Online courses quality and distance education amid COVID-19 pandemic: Al-Balqa applied university-IT faculty students' perceptions

Btoush, Mohammad Hjouj

doi:10.1504/ijkl.2022.119913

Cited by 5 publications

(3 citation statements)

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“…Unfortunately, some students nish their study activities in a hurry. They also played videos of lectures absentmindedly, often skimming through them quickly [51]. This behaviour was also mentioned in an interview: "You see, with online teaching, it tests students' self-discipline and effort.…”

Section: Self-disciplinementioning

confidence: 98%

Students’ feedback about the course, “Physical Therapy of Orthopedic Diseases” with full- time online teaching during the last stage of the pandemic

Zhang,

Huang,

Wen

et al. 2023

Preprint

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Background As the pandemic entered its final stages at the end of 2022, students worldwide have developed the ability to adapt to online teaching. Teachers and students also quickly adapted to changes in teaching approaches (online, offline, or mixed) during this period. However, numerous studies continue to demonstrate the need for rigorous planning to meet the challenges in designing hands-on practical training. Therefore, the primary goal of this research was to examine student satisfaction and feedback towards online professional physical therapy course instruction in the post-pandemic period. Methods From October 2022 to January 2023, 61 physical therapy students from Guangzhou Medical University studied Physical Therapy of Orthopedic Diseases through a full online teaching program, which covers musculoskeletal system diseases of the cervical spine and upper limbs with an emphasis on clinical practice. A self-administered questionnaire was used to evaluate student satisfaction with course content and behaviour changes before and after online teaching. The interviews were used to further explore student feedback and suggestions on the theoretical and practical aspects of online teaching. Results The questionnaire results showed no statistical difference between the total scores before and after online courses, but the overall trend in students’ attitude was negative. After online courses, the suitability of the curriculum settings and satisfaction with teaching strategies dropped significantly, both of which were also the most unsatisfactory aspects.Surprisingly, the majority of students believed that the teachers still maintain a passion for online teaching, and a statistical difference between the scores before the online teaching sessions was found. The interview results showed that students mostly reflected the issue of a lack of practical online operating settings and offline hands-on practice interaction feedback. Students agreed that online feedback and self-discipline are critical for academic performance. Conclusion According to research, when compared with traditional face-to-face teaching, online teaching has a negative impact on this course, particularly in terms of practical training for which online teaching is not ideal. This study further illustrates that not all online teaching is suitable for the development of skills training.

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Section: Self-disciplinementioning

confidence: 98%

Students’ feedback about the course, “Physical Therapy of Orthopedic Diseases” with full- time online teaching during the last stage of the pandemic

Zhang,

Huang,

Wen

et al. 2023

Preprint

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“…Researcher M. Btoush from Jordan points at the gender differences in getting online education. He noted that "there are gender-related differences in the perceptions of the quality of the online courses and distance education" [31].…”

Section: Scientific Studies Of the Specifics Of Full-time And Distanc...mentioning

confidence: 99%

The value system of modern youth after the COVID-19 pandemic

Ashilova,

Kim,

Begalinov

et al. 2023

Obraz. nauka

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Introduction. The COVID-19 pandemic, which spread widely around the world at the beginning of 2020, has seriously affected the educational sphere as a whole. Under the influence of the pandemic, the psychology of young people, their value orientations, thoughts about the future, their well-being and behaviour are changing. R. Inglehart notes that this process is heterogeneous and manifests itself in different ways in different countries of the world. In developed countries with a predominance of values of self-expression and secular-rational values, the pandemic has affected more painfully than in developing countries with traditional values and values of survival. This study presents how the pandemic affected the values of student youth in Kazakhstan, a country that, according to R. Inglehart’s map of cultural values, occupies a more neutral position. And also it was analysed whether the trends in Kazakhstan correlate with global ones.Aim. The present research aims to identify how the pandemic has affected the value orientations of students in Kazakhstan and other countries around the world. The main hypothesis, derived by analogy with other countries of the world, is the assertion that the pandemic has led to widespread depressions among Kazakh youth, shaking their life values and the importance of education.Methodology and research methods. The theoretical and methodological basis of the article was the research of R. Inglehart and C. Welzel, devoted to the problems of values, including in the conditions of the pandemic crisis. The survey method was also used. It was conducted on the basis of a sample formed: one thousand full-time university students from 17 regions of Kazakhstan (three megacities and 14 regions). A questionnaire containing 13 key questions concerning the values of young people, their prospects for the future, fears and anxieties, and the quality of education was used.Results. The results of this study and their comparison with similar surveys in other countries of the world allowed the authors to conclude that Kazakh students in general are experiencing the same negative consequences of the pandemic as their peers from other countries. However, in matters of life goals, educational values, career prospects and general well-being, Kazakhstani students show great resilience and a positive attitude. Based on R. Inglehart’s position, this happened due to the low economic development of the country, which, according to his system of values, is classified as developing countries with a strong traditional way of life and the predominance of survival values.Scientific novelty. The article for the first time attempts to analyse the values of Kazakh students through the prism of the concept of R. Inglehart and C. Welzel, and also shows the impact of the pandemic on the well-being, quality of education and value orientations of young people in Kazakhstan and other countries of the world. Practical significance. The materials of the article can be used to develop new approaches to teaching/educating students, taking into account the impact of the pandemic, the deterioration of the well-being of students and the crisis of values. This study reveals the specifics of these processes in Kazakhstan, one of the post-Soviet countries belonging to developing, traditional countries.

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“…Online courses are highly flexible and require high levels of self-control ( 47 ). Unfortunately, some students, they concentrate on time and rush to complete the learning tasks, play the lecture videos without watching them, and use software to swipe lessons ( 48 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Online Learning on College Students in Eastern China: A Structural Equation Model

Zhu

Zhao

Wang

et al. 2022

Front. Public Health

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With the spread of COVID-19 worldwide, online education is rapidly catching on, even in some underdeveloped countries and regions. Based on Bandura's ternary learning theory and literature review, this paper takes online learning of college students as the research object and conducts an empirical survey on 6,000 college students in East China. Based on literature review and factor analysis and structural equation model, this paper discusses the relationship among learning cognition, learning behavior, and learning environment in online learning of college students. The learning behavior includes interactive communication, self-discipline mechanism, classroom learning, and study after class. The learning environment includes teaching ability, knowledge system, platform support, process control, and result evaluation; learning cognition includes learning motivation, information perception, and adaptability. It is found that the learning environment has a significant positive impact on learning behavior, and learning cognition has a significant positive impact on learning behavior. It is uncertain whether the learning environment significantly impacts learning cognition. At the learning environment level, the teaching ability (0.59) has the most significant impact on the learning environment, followed by result evaluation (0.42), platform support (0.40), process control (0.33), and knowledge system (0.13). In terms of the influence on learning behavior, classroom learning has the most significant impact (0.79), followed by self-discipline mechanism (0.65), study after class (0.54), and interactive communication (0.44). In terms of learning cognition, information perception (0.62) has the most significant influence, followed by learning motivation (0.50) and adaptability (0.41). This paper suggests strengthening the construction of platforms and digital resources to create a more competitive learning environment. Improve process management and personalized online services, constantly stimulate students' enthusiasm for independent online learning, and cultivate students' online independent learning ability to promote the sustainable and healthy development of online education.

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Online courses quality and distance education amid COVID-19 pandemic: Al-Balqa applied university-IT faculty students' perceptions

Cited by 5 publications

References 0 publications

Students’ feedback about the course, “Physical Therapy of Orthopedic Diseases” with full- time online teaching during the last stage of the pandemic

Students’ feedback about the course, “Physical Therapy of Orthopedic Diseases” with full- time online teaching during the last stage of the pandemic

The value system of modern youth after the COVID-19 pandemic

Effects of Online Learning on College Students in Eastern China: A Structural Equation Model

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