Learning Online

Means, Barbara; Bakia, Marianne; Murphy, Robert C.

doi:10.4324/9780203095959

Cited by 434 publications

(249 citation statements)

References 0 publications

Supporting

Mentioning

222

Contrasting

Unclassified

Order By: Relevance

“…Universities have to immediately shift their T&L delivery from predominantly face-to-face or blended learning to a remote virtual classroom or a fully online model to suit the restriction requirements. While different delivery models of online T&L (e.g., blended learning, fully online, or virtual classroom) have been around for some time (Means et al, 2014), not all universities globally have had sufficient infrastructure and support systems, and experiences, to deliver an online, especially a remote virtual classroom, model. More crucially, there had never been an extraordinary event before COVID-19 that forced universities globally to shift all of T&L processes to a digital model quickly on very short notice.…”

Section: Introductionmentioning

confidence: 99%

Australian, Malaysian and Indonesian Accounting Academics' Teaching Experiences During the COVID-19 Pandemic

Djajadikerta¹,

Trireksani²,

Ong³

et al. 2021

AABFJ

View full text Add to dashboard Cite

This study analyses and presents accounting academics' experiences in six universities in Australia, Malaysia, and Indonesia to adapt to the swift change to the remote virtual classroom delivery model forced by the COVID-19 pandemic, while also gaining valuable lessons from this unique situation. In this study, autoethnography's basic principles were used. The main results suggest that the universities' combined current information and communication technologies, learning management systems, blended learning experiences, training, and supports, although not without hitches, were able to accommodate the shift to a remote virtual classroom model quite effectively. However, the move to fully online assessment has been conceded to likely increase the embedded risk of student cheating. The availability of reliable internet connection for students is also crucial in ensuring access equality and effective remote virtual classroom delivery.

show abstract

Section: Introductionmentioning

confidence: 99%

Australian, Malaysian and Indonesian Accounting Academics' Teaching Experiences During the COVID-19 Pandemic

Djajadikerta¹,

Trireksani²,

Ong³

et al. 2021

AABFJ

View full text Add to dashboard Cite

show abstract

“…Proceeding from data discussed above, the following benefits of technology-driven personalized learning approaches can be distinguished: improved learning and student engagement; ability to learn faster, deeper, or with greater breadth in subject areas; closing achievement gaps or improving graduation rates through the implementation of four components ( Fig. 1) [25,26].…”

Section: Information Communication and Computer Technologies In Ensmentioning

confidence: 99%

“…Adaptation includes learning pace and timing, learning objectives, content choices and complexity, feedback nature and timing, etc. [11,25,26].…”

Section: Fig 1 Components Of a Personalized Learning Processmentioning

confidence: 99%

Personalized Computer Support of Performance Rates and Education Process in High School: Case Study of Engineering Students

et al. 2021

View full text Add to dashboard Cite

To date, the existing principles of a unified approach to schooling do not meet the requirements of a fundamental socio-economic transition characterized by personalization and customization of products and services that concern all areas, including education. The paradigm of education systems is being restructured in many countries towards a new approach of personalized learning that is adapted to students' needs, allows them to choose individual educational trajectories, and respects unique skills and qualities. The study aimed to determine the impact of personalization on the academic performance of engineering students in physics. The experiment on personalized student support was conducted during the academic year 2018-2019 at I.T. Trubilin Kuban State Agrarian University. The sample covered 78 students. The starting point of the research was the assessment of students' skills in mathematics, as the study of physics is based on mathematical analysis and interpretation. Test in physics and the criterion of alpha Kronbach (test reliability is determined with a coefficient of 0.87) were used as a toolkit for research. Besides, the statistical tools and covariance analysis of data processing were employed. The research was supported by the SPSS Statistics software package. According to the results obtained, higher post-test scores were recorded for students in the experimental group. The personalized learning has been found to have a significant impact on the academic performance of students. Those with low and medium ability in mathematics demonstrated higher growth in academic achievement than students with recorded high aptitude scores. A correlation between learning methods and mathematical skills to achieve high academic performance has been established. The influence of personalization in the learning process was determined to be moderately high (determinacy coefficient of 72.6%). The study is relevant for the development of constructive approaches that could help teachers improve their approach to learning and students improve academic achievements. The results may be of interest to researchers of educational technology, educators, and university administration management.

show abstract

“…the educational process conducted in a hurry with minimal resources and with too little time for effective preparation. In the current circumstances, the primary goal is not to build a strong educational ecosystem, but to provide temporary access to instruction and support for learning in a way which can be set up quickly and reliably in emergency situations (Means, Bakia, & Murphy, 2014). This, of course means that it is imperative that it focus on the student.…”

Section: Editorial / Uvodnikmentioning

confidence: 99%

“…izobraževanjem na daljavo v izrednih razmerah. Primarni cilj v trenutnih okoliščinah ni postavitev močnega izobraževalnega ekosistema, temveč zagotoviti začasen dostop do navodil in podpore pri učenju na način, ki se lahko hitro vzpostavi in je zanesljivo na voljo v izrednih razmerah (Means, Bakia, & Murphy, 2014), kar pomeni, da mora biti študent / dijak zagotovo v ospredju. Slednje mora biti zagotovo v središču našega razmisleka.…”

Section: Slovenian Translation / Prevod V Slovenščinounclassified

Nursing education in the time of COVID-19

Ličen

2021

Obzor Zdrav Neg

View full text Add to dashboard Cite

Learning Online

Cited by 434 publications

References 0 publications

Australian, Malaysian and Indonesian Accounting Academics' Teaching Experiences During the COVID-19 Pandemic

Australian, Malaysian and Indonesian Accounting Academics' Teaching Experiences During the COVID-19 Pandemic

Personalized Computer Support of Performance Rates and Education Process in High School: Case Study of Engineering Students

Nursing education in the time of COVID-19

Contact Info

Product

Resources

About