The effect of changing from campus-based to digital teaching on student attendance: A case study of Norwegian business students

Haugom, Erik

doi:10.1016/j.heliyon.2022.e11307

Cited by 5 publications

(3 citation statements)

References 31 publications

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“…This can be a solution for vocational schools to develop this tool or invite students to make the tool so that collaboration occurs and adds to their competence, experience and will have an impact on high work motivation so that it will make students mentally strong to face the world of work or be ready to face challenges in the world of work. Then the research results state that digital-based learning activities, added motivation and a conducive environment have a much higher level of attendance, meaning that teachers can try other alternatives to increase student attendance in the teaching and learning process (Haugom, 2022;Joseph et al, 2021;Ye et al, 2022).…”

Section: Student Attendancementioning

confidence: 98%

The Role of Mediation of Work Motivation in Determining Working Readiness of Vocational School Students

Galih Rakasiwi,

Sukardi,

Indra

et al. 2023

Mimb. Ilmu

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The competency of vocational high school students is still said to be lacking in work readiness. This is caused by a lack of encouragement for oneself, family, school facilities, school environment, etc. This research aims to analyze the mediating role of work motivation in determining vocational school students' work readiness. This research uses an ex-post facto quantitative approach with the path analysis method. Research subjects in 3 vocational schools in machining engineering expertise in class XII with a total sample of 193 people. Data collection uses questionnaires, interviews, and documentation. Hypothesis testing in this study used SmartPLS 3 software. The findings show that work competency and industrial work practice experience can influence work motivation. Work motivation can directly influence students' work readiness. Indirectly, work competency affects work motivation through work readiness. Indirectly, industrial work practice experience affects work motivation through work readiness. It was concluded that work motivation plays a role in determining vocational school students' work readiness, especially in class XII machining engineering, followed by work competency and industrial work practice experience. So it is recommended to the vocational school community always to be motivated so that students are ready to work, have sufficient competence and experience, and always pay attention to the 3 things researchers discovered and discussed because vocational schools aim to work, continue, and become self-employed.

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Section: Student Attendancementioning

confidence: 98%

The Role of Mediation of Work Motivation in Determining Working Readiness of Vocational School Students

Galih Rakasiwi,

Sukardi,

Indra

et al. 2023

Mimb. Ilmu

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“…Resulta esencial tener en cuenta que una menor cantidad de materiales digitales para cubrir los temas de un curso es un obstáculo para los estudiantes para lograr un aprendizaje efectivo (Noor et al, 2020). Además, los materiales digitales son más flexibles, ya que los estudiantes pueden consultarlos desde cualquier parte del mundo (Haugom, 2022).…”

Section: Temas Con Tiunclassified

Acceso a tecnologías en el rendimiento universitario en tiempos del covid-19: análisis de asociación por clústeres

García

Miranda²,

García³

2023

RIDE

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Ante los conflictos generados por el covid-19 en el ámbito educativo, las instituciones de educación superior se vieron en la necesidad de trasladar sus actividades al plano virtual, lo que modificó significativamente las formas de enseñanza y aprendizaje, y provocó nuevos retos y desafíos para el rendimiento académico de los estudiantes. En este contexto, el objetivo de la presente investigación fue analizar la asociación entre el rendimiento académico y el número de días de inactividad por covid-19. Para tal fin, se utilizó una metodología cuantitativa descriptiva de análisis no supervisado en una universidad pública de la Ciudad de México. Entre los resultados obtenidos, se encontró que en su mayoría el promedio de calificaciones de los estudiantes fue de 7.9 y 8.5, con una media de 8.2. Asimismo, se decidió dividir a los alumnos en tres grupos (clústeres) según su rendimiento académico, y se encontró una asociación entre el rendimiento y el uso de las tecnologías de información (TI). En conclusión, se determinó que el uso de las TI está asociado con un mayor rendimiento académico de los estudiantes universitarios, a pesar de estudiar en un entorno afectado por la pandemia de covid-19. Por lo tanto, se considera importante garantizar el acceso de todos los estudiantes a estas herramientas mediante una buena conectividad a internet.

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“…The only advantage to attending a synchronous online session would be the interaction opportunity and internet connection issues may also make downloaded recordings more appealing than a live stream. There has been some work that shows that, during COVID-related lockdowns, online lectures were better attended than pre-lockdown in-person counterparts [14], however it is unclear whether this was simply an effect of limited social interaction opportunities during COVID, and whether higher attendance in online classes would have continued after COVID.…”

Section: Introductionmentioning

confidence: 99%

Student Interaction with a Virtual Learning Environment: An Empirical Study of Online Engagement Behaviours During and Since the Time of COVID-19

Johnston,

Zarb,

Moreno-Garcia

2023

2023 IEEE Frontiers in Education Conference (FIE)

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This paper presents an experience report of online attendance and associated behavioural patterns during a module in the first complete semester undertaken fully online in the autumn of 2020, and the corresponding module deliveries in 2021 and 2022. The COVID-19 pandemic of 2020 resulted in a sudden move of most university teaching online, at a global and large-scale level. This, combined with the need to maintain "business as usual" resulted in new levels of student engagement data for largely unchanged pedagogical processes. Engagement data continued to be gathered throughout the subsequent, phased return to face-to-face and hybrid learning, although at a lesser level of granularity. The wealth of student engagement data gathered during this time allows quantitative insights into how student behaviour continued to adapt during and after the enforced online learning during the COVID-19 pandemic. The anonymous subjects of this case study are computing science students in their final year of undergraduate study. We examine their engagement with the virtual learning environment, including engagement with recorded lecture material, attendance in online sessions and engagement during in-person labs. We relate this to both the students' final grades and the content of the module itself. A number of conclusions are drawn based on this empirical data, relating to observations made by staff and pedagogical theory. There was a moderate, but significant, correlation between engagement in synchronous online lecture sessions and grades during thelockdown phase, but the strength of this correlation has reduced in subsequent years as normality has returned. From monitoring behaviour in online sessions down to minute-by-minute accuracy, it can also be seen that some students strategised their engagement based on sessions they perceived to be most directly contributory to their assessment, placing little value on live guest lecturer sessions. During enforced online learning, the most successful students, on average, engaged with less repeat content than less successful students, instead apparently utilising lecture recordings to "catch up" with missed live lectures.

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The effect of changing from campus-based to digital teaching on student attendance: A case study of Norwegian business students

Cited by 5 publications

References 31 publications

The Role of Mediation of Work Motivation in Determining Working Readiness of Vocational School Students

The Role of Mediation of Work Motivation in Determining Working Readiness of Vocational School Students

Acceso a tecnologías en el rendimiento universitario en tiempos del covid-19: análisis de asociación por clústeres

Student Interaction with a Virtual Learning Environment: An Empirical Study of Online Engagement Behaviours During and Since the Time of COVID-19

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