Evaluating Students' Preferences of Open and Distance Learning (ODL) Tools

Saidi, Raihana Md; Sharip, Anis Afiqah; Rahim, Nurul Zahirah Abd; Zulkifli, Zuhri Arafah; Zain, Siti Maisarah Md

doi:10.1016/j.procs.2021.01.085

Cited by 46 publications

(43 citation statements)

References 2 publications

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“…Teaching and learning methods have gradually changed due to the COVID-19 pandemic. As a result, they directly create a difficult challenge for both students and educators [3].…”

Section: Introductionmentioning

confidence: 99%

Remote Academic Platforms in Times of a Pandemic

García

Velásquez

Romero

et al. 2021

Int. J. Emerg. Technol. Learn.

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The pandemic has accelerated the use and development of video conferenc-ing platforms due to COVID-19, and it is necessary to find an application that best suits our requirements. This article evaluates nine features of nine video conferencing applications to find the best choice. A detailed analysis has been conducted in this article using surveys to collect data from two samples at national and international level. The methodology followed is the CDIO methodology, a tool to address complex problems in four stages: conception, design, implementation, and operation. The primary aim of this paper is to examine which is the best livestreaming option according to the selected criteria, using, as references, well-known applications such as Jitsi, Zoom, Microsoft Teams, Google Meet, Big Blue Button, among others. An application of multicriteria analysis is also shown to support the evalua-tion of these platforms compared to the established criteria.

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“…Teaching and learning methods have gradually changed due to the COVID-19 pandemic. As a result, they directly create a difficult challenge for both students and educators [3].…”

Section: Introductionmentioning

confidence: 99%

Remote Academic Platforms in Times of a Pandemic

García

Velásquez

Romero

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…The COVID-19 Pandemic transformed the whole education process to be online, which translates into the form of e-learning in most schools worldwide. Remote learning integrates virtual technology in learning, which consequently allows for the continuation of the teaching and learning process throughout the pandemic (Saidi et al, 2021). The use of online platforms such as Google Classroom, Zoom, virtual learning environments, and social media, as well as various group forums such as Messenger, WhatsApp, and WeChat are explored and experimented with for teaching and learning opportunities for the sake of continuing education (Pokhrel & Chhetri, 2021).…”

Section: Introductionmentioning

confidence: 99%

Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

Laganovska¹

2021

Human, Technologies and Quality of Education, 2021

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The situation in general education in Latvia has changed since the spring semester of 2020. On the 13th of March 2020 Latvia temporarily introduced remote training at all stages of education. The government regularly monitored the spread of the COVID-19 virus and the number of infections, so restrictions in different areas have changed frequently. Educational institutions for students of 1st–12th grade (ages 6–17) in the 2020/2021 school year worked under fluctuating circumstances, and most of the learning process took place remotely. For most of the 2020/2021 school year, teaching and learning were thus largely based on technology and online teaching. The COVID-19 pandemic has had an impact on various aspects of life, such as the economy, education, and social life. This time has led to challenges as well as opportunities for students, teachers, and parents. It has also affected the learning process for students with learning disabilities. For grades 1–12, the Individualised Education Plan (IEP) was developed in Latvia for students with learning disabilities. The IEP had to be adapted to the broader situation, and to work towards its betterment special education teachers participated in the preparation and organisation of the IEP. The aim of this study is to explore the opinions of special education teachers and to examine what support measures are provided for students with learning disabilities during the COVID-19 pandemic. What are the challenges (barriers, obstacles) and what are the opportunities (benefits) of remote learning? Our research methods involved a literature analysis, a survey of special education teachers from Latvia, and a data collection effort and analysis. The study was conducted by distributing questionnaires via Google Forms. During this research, 70 special education teachers were surveyed.

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“…Besides, it is undeniable the important of a good online devices and internet connection to the contentment of ODL among students (Yusof & Ahmad, 2012;Haddad et al, 2014). Furthermore, it is important to make students more comfortable in online learning at a minimum usage of internet data and device specification (Chukwuemeka et al, 2021;Nugroho et al, 2021;Saidi et al, 2021) . Thus, the role of parents to provide advice and assistant, educators to motivate and to innovate the learning process and classmates able to communicate and discuss the learning topics or assignment in order to maintain the stability of student's learning motivation (Luca et al, 2021;Maboe, 2017;Shahrvini et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Study on Factors that Contribute towards Open Distance Learning Contentment in Mathematics among UiTM Tapah Students: Exploratory Factor Analysis

Azhar¹,

Jamian²,

Hamzah³

et al. 2021

IJARBSS

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The number of positive cases raised over 553 cases on the 16th March 2020. Thus, the Prime Minister of Malaysia announced a Movement Control Order (MCO) starting from 18th March to 31st March 2020. After two weeks, the teaching and learning (TnL) process implemented with a new learning policy at home through online learning and UiTM started Open Distance Learning (ODL) on 12th April 2020 in order to complete the courses in the given period. There are lack of universities practicing with ODL before including UiTM Tapah. Teaching Mathematics via online was very challenging as students are accustomed to the method of Face to Face (F2F) learning since early education. In addition, students were commonly less proficient in spelling and mathematical calculations compared to reading skills. The educators must understand students' background and identify the factors which may affect the learning process. Therefore, this study intends to identify the factors that contribute on students' contentment towards ODL during COVID-19 pandemic. A set of questionnaire constructed using Google form consists of Personal Information (5 items) and ODL information (32 items) sections. Then, the Google form link is shared via Whatsapp and Telegram application. A sample of 336 students who experienced learning Mathematics course through ODL from various faculties in UiTM Tapah were responded to the questionnaire. This study applied convenience sampling method. This study executed Descriptive Analysis and Exploratory Factor Analysis (EFA). It found that there are five factors that contribute towards ODL Contentment in Mathematics among UiTM Tapah students which were Online Learning Readiness, Self-Directed Learning, Technologies, Internet, and Tools, Skills and Acceptance and Motivation for Learning.

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Evaluating Students' Preferences of Open and Distance Learning (ODL) Tools

Cited by 46 publications

References 2 publications

Remote Academic Platforms in Times of a Pandemic

Remote Academic Platforms in Times of a Pandemic

Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

Study on Factors that Contribute towards Open Distance Learning Contentment in Mathematics among UiTM Tapah Students: Exploratory Factor Analysis

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