scholarly journals Examining students' continuous use of online learning in the post-COVID-19 era: an application of the process virtualization theory

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ayman Alarabiat ◽  
Omar Hujran ◽  
Delfina Soares ◽  
Ali Tarhini
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Learning Context ◽  
Online Questionnaire ◽  
Content Type ◽  
Process Virtualization ◽  
Intention To Continue ◽  
The Impact ◽  
Students Satisfaction

PurposeThis study investigated the impact of the virtualization requirements of the learning process on students' satisfaction and their intention to continue using online learning.Design/methodology/approachA research model was developed using the process virtualization theory (PVT); it was validated empirically using data obtained from an online questionnaire-based survey of 489 undergraduate students.FindingsThe main results support the role of representation for sensory requirements, sensory requirements, reach, representation for relationship requirements and relationship requirements on shaping students' satisfaction, which all also have a significant influence on students' intention to continue using online learning. Relevance factors are responsible for 61.6% of the variance in students' satisfaction and 83.6% of the variance in their intention to continue using online learning. However, neither the synchronism requirements nor the identification and control requirements had a significant effect on students' satisfaction or on their intention to continue using online learning.Originality/valueThe present research focused on PVT in an online learning context; consequently, a new set of factors that influenced students' satisfaction with and intentions to continue using online learning was empirically tested for the first time. This research contributes to the literature on information systems because it advances the generalizability and applicability of the PVT in a new context and new cultural setting. Moreover, the research apprises researchers and practitioners of new factors, which should be understood and fulfilled to make virtual learning equivalent to the face-to-face learning experience.

scholarly journals Evaluating undergraduate research conferences as vehicles for novice researcher development

2016 ◽  
Vol 7 (2) ◽  
pp. 159-177 ◽  
Author(s):  
Pauline Kneale ◽  
Andrew Edwards-Jones ◽  
Helen Walkington ◽  
Jennifer Hill
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Skills Development ◽  
Learning Context ◽  
Content Type ◽  
Research Conference ◽  
Researcher Development ◽  
Development Framework ◽  
Wide Range ◽  
The Impact

Purpose This paper aims to focus on the undergraduate research conference as its sphere of study and investigate the impact of significance of participation and socialisation in such activities on student attitudes and professional development. Using situated learning to theoretically position the undergraduate research conference as an authentic learning context, connection is also made with the concept of graduate attributes. Design/methodology/approach The Vitae (2014) Researcher Development Framework (RDF) is used to provide a template for charting the experiences and development of undergraduate students as researchers. This can be applied to short-term activities and programmes and to long-term career plans. The insights from 90 undergraduate students participating in three national undergraduate research conferences were obtained through interviews, and thematically analysed to map the students’ skills development against the RDF criteria. Findings Three main aspects of undergraduate research conference participation were considered particularly important by the students: the value of paper presentations, the value of poster presentations and the value of the overall conference experience. Within these themes, participants identified a wide range of skills and attributes they felt they had developed as a result of either preparing for or participating in the conferences. The majority of these skills and attributes could be mapped against the different domains of the RDF, using a public engagement lens for comparing actual with expected developmental areas. Research limitations/implications This research helps undergraduate research conference organisers construct programme content and form it in such a way that students’ skill development can be maximised prior to, and during, the course of an event. Learning developers can also use these findings to help understand the support needs of students preparing to deliver papers at such conferences. So far, little empirical research has examined students’ skills development within the undergraduate research conference arena. Originality/value The outcomes of this study show the diversity of the skills that students developed and the value of the conference format for offering networking practice and enhancing the communication skills which employers value.

The factors affecting student satisfaction with online education during the COVID-19 pandemic: an empirical study of an emerging Muslim country

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohamed A.K. Basuony ◽  
Rehab EmadEldeen ◽  
Marwa Farghaly ◽  
Noha El-Bassiouny ◽  
Ehab K.A. Mohamed
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Mode Of Delivery ◽  
Muslim Country ◽  
Public And Private ◽  
Content Type ◽  
Factors Affecting ◽  
Students Satisfaction

Purpose This study aims to investigate factors affecting students’ satisfaction with online learning during the COVID-19 pandemic. Design/methodology/approach This study uses quantitative data. A survey of 280 respondents, representing undergraduate students in business schools in Cairo, Egypt is conducted. The survey includes both public and private universities. The participants are questioned about their opinions and attitudes toward satisfaction with online learning amidst the COVID-19 pandemic. Findings The findings of this study reveal that Egyptian university students prefer to use synchronous teaching methods using different platforms. Attending virtual sessions and real-time conference call classes are the most preferred mode of delivery as perceived by the respondents. Also, the results of this study found that the internet, platform, class time, loss of interest, motivation and self-motivation and use of online exams as an assessment can be considered as the factors that significantly affect students’ satisfaction with online learning in Egypt. Originality/value To the best of the knowledge, this study is among the first group of studies in Muslim emerging countries that explore the factors affecting students’ satisfaction with online learning during the COVID-19 pandemic.

The impact of intragroup relationship conflict on intention to re-enroll

2019 ◽  
Vol 29 (6) ◽  
pp. 1370-1385
Author(s):  
Ying Zhu ◽  
Valerie Lynette Wang ◽  
Evan Leach ◽  
Kevin Cruthirds ◽  
Yong Wang
Keyword(s):  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Relationship Conflict ◽  
Emotional Expressiveness ◽  
Educational Institutions ◽  
Learning Context ◽  
Mediated Communication ◽  
Online Questionnaire ◽  
Content Type ◽  
The Impact

Purpose Scholars have identified several predictors of learner satisfaction, but little research addresses the impact of intragroup conflict in a virtual learning context. The purpose of this paper is to investigate the potentially deleterious effects of perceived intragroup relationship conflict on virtual learners’ intention to re-enroll. Design/methodology/approach Data were systematically collected from virtual learners using an online questionnaire and then analyzed by multiple regression models. Findings The results show that emotional expressiveness is an antecedent to perceived intragroup relationship conflict, and the relationship is moderated by individuals’ perceived enjoyment of computer-mediated communication. Virtual learners with a higher emotional expressiveness (i.e. extraverts) experience higher perceived relationship conflict, which in turn, lowers their intention to re-enroll. Research limitations/implications The study confirms the antecedent and consequence of perceived intragroup relationship conflict in a virtual learning context. Practical implications Educational institutions and businesses may use three proposed strategies to deal with intragroup relationship conflict. Originality/value The study contributes to the limited knowledge on how to effectively manage virtual learning interactions by educational institutions and businesses.

scholarly journals Evaluating the impact of serious games: the effect of gaming on entrepreneurial intent

2016 ◽  
Vol 29 (4) ◽  
pp. 733-749 ◽  
Author(s):  
Robert Newbery ◽  
Jonathan Lean ◽  
Jonathan Moizer
Keyword(s):  
Undergraduate Students ◽  
Serious Games ◽  
Role Model ◽  
Negative Impact ◽  
Learning Experience ◽  
Content Type ◽  
Entrepreneurial Intent ◽  
Quasi Experimental ◽  
Management Students ◽  
The Impact

Purpose Serious games are playing an increasingly significant role across a range of educational contexts. Business focused serious games can provide students with an authentic learning experience and their use has been increasingly taken up by business school faculty, including those delivering entrepreneurship education (EE). The purpose of this paper is to evaluate the impact of participation in a serious business game on the entrepreneurial intent (EI) of undergraduate students. Design/methodology/approach The study adopts a pre-test/post-test quasi-experimental design. It employs a modified version of Linan et al.’s (2011) EI model in the form of a questionnaire survey completed by 263 undergraduate business and management students. Findings A logic regression model was used to analyse the survey responses. The research findings indicate that the serious game used in this study has a significant negative impact on EI. Gender and role model effects are also identified from the analysis. Originality/value The paper contributes to the literature in two ways. First, it demonstrates the impact of serious business games on EI during the enterprise awareness stage of a student’s EE. Second, it provides a foundation for exploring the role that serious games can play in educating the potential entrepreneurs of the future.

Faculty placement strategies for international higher education institutes

2019 ◽  
Vol 12 (2) ◽  
pp. 212-227 ◽  
Author(s):  
Mary K. Swanson ◽  
Brian A. Swanson
Keyword(s):  
Higher Education ◽  
International Education ◽  
Cultural Values ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Degree Program ◽  
Student Feedback ◽  
International Higher Education ◽  
Content Type ◽  
The Impact

Purpose This paper aims to focus on enhancing the learning experience for both expatriate academics and students in international higher education institutions (HEIs) through understanding students’ cultural perspectives, analyzing student feedback and evaluating faculty placement strategies. The analysis can be used to aid international educational programs in understanding student values and increasing the quality of instructor–student interaction. Design/methodology/approach This research surveyed over 1,300 undergraduate students enrolled in a US and Chinese dual-degree program located in China. A voluntary survey with open and closed questions assessed the cultural values of students, and the cultural values and behavior they believe are important for their instructors to observe in the classroom. Findings The results of this case study suggest that students’ perceived importance of Western cultural values demonstrated only one significant change during their time of enrollment in a US degree program. However, the research indicates that the importance of Chinese cultural values decreased from the students’ first year to their fourth year. Some notable propositions include the importance of culturally competent and experienced faculty in the students’ early US courses and data-driven recommendations for placement, training and development of new foreign faculty to increase the likelihood of a satisfactory experience for both the faculty and students in the cross-border classroom. Originality/value Ultimately, this research can aid international HEI’s by enabling enhanced student and instructor experiences and superior HR practices in the less observed area of faculty placement. These improved practices can contribute to the quality and sustainability of such international programs. In addition, this research provides perspective on the impact of international education on student cultural values and presents student feedback to increase understanding of student expectations and desires in the international classroom.

scholarly journals Knowledge sharing in open source software communities: motivations and management

2015 ◽  
Vol 19 (4) ◽  
pp. 791-813 ◽  
Author(s):  
Zilia Iskoujina ◽  
Joanne Roberts
Keyword(s):  
Knowledge Sharing ◽  
Open Source ◽  
Open Source Software ◽  
Online Communities ◽  
Descriptive Analysis ◽  
Online Questionnaire ◽  
Content Type ◽  
The Individual ◽  
The Impact

Purpose – This paper aims to add to the understanding of knowledge sharing in online communities through an investigation of the relationship between individual participant’s motivations and management in open source software (OSS) communities. Drawing on a review of literature concerning knowledge sharing in organisations, the factors that motivate participants to share their knowledge in OSS communities, and the management of such communities, it is hypothesised that the quality of management influences the extent to which the motivations of members actually result in knowledge sharing. Design/methodology/approach – To test the hypothesis, quantitative data were collected through an online questionnaire survey of OSS web developers with the aim of gathering respondents’ opinions concerning knowledge sharing, motivations to share knowledge and satisfaction with the management of OSS projects. Factor analysis, descriptive analysis, correlation analysis and regression analysis were used to explore the survey data. Findings – The analysis of the data reveals that the individual participant’s satisfaction with the management of an OSS project is an important factor influencing the extent of their personal contribution to a community. Originality/value – Little attention has been devoted to understanding the impact of management in OSS communities. Focused on OSS developers specialising in web development, the findings of this paper offer an important original contribution to understanding the connections between individual members’ satisfaction with management and their motivations to contribute to an OSS project. The findings reveal that motivations to share knowledge in online communities are influenced by the quality of management. Consequently, the findings suggest that appropriate management can enhance knowledge sharing in OSS projects and online communities, and organisations more generally.

Demonstration of the relationship between MSD and online learning during the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kochu Therisa Karingada ◽  
Michael Sony
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Online Survey ◽  
Cross Sectional Study ◽  
The Body ◽  
Body Parts ◽  
Cross Sectional ◽  
Content Type ◽  
The Right ◽  
Almost All

PurposeThe COVID-19 pandemic lockdown has caught many educational institutions by surprise and warranted an abrupt migration from offline to online learning. This has resulted in an education change, without any time for due consideration, as regards its impact on musculoskeletal disorders (MSD) on students. The purpose of this study is to investigate MSD related to online learning during the COVID-19 pandemic lockdown.Design/methodology/approachA cross-sectional study was conducted on undergraduate students in India. In total, 261 students participated in this online survey.FindingsThe study finds that around 80% of students have reported some symptom in the head, neck and eyes since they started online learning. In total, 58% have reported MSD symptom in the right shoulder and 56% in the right hand fingers. Besides, more than 40 % of students experienced some MSD symptoms, in almost all the body parts studied, due to online learning. Correlation analysis is conducted between time spent on online learning per day and MSD symptoms.Originality/valueThis is the first study conducted on MSD and online learning during COVID-19 pandemic.

Social media activity: its impact on career-related perceptions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kimberly W. O'Connor ◽  
Kimberly S. McDonald ◽  
Brandon T. McDaniel ◽  
Gordon B. Schmidt
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Career Satisfaction ◽  
Media Use ◽  
Positive Impact ◽  
Amazon Mechanical Turk ◽  
Social Media Use ◽  
Content Type ◽  
The Impact ◽  
Career Benefits

Purpose The purpose of this exploratory study is to examine individual perceptions about the impact that social media use has on career satisfaction and perceived career benefits. We examined whether informal online learning through “typical” types of social media behaviors (e.g. liking a post or messaging another user) and “networking” types of social media behaviors (e.g. endorsing another user, writing recommendations, going “live,” or looking for a job) impacted career-related perceptions. Design/methodology/approach In this study, we analyzed Amazon Mechanical Turk survey data gathered from adult participants (n = 475). We focused our inquiry specifically on two social media sites, Facebook and LinkedIn. We asked participants about their social media use and behaviors, as well as their perceptions of career satisfaction and career benefits related to social media. Findings We found that both typical and networking types of social media behaviors positively predicted the “knowing whom” career competency (defined as career relevant networks and contacts that individuals use to develop their careers) and career satisfaction. Only networking behaviors were positively associated with perceived career benefits of social media use. We further found that LinkedIn users’ career satisfaction was lower compared to non-LinkedIn users. Originality/value This study adds to the small, but growing body of career research focusing on social capital and social media. Our results suggest that informal online learning via social media may have a positive impact on employees’ career-related perceptions.

E-participation decision across different channels

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yurong Yao ◽  
Peng Xu
Keyword(s):  
Online Survey ◽  
Information Quality ◽  
Public Affairs ◽  
Content Type ◽  
Interaction Quality ◽  
Channel Interaction ◽  
Participation Decision ◽  
Electronic Channel ◽  
Intention To Continue ◽  
The Impact

PurposeThis study focuses on understanding how channel features can affect people's intention to continue to use an electronic channel in public affairs and their recommendation behaviors. Specifically, three different channels are focused on: email, microblogs and online meetings.Design/methodology/approachA research model on an e-participation channel based on the channel-disposition framework was developed and an online survey was conducted to collect data from 397 individuals who used three e-participation channels to validate seven hypotheses.FindingsThe study found that information quality, channel interaction quality and the social appearance of other citizens all had a significant impact on users' intention to continue to use an electronic channel, which, in turn, affected their recommendation behaviors. However, the impact differed across the three e-participation channels. Information quality had a stronger impact on microblog and online meeting users' intention to continue to use these channels than on email users' intention to continue using email to participate in public affairs. Channel interaction quality had a stronger impact on email users' intention to continue to use email than on microblog and online meeting users' intention to continue to use these channels in public affairs.Originality/valueThis study helps better explain how various channels and their features can affect participants' use intentions and behaviors in e-participation. It also provides practical guidance for government to better manage e-participation channels and effectively engage citizens in public affairs.

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