An Empirical Study Of Student Attitudes Toward Acceptance Of Online Instruction And Distance Learning

Nguyen, Dat-Dao; Zhang, Yue Jeff

doi:10.19030/cier.v4i11.6486

Cited by 9 publications

(5 citation statements)

References 22 publications

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“…Until now, many authors have found that students` attitudes may vary in relation to gender, age, nationality, etc. (Beaghan, 2006;Işik et al, 2010;Nguyen and Zhang, 2011;Alam et al, 2012;Fidalgo et al 2020). The findings of this study don`t confirm those conclusions.…”

Section: Discussioncontrasting

confidence: 65%

“…In addition, the authors emphasized that students found the DL was more effective and comfortable than traditional learning, but at the same time it was boring. Nguyen and Zhang (2011) pointed out that students expressed positive opinions about flexibility, but the most negative attitudes toward the lack of face-to-face communication. In the same study, students ''perceived having heavier workloads' ' (pp.…”

Section: Literature Reviewmentioning

confidence: 99%

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First Year Student Attitudes Toward Distance Learning

Banjević

Gardašević

Nastasić

et al. 2022

Jour Proc Manag New Tech

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Over the last two years, since the beginning of the COVID-19 pandemic, Higher Education Institutions (HEIs) in Serbia worked in the modality of distance learning – instructions and students` assignments were performed by distance, while colloquia and exams were realized in traditional conditions. Regardless of modality, HEIs have to ensure high-quality education in every single course. In this sense, the feedback from students is very important. The purpose of this study is to investigate students` attitudes about four dimensions of distance learning – fulfilment of preconditions, organization and realization of instructions, advantages/disadvantages of distance learning, communication and social interactions. Data was collected from 183 first-year students within three courses at The Academy of Applied Technical Studies Belgrade, and was processed in the SPSS software package. The research strategy included descriptive statistics, while the Likert scale was used to assess the satisfaction of the respondents. Analysis of variance and independent-sample t test were used to examine differences in opinions among different groups of respondents. The results of this study could be important for instructors, HEIs that operate in similar conditions, policymakers in the field of HE in Serbia, as well as for present and future research in this area.

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Section: Discussioncontrasting

confidence: 65%

Section: Literature Reviewmentioning

confidence: 99%

First Year Student Attitudes Toward Distance Learning

Banjević

Gardašević

Nastasić

et al. 2022

Jour Proc Manag New Tech

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show abstract

“…VLE also contributes to school effectiveness through increasing of the knowledge managements and improvement in skill for knowledge seeking activities. According to Nguyen (2011), the students have to go through VLE based on their own orientation due to unique method of delivery and the class setting [8]. This is due to distance learning via VLE has no face to face communication.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of frog VLE implementation: students’ perspective

Majid

Hasim

2019

IJEECS

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This paper presents the effectiveness of the Frog VLE implementation from students’ perspectives. Virtual Learning Environment (VLEs) is an online systems supporting interactions between and amongst learners and teachers in school. The Frog VLE is a web-based learning system that replicates real life learning by incorporating virtual learning equivalent of traditional concepts of education with the aim to enhance the learning experience beyond the bounded classroom background. Previous studies have identified some difficulties in the Frog VLE implementation such as competency of the teachers and student, facilities and infrastructure of implementing the Frog VLE in school. Therefore, the aim of this study is to measure the effectiveness of the Frog VLE implementation from student perspective as VLE platform may lead to the performance improvement among the students. A survey was conducted with 315 participants, consists of Year 4 and Year 5 primary school students in Shah Alam. The result of the study shows that from the “nature of student self, teacher’s competency, useful and ease of use of the application, and conducive learning environment have improve students’ academic performance and motivation.

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“…Apart from the above-mentioned student characteristics that might affect their choices of course modalities, previous studies have also indicated a potential correlation between students' perceptions of their prior online experience and their choices. (e.g., T. Braun, 2008;Harris & Martin, 2012;Kleisus et al, 1997;Kowalski et al, 2014;Nguyen & Zhang, 2011;Ruffalo, 2016;Thomerson & Smith, 1996;Tseng et al, 2022). Students who have more prior OL experience and felt more satisfied were more likely to choose online courses or courses with online components again (e.g., Artino, 2010;T.…”

Section: The Impact Of Student Characteristics Learning Experiences A...mentioning

confidence: 99%

“…Braun, 2008;K. E. Clayton et al, 2018;Cullum, 2016;Nguyen & Zhang, 2011;Tseng & Walsh, 2016). Given the potential individual and contextual influences on students' choice of learning space reported in the above studies, it is cogent to examine the particular COVID-19 context of this higher education study in Asia.…”

Section: The Impact Of Student Characteristics Learning Experiences A...mentioning

confidence: 99%

The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19

Zeng,

Bridges

2023

AJET

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During COVID-19, universities are reconfiguring learning environments and increasing flexibility in course offerings. Teachers have found synchronous hybrid teaching challenging with many students preferring online to in-person classroom attendance. Understanding students’ decision-making as to where, when and how they choose to learn will be critical in informing the design of learning spaces and courses. This survey-based study of 369 undergraduates across disciplines explored the relationships between students’ backgrounds and psychological factors (self-efficacy for online learning, conceptions of learning, perceptions of previous online course experiences) and student choices of learning spaces for synchronous online learning. While pre-pandemic studies in Western contexts identified non-traditional student characteristics as major factors associated with students’ choices of learning spaces (i.e., learning online at home), this Hong Kong study found significant associations between undergraduates’ choices, their origin and the disciplines. Logistic regression indicated those who preferred stimulating education and cooperative learning or perceived their previous online course experiences as having clearer goals had greater odds of attending classes synchronously online on campus from locations different from the scheduled teaching spaces. Qualitative analysis suggests personality, self-regulation and the university’s social and organisational structures as factors to consider in future studies of student choices of learning spaces. Implications for practice or policy: Higher education providers may need to diversify course designs to cater to undergraduates’ different hybrid learning preferences and expectations in the post-pandemic return to campus. The first step for online course teachers is to help their students to build a higher level of self-efficacy for online learning. Course teachers can motivate students to take courses online by clarifying their course goals and standards.

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An Empirical Study Of Student Attitudes Toward Acceptance Of Online Instruction And Distance Learning

Cited by 9 publications

References 22 publications

First Year Student Attitudes Toward Distance Learning

First Year Student Attitudes Toward Distance Learning

The effectiveness of frog VLE implementation: students’ perspective

The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19

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