Higher Education Student´s Emotions

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Situated Learning ◽  
Public Universities ◽  
Education Student ◽  
Online Classes ◽  
Advantages And Disadvantages ◽  
Education Experience ◽  
Emotional Aspects ◽  
Positive Engagement

This article presents the perception of 611 students from public universities in Mexico about online classes in pandemic times. Exploratory factor analysis was conducted. Vygotsky's contributions are taken, especially those related to emotional manifestations. It is concluded that the most important factor in this change is the emotions that are identified as an impulse to act during online classes, given the didactic and pedagogical components, resources, and supports for students that promote learning. This proposes a framework for considering the emotional aspects of positive engagement in students learning online. There is evidence of some balance between the advantages and disadvantages of online education. It also suggests that women perceive more negative emotions such as disappointment and frustration in the online education experience. The teacher, being a vicarious learning model, can innovate in education by promoting peripheral participation with other playful activities that involve abstract, applied, and situated learning.

scholarly journals Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education

2017 ◽  
Author(s):  
Desiree Wieser ◽  
Jürgen Matthias Seeler ◽  
Karin Sixl-Daniell ◽  
Anita Zehrer
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Success Factors ◽  
Education Student ◽  
Higher Education Management ◽  
Study Program ◽  
Online Programs ◽  
Education Management ◽  
Online Study ◽  
Study Programs

Students’ feedback on online education has become of major importance for many higher education institutions. While researchers already identified students’ success factors and analyzed students’ satisfaction in online study programs and courses, the role of expectations in students’ online educational experience has been very often neglected in previous research. Our study adds here as it captures students’ expectations at the beginning of an online study program, highlighting the differences to traditional on-campus students. Our results reveal that expectations of on-line students differ from the expectations of on-campus students and must therefore not be confused. Furthermore, the assessment of student expectations is not only a way to consider and satisfy students’ needs in order to improve online programs or courses, but also a means to track the institutions own performance.Keywords: Online Education; Student Experience; Expectations, Retention, Higher Education Management

scholarly journals BRIDGES AND BARRIERS TO TEACHING ONLINE COLLEGE COURSES: A STUDY OF EXPERIENCED ONLINE FACULTY IN THIRTY- SIX COLLEGES

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Education Student ◽  
Online Faculty ◽  
Teaching Online ◽  
Barriers To Teaching

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student population will likely continue to transform towards a non-traditional profile. These two trends drive an increased demand for alternative routes to a college degree and have fueled dramatic growth in online learning recently. The study identifies faculty acceptance of online teaching as a critical component for future growth to meet this demand and ensure quality. Through analysis of data from 386 faculty teaching online in 36 colleges in a large state university system, the most significant factors that support and undermine motivation to teach online are identified. The top motivator is a more flexible work schedule. The top demotivator is inadequate compensation for perceived greater work than for traditionally delivered courses, especially for online course development, revision, and teaching. However, respondents in this study chose to teach online for a wide variety of reasons many of which were associated with demographic and contextual differences. These distinctions are reviewed in light of their implications for future quality of online education. Additionally, through factor analysis, underlyingconstructs for online faculty motivations are identified. Finally, recommendations are made for policy, practice, faculty development and future research.

scholarly journals Online only: Future outlooks of post-pandemic education based on student experiences of the virtual university

2022 ◽  
Keyword(s):  
Online Education ◽  
University Education ◽  
Student Experiences ◽  
Educational Institutions ◽  
Online Video ◽  
Online Classes ◽  
Virtual University ◽  
Advantages And Disadvantages ◽  
New Situation ◽  
A Current

Abstract The COVID-19 pandemic has resulted in a widespread shift to online education around the world and in Hungary, too. Educational institutions from kindergartens to universities were forced to adapt rapidly to this new situation, when the space of education moved from classrooms to online video meetings; the regular methods and tools needed to be changed or modified. Nonetheless, we should keep in mind that online education itself was an already existing concept before the pandemic as part of digitalization as a current societal megatrend, however it was not widely used in educational institutions across different programs. By 2021, there are university students who have mostly or exclusively participated in higher education online. Online classes could be a new normal situation to these students instead of the pre-pandemic personal activities in physical classrooms, leading to altering the norms of participation. In our research, we collected answers to open-ended sentences from such students. As we wish to understand how students perceive the differences between online and offline education, we investigated the perceived advantages and disadvantages of online-only education, how this influenced their social networks, study efficiency and their whole experience in university education.

scholarly journals A Proposed Model for Post-Pandemic Higher Education

2020 ◽  
Vol 3 (3) ◽  
pp. 1384-1391
Author(s):  
Mohammad Hossein Keshavarz
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Classroom Instruction ◽  
Educational Models ◽  
Face To Face ◽  
Global Impact ◽  
Advantages And Disadvantages ◽  
Proposed Model ◽  
Different Types

Education is one of the main sectors that has been drastically affected by COVID-19 pandemic worldwide. In this paper, after providing a brief background about the global impact of Coronavirus pandemic on different spheres of life, the effect of COVID-19 on education, in general, and higher education, in particular, will be discussed. Then, different types of online educational models will be reviewed. Next, the advantages and disadvantages of face-to-face classroom instruction versus online education will be elaborated on. Finally, a model for post-pandemic higher education will be proposed and delineated.

Developing, Implementing, and Experiencing an Online Sociology Degree Completion Program at a Large California Public University

2014 ◽  
pp. 182-207
Author(s):  
Alan Emery ◽  
Patricia Literte ◽  
Echo Chang
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Transfer Students ◽  
Degree Completion ◽  
Public University ◽  
Online Classes ◽  
Education Committee ◽  
Similarities And Differences ◽  
Online Degree ◽  
Narrative Account

In this chapter, the authors investigate the creation and operation of a Sociology Online Degree Completion Program at a large California public university. The program emerged over several years, and the authors discuss the rationale for its formation, emergence, and implementation. The authors concentrate their analysis primarily on the work of the Sociology Department’s Online Education Committee, whose activities were instrumental in creating the program. They then examine the student populations served by the program and their experiences. The authors compare the demographics of the students in the Online Degree Completion program with the demographics of transfer students in general, and they highlight pertinent similarities and differences. The chapter concludes with a discussion of the program’s future, including challenges facing the program and how the program relates to the continued movement towards online classes in higher education. The authors thus offer a multidimensional and narrative account of the emergence of this program.

scholarly journals From Theory to Practice of Promoting Student Engagement in Business and Law-Related Disciplines: The Case of Undergraduate Economics Education

2020 ◽  
Vol 10 (8) ◽  
pp. 205
Author(s):  
Rabindra Nepal ◽  
Ann M. Rogerson
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
Online Education ◽  
Student Performance ◽  
Retention Rates ◽  
Future Research ◽  
Economics Education ◽  
Emotional Aspects ◽  
Undergraduate Economics

Higher education is experiencing a paradigm shift from passive learning towards active learning. The COVID-19 pandemic has further presented an opportunity for education providers to enhance teaching that includes non-campus modes. However, concerns regarding student engagement lie at the heart of the transition to active learning environments in the context of the increased demand for online education. Therefore, promoting student engagement has become an educational priority since greater student engagement translates into valued student experiences, higher academic performance, and increased retention rates. This paper semi-systematically reviews the literature on student engagement in undergraduate economics education. Close emphasis is also paid to the relationships between the direct measures of disengagement such as absenteeism on student performance in economics. The student engagement framework developed by Frederiks, Blumenfeld, and Paris (2004) is used to classify the dimensions of student engagement and the factors that influence the different dimensions of engagement. The literature reviewed is predominately occupied with behavioral aspects of engagement with little attention towards capturing the cognitive and emotional aspects of student engagement. Three key recommendations are noted from the study in order for business school educators and higher education policy makers to promote student engagement in economics education. Future research on student engagement in undergraduate business education should focus more on capturing the cognitive and emotional aspects of student engagement to inform policymaking in promoting student engagement.

scholarly journals Closure of Educational Institutions due to Covid-19: Study on Higher Education Students

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
B.N. Yeshaswini
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Voice Quality ◽  
Educational Institutions ◽  
Online Classes ◽  
Limited Data ◽  
Education Students ◽  
Postgraduate Students ◽  
Technical Issues ◽  
The Government

The Covid-19 pandemic is not only distressing the health of people but is also seen hampering various industries and sectors across the world. In India, the government as a part of the nationwide lockdown has closed all educational institutions, as a result, school to postgraduate students are affected. This disruption during the middle of the academic semester for higher education students forced them to adopt online classes to complete their syllabi. This study examined the challenges and constraints faced by higher education students during online classes. The results of the study found that respondents did not find online classes effective, they faced technical issues and constraints, including internet connectivity, voice quality and lack of interaction. Respondents usually have access to limited data plans, many of them sharing the same network with family members working from home. However, online education appears to be need of the hour for educational institutes, to retain their connect with the students and ensure continuous learning though technical challenges may persist for a while.

scholarly journals Current trends in the development of Russian higher education in the context of the global economy digitalization

2021 ◽  
pp. 67-73
Author(s):  
E. S. Novikova
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Sharp Increase ◽  
Global Economy ◽  
Educational Process ◽  
Domestic Economy ◽  
Advantages And Disadvantages ◽  
Current Trends ◽  
Russian Higher Education ◽  
Russian Universities

The analysis of current changes in the field of distance education, and, in particular, higher education among domestic and western universities is presented. The additional impact of the COVID-19 pandemic on the sharp increase in the popularity and use of online education in various segments of the educational process, starting from preschool and ending with corporate programs of companies is noted. The key advantages and disadvantages of online education are identified, as well as emerging risks for Russian Universities and the domestic economy when introducing distance learning. 

Online Assessment in High Education

2011 ◽  
pp. 163-176 ◽  
Author(s):  
Elizabeth A. Buchanan
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Education Level ◽  
Online Assessment ◽  
Online Mentoring ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
Assessment Techniques ◽  
Online Group

This chapter acknowledges the challenges surrounding assessment techniques in online education at the higher education level. It asks specifically, “How do we know our online students are learning?” To get closer to answering this question with confidence, various strategies ranging from participation techniques to online group work, peer and self-assessment, and journals and portfolios are described. The role of online mentoring as a supplementary strategy is also introduced. The chapter concludes with a survey of advantages and disadvantages of the various strategies.

scholarly journals Female Saudi University Students’ Perceptions of Online Education Amid COVID-19 Pandemic

2021 ◽  
Author(s):  
Nasrin Altuwairesh
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Educational Process ◽  
Mitigation Measures ◽  
Online Classes ◽  
Face To Face ◽  
Education Experience

The outbreak of the COVID-19 pandemic has wreaked havoc and caused world-wide disruptions to daily activities, including education. Numerous mitigation measures were taken to slow down the rapid spread of this pandemic. The situation, subsequently, entailed utilizing technology to ensure the continuation of the educational process. The abrupt shift to online education presented significant challenges to teachers and learners alike. Uncovering students’ perceptions of their online education experience will help address and deal with these challenges. This study attempted to explore the perceptions of Saudi female undergraduate students of their online education experience amid the COVID-19 pandemic. The total of 241 female students at the College of Languages and Translation at King Saud University in Riyadh answered a multi-item online survey. The results revealed that many of the respondents were happy with their online learning experience, enjoyed learning online and looked forward to their online classes. However, when asked to compare online learning to brick-and-mortar classes, more than half of the participants stated that they prefer traditional, face-to-face learning. The results of this study also revealed that the significant problems students faced in online education related to staying motivated, technical issues and the absence of face-to-face interaction. Despite the many challenges they face when learning online, the most cited advantage for online education mentioned by the participants is that it is more convenient. The results also indicated that this education mode seemed to suit shy students more, as they stated that they participate and ask questions more in online classes.

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