Investigating synchronous and asynchronous class attendance as predictors of academic success in online education

Nieuwoudt, Johanna Elizabeth

doi:10.14742/ajet.5137

Cited by 150 publications

(135 citation statements)

References 33 publications

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“…Maintaining adequate attendance is a key performance indicator for academic success of online classes. 36 In remote classrooms (synchronous mode), students joining the session and leaving can be monitored using various tools. They are usually asked to enter their enrollment ID in the chat so that the attendance is automatically recorded.…”

Section: Attendance Mechanismmentioning

confidence: 99%

Distance learning in engineering education: Challenges and opportunities during COVID-19 pandemic crisis in Pakistan

Khan

Abid

2021

International Journal of Electrical Engineering & Education

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This paper analyzes the impact of remote classrooms and labs as an outcome of “social distancing” during COVID-19 outbreak. It is important to analyze the emergence of web technologies and tools available for online learning and its impact on engineering education. The intended focus is to find a way out to address the issues regarding continued teaching and learning during long academic breaks due to this unpredicted pandemic. Some challenges in developing economies include the unavailability of internet services all over the country and limited resources accessible to large community to earn and learn during such epidemics. This study outlines various policy guidelines for online delivery of engineering courses and assessment techniques as experienced during this global pandemic. These guidelines will provide a roadmap for quality teaching and evaluation of online engineering courses.

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Section: Attendance Mechanismmentioning

confidence: 99%

Distance learning in engineering education: Challenges and opportunities during COVID-19 pandemic crisis in Pakistan

Khan

Abid

2021

International Journal of Electrical Engineering & Education

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“…In the answers on the survey the students complained about a variety of issues that make it difficult to concentrate on learning through online lectures, and many times the disadvantages for some students were advantages for others. This is a common result when comparing these forms of online lectures (Lin & Gao, 2020, Nieuwoudt, 2020. Students commented both the way of teaching: monotonous monologue of the teacher, looking at the screen for many hours in a raw, lack of discussion, dialogue, social elements and the technical: problem with the configuration of the equipment, inability to use it correctly both on the part of the student or the teacher or both, problems with the Internet and so on.…”

Section: Students Motivation For Learning In Lecturesmentioning

confidence: 82%

“…In today's pandemic era, delivering online lectures, via video or streaming, is often the only option in higher education (Hussein et al, 2020, Lin & Gao, 2020, Nieuwoudt, 2020. This is due to the need to temporarily close campuses, or limit student attendance.…”

Section: Introductionmentioning

confidence: 99%

Teaching in Digital Surroundings – Students Opinion on Digital Tools and Digital Lectures

Fojcik¹,

Fojcik²,

Kyte³

et al. 2021

Education and New Developments 2021

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In today’s world, education in higher education institutions needs to use digital technologies to reach students without them being in the same room as the teacher. The “classical lecture”, with a teacher talking and writing on a blackboard interacting with students, has been in many ways exchanged with different digital or hybrid solutions. On one hand, it allows teachers to challenge their practices and try new ways of engaging students to learn, but on the other hand, it can be challenging to master different digital solutions in a way that ensures a clear message for the students. When the whole world went into lockdown, the education at all levels needed to emergency transform learning in classrooms to learning through digital platforms. New structures had to be made, new routines, and new approaches. For some subjects it was not enough to move from sitting in a lecture room to sitting in front of a computer, it was necessary to develop solutions for presenting different programs or motivating students to be active, even if they were without a camera or microphone. Some teachers needed a blackboard to write and draw on while they talk, others needed to change between different programs to show different representations or purposes. In some cases, the digital lectures were synchronous, with teachers and students meeting at the same time to discuss a topic both in small and big groups, other times the digital lectures were asynchronous to give the students more time to prepare themselves and to activate their learning by giving them a responsibility to study individually (self-study). After few months of trying different solutions, the teachers from Western Norway University of Applied Sciences (HVL) and Volda University College (HVO) have investigated the student’s views on the different solutions they have experienced. The students were asked to answer an anonymous questionnaire of their opinion, views, and experiences with different digital solutions. The results were categorized and analyzed to select some tools or approaches that most of the students found either better or worse for their learning.

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“…Online learning has been a mainstay of modern education for decades (Harasim, 2000). Schools and universities have been advised to provide more online education opportunities for their students to engage in real-time, synchronous learning, as well as offline, asynchronous learning, since long before the onset of the pandemic (Nieuwoudt, 2020). The arrival of the pandemic, however, heralded a new era in online science engagement.…”

Section: Resultsmentioning

confidence: 99%

A Place for Space: The Shift to Online Space Education During a Global Pandemic

Roche

Bell

Hurley

et al. 2021

Front. Environ. Sci.

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The COVID-19 global pandemic has transformed the relationship between science and society. The ensuing public health crisis has placed aspects of this relationship in harsh relief; perceptions of scientific credibility, risk, uncertainty, and democracy are all publicly debated in ways unforeseen before the pandemic. This unprecedented situation presents opportunities to reassess how certain disciplines contribute to the public understanding of science. Space education has long provided a lens through which people can consider the intersection of the natural world with society. Space science is critical to understanding how human activity and pollution affect global warming, which in turn, inextricably links it to perceptions of the natural world, environmental change, science communication, and public engagement. The pandemic has caused a dramatic shift in how space education projects connect with public audiences, with participation pivoting to online engagement. This transition, coupled with the renewed societal examination of trust in science, means that it is an ideal time for the field of space education to reflect on its development. Whether it evolves into its own distinct field, or remains an area that straddles disciplinary boundaries, such as science education, communication, and public engagement, are crucial considerations when scientific trust, accountability, and responsibility are in question. This paper describes the current state of space education, recent advances in the field, and relevant COVID-19 challenges. The experience of an international space education project in adapting to online engagement is recounted, and provides a perspective on potential future directions for the field.

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Investigating synchronous and asynchronous class attendance as predictors of academic success in online education

Cited by 150 publications

References 33 publications

Distance learning in engineering education: Challenges and opportunities during COVID-19 pandemic crisis in Pakistan

Distance learning in engineering education: Challenges and opportunities during COVID-19 pandemic crisis in Pakistan

Teaching in Digital Surroundings – Students Opinion on Digital Tools and Digital Lectures

A Place for Space: The Shift to Online Space Education During a Global Pandemic

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