Performance and Satisfaction of Resident and Distance Students in Videoconference Courses

Roth, Jeffrey; Pierce, Mari B.; Brewer, Steven L.

doi:10.1080/10511253.2020.1726423

Cited by 32 publications

(22 citation statements)

References 20 publications

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“…Results of surveys found less than half of adults surveyed say the online class format was equal to that of a course taken in a classroom, with the potential of plagiarism appearing to increase with online learning (Parker et al, 2011). Distance learning delivered strictly through videoconferencing can also lead to lower course satisfaction and lower academic grades when compared to traditional instruction in person (Roth et al, 2020). Moreover, the "learning curve" for both students and educators towards active learning and computer confidence present practical challenges needing to be overcome for online learning (Kenny, 2002).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Student Attitudes Towards Online Education during the COVID-19 Viral Outbreak of 2020: Distance Learning in a Time of Social Distance

Unger

Meiran

2020

IJTES

220

136

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In this paper, undergraduate student attitudes towards rapidly shifting to an entirely online learning environment were assessed due to COVID-19. In addition, surveys on perceptions about misinformation in media, overall anxiety towards distance learning, knowledge of disease outbreak, and level of preparedness during the onset of the Coronavirus (COVID-19) 2020 outbreak were analyzed. Students surveyed (N = 82) consisted of Wingate undergraduate students from across majors and academic years as part of an animal behavior course covering psychology and human behavior during the COVID-19 2020 crisis during the first two weeks when students returned to school entirely online from off-campus. The majority of students responded that online learning would not be the same as in-class learning (91.5%), indicating a significant difference in responses. Many students indicated they had witnessed some misinformation on COVID-19 in media (98.8%), and there was a significant difference for student perception on being well informed from standard news media (e.g., TV, newspapers) versus social media (t-test = 3.78, p <0.001). Many students (75.6%) responded they held some level of anxiety towards rapidly shifting to finishing a semester online, with 84.2% having discussed disease transmission actively and yet only 64.6% felt well prepared for emergency situations. The majority of students felt preventative measures (university requiring students to move off campus and remainder of semester moving to online distance learning) were based on good science and medical knowledge. Of the students that freely commented in the survey, overall students displayed a wide range of responses, with most expressing anxiety toward online learning, disappointment regarding graduation ceremony, and online learning being different than standard in-class learning. A follow up survey consisting of one question, revealed improvement in students that stated they felt less anxiety towards online learning after 3 weeks (51.4% Yes: 48.6% No), but still many students exhibiting anxiety towards distance education.

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Section: Review Of Relevant Literaturementioning

confidence: 99%

Student Attitudes Towards Online Education during the COVID-19 Viral Outbreak of 2020: Distance Learning in a Time of Social Distance

Unger

Meiran

2020

IJTES

220

136

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“…Asarbakhsh and Sardars [31] made the conclusion that system stuck and failed video connection affect user satisfaction through analyzing learning demand, technological design and intervention content. Roth et al [32] verified that students receiving the course through video conference had lower final grades and were less satisfied with the course and the instructor. Perceval and Tejedor [33] portrayed an overview of the five degrees of communication in education: oral gestural, writing, audio, audiovisual, and digital, which highlighted the changes introduced by the online scenario in the educational process, reflecting on the character of the student, the teacher and the relationship between them.…”

Section: The Study Of User Experiencementioning

confidence: 99%

The Impact of the COVID-19 Pandemic on User Experience with Online Education Platforms in China

et al. 2020

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During the COVID-19 pandemic, social education has shifted from face to face to online in order to avoid large gatherings and crowds for blocking the transmission of the virus. To analyze the impact of virus on user experience and deeply retrieve users’ requirements, this paper constructs a reasonable evaluation index system through obtaining user reviews about seven major online education platforms before and after the outbreak of COVID-19, and by combining the emotional analysis, hot mining technology, as well as relevant literature. At the same time, the variation coefficient method is chosen to weigh each index based on the difference of index values. Furthermore, this paper adopts the comprehensive evaluation method to analyze user experience before and after the outbreak of COVID-19, and finally finds out the change of users’ concerns regarding the online education platform. In terms of access speed, reliability, timely transmission technology of video information, course management, communication and interaction, and learning and technical support, this paper explores the supporting abilities and response levels of online education platforms during COVID-19, and puts forward corresponding measures to improve how these platforms function.

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“…WVC allows learners and instructors to participate in webbased discussions that are not bound to certain hardware or software, utilizing services such as Zoom, Skype for Business, and GoToMeeting [12]. As technology advances, WVC has become one of the most common tools used for synchronous online teaching [13,14]. It promotes dynamic collaborative efforts, although it does face challenges with technical issues [12].…”

Section: Video Conferencing and Student Satisfactionmentioning

confidence: 99%

Student Satisfaction with Videoconferencing Teaching Quality During the COVID-19 Pandemic

Fatani

2020

Preprint

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Background: The coronavirus disease 2019 pandemic prompted the pediatric department at King Abdulaziz University to continue students’ educational activities by offering courses online that utilized web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to an online environment, this study aimed to evaluate student satisfaction with the teaching quality of case-based discussion (CBD) sessions conducted through WVC.Methods: 162 undergraduate medical students in pediatrics completed the reduced Students’ Evaluation of Educational Quality (SEEQ) survey with a five-point Likert scale over 5 weeks. The WVC CBD sessions were facilitated by 50 faculty members. Results: 82% of respondents were highly satisfied with the WVC CBD session’s teaching quality. The majority agreed that the sessions were intellectually challenging, that the instructors were dynamic, and encouraged students to participate. No statistically significant correlation was found between student satisfaction and technical issues (r = 0.037, p = 0.003).Conclusions: WVC teaching had an overall positive outcome on student satisfaction, and teaching quality relied on teaching, cognitive, and social presence rather than technology. However, technology remains an important platform that supports teachers’ educational activities. Thus, implementing a blended pediatric course to augment future course delivery is optimal.

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Performance and Satisfaction of Resident and Distance Students in Videoconference Courses

Cited by 32 publications

References 20 publications

Student Attitudes Towards Online Education during the COVID-19 Viral Outbreak of 2020: Distance Learning in a Time of Social Distance

Student Attitudes Towards Online Education during the COVID-19 Viral Outbreak of 2020: Distance Learning in a Time of Social Distance

The Impact of the COVID-19 Pandemic on User Experience with Online Education Platforms in China

Student Satisfaction with Videoconferencing Teaching Quality During the COVID-19 Pandemic

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