Online education worldwide: Current status and emerging trends

Kumar, Anil; Kumar, Pravin; Palvia, Shailendra; Verma, Sanjay

doi:10.1080/15228053.2017.1294867

Cited by 58 publications

(35 citation statements)

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“…Driven by continuous emergence of new technologies and the widespread adoption of the internet, online education has become a global phenomenon. 1 Online education, a subset of distance education, refers to pedagogical models that use information technologies to deliver instruction to learners in remote locations. 2 The development of information technologies has led to the development of a range of flexible online learning modes, such as massive open online courses (MOOCs) and small private online courses (SPOCs).…”

Section: Introductionmentioning

confidence: 99%

Association between medical students’ prior experiences and perceptions of formal online education developed in response to COVID-19: a cross-sectional study in China

et al. 2020

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Objectives(1) Understanding the characteristics of online learning experiences of Chinese undergraduate medical students; (2) Investigating students’ perceptions of ongoing online education developed in response to COVID-19 and (3) Exploring how prior online learning experiences are associated with students’ perceptions.DesignStudents’ familiarity with online learning modes and corresponding perceived usefulness (PU) according to their previous experiences were investigated using an online survey. The survey also collected data on students’ perceptions through their evaluation of and satisfaction with current online learning.SettingIn response to the educational challenges created by COVID-19, medical schools in China have adopted formal online courses for students.ParticipantsThe questionnaire was sent to 225 329 students, of whom 52.38% (118 080/225 329) replied, with valid data available for 44.18% (99 559/225 329).MethodsPearson correlations and t-tests were used to examine the relationship between familiarity and PU. Multiple linear regression and logistic regression analyses were used to determine the impact of prior learning experiences and its interactions with gender, area, learning phase and academic performance on students’ perceptions.ResultsStudents’ PU had a significant positive correlation with their familiarity with online learning modes (p<0.01). Students’ evaluation of and satisfaction with their current online education were positively associated with their familiarity (β=0.46, 95% CI 0.45 to 0.48, p<0.01; OR 1.14, 95% CI 1.13 to 1.14, p<0.01) with and PU (β=3.11, 95% CI 2.92 to 3.30, p<0.01; OR 2.55, 95% CI 2.37 to 2.75, p<0.01) of online learning. Moreover, the higher the students’ learning phases, the lower the associations between PU and students’ evaluation of and satisfaction with ongoing online education.ConclusionsMedical students in China have experiences with various online learning modes. Prior learning experiences are positively associated with students’ evaluation of and satisfaction with current online education. Higher learning phases, in which clinical practices are crucial, and high academic performance led to lower evaluation and satisfaction scores.

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Section: Introductionmentioning

confidence: 99%

Association between medical students’ prior experiences and perceptions of formal online education developed in response to COVID-19: a cross-sectional study in China

et al. 2020

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“…Online learning has made education accessible to those previously restricted by factors such as geographic location or employment (Allen and Seaman 2013;Christensen et al 2011;Kumar et al 2017;Zhu et al 2020;Larmuseau et al 2018). 'Online learning' in the context of this paper will refer to any form of learning and teaching through a primarily electronic medium; with interaction between learners and their educational materials and activities, and engagement with peers and tutors taking place synchronously or asynchronously in a virtual environment (e.g.…”

Section: Introductionmentioning

confidence: 99%

Learners’ perceptions and experiences of studying psychology online

2020

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This study aimed to explore the lived experiences of six international and mature online learners studying on an undergraduate psychology course to identify barriers and facilitators to studying online. A secondary aim was to deductively explore the applicability of the Capability, Opportunity, Motivation, and Behaviour model to participants' narratives related to self-regulated online learning. Online interviews with six demographically diverse participants were conducted and analysed using Interpretative Phenomenological Analysis. The overarching theme was 'the balancing act of online learners', which consisted of three major themes (and respective subthemes): (1) 'identity as an online learner' ('in today's world, we're all very busy'), (2) 'access to resources' ('importance of location' and 'comparing online to on-campus teaching and learning'), and (3) 'changing nature of social interactions' ('tutors as a crutch' and 'peer-to-peer interactions'). A number of facilitators and barriers related to these themes were identified, which are applicable to the COM-B model. The COM-B model offers a novel approach in designing and delivering learning materials and activities that may instil or help maintain self-regulated learning in online psychology students.

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“…The transition from traditional face-to-face modes of teaching and learning to media-rich, studentcentred and pedagogically innovative practices is by no way complete at the LSE. The seismic but ultimately underwhelming impacts of Massive Open Online Courses demonstrated clearly that institutions can move quickly to engage in pedagogical change with technology (Kumar et al, 2017;Soylev, 2017, Allione andStein, 2016).…”

Section: Resultsmentioning

confidence: 99%

Making education better: implementing pedagogical change through technology in a modern institution

Bryant¹

2018

Higher Education in the Digital Age

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Online education worldwide: Current status and emerging trends

Cited by 58 publications

References 1 publication

Association between medical students’ prior experiences and perceptions of formal online education developed in response to COVID-19: a cross-sectional study in China

Association between medical students’ prior experiences and perceptions of formal online education developed in response to COVID-19: a cross-sectional study in China

Learners’ perceptions and experiences of studying psychology online

Making education better: implementing pedagogical change through technology in a modern institution

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