Incorporating student population differences for effective online education: A content-based review and integrative model

Money, William H.; Dean, Benjamin P.

doi:10.1016/j.compedu.2019.03.013

Cited by 40 publications

(29 citation statements)

References 79 publications

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“…Although the current study identified age as an antecedent to technology readiness, Money and Dean (2019) did not find age to have any meaningful influence on online educational outcomes. The findings on the effect of gender on technology readiness are in sync with some studies (reference) but also contradicts some (Nami & Vaezi, 2018;Parasuraman & Colby, 2014) that found gender to affect technology readiness.…”

Section: Factors Impacting Readiness For Remote Learningcontrasting

confidence: 97%

“…Prior experience in technology, which is primarily influenced by access to technology, influences self-efficacy (Money & Dean, 2019), which in turn, influences the level of readiness for use of technology for learning. This may be the reason why students at higher levels of their study were ready for ERL as they experienced from the first year of study.…”

Section: Factors Impacting Readiness For Remote Learningmentioning

confidence: 99%

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Readiness of Students for Multi-Modal Emergency Remote Teaching at A Selected South African Higher Education Institution

Matarirano

Yeboah

Gqokonqana

2021

IJHE

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The closures of Higher Education Institutions (HEIs) due to the Covid-19 pandemic meant that face to face classes had to be put on hold. However, the growth in information and communication technologies (ICT) made it possible for HEIs to continue with their core activities remotely, primarily using learning management systems (LMSs). The overuse of LMS at the selected HEI resulted in the former’s collapse. The consequence was that management of the institution advised lecturers to use multi-modal emergency remote teaching (ERT) to save the academic year. Lecturers adopted a variety of platforms and approaches, largely depending on their preferences. This study identified the ICT platforms and approaches used by lecturers during remote teaching as well as estimating the readiness of students for emergency remote learning. Readiness was established with the use of the Technology Readiness Index 2.0 (TRI2.0) of the Technology Readiness Model. In addition, the effects of age, gender and level of study on technology readiness were estimated. A self-administered questionnaire was shared with senior students within the accounting department of the selected HEI. Descriptive and inferential statistics were used to analyse the data collected from 243 respondents. The study found that Microsoft teams was the commonly used platform whilst pre-recorded lectures and live classes were the popular approaches used. In terms of technology readiness, the study found that students were not ready as indicated by a low TRI 2.0 of 2.8. Age and study level had a positive effect on technology readiness. To provide the best possible learning experiences to students, lecturers need to understand what worked, what did not and why. The results of this study provide invaluable information and lay a foundation for successful future e-learning projects.

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Section: Factors Impacting Readiness For Remote Learningcontrasting

confidence: 97%

Section: Factors Impacting Readiness For Remote Learningmentioning

confidence: 99%

Readiness of Students for Multi-Modal Emergency Remote Teaching at A Selected South African Higher Education Institution

Matarirano

Yeboah

Gqokonqana

2021

IJHE

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“…In addition to the individual characteristics of students, the characteristics of online teaching and the higher education institution correlate significantly with students´ achievements in online courses (Money & Dean, 2019). Dropping out of higher education is an even more pronounced problem in online teaching, which is why care should be taken that such teaching is sufficiently adapted to individual needs and sufficiently stimulating for those who attend it (Delnoij et al, 2020).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Students’ experiences and acceptance of emergency online learning due to COVID-19

Mаrković

Pavlović

Mamutović

2021

AJET

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At the outbreak of the COVID-19 pandemic, higher education institutions around the world were compelled to bring forth suitable alternatives to secure continuity in the process of education. To gather data that would indicate the quality and efficiency of online teaching in higher education in south and south-eastern Serbia initiated at the outbreak of the pandemic and the state of emergency declared in March 2020, we conducted a research study to provide the necessary information from students attending undergraduate academic studies. The research was conducted in two phases. The first phase consisted of quantitative research conducted on a sample of 211 students. The data collected were processed by resorting to factor analysis to determine specific factors as a starting point for designing questions for the second research phase. The second phase was implemented by conducting semi-structured interviews on a sample of 61 students. The main intention was to determine key characteristics of the teaching process realised in the context of an emergency transition to the form of teaching which had not been prepared or resorted to beforehand. We identified certain specifics in this regard, as a starting point for improving existing practice. Implications for practice or policy: It is necessary to secure a suitable level of institutional support, to maintain the quality of higher education in unforeseen social circumstances. It is necessary to adequately prepare for and support teachers and students in online teaching at both institutional and national level. To avoid adverse effects on individual students in the circumstances of online teaching, it is necessary to meet students´ educational, social and emotional needs.

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“…The Distance Learning (DL) technology has allowed several higher education courses to be delivered to locations and populations that have historically not been afforded opportunities for involvement in such an educational level (Money and Dean, 2019;Randolph, 2007). In practice, however, this style of education often falls short of what it attempts to accomplish (Choi and Park, 2018;Kumar et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Design of Learning Objects for Collaboration Promotion and their Effects on Students’ Behaviour

Lima¹,

Siebra²

2021

Informatics in Education

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While virtual learning environments (VLEs) present several advantages, such as spacetime flexibility, they are still not including proper opportunities and resources for students to engage in collaborative activities with their peers. Recent approaches, for example, are based on resources that are not standard for VLEs or usual for students. Thus, their integration with VLEs is not simple. This paper conducted a theoretical investigation to identify strategies that could induce collaborative behaviours in students. These strategies were implemented as learning objects running in a VLE and a quasi-experimental research design was conducted with 133 students. The results show that the approach promotes collaborative interactions between students and also tend to improve their learning outcomes. Moreover, learning objects use a conceptualization that is already established over the e-learning community, simplifying their integration with VLEs.

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Incorporating student population differences for effective online education: A content-based review and integrative model

Cited by 40 publications

References 79 publications

Readiness of Students for Multi-Modal Emergency Remote Teaching at A Selected South African Higher Education Institution

Readiness of Students for Multi-Modal Emergency Remote Teaching at A Selected South African Higher Education Institution

Students’ experiences and acceptance of emergency online learning due to COVID-19

Design of Learning Objects for Collaboration Promotion and their Effects on Students’ Behaviour

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