Student’s Attitude and Satisfaction towards Transformative Learning: A Research Study on Emergency Remote Learning in Tertiary Education

Law, Mei Yuan

doi:10.4236/ce.2021.123035

Cited by 25 publications

(40 citation statements)

References 53 publications

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“…They had no obligation to attend lectures in cramped lecture venues and could learn in more relaxed environments (Parker et al, 2021), improving their concentration levels (Pincock, 2020). Remote learning was also desirable to students who commute to and from university campuses, as it saved them time (Yuan, 2021) and money (Krige, 2020).…”

Section: Positive Experiencesmentioning

confidence: 99%

“…Besides its flexibility and convenience, ERL granted students more opportunities for interaction with their lecturers and peers (Huang et al, 2020). Live streaming established a sense of community (Yuan, 2021) and promoted interaction by providing a less intimidating learning environment (Pincock, 2020), and encouraging introverts to participate (Ghazi-Saidi et al, 2020) without being concerned about the attention of peers and lecturers (Serhan, 2020). The ability of students to ask questions in remote learning contributed to their positive experiences (Parker et al, 2021).…”

Section: Positive Experiencesmentioning

confidence: 99%

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Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Matarirano

Gqokonqana

Yeboah

2021

RESSAT

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COVID-19 pandemic forced several higher education institutions (HEI) to operate remotely. Emergency remote teaching, using synchronous and asynchronous instruction, was adopted by several HEIs. The experiences of students with remote teaching and learning in certain situations are not fully understood, thus need to be explored. This study explored the experiences of students with the emergency remote teaching and learning practices adopted at a selected HEI in South Africa. A cross-sectional and self-administered survey was used to gather data from 243 conveniently sampled returning students within the Department of Accounting and Finance. Descriptive statistics were used to make sense of the collected data. The study found that students preferred a face-to-face approach to learning to remote learning. The respondents underscored insufficient data, unstable network connection, unconducive home environments and loneliness as deterrents to effective remote learning. Despite these negative experiences, students appreciated the flexibility and convenience of recorded video lectures and acknowledged the compassion and support of lecturers during remote learning. An understanding of the experiences of students during remote learning provides a basis for future teaching plans, which would improve students' learning experiences. In its current format and students living in their home environments, remote learning greatly diminishes the chances of success for most students. Lecturers need to be compassionate and considerate of student’s struggles in their plans for remote teaching and learning as well as online learning.

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Section: Positive Experiencesmentioning

confidence: 99%

Section: Positive Experiencesmentioning

confidence: 99%

Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Matarirano

Gqokonqana

Yeboah

2021

RESSAT

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“…During the COVID-19 pandemic, E-learning has been found to be a critical instrument for efficiently continuing education across all levels (Alipio, 2020;Basilaia & Kvavadze, 2020;Soni, 2020). E-learning requires a significant amount of time and commitment, in order to create an environment that supports learners in both informal and formal resources (Yuan, 2021). In this regard, rawford et al (2020) highlighted that a speedy conversion of face to face education to E-learning has given rise to several obstacles and issues during the COVID-19 pandemic across the world.…”

Section: Introductionmentioning

confidence: 99%

Impact of COVID-19 on achieving the goal of sustainable development: E-learning and educational productivity

Anwar

2021

Economic Research-Ekonomska Istraživanja

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The COVID-19 pandemic has had a thought-provoking impact on the Sustainable Development Goals (SDGs) that were approved by United Nations in the year 2015. Therefore, taking this very consideration forward, this study primarily explores the impact of COVID-19, particularly on the SDG number 4, i.e., education. Due to the COVID-19 contagion, given the unusual and never been experienced circumstances, educational institutions all over the world have been forced to establish their e-learning systems practically overnight. For this purpose, we collected the relevant data from middle school students, by using a technique known as convenience sampling. Furthermore, moving on in the same context, we also developed an integrated model with five dimensions, i.e., Learner, Design, Technology, Instructor, and Environment, in order to gauge this relationship in further detail. The empirical findings of the step-wise multiple regression analysis revealed that the learners' attitude towards the computer, learners' internet self-efficacy, usefulness, instructors' response timelines, and the instructors' attitude towards e-learning, positively and significantly tend to affect the middle school student's satisfaction with online. Whereas, learners' computer anxiety, ease of use, system availability, internet availability, learning climate, and interactions negatively affects the middle school students' satisfaction. These results imply that developing countries could possibly achieve goal number 4 (Education) of the Sustainable Development Goals, by improving the learner satisfaction, and further strengthening the implementation of their E-Learning practices.

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“…In this respect, the adoption of online education has led to transformations in the roles and responsibilities of both teachers and learners (Altmann et al, 2019;Boz Yüksekdağ, 2016;Devran & Elitaş, 2016). More specifically, transition to online education has charged teachers with some extra new tasks in that teachers need to become guides, mentors and effective communicators, improve learners' social skills and assist learners in technical issues as well as fulfilling their conventional pedagogical roles (Boettcher & Conrad, 2016;Kavrat & Türel, 2013;Yuan, 2021). In a similar vein, students need to take more responsibility of their own learning and manage their time more effectively in the process of online education.…”

Section: Classroom Climate In Online Learningmentioning

confidence: 99%

“…Furthermore, it can be argued that students have experienced intense social isolation for prolonged periods due to lockdowns across the country and lost their motivation towards online education. When compared with traditional face-to-face courses, online courses feature diverse components and considerations of accessibility; therefore, online courses need to be designed and delivered with the modality in mind (Kaufmann & Vallade, 2020;Yuan, 2021). Another challenge presented by online education is the learning management system, application or web-site that has been utilized for online education since it may also feature certain limitations, leading to difficulties in creating a positive classroom climate.…”

Section: Classroom Climate In Online Learningmentioning

confidence: 99%

An investigation into pre-service teachers’ online learning climate perceptions

Önal

Özdemi̇r

2021

Journal of Educational Technology and Online Learning

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Starting from the first half of 2020, educational institutions at all levels have had to switch to online education as an emergency solution for the global outbreak of Covid-19 pandemic. However, it would hardly be justified to argue that teachers and students were well-prepared for such a swift change. Accordingly, this transformation has resulted in many difficulties for teachers and students along with educational institutions. One of the primary challenges teachers have experienced throughout the process is creating a positive online classroom climate. Thus, the main purpose of the present study is to reveal the online learning climate perceptions of pre-service teachers by adapting and using the Online Learning Climate Scale (OLCS) in Turkish context. In a similar vein, such variables as gender, department or grade level, which may have an influence on the perceptions of pre-service teachers, are also aimed to be disclosed within the study. The research has been conducted with a study group of 348 preservice teachers. It has been observed that the pre-service teachers' perceptions on online learning climate are at less than moderate level; therefore, far from satisfactory. Additionally, it has been noted that variables such as the department, grade level and level of digital literacy have an influence on the OLCS perceptions of the pre-service teachers. Finally, the overall results of the study suggest that the skill of creating a positive online learning climate needs to be improved for pre-service teachers via integrating courses into the curriculum of teacher training institutions and organizing subject-specific trainings.

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Student’s Attitude and Satisfaction towards Transformative Learning: A Research Study on Emergency Remote Learning in Tertiary Education

Cited by 25 publications

References 53 publications

Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Impact of COVID-19 on achieving the goal of sustainable development: E-learning and educational productivity

An investigation into pre-service teachers’ online learning climate perceptions

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