Advances in Online and Distance Learning

Topic Information

Dear Colleagues,

As we recognized in our original call for papers on the topic of online and distance learning, these forms of learning came to the fore in 2020 and 2021, with the coronavirus pandemic proving a catalyst to the long-term trend toward computer-mediated learning. The impact of this transition on the world in 2020 and 2021 has been profound, with long-term consequences for the viability and form of education. The rapid pivot to online or blended learning has happened across all sectors of education, schools, colleges, and universities.

Following that initial transition for many institutions and people, we are now in a period where online and remote learning are key tools in education, for both distance learning institutions and more traditional campus-based institutions where blended and flipped learning are routine pedagogic approaches, albeit still being developed in terms of effectiveness and integration with different platforms.

As the COVID-19 pandemic provided a catalyst in 2020, a new step change is the rapid availability of easy-to-use artificial intelligence (AI) systems, with the advent of generative AI as a viable mainstream technology. The impact of this on how and what we teach and assess is difficult to predict, but the common view is that this will have a profound impact on learning and future careers.

This update on the topic of online and distance learning provides a renewed opportunity to share the latest good practices, as well as the opportunity to provide a platform to explore the problems faced, in online and remote education.

This issue welcomes contributions that consider effective practice, or can identify problems for future work, around distance and online learning. These may be technical or social aspects—looking at the way that pedagogy, people, and technology interact in this maelstrom of change.

Papers that consider purely distance (online) learning, blended learning with elements of face-to-face provision, or hybrid learning where learning supports simultaneous face-to-face and online learning are welcome. We are also keen to see submissions that address the opportunities and challenges presented by artificial intelligence and other emerging technologies.

Other aspects of online and distance learning include mobile learning, MOOCS, and virtual reality-based learning. Of particular interest are papers that discuss the effect that the move to online and distance learning has had on the extent to which learners achieve the learning outcomes and competencies of the course or the program in which they are enrolled.

Dr. Neil Gordon
Prof. Dr. Han Reichgelt
Topic Editors

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Education Sciences education	3.0	4.0	2011	24.9 Days	CHF 1800	Submit
Future Internet futureinternet	3.4	6.7	2009	11.8 Days	CHF 1600	Submit
Information information	3.1	5.8	2010	18 Days	CHF 1600	Submit
Sustainability sustainability	3.9	5.8	2009	18.8 Days	CHF 2400	Submit

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Published Papers (55 papers)

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15 pages, 2313 KiB  

Open AccessArticle

E-Learning at-Risk Group Prediction Considering the Semester and Realistic Factors

by Chenglong Zhang and Hyunchul Ahn

Educ. Sci. 2023, 13(11), 1130; https://doi.org/10.3390/educsci13111130 - 13 Nov 2023

Viewed by 850

Abstract

This study focused on predicting at-risk groups of students at the Open University (OU), a UK university that offers distance-learning courses and adult education. The research was conducted by drawing on publicly available data provided by the Open University for the year 2013–2014. [...] Read more.

This study focused on predicting at-risk groups of students at the Open University (OU), a UK university that offers distance-learning courses and adult education. The research was conducted by drawing on publicly available data provided by the Open University for the year 2013–2014. The semester’s time series was considered, and data from previous semesters were used to predict the current semester’s results. Each course was predicted separately so that the research reflected reality as closely as possible. Three different methods for selecting training data were listed. Since the at-risk prediction results needed to be provided to the instructor every week, four representative time points during the semester were chosen to assess the predictions. Furthermore, we used eight single and three integrated machine-learning algorithms to compare the prediction results. The results show that using the same semester code course data for training saved prediction calculation time and improved the prediction accuracy at all time points. In week 16, predictions using the algorithms with the voting classifier method showed higher prediction accuracy and were more stable than predictions using a single algorithm. The prediction accuracy of this model reached 81.2% for the midterm predictions and 84% for the end-of-semester predictions. Finally, the study used the Shapley additive explanation values to explore the main predictor variables of the prediction model. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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14 pages, 734 KiB  

Open AccessArticle

Making the Most of Cognitive Surplus: Descriptive Case Studies of Student-Generated Open Educational Resources

by Mais Fatayer and Eseta Tualaulelei

Educ. Sci. 2023, 13(10), 1011; https://doi.org/10.3390/educsci13101011 - 05 Oct 2023

Viewed by 1705

Abstract

Universities are hives of knowledge production and innovation, but the work students produce for assessment is often utilised in a limited way, neglecting a potentially rich intellectual resource. This article investigates an activity that can make use of this resource. It has known [...] Read more.

Universities are hives of knowledge production and innovation, but the work students produce for assessment is often utilised in a limited way, neglecting a potentially rich intellectual resource. This article investigates an activity that can make use of this resource. It has known benefits for students but is rarely used in higher education—student-generated open educational resources (OER). In descriptive case studies of two projects where students created OER as an assessed part of university coursework, the article explores the impacts of this activity on students’ learning experiences and the educational practice of teaching academics. Drawing upon social constructivist understandings of teaching and learning and a range of quantitative and qualitative data from projects with 156 students and 3 academics, the descriptive case studies illustrate how student-generated OER, guided by an OER development model, positively benefitted learners and educators. The discussion balances these benefits against some of the challenges experienced in the process. The article will argue that student-generated OER could be widely used, but specific supports are necessary for academics to facilitate this activity successfully. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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14 pages, 967 KiB  

Open AccessArticle

Guidelines for Supporting a Community of Inquiry through Graded Online Discussion Forums in Higher Education

by Patience Kelebogile Mudau and Geesje Van den Berg

Educ. Sci. 2023, 13(9), 963; https://doi.org/10.3390/educsci13090963 - 20 Sep 2023

Viewed by 1001

Abstract

Graded online discussion forums allow students to interact with course content, peers, and instructors. These discussions have the potential to enhance students’ learning experiences significantly. By adding graded online discussions to an online structured Master’s program in Education, it was necessary to determine [...] Read more.

Graded online discussion forums allow students to interact with course content, peers, and instructors. These discussions have the potential to enhance students’ learning experiences significantly. By adding graded online discussions to an online structured Master’s program in Education, it was necessary to determine the value of these discussions and their contribution to creating an online community. The purpose of this study, therefore, was to determine how a community of inquiry could support graded online discussions. The study used the Community of Inquiry theoretical framework as its basis. A qualitative exploratory case study design was used, involving eleven purposefully selected participants who were enrolled for a structured master’s program in Education. Data were collected from two sources: feedback from students on their experiences of the online discussions, and the actual online discussions. The data were analyzed using the six-phase thematic analysis approach following a deductive approach. This study revealed that these discussions supported students’ learning and created an online learning community promoting social, cognitive, and teaching presences. These findings have implications for practice. Firstly, fostering social presence is essential for online discussions because it leads to increased engagement, motivation, a sense of belonging, and collaboration. Secondly, online discussions need to be designed with clear guidelines, structured questions, and discussion opportunities. Lastly, online discussions designed to promote cognitive presence challenge students, encourage debate, and assist them in gaining the needed knowledge and higher order thinking skills. Based on these findings, the unique contribution of this study is to provide guidelines for fostering discussion forum participation within the Community of Inquiry (COI) framework. The suggested guidelines can serve as a resource to facilitate effective graded discussion forums in higher education contexts. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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7 pages, 214 KiB  

Open AccessOpinion

Sustainable Service-Learning through Massive Open Online Courses

by Dominik E. Froehlich

Sustainability 2023, 15(18), 13522; https://doi.org/10.3390/su151813522 - 10 Sep 2023

Cited by 1 | Viewed by 800

Abstract

In this opinion article, I discuss the role of online learning, especially Massive Open Online Courses (MOOCs), in making what I call “resource-intensive pedagogies” more sustainable. Specifically, I zero in on the framework of service-learning. I present a case study of a long-standing [...] Read more.

In this opinion article, I discuss the role of online learning, especially Massive Open Online Courses (MOOCs), in making what I call “resource-intensive pedagogies” more sustainable. Specifically, I zero in on the framework of service-learning. I present a case study of a long-standing and successful service-learning project in the context of teacher education. This case-based evidence suggests that MOOCs can be highly instrumental in individualizing course content and increasing the course concept’s scalability. The article ends by suggesting three avenues for further research to explore this nexus of online learning and resource-intensive pedagogies. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

11 pages, 1294 KiB  

Open AccessArticle

Assessing Student and Coach Learning Experiences with Virtual Collegiate Soil Judging Contest during COVID-19 Pandemic

by Ammar B. Bhandari, Steven Chumbley and Benjamin Turner

Educ. Sci. 2023, 13(7), 717; https://doi.org/10.3390/educsci13070717 - 14 Jul 2023

Viewed by 806

Abstract

Collegiate soil judging competitions are organized as annual face-to-face events both regionally and nationally in the USA. Soil judging provides a competitive platform for students to identify and describe soil characteristics in the field. However, the COVID-19 pandemic forced soil judging contests to [...] Read more.

Collegiate soil judging competitions are organized as annual face-to-face events both regionally and nationally in the USA. Soil judging provides a competitive platform for students to identify and describe soil characteristics in the field. However, the COVID-19 pandemic forced soil judging contests to find new strategies to maintain student engagement and provide competitive opportunities for students to apply their knowledge of soils. In response, Region IV in the USA hosted a virtual regional contest in October 2020. The objectives of this study were to quantify students’ and coaches’ perspectives on virtual soil judging contests and evaluate the role of virtual soil judging contests as either a complement or alternative to in-person contests. We conducted post-contest surveys of students (n = 31; 86% response rate) and coaches (n = 6, 100% response rate) to assess student learning outcomes and reflections on the virtual soil judging contest. Students responded most favorably to the virtual format, citing the flexibility it provided. Coaches were satisfied with the virtual format but still preferred an in-person contest. Coaches also expressed concern that the virtual soil judging format would not accurately measure the full range of student’s skills typically measured during in-person contests. Overall, the coaches and students reported that the virtual soil judging contest was helpful to gain experience with soil descriptions and enhance skills related to soil assessment and pedology. We conclude that virtual soil judging contest formats can be an inexpensive way to provide students with additional soil judging experiences when field-based formats are not feasible (e.g., health restrictions such as COVID-19) or economical (e.g., budget constraints on soil site selection, contest development, and travel), and that hybrid formats may be a way to encourage greater participation among students in soil judging contests without losing the in-person benefits gained by judging soils in the field. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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14 pages, 904 KiB  

Open AccessArticle

Impact of Parents’ Stress on Engagement with Online Learning during COVID-19

by Eid G. Abo Hamza and Yasmeen G. Elsantil

Sustainability 2023, 15(14), 10900; https://doi.org/10.3390/su151410900 - 12 Jul 2023

Viewed by 1153

Abstract

To date, existing studies on the relationship between online learning and engagement during the COVID-19 pandemic have been limited to students. This paper therefore discusses the impact of children’s online learning on parents’ stress. In addition, this study also investigates parents’ demographics in [...] Read more.

To date, existing studies on the relationship between online learning and engagement during the COVID-19 pandemic have been limited to students. This paper therefore discusses the impact of children’s online learning on parents’ stress. In addition, this study also investigates parents’ demographics in relation to their stress and engagement during the COVID-19 pandemic. To do so, the study adopts a quantitative research approach using a survey questionnaire on a sample of 422 parents residing in Gulf Cooperation Council countries (GCC). The hypothesized links between components were tested and evaluated using path analysis. The study found that parents’ academic stress is a significant predictor of engagement with their children’s online learning. Furthermore, technical stress was a significant predictor of parents’ cognitive engagement but was not a significant predictor of behavioral and emotional engagement. Personal stress was only a significant predictor of behavioral engagement; financial stress was an insignificant predictor of all types of parental engagement. Finally, parents’ gender and academic qualifications were found to have a significant impact on stress. This study has added new knowledge and understanding of online learning during the COVID-19 pandemic, being the first to investigate the impact of parents’ stress on parents’ engagement with online learning during COVID-19. In conclusion, the purpose of this study was to investigate: (a) the impact of the academic, technical, financial, and personal stress parents experience in the context of children’s online learning on parents’ behavioral, emotional, and cognitive engagement with their children’s online learning; (b) whether parents’ demographic characteristics as well as the number of enrolled students in school and type of school are related to parents’ stress (four types of stress) and engagement (three types of engagement). Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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11 pages, 500 KiB  

Open AccessArticle

Nursing Students’ Experiences of Havruta Learning in an Online Research Methodology Course

by Chieun Song, Jeongmin Park and Weongyeong Kim

Educ. Sci. 2023, 13(7), 634; https://doi.org/10.3390/educsci13070634 - 22 Jun 2023

Cited by 1 | Viewed by 1050

Abstract

Background: This study explored students’ experiences of Havruta learning in an online research methodology course and identified ways to improve course quality. Method: Participants were 168 nursing students who enrolled in a research methodology course in 2020, and their responses to open-ended questions [...] Read more.

Background: This study explored students’ experiences of Havruta learning in an online research methodology course and identified ways to improve course quality. Method: Participants were 168 nursing students who enrolled in a research methodology course in 2020, and their responses to open-ended questions collected after the Havruta learning sessions were analyzed using qualitative content analysis. Results: Havruta learning had a positive effect on academic achievement, including the development of self-directed learning attitudes, and strengthened basic skills for evidence-based practice (EBP), such as critical thinking, communication, and collaboration, as well as EBP competency. Additionally, areas of improvement related to the instructional design, orientation, and class content of the course were identified. Conclusion: Havruta Learning can be used as an effective teaching and learning method to cultivate the core competencies required by university students. Moreover, continuous course quality improvement activities are required to improve students’ satisfaction and academic achievement. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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14 pages, 924 KiB  

Open AccessArticle

Effects of Signaling and Practice Types in Video-Based Software Training

by Vasiliki Ragazou and Ilias Karasavvidis

Educ. Sci. 2023, 13(6), 602; https://doi.org/10.3390/educsci13060602 - 13 Jun 2023

Cited by 1 | Viewed by 847

Abstract

Video tutorials are a popular means of learning software applications but their design and effectiveness have received little attention. This study investigated the effectiveness of video tutorials for software training. In addition, it examined whether two multimedia design principles, signaling and practice types, [...] Read more.

Video tutorials are a popular means of learning software applications but their design and effectiveness have received little attention. This study investigated the effectiveness of video tutorials for software training. In addition, it examined whether two multimedia design principles, signaling and practice types, contribute to task performance, mental effort, and self-efficacy. The study participants were 114 undergraduate students from a nursing department. A two (no signals vs. signals) × two (video practice vs. video practice video) mixed factorial design was used for testing the main study hypotheses. The analysis revealed a unique contribution of signaling and practice types on task performance and self-efficacy. Contrary to expectations, however, no combined effect of signaling and practice types was found. This paper is concluded with a discussion of the findings and implications for future research. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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19 pages, 455 KiB  

Open AccessArticle

Transforming Foreign Language Education: Exploring Educators’ Practices and Perspectives in the (Post-)Pandemic Era

by Alice Gruber, Eva Matt and Vera Leier

Educ. Sci. 2023, 13(6), 601; https://doi.org/10.3390/educsci13060601 - 13 Jun 2023

Cited by 1 | Viewed by 1672

Abstract

The COVID-19 pandemic necessitated significant changes in foreign language education, forcing teachers to reconstruct their identities and redefine their roles as language educators. To better understand these adaptations and perspectives, it is crucial to study how the pandemic has influenced teaching practices. This [...] Read more.

The COVID-19 pandemic necessitated significant changes in foreign language education, forcing teachers to reconstruct their identities and redefine their roles as language educators. To better understand these adaptations and perspectives, it is crucial to study how the pandemic has influenced teaching practices. This mixed-methods study focused on the less-explored aspects of foreign language teaching during the pandemic, specifically examining how language teachers adapted and perceived their practices, including rapport building and learner autonomy, during emergency remote teaching (ERT) in higher education institutions. It also explored teachers’ intentions for their teaching in the post-pandemic era. An online survey was conducted, involving 118 language educators primarily from Germany, with a smaller representation from New Zealand, the United States, and the United Kingdom. The analysis of participants’ responses revealed issues and opportunities regarding lesson formats, tool usage, rapport, and learner autonomy. Our findings offer insights into the desired changes participants envisioned for the post-pandemic era. The results highlight the opportunities ERT had created in terms of teacher development, and we offer suggestions to enhance professional development programmes based on these findings. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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22 pages, 1287 KiB  

Open AccessArticle

Students’ Perceived M-Learning Quality: An Evaluation and Directions to Improve the Quality for H-Learning

by Syed Faizan Hussain Zaidi, Atik Kulakli, Valmira Osmanaj and Syed Ahasan Hussain Zaidi

Educ. Sci. 2023, 13(6), 578; https://doi.org/10.3390/educsci13060578 - 04 Jun 2023

Cited by 1 | Viewed by 1532

Abstract

The COVID-19 pandemic has transformed the paradigm of the higher education sector and has instigated a speedy consumption of a diverse range of mobile learning software systems. Many universities were adhering to online modes of education during the pandemic; however, some of the [...] Read more.

The COVID-19 pandemic has transformed the paradigm of the higher education sector and has instigated a speedy consumption of a diverse range of mobile learning software systems. Many universities were adhering to online modes of education during the pandemic; however, some of the universities are now following hybrid modes of learning, termed h-learning. Higher education students spent two years of taking their classes online during the COVID-19 pandemic and have experienced various challenges. Simultaneously, the main challenge for higher education institutions remains how to consistently offer the best quality of students’ perceived m-learning and maintain continuance for the new shift towards hybrid learning. Hence, it becomes essential to determine the m-learning quality factors that would contribute to maintaining superior m-learning quality in higher education during the COVID-19 pandemic and afterwards via a hybrid mode of learning. Thus, the m-learning quality (MLQual) framework was conceptualized through an extensive review of the literature, and by employing survey-based quantitative research methods, MLQual was validated via structural equation modeling (SEM) techniques. The outcome of this research yielded the MLQual framework used to evaluate the students’ perceived m-learning quality and will offer higher education practitioners the chance to upgrade their higher education policies for h-learning accordingly. With the preceding discussion, it is evident that evaluation of the students’ perceived m-learning quality factors in higher education is always a question that should be researched adequately. Determination of such m-learning quality factors is essential in order to offer significant directions to the higher education practitioners for improving both the quality and delivery of m-learning and h-learning. Consequently, the present study embraces two key objectives: First, to identify and evaluate the m-learning quality factors which could be employed to improve the quality of m-learning. Second, to propose the MLQual framework for the evaluation of students’ perceived m-learning quality. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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15 pages, 587 KiB  

Open AccessArticle

Development and Validation of an Evaluation Toolkit to Appraise eLearning Courses in Higher Education: A Pilot Study

by Sabina Ličen, Maria Cassar, Lucia Filomeno, Alexandros Yeratziotis and Mirko Prosen

Sustainability 2023, 15(8), 6361; https://doi.org/10.3390/su15086361 - 07 Apr 2023

Cited by 2 | Viewed by 1387

Abstract

The development and evaluation of eLearning approaches is a global trend in higher education today. This study aimed to develop a companion evaluation toolkit consisting of formative and summative assessment scales to evaluate academics’ experiences in designing, delivering, and evaluating eLearning. To test [...] Read more.

The development and evaluation of eLearning approaches is a global trend in higher education today. This study aimed to develop a companion evaluation toolkit consisting of formative and summative assessment scales to evaluate academics’ experiences in designing, delivering, and evaluating eLearning. To test the psychometric properties of the companion evaluation toolkit, an instrument validation study was conducted. Items were created, then tested for content and face validity. A confirmatory factor analysis (n = 185 participants) for the summative assessment scale examined the underlying structure of the scale, while reliability was assessed using the Cronbach’s alpha coefficient. The results show that the model examined is consistent with the 3 factors (33 items) explaining a total of 62% of the variance. The results also show a high level of reliability for both the formative and summative scales that comprise the companion evaluation toolkit. The results of this study can be used and welcomed by both teachers and professionals involved in the development and use of learning management systems or in the design, delivery, and evaluation of the eLearning process. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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15 pages, 289 KiB  

Open AccessArticle

Students Satisfaction with Online Higher Education during the COVID-19 Pandemic

by Jasmina Arsenijević, Alla Belousova and Yulia Tushnova

Educ. Sci. 2023, 13(4), 364; https://doi.org/10.3390/educsci13040364 - 31 Mar 2023

Cited by 5 | Viewed by 2492

Abstract

The digital educational environment is not new in the modern world, but in the context of the COVID-19 pandemic, the transition to online learning has become necessary and fast. This offered the possibility to study various characteristics of objects and subjects in the [...] Read more.

The digital educational environment is not new in the modern world, but in the context of the COVID-19 pandemic, the transition to online learning has become necessary and fast. This offered the possibility to study various characteristics of objects and subjects in the digital educational environment. During the pandemic, universities worldwide were forced to switch to online learning, creating a global educational experiment with results to be comprehended and theoretically reflected upon. The significance of this scientific reflection is important for understanding the characteristics and factors that influence student satisfaction with online learning, as well as for anticipating possible ways to improve its effectiveness. This research aimed to study the characteristics of satisfaction with online learning during the COVID-19 pandemic in connection with the elements of the Community of Inquiry (CoI) online learning model. The study involved 808 students (M = 22.5, SD = 2.4 (53.3% men)) from 6 countries (Serbia—30.8%, Bosnia and Herzegovina—8.5%, Croatia—8.9%, Romania—21.8%, Russia—25.2%, Slovenija—4.7%). A total of 808 students responded to a questionnaire measuring the levels of cognitive, social, and teaching presence in distance learning. Satisfaction with online learning has been shown to positively correlate with cognitive, social and teaching presence, and overall CoI presence. The results of the Kruskal-Wallis test showed that satisfaction with online learning does not differ among students with different levels of academic performance; however, the subjective assessment of the element of social presence “Tools and platforms for online learning allow students to work with each other” is significantly higher among students with low academic performance. Satisfaction with online learning and the elements of the CoI model is different in study groups with varying degrees of online learning presence, as well as different in students whose training included different elements of online learning. The conclusions obtained in this study will make it possible to organize the digital educational environment more effectively by managing the elements of the CoI model. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

11 pages, 388 KiB  

Open AccessArticle

Comparison of Academic Results during Conventional and Online Modes of Learning: A Case Study of Two Groups of Saudi University Students

by Islam Ababneh, Majdi Al-qdah and Areej Almutairi

Sustainability 2023, 15(7), 5799; https://doi.org/10.3390/su15075799 - 27 Mar 2023

Cited by 1 | Viewed by 1203

Abstract

The COVID-19 outbreak disrupted all aspects of people’s lives, including pedagogy and instruction at universities, where its impact was felt globally, and the Kingdom of Saudi Arabia is no exception. This paper discusses and compares the academic results during the conventional mode of [...] Read more.

The COVID-19 outbreak disrupted all aspects of people’s lives, including pedagogy and instruction at universities, where its impact was felt globally, and the Kingdom of Saudi Arabia is no exception. This paper discusses and compares the academic results during the conventional mode of learning (spring semester of 2019) and during the online mode of learning (spring semester of 2020), which was throughout the pandemic period. Specifically, the study considers two Saudi groups of fifty students who were enrolled in the Department of Health Information Management and Technology at the University of Hafr Al-batin in the eastern region of Saudi Arabia. The students’ accumulative marks in six first-year courses in two semesters were analyzed and compared by calculating the passing/failure percentages, descriptive statistics (mean, median, mode, standard deviation, variance, maximum, minimum, and range), and the p-value of an inferential t-test. Additionally, the students filled out a six-category survey about their experiences and level of satisfaction with online learning compared to the regular learning mode. It was concluded that more students passed with higher grades in the year 2020 in five theoretical courses. Differently, it was deduced that practical courses such as computer applications had similar passing averages in the two years; the course required students to submit continuous assignments and projects in a fixed time period. Additionally, the participants revealed in their filled online survey that they preferred many features of the remote learning mode and the online assessment methodology. They inclined toward online learning for its flexibility and effectiveness, even though they confessed to having less interaction and focus during online sessions. Thus, the results imply to authorities in the Ministry of Higher Education to carefully and gradually embed online teaching for selected subjects with exam validation measures such as time strict limits, question banks, randomizations, and other security features. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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14 pages, 1465 KiB  

Open AccessArticle

Understanding the Impact of a Learning Management System Using a Novel Modified DeLone and McLean Model

by Hakkun Elmunsyah, Andrew Nafalski, Aji Prasetya Wibawa and Felix Andika Dwiyanto

Educ. Sci. 2023, 13(3), 235; https://doi.org/10.3390/educsci13030235 - 23 Feb 2023

Cited by 7 | Viewed by 4568

Abstract

Due to the evident importance of e-learning in education, the number of e-courses and systems delivering various services has exploded. Thus, evaluating e-learning systems is critical to ensuring their successful delivery, practical use, and beneficial effects on learners. Therefore, this study aims to [...] Read more.

Due to the evident importance of e-learning in education, the number of e-courses and systems delivering various services has exploded. Thus, evaluating e-learning systems is critical to ensuring their successful delivery, practical use, and beneficial effects on learners. Therefore, this study aims to evaluate the success of learning management systems using the modified DeLone and McLean model. A survey involving 239 in-service vocational teachers evaluated the research model. Statistical analysis was used to examine the hypotheses, specifically linear regression analysis. The results of the nine proposed hypotheses indicate that two had an insignificant relationship: information quality on user satisfaction (H5) and system quality on use (H7). The finding shows that the proposed model may give an alternative point of view to the LMS evaluation. Full article

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14 pages, 8412 KiB  

Open AccessArticle

Teaching System of Hydraulic Transmission Combined with Virtual Reality Technology

by Jiuxiang Song, Zhuoxian Chen, Yi Li and Jizhong Liu

Information 2023, 14(3), 147; https://doi.org/10.3390/info14030147 - 23 Feb 2023

Viewed by 1457

Abstract

Traditional hydraulic drive experiments present a number of challenges. During the hydraulic transmission experiment, the equipment is easily damaged and must be frequently updated, which makes it difficult for a large number of students to study at the same time; the traditional offline, [...] Read more.

Traditional hydraulic drive experiments present a number of challenges. During the hydraulic transmission experiment, the equipment is easily damaged and must be frequently updated, which makes it difficult for a large number of students to study at the same time; the traditional offline, monotonous, and boring experiments make it difficult for students to increase their interest in learning from what is inherent; and most undergraduate students have to study at home due to the impact of COVID-19. Therefore, students need an excellent teaching system that allows them to perform experiments at home and improve their learning efficiency. A teaching system for the undergraduate hydraulic transmission course was designed to meet the needs of the hydraulic transmission course and to stimulate students’ interest in learning. This teaching system allows students to spend more time outside of the class to analyze experimental results and relate concepts presented in lecture courses to experimental results. Finally, a course on hydraulic drives taught at Nanchang University was used to evaluate the effectiveness of this teaching system. The analysis based on positive student feedback and academic performance shows that the proposed teaching system is an effective learning tool for undergraduate students in their learning process. Full article

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20 pages, 1894 KiB  

Open AccessArticle

Does Previous Experience with Online Platforms Matter? A Survey about Online Learning across Study Programs

by Åse Nygren, Emil Alégroth, Anna Eriksson and Eva Pettersson

Educ. Sci. 2023, 13(2), 181; https://doi.org/10.3390/educsci13020181 - 08 Feb 2023

Viewed by 1947

Abstract

The COVID-19 pandemic has had a dramatic effect on society, including teaching within higher education that was forced to adapt to online teaching. Research on this phenomenon has looked at pedagogical methods as well as student perceptions of this way of teaching. However, [...] Read more.

The COVID-19 pandemic has had a dramatic effect on society, including teaching within higher education that was forced to adapt to online teaching. Research on this phenomenon has looked at pedagogical methods as well as student perceptions of this way of teaching. However, to the best of our knowledge, no studies have looked at the wider perspective, within the entire student populous of a university, what students’ perceptions are and how these correlate with the students’ previous experiences and habits with online platforms, e.g., online streaming or social media. In this study, we perform a questionnaire survey with 431 responses with students from 20 programs at Blekinge Institute of technology. The survey responses are analyzed using descriptive statistics and qualitative analysis to draw its conclusions. Results show that there is no correlation between previous habits and student experience with online platforms in relation to online learning. Instead, other factors, e.g., teacher engagement, is found central for student learning and therefore important to consider for future research and development of online teaching methodologies. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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18 pages, 2438 KiB  

Open AccessArticle

Blended Engineering Design Process Learning Activities for Secondary School Students during COVID-19 Epidemic: Students’ Learning Activities and Perception

by Monamorn Precharattana, Soonthareeya Sanium, Khemmawadee Pongsanon, Panrasee Ritthipravat, Suparat Chuechote and Worapan Kusakunniran

Educ. Sci. 2023, 13(2), 159; https://doi.org/10.3390/educsci13020159 - 02 Feb 2023

Cited by 1 | Viewed by 2196

Abstract

This study aims to present the teaching and learning activities of Engineering Design Processes (EDP) to secondary school students. The proposed teaching technique used was blended learning, which integrated group activities based on online learning and individual hands-on activities through independent study at [...] Read more.

This study aims to present the teaching and learning activities of Engineering Design Processes (EDP) to secondary school students. The proposed teaching technique used was blended learning, which integrated group activities based on online learning and individual hands-on activities through independent study at home. The context of COVID-19 medical mask protection was used in comparison to the current situation. In order to test the effectiveness of the proposed learning activities, a single-group pretest–posttest design was employed to explore (a) the students’ perceptions of their problem-solving confidence before and after they underwent the proposed learning technique and (b) students’ perceptions of the designed course. After they had finished the 4 weeks of learning activities, the students were asked to complete the Students’ Perception on Problem-Solving Skill Questionnaire (SPPSS) and the Students’ Perception towards the Proposed Blended Engineering Design Process learning activities Questionnaire (SPBEDP) in order to gauge how confident they felt in their ability to solve problems and how they felt about the proposed course. There were 30 seventh-grade students enrolled in this course. An increase in the level of problem-solving confidence was found in the students after they were subjected to the proposed activities. Moreover, the students mentioned that, based on the proposed activities, “Identify Problem and Need”, “Design a Solution”, and “Developing Prototype” are the Engineering Design Process learning steps they enjoyed most since they were the steps in which they could use their creativity, and they were hands-on, fun, easy, challenging, and provided them with an opportunity to choose issues in which they are interested. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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22 pages, 1170 KiB  

Open AccessReview

The Transactional Distance Theory and Distance Learning Contexts: Theory Integration, Research Gaps, and Future Agenda

by Hassan Abuhassna and Samer Alnawajha

Educ. Sci. 2023, 13(2), 112; https://doi.org/10.3390/educsci13020112 - 20 Jan 2023

Cited by 1 | Viewed by 3107

Abstract

Moore established transactional distance theory (TDT) to grasp transactional distance in the context of distance learning. Research using TDT in distance, open, and online learning environments has been undertaken. However, there are information gaps about what constitutes progress, future directions, and research deficits [...] Read more.

Moore established transactional distance theory (TDT) to grasp transactional distance in the context of distance learning. Research using TDT in distance, open, and online learning environments has been undertaken. However, there are information gaps about what constitutes progress, future directions, and research deficits pertaining to TDT in the context of distance education. This systematic literature review (SLR) used PRISMA to analyze 42 papers to close the knowledge gap. Currently, TDT research in distance learning integrates various theories and models; nevertheless, there is a movement toward acceptance models and how to incorporate more relevant theories within the framework of distance learning. Future studies should integrate other aspects such as student motivation, student acceptance of technology, and student preparedness and desire to utilize technology in learning environments. As most research samples students, a research gap involving instructors and heterogeneous groups is proposed. It is projected that quantitative research will predominate in the future, leaving qualitative and mixed approaches as areas of investigation. This review illuminates the developments, future agenda, and research needs pertaining to TDT in the context of distance learning. It might serve as a foundation for future study on TDT in the context of distance, open, and online education. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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22 pages, 6963 KiB  

Open AccessSystematic Review

Blockchain in Online Learning: A Systematic Review and Bibliographic Visualization

by Mao Zhao, Wei Liu, Abu Naser Mohammad Saif, Bo Wang, Rasheda Akter Rupa, K. M. Anwarul Islam, S. M. Masudur Rahman, Nusrat Hafiz, Rehnuma Mostafa and Mohammad Anisur Rahman

Sustainability 2023, 15(2), 1470; https://doi.org/10.3390/su15021470 - 12 Jan 2023

Cited by 8 | Viewed by 4113

Abstract

In the contemporary era of global and sustainable information management, blockchain has made a cutting-edge transformation in online learning. To apprehend this new trajectory, this current systematic review with bibliographic visualization aims to identify the thematic clusters of underlying aspects concerning the sustainable [...] Read more.

In the contemporary era of global and sustainable information management, blockchain has made a cutting-edge transformation in online learning. To apprehend this new trajectory, this current systematic review with bibliographic visualization aims to identify the thematic clusters of underlying aspects concerning the sustainable nexus of blockchain and online learning. Using the updated guidelines of the PRISMA flowchart, a total of 434 scholarly research papers from the mainstream research databases, i.e., Web of Science, Scopus, IEEE Xplore, and ScienceDirect, were inspected to be categorized into 15 relevant publications. Bibliographic data were assembled and analyzed accordingly to construct network visualization maps, such as co-authorship, citation, co-citation, bibliographic coupling, and term co-occurrence using VOSviewer 1.6.18. Significant terms were reported and later cross-mapped with those identified by critically reviewing the applicable 15 papers. Standardized scholarship, behavior pattern, and digital badging have been found and derived as themes from the connected clusters. Therefore, current research findings reveal these three broad clutches of themes concerning the sustainable nexus of blockchain and online learning. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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18 pages, 2274 KiB  

Open AccessArticle

Educational Mobile Apps for Programming in Python: Review and Analysis

by Maren Schnieder and Sheryl Williams

Educ. Sci. 2023, 13(1), 66; https://doi.org/10.3390/educsci13010066 - 08 Jan 2023

Viewed by 3047

Abstract

The interest in educational apps is continuously increasing due to their potential to improve the learning environment of students through the personalisation and interaction of the technology. This paper provides an overview of educational mobile apps that teach programming in Python. Existing apps [...] Read more.

The interest in educational apps is continuously increasing due to their potential to improve the learning environment of students through the personalisation and interaction of the technology. This paper provides an overview of educational mobile apps that teach programming in Python. Existing apps were reviewed, and suggestions for future development within this field are provided within this paper. A search was performed in the Android Google Play Store. The marketplace for educational apps teaching Python was illustrated based on 78 apps. A framework to categorise the apps based on the interactivity of the user interface was applied. Key revenue streams and features were identified (e.g., interactivity, user interface, cost/adds, reviews, downloads, and country). Their effect on download frequency and user rating was evaluated. The offer of multiple dynamic features, a certificate, and a Python IDE might have a positive influence on the number of downloads or user rating. More than one-third of these apps showed static content like a book, while the remainder had dynamic features such as a Python IDE, community support, competitions, interactive tutorials, and/or quizzes. The recommendation for future app developments is proposed based on these findings. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)
(This article belongs to the Section Technology Enhanced Education)

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13 pages, 258 KiB  

Open AccessArticle

Teaching Is a Story Whose First Page Matters—Teacher Counselling as Part of Teacher Growth

by Maarika Piispanen and Merja Meriläinen

Educ. Sci. 2022, 12(12), 862; https://doi.org/10.3390/educsci12120862 - 25 Nov 2022

Viewed by 1451

Abstract

The starting point of the study is the work counselling process taking place in the induction phase of the students’ teaching career. The work counselling process consists of activities that support and strengthen the students’ teacher hood and their primary function as teachers [...] Read more.

The starting point of the study is the work counselling process taking place in the induction phase of the students’ teaching career. The work counselling process consists of activities that support and strengthen the students’ teacher hood and their primary function as teachers by helping them to analyse their work and to attach to working life as newly graduated teachers. In this study, we use contextualisation and storytelling in the frameworks of positive pedagogy and systems theory to reflect on the students’ growth process as teachers. We also acknowledge the importance of Vygotsky’s zone of proximal development and, related to that, timely learning support (scaffolding) and a solution-focused approach as part of the supervision process utilising the methods of work counselling. In this study, autoethnography was used as a tool to help us reflect on our actions and work. Methods were chosen based on the thought that in the induction period, the students’ experiences function as mirrors for us supervisors, helping us to reflect on our actions and the supervision process and to form ideas and meanings based on the documented discourse data. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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21 pages, 2976 KiB  

Open AccessArticle

EduTVA: Metadata Schema for Educational Audiovisual Contents in Digital Television Environments

by Angela M. Vargas-Arcila, Julian A. Caicedo-Muñoz, Felipe Estrada-Solano, Carlos González-Amarillo, Armando Ordonez and Jose L. Arciniegas

Future Internet 2022, 14(11), 313; https://doi.org/10.3390/fi14110313 - 30 Oct 2022

Cited by 1 | Viewed by 1826

Abstract

The educational model faced unprecedented changes during the COVID-19 pandemic. In particular, the remote communication between teachers and learners was affected due to either the lack of or a poor Internet connection at home. Hence, television facilitates a more widespread communication technology with [...] Read more.

The educational model faced unprecedented changes during the COVID-19 pandemic. In particular, the remote communication between teachers and learners was affected due to either the lack of or a poor Internet connection at home. Hence, television facilitates a more widespread communication technology with easier access than the Internet by playing an educational role for the mass audience through the broadcast of several learning resources (e.g., films, news, documentaries). However, there exists an increase in the educational audiovisual content, which needs to be organized and represented through description structures to be recovered. This paper proposes Educational TV-Anytime (EduTvA), a metadata schema for marking up educational audiovisual content and segments of the content in digital television. EduTVA emerges from an extensive revision of different metadata schemas for digital television and E-learning. Implementations of an EduTVA metadata authoring tool and an educational content search service support the evaluation of the user acceptance and functionality of the EduTVA metadata schema. Results show that EduTVA allows detailed descriptions of educational content and enables an accurate search of educational content. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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14 pages, 1680 KiB  

Open AccessArticle

Student Adoption and Effectiveness of Flipped Classroom Implementation for Process Simulation Class

by Muhammad Syafiq Hazwan Ruslan, Nurul Haiza Sapiee, Kiki Adi Kurnia, Nurul Aini Amran and Norazah Abd Rahman

Educ. Sci. 2022, 12(11), 763; https://doi.org/10.3390/educsci12110763 - 28 Oct 2022

Cited by 3 | Viewed by 1969

Abstract

A flipped classroom (FC) teaching approach offers a personalized learning environment for the learners to study the course using pre-recorded material prior to the in-class session. The synchronous sessions are then dedicated to knowledge confirmation and learning activities. Although this technique is considered [...] Read more.

A flipped classroom (FC) teaching approach offers a personalized learning environment for the learners to study the course using pre-recorded material prior to the in-class session. The synchronous sessions are then dedicated to knowledge confirmation and learning activities. Although this technique is considered promising, the learners’ acceptance of FC for skill-based courses conducted entirely via open distance learning (ODL) has yet to be assessed in Malaysia. Thus, this study aims to evaluate the FC approach's effectiveness and student readiness and acceptance during ODL. A questionnaire was used to assess the students’ adoption and overall implementation of FC. Results show that students who underwent the FC approach gave a better performance in their course. In fact, 39.29% of the students who underwent the FC approach managed to score A and A- compared to 19.82% of students that went for conventional delivery. Regarding the adoption, 100% of the surveyed students agreed that the pre-recorded video assisted them in preparing for the class. Furthermore, 100% of students surveyed agreed that they were able to prepare the simulation before the next class at the end of the semester, compared to 96.154% in the first 4 weeks. It can be concluded that the FC approach has been shown to be effective and easily adopted by students. Furthermore, the FC learning framework has been developed to map the learning activities and the learning domain. Principles such as How People Learn and Bloom taxonomy were embedded in the development of this framework. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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19 pages, 1560 KiB  

Open AccessArticle

Exploring Useful Teacher Roles for Sustainable Online Teaching in Higher Education Based on Machine Learning

by Yanni Shi and Fucheng Guo

Sustainability 2022, 14(21), 14006; https://doi.org/10.3390/su142114006 - 27 Oct 2022

Cited by 3 | Viewed by 1529

Abstract

The COVID-19 emergency necessitated a rapid transition to online teaching by university lecturers. Hence, lecturers need to develop and reorganize their instructions and adjust their teaching roles and activities to the technological demands so as to further facilitate their continuous usage of technological [...] Read more.

The COVID-19 emergency necessitated a rapid transition to online teaching by university lecturers. Hence, lecturers need to develop and reorganize their instructions and adjust their teaching roles and activities to the technological demands so as to further facilitate their continuous usage of technological systems after the crisis. Based on the behaviors of lecturers who utilized a particular teaching system—Rain Classroom—during school closure, this study aimed to predict their retention of online teaching beyond lockdown. Classical machine-learning classifiers were adopted to make predictions, most of which had an accuracy greater than 73%. Moreover, through a byproduct of these algorithms—feature scoring—we also aimed to determine the prime activities and roles that have strong relationships with lecturers’ retention dispositions. The domain meaning of feature scoring was revealed based on a specific conceptualization of perceived usefulness and the TAM model, which further enlightened system devisers about strategies to improve technological quality. A coevolution mechanism was thus formed, both providing guidance for lecturers in changing their overt behaviors with respect to online teaching and supporting the customization of system functionalities, so as to foster the mutual adaption of teachers’ pedagogies and artifact affordances. The findings, concerning useful teaching roles (namely, learning assessment, guiding technology usage, and learning support) and activities (such as in-class exercises, monitoring of students’ attendance, formal testing, etc.), are corroborated by evidence from other reports in the literature. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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28 pages, 1047 KiB  

Open AccessArticle

Do Written Responses to Open-Ended Questions on Fourth-Grade Online Formative Assessments in Mathematics Help Predict Scores on End-of-Year Standardized Tests?

by Felipe Urrutia and Roberto Araya

J. Intell. 2022, 10(4), 82; https://doi.org/10.3390/jintelligence10040082 - 10 Oct 2022

Cited by 5 | Viewed by 2639

Abstract

Predicting long-term student achievement is a critical task for teachers and for educational data mining. However, most of the models do not consider two typical situations in real-life classrooms. The first is that teachers develop their own questions for online formative assessment. Therefore, [...] Read more.

Predicting long-term student achievement is a critical task for teachers and for educational data mining. However, most of the models do not consider two typical situations in real-life classrooms. The first is that teachers develop their own questions for online formative assessment. Therefore, there are a huge number of possible questions, each of which is answered by only a few students. Second, online formative assessment often involves open-ended questions that students answer in writing. These types of questions in online formative assessment are highly valuable. However, analyzing the responses automatically can be a complex process. In this paper, we address these two challenges. We analyzed 621,575 answers to closed-ended questions and 16,618 answers to open-ended questions by 464 fourth-graders from 24 low socioeconomic status (SES) schools. Using regressors obtained from linguistic features of the answers and an automatic incoherent response classifier, we built a linear model that predicts the score on an end-of-year national standardized test. We found that despite answering 36.4 times fewer open-ended questions than closed questions, including features of the students’ open responses in our model improved our prediction of their end-of-year test scores. To the best of our knowledge, this is the first time that a predictor of end-of-year test scores has been improved by using automatically detected features of answers to open-ended questions on online formative assessments. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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22 pages, 312 KiB  

Open AccessArticle

Assessing the Socio-Economic Consequences of Distance Learning during the COVID-19 Pandemic

by Vaidas Gaidelys, Rūta Čiutienė, Gintautas Cibulskas, Skaidrius Miliauskas, Jolita Jukštaitė and Daiva Dumčiuvienė

Educ. Sci. 2022, 12(10), 685; https://doi.org/10.3390/educsci12100685 - 09 Oct 2022

Cited by 7 | Viewed by 3501

Abstract

The research analysis shows that children in mainstream schools suffered from psychological deterioration (aggressive behaviour, depressive moods, despair about academic underachievement, etc.) when governments implemented measures to manage the COVID-19 pandemic, and children’s education took place remotely for a significant period. This was [...] Read more.

The research analysis shows that children in mainstream schools suffered from psychological deterioration (aggressive behaviour, depressive moods, despair about academic underachievement, etc.) when governments implemented measures to manage the COVID-19 pandemic, and children’s education took place remotely for a significant period. This was caused by the lack of social contact, which in turn contributed to the lack of knowledge in individual subjects, a deterioration in physical condition (spinal problems, visual impairment, insufficient muscle development), and the development of specific illnesses related to low physical activity. The research aims to identify the factors of distance learning that may affect student learning achievements. The research methods included an analysis of the scientific literature, and document and content analysis. A summary of the research findings found that the COVID-19 school quarantine had adverse effects on the students’ knowledge, social skills, socialisation, and psychological and physical health. It also caused macro- and micro-economic problems. In summary, the research demonstrated that distance education resulted in a decline in the students’ achievements and knowledge, miscommunication with their peers and conflict situations. Because of that, there are health-related concerns and additional financial challenges for parents and educational institutions organising distance education. Households also experienced additional expenditure on the infrastructure necessary for distance learning and tutoring services. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

17 pages, 2040 KiB  

Open AccessArticle

The Online Teaching System as a Sustainable Way of Learning

by Ovidiu Deaconu, Adrian Marius Deaconu, Gabriela Cristina Chitonu and Daniel Taus

Sustainability 2022, 14(18), 11556; https://doi.org/10.3390/su141811556 - 15 Sep 2022

Viewed by 1528

Abstract

The COVID-19 pandemic, in addition to the sometimes-dramatic effects in the health sector, presented a wide range of challenges for the various sectors of the national economies. This article refers to the effects of the pandemic in the university field, especially for the [...] Read more.

The COVID-19 pandemic, in addition to the sometimes-dramatic effects in the health sector, presented a wide range of challenges for the various sectors of the national economies. This article refers to the effects of the pandemic in the university field, especially for the period of 2021 until now. The period corresponds to the end of the pandemic overlapping with the post-pandemic return to normal. Although at the beginning of the pandemic the effects seemed terrible, being widespread and long-lasting, some effects were still useful and motivational for the “real world”. The effects in question are those of compulsory online teaching, so on a large scale, of all subjects from all disciplines. The authors modeled and implemented a database system that includes several types of tests to generate representative samples from the university population. In the content of the article, two such tests are exemplified for a single one-semester discipline: “Computer programming and programming languages II”. The experience of the authors revealed, by comparison, practical ways to teach the theory provided in the states of functions in the real world, using exclusively the online or the mixed environment. Finally, we provide a brief conclusion and ideas for future work. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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24 pages, 1228 KiB  

Open AccessArticle

Trainers’ Characteristics Affecting Online Training Effectiveness: A Pre-Experiment among Students in a Malaysian Secondary School

by Siti Fardaniah Abdul Aziz, Norashikin Hussein, Nor Azilah Husin and Muhamad Ariff Ibrahim

Sustainability 2022, 14(17), 11047; https://doi.org/10.3390/su141711047 - 05 Sep 2022

Cited by 1 | Viewed by 1875

Abstract

The COVID-19 pandemic has highlighted the implementation of the Fourth Industrial Revolution (4IR), especially in the educational system, in which online learning can also be used as online training among school students. Interestingly, prior studies have highlighted trainers’ role as the most important [...] Read more.

The COVID-19 pandemic has highlighted the implementation of the Fourth Industrial Revolution (4IR), especially in the educational system, in which online learning can also be used as online training among school students. Interestingly, prior studies have highlighted trainers’ role as the most important factor affecting online training. However, prior studies that reported the effectiveness of online training among school students and the right trainers’ characteristics to sustain its effectiveness have been very limited. Therefore, the objective of this study was to determine online training effectiveness among 150 students in a Malaysian high school using pre-experimental research. Trainers’ characteristics perceived by participants were also determined and compared between classroom and online training. Findings indicated that online training was significantly effective regardless of gender and race differences; trainers’ characteristics explained 40.5% of variance in online training effectiveness. However, the school students preferred classroom training compared to online training; trainers’ characteristics were better in classroom training. Hence, it can be concluded that online training among school students can be effective; however, the characteristics of trainers can be improved to sustain the effectiveness of online training. These results have implications for the sustainability of effective 4IR in the educational system for the post-pandemic era. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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15 pages, 271 KiB  

Open AccessArticle

Inclusion in Uncertain Times: Changes in Practices, Perceptions, and Attitudes around Accessibility and Inclusive Practice in Higher Education

by Kate Lister, Victoria K. Pearson, Tim Coughlan and Felipe Tessarolo

Educ. Sci. 2022, 12(8), 571; https://doi.org/10.3390/educsci12080571 - 21 Aug 2022

Cited by 7 | Viewed by 2481

Abstract

Accessibility, inclusive teaching, and student support are multi-faceted; they are dependent on wider institutional factors, such as leadership, resource, systems, and culture. To be truly inclusive requires a whole institution approach, with voices, perspectives, and stakeholder buy-in sought from across the institution. This [...] Read more.

Accessibility, inclusive teaching, and student support are multi-faceted; they are dependent on wider institutional factors, such as leadership, resource, systems, and culture. To be truly inclusive requires a whole institution approach, with voices, perspectives, and stakeholder buy-in sought from across the institution. This can be extremely challenging because these can be sensitive to myriad institutional, sector, and societal changes that can influence working practices, resource management, and capacity. In this paper, we analyse responses from three iterations of a biennial staff survey conducted in 2017, 2019, and 2021 at the Open University (OU), capturing views on accessibility and inclusion before and during the COVID-19 pandemic and other challenging circumstances. These responses, from tutors, module and programme teams, educational technologists, library staff, and student support teams, reveal crucial insight into the (in)accessibility of support and practice across the institution, as well as insight into staff skills, attitudes, and knowledge around accessibility, and the fitness for purpose of the systems and structures in place. In this analysis, we explore how staff practices and perceptions change over time; identify the themes that remain constant over time, despite global circumstances; and explore how these themes can inform a whole-institution approach to accessibility and inclusion. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

13 pages, 657 KiB  

Open AccessArticle

Teaching English to First-year Students in Russia: Addressing the Challenges of Distance Learning

by Irina Karpovich, Galina Borschenko, Yuliana Koroleva and Tatiana Krepkaia

Educ. Sci. 2022, 12(8), 560; https://doi.org/10.3390/educsci12080560 - 17 Aug 2022

Cited by 2 | Viewed by 1694

Abstract

(1) The aim of this study is to investigate the psychological climate in first-year students’ academic groups in Russia after they experienced the period of distance learning at the initial stage of university studies (due to the COVID-19 pandemic) and to find out [...] Read more.

(1) The aim of this study is to investigate the psychological climate in first-year students’ academic groups in Russia after they experienced the period of distance learning at the initial stage of university studies (due to the COVID-19 pandemic) and to find out how different it is compared with the academic groups of first-year students whose university studies were not influenced by the COVID-19 pandemic. (2) Methods: Mixed quantitative and qualitative methods were applied to collect data using A. N. Lutoshkin’s questionnaire with closed-ended questions. The questionnaire determines the psychological climate in students’ academic groups. (3) Results: The results of the study reveal considerable differences in the psychological climate of the investigated groups. The findings suggest that the students whose university studies were not influenced by the COVID-19 pandemic considered their academic groups to have more mutual understanding, a greater desire to cooperate with other teams, a better mood in the team, a greater desire to participate in the joint affairs, etc., in comparison with the students who experienced a period of distance learning at the initial stage of their studies. (4) Conclusions: The transition to distance learning allows students to continue their studies under epidemiological restrictions. However, the factors affecting the speed of the adaptation of first-year students in distance learning and the determination of the degree of their influence on the socio-psychological state of the students remain insufficiently studied. This study contributes to the field by defining the peculiarities of the psychological climate in first-year students’ academic groups after they experienced a period of distance learning at the initial stage of university studies. It also specifies how the psychological climate is different from the academic groups of first-year students who were taught in a traditional format. As psychological climate plays a crucial role for EFL instruction, measures must be taken to ease the first-year students’ adaptation process while studying online. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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18 pages, 282 KiB  

Open AccessArticle

Online Learning Phenomenon: From the Perspective of Learning Facilities, Curriculum, and Character of Elementary School Students

by Abdurrahmansyah Abdurrahmansyah, Hamdan Sugilar, Ismail Ismail and Dewi Warna

Educ. Sci. 2022, 12(8), 508; https://doi.org/10.3390/educsci12080508 - 25 Jul 2022

Cited by 4 | Viewed by 3653

Abstract

This article aimed to describe the online learning phenomenon from the perspective of learning facilities, curriculum, and students’ characters in schools and the correlation among those three variables. This research employed a qualitative descriptive method. The data were collected through interviews, observations, and [...] Read more.

This article aimed to describe the online learning phenomenon from the perspective of learning facilities, curriculum, and students’ characters in schools and the correlation among those three variables. This research employed a qualitative descriptive method. The data were collected through interviews, observations, and questionnaires. The research subject was the fifth-grade class of an elementary school in Palembang, which consisted of 19 students’ parents, 8 teachers, and 47 students. The findings showed that almost half of the total number of students experienced limitations in online learning facilities, most elementary school teachers could not develop curriculum and online learning models, and the online learning phenomenon triggered a decline in the students’ characters. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

16 pages, 252 KiB  

Open AccessArticle

Education-Related COVID-19 Difficulties and Stressors during the COVID-19 Pandemic among a Community Sample of Older Adolescents and Young Adults in Canada

by Tracie O. Afifi, Samantha Salmon, Tamara Taillieu, Katerina V. Pappas, Julie-Anne McCarthy and Ashley Stewart-Tufescu

Educ. Sci. 2022, 12(7), 500; https://doi.org/10.3390/educsci12070500 - 21 Jul 2022

Cited by 6 | Viewed by 2227

Abstract

The COVID-19 pandemic created significant disruptions to the provision of education, including restrictions to in-person and remote learning. Little is known about how older adolescents and young adults experienced these disruptions. To address this gap, data were drawn from the Well-Being and Experiences [...] Read more.

The COVID-19 pandemic created significant disruptions to the provision of education, including restrictions to in-person and remote learning. Little is known about how older adolescents and young adults experienced these disruptions. To address this gap, data were drawn from the Well-Being and Experiences study (the WE Study), a longitudinal community-based sample collected in Manitoba, Canada, from 2017–2021 (n = 494). Prevalent difficulties or stressors during in-person learning were less interaction with friends or classmates, worrying about grades, less interaction with teachers, and too much screen time (range: 47.3% to 61.25%). Prevalent difficulties or stressors for remote learning were less interaction with friends or classmates and teachers, less physical activity, worrying about grades, and too much screen time (range: 62.8% to 79.6%). Differences related to sex, education level, financial burden, and mental health prior to the pandemic were noted. From a public health perspective, efforts to re-establish social connections with friends, classmates, and teachers; strategies to manage stress related to worrying about grades or resources to improve grades that have declined; and approaches to reduce screen time in school and at home may be important for recovery and for any ongoing or future pandemics or endemics that impact the delivery of education. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

12 pages, 561 KiB  

Open AccessArticle

Nontechnological Online Challenges Faced by Health Professions Students during COVID-19: A Questionnaire Study

by Abdulmalik Khalid Alshamsi and Ken Masters

Educ. Sci. 2022, 12(7), 482; https://doi.org/10.3390/educsci12070482 - 12 Jul 2022

Cited by 1 | Viewed by 1895

Abstract

COVID-19 forced universities to shift to online learning (emergency remote teaching (ERT)). This study aimed at identifying the nontechnological challenges that faced Sultan Qaboos University medical and biomedical sciences students during the pandemic. This was a survey-based, cross-sectional study aimed at identifying nontechnological [...] Read more.

COVID-19 forced universities to shift to online learning (emergency remote teaching (ERT)). This study aimed at identifying the nontechnological challenges that faced Sultan Qaboos University medical and biomedical sciences students during the pandemic. This was a survey-based, cross-sectional study aimed at identifying nontechnological challenges using Likert scale, multiple-choice, and open-ended questions. Students participated voluntarily and gave their consent; anonymity was maintained and all data were encrypted. The response rate was 17.95% (n = 131) with no statistically significant difference based on gender or majors (p-value > 0.05). Of the sample, 102 (77.9%) were stressed by exam location uncertainty, 96 (73.3%) felt easily distracted, 98 (74.8%) suffered physical health issues, and 89 (67.9%) struggled with time management. The main barriers were lack of motivation (92 (70.2%)), instruction/information overload (78 (59.5%)), and poor communication with teachers (74 (56.5%)). Furthermore, 57 (43.5%) said their prayer time was affected, and 65 (49.6%) had difficulties studying during Ramadan. The most important qualitative findings were poor communication and lack of motivation, which were reflected in student comments. While ERT had positive aspects, it precipitated many nontechnological challenges that highlight the inapplicability of ERT as a method of online learning for long-term e-learning initiatives. Challenges must be considered by the faculty to provide the best learning experience for students in the future. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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16 pages, 638 KiB  

Open AccessArticle

Skills Development through Virtual Art-Based Learning: Learning Outcomes of an Advanced Training Program for Project Managers

by Berit Sandberg, Elena Stasewitsch and Jochen Prümper

Educ. Sci. 2022, 12(7), 455; https://doi.org/10.3390/educsci12070455 - 30 Jun 2022

Cited by 1 | Viewed by 3286

Abstract

With regard to emerging requirements of the professional field, uncertainty competence is a skill to be cultivated and integrated into project management education and training. Art-based learning seems to be a promising approach because the artistic mindset is a suitable model for coping [...] Read more.

With regard to emerging requirements of the professional field, uncertainty competence is a skill to be cultivated and integrated into project management education and training. Art-based learning seems to be a promising approach because the artistic mindset is a suitable model for coping with uncertainty. However, it is widely unclear to what extent art-based learning’s experiential nature will result in soft skills development under the restrictions of distance education. The present quantitative study explores whether—in a virtual learning environment—art-based executive training has a measurable effect on uncertainty competence. Data collection and analysis applied a quasi-experimental pretest-posttest control group design. Participants in the experimental group completed a month-long virtual training program based on visual arts. Contrary to its objective, the program did not cause meaningful changes in uncertainty competence or perceived stress but had a significant effect on participants’ attentiveness and presence. Participants achieved a higher level of mindfulness in dealing with complexity. The results imply that—even in virtual settings—art-based approaches enhance perceptive capacity and social presence but need to be long-term, related to participants’ individual work-context, and disturb participants’ routines to have an effect on uncertainty competence. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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12 pages, 475 KiB  

Open AccessArticle

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

by Benjamin Aidoo, Marey Allyson Macdonald, Veli-Matti Vesterinen, Svava Pétursdóttir and Berglind Gísladóttir

Educ. Sci. 2022, 12(6), 421; https://doi.org/10.3390/educsci12060421 - 20 Jun 2022

Cited by 14 | Viewed by 5620

Abstract

During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. [...] Read more.

During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. This study examined opportunities and barriers to using the flipped classroom approach for chemistry teaching. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, teacher educators described how ICT competencies and inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom approach. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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11 pages, 865 KiB  

Open AccessArticle

Remote Teaching, Self-Resilience, Stress, Professional Efficacy, and Subjective Health among Israeli PE Teachers during the COVID-19 Pandemic

by Ronit Ben Amotz, Gizell Green, Gili Joseph, Sharon Levi, Niva Manor, Kwok Ng, Sharon Barak, Yeshayahu Hutzler and Riki Tesler

Educ. Sci. 2022, 12(6), 405; https://doi.org/10.3390/educsci12060405 - 14 Jun 2022

Cited by 5 | Viewed by 2357

Abstract

This study investigated demographic factors, teaching characteristics, psychological characteristics, school-related characteristics, professional efficacy, and subjective health perceptions among PE teachers during the COVID-19 pandemic. We conducted a cross-sectional research design. Questionnaires were distributed to PE teachers online during COVID-19 closures. PE teachers (N [...] Read more.

This study investigated demographic factors, teaching characteristics, psychological characteristics, school-related characteristics, professional efficacy, and subjective health perceptions among PE teachers during the COVID-19 pandemic. We conducted a cross-sectional research design. Questionnaires were distributed to PE teachers online during COVID-19 closures. PE teachers (N = 757) from elementary, middle, and high schools in Israel voluntary completed surveys on the topics of stress levels, self-resilience, remote teaching, professional efficacy, and subjective health perception. Sex, remote-teaching experience and clear remote school policy significantly predicted professional efficacy. Sex, teaching experience and self-resilience significantly predicted subjective health perception. This study demonstrated the need for a clear remote policy, as it likely empowers teacher professional efficacy. Transparent procedures and guidelines, along with clarifying remote policies by a supportive administration, are important for the professional efficacy of PE teachers. In addition, educational programs that are aimed at developing and strengthening the values of a healthy, positive, and balanced lifestyle are important to subjective health perception among PE teachers. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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23 pages, 1146 KiB  

Open AccessReview

Predicting Student Outcomes in Online Courses Using Machine Learning Techniques: A Review

by Areej Alhothali, Maram Albsisi, Hussein Assalahi and Tahani Aldosemani

Sustainability 2022, 14(10), 6199; https://doi.org/10.3390/su14106199 - 19 May 2022

Cited by 21 | Viewed by 5603

Abstract

Recent years have witnessed an increased interest in online education, both massive open online courses (MOOCs) and small private online courses (SPOCs). This significant interest in online education has raised many challenges related to student engagement, performance, and retention assessments. With the increased [...] Read more.

Recent years have witnessed an increased interest in online education, both massive open online courses (MOOCs) and small private online courses (SPOCs). This significant interest in online education has raised many challenges related to student engagement, performance, and retention assessments. With the increased demands and challenges in online education, several researchers have investigated ways to predict student outcomes, such as performance and dropout in online courses. This paper presents a comprehensive review of state-of-the-art studies that examine online learners’ data to predict their outcomes using machine and deep learning techniques. The contribution of this study is to identify and categorize the features of online courses used for learners’ outcome prediction, determine the prediction outputs, determine the strategies and feature extraction methodologies used to predict the outcomes, describe the metrics used for evaluation, provide a taxonomy to analyze related studies, and provide a summary of the challenges and limitations in the field. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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12 pages, 1277 KiB  

Open AccessArticle

Self-Reported Flow in Online Learning Environments for Teacher Education: A Quasi-Experimental Study Using a Counterbalanced Design

by Lionel Alvarez, Romaine Carrupt, Catherine Audrin and Philippe Gay

Educ. Sci. 2022, 12(5), 351; https://doi.org/10.3390/educsci12050351 - 18 May 2022

Cited by 1 | Viewed by 2712

Abstract

Digitization in teacher education is currently being promoted, but the choice between face-to-face instruction and online learning environments remains challenging. Previous studies have documented ambivalent results regarding personal preference and academic achievement, and experimental investigations into attention comparing learning in these two settings [...] Read more.

Digitization in teacher education is currently being promoted, but the choice between face-to-face instruction and online learning environments remains challenging. Previous studies have documented ambivalent results regarding personal preference and academic achievement, and experimental investigations into attention comparing learning in these two settings are largely lacking. In this context, the present study adopts a counterbalanced design to compare different dimensions of student experience of flow in face-to-face settings and online learning environments. Two groups of students in teacher-training programs (n = 37) completed an EduFlow questionnaire at the end of the same interactive courses in the two different settings. The results indicate globally lower attention and engagement in the online environment, suggesting that in-person instruction induces better cognitive absorption, greater time transformation, and a stronger autotelic experience. While the findings represent a contribution to the discussion on how to best design online education, more research is needed to identify the specific mechanisms regarding attention and motivation that can impact flow in these two environments. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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18 pages, 2385 KiB  

Open AccessArticle

How Does Supervision Technique Affect Research? Towards Sustainable Performance: Publications and Students from Pure and Social Sciences

by Iszan Hana Kaharudin, Mohammad Syuhaimi Ab-Rahman, Roslan Abd-Shukor, Azamin Zaharim, Mohd Jailani Mohd Nor, Ahmad Kamal Ariffin Mohd Ihsan, Shahrom Md Zain, Afiq Hipni, Kamisah Osman and Ruszymah Idrus

Sustainability 2022, 14(9), 5696; https://doi.org/10.3390/su14095696 - 09 May 2022

Viewed by 1988

Abstract

Supervision without effective monitoring and strategy planning can lead to zero output. The fear of productivity losses, combined with the horror of massively declining performance, has encouraged many leaders to increase their subordinates’ monitoring efforts. This article explores the techniques used by lecturers [...] Read more.

Supervision without effective monitoring and strategy planning can lead to zero output. The fear of productivity losses, combined with the horror of massively declining performance, has encouraged many leaders to increase their subordinates’ monitoring efforts. This article explores the techniques used by lecturers in managing their research and how they affect the outcome and performance. Some techniques might sound familiar while some will be new. Two sets of questionnaires were developed to investigate the relationship between techniques and performance. One set was distributed to 15 lecturers and the other set was distributed to 100 students from different fields to get input from them on the best supervision characteristics. Fourteen outputs were outlined to show the weight of techniques used by the lecturers. From the survey results, lecturers who applied more than three techniques were able to produce more than three graduating students and more than 20 publications. The aim of the study is to list the most effective techniques for sustainable supervision which lead to output production. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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19 pages, 5639 KiB  

Open AccessArticle

A Schema-Based Instructional Design Model for Self-Paced Learning Environments

by Eulho Jung, Rachel Lim and Dongho Kim

Educ. Sci. 2022, 12(4), 271; https://doi.org/10.3390/educsci12040271 - 12 Apr 2022

Cited by 7 | Viewed by 4949

Abstract

Although research on schema has been widely investigated for the past decades, little research has addressed the development of a systematic instructional design theory using schema principles and processes. This study proposes a systematic schema-based instructional design model, including general and schema analysis, [...] Read more.

Although research on schema has been widely investigated for the past decades, little research has addressed the development of a systematic instructional design theory using schema principles and processes. This study proposes a systematic schema-based instructional design model, including general and schema analysis, schema-based design, and development processes and techniques for evaluating a learner’s acquired schema. By synthesizing empirical studies, this study comprehensively reviews literature on schema and foundational principles for learning. The goal of the study is to enrich the knowledge base of schema-based instructional design for different learning environments. Thus, the study is concluded by a discussion on how to utilize a schema-based instructional design for self-paced learning environments with additional implications and further recommendations. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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19 pages, 625 KiB  

Open AccessArticle

Sustainable Adoption of E-Learning from the TAM Perspective

by Saman Sattar Saleh, Muesser Nat and Musbah Aqel

Sustainability 2022, 14(6), 3690; https://doi.org/10.3390/su14063690 - 21 Mar 2022

Cited by 9 | Viewed by 4646

Abstract

This study investigates the imperative to adopt e-learning and how it influences educational process sustainability. For developing countries, adopting e-learning has always been a challenge because of the lack of mechanisms due to the resistance of teachers and students, low level of information [...] Read more.

This study investigates the imperative to adopt e-learning and how it influences educational process sustainability. For developing countries, adopting e-learning has always been a challenge because of the lack of mechanisms due to the resistance of teachers and students, low level of information and communication technology (ICT) literacy, and lack of ICT infrastructure. A quantitative research methodology was used by applying a hypothesized extended model of the technology acceptance model (TAM) for the adoption of e-learning. The factors were investigated by analyzing the intentions of 367 students and teachers. Data were collected through an online questionnaire. This study aims to identify the factors that influence students’ and teachers’ attitudes toward the adoption of sustainable e-learning and illustrate the moderating role of the mentality acceptance factor in the relationship between system trust and interaction, on the one hand, and PU and PEOU on the other. Findings of the study indicated that all TAM constructs significantly impact the BI of e-learning use. Additionally, the results showed that mentality acceptance substantially moderates the relationship between system trust and interaction, on the one hand, and PU and PEOU on the other. These findings suggest that educational institutions should focus on factors influencing teachers’ and students’ attitudes toward adopting and using e-learning services. Lack of internet connection, ICT skills, and technology capabilities are the main issues, and the main TAM constructs of all factors. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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17 pages, 1176 KiB  

Open AccessArticle

SG-ACCORD: Designing Virtual Agents for Soft Skills Training in the School Context

by Elena Dell’Aquila, Federica Vallone, Maria Clelia Zurlo and Davide Marocco

Educ. Sci. 2022, 12(3), 174; https://doi.org/10.3390/educsci12030174 - 02 Mar 2022

Cited by 6 | Viewed by 2991

Abstract

This study focuses on the behavior of interactive agents and how to ground their implementation in psychology and cognitive modeling to capture fundamental psycho-pedagogical elements to deliver an effective competency-based training and assessment tool for teachers, trainers, and educators working in the school [...] Read more.

This study focuses on the behavior of interactive agents and how to ground their implementation in psychology and cognitive modeling to capture fundamental psycho-pedagogical elements to deliver an effective competency-based training and assessment tool for teachers, trainers, and educators working in the school context. The study describes the design and implementation of a Serious Game, “Attain Cultural Integration through COnflict Resolution skill Development” (SG-ACCORD), to develop and assess soft skills that are pivotal in educational working contexts (i.e., negotiation, effective communication, intercultural conflict management). The SG-ACCORD has been developed by applying a tailored methodology, namely the Educational Technology-enhanced Role-Playing, addressing two main facets: psycho-pedagogical (theoretical frameworks) and technological (production of artificial worlds based on computer-simulated models). The game is a single-player virtual role-play offering a series of scenarios reflecting the real-life experiences of teachers in which the role of interactions and human factors is crucial. It focuses on the simulation of a dialogue between two characters (an avatar controlled by a human player and a BOT computer-controlled counterpart), enacting interethnic conflicts between teacher and students within realistic school context scenarios. The SG-ACCORD represents a free, easily manageable, and flexible educational tool that can be used as a stand-alone resource and envisages an automatic feedback and debriefing system. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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11 pages, 626 KiB  

Open AccessArticle

Application of Fuzzy Analytic Hierarchy Process in Environmental Economics Education: Under the Online and Offline Blended Teaching Mode

by Ying Zhu, Jicong Tan, Yan Cao, Yalin Liu, Yanzheng Liu, Qian Zhang and Quan Liu

Sustainability 2022, 14(4), 2414; https://doi.org/10.3390/su14042414 - 20 Feb 2022

Cited by 15 | Viewed by 1977

Abstract

This study used fuzzy analytic hierarchy process (FAHP) to evaluate students’ performance in an environmental economics course under the mode of online and offline blended teaching (OOBT). OOBT was a new teaching mode combining traditional offline teaching with online teaching platform, which could [...] Read more.

This study used fuzzy analytic hierarchy process (FAHP) to evaluate students’ performance in an environmental economics course under the mode of online and offline blended teaching (OOBT). OOBT was a new teaching mode combining traditional offline teaching with online teaching platform, which could improve students’ after-class learning efficiency and eliminate the limitations of traditional classroom teaching by using an online teaching platform. However, at present, the evaluation methods of OOBT students’ achievement have been scarce. Therefore, this article adopted FAHP to evaluate students’ performance under OOBT. The evaluated course was environmental economics. The results showed that FAHP was not completely dependent on students’ paper scores, and could evaluate students’ scores from group work, attendance, class discussions, and other aspects. The use of OOBT and FAHP led to overall improvement in students’ scores, the average score increased by 7.38, and 81.55% of students were in the middle grade. The case study showed that the integration of FAHP into OOBT could scientifically assign the weight of each evaluation index, make complex performance evaluation problems organized, and fully reflect the comprehensive quality of students. It could also understand students’ dynamics in time, and continuously optimize the course structure according to the feedback information. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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18 pages, 659 KiB  

Open AccessArticle

The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis

by Nicole Casali, Marta Ghisi and Chiara Meneghetti

Educ. Sci. 2022, 12(2), 101; https://doi.org/10.3390/educsci12020101 - 01 Feb 2022

Cited by 6 | Viewed by 2548

Abstract

Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general [...] Read more.

Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distress, online self-regulated learning, study-related emotions), and (ii) the effect of time, intraindividual factors, online self-regulated learning, and study-related emotions on distress and achievement over the following three exam sessions. A total of 331 university students took part in the study during the first Italian nationwide lockdown (T1; March–May 2020). Of those, 121 also completed at least one follow-up (T2: August 2020; T3: September 2020; T4: February 2021). At T1, study-related dispositions and soft skills were positively associated with online self-regulated learning and study-related emotions, while study-related dispositions were also negatively associated with general distress. Intolerance of uncertainty was associated positively with general distress and negatively with study-related emotions. Longitudinal effects of T2 and T3 for intolerance of uncertainty and study-related emotions were observed for distress, while those for T4 were study-related dispositions for achievement. Nurturing intraindividual factors can help students cope with a prolonged stressful situation such as a pandemic. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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29 pages, 8942 KiB  

Open AccessArticle

A Global Program-Educational-Objectives Comparative Study for Malaysian Electrical and Electronic Engineering Graduates

by Mohammad Syuhaimi Ab-Rahman, I-Shyan Hwang, Abdul Rahman Mohd Yusoff, Abdul Wahab Mohamad, Ahmad Kamal Ariffin Mohd Ihsan, Juwairiyyah Abdul Rahman, Mohd Jailani Mohd Nor and Iszan Hana Kaharudin

Sustainability 2022, 14(3), 1280; https://doi.org/10.3390/su14031280 - 24 Jan 2022

Cited by 2 | Viewed by 3242

Abstract

Outstanding academic achievement in the field of higher education is a source of pride for the university. The success of the university is measured not only by academic performance but also by the quality of graduates produced. In Malaysia, three major categories in [...] Read more.

Outstanding academic achievement in the field of higher education is a source of pride for the university. The success of the university is measured not only by academic performance but also by the quality of graduates produced. In Malaysia, three major categories in higher learning are identified: public, private, and foreign-branch universities. All engineering programs follow the requirements set by the Engineering Accreditation Council (EAC) on behalf of the Board of Engineers Malaysia (BEM). The programme educational objectives (PEOs) make up one of the elements that needs assessment for ensuring its continuity in line with the university’s mission and vision. A PEO comparative study on selected reputable electrical and electronic (EE)-engineering department universities was carried out based on the mapping of PEO attribute keywords. These attributes were then classified into either cluster, sharing, or uniqueness groups. The study compared the relevancy of each PEO statement suggested by stakeholders and other interested parties. The results from the PEO comparative study suggested that attributes on competency, ethics, professionalism, and leadership are given high priorities. However, the increase in demand for entrepreneurship-, multidisciplinary-, and soft skills should also be considered when reviewing the institution’s engineering curriculum. The uniqueness of such attributes will distinguish the EE-engineering graduates’ profession, marketability, and employability. PEO statements reflect the credibility and sustainability of a well-balanced graduate equipped with the right knowledge, skills, and values. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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30 pages, 948 KiB  

Open AccessArticle

Usefulness of Digital Serious Games in Engineering for Diverse Undergraduate Students

by Kimberly Cook-Chennault, Idalis Villanueva Alarcón and Gabrielle Jacob

Educ. Sci. 2022, 12(1), 27; https://doi.org/10.3390/educsci12010027 - 04 Jan 2022

Cited by 11 | Viewed by 3535

Abstract

The use of educational digital games as supplemental tools to course instruction materials has increased over the last several decades and especially since the COVID-19 pandemic. Though these types of instructional games have been employed in the majority of STEM disciplines, less is [...] Read more.

The use of educational digital games as supplemental tools to course instruction materials has increased over the last several decades and especially since the COVID-19 pandemic. Though these types of instructional games have been employed in the majority of STEM disciplines, less is known about how diverse populations of students interpret and define the value of these games towards achieving academic and professional pursuits. A mixed-method sequential exploratory research design method that was framed on the Technology Acceptance Model, Game-Based Learning Theory and Expectancy Value Theory was used to examine how 201 students perceived the usefulness of an intuitive education game that was designed to teach engineering mechanics used in designing civil structures. We found that students had different expectations of educational digital games than games designed for entertainment used outside of classroom environments. Several students thought that the ability to design their own structures and observe structure failure in real-time was a valuable asset in understanding how truss structures responded to physical loading conditions. However, few students thought the educational game would be useful for exam (14/26) or job interview (19/26) preparation. Students associated more value with engineering games that illustrate course content and mathematical calculations used in STEM courses than those that do not include these elements. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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16 pages, 877 KiB  

Open AccessArticle

System-Cluster Technology of e-Learning Improvement under the Conditions of COVID-19

by Tsvetana Stoyanova, Philip Stoyanov, Anzhelika Remnova, Svitlana Kushniruk, Lyudmyla Rakityanska and Svetlana Drobyazko

Sustainability 2021, 13(24), 14024; https://doi.org/10.3390/su132414024 - 19 Dec 2021

Cited by 3 | Viewed by 2787

Abstract

The paper defines the scientific provisions on the feasibility and effectiveness of using e-learning under conditions of quarantine restrictions related to the COVID-19 pandemic. It was proved that within the use of e-learning there has been a convergence between the scientific and methodological [...] Read more.

The paper defines the scientific provisions on the feasibility and effectiveness of using e-learning under conditions of quarantine restrictions related to the COVID-19 pandemic. It was proved that within the use of e-learning there has been a convergence between the scientific and methodological bases and the learning process itself, and new approaches to the general didactic and information content of e-learning courses within the education process have been formed. Modern platforms of e-learning are examined and a scheme involving the synchronous technology of e-learning was formed. Within the framework of the suggested learning platform, effective learning tools under conditions of quarantine restrictions were identified, the use of which allows the most successful solution of didactic tasks facing e-learning to be ensured on the basis of the everyday use of digital media and electronic devices for learning purposes. The fractal-cluster technology of an e-learning organization was suggested for an introduction. The functional dependencies on the forms and technologies of the educational process for the efficiency of higher education were obtained. The expediency of introducing fractal-cluster structures into the organizational component of the educational process was determined. Based on the tools of the fractal-cluster approach, a model of organization of the educational process in the information-entropy format was formulated. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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21 pages, 755 KiB  

Open AccessArticle

Graduate Students’ Experience and Academic Achievements with Online Learning during COVID-19 Pandemic

by Halima Ahmed Omar, Eqlima Mohamad Ali and Shashidhar Belbase

Sustainability 2021, 13(23), 13055; https://doi.org/10.3390/su132313055 - 25 Nov 2021

Cited by 23 | Viewed by 5977

Abstract

Higher education institutions in the United Arab Emirates (UAE) adopted a distance/online learning approach during the COVID-19 pandemic in order to ensure that students were safe while they received an uninterrupted, high-quality education off-campus. This was the first time that all of the [...] Read more.

Higher education institutions in the United Arab Emirates (UAE) adopted a distance/online learning approach during the COVID-19 pandemic in order to ensure that students were safe while they received an uninterrupted, high-quality education off-campus. This was the first time that all of the higher education institutions adopted this approach. Therefore, it is crucial to conduct this study to gain insight into graduate students’ experiences in distance learning and to verify whether these experiences are linked to their achievements. The purpose of this study was to examine graduate students’ experiences toward online and distance learning during the COVID-19 pandemic in the academic year 2020–2021 and their academic achievement. A questionnaire was developed for this study and sent online to graduate students’ emails with the coordination of the College of Graduate Studies at a higher education institution in the UAE. The study received 138 responses. The data was analyzed using IBMSPSS-26. The findings of the study showed that graduate students’ level of Engagement, ease of Communication, and quality of learning Experience with online/distance learning were related significantly to their overall academic achievement. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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11 pages, 239 KiB  

Open AccessViewpoint

Artificial Intelligence and Its Role in Education

by Sayed Fayaz Ahmad, Mohd. Khairil Rahmat, Muhammad Shujaat Mubarik, Muhammad Mansoor Alam and Syed Irfan Hyder

Sustainability 2021, 13(22), 12902; https://doi.org/10.3390/su132212902 - 22 Nov 2021

Cited by 39 | Viewed by 19369

Abstract

The objective of this study is to explore the role of artificial intelligence applications (AIA) in education. AI applications provide the solution in many ways to the exponential rise of modern-day challenges, which create difficulties in access to education and learning. They play [...] Read more.

The objective of this study is to explore the role of artificial intelligence applications (AIA) in education. AI applications provide the solution in many ways to the exponential rise of modern-day challenges, which create difficulties in access to education and learning. They play a significant role in forming social robots (SR), smart learning (SL), and intelligent tutoring systems (ITS) to name a few. The review indicates that the education sector should also embrace the modern methods of teaching and the necessary technology. Looking into the flow, the education sector organizations need to adopt AI technologies as a necessity of the day and education. The study needs to be tested statistically for better understanding and to make the findings more generalized in the future. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

18 pages, 4253 KiB  

Open AccessArticle

The Use of the Kahoot! Learning Platform as a Type of Formative Assessment in the Context of Pre-University Education during the COVID-19 Pandemic Period

by Florentina Toma, Daniel Constantin Diaconu and Cristina Maria Popescu

Educ. Sci. 2021, 11(10), 649; https://doi.org/10.3390/educsci11100649 - 18 Oct 2021

Cited by 11 | Viewed by 5627

Abstract

The present study aims to display how using a personal assessment environment based on the interactive Kahoot! platform actively supports the teaching–learning process. The goal is to improve the instructive–educational process by applying a learning platform based on play and digital technology that [...] Read more.

The present study aims to display how using a personal assessment environment based on the interactive Kahoot! platform actively supports the teaching–learning process. The goal is to improve the instructive–educational process by applying a learning platform based on play and digital technology that favors a qualitative educational endeavor. The use of the Kahoot! platform as form of assessment had a significant and direct positive effect on the educational process during the COVID-19 pandemic. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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11 pages, 2394 KiB  

Open AccessCommunication

Fall Detection with CNN-Casual LSTM Network

by Jiang Wu, Jiale Wang, Ao Zhan and Chengyu Wu

Information 2021, 12(10), 403; https://doi.org/10.3390/info12100403 - 29 Sep 2021

Cited by 14 | Viewed by 4663

Abstract

Falls are one of the main causes of elderly injuries. If the faller can be found in time, further injury can be effectively avoided. In order to protect personal privacy and improve the accuracy of fall detection, this paper proposes a fall detection [...] Read more.

Falls are one of the main causes of elderly injuries. If the faller can be found in time, further injury can be effectively avoided. In order to protect personal privacy and improve the accuracy of fall detection, this paper proposes a fall detection algorithm using the CNN-Casual LSTM network based on three-axis acceleration and three-axis rotation angular velocity sensors. The neural network in this system includes an encoding layer, a decoding layer, and a ResNet18 classifier. Furthermore, the encoding layer includes three layers of CNN and three layers of Casual LSTM. The decoding layer includes three layers of deconvolution and three layers of Casual LSTM. The decoding layer maps spatio-temporal information to a hidden variable output that is more conducive relative to the work of the classification network, which is classified by ResNet18. Moreover, we used the public data set SisFall to evaluate the performance of the algorithm. The results of the experiments show that the algorithm has high accuracy up to 99.79%. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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24 pages, 3191 KiB  

Open AccessArticle

Designing a Collaborative Virtual Conference Application: Challenges, Requirements and Guidelines

by Teo Rhun Ming, Noris Mohd Norowi, Rahmita Wirza and Azrina Kamaruddin

Future Internet 2021, 13(10), 253; https://doi.org/10.3390/fi13100253 - 29 Sep 2021

Cited by 4 | Viewed by 3120

Abstract

Due to the recent COVID-19 pandemic that has swept the globe, more people are working from home. People use synchronous applications to communicate remotely because they are not able to meet face-to-face. However, few research studies on the issues surrounding the virtual conference [...] Read more.

Due to the recent COVID-19 pandemic that has swept the globe, more people are working from home. People use synchronous applications to communicate remotely because they are not able to meet face-to-face. However, few research studies on the issues surrounding the virtual conference application, particularly those that include collaborative activities, have been conducted. The usability study recruited 16 participants (in four groups of four) to communicate synchronously while performing collaborative activities, such as drawing together on a shared screen. According to the findings of the usability study, users do not often use the collaborative tools provided by the current virtual conference application. This is due to low exposure and unfamiliarity with the use of collaborative tools. The findings also show that users frequently do not turn on the web camera due to several reasons, including privacy, connectivity issues, the environment, and background distraction. Turning on the web camera can also cause anxiety due to shyness in front of the camera. However, some participants prefer to turn on the web camera so that they can see each other’s reactions when performing collaborative activities. The article provides several guidelines to assist in the design of virtual conference applications, including a simple familiar intuitive interface to encourage the use of collaborative tools and also introduces the use of virtual avatars as a way to represent oneself during online meetings to allow affective sharing while respecting the privacy of its users. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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24 pages, 4776 KiB  

Open AccessArticle

Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft

by Szarmilaa Dewie Krishnan, Helmi Norman and Melor Md Yunus

Sustainability 2021, 13(19), 10817; https://doi.org/10.3390/su131910817 - 29 Sep 2021

Cited by 8 | Viewed by 5601

Abstract

Every English language teacher should be competent enough to serve as a model of reference for students. As stipulated by the Roadmap 2015–2025, Ministry of Education, Malaysia, teachers need a minimum CEFR Level C1 qualification to teach English language at all levels. This [...] Read more.

Every English language teacher should be competent enough to serve as a model of reference for students. As stipulated by the Roadmap 2015–2025, Ministry of Education, Malaysia, teachers need a minimum CEFR Level C1 qualification to teach English language at all levels. This poses a need for teachers who have not achieved this minimum requirement to re-skill and upskill themselves to the minimum competency level. Past studies have indicated that online gamification techniques have increased teacher competency levels. However, there has been a lack of studies that have investigated teachers’ language-teaching/learning competencies using online gamified learning. As such, this study aims to address this problem using experiential learning techniques on an online gamified platform, Classcraft. The online gamified learning module was developed using the Design and Development Research (DDR) methodology, and was conducted in the five-phase ADDIE Model (analysis, design, development, implementation, and evaluation). This paper seeks to brief the reader on the design and development process of this online gamified learning using Classcraft. The findings of the design phase were derived through the Fuzzy Delphi technique to acquire the experts’ consensus on the content of the module, and the appropriate gamification elements which ought to be included in the development of the module. The findings of the development phase, as agreed by expert consensus, were used to develop the online gamified learning module. Thus, the findings portrayed the enhancement of the competencies of the English Language teachers who used this online gamified learning with the integration of Classcraft. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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13 pages, 3509 KiB  

Open AccessArticle

Bibliometric Analysis of Scientific Production on Nursing Research in the Web of Science

by Gregorio Jesús Alcalá-Albert and María Elena Parra-González

Educ. Sci. 2021, 11(9), 455; https://doi.org/10.3390/educsci11090455 - 24 Aug 2021

Cited by 7 | Viewed by 2418

Abstract

The fundamental pillars of nursing science—nursing care, management, and teaching and research—are in constant evolution. The adaptation of Spanish nursing to the European Higher Education Area has promoted nursing research. Over the past few years, several institutions have made official statements concerning the [...] Read more.

The fundamental pillars of nursing science—nursing care, management, and teaching and research—are in constant evolution. The adaptation of Spanish nursing to the European Higher Education Area has promoted nursing research. Over the past few years, several institutions have made official statements concerning the difficulty of finding teaching staff for university nursing degrees. This is closely linked to the production of research, given that minimum criteria must be met for university teacher accreditation. The goal of this study is to analyze scientific production in nursing, nursing research and teaching in The Web of Science in order to establish how this is progressing and to gain further insight into the field of academic nursing. A total of 34,497 documents were analyzed using the Bibliometrix software version 4.1.0. The results reveal an increase in nursing research over time. Most of this is published in English and mainly focuses on specific nursing areas, such as oncology or psychiatry. Spain occupies the eighth place worldwide in nursing research. In spite of this position, the data suggest that other factors are blocking the accreditation of university teachers of nursing in Spain. They also reflect the need to encourage nursing research in this setting in the future. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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17 pages, 3605 KiB  

Open AccessArticle

Factors Affecting e-Government Adoption by Dairy Farmers: A Case Study in the North-West of Spain

by Alba Vázquez-López and Manuel Marey-Perez

Future Internet 2021, 13(8), 206; https://doi.org/10.3390/fi13080206 - 05 Aug 2021

Cited by 4 | Viewed by 2922

Abstract

With the objective of assessing the farmers’ situation regarding the use of the ICT and their relations with the electronic government, a case study consisting in the realization of 34 face-to-face surveys was conducted between February and March 2020 in dairy farms in [...] Read more.

With the objective of assessing the farmers’ situation regarding the use of the ICT and their relations with the electronic government, a case study consisting in the realization of 34 face-to-face surveys was conducted between February and March 2020 in dairy farms in the region of Galicia (Spain). The sample was selected according to one of the most important online journals in the farming sector at a national level. From the census, we chose those farms considered most representative taking into account the main criteria: the level of PAC (Common Agrarian Politics) subsidies and milk production (litres/cow and year). The results show that the majority of the farmers used the internet, but on many an occasion, they were discontented in relation to the poor connection quality in their farms. In regard to the use of the electronic government for procedures related to their farms, many of them were able to perform them through the government website; however, there were procedures which the users defined as “complex” and which had to be outsourced to authorised entities. The results also show that the farmers do want to employ the e-government, mainly because of the time and cost saving; however, the current web pages do not meet the users’ expectations. Finally, this situation, applied to a region placed among the 10 most productive regions of milk, is comparable to what happens in other regions. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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