Beyond Online Versus Face-to-Face Comparisons: The Interaction of Student Age and Mode of Instruction on Academic Achievement

Slover, Ed; Mandernach, Jean

doi:10.9743/jeo2018.15.1.4

Cited by 13 publications

(12 citation statements)

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“…This explanation is partially supported by a previous study which found a more pronounced negative effect of the COVID-19 pandemic on female students' academics, social isolation, stress, and mental health compared to male students (11). Regarding the effect of age on school adaptation, the present study's finding differs from several previous studies which showed that older University students tended to have a better perception of online education than younger students (31,32), although the outcome of adaptation for the rapid transition in the education system in the present study is not comparable to those studies. This difference might be explained by the range in the level of education targeted in each survey.…”

Section: Discussionsupporting

confidence: 68%

Characteristics of Adaptation in Undergraduate University Students Suddenly Exposed to Fully Online Education During the COVID-19 Pandemic

et al. 2021

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This study aimed to clarify the adaptation features of University students exposed to fully online education during the novel coronavirus disease 2019 (COVID-19) pandemic and to identify accompanying mental health problems and predictors of school adaptation. The pandemic has forced many universities to transition rapidly to delivering online education. However, little is known about the impact of this drastic change on students' school adaptation. This cross-sectional study used an online questionnaire, including assessments of impressions of online education, study engagement, mental health, and lifestyle habits. In total, 1,259 students were assessed. The characteristics of school adaptation were analyzed by a two-step cluster analysis. The proportion of mental health problems was compared among different groups based on a cluster analysis. A logistic regression analysis was used to identify predictors of cluster membership. P-values < 0.05 were considered statistically significant. The two-step cluster analysis determined three clusters: school adaptation group, school maladaptation group, and school over-adaptation group. The last group significantly exhibited the most mental health problems. Membership of this group was significantly associated with being female (OR = 1.42; 95% CI 1.06–1.91), being older (OR = 1.21; 95% CI 1.01–1.44), those who considered online education to be less beneficial (OR = 2.17; 95% CI 1.64–2.88), shorter sleep time on weekdays (OR = 0.826; 95% CI 0.683–.998), longer sleep time on holidays (OR = 1.21; 95% CI 1.03–1.43), and worse restorative sleep (OR = 2.27; 95% CI 1.81–2.86). The results suggest that academic staff should understand distinctive features of school adaptation owing to the rapid transition of the educational system and should develop support systems to improve students' mental health. They should consider ways to incorporate online classes with their lectures to improve students' perceived benefits of online education. Additionally, educational guidance on lifestyle, such as sleep hygiene, may be necessary.

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Section: Discussionsupporting

confidence: 68%

Characteristics of Adaptation in Undergraduate University Students Suddenly Exposed to Fully Online Education During the COVID-19 Pandemic

et al. 2021

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“…That is, the results showed that if the Egyptian instructors' attitude towards MOOCs is high, their intention to use MOOCs will be at the same level. This finding is consistent with [39,41] who examined the correlation between the Emirati and Saudi instructors' readiness to employ MOOCs and found that these instructors have employed MOOCs even before the spread of COVID 19, and that they have developed very sophisticated online courses. The researcher attributed this result to the immense care, attention, and finance the Saudi and Emirati governments give to the instructors who make full use of online courses.…”

Section: Discussionsupporting

confidence: 86%

Egyptian Instructors and Massive Open Online Courses: An Attitudinal Intentional Study

Abdulaal¹

2021

Int. J. Emerg. Technol. Learn.

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— This study aims at investigating the Egyptian instructors’ attitude and behavioral intention to use and develop massive open online courses (MOOCs) (i.e. asynchronous, open-access, web-based courses geared toward enrolling hundreds of learners at a time). The study sample consists of 235 Egyptian university instructors belonging to nine Egyptian universities: Cairo, Ain Shams, Port Said, Suez, Mansoura, Helwan, South Valley, Damietta, and Zagazig universities. The data collected were analyzed within the framework of the Technology Acceptance Model (TAM) stating that there are three factors that influence the users’ decision about why, when and how they use modern technology: (1) perceived usefulness (PU), (2) perceived ease – of – use (PEOU), and (3) external variables. The results showed that the Egyptian instructors displayed strong positive attitude towards MOOCs (M = 5.56 and SD = 66%). Furthermore, the results showed that the participants have strong behavioral intention to use MOOCs (M = 4.99 and SD = 0.70) and strong behavioral intention to develop them (M= 5.91 and SD= 0.53). The results also displayed a moderate correlation between the participants’ attitude and behavioral intention to develop MOOCs (R = 0.474)

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“…Many researches indicated user preferences based on country of residence (Hainey et al., 2013; Liu et al., 2010), gender (Kizilcec et al., 2013), and age (Slover and Mandernach, 2018). Therefore, in the scope of this study, the impact of these factors on online resource, activity, and communication tool preferences of Turkish and Kyrgyz learners was examined.…”

Section: Literature Reviewmentioning

confidence: 99%

Learners’ preferences for online resources, activities, and communication tools: A comparative study of Turkey and Kyrgyzstan

Adanır

Muhametjanova

Çelikbağ

et al. 2020

E-Learning and Digital Media

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The progresses in technology lead to advances in e-learning as well as lead to increase in number of learners participating in e-learning courses. Richness of online resources, activities, and communication tools presented in online courses can be one of the factors that influence learners’ attendance to e-learning. In this regard, the initial purpose of this study was to identify online resource, activity and communication tool preferences of learners studying in two public universities: one located in Turkey and one located in Kyrgyzstan. At the second stage, comparison of Turkish and Kyrgyz learners’ preferences was carried out to explore differences in two countries. The participants are first-year undergraduate learners enrolled in first-year courses in the online environment. The total number of participants is 370, which involves 185 Turkish learners and 185 Kyrgyz learners. In the context of this study, participants’ submissions to the questionnaire were collected as quantitative data; while participants’ opinions toward online resources, activities, and communication tools were obtained as qualitative data. Thus, the study was designed as a mixed methods research that quantitative and qualitative methods were applied for the data analysis. The results demonstrated that Turkish learners perceive communication tools, online exams, and text-based course notes to be the most useful for e-learning, whereas perceive online group activities and wiki pages as not useful enough. On the other hand, Kyrgyz learners perceive interactive materials, online exams, and social media tools to be the most useful for e-learning, whereas perceive online chats and pages as not useful enough. The participants’ opinions cover important points for the improvement of current online materials. In addition, learners from Turkey and Kyrgyzstan showed both similarities and differences in terms of their preferences toward online resources, activities, and communication tools, which are explained through this paper.

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Beyond Online Versus Face-to-Face Comparisons: The Interaction of Student Age and Mode of Instruction on Academic Achievement

Cited by 13 publications

References 0 publications

Characteristics of Adaptation in Undergraduate University Students Suddenly Exposed to Fully Online Education During the COVID-19 Pandemic

Characteristics of Adaptation in Undergraduate University Students Suddenly Exposed to Fully Online Education During the COVID-19 Pandemic

Egyptian Instructors and Massive Open Online Courses: An Attitudinal Intentional Study

Learners’ preferences for online resources, activities, and communication tools: A comparative study of Turkey and Kyrgyzstan

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