Two Years of Hybrid Education in Romania: A Comparative Overview of the Students’ Expectations for the Online Educational Platforms

Pop, Mădălin-Dorin; Pugna, Adrian; Creţu, Vladimir; Potra, Sabina

doi:10.3390/su142114241

Cited by 5 publications

(3 citation statements)

References 51 publications

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“…It has been established by researchers [71] that behavioral intention significantly improves real IT usage. It has also been proven by numerous e-learning studies [82] that BI has a favorable correlation with practical use. This study suggests that BI is positively connected to AU, which is consistent with the earlier literature.…”

Section: Behavioral Intention To Usementioning

confidence: 99%

“…The knowledge, skills, and behaviors that students acquire in educational settings are what define student achievement, and their learning outcomes reflect this [82]. On the other hand, it may be said that there are a lot of elements that will affect student accomplishment in online learning settings created with technology support.…”

Section: Academic Achievementmentioning

confidence: 99%

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Exploring Factors Influencing the Acceptance of E-Learning and Students’ Cooperation Skills in Higher Education

Aldraiweesh

Alturki

2023

Sustainability

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This study investigates the relationship between the behavioral intention to use e-learning and academic achievement, using self-determination theory (SDT) and critical thinking as one of the 21st century skills. This study also examines how the behavioral intention to use e-learning, which mediates the effects of 21st century skills such as logical thinking and perceived utility, promotes academic performance. The approach is based on structural equation modeling using partial least squares (PLS-SEM). A survey question on the idea of self-determination and critical thinking in the 21st century was given to 346 students at King Saud University as the main method of collecting data. The obtained outcomes of students’ perceived usefulness, critical thinking in the 21st-century skills, and behavioral intention to utilize e-learning indicate a positive effect on their academic achievement in higher education institutes, and all of the surveyed students were completely satisfied with the effect of critical thinking in the 21st-century skills on behavioral intention to use e-learning. This study indicates that self-determination theory and critical thinking in the 21st-century skills, as well as communication skills over e-learning systems, enhance the students learning activities and enable the sharing of knowledge, information, and discussions, and, hence, we recommend that students utilize e-learning systems at educational institutions throughout Saudi Arabia for the purpose of learning and that they should be encouraged to do so through lecturers at higher level education institutions.

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Section: Behavioral Intention To Usementioning

confidence: 99%

Section: Academic Achievementmentioning

confidence: 99%

Exploring Factors Influencing the Acceptance of E-Learning and Students’ Cooperation Skills in Higher Education

Aldraiweesh

Alturki

2023

Sustainability

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“…We have also conducted a systematic review of earlier (comparative) similar studies exploring online education during the COVID-19 pandemic. There are academic reports dedicated to analyzing online education in Romania and examining the perceptions and expectations of Romanian students for online educational platforms (Buzatu et al, 2020;Pop et al, 2022). On this matter, Buzatu and fellows (2020) state that the Romanian students "surveyed were in favor of online education, they were uncertain if the quality of online education matches the traditional setup.…”

Section: Literature Reviewmentioning

confidence: 99%

Kültürlerarası Karşılaştırmalı Bir Çalışma: Roman ve Japon Öğrencilerin COVID-19 Salgını Döneminde Çevrimiçi Öğretim ve Öğrenme Pratiğine İlişkin Algıları

Pelea

2022

Akdeniz Üniversitesi İletişim Fakültesi Dergisi

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The present article examines and compares the perceptions of online teaching experience and learning practice in students from Romania and Japan during the COVID-19 pandemic, which has significantly impacted how university classes have taken place worldwide in the last two years. Furthermore, our purpose was to examine the challenges experienced by students as a result of transitioning from traditional face-to-face classes to online learning. Questions arise from examining to what extent the students’ cultures have affected their perceptions of the online teaching and learning process and if there are any substantial differences in the students’ feedback regarding various online learning applications which have been used in class or otherwise tested for the first time during this study. The originality of our approach lies in conducting a comparative study to analyze the perceptions of Romanian and Japanese students regarding the educational process during the pandemic. According to our knowledge and extensive research, no other similar research has been conducted or published until this moment on this topic. Furthermore, we would like to emphasize that we have investigated the students' perceptions regarding online teaching during the pandemic by conducting the interviews in their native languages: Romanian for Romanian students and Japanese for Japanese students. Another original aspect of the current study is testing the feedback of the two groups of participants regarding various digital tools and apps used for educational purposes: the ones who have used the apps for a long time or for the Japanese students who tried these digital tools for the first time. The findings revealed that the Romanian and Japanese students had encountered different challenges in terms of mental health, financial issues, worrying prospects, or varying technical problems, which correspond to a large extent to the profiles of their countries.

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Machine learning's model-agnostic interpretability on the prediction of students' academic performance in video-conference-assisted online learning during the covid-19 pandemic

Miranda,

Aryuni,

Rahmawati

et al. 2024

Computers and Education: Artificial Intelligence

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Two Years of Hybrid Education in Romania: A Comparative Overview of the Students’ Expectations for the Online Educational Platforms

Cited by 5 publications

References 51 publications

Exploring Factors Influencing the Acceptance of E-Learning and Students’ Cooperation Skills in Higher Education

Exploring Factors Influencing the Acceptance of E-Learning and Students’ Cooperation Skills in Higher Education

Kültürlerarası Karşılaştırmalı Bir Çalışma: Roman ve Japon Öğrencilerin COVID-19 Salgını Döneminde Çevrimiçi Öğretim ve Öğrenme Pratiğine İlişkin Algıları

Machine learning's model-agnostic interpretability on the prediction of students' academic performance in video-conference-assisted online learning during the covid-19 pandemic

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