Learner-learner interactions in online classes during COVID-19 pandemic: the mediating role of social media in the higher education context

Rautela, Sonica; Sharma, Sarika; Virani, Shreya

doi:10.1080/10494820.2022.2093917

Cited by 9 publications

(5 citation statements)

References 49 publications

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“…It seems that interaction amongst learners is the missing part in virtual learning. Participants voiced their unhappiness about the lack of interaction with their peers, which is vital for student learning engagement in online teaching according to [63] findings. The participants suggest that course content to be designed in a way to be more interactive to create an interactive environment between learners, as well as between learners and teachers as underlined by [61] that system designers should ensure that e-learning platforms promote Learner-learner interactions as this complements e-learning effect.…”

Section: Learner-learner Interactions: How Were Interactions In the O...mentioning

confidence: 99%

Online Courses in Technology and Engineering: To What Extent Do They Tangibly Enhance Professional Development?

AlMunifi

Aleryani

2023

Int. J. Emerg. Technol. Learn.

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Platforms for online courses including Massive Open Online Courses (MOOCs) have become the most remarkable well-built environment for teaching and learning. Until recently the various types of online courses have been an optional and supplementary source of gaining knowledge and skills to compensate the learning lose in formal education, either for students or professionals. COVID-19 brought unprecedented disruption to the education industry. Work integrated learning in very essential fields, namely, technology and engineering, did not take place. Despite the fact that MOOCs boosted formal education by providing online courses, the learning loss had already been maximized. This research addresses the motivations, challenges and interactions as well as the tangible and intangible impacts of technology and engineering online courses on MENA (Middle-East and North Africa) professionals; and to what extent have these courses been able to promote professionals to a new development in their careers? A survey questionnaire with standardized closed-ended and open-ended questions was conducted online with 66 professionals who have been purposely selected. The analysis of responses and findings show that the desire to develop and enhance knowledge previously acquired is the most important motivation. The results also showed weakness in the tangible achievements of the participants, and most of the achievements were the enhancement of knowledge. In spite of the set of challenges and inadequacies in achievements, the online platforms are providing a valuable well-built environment for life-long learning to advance knowledge, skills and to compensate for lost learning.

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Section: Learner-learner Interactions: How Were Interactions In the O...mentioning

confidence: 99%

Online Courses in Technology and Engineering: To What Extent Do They Tangibly Enhance Professional Development?

AlMunifi

Aleryani

2023

Int. J. Emerg. Technol. Learn.

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“…Implementing effective assessment and feedback practices in PBL promotes accurate evaluation of student learning, meaningful feedback provision, and continuous improvement. This contributes to the development of critical thinking, problem-solving, and collaborative skills, preparing students for future success in Iraq's higher education system [5].…”

Section: Assessment and Feedbackmentioning

confidence: 99%

Implementation of Problem Based Learning (PBL) in Digital Era in Higher Education of Iraq

Murad,

ajlan

2023

IJITC

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This paper explores the implementation of Problem-Based Learning (PBL) in higher education in Iraq during the digital era. It emphasizes the significance of a strong technology infrastructure, faculty training and support, curriculum design, student support, assessment strategies, and continuous improvement. By integrating PBL into the digital era, students can develop essential skills such as critical thinking, problem-solving, collaboration, and digital literacy, preparing them for future careers. Successful implementation requires addressing various aspects to enhance the learning experience in the digital era.

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“…Although there has been empirical evidence highlighting the benefits of computer-mediated communication (CMC) for learning (e.g. Sater & Ozdenar, 2008;Zheng & Warschauer, 2015), teaching and learning online are perceived as more challenging due to an increased pedagogical distance between instructor/teacher and learner and between learners (Rautela et al, 2022) compared with the traditional face-to-face (F2F) teaching. One aspect of the challenges lies in a lack of spontaneous interaction between learners.…”

Section: Interaction In the Online Classroommentioning

confidence: 99%

“…However, several studies have highlighted that learner-leaner interaction is largely missing in online synchronous learning environment (e.g. Rautela et al, 2022;Seynhaeve et al, 2022;Cheung, 2023). For instance, in their study exploring migrant students' experiences of online interaction during ERT, Seynhaeve et al (2022) found that most participants reported a lack of opportunities for learner-learner interaction in online classes due to technological difficulties and the tutor's lesson design.…”

Section: Interaction In the Online Classroommentioning

confidence: 99%

‘It’s kind of like a middle ground’: students’ strategic management of silence in multicultural group work

Zhang

2022

Language and Intercultural Communication

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Learner-learner interactions in online classes during COVID-19 pandemic: the mediating role of social media in the higher education context

Cited by 9 publications

References 49 publications

Online Courses in Technology and Engineering: To What Extent Do They Tangibly Enhance Professional Development?

Online Courses in Technology and Engineering: To What Extent Do They Tangibly Enhance Professional Development?

Implementation of Problem Based Learning (PBL) in Digital Era in Higher Education of Iraq

‘It’s kind of like a middle ground’: students’ strategic management of silence in multicultural group work

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