Assessment of Online Learning Effectiveness by Students of Engineering and IT Degree Programs

Baskakova, Daria.Y.; Belash, Olga Y.; Shaposhnikov, Serdey O.

doi:10.1109/itqmis53292.2021.9642752

Cited by 6 publications

(4 citation statements)

References 14 publications

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“…They also highlighted the lack of direct contact between teachers and students as a disadvantage which is supported by (Tang & Chaw, 2013) who stated that scientists agree that online e-learning cannot substitute the meaningful interaction among students and teachers that face-to-face learning can offer. Baskakova et al (2021) also found out in their study that students mentioned a lack of critical technical tools for distance learning such as high-performance personal computers, high speed internet connectivity and high-quality web cameras and microphones limit their distance learning's experience. The changes in how students interact during e-learning session has a negative impact on their motivation to learn (Di Pietro et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 96%

“…Based on the huge adoption of distance learning, it is apparent that online e-learning will fill the gap left by traditional face-to-face education and becomes an integral part of the educational process, hence examining the efficiency of distant education is relevant and useful (Baskakova et al, 2021). The various results from the previous researchers could mean that there is no way to generalize the effectiveness of online e-learning against traditional method or vice versa.…”

Section: Literature Reviewmentioning

confidence: 99%

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Students’ Evaluation Towards Online e-Learning and Face-To-Face Learning

Rahman¹,

Razak²,

Jamal³

et al. 2022

IJARPED

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Students' learning processes and future employment preferences are heavily influenced by their learning environment. It is regarded as a critical aspect in determining the success of an effective curriculum and academic accomplishment of students. The consequences of online e-learning versus face-to-face learning have been discussed in higher education for several years. In this paper, the study attempted to investigate the issues of students' perception and their feedback on online e-learning and face-to-face (F2F) learning. The instruments of data collection were carried out by questionnaire using Google form platform. This research shared the closed-ended questionnaire with 136 Universiti Teknologi MARA Perak Branch students from three different faculties; Faculty of Computer and Mathematical Sciences (FSKM), Faculty of Applied Sciences (FSG) and Faculty of Architecture, Planning and Surveying (FSPU). The data were entered in Microsoft Excel and analysis was carried out using SPSS version 26.0. All the three categorical variables were presented as frequency and percentage. In this research, descriptive statistics were computed and Spearman's rank-order correlation was used to measure the strength and direction of the relationship between the two categorical attributes. The analysis of all the faculties involved in this research show a difference in students' perceptions and experiences in online e-learning and face-to-face learning. Overall results show that most students preferred face-to-face learning compared to online learning.

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Section: Literature Reviewmentioning

confidence: 96%

Section: Literature Reviewmentioning

confidence: 99%

Students’ Evaluation Towards Online e-Learning and Face-To-Face Learning

Rahman¹,

Razak²,

Jamal³

et al. 2022

IJARPED

View full text Add to dashboard Cite

show abstract

“…However, in the real world of teaching, teachers lack practical expertise in project technology development and operation management. Because of this, only a small part of the engineering scenario can be found in the open modules of the enterprises, and the majority of the projects are out of date and lack critical technical modules [9]. As a result, teachers have difficulty keeping up with the times in terms of project design and updating, as well as accurately understanding and grasping the new characteristics of complicated engineering challenges, causing them to lose touch with reality.…”

Section: Analysis the Teaching Of Experiments Coursementioning

confidence: 99%

Exploration of teaching reform of network security experiment course under the background of emerging engineering education

Gan

2023

SHS Web of Conf.

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Given the practical needs of network security professionals against the background of emerging engineering and guided by principles of cultivating stronger innovation ability and frontier problem-solving ability, this paper, a case study of a network security experiment course, proposes to build an open training platform with multidisciplinary cooperation and multi-party participation in order to provide solutions to existing problems. It attempts to enhance school-enterprise cooperation and jointly determine the complex engineering problems of network security. Following the pattern of the post-role competency, typical engineering problems, and hierarchical experimental projects, this paper explores the teaching reform of a network security experiment course by realizing individualized and differentiated evaluation of the course's teaching effectiveness.

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“…In asynchronous applications, videos of pre-recorded lessons can be accessed, discussion groups can be attended independently of time or access to lecture notes can be provided (Siah, Huang, Poon, & Koh, 2022). Such interactions are more preferred by students (Baskakova, Belash, & Shaposhnikov, 2021).…”

Section: Introductionmentioning

confidence: 99%

Reflection of Academicians in Using Blended Learning

Şengel

Aktaş²

2022

EJES

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Due to the current Covid-19 pandemic, the physical conditions of learning environments and the measures taken within the scope of combating the epidemic have made blended teaching practices, including distance education, much more important. With this study, it is aimed to shed light on the opinions and experiences of the academicians, who are thought to have a higher assumption of experiencing the blended teaching method, regarding the use of the blended method at the higher education level during the Covid-19 pandemic. In this study, a mixed research methodology was adopted in which quantitative and qualitative data were used together by using a convenient sampling method. In this context, the data collection tool was shared with the academicians via the LinkedIn network. 58 academicians from 16 universities participated in the research. Descriptive statistics (frequency, percentage and mean) were used in the analysis of Likert-type quantitative questions, and content analysis was used in the analysis of qualitative data. According to the findings of the study, academics who stated that they could possibly teach with the blended method in the future stated that their educational experience in blended courses was better than in face-to-face courses without any web component. On the other hand, academics mostly stated that the amount of interaction in blended courses is lower than in face-to-face courses. Together with these findings, it is understood that academicians perceive the quality of interaction in blended courses as similar to the quality of interaction in face-to-face courses. According to academics, the most positive aspects of using the blended method in lessons are the use of technological opportunities, flexibility of space, flexibility of time and equality of opportunity. The most negative aspects of using the blended method are attendance problems, lack of communication, infrastructure problems and technological inadequacies and workload. It is understood that the materials, tools or technologies that academicians use most in blended courses are need-oriented trainings (web 2.0, web, innovation, technique, etc.), video and audio peripherals, online content, virtual reality technology and a powerful computer. Although some of the academicians stated that their experiences in blended courses affected their face-to-face courses, almost half of them stated that their blended course experiences did not affect their face-to-face courses. These results may guide both present and future policies and procedures for blended learning in general. Article visualizations:<img src="/-counters-/edu_01/0336/a.php" alt="Hit counter" />

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Assessment of Online Learning Effectiveness by Students of Engineering and IT Degree Programs

Cited by 6 publications

References 14 publications

Students’ Evaluation Towards Online e-Learning and Face-To-Face Learning

Students’ Evaluation Towards Online e-Learning and Face-To-Face Learning

Exploration of teaching reform of network security experiment course under the background of emerging engineering education

Reflection of Academicians in Using Blended Learning

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