Improving Communication in Online Learning Systems

Mayende, Godfrey; Prinz, Andreas; Isabwe, Ghislain Maurice Norbert

doi:10.5220/0006311103000307

Cited by 11 publications

(7 citation statements)

References 13 publications

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“…The MGA analysis indicated that learner control and online communication have relatively higher factor loadings than others. We believe that these two factors are influenced by the learning platform based on Mayende et al (2017) and Taipjutorus (2012) . Thus, the learning platform can be considered as the mediating factor, which may be considered for further study in the future.…”

Section: Discussionmentioning

confidence: 99%

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

Tang

Chen

Law

et al. 2021

Computers & Education

395

199

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Amid the coronavirus outbreak, many countries are facing a dramatic situation in terms of the global economy and human social activities, including education. The shutdown of schools is affecting many students around the world, with face-to-face classes suspended. Many countries facing the disastrous situation imposed class suspension at an early stage of the coronavirus outbreak, and Asia was one of the earliest regions to implement live online learning. Despite previous research on online teaching and learning, students' readiness to participate in the real-time online learning implemented during the coronavirus outbreak is not yet well understood. This study explored several key factors in the research framework related to learning motivation, learning readiness and student's self-efficacy in participating in live online learning during the coronavirus outbreak, taking into account gender differences and differences among sub-degree (SD), undergraduate (UG) and postgraduate (PG) students. Technology readiness was used instead of conventional online/internet self-efficacy to determine students' live online learning readiness. The hypothetical model was validated using confirmatory factor analysis (CFA). The results revealed no statistically significant differences between males and females. On the other hand, the mean scores for PG students were higher than for UG and SD students based on the post hoc test. We argue that during the coronavirus outbreak, gender differences were reduced because students are forced to learn more initiatively. We also suggest that students studying at a higher education degree level may have higher expectations of their academic achievement and were significantly different in their online learning readiness. This study has important implications for educators in implementing live online learning, particularly for the design of teaching contexts for students from different educational levels. More virtual activities should be considered to enhance the motivation for students undertaking lower-level degrees, and encouragement of student-to-student interactions can be considered.

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Section: Discussionmentioning

confidence: 99%

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

Tang

Chen

Law

et al. 2021

Computers & Education

395

199

View full text Add to dashboard Cite

show abstract

“…Several strategies effectively improve peer-peer and student-facilitator interaction and engagement during virtual training, including embedding synchronous communications into videos such as polls during teaching audiences 28 or using other technologies to support active learning (e.g., padlet, use of chat, gamification). 29 Although effective, many technologies and pedagogies used to promote and sustain optimal interactions, particularly in the virtual space, require a significant amount of planning by facilitators.…”

Section: Discussionmentioning

confidence: 99%

Using Evidence-Based Pedagogical Approaches to Pivot from In-Person to Online Training in a D43 Program during the COVID-19 Pandemic

Mbugi

Hawkins

Hirschhorn

et al. 2022

The American Journal of Tropical Medicine and Hygiene

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The COVID-19 pandemic caused significant disruption to medical education globally. Fogarty International Center (FIC) training programs, designed to strengthen research capacity in low- and middle-income countries (LMICs), through partnerships between United States and LMIC institutions were particularly vulnerable to COVID-19 disruptions. We adapted short-term training for our FIC HIV Patient-Centered Outcomes Research program in Tanzania to the virtual environment using synchronous, asynchronous, and blended approaches and a variety of teaching pedagogies. We evaluated the acceptability and effectiveness of the new trainings among trainees and facilitators using a mixed-methods approach. Ninety percent of trainees and Muhimbili University of Health and Allied Sciences (MUHAS) facilitators agreed that the virtual training methods used were effective. Trainees reported high levels of satisfaction with the technology, group work, and relevance to their research. More than 50% of trainees and MUHAS facilitators agreed that learning in the virtual environment was as effective as, or more effective than, traditional in-person learning. However, they desired more interaction, opportunities to ask U.S. facilitators questions, and choices about topics for online versus in-person trainings. Two-thirds of U.S. facilitators agreed that the virtual delivery method was an effective way for participants to learn the material, although they also rated interaction less favorably. Virtual training incorporating pedagogical best practices of blended learning and traditional teaching online was a feasible, acceptable, and effective way of conducting research training to junior scientists during COVID-19. Virtual learning could become an integral part of post-pandemic training with some adaptation to improve interactions.

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“…Many educational institutions are using online learning technology in their learning process. It has proved to have a significant impact on education (Mayende et al, 2017). Online learning was used in recent years very effectively in teaching to enhance the traditional forms of teaching and learning (Isman & Dabaj, 2004).…”

Section: Online Learningmentioning

confidence: 99%

Communication skills and its role in decreasing tension in online learning during covid 19 pandemic: Case study of public schools

AlKhamaiseh

2022

CJES

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This study aimed to uncover communication skills and their role in decreasing tension in online learning during Covid 19 pandemic. A descriptive-analytical method was used. The study sample consisted of (375) teachers in Amman. The results showed that the degree of communication skills of teachers during the COVID-19 pandemic in public schools was moderate. Furthermore, the degree of students’ tension in online learning was moderate as well. The study recommended the necessity of using new methods and innovative teaching methods to improve students ’communication skills, such as using games and getting support from parents to reduce tension in online learning. This study contributes to shedding light on the need to improve students' communication skills during the Corona pandemic and the ensuing closure in schools and the adoption of distance learning to reduce stress and anxiety about failure, the decline in the academic level and failure to achieve high achievements. Keywords: Communication Skills, Tension, Online Learning, COVID 19 Pandemic, Public Schools.

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Improving Communication in Online Learning Systems

Cited by 11 publications

References 13 publications

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

Using Evidence-Based Pedagogical Approaches to Pivot from In-Person to Online Training in a D43 Program during the COVID-19 Pandemic

Communication skills and its role in decreasing tension in online learning during covid 19 pandemic: Case study of public schools

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