E-Learning During Pandemic Covid-19 Era: Drill Versus Conventional Models

Abstract

Coronavirus Disease 2019 (COVID-19) has been stated by the World Health Organization (WHO) as a pandemic. As a consequence, all teaching and learning processes have been conducted through e-learning. For that reason, this research aims at testing the computer-based drill learning and the conventional learning model through e-learning. The aspect that would be measured is the students’ mathematical reflecting thinking. The research method was the quasi-experimental by employing the pre-test, before the treatment, and the post-test after the treat-ment. The research design employs 2 classes, the 31 students of the control class and 30 ones of experiment class. The result reveals to us that a computer-based drilling learning model would be effective if it is viewed from the perspective of students’ mathematical reflective thinking ability. On the other hand, the conven-tional learning model would not be effectively viewed from the perspective of students’ mathematical reflective thinking.

Professional Foreign Language Training in the Context of the Digital University

“…At the same time, the results of the experiment differ slightly for the identical experimental and control groups. Thus, the development and implementation of a model of professional foreign language training for future philology bachelors involving the use of online courses in Moodle is relevant to previous research [27,28].…”

Analysis of Engineering Technology Students’ Digital Footprints in Synchronous and Asynchronous Blended Courses

“…Results showed that students believe online learning has increased their motivation and made them more engaged with the course content, and that online lectures were more organized than traditional face-to-face lectures. Students also revealed that online teaching had greater availability of resources which provided them with a better understanding of the course content [3,4,5]. Because of the greater availability of resources, students also noted that online study materials provide flexibility in the learning process and in general, save them time [7].…”

“…Traditionally in-person courses (face-to-face) had to swiftly switch the delivery mode to blended. Likewise, the pandemic forced schools around the world to shift from the traditional face-to-face classroom setting to a virtual or online setting, or even a blended learning environment that combines aspects of both [1][2][3]. It is only imperative that instructors review and identify important lessons that can be used to supplement future course deliveries.…”

Validation of an Instrument to Measure Students’ Perceptions of Online Learning

“…For a long time, online learning (OL) was reserved for a particular group of learners: mostly older people with multiple family, work, financial and other responsibilities. These students benefited from the opportunities offered by this type of educational modality compared to traditional face-to-face education [1,2]. Expectations for the design and implementation of comprehensive online university education programs have been held back for a long time in a number of countries due to the prevalence and preference for face-to-face learning (FFL) [4].…”

“…Based on several previous works related to online learning (OL), an instrument (questionnaire) was developed and implemented with the participation of 117 students. The research is quantitative-descriptive and had the following specific objectives: (1) To determine the attitude of university students towards EOL; (2) To characterize the learning experience of students in online modality; (3) To know about the available resources of students for EOL; and (4) To validate the developed questionnaire through a factor structure analysis. In general, the results show that students are proficient in the aspects related to selfmanagement of learning, but have a low level of motivation for EOL and suffer a deficit in aspects related to interaction with others (teachers and peers).…”