Comparison of Online and Onsite Students’ Learning Outcomes and Experiences in a Massively Open Online Course in China

Chen, Weichao; Jia, Jinzhu

doi:10.18785/jetde.0901.05

Cited by 9 publications

(8 citation statements)

References 18 publications

(21 reference statements)

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“…A literature review on the development of distance higher education, including MOOCs, in China found that by the end of 2018, approximately 201 million Chinese people, 24.3% of those who used the Internet, had received online education, an increase from the end of 2017 amounted to 29.7%. Of those who completed online education, 96.5% used their mobile phones, an increase of 19.9% over the end of 2017 [44,45]. The value of the present research is that the analysis of students' knowledge about MOOC has shown that the Russian DL market requires further modernization and an expanded campaign to inform potential students.…”

Section: Discussionmentioning

confidence: 81%

Internet Technologies in Distance Education

Ushanov

Morgunova

Petunina

2021

Int. J. Emerg. Technol. Learn.

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In modern education, a new format of distance learning is developing more and more rapidly - massive open online courses (MOOCs), this is especially important in times of quarantines and remote learning. The aim of the research is to study the attitude of teachers and students to MOOCs and their readiness to implement this practice in the educational process. 2145 students and 1050 teachers of higher educational institutions of the Russian Federation voluntarily took part in the study. The analysis of the survey data was made in the STATISTICA system. It has been found that more than 30% of respondents have an idea of MOOCs. It has also been determined that 31% of students and 28% of teachers are positive about the introduction of MOOCs in the educational process of universities. In addition, it has been determined that 31% of students and 23% of teachers plan to take MOOCs. Overall, the survey results showed a fairly good acceptance of MOOCs by respondents. From this, it can be concluded that in the near future, taking into account the reorganization of the educational process, MOOCs may become a worthy alternative to traditional education. It is for this that the results of this study can be used by the administration of the universities that have taken part in the survey, in order to further inform students and teachers about MOOCs. There is also a need to reorganize, revise, implement and provide an opportunity for students to study through such a form of distance learning as MOOCs.

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Section: Discussionmentioning

confidence: 81%

Internet Technologies in Distance Education

Ushanov

Morgunova

Petunina

2021

Int. J. Emerg. Technol. Learn.

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“…There are also numerous studies that have found no meaningful difference between onsite and online learning in terms of student success [101]. Chen and Jia [23] in their study found that there was no significant difference between onsite and online learning in terms of average assignment scores, learning experiences, quality and usability of technology, design of learning assessment, and instructional content. In another study, no significant difference was found on student performance between onsite and online learners in terms of gender and class rank [71].…”

Section: Onsite Learning and Online Learningmentioning

confidence: 95%

A Strategic Approach to Onsite Learning in the Era of SARS-Cov-2

Adarkwah

2021

SN COMPUT. SCI.

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The COVID-19 pandemic disrupted all forms of social life, including the education sector. As part of the efforts to keep the virus at bay, onsite instruction was suspended in 188 countries across the globe, jeopardizing the educational goals of over 91% of the world's student population. Online learning emerged as an ultimate solution to the disruption caused by the COVID-19 pandemic. The main challenge of most developing countries, especially in Sub-Saharan Africa, is to ensure effective online learning across all levels of education. The lack of funds, infrastructure, effective e-learning systems, ICT gadgets, and other challenges hindered the online learning in most developing countries from achieving its intended goal. With the realization that the COVID-19 may not die out soon and the prospect of a vaccine, Ghana, like many countries, resumed onsite instruction in early 2021. The study employed a phenomenological approach through personal interviews to explore the experiences of 20 tertiary students who were the first batch of students to be part of the temporal resumption of tertiary education in Ghana. From the analysis, it was observed that universities educated their staff and students on COVID-19. Nonetheless, there were contextual challenges with; the provision of personal protective equipment (PPEs), engagement in digital learning, parent-teacher collaboration, psychological health service, and course completion. The study discusses school preparedness plan of universities for resumption and draws from the literature to outline ten strategic ways to reopen schools.

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“…In the academic year of 2020, the fully online teaching method was implemented for the first time in medicinal chemistry courses at the Faculty of Pharmacy, Silpakorn University. Even though there were previous reports that showed that students in online and face-to-face courses did not differ in their performance, − there were some reports on the differences in student performance in terms of grades between learning modes. , The question of the effectiveness of online teaching in medicinal chemistry courses was still in doubt, especially regarding whether the online students could achieve similar learning outcomes and performances as compared to on-site.…”

Section: Student’s Perspectives and Achievements Toward Online Teachingmentioning

confidence: 99%

Students’ Perspectives and Achievements toward Online Teaching of Medicinal Chemistry Courses at Pharmacy School in Thailand During the COVID-19 Pandemic

et al. 2021

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This communication was to share the efforts made in developing the fully online courses in medicinal chemistry during the educational disruption due to the coronavirus disease 2019 (COVID-19) pandemic. In the academic year 2020, the online course was implemented for the first time at the Faculty of Pharmacy, Silpakorn University, Thailand. Various online teaching strategies were integrated, raising the question of whether the developed online courses would deliver similar learning outcomes to the traditional classroom. At the end of each semester, the teaching assessment report was conducted and evaluated in 4 parts: part 1, evaluation of lecturer; part 2, student’s self-evaluation; part 3, learning outcome development after studying the course; part 4, appropriateness of class environment and equipment. Overall, student responses toward parts 1–3 in the online class were as satisfactory as those in the previous on-site class. Lower scores toward part 4 were observed in the online class. In addition, student performance in terms of grade distributions between the on-site and online classes was different. On-site students earned the highest proportion of A grades, whereas online students earned a higher proportion of B+’s to F’s. While the pandemic persists and the need for online courses remains, we hope that this communication will provide some educational insight and strategies to help in the ongoing efforts to adapt and establish more successful online courses.

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Comparison of Online and Onsite Students’ Learning Outcomes and Experiences in a Massively Open Online Course in China

Abstract: This paper compares the achievements and learning experiences of onsite and online students participating in a Massively

Cited by 9 publications

References 18 publications

Internet Technologies in Distance Education

Internet Technologies in Distance Education

A Strategic Approach to Onsite Learning in the Era of SARS-Cov-2

Students’ Perspectives and Achievements toward Online Teaching of Medicinal Chemistry Courses at Pharmacy School in Thailand During the COVID-19 Pandemic

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