Classroom vs. E-Learning: A Case Study on the Performance of Students in Different Learning Scenarios

Dondorf, Thomas; Breuer, Roman; Nacken, Heribert

doi:10.21125/edulearn.2016.0410

Cited by 8 publications

(7 citation statements)

References 12 publications

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“…The lecture room is a conducive environment for learning because once a student is in class, he/she forgets about all the troubles at home; hence the research shows that classroom learning was significantly preferred than E-learning. The study carried out by Dondorf et al (2016) aligns with this current one, for it equally confirms that classroom learners performed significantly better than the students using the e-learning platform. Although this is contrary to the findings of Lim, Kim, Chen, and Ryder (2008), who discovered that students using the online learning platform achieved better results compared to the traditional mode of face-to-face teaching.…”

Section: Conclusion and Recommendationsupporting

confidence: 81%

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2021

International Journal of Asian Social Science

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COVID-19 is a contagious disease that originated from Wuhan City, China. Today, it has spread to over two hundred countries in the world leading to a total or partial lockdown in most countries, including South Africa. Consequently, the lockdown has negatively impacted every functional aspect of humanity, including education. While studies abound on its medical, social, and psychological implications, there is a dearth of research on its implications on education, the challenges and uncertainties experienced by the students, particularly in South Africa's tertiary institutions. These uncertainties triggered institutions to find alternative means and approaches to continue learning; thus, online teaching is considered a sui generis method. Therefore, this study is aimed at exploring the challenges faced by students at Tompi Seleka Colleges of Agriculture during the lockdown and further explores their willingness to adopt E-learning as their new method of teaching and learning. The study adopted a quantitative design whereby principal component analysis and binary logistics regression model were used to estimate the challenges and the influencing factors to adopting E-learning. Students were found to be facing various challenges during the COVID-19 lockdown, ranging from the uncertainty about the future of their studies, adjusting from their traditional way of teaching and learning to self-study and E-learning. The finding showed that 37% of the students are willing to adopt E-learning. The study recommends that the significant challenges and determinants should be put into consideration for effective adoption of E-learning in tertiary institutions in the college, and South Africa at large. Contribution/ Originality:This study is one of the very few studies which have investigated the implications of covid-19 at college education while other studies focused more on university education. The papers primary contribution is finding that college institutions can adopt hybrid mode of teaching which comprise both online and face-to-face in order to carter for both theoretical part and practical.

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Section: Conclusion and Recommendationsupporting

confidence: 81%

“…Equally, this study finds that students owning smartphones are negatively significant to the study because it causes distraction (Dondorf, Breuer, & Nacken, 2016). Students have a strong liking for social life, and they prefer using their data on social media rather than engaging themselves in online learning.…”

Section: Students' Willingness To Adopt E-learningmentioning

confidence: 75%

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2021

International Journal of Asian Social Science

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“…Similar findings were shown by Dondorf T et al, & Abbasi S et.al., who observed that the traditional classroom teaching was more successful than the Online classes in their study. 11,12 In contrast, Lall S & Singh N with Hannay M & Newvine T observed in their study that students prefer Online classes more than traditional classroom teaching. 13,14 Many participants have reported limited access to a stable internet, distractions at home environment & lack of personal interaction as the limitations to Online learning.…”

Section: Discussionmentioning

confidence: 82%

Evaluation of Virtual Classes Teaching among first-year MBBS students during COVID-19 era in GMC Jammu

Retash Shan,

Shomalla Jan,

Sunita Kumari

et al. 2022

IJPHRD

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Background:The Covid-19 era has caused the shifting of medical teaching into an Online podium. This has provided us with an excellent opportunity to recognize MBBS-students' preferences of these Online classes which otherwise did not form a significant part of the traditional medical teaching. We have undertaken online classes for theory & practical for the first time in our medical college at GMC Jammu. So the current study was conducted to assess & analyze the preference of first-year MBBS students between online classes & traditional classroom teaching.Objectives: To evaluate the predilection/inclination of first-year MBBS students between online classes and traditional classroom teaching.Materials & Methods: An institution-based descriptive cross-sectional study was performed on 180 MBBS students of 2020-21 batch at the Department of Physiology in GMC Jammu, after receiving Institutional ethics committee (IEC) clearance who have attended online classes for a minimum of 1 hour per day or 6 hours per week for 1-month duration using zoom or other video-based learning platforms. A pre-structured questionnaire-based feedback study was conducted after obtaining written consent from the first-year MBBS students. We designed a total of 24 questions related to their theory & practical classes, for assessing their preference for Online classes in comparison to traditional classroom teaching with multiple-choice options.Results: In our study, we found that overall, 61.11% of MBBS students prefer traditional classroom teaching over Online classes and 60% of students prefer traditional teaching methods over online learning for practical classes. However, 50% of students reported that accessibility to stable internet was causing difficulty in following Online classes. Moreover, 53.89% of students reported that they get distracted at home during Online classes. Further, 66.11% of students mentioned a lack of personal interaction & lonely experience on the Online platform. Conclusion:In our study, we found that medical students prefer the traditional teaching method to the Online platform for learning as well as examination. For better understanding and learning, the first phase of MBBS students prefers that traditional classroom teaching should be followed by Online classes that can be easily accessed by students at their convenient time. In this study, the majority of medical students reported limited access to stable internet, distractions & disturbances in the domestic environment, & lack of personal interaction as the barriers to Online learning.

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“…Many researchers have performed several studies regarding students' performance in the two different learning modes. For example, Dondorf et al (2016) compared the face-to-face classroom learning setting with an online learning setting in a mathematics course in an undergraduate programme and found that the students in the classroom performed much better than the students in the online learning setting. The result could relate to reduced student motivation in online learning.…”

Section: Previous Studies On Comparison Of Face-to-face and Online Learningmentioning

confidence: 99%

“…The questionnaire for students included demographic items, questions to assess students' attitude towards face-to-face Quran class versus Quran online learning, learning experience, learning comfort, motivation to participate in the class, cognitive engagement, and class interaction. The questionnaire was adopted from the work by Ni (2013), (Dondorf et al, 2016) and (Luaran et al, 2014) about the issues related to students during online education. The questions are presented later in Figure 2 and Figure 3 in results and discussions section.…”

Section: Research Site Participant and Research Designmentioning

confidence: 99%

Online Learning in the Quran Reading Class during Covid-19 Pandemic

Yahya

Rahman

Siddiq

et al. 2021

IJLTER

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The COVID-19 pandemic has forced higher-education institutions to switch to emergency online learning. This situation has also challenged the Muslim communities and institutions across the world to shift to the online mode of teaching Quran and Islamic studies. This research explored undergraduate students’ and instructors’ perceptions of the emergency online learning of Quran reading in Indonesia. Several aspects were analysed to compare the students’ perspective towards face-to-face class versus online learning, including class interaction, learning experience, motivation, satisfaction and comfort level. The study also compared students’ Quran reading performance in the online-learning setting with the records from a traditional face-to-face class during the previous year. The survey and performance data were obtained from 923 students. The findings indicated no significant difference in students’ performance between Quran reading classes in face-to-face and online classroom settings. Furthermore, although students and instructors felt that some aspects had changed, they generally tended to accept the Quran class in online mode. This is likely because, amidst the pandemic, students and instructors have no other options except to adapt to the rapid change and embrace the transition. Nevertheless, the study indicated signs of fatigue and reduction in the students’ acceptance of the Quran online learning over time.

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Classroom vs. E-Learning: A Case Study on the Performance of Students in Different Learning Scenarios

Cited by 8 publications

References 12 publications

Untitled

Untitled

Evaluation of Virtual Classes Teaching among first-year MBBS students during COVID-19 era in GMC Jammu

Online Learning in the Quran Reading Class during Covid-19 Pandemic

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