Analysis of the Influence of Factors Related to Student Satisfaction with Web-based University Courses: Comparison between 2005 and 2014

Lee, Suk-Yeol; Lee, Ho-Seub

doi:10.14257/astl.2014.59.17

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…This was in line with international studies in learners' satisfaction with their courses (Lee & Lee, 2014;Jorge, 2012).…”

Section: Discussionsupporting

confidence: 84%

Evaluation of an In-Service Training Program for Primary School Teachers of English in Vietnam

Hung¹

2016

IJEL

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Project 2020 aims at developing in-service primary school EFL teachers' profession in Vietnam. This current study investigates in-service teachers' and administrators' opinions of different aspects of the project by analyzing their responses to the questionnaire and interviews. Findings show that they are generally in a moderate agreement with aspects of the in-service training program; however, they are concerned about management, training model, and materials and resources. They also want to be given more time to practice and exchange opinions. Their satisfaction with the course greatly depends on the course content. Recommendations are made for future retraining courses.

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“…This was in line with international studies in learners' satisfaction with their courses (Lee & Lee, 2014;Jorge, 2012).…”

Section: Discussionsupporting

confidence: 84%

Evaluation of an In-Service Training Program for Primary School Teachers of English in Vietnam

Hung¹

2016

IJEL

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“…specifically with an emergency immersion of unplanned and rapid online teaching-learning process causing the COVID-19 pandemic. It is unsurprising, then, that online teaching highly depends on teachers' competencies and skills to adapt the pedagogy and new roles.LMSs play an essential role in students learning experience and satisfaction(Lee & Lee, 2014)). Since there are more platforms that LMS can operate on, such as laptops, phones, and tablets which can give support to students more easily, have high motivation, and be moreinterested while learning.…”

mentioning

confidence: 99%

The Teachers' Selection of The Use of Learning Management Systems in Teaching and Learning

Elvyanti

Mulyadi²,

Kustiawan³

2022

JIPTEK

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<p><em>The selection of a website as a reference for learning directly affects the quality of information for the person who accesses it. The objectives and expected results of the learning management system depend on the quality of the teaching process and its effectiveness in online access. This research is expected to support teachers who carry out the teaching and learning process virtually during the pandemic. The research method used is quantitative, with a descriptive approach for evaluating, ranking, and choosing the learning management system. Based on the research survey, the criteria for analysis of the LMS platforms in this paper are summarized in three categories: learning skills tools, communication within LMS tools, and ease of use tools. The main goal is to present a comparative analysis of 5 electronic learning management systems. From the teachers' view in this research, only one LMS supports all three categories. The critical criteria of LMS are supported by video conference, chat room for personal discussion, and simple to use.</em></p>

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Implementing UDL in a University Setting

Smidt,

Stanford,

Kminiak

et al. 2023

Building Inclusive Education in K-12 Classrooms and Higher Education

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UDL principles are not consistently applied in the tertiary sector in Australia and appear infrequently in government policies. There is limited research about UDL in Australia and few studies that describe the challenges in implementing UDL across a whole tertiary institution. In this chapter the authors present an approach taken at the University of Sydney, focusing on supporting academics to understand UDL, identify areas in their own teaching that already use UDL principles, and select one or two new strategies to add to their courses each year. This approach starts with an acknowledgement that change is challenging, and that change can be incremental rather than requiring a whole course review to embed UDL principles. The authors identified institution-specific levels to support academics to choose strategies that would be relatively easy to implement. To date, teaching staff who have used these resources have found them valuable.

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Analysis of the Influence of Factors Related to Student Satisfaction with Web-based University Courses: Comparison between 2005 and 2014

Cited by 3 publications

References 3 publications

Evaluation of an In-Service Training Program for Primary School Teachers of English in Vietnam

Evaluation of an In-Service Training Program for Primary School Teachers of English in Vietnam

The Teachers' Selection of The Use of Learning Management Systems in Teaching and Learning

Implementing UDL in a University Setting

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