scholarly journals Comparison of student satisfaction, perceived learning and outcome performance:

2021 ◽  
Author(s):  
Steven L. Taliaferro ◽  
Beverly L. Harger
Keyword(s):  
Student Satisfaction ◽  
Classroom Environment ◽  
Linear Models ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Laboratory Instruction ◽  
Perceived Learning ◽  
Online Class ◽  
And Performance

Objective The goal of this study was to investigate whether blended online with laboratory instruction differs from traditional classroom lecture and laboratory with regard to student satisfaction and performance in a radiographic technique class teaching radiation health and physics. Methods Following institutional review board approval, 122 participants were randomly assigned to either an online or classroom environment for the lecture portion of the course. All participants attended weekly laboratory sessions in person. Anonymous surveys given during midterm and final exams assessed satisfaction with learning experience and expected grades. Linear models assessing differences between groups were adjusted for age, gender, prior online class experience, online class preference, self-reported computer skill, and time of year. Results Students in the blended cohort reported overall greater satisfaction (p < .03) and found the delivery method more enjoyable (p < .002) than did the traditional classroom cohort. No differences in exam scores between groups were observed. Conclusion This study demonstrated that a blended format of instruction can improve learner satisfaction as compared with the traditional classroom method. Blended instruction implemented into a traditional educational program helps students balance schedules, has a positive impact on perceived learning, and provides exam success similar to that of the traditional classroom.

scholarly journals Students’ Perceptions on Principle of Risk Management and Insurance as a Blended Learning Course

2019 ◽  
Vol 8 (2S11) ◽  
pp. 602-605
Keyword(s):  
Risk Management ◽  
Blended Learning ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Classroom Learning ◽  
Electronic Learning ◽  
Face To Face ◽  
E Learning ◽  
And Performance

The diversity of education has encouraged the incorporation of technology in education. While classroom learning is still relevant, incorporating an electronic learning (e-learning) to a course will encourage interactive learning experience. This incorporation of face-to-face classroom learning and e-learning is known as blended learning. Thus, the objective of this study is to examine students’ perceptions in learning Principle of Risk Management and Insurance as a blended learning course. This study was conducted among Part 1 students of Diploma in Actuarial Science, Universiti Teknologi MARA, Perak Branch, Tapah Campus who took Principle of Risk Management and Insurance which is a blended learning course by using questionnaire. This study proven the findings from previous researches that suggested a combination of traditional classroom learning and online learning is preferred by most students. From students’ perspective, it also depicts that blended learning offers more benefits to them and will have a positive impact on their motivation and performance to better understand the course offered.

Learning Business Law Online vs. Onland

2010 ◽  
pp. 82-95
Author(s):  
Louis B. Swartz ◽  
Michele T. Cole ◽  
Daniel J. Shelley
Keyword(s):  
Student Satisfaction ◽  
Classroom Environment ◽  
Initial Study ◽  
Central Research ◽  
Business Law ◽  
Course Structure ◽  
Significant Difference ◽  
E Learning ◽  
Research Questions ◽  
And Performance

This article reports on two follow-up studies to “A Comparative Analysis of Online and Traditional Undergraduate Business Law Classes” (Shelley, Swartz and Cole, 2007) designed to further examine two critical areas of e-learning, that is, student satisfaction with, and student learning in, an online environment as compared with an onland, or traditional classroom environment. While the initial study found no significant difference between the two, the second study did find statistically significant differences between the online and the onland course formats with regard to two elements of student satisfaction: (1) student satisfaction with the instructor, and (2) student satisfaction with the course structure. The second study went further to look at the effects, if any, of gender, age and nationality on student satisfaction. There was no significant difference found with age or nationality. There was a significant difference between males and females with regard to two of the research questions. The third study focused on student satisfaction and performance in two onland courses. In both areas, results indicated lower overall means for each of the four central research questions.

Flipped classroom pedagogy

2019 ◽  
Vol 61 (6) ◽  
pp. 756-774 ◽  
Author(s):  
Ashish Das ◽  
Tri Khai Lam ◽  
Susan Thomas ◽  
Joan Richardson ◽  
Booi Hon Kam ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Positive Influence ◽  
Perceived Learning ◽  
Content Type ◽  
Positive Effect ◽  
Perceived Helpfulness

Purpose The purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student’s perceived helpfulness, learning outcomes and satisfaction in respect of the pre-class learning videos. Design/methodology/approach Pre-class learning videos were integrated into a course to encourage students to acquire knowledge before lectures and workshops. Having completed the flipped classroom, a delivery questionnaire containing all items was distributed to all of the participants. The data collected were analysed statistically, using a structured equation modelling technique. Findings Findings indicate that the perceived quality of experience of using videos before lectures and workshops has a positive influence on the perceived helpfulness of the pre-class learning videos. Furthermore, the perceived helpfulness of the pre-class learning videos has a positive effect of the acquisition perceived learning outcomes. The perceived helpfulness of the pre-class learning videos also has a positive impact on the student satisfaction with the course. Finally, there is a positive and causal relationship between the perceived learning outcomes and student’s satisfaction with the course. Originality/value Analysis reveals that the learning process and student satisfaction are improved by using pre-class learning videos.

scholarly journals Transformation of Online Teaching Practices Through Implementation of Appreciative Inquiry

2014 ◽  
Vol 18 (3) ◽  
Author(s):  
Bruce A. Johnson
Keyword(s):  
Appreciative Inquiry ◽  
Classroom Environment ◽  
Instructional Strategy ◽  
Online Teaching ◽  
Positive Impact ◽  
Employee Motivation ◽  
Implementation Phase ◽  
Before And After ◽  
Implementation Period ◽  
And Performance

The purpose of this case study was to explore the application and outcome of appreciative inquiry as an online instructional strategy for the development of three specific factors: adult learner motivation, engagement, and performance. Appreciative andragogy was an original phrase developed for this study and is an adaptation of appreciative inquiry. Appreciative inquiry has been successfully utilized within organizations to facilitate change and development, while enhancing employee motivation, engagement, and performance. Because there is little research concerning the application of appreciative inquiry to an academic environment, elements of appreciative inquiry were implemented as an instructional strategy within undergraduate and graduate online classrooms. The appreciative inquiry model was adapted for this study as appreciative andragogy and utilized over a four-week implementation period. The participants worked with selected students from their online class and they measured the three factors (motivation, engagement, and performance) before and after the implementation phase. The findings of this study indicate that appreciative andragogy can be applied as an instructional strategy in any online classroom regardless of the subject matter and it holds the potential to have a positive impact on the online learning classroom environment. The study concluded that appreciative andragogy has an ability to take the distance out of distance learning.

scholarly journals An Exploratory Study on the Impact of Collective Immersion on Learning and Learning Experience

2021 ◽  
Vol 5 (4) ◽  
pp. 17
Author(s):  
Maÿlis Merveilleux Du Vignaux ◽  
Pierre-Majorique Léger ◽  
Patrick Charland ◽  
Youness Salame ◽  
Emmanuel Durand ◽  
...  
Keyword(s):  
18Th Century ◽  
Positive Impact ◽  
Learning Experience ◽  
Learning Material ◽  
The Novel ◽  
Sense Of Presence ◽  
Behavioural Engagement ◽  
And Performance ◽  
Individual Use ◽  
The Impact

This paper aims to explore the impact of a collective immersion on learners’ engagement and performance. Building on Bandura’s social learning theory and the theory on the sense of presence, we hypothesise that collective immersion has a positive impact on performance as well as cognitive, emotional and behavioural engagement. Ninety-three participants distributed in four conditions took part in the experiment. The four conditions manipulated the collective and individual dimensions of the learning environment as well as the high and low immersion of the learning material. The two conditions that offered a high immersion setting used two types of the novel immersive dome: a large one for collective immersion and a small one for individual use. All participants were presented with the same stimuli, an 8-min-long video of a virtual neighbourhood visit in Paris in the 18th century. The participants’ reactions were measured during and after the task. The learning outcome, as well as the cognitive, emotional and behavioural engagement, were measured. Final results showed that collective immersion learning outcomes are not significantly different, but we find that collective immersion impacts the cognitive, emotional and behavioural engagement of learners.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Virtual classroom project

2017 ◽  
Author(s):  
Nicholas Gmeiner
Keyword(s):  
Virtual Reality ◽  
Students With Disabilities ◽  
Learning Experience ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Video Capture ◽  
Interactive Learning Environment ◽  
Virtual Reality Technology ◽  
Virtual Classrooms ◽  
Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

Analysis of Financial Performance of Public Sector Banks in India: CAMEL

2020 ◽  
pp. 097674792096686
Author(s):  
Yudhvir Singh ◽  
Ram Milan
Keyword(s):  
Public Sector ◽  
Banking Sector ◽  
Positive Impact ◽  
Secondary Data ◽  
Capital Adequacy ◽  
Factors Affecting ◽  
Public Sector Banks ◽  
The Government ◽  
And Performance ◽  
Asset Quality

Public sector banks have been merged by the government in the last few years. This is the rationale behind conducting this study. The purpose of this article is to determine the factors affecting the performance of public sector banks in India and the interrelationship between bank-specific determinants and performance of public sector banks. In this article, we shall analyse the financial data of all the public sector commercial banks for a period spread across 11 years (2009–2019); Capital adequacy, Assets quality, Management efficiency, Earning, and Liquidity (CAMEL) has been used as a performance determinant; system generalised method of moments (GMM) analysis has been used to find the effect of determinants on the performance measurement of public sector banks; and CCA (canonical correlation analysis) has been used to find the interrelationship between the bank-specific determinants and the performance of public sector banks. The finding has important implications in terms of performance in the banking sector. Certain limitations of this study are: It is based on secondary data. The study only covers the financial aspects and not the non-financial aspects. It is found that the asset quality is negatively related with performance of public sector banks. Liquidity and inflation are inversely related to performance of public sector banks in India. Capital adequacy is positively related with banks’ performance, but inversely related with banks’ interest margin. GDP growth has a significant positive impact on banks’ performance, but inversely related with banks’ interest income. Inflation rate is inversely related with banks’ performance. Banking sector reforms are insignificantly related with banks’ performance.

scholarly journals Eliminating the gap between the use of assistive technologies and the inclusion of people with intellectual disabilities in leisure activities

2021 ◽  
Vol 27 (2) ◽  
pp. 146045822110050
Author(s):  
Ioanna Dratsiou ◽  
Maria Metaxa ◽  
Evangelia Romanopoulou ◽  
Foteini Dolianiti ◽  
Dimitris Spachos ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Learning Experience ◽  
Leisure Activities ◽  
Assistive Technologies ◽  
Global Satisfaction ◽  
Constructive Learning ◽  
Formal Caregivers ◽  
Self Confidence ◽  
Ict Tools ◽  
And Performance

Information and Communication Technology (ICT) tools and Assistive Technologies (AT) can support people with Down Syndrome (PDS) and Intellectual Disabilities (PID) in increasing their self-confidence and independence, enhancing skills, and competences, participating in leisure activities. For families of PDS/PID, professionals, non-formal caregivers and volunteers, the challenge is to appreciate the benefits of ICT Tools in promoting inclusion. The aim of this study is to present the interdisciplinary and multidimensional scope of the DS Leisure project aiming at promoting the inclusion of PDS/PID through innovative ICT tools and their participation in inclusive leisure activities. Particularly, 24 individuals were asked to assess the global satisfaction and performance of PDS/PID, as well as the exploitation of ICT tools. Findings suggested that PDS/PID specific social, decision-making, and communication skills were significantly improved after their participation in the Experiential Activity and the e-Training platform was positively rated and considered a constructive learning experience.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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