five college junior students from a therapeutic nutrition course were participated. The topics of PBL included diabetes, kidney disease, cancer, and cardiovascular disease. For each disease, pre- and post-test quiz and after class exam were assessed to evaluate the students' learning effectiveness. Due to the impact of the COVID-19 epidemic, OSCE was performed online. The focus group interview and learning effectiveness questionnaire were conducted by the end of this course for all participants. Moreover, 37 students who attended the dietitian internship filled in the learning effectiveness questionnaire again after the internship. The results indicated that after the PBL, the post quiz score for each disease was increased, and through the online OSCE training, students' abilities to master nutrition education and counseling had been upgraded. Students indicated that both PBL and OSCE training could contributed to the learning effectiveness. The better academic performance students were, the more willing they are to work in nutrition-related fields in the future. For those who finished the dietitian internship agreed that they could understand the work content better in general regional and regional hospitals than in teaching ones. In conclusion, PBL teaching model combined with OSCE training could effectively improve students' learning motivation, learning effectiveness and practical application in a therapeutic nutrition course.Copyright © 2022 Nutrition Society in Taipei. All rights reserved.

2.
ACM International Conference Proceeding Series ; : 87-93, 2023.
Article in English | Scopus | ID: covidwho-20233709

ABSTRACT

Interest in online learning is increasing due to its advantages and pedagogical potential. However, few studies have investigated the effects of task-driven instruction on learning outcomes. This study examines the effectiveness of the application of task-driven instruction as a means of verifying that the use of task-driven instruction in online learning is effective by comparing changes in students' grades, intrinsic motivation, perceived social presence, and perceived cognitive load before and after the application of the method. Eighty high school students (33 males) were recruited for this experiment. Prior to the experiment, the purpose and steps of the study were explained frankly and candidly, problems and risks that might arise from participation in the study were pointed out, the benefits that would result from participation in the study were explained, and the possibility of voluntarily withdrawing from the study at any time was clearly communicated and approved by the study subjects or guardians. They were divided into experimental group I and control group II, with 40 students in each group. The results of the study showed that after the implementation of the instruction, the experimental group I performed significantly better than the control group II. In addition, the experimental group II outperformed the control group II in terms of perceived intrinsic motivation, social presence, and cognitive load. © 2023 ACM.

3.
Front Psychol ; 14: 1059282, 2023.
Article in English | MEDLINE | ID: covidwho-20236522

ABSTRACT

Following the global COVID-19 outbreak, blended learning (BL) has received increasing attention from educators. The purpose of this study was: (a) to develop a measurement to evaluate the effectiveness of blended learning for undergraduates; and (b) to explore the potential association between effectiveness with blended learning and student learning outcomes. This research consisted of two stages. In Stage I, a measurement for evaluating undergraduates' blended learning perceptions was developed. In Stage II, a non-experimental, correlational design was utilized to examine whether or not there is an association between blended learning effectiveness and student learning outcomes. SPSS 26.0 and AMOS 23.0 were utilized to implement factor analysis and structured equation modeling. The results of the study demonstrated: (1) The hypothesized factors (course overview, course objectives, assessments, 1148 class activities, course resources, and technology support) were aligned as a unified system in blended learning. (2) There was a positive relationship between the effectiveness of blended learning and student learning outcomes. Additional findings, explanations, and suggestions for future research were also discussed in the study.

4.
Educ Inf Technol (Dordr) ; : 1-34, 2022 Nov 11.
Article in English | MEDLINE | ID: covidwho-2326967

ABSTRACT

This study investigated the effects of smartphone use on the perceived academic performance of elementary school students. Following the derivation of four hypotheses from the literature, descriptive analysis, t testing, one-way analysis of variance (ANOVA), Pearson correlation analysis, and one-way multivariate ANOVA (MANOVA) were performed to characterize the relationship between smartphone behavior and academic performance with regard to learning effectiveness. All coefficients were positive and significant, supporting all four hypotheses. We also used structural equation modeling (SEM) to determine whether smartphone behavior is a mediator of academic performance. The MANOVA results revealed that the students in the high smartphone use group academically outperformed those in the low smartphone use group. The results indicate that smartphone use constitutes a potential inequality in learning opportunities among elementary school students. Finally, in a discussion of whether smartphone behavior is a mediator of academic performance, it is proved that smartphone behavior is the mediating variable impacting academic performance. Fewer smartphone access opportunities may adversely affect learning effectiveness and academic performance. Elementary school teachers must be aware of this issue, especially during the ongoing COVID-19 pandemic. The findings serve as a reference for policymakers and educators on how smartphone use in learning activities affects academic performance.

5.
Educ Inf Technol (Dordr) ; 28(6): 7509-7541, 2023.
Article in English | MEDLINE | ID: covidwho-2326990

ABSTRACT

Students are commonly in a high cognitive load state when they encounter sophisticated knowledge. Whether the novel augmented reality (AR) technology can be utilized in an online learning course to explain complicated scientific concepts in a more understandable manner to students during the COVID-19 period is an unaddressed issue. This study aims to investigate the influences of reducing the physical touch or face-to-face teaching/learning practices via using mobile augmented reality learning systems (MARLS) on students' perceived learning effectiveness. The information feedback viewpoint, flow theory, and cognitive load theory are integrated to examine the effects of the information feedback of MARLS on students' learning effectiveness. This study recruited 204 participants from ten universities to complete a learning task via a MARLS and fill out a questionnaire to collect data for the proposed research model. The empirical results revealed information feedback positively and significantly affected flow experience, perceived learning effectiveness, and continued intention. The improved learning performance of learners was positively related to their continued intention. Also, the extraneous cognitive load negatively and significantly moderated the relationship between information feedback and perceived learning effectiveness. This study proposes meaningful implications and suggestions for future research based on the findings of this experiment.

6.
International Journal of Education and Practice ; 11(2):129-140, 2023.
Article in English | Scopus | ID: covidwho-2320518

ABSTRACT

Due to the Zero-COVID policies implemented in China, students have accepted online education for curriculum learning for a considerable period of time. The objective of the current study was to determine the relationship between perceived usefulness, perceived ease of use, gender, and the online learning effectiveness of emerging adult learners in Guangzhou, China, who were enrolled in a continuing education program. The research framework was created in accordance with the Technology Acceptance Model (TAM). The convenient sampling and snowball sampling methods were used to collect 123 respondents for the study. Findings revealed that perceived usefulness and perceived ease of use were positively associated with online learning effectiveness, but gender was not. The study recommended that school administrators enhance students' perceived usefulness and perceived ease of use to improve the online learning effectiveness. The findings of this study will provide scholars with insights for improving the investment effectiveness of adult education programs. In addition, because online learning tends to be more adaptable and economical than traditional classes, the increase in learning effectiveness can provide schools with justifications to continue utilizing online education even after the pandemic. © 2023 Conscientia Beam. All Rights Reserved.

7.
Studies in Computational Intelligence ; 1068:163-171, 2023.
Article in English | Scopus | ID: covidwho-2272320

ABSTRACT

Activity-based learning is one of the most trending methodology of learning. It is a teaching methodology which enables a learner to learn as per his or her natural pace using a series of activities which is more interactive, engaging and beneficial for young learners. It also has the facility of monitoring and evaluating the activities. However, the online activity-based learning became a new mode of teaching during the COVID-19 when the entire world went under lockdown. The situation was indeed very difficult for everyone to make their ends meet during that time. People were not allowed to come out of their homes except to purchase the daily needs. All the educational institutions including schools, colleges and universities were shut down for an indefinite period. The faculties were left with no other alternative but to take classes through online mode. This was a challenging task not only for students but also for the teachers. Therefore, the basic objective of the paper would be to discuss about the effectiveness of the implementation of activity-based learning through online mode and how far it has succeeded in creating an impact among the trainers as well as the learners. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

8.
International Journal of Management Education ; 21(2), 2023.
Article in English | Scopus | ID: covidwho-2270523

ABSTRACT

Students learn in different ways and in the wake of the COVID-19 pandemic, the higher education faculty needs to reinvent the educational experience for students. Recognizing the characteristics of cooperative learning as an integral and sustainable part of the solution is a source of motivation for the incorporation of entrepreneurial competencies in university curricula. This article proposes that cooperative learning and visual thinking tools in higher education can have a positive influence on improving the acquisition of core competencies in marketing and business administration subjects. The proposed relationships were evaluated using PLS-SEM (symmetric) and fuzzy set (asymmetric) approaches on a sample of 820 students. The PLS-SEM results revealed that the highest levels of acquisition of basic group competencies are through Social Skills, Interaction and Positive Interdependence. The results of the fuzzy sets (fsQCA) reinforced the symmetrical findings and revealed that Group Reflection and adequacy of Assessment were necessary and sufficient prescriptions for competence acquisition. © 2023 The Authors

9.
Gifted Education International ; 38(1):138-158, 2022.
Article in English | APA PsycInfo | ID: covidwho-2265839

ABSTRACT

Due to the effects of a worldwide outbreak of COVID-19, as in many countries, students in Turkey started to have online education since March 2020. Factors such as their motivation and need for learning, and higher cognitive arousal would make it more difficult for gifted students to become away from schools. In this context, this research aimed to examine the experiences of gifted students during the online education process from their parents' viewpoint. The data, obtained from 15 parents via telephone interviews, were analyzed by descriptive interpretive approach, one of the qualitative research methods. The validity and reliability of the data were ensured. According to the results, seven categories emerged: reflections on education, advantages, disadvantages, psychological impacts, solutions, observed emotions, and suggestions. The results were discussed in terms of gifted students' characteristics, previous online education practices, and suggestions for future use of online education for gifted children after the pandemic period. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

10.
6th International Conference on Information Technology, Information Systems and Electrical Engineering, ICITISEE 2022 ; : 519-524, 2022.
Article in English | Scopus | ID: covidwho-2287898

ABSTRACT

E-learning is a student-centered education system which enables students to study anything from anywhere and anytime according to their learning goals. Since the COVID-19 pandemic constrained people to commute, e-learning has been massively implemented to enable educational activities. This study aims to investigate the e-learning success factors and its influence on e-learning effectiveness in higher education. The systematic Literature Review (SLR) has taken into account in order to identify e-learning success factors. Through analyzing the selected literatures, extraction of e-learning success factor domains has been attempted based on the influencing factors and its impact. As a result, seven success factors related to technology, learner, instructor, content, and institution's support, are identified as influential in the effectiveness of e-learning implementation. © 2022 IEEE.

11.
International Journal of Virtual and Personal Learning Environments ; 12(1), 2022.
Article in English | Scopus | ID: covidwho-2283059

ABSTRACT

The unprecedented measures to control the spread of COVID-19 have affected both students and parents as education institutions have almost overnight shifted to virtual platforms. This study explores the effectiveness of online classes on primary school children s performance and investigates online classes impact on children s behaviour and holistic development. It explores the impact of online classes on parents workload by adopting a sequential research method. The data were collected using Google form and telephonic interviews with randomly selected parent respondents. Results exhibit that online classes are ineffective, and there is an indicative change in children s behaviour. Also, the lack of social interaction with peers and teachers, and minimal physical activities, have made online sessions monotonous for children. Parents have been experiencing an increased workload, as they are expected to be mentors, curators, and personal tutors for their children. The study emphasizes a need for exclusive curriculum and pedagogy development suitable for online classes. Copyright © 2022, IGI Global.

12.
Australasian Journal of Educational Technology ; 38(5):77-89, 2022.
Article in English | ProQuest Central | ID: covidwho-2264693

ABSTRACT

The COVID-19 pandemic has forced universities to make a radical switch from face-to-face traditional teaching (TT) to completely online learning (OL). Thus, many studies proposed the proper OL environment for a specific subject and evaluated its effectiveness. However, few studies have empirically compared the proposed OL environment with TT to determine which has better learning effectiveness. More importantly, an OL environment and the self-regulated learning (SRL) ability of a student interactively influence the student's learning effectiveness. However, few studies have investigated how an OL environment influences the learning behaviours of the students with different SRL abilities. Thus, the aims of this study were to compare the adopted hybrid OL environment with TT and examine how the hybrid OL environment individually influences students with different SRL levels. This study has three significant findings. First, students have better participation rate and work quality in the OL than in TT. Second, the high-SRL and middle-SRL students have higher work quality under the OL than under TT, while the middle-SRL and low-SRL students have higher participation rates under the OL than under TT. Third, while students overall do not particularly favour OL or TT, the middle-SRL students particularly prefer OL.Implications for practice or policy* Educators could consider hybrid OL on software practice courses (e.g., Microsoft Office) and programming courses during the COVID-19 pandemic, because most students benefit more from OL than from TT.* Educators could provide proper assistance for the low-SRL students under the hybrid OL, which could enhance their learning.* Educators in a TT environment could consider giving students more private space to reduce disturbances, which could particularly benefit introverted students with high-SRL and middle-SRL.

13.
Front Psychol ; 13: 915992, 2022.
Article in English | MEDLINE | ID: covidwho-2239714

ABSTRACT

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.

14.
Kybernetes ; 2023.
Article in English | Scopus | ID: covidwho-2234679

ABSTRACT

Purpose: The impact of the COVID-19 pandemic provides the scope to conduct online classes in the university teaching methods. This study aims to investigate the impact of technology self-efficacy on students' behavioral intention on the effectiveness of online learning. Design/methodology/approach: This study was conducted with 323 university students using the online survey platform. Data analysis was acquired by implementing the partial least squares technique to obtain the results. Findings: The findings revealed that the COVID-19 pandemic affects technology self-efficacy. Technology self-efficacy has a significance on perceived usefulness (PU) and ease of use, which influences students' behavioral intention to use online learning effectively. The results identified that user innovativeness facilitated the relationship between PU and behavioral intention to use online learning efficiency. Originality/value: This study has a significant insight into the higher educational institutes and academia that lessons from the impact of the COVID-19 pandemic on technology self-efficacy toward online learning effectiveness. © 2023, Emerald Publishing Limited.

15.
Pertanika Journal of Social Science and Humanities ; 30(4):1781-1807, 2022.
Article in English | Web of Science | ID: covidwho-2206857

ABSTRACT

Massive Open Online Courses (MOOCs) have recently gained great attention. However, the biggest challenge to the success of MOOCs is their low completion rate. During the lockdown of the COVID-19 pandemic, MOOCs were in high demand by many higher education institutions to replace their face-to-face lessons. MOOCs have great potential to grow and reinvent the way of learning in the 21st century. This study uses the Virtual Learning Environment (VLE) effectiveness model to understand how the five key factors (learner, instructor, course, technology system, and interactivity) influence student learning satisfaction from a holistic approach and determine the best predictor of student learning satisfaction in the MOOC learning environment. A set of online data based on a 5-point Likert scale was collected from 333 undergraduate students from the top five public universities in Malaysia whose students are actively using MOOCs in their learning. The Partial Least Squares Structural Equation Modelling (PLS-SEM) technique was used to analyse the data. The empirical results revealed that all factors significantly influence student learning satisfaction positively. Learner and interactivity factors were the strongest predictors in determining student learning satisfaction in MOOCs. These findings provide an empirically justified framework for developing successful online courses such as MOOCs in higher education.

16.
Australasian Journal of Educational Technology ; 38(5):77-89, 2022.
Article in English | Scopus | ID: covidwho-2204003

ABSTRACT

The COVID-19 pandemic has forced universities to make a radical switch from face-to-face traditional teaching (TT) to completely online learning (OL). Thus, many studies proposed the proper OL environment for a specific subject and evaluated its effectiveness. However, few studies have empirically compared the proposed OL environment with TT to determine which has better learning effectiveness. More importantly, an OL environment and the self-regulated learning (SRL) ability of a student interactively influence the student's learning effectiveness. However, few studies have investigated how an OL environment influences the learning behaviours of the students with different SRL abilities. Thus, the aims of this study were to compare the adopted hybrid OL environment with TT and examine how the hybrid OL environment individually influences students with different SRL levels. This study has three significant findings. First, students have better participation rate and work quality in the OL than in TT. Second, the high-SRL and middle-SRL students have higher work quality under the OL than under TT, while the middle-SRL and low-SRL students have higher participation rates under the OL than under TT. Third, while students overall do not particularly favour OL or TT, the middle-SRL students particularly prefer OL. Implications for practice or policy • Educators could consider hybrid OL on software practice courses (e.g., Microsoft Office) and programming courses during the COVID-19 pandemic, because most students benefit more from OL than from TT. • Educators could provide proper assistance for the low-SRL students under the hybrid OL, which could enhance their learning. • Educators in a TT environment could consider giving students more private space to reduce disturbances, which could particularly benefit introverted students with high-SRL and middle-SRL. © Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.

17.
8th International Conference on Frontiers of Educational Technologies, ICFET 2022 ; : 75-80, 2022.
Article in English | Scopus | ID: covidwho-2053361

ABSTRACT

Online learning has modified the ways in which competencies are taught in recent years, where the focus has majorly been on maximizing learning effectiveness. Due to the recent surge in the COVID-19 pandemic, most universities in Taiwan switched to online learning as control measures not to interrupt students' learning. Based on the Technology Acceptance Model (TAM), the main purpose of the current study is to explore the critical factors that influence the students' learning effectiveness while undergoing the sudden shift from physical classroom learning to online learning. Data was collected from 428 students studying at a private university in Taiwan. Results show that high levels of attitude towards technology are associated with higher levels of perceived learning when moderated by higher levels of perceived usefulness of technology and higher levels of intention to use technology. This study aims to contribute to the TAM literature, particularly on how different factors affect perceived learning in students within the context of Taiwan. These findings can encourage university policymakers, educators, and course instructors to integrate technology into teaching pedagogies and thereby enhance learning performance in students. © 2022 ACM.

18.
8th International Conference on Frontiers of Educational Technologies, ICFET 2022 ; : 52-57, 2022.
Article in English | Scopus | ID: covidwho-2053359

ABSTRACT

The outbreak of the Covid-19 pandemic has greatly affected the socio-economic situation of Vietnam. To adapt to the circumstances, Vietnam's education system switched to fully online training in 2020 and mid-2021. As the pandemic is better controlled, the government requires a number of education institutions, including universities to implement the form of Blended learning. University students are forced to engage in an unfamiliar form of learning, which has caused anxiety and confusion in their study. Research on factors affecting Blended learning effectiveness is done to help students gain information to have better learning methods. © 2022 ACM.

19.
129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022 ; 2022.
Article in English | Scopus | ID: covidwho-2044971

ABSTRACT

Project based learning (PBL) is an effective student-centered method to improve students' understanding. However, most PBL learning techniques rely heavily on a sequence of activities which require interaction with other humans or components and equipment in the laboratory. For many years, this method has proven effective and reliable particularly in STEM education. During the year when COVID-19 hit the world, PBL based education was implemented in the same exact manner as previous years to teach a course in electronics to senior students in high school. However, remarkable deterioration was observed in students' performance within this STEM course during this unusual year of the pandemic. The only change in educational practices was that all PBL steps were carried out using remote tools and in a social distance setting. The change in results raised many questions regarding the resilience of the used methods and techniques as well as its level of reliance on circumstances as significant factors in its effectiveness. These observations triggered this study where the target was of twofold: First, the study targeted understanding the factors influencing PBL effectiveness reflected by students' performance deterioration and identifying the subgroup of factors which were altered by the COVID-19 situation. Second, based on findings from the first part, the target was to propose corrective strategies that will improve the resilience of current interventions or reduce its dependence on circumstances which might change, such as what occurred during the pandemic. Students' performance was monitored and assessed in an electronics course at a high school during the pandemic using different assessment tools. Results were compared to similar sets collected when the course was conducted before the pandemic time. Results showed that students' performance in PBL decreased as instruction moved from face-to-face to remote mode. Timely interaction was mostly affected by this sudden change within a short time reflecting a need for better preparation, communication, and innovation to improve the independence of PBL from circumstances. © American Society for Engineering Education, 2022.

20.
Educ Inf Technol (Dordr) ; 27(8): 10647-10663, 2022.
Article in English | MEDLINE | ID: covidwho-1942139

ABSTRACT

The purpose of this study is to determine how learners feel about distance learning as a substitute for face-to-face learning. A nationwide survey of over 11,000 students was conducted during the covid-19 outbreak to evaluate how students in grades 8-12 responded to and viewed full-time e-learning practices. Two-thirds of students had negative attitudes toward e-learning, according to the findings of the survey in the five selected issues of effectiveness, ease of use, interactivity, motivation, and academic assessment of the e-learning platform. Regardless of the students' age, gender, grade, branch, or technology used, they all had a negative opinion regarding e-learning. In addition to technological issues, the majority of students cited psychological and social factors as reasons for their negative attitudes toward e-learning, such as a lack of readiness and ability to adapt to a new style of education, ineffectiveness of the means and methods used, and poor communication with teachers and other classmate learners. On the practical side, the study's findings point to the necessity to adapt the teaching style via the electronic platform to be more acceptable to students, particularly in terms of engagement and providing a stimulating learning environment.

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