scholarly journals Sustainability aspects of distance learning in higher education during the COVID-19 epidemic in a Hungarian University

2021 ◽  
Vol 190 (5-6(2)) ◽  
pp. 58-74
Author(s):  
Eva Pinter ◽  
◽  
Eva Fenyvesi ◽  
Tibor Pinter ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Student Performance ◽  
Primary Data ◽  
Difficulty Level ◽  
Preparation Time ◽  
Teacher Interviews ◽  
First Semester ◽  
Monitoring Tools ◽  
Online Implementation

Our paper explores the impacts and sustainability of remote and online education framework introduced as a result of the COVID-19 epidemic in the case of two subjects (Macroeconomics and International Economics) taught at the Faculty of Commerce, Hospitality and Tourism, Budapest Business School. In our study we focused on specific aspects of shifting from traditional in-class learning to online education at our university. The most important pillars of the shift were the online implementation of all lessons, communication and examinations. We analyzed the measures of the education change, the effects of the change on the final results of the students and introduced the experiences of our students and teachers in this period, reflecting on the principles of sustainability. The primary data required for the analysis were diaries maintained by teachers and information available through the electronic study systems supporting online learning (CooSpace, Neptun), as well as student and teacher questionnaires and teacher interviews. The results for both subjects show that, despite the unmodified difficulty level of the exam questions, student performance improved during the remote learning period, that is, the learning process complies with the principles of sustainability. The implications of the study are therefore as follows: the coronavirus changed the educational framework of our university; the performance of students improved on both subjects; preparation time for teachers has increased, exam preparation time for students has also increased; consequently, online solutions used in distance learning period have changed the attitudes of the students and teachers as well. In the absence of personal feedback opportunities, regular monitoring tools were positively received by students, however, digital inequalities and previously less common tasks were more challenging for them. The experiences of the first semester affected by the epidemic were and can be utilized in later semesters as well.

Effects and Risks of Distance Learning in Higher Education

2020 ◽  
pp. 61-73
Author(s):  
Yu. M. Tsygalov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
New Technology ◽  
Negative Consequences ◽  
Higher Education System ◽  
First Results ◽  
Spread Of Infection ◽  
The Cost

The forced work of Russian universities remotely in the context of the pandemic (COVID-19) has generated a lot of discussion about the benefits of the new form of education. The first results were summed up and reports were presented, the materials of which showed that the main goal of online education — the prevention of the spread of infection, - has been achieved. Against this background, proposals and publications have appeared substantiating the effectiveness of the massive introduction of distance learning in Russia, including in higher education. However, the assessment of such training by the population and students in publications and in social networks was predominantly negative and showed that the number of emerging problems exceeds the possible benefits of the new educational technology. Based on the analysis of the materials of publications and personal experience of teaching online, the potential benefits and problems of distance learning in higher education in Russia are considered. It is proposed to consider the effects separately for the suppliers of new technology (government, universities) and consumers (students, teachers, society). It is substantiated that the massive introduction of online education allows not only to reduce the negative consequences of epidemics, but also to reduce budgetary funding for universities, optimize the age composition of teachers, and reduce the cost of maintaining educational buildings. However, there will be a leveling / averaging of the quality of education, and responsibility for the quality of training will shift from the state/universities to students. The critical shortcomings of online education are the low degree of readiness of the digital infrastructure, the lack of a mechanism for identifying and monitoring the work of students, information security problems, and the lack of trust in such training of the population. The massive use of online education creates a number of risks for the country, the most critical of which is the destruction of the higher education system and a drop in the effectiveness of personnel training. The consequences of this risk realization are not compensated by any possible budget savings.

Edukacja cyfrowa w zdalnym nauczaniu

2021 ◽  
Vol 1 (23) ◽  
pp. 49-58
Author(s):  
Bożena Majewicz
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Online Education ◽  
The State ◽  
Educational Activity ◽  
Special Role ◽  
Remote Education ◽  
School Closures ◽  
Short Time

The state of education in Poland and its functioning was exposed by the coronavirus pandemic which contributed to school closures and enforced a transition to distance learning. There was a need to look for alternative ways of distance education in which teachers played a special role. Some of them had to learn new skills related to distance education at all levels of education in a short time. In the period when schools are closed or their functioning is limited, the competences they possess play an important role in the educational activity of teachers, among which IT and media competences become particularly important. The considerations presented in the article relate to online education, with particular attention to its necessary aspects occurring both on the side of school and students’ homes. A review of studies on remote education during the pandemic has been made.

scholarly journals Peculiarities of interaction between a teacher and a student musician in online education

2020 ◽  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Research Work ◽  
Professional Activity ◽  
First Year ◽  
Internet Resources ◽  
Online Music ◽  
Artistic Images ◽  
Independent Work ◽  
Artistic Image

The article is devoted to the problem of interaction between a teacher and a student of musical education in the process of distance learning. The main tasks facing each teacher during the quarantine period are outlined, and the preference is given to the ability to master the techniques of conducting online music lessons using various Internet resources or platforms for maintaining feedback. The author gives examples of online piano lessons, which took place individually with each student in a convenient mode for them. Attention is drawn to the problems that arose during the implementation of team tasks. Particular attention is paid to the research work of applicants, which ensured their continuous participation in scientific activities throughout the distance learning. The result was the performance of a first-year student at an online conference of the piano department with a report on the peculiarities of the reproduction of the artistic image in a musical work, which ended with the performance of an instrumental lyric piece. The research work provides an opportunity to show analytical abilities, observation, concentration, flexibility of thinking, which helps student musicians to acquire skills of independent work for future professional activity, promotes the development and formation of their personal qualities. The proposed study focuses on the peculiarities of interaction between the subjects of distance education who took an active part in prestigious international competitions and festivals in the category of instrumental art, which were held online. The specifics of work on musical pieces are revealed, the main difficulty of which is the true reproduction of artistic images.

scholarly journals Firm Performance: Does Mastering a Foreign Language Matter?

10.29007/dkzg ◽  
2018 ◽  
Author(s):  
Remedios Hernández Linares ◽  
María José Naranjo ◽  
Héctor Sánchez Santamaría ◽  
Mercedes Rico García ◽  
Laura Fielden Burns ◽  
...  
Keyword(s):  
Foreign Language ◽  
Organizational Performance ◽  
Small And Medium Enterprises ◽  
Language Education ◽  
Foreign Language Education ◽  
Primary Data ◽  
First Semester ◽  
Improved Performance ◽  
Medium Enterprises ◽  
The Impact

Over the last twenty years the impact of language in international and multinational companies has attracted significant scholarly attention, which is reflected in the growing literature. However, and despite the fact that small and medium enterprises (SMEs) constitute the engine of numerous economies worldwide, the impact of foreign languages on SMEs’ performance remains understudied. This is especially intricate because, considering that SMEs often have fewer resources, the commitment of such resources to language acquisition and foreign language education can only be justified in the case of improved performance. To address this gap, the objective of our research aims to get insights whether and how the domain of a foreign language (mainly English) affects SMEs’ performance. For this purpose, we perform an exploratory empirical study based on data collected through a telephone questionnaire during the first semester of 2017. A group of private Spanish SMEs constitutes our sample. Our work presents the results of the statistical analysis of these primary data, and contributes to a more nuanced perspective on language utility for organizational performance.

scholarly journals Perceptions of Clinical Dental Students Toward Online Education During the COVID-19 Crisis: An Egyptian Multicenter Cross-Sectional Survey

2022 ◽  
Vol 12 ◽  
Author(s):  
Reham Hassan ◽  
Ayman R. Khalifa ◽  
Tarek Elsewify ◽  
Mohamed G. Hassan
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Teaching ◽  
Online Survey ◽  
Clinical Skills ◽  
Dental Education ◽  
Hybrid Approach ◽  
Dental Students ◽  
Cross Sectional ◽  
Dental Schools

Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis.Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher’s exact test.Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection.Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.

scholarly journals Factors Influencing Online Education during COVID-19 Pandemic: Sri Lankan Students’ Perspective

2021 ◽  
Vol 11 (4) ◽  
Author(s):  
M. A. K. Sriyalatha ◽  
P. J. Kumarasinghe
Keyword(s):  
Online Education ◽  
Positive Impact ◽  
Structural Equations ◽  
Primary Data ◽  
Sri Lankan ◽  
University Administrators ◽  
Factors Influencing ◽  
Management Students ◽  
The University ◽  
The Impact

This study examines the factors influencing online education for selected Sri Lankan universities during the COVID-19 pandemic. It also analyses the moderate effect of gender and type of the university on online education. Primary data were collected using a questionnaire via google form from Management students in Sri Lankan selected universities. Data analysis was done through structural equations using analysis of moment structures (AMOS) version 22.0. Attitude, internet and related facilities, curriculum, and self-motivation were found to have a significant positive impact on online education, while workload & time have no significant effect on online education. Among four factors, the strongest influence was derived from self-motivation followed by the curriculum. We have not found significant differences among male and female students’ views on online education, while the impact from the type of university is different among the two categories. This study effectively guides policy makers and university administrators across the educational institutes to decide on continuing online education. It reveals some insights to the teachers, students, and parents to understand the significance of the modern online learning environment and its positive impact on the new learning mode. There is no study related to the factors associated with the impact of online education during the Covid-19 pandemic in the Sri Lankan context.

scholarly journals Grit in Online Education

2019 ◽  
pp. 1-11
Author(s):  
Nicole Buzzetto-Hollywood ◽  
Kathy Quinn ◽  
Wendy Wang ◽  
Austin Hill
Keyword(s):  
Student Achievement ◽  
Online Education ◽  
Student Success ◽  
Student Performance ◽  
Online Courses ◽  
Self Regulation ◽  
P Value ◽  
Learning Success ◽  
Promising Area ◽  
Learning Efficacy

Aim: This study sought to explore the role of the elusive non-cognitive skill set known as grit, or the resolve and determination to achieve goals regardless of impediments, on student success in online education. It represents an area of exploration where there is a dearth in the available literature and reports the results of a study conducted at a Mid-Atlantic minority-serving university that examined the relationship between grit and student performance in fully online courses. Methodology: Students were administered the standard 12-Question Grit Scale with the addition of a series of validated questions that sought to measure perceived self-learning efficacy. Additionally, student performances in online courses were recorded and correlations conducted. Basic statistical analyses such as mean, mode, standard deviation, variance, and confidence interval were calculated. Two hypotheses were introduced as part of this study and tested with Anovas and crosstabulations. Results: This study found that higher grit scores correlated progressively to both self-discipline and self-efficacy but that a positive relationship to student achievement in fully online courses as measured with a p value of greater than .05 could not be confirmed. Conclusion: As online education continues to grow, providing opportunities to foster and strengthen student success in online courses and programs is increasingly important. E-learning success requires that students exhibit strong self-regulation, self-discipline, resilience, dutifulness, conscientiousness, and low impulsivity all of which are attributes of grit. As such, grit is presented as a promising area of exploration for increasing student achievement in online education.

scholarly journals Value-added model of basic mathematics-physics training in engineering students

2021 ◽  
Vol 10 (12) ◽  
pp. 528-536
Author(s):  
Henry de Jesús Gallardo Pérez ◽  
Mawency Vergel Ortega ◽  
Marling Carolina Cordero Díaz
Keyword(s):  
Engineering Students ◽  
Mathematical Thinking ◽  
Educational Institution ◽  
Value Added ◽  
Secondary Data ◽  
Added Value ◽  
Primary Data ◽  
First Semester ◽  
Physics Courses ◽  
The University

The added value in education refers to the contribution that the educational institution effectively makes to student learning, expressed as the growth in knowledge, skills and abilities, in a period of time, as a result of their educational experience. The objective of the research is to determine the added value of the academic work of the Universidad Francisco de Paula Santander in the development of physical- mathematical thinking in engineering students and the estimation of a mathematical model that allows its valuation. In model allows analyzing the trajectory of the group of engineering students who entered in the first semester of 2018 and involves endogenous and exogenous variables associated with the process. The research is framed in the quantitative paradigm, descriptive, multivariate and correlational. We work with two types of data, the secondary data are constituted by the students’ grades in 2018 and 2019, this information may present biases because they are different courses with different teachers, however, it allows to see the evolution of students in calculus, statistics and physics courses. Primary data were obtained from a test applied in 2018 and a similar test applied in 2019, graded using item response theory. Results were compared and differences were evaluated to estimate the contribution effectively made by the university.   

scholarly journals Distance Learning in Greece during Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. p69
Author(s):  
Apostolou George ◽  
Papatsimpas Achilleas ◽  
Gounas Athanasios ◽  
Gkouna Ourania
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Educational Process ◽  
Statistical Hypothesis ◽  
Hypothesis Tests ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
Face To Face Learning ◽  
Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

scholarly journals Why Graded Assessment for Undergraduates During the COVID-19 Lockdown? An Experience Introspection

2021 ◽  
Vol 9 (2) ◽  
pp. 55-75
Author(s):  
Abdullatif Alshamsi ◽  
Alex Zahavich ◽  
Samar El-Farra
Keyword(s):  
Online Education ◽  
Student Performance ◽  
Student Assessment ◽  
Assessment Model ◽  
Technology Infrastructure ◽  
High Stakes ◽  
Assessment Development ◽  
Student Efficacy ◽  
Institutional Accountability ◽  
To Come

This paper presents a retrospective evaluation of the Higher Colleges of Technology’s student assessments during the COVID-19 lockdown, reflecting the justified decision to deploy graded assessments during the lockdown for students to academically progress and/or graduate on time, while maintaining the quality and rigor of academic awards. The outcome-based evaluation of this paper is intended to provide lessons for any future situations of this significance and magnitude. While online education was the obvious response to the pandemic, the provision of assessments was not possible without risk. Taking a high-stakes decision that would affect the future of thousands of students, for years to come, involved complex steps of reasoning and justification. Addressing the role of graded assessment in supporting institutional accountability and transferability of students’ achievements, student efficacy and informed pedagogy alterations were the main objectives. To meet those objectives, the Higher Colleges of Technology was able to deploy an off-campus student assessment model that builds upon three pillars of adjustments (assessment development and deployment; technology infrastructure; and governance resilience) to support students’ learning, while mitigating vulnerabilities. The evaluation of student performance indicators and stakeholders’ satisfaction rates revealed a successful deployment of off-campus assessment while maintaining the traditional conventions pertaining to evaluation of assessments.

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