Learners' experience and needs in online environments: adopting agility in teaching

Chen, Cindy; Landa, Sabrina; Padilla, Aivanna; Yur-Austin, Jasmine

doi:10.1108/jrit-11-2020-0073

Cited by 29 publications

(40 citation statements)

References 16 publications

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“…This study was not longitudinal and thus does not discuss/address the changes in maturity that occurs in a student as he/she progresses in a program. This maturity may be associated with increased ERT satisfaction as documented by Chen et al (2021). The motivation of a self-directed online learner (curiosity, interest, and intrinsic based self-improvement) (Bonk et al 2015) is noted though individual motivational drivers were not required to answer the research questions.…”

Section: Study Limitations and Closing Commentsmentioning

confidence: 99%

The impact of emergency remote teaching on a blended engineering course: perspectives and implications for the future

2021

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Higher education institutions globally were forced to transition to remote teaching and learning when the Covid-19 pandemic impacted the world in 2020. The rushed, unplanned nature of the transition led to the approach being labeled Emergency Remote Teaching (ERT). This paper evaluates the impact of ERT on a blended course in engineering using a descriptive case study approach applying the Context, Input, Process and Product (CIPP) evaluation model. The context analysis highlighted the need for consistent training in the use of technology, technical support for stakeholders, greater access to the Internet and timely, targeted communication. Students appreciated the convenience of online classes and accessibility to recorded lectures and labs allowing them to review at their own pace. There was a perception that the new learning environment placed some students at a disadvantage. These findings suggested a need to ensure deliberate planning for online learning from the start and attention to building a community of learners. Findings from the study can contribute to a university's exploration of the academic enterprise. These findings can also help identify mitigating factors for effective online learning.

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Section: Study Limitations and Closing Commentsmentioning

confidence: 99%

The impact of emergency remote teaching on a blended engineering course: perspectives and implications for the future

2021

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“…The Online learning modality has many attributes that must be considered to ensure satisfaction. For instance, the study conducted by Chen et al (2021) revealed that the appropriateness of online instructional designs, technology integration, and the quality and integrity of online assessments are the essential attributes of online learning that must be considered. The online learning attributes have to be learner-relevant and those that an educational institution can manage.…”

Section: Online Learning Attributesmentioning

confidence: 99%

A Conjoint Study and Segmentation on the Preferred Online Learning Attributes of Senior High School Learners amidst COVID-19 Pandemic

Cano

2022

Preprint

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The educational systems were disrupted due to the COVID-19 pandemic that has resulted in the sudden shift in the instructional implementation from face-to-face to fully online distance learning. This study examined the socio-demographic characteristics and access to technological resources, and explored senior high school learners' preferred online learning attributes and their segmentation. The study employed a descriptive and exploratory research design. Using Cochran's formula, the study determined 300 respondents who were identified through a random sampling technique. The statistical treatments utilized were frequency count, percentage, conjoint, and cluster analysis. The data were gathered through an online-administered survey instrument. Results revealed that multiple-choice and multiple-type exams, synchronous delivery type with slides, individual tasks, and learning materials with visual aids were the most valued online learning attributes by the learners. Further analysis revealed that learners could be classified into two groups based on their preferences. This study provides insights for academic institutions in redesigning their online learning systems.

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“…It is imperative to acknowledge key features of convenience that amplify student satisfaction or preference in online learning (Cole et al. , 2014; Chen et al. , 2021a, b).…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

“…, 2003). A self-paced and flexible asynchronous modality, however, could be considered a preferable option if learners embrace technology (Chen et al. , 2021a, b).…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

Post-pandemic assessment of online teaching and learning in higher business education

Chen

Landa

Padilla

et al. 2022

IJEM

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PurposeAcademic institutions with sufficient resources rapidly deployed virtual teaching technologies and training to minimize disruption following the Spring 2020 COVID-19 pandemic. This paper shares a College of Business experience to provide insights for administrators tasked with future online course scheduling decisions.Design/methodology/approachAn online questionnaire was administered in Fall (2020) to measure student perceptions of online learning using Likert-style questioning. The researchers used the results to build a structural equation model to differentiate perceptions between online course modalities and curriculum rigor (graduate/undergraduate, upper/lower divisions) and field of study (quantitative/qualitative, MBA/MS) factors.FindingsThe empirical findings support the notation that graduate and undergraduate learners exhibit different preferences of online modalities. The findings further demonstrate that curriculum rigor factors and field of study influence student satisfaction of online courses. The evidence also suggests varying dependence on instructor competency and technology effectiveness across asynchronous, hybrid, and synchronous modalities.Practical implicationsWhile this study is limited to the results of one higher education institution during a tumultuous period, as online education trends increase, the authors' methodology can be adapted and scaled to support post-pandemic administrative decision-making.Originality/valueThe research provides a new dimension on the perspectives of online learners through gathering perceptions in a timely student-centered survey administered during the emergency alternative modes of instruction. The research explores certain predictive factors to better align online modalities with learner satisfaction.

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Learners' experience and needs in online environments: adopting agility in teaching

Cited by 29 publications

References 16 publications

The impact of emergency remote teaching on a blended engineering course: perspectives and implications for the future

The impact of emergency remote teaching on a blended engineering course: perspectives and implications for the future

A Conjoint Study and Segmentation on the Preferred Online Learning Attributes of Senior High School Learners amidst COVID-19 Pandemic

Post-pandemic assessment of online teaching and learning in higher business education

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