scholarly journals Perception of Instructor Presence and Its Effects on Learning Experience in Online Classes

10.28945/4611 ◽  
2020 ◽  
Vol 19 ◽  
pp. 475-488
Author(s):  
Chongwoo Park ◽  
Dong-gook Kim
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Future Research ◽  
Online Classes ◽  
Communication Tool ◽  
Interactive Communication ◽  
Instructor Presence

Aim/Purpose: One of the most critical challenges to the student learning experience in online classes would be providing interactions between students and instructors as effective as in face-to-face learning. This study introduces perceived instructor presence as a way to promote such interactions and investigates its effects on student learning experience in online learning. Background: Drawing upon theories of constructivism and social presence, this study proposes a research model to explore the causal relationships from the interactivity of a communication tool to the perception of instructor presence and to student learning experiences such as engagement and satisfaction. Methodology: The survey method was used to collect data from online business classes where an interactive communication tool was required to use for class communication and collaboration. Partial Least Squares analysis was used as the primary data analysis tool. Contribution: This study introduces perceived instructor presence in the online learning context and empirically tests its effects on the online learning experience. This study also contributes to the online learning literature by confirming the constructivist’s point of view on learning that interactions lead to better learning experiences, in the online learning environment. Findings: The study results show that the use of an interactive communication tool in online learning fosters strong student-instructor interactions and promotes students’ perceptions of instructor presence, which eventually enhances student engagement and satisfaction in online classes. Recommendations for Practitioners: This study recommends practitioners (e.g., teachers and professors) to use more interactive communication tools such as Microsoft Teams and Slack to promote the instructor presence in their online classes, which ultimately increase student engagement and satisfaction. Practitioners are also recommended to develop and use any other teaching methods or activities that can increase perceived instructor presence, which has a direct impact on student engagement in online learning. Recommendation for Researchers: While the fellow researchers can take one of the future research directions in this paper, it is recommended to consider more fundamental approaches to the study of online learning. For example, the concept of presence is a radical difference when courses are moved from face-to-face to online learning. Future research could investigate how various types of presence can play differently in online learning. Impact on Society: Better learning experiences are likely to have a significant impact on society’s well-being, and the findings of this study suggest how student learning experiences can be improved in online classes. Furthermore, this is particularly useful when many face-to-face classes were forced to switch to online classes abruptly during the COVID-19 pandemic as many students, parents, and educators were concerned with online learning experiences. Future Research: A replication study with different communication tools in various courses would be good future research to support the generalizability of the findings. Another interesting future research is to employ other types of dependent variables, such as tool adoption and academic performance. It would be worth investigating how different types of learning experiences can be associated with various learning tools. As this study finds that an interactive communication tool is associated with student engagement, gamification can be associated with student enjoyment in online learning.

scholarly journals Using the Blended Learning to Enhance Students’ Engagement and Learning Experience in Taxation

2020 ◽  
Author(s):  
Rediana Setiyani ◽  
Harnanik . ◽  
Susmy Lianingsih ◽  
Nurdian Susilowati
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Face To Face ◽  
Technological Advances ◽  
Wide Range ◽  
Face To Face Learning ◽  
Questionnaire Surveys

This paper examines the student engagement and learning experience in taxation course using blended learning. Blended learning is a combination of face-to-face learning experiences and online learning experiences which aim to complement each other in order to support and enhance student learning. This paper presents the research findings questionnaire surveys of students who currently study taxation courses. The questionnaire was developed and sent to all taxation undergraduate course in Faculty of Economics. Students find that blended learning gives greater flexibility of being able to complete assignments any place and any time. With the adoption of a wide range of delivery methods, blended learning can successfully improve students’ experience and enhance their engagement. It represents an opportunity to integrate the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning “face to face”. “Face to face interaction” with students is important as students require reassurance and on-going support from lecturers. Providing training for students to use ELENA software in order to equip them to fully utilize blended learning is also essential. Finally, allocation of internet capacity and resources for the development and maintenance of ELENA is also key to its success. Keywords: blended learning, student engagement, learning experience, taxation

scholarly journals Structural Relationship of Key Factors for Student Satisfaction and Achievement in Asynchronous Online Learning

2021 ◽  
Vol 13 (12) ◽  
pp. 6734
Author(s):  
Sohee Kim ◽  
Dae-Jin Kim
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Survey Data ◽  
Structural Model ◽  
Student Interaction ◽  
Structural Relationship ◽  
Key Factors ◽  
Course Structure ◽  
Instructor Presence

This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education—Using Deep and Surface Approaches

2021 ◽  
Vol 11 (9) ◽  
pp. 462
Author(s):  
Salah Alhammadi
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Mode Of Delivery ◽  
Class Discussion ◽  
The Face ◽  
Face To Face Learning ◽  
Future Of Education

This paper explores the student learning experience using technology as an e-learning tool during the COVID-19 pandemic. This article utilized qualitative methods to examine the quality of student learning using deep and surface approaches to understand what influences student engagement with technology. Interviews were conducted with 21 students from various academic majors using deductive content analysis to evaluate their responses. The findings show that technology increased student engagement with class discussion, and students became more informed about lecture material. It is noteworthy that there were some variations in the students’ interpretation of the learning experience with technology, indicating a gap in the quality of learning. Notably, there was an improvement in grades compared to the last online session and the face-to-face learning experience prior to the COVID-19 pandemic, and there were fewer missing quizzes and late assignments. These outcomes may be used to enhance teaching strategies and problem solving within teaching and learning to develop a new mode of delivery. In addition, these findings are important for the future of education in a post-pandemic world.

Cultural Orientation Differences and Their Implications for Online Learning Satisfaction

2018 ◽  
pp. 494-539
Author(s):  
Moussa Tankari
Keyword(s):  
Online Learning ◽  
Cultural Differences ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Future Research ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Learning Satisfaction ◽  
Level Of Satisfaction ◽  
Micro Level

The purpose of this chapter, which uses sociocultural learning theory as its framework and a mixed-methods study design, is to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in an online learning environment. More specifically, this chapter examines the cultural orientation differences among graduate students enrolled in at least one online course in the fall of 2011 at a Western institution of higher education and how these cultural differences impact their level of satisfaction with online learning. Both quantitative and qualitative data is collected, respectively, via surveys, and interviews indicate that, although culture does not directly affect satisfaction, there is a need to raise awareness about the critical factors that may affect online learning experience and to provide guidance for practice and future research.

Implementation and use of a mobile lab bench for a first course in power electronics

2020 ◽  
pp. 002072092092847
Author(s):  
Bora Karayaka ◽  
Robert Adams ◽  
Paul Yanik
Keyword(s):  
Student Engagement ◽  
Student Retention ◽  
Student Learning ◽  
Power Electronics ◽  
Learning Experience ◽  
Laboratory Setting ◽  
Learning Enhancement ◽  
Relevant Theory ◽  
Alternative Approaches

Although practice by doing is typically regarded to be an effective method to facilitate student learning in a laboratory setting, stretched resources may require alternative approaches to accommodate students and to promote student retention. A portable multipurpose lab bench is presented that facilitates student learning by incorporating demonstration and discussion in a lab environment. In a first course for power electronics, improved student engagement and learning enhancement were targeted through the use of this single bench cohesively with classroom presentations and relevant theory. Laboratory assessments and end of course surveys for two consecutive years were collected to assess the learning experience as well as the effectiveness of the established mobile lab bench concept.

Usability Testing of an Interactive Communication Tool to Help Children Express Their Cancer Symptoms

2018 ◽  
Vol 35 (5) ◽  
pp. 320-331 ◽  
Author(s):  
Argerie Tsimicalis ◽  
Janet Rennick ◽  
Jennifer Stinson ◽  
Sylvie Le May ◽  
Julie Louli ◽  
...  
Keyword(s):  
Computer Software ◽  
Ease Of Use ◽  
Future Research ◽  
Communication Tool ◽  
Interactive Communication ◽  
Cancer Symptoms ◽  
French Speaking ◽  
Improvement Method ◽  
Interactive Computer Software ◽  
Purposive Sample

Objective: Sisom is an interactive computer software program that allows children to rate the severity of their cancer symptoms. The study objectives were to describe the usability of Sisom in terms of ease of use, usefulness, and aesthetics and to offer suggestions for improvement. Method: A multisite, descriptive study was conducted to describe the usability of Sisom. A purposive sample of children, ages 6 to 12 years, being treated for cancer was recruited. English- and French-speaking children completed the eight tasks in Sisom recorded using Morae software and provided input via an audiotaped interview. Data were downloaded, transcribed verbatim, and analyzed descriptively. Results: Thirty-four children with varying cancers participated. The majority of children liked Sisom and found Sisom easy to use, found it to be helpful in expressing their symptoms, and were satisfied with the aesthetics. Some children provided suggestions for improvement to optimize Sisom use in Canada. Conclusions: Children’s positive responses and desire to use Sisom again suggest that future research should be directed toward implementing and evaluating its effectiveness in a variety of settings.

scholarly journals Students Attitude towards Online Classes at Undergraduate Level

2021 ◽  
Vol 4 (2) ◽  
pp. 447-458
Author(s):  
Farzana Yousaf ◽  
Sonia Rafique ◽  
Shumaila Mahmood
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Visual Display ◽  
Good Time ◽  
Online Classes ◽  
Online Classroom ◽  
Self Study ◽  
Students Attitudes ◽  
Educational Delivery ◽  
Student’S Attitude

During the COVID-19 pandemic, it is a good time to welcome the introduction of technology and its latest offerings to make educational delivery more effective and make it more productive with online learning. A sample of 100 students was selected to collect data. The sample was randomly selected. The focus of this concept was to determine whether students' attitudes towards online classes were based on their online learning experience. Student’s attitude towards online classes based on their tested experience. The attitudes of the students in the online class were also investigated. Adaptation to classroom and self-study, high cost of online classes, access to electronic exams, a well-designed curriculum, easy Internet access, easy-to-use online classroom visual display, and familiarity with the teacher in a good student experience.

scholarly journals Education Leadership Students’ Reflections on a Conference Course

10.28945/4458 ◽  
2019 ◽  
Vol 14 ◽  
pp. 741-760
Author(s):  
Ayodele Bain ◽  
Maysaa Barakat ◽  
Francine Baugh ◽  
Dustin Pappas ◽  
Leila Shatara ◽  
...  
Keyword(s):  
Educational Leadership ◽  
Student Learning ◽  
Doctoral Students ◽  
Course Design ◽  
Doctoral Student ◽  
Learning Experiences ◽  
Future Research ◽  
Learning And Development ◽  
Course Experience

Aim/Purpose: The purpose of this case study is to describe the experiences of educational leadership doctoral students when taking a conference course for the fulfillment of their program’s experiential learning requirements. The research explains how the course added to students’ understanding of educational research and development as research scholars. Background: Research on doctoral student learning experiences in the contexts of professional conferences is limited. The present research examines a unique group context and the perceptions of doctoral student learning and development through the lens of adult learning theory. Methodology: This basic qualitative case study includes doctoral student perspectives on their learning and development as a result of participation in a professional educational leadership conference as course experience. Researchers conducted a review of literature, engaged with participants in a focus group style debriefing, and completed a document analysis of participants’ written reflections following a multi-day conference. Contribution: The present research contributes to the field of educational leadership research by providing first-hand accounts of participation in a conference as course experience to promote student learning and development as research scholars. Findings: Findings suggest that participant learning experiences varied when analyzed through the lens of adult learning theory and are categorized into three types of learning that include non-learning, non-reflective learning, and reflective learning. In addition, participants’ development as research scholars is reported to be influenced by the conference and course design elements that promoted relative autonomy, embedded reflection, and interpersonal support. Recommendations for Practitioners: The present research has implications for both doctoral program design and professional conference planning. Experiential learning activities that extend beyond classrooms present students with opportunities for learning and socialization into a field of study. Recommendation for Researchers: The paper informs and challenges researchers to focus on the experiences of conference attendees and highlights a need for a more nuanced evaluation of conference courses. Impact on Society: Professional conferences present opportunities for doctoral students to develop as research scholars that ask questions to address societal problems. The following research suggests that conference learning experiences may be enhanced through an experiential course design and principles of relative autonomy, incorporation of reflection, and embedded interaction. Future Research: In the future, research of doctoral student learning at conferences may consider applying other methodologies (e.g., narrative research, quantitative) and consider the inclusion of student outcome variables like doctoral student motivation, interests, and social and emotional learning.

Sign in / Sign up

Export Citation Format

Share Document