Closing the Distance in Distance Learning

2020 ◽  
pp. 14-24
Author(s):  
Shaunna Waltemeyer ◽  
Jeff Cranmore
Keyword(s):  
Online Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Transactional Distance ◽  
Group Discussions ◽  
Feedback Group ◽  
Practical Applications ◽  
Learning Platform ◽  
Personal Connections

This chapter will outline various best practices to assist instructors in closing the distance for online students. Topics include the theory of transactional distance as well as creating an engaging learning environment and overall student satisfaction. Best practices include live conferencing, instant communication tools, effective feedback, group discussions, announcements and reminders, the ease of using an online learning platform, and establishing personal connections. This chapter also provides examples and practical applications for technology in the online learning environment.

From Transactional Distance to Transactional Control

2007 ◽  
pp. 18-39 ◽  
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Transactional Distance ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

scholarly journals Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

2021 ◽  
Vol 11 (11) ◽  
pp. 693
Author(s):  
Ivana Kovačević ◽  
Jelena Anđelković Labrović ◽  
Nikola Petrović ◽  
Ivana Kužet
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Engineering Students ◽  
Specific Situation ◽  
Learning Situation ◽  
Learning Satisfaction ◽  
Learning Platform ◽  
Motivation For Learning ◽  
Digital Competency ◽  
Students Satisfaction

In order not to lose continuity in education during COVID-19, universities mainly found the solution in Emergency remote teaching. Student satisfaction with online learning experience is one of the measures of the excellence of learning practice. Our goal was to test the hypothesis that the predictors of students’ satisfaction with emergency remote online learning are their prior experience, attitude toward online learning, their motivation, aspects of the learning situation they value (expectations), and their digital competencies. For estimating students’ satisfaction, a survey was created and disseminated, resulting with 547 responses from students of engineering education. Results showed that all students had some experience with online learning platforms and MS Teams. Attitude toward online learning in this situation was neutral, as well as the level of motivation. Their expectations were relatively high in comparison to their satisfaction with all relevant aspects of the online learning situation, while their digital competency was rather perceived as advanced. Our results showed that the prediction of the emergency remote online learning satisfaction for engineering students can be achieved based on previous positive experience with learning platform, motivation for learning in a specific situation, the importance they put to the learning achievement, and their level of digital competency.

scholarly journals On the Intention to Use an Online Learning Platform Feature

2011 ◽  
Vol 43 (1) ◽  
pp. 92-98 ◽  
Author(s):  
Olivier Loquineau ◽  
Aurélien Caplan ◽  
Karine Toumazeau ◽  
Christophe Zanetto ◽  
Marine Billiot ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Statistical Tests ◽  
Intention To Use ◽  
Unified Theory ◽  
Learning Platform ◽  
Use Of Technology ◽  
Effort Expectancy ◽  
New Feature ◽  
Insight Into

On the Intention to Use an Online Learning Platform FeatureOur research project gives more insight into antecedents of students' intention to use features of an online learning platform. This paper introduces the study year in the UTAUT (Unified Theory of Acceptance and Use of Technology) model. We also include three constructs that are mentioned in literature on student satisfaction with classic (offline) classes. Statistical tests show that new constructs are statistically significant antecedents of the intent of students to use the new feature. Two new constructs seem as important as the most important UTAUT variablesperformance expectancyandeffort expectancy. The R2of our model is significantly higher than the R2that is achieved when the classic UTAUT is applied to our dataset.

scholarly journals New Normal in Nursing Education: Sophomore Students’ Expectations of and Readiness for Online Learning in the Era of COVID-19 Pandemic

2021 ◽  
Author(s):  
Ryan Michael Flores Oducado
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Online Learning Environment ◽  
New Normal ◽  
High Expectations ◽  
Income Status ◽  
Learning Platform ◽  
New Learning

Background: The global disruption of the COVID-19 outbreak in education has resulted in a new normal in how education is delivered. Traditional face-to-face nursing education has suddenly transitioned into a remote and online learning environment to help mitigate virus transmission. Students’ anticipations and how set they are in this new learning platform should be investigated. Objective: This study determined the expectations of and readiness for online learning of sophomore nursing students in one nursing school in a developing country. Methods: This study employed a cross-sectional research design. The Student Expectations of Online Learning Survey (SEOLS) and Online Learning Readiness Scale (OLRS) were the instruments used to gather data administered online. Descriptive statistics and non-parametric statistical tests were used in the data analysis. Results: Nursing students had high proficiency with technology but more than one-fourth had an unstable Internet connection. Nursing students generally had high expectations of and readiness for online learning. Although high, expectations about social interactions in the online learning environment obtained the lowest mean score among the five subscales of the SEOLS. Readiness for online learning significantly differed based on family income status and Internet stability. Bivariate analysis indicated a significant positive correlation between students’ expectations and readiness for online learning. Conclusions: Students’ expectations may play a role in students’ readiness for online learning. This study suggests that while students appear ready to take on online learning, the different students’ circumstances along with the challenges associated with online learning such as limited internet connectivity must be properly addressed. It may be necessary for nursing schools to meet students’ expectations in the new learning environment to fully maximize learning and facilitate success and learner readiness in the new normal in nursing education.

scholarly journals The Use of e-Learning Course during the COVID-19: A Systems Thinking Approach

2020 ◽  
Vol 15 (1) ◽  
pp. 2157-2160
Author(s):  
Chin-Yen Alice Liu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Systems Thinking ◽  
Online Courses ◽  
Learning Experience ◽  
Cloud Services ◽  
Learning Platform ◽  
E Learning ◽  
National Emergency

In the era of theInternet, most educators have been supported by powerful tools ranging from e-books and e-learning sites to cloud services, and students’ learning environment has been a mix between traditional study (in class) and e-learning through some kind of online learning platform. Due to the uncertainty of the rapidly changing COVID-19 situation, all colleges and universities have to shutter their physical campuses and move their courses to remote and online formats hastily. This prompted many to wonder if all of the faculty are ready and qualified to teach online courses and/or if all of the students are ready to learn in the comprehensive online environment. If not, what ultimate impact will be to our higher education during this national emergency virus pandemic since there is no choice but depend on where they sit currently, not to mention the negative reviews and concerns regarding the online education. To make this transfer seamlessly and conflict mitigation, this paper applied systems thinking for an e-Learning course and proposed a flexible grading method for an e-learning environment, which will enhance students’ grades by allowing students to control their own study paces and the amount of efforts spent in the course, which can bring a successful online learning experience.

The Value of Social Presence in Developing Student Satisfaction and Learning Outcomes in Online Environments

2015 ◽  
pp. 120-132
Author(s):  
Michael Marmon
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Social Presence ◽  
Geographic Distance ◽  
Transactional Distance ◽  
Online Learning Environments ◽  
Transactional Distance Theory ◽  
History Of

As humanity continues into the twenty-first century, online or distance education is emerging as a viable alternative to the learning that is occurring in traditional university-level learning environments. While there is little difference in the quality of learning and information being presented between these two methods, there are distinct differences in the interactions occurring between students and instructors. Specifically, the presence of physical geographic distance creates a feeling of isolation in the minds of the students participating in these online learning environments. This chapter examines the concept of isolation through the lens of Moore's Transactional Distance Theory, which offers an explanation for why such attitudes permeate in this method of instructing students. Moreover, by discussing the history of the medium and the importance of Moore's Transactional Distance Theory, it is possible determine the best practices and procedures for creating a feeling of social presence in online learning environments.

scholarly journals The Change in Students’ Attitude towards Favourable and Unfavourable Factors of Online Learning Environments

2020 ◽  
Vol 12 (19) ◽  
pp. 7960
Author(s):  
Ilona Valantinaitė ◽  
Živilė Sederevičiūtė-Pačiauskienė
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Hybrid Learning ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Study Process ◽  
In The Beginning ◽  
Quasi Experiment

This article aims to present the results of a study on favourable and unfavourable factors of using online learning environments in the study process as a digital learning strategy to promote education for sustainable development. Technologies have changed traditional face-to-face classrooms through online environments to hybrid learning spaces. Personal experiences and expectations are part of these hybrid learning setups and learner-positive attitudes to such sessions could contribute to the effectiveness of hybrid learning and student satisfaction. The quasi-experiment was carried out to determine the attitude of students towards favourable and unfavourable factors of using an online learning environment (OLE) in the study process. Five groups of students studied for one semester using the flipped classroom method. The sample was made up of 106 secondary school students, selected by means of non-probability sampling. Students were given pre-test and post-test questionnaires in the beginning and at the end of the semester. Favourable factors of using an online learning environment identified by students in the beginning of the quasi-experiment were grouped in five categories: material resources/base; teacher personality; student personality, information presentation and increase of accessibility at the institutional level. As students gain more experience in using an OLE for learning, it is not technical issues and computer literacy that become important, but students’ and teachers’ attitudes and the motivation to improve and learn. At the end of the project, the participants emphasised other favourable factors: continuous uploading of materials, convenience of use and the promotion of online learning environments for studies in all subjects. The role of the teacher while using an online learning environment was highlighted. This research contributes to the improvement of teacher pedagogical competences, creating conditions for increasing student satisfaction.

Academic Integrity and Student Satisfaction in an Online Environment

2013 ◽  
pp. 1-19 ◽  
Author(s):  
Michele T. Cole ◽  
Daniel J. Shelley ◽  
Louis B. Swartz
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Academic Integrity ◽  
Student Attitudes ◽  
Online Course ◽  
Online Learning Environment ◽  
Level Of Satisfaction ◽  
Ready Access

Universities are experiencing continued growth in the demand for online course offerings. Increasingly, students expect convenience and ready access. In response, institutions are developing policies to support courses that are being designed to maximize learning in an environment that preserves academic integrity. To determine how effectively both goals are being met at one institution, researchers surveyed students in multiple courses over a period of two years. With regard to the level of satisfaction with online learning, students liked the convenience but were not satisfied with the amount and quality of interaction. With regard to student attitudes toward what constitutes acceptable behavior in online learning, results raised concerns about what constitutes academic integrity in the online learning environment.

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