Exemplary online education: for whom online learning can work better

Psotka, Joseph

doi:10.1080/10494820.2022.2031065

Cited by 13 publications

(5 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Others are about whether OL means the death of campus life and whether OL is proper for training, not teaching. Other concerns are related to limited social interactions and the need for extra skills (Psotka, 2022). However, the most important is the issue of the probable decline of standards that OL may lead to (Weller, 2005).…”

Section: Online Learningmentioning

confidence: 99%

Students’ Agreement with QM® Rubrics as Benchmarks for Online Course Quality

Sanosi¹

2023

EJEL

View full text Add to dashboard Cite

Many factors should be considered when planning a profitable Online Learning (OL) experience. Of these factors, quality is the most noticeable concern that received considerable debate. Over the years, several suggestions for standards for ensuring online course quality have been suggested. Among these, Quality Matters (QM) is the most used and principally accepted rubric for quality assurance. Much research explored its potential and impact on maintaining online course quality, yet more research is needed to parallel the expansion of online learning post-COVID-19 pandemic. Additionally, as more students are involved in fully OL classes, it is perceived that their perceptions of QM would be more authentic as they are stemmed from actual experience. To this end, the present study explores students’ perspectives towards QM rubrics as a benchmark for measuring OL course quality. The study adopted a mixed method where quantitative data were gathered by surveying 112 university students using a QM-based questionnaire of 42 items. Using average scores of the participant responses to the questionnaire, the researcher compared their evaluation to the QM general and specific standards. Furthermore, focus-group interviews were conducted to validate and justify the quantitative data. Frequencies of mentioning the most and least important standards were calculated. The findings revealed that the participants agreed to 71% of the QM rubrics. On the other hand, they overvalued standards related to learners’ privacy, course introduction, assessment, and course technology while undervalued standards associated with learning objectives, learner support and accessibility. The participants’ justifications for their judgments revolved around the importance of privacy in cyberspace, the vitality of online assessment tools, and their familiarity with the new technologies that made IT support a secondary standard for them. These results imply reconsidering OL course quality by focusing more on using variable technologies and tools that engage students in the experience, ensure their privacy, and facilitate their interaction with the course content. Further research that utilises larger samples and involves QM-based OL courses is suggested to support the present findings.

show abstract

Section: Online Learningmentioning

confidence: 99%

Students’ Agreement with QM® Rubrics as Benchmarks for Online Course Quality

Sanosi¹

2023

EJEL

View full text Add to dashboard Cite

show abstract

“…Online teaching, for instance, while initially thought of as a pandemic blip, is morphing into a permanent reality of public education (Kaufman and Diliberti, 2021 ). But this online transition comes with new pedagogical and cognitive costs for students and teachers alike (Pokhrel and Chhetri, 2021 ; Psotka, 2022 ). And while there is some early scholarly evidence on the learning experiences of students in online environments (Almendingen et al, 2021 ; Flores et al, 2022 ; Kuntz and Manokore, 2022 ; Orlov et al, 2021 ; Raaper et al, 2022 ; Sarvary et al, 2022 ; Warfvinge et al, 2022 ), teachers’ emotions and views about online teaching methods remain largely unexplored (Bartlett, 2021 ; Jones and Kessler, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Nudge or not, university teachers have mixed feelings about online teaching

Banerjee

Jambrina-Canseco

Brundu-Gonzalez

et al. 2023

Humanit Soc Sci Commun

View full text Add to dashboard Cite

We designed and administered an online survey experiment to 444 educators in a large social sciences university in the United Kingdom to evaluate their perceptions on the effectiveness of online teaching methods. We find that a nudge, designed to inform educators about the benefits of online teaching, does not improve the personal evaluations of educators in our sample (ntreat = 142, ncontrol = 142) about this new mode of teaching. Overall, most respondents in our sample report being comfortable with online teaching methods and think this form of teaching can continue to have some positive impact. Nonetheless, they do not favour any further online transition away from traditional modes of teaching. Online teaching is largely perceived by a majority of these educators to negatively affect student well-being and their overall university experience. We call for more experimental research in higher educational settings to evaluate the role of edunudges in improving the uptake of online teaching tools.

show abstract

“…Augmented reality allows students to deepen their knowledge and understanding of virtual objects via collaborative three-dimensional features and enhances users' participation via smart tools such as tablets (Wang et al, 2021). Nevertheless, it has been observed that augmented reality applications have been neglected by educational institutions (Psotka, 2022).…”

Section: Introductionmentioning

confidence: 99%

Augmented reality applications as a digital learning innovation in response to the pandemic

Batool

2022

Front. Educ.

View full text Add to dashboard Cite

Augmented reality applications are digital learning innovations that can rapidly improve the learning of college and university students in the virtual setting. Ever since the beginning of the pandemic, on-site teaching has been pushed back to limit the spread of disease. This paper examines the attitudes and subjective and behavioral norms of 100 college students in Thailand toward digital learning innovations accessed through augmented reality applications. The study offers a theoretical model established through the theory of planned behavior (TPB) and uses it to investigate students’ choices of augmented reality applications as digital learning innovations in their courses. The data were analyzed through structural equation modeling. The findings showed that students’ acceptance of digital learning innovations through augmented reality applications could be explained through TPB wherever attitudinal and subjective factors showed significant influence; meanwhile, perceived behavioral control did not demonstrate a significant influence on college students. The findings acknowledge the positive effects of augmented reality applications as experienced by college students in Thailand.

show abstract

Exemplary online education: for whom online learning can work better

Cited by 13 publications

References 14 publications

Students’ Agreement with QM® Rubrics as Benchmarks for Online Course Quality

Students’ Agreement with QM® Rubrics as Benchmarks for Online Course Quality

Nudge or not, university teachers have mixed feelings about online teaching

Augmented reality applications as a digital learning innovation in response to the pandemic

Contact Info

Product

Resources

About