Synchronous E-learning in Higher Education during the COVID-19 Pandemic

Jacques, Sébastien; Ouahabi, Abdeldjalil; Lequeu, Thierry

doi:10.1109/educon46332.2021.9453887

Cited by 57 publications

(50 citation statements)

References 25 publications

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“…A plethora of research [ 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 ] has been undertaken to address the higher education institutions’ responses to COVID-19. While some previous research papers have highlighted the opportunities and challenges of distance learning as a response to COVID-19 [ 1 , 6 , 9 ], other research has highlighted the values of specific digital platforms adopted to ensure proper distance learning amid COVID-19 [ 2 , 3 , 4 ].…”

Section: Literature Review and Hypothesis Buildingmentioning

confidence: 99%

“…Higher education institutions have adopted different technological and digital platforms to ensure quality education similar to that provided in traditional classrooms [ 2 ]. Among these technological and digital platforms are the formal online learning management systems (FOLMS), e.g., Blackboard and Moodle, which were designed as learning platforms [ 3 ]. Other institutions adopted less costly collaborative digital platforms, e.g., Zoom, Microsoft Teams, and Google Classroom [ 4 ], whereas others adopted social networking sites or applications (SNS/A), e.g., Facebook and WhatsApp [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

“…Most higher education institutions in the Kingdom of Saudi Arabia have adopted FOLMS amid COVID-19, i.e., Blackboard, to sustain their education. However, despite the fact that FLOMS have helped higher education institutions achieve their first mission—teaching and learning—some issues have arisen about the quality of outcomes compared to traditional classrooms [ 2 , 3 ]. This research is an attempt to answer the following research questions: How did medical students perceive their e-learning using Blackboard amid COVID-19?…”

Section: Introductionmentioning

confidence: 99%

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FLOWER: An Approach for Enhancing E-Learning Experience Amid COVID-19

Elshaer

Sobaih

2022

IJERPH

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The worldwide COVID-19 pandemic has forced higher institutions to shift towards electronic (e) learning. Despite a plethora of research on the responses of higher education institutions to COVID-19 and their shift towards e-learning, research often focuses on the opportunities and/or challenges of e-learning amid COVID-19. Notwithstanding this, limited research has addressed how e-learning experiences can be enhanced among medical students, who often need conventional leaning, especially for practical courses. This research addresses a gap in the knowledge and examined medical students’ perceptions of e-learning using the Blackboard platform, and the elements or predicators that affect their e-learning experience amid COVID-19 in the Kingdom of Saudi Arabia. An online survey was transmitted to medical students in three main public universities. Based on the findings, a FLOWER model was proposed for improving e-learning experience using Blackboard among medical students. This model includes six dimensions: feedback, leverage to remain motivated, open resources and information, working together, evaluation, and reflection and knowledge. These dimensions are interrelated, and enable the creation of a positive e-learning experience. The results showed that four of the six dimensions have high positive and significant path coefficients: open sources and information; leverage to remain motivated; working together; and reflection and knowledge construction. Two of the six dimensions have low positive, but significant, path coefficients (feedback and evaluation), which require further consideration by policymakers and educators. The results have several theoretical and practical implications, which are elaborated upon.

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Section: Literature Review and Hypothesis Buildingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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FLOWER: An Approach for Enhancing E-Learning Experience Amid COVID-19

Elshaer

Sobaih

2022

IJERPH

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“…The COVID-19 pandemic highlighted the important role of digital technologies in higher education. Serious problems have arisen regarding the quality of distance education, the learning process itself and the assessment of knowledge and skills [17,18].…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Foreign Language Training in the Context of the Digital University

et al. 2021

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Currently, the practical level of foreign language proficiency of philology graduates does not always correspond to the social order of society. In this paper, a model for professional foreign language training of philology stu-dents was developed, theoretically justified and experimentally tested. For this purpose, the Moodle tool was widely deployed and we identified and ex-perimentally tested pedagogical conditions that ensure the effectiveness of professional foreign language training for philology students. The experi-mental work involved a random sample of 305 students of the "bachelor" level of the training direction 5B021000 (6B023)–foreign philology. The re-sult of the qualitative and quantitative analysis allows to conclude the effec-tiveness of the proposed model of professional foreign language training of philology students based on Moodle, which is confirmed by the calculations during the statistical processing of the research results. The scientific novel-ty of the study is that the pedagogical conditions that ensure the effective-ness of the Moodle-based professional foreign language training of philology students were identified and experimentally tested. The results of the study showed the effectiveness of using distance learning in the current health context due to the COVID-19 pandemic.

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“…The integration of information and communication technologies to support online learning is very important today [2][3][4][5]. As part of the technological development of digital learning, Chatbot for education is now widely used [6].…”

Section: Introductionmentioning

confidence: 99%

Using Learning Analytics to Explore Responses from Student Conversations with Chatbot for Education

Hamzah¹,

Ismail²,

Yusof³

et al. 2021

Int. J. Eng. Ped.

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Chatbot simulates humans' conversations through computer programs using natural language. They are developed for various reasons and purposes, such as virtual characters and entertainers or as an interactive game component. Nowadays, Chatbots for education are using widely to enable students to engage with learning content constantly. In this study, students use Chatbot to query the Web Programming learning contents such as code description, coding and problem-solving. However, the successful responses of Chatbot to student queries is unknown. The lecturers also do not know the desired learning content of students who use the Chatbot. Thus, the purposes of this study are to explore the probability of a student getting successful responses in each conversation and to identify the students desired learning content. The learning analytics method is used to analyse the learning data of Chat-bot. The data analysis performed is descriptive analysis and binomial probability testing. The finding of the studies showed that the value of successful responses of Chatbot is high. The most desired learning content by the students is related to three categories of Web Programming contents, which is the hypertext Preprocessor (PHP), database & structured query language (SQL) and hypertext markup language (HTML). The Chatbot is updated based on proposed actions to provide more successful responses.

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Synchronous E-learning in Higher Education during the COVID-19 Pandemic

Cited by 57 publications

References 25 publications

FLOWER: An Approach for Enhancing E-Learning Experience Amid COVID-19

FLOWER: An Approach for Enhancing E-Learning Experience Amid COVID-19

Professional Foreign Language Training in the Context of the Digital University

Using Learning Analytics to Explore Responses from Student Conversations with Chatbot for Education

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