Determining University Students’ Availability on Zoom

Prevalla, Blerta; Shaidullina, Albina R.; Ishmuradova, Izida I.; Larionova, Аnna A.; Kosarenko, Nikolay N.; Andryushchenko, Irina

doi:10.3991/ijep.v12i2.29283

Cited by 3 publications

(4 citation statements)

References 14 publications

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“…Regarding its standard deviation, the minimum value obtained was 0.000 in activities and the maximum value was 0.263 in mean. In Table 7 the zoom factors, such as information and usability [30], [31] average is close to the value of 2.9. It can also be affirmed that it is high since it approaches the maximum value, which is 3.…”

Section: Descriptive Analysismentioning

confidence: 53%

Moodle platform and Zoom videoconference: learning skills in the virtual modality

Andrade-Arenas,

Reyes Perez,

Yactayo Arias

2023

IJEECS

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In Peruvian Universities, most of the Moodle platforms and the Zoom videoconference were used in virtual teaching-learning. The teachers and students of the University of Sciences and Humanities, which is the object of study, used these tools in the class session. Moodle and Zoom complement each other for virtual classes during the pandemic time. The objective of the research is the influence of Zoom and Moodle on learning skills. The methodological design of the research has correlational scope, quantitative, non-experimental approach of cross-section. A survey was conducted of 95 students from the first cycles of the university. The instrument was validated by expert judgments with 86.3% approval. In addition, reliability was performed with Cronbach's Alpha, obtaining the value of 0.875. A p-value of 0000 was obtained as a result and the degree of correlation between Moodle and learning skills was 0.438** and Zoom with learning skills was 0.519**; determining in this way that there is a moderate positive significant correlation. It is concluded that the development of learning skills that correspond to digital skills, the communicative and cognitive part is due to the use of the Moodle platform and the Zoom videoconference in the learning sessions.

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Section: Descriptive Analysismentioning

confidence: 53%

Moodle platform and Zoom videoconference: learning skills in the virtual modality

Andrade-Arenas,

Reyes Perez,

Yactayo Arias

2023

IJEECS

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“…On the other hand, videoconferencing systems facilitated the communication between the participants of the educational process, presentation of the course topics and resolution of doubts from any location (Ismail et al, 2022;Prevalla et al, 2022). In particular, educators used Zoom to explain the school content at any time during the COVID-19 pandemic (Ismail et al, 2022;Prevalla et al, 2022).…”

Section: Online Learning During the Pandemicmentioning

confidence: 99%

“…Technological advances such as the Learning Management System (LMS), videoconferencing systems and web applications allow the organisation of new virtual educational spaces where students actively participate inside and outside the classroom (Gormaz-Lobos et al, 2022). Therefore, educators use these digital tools to facilitate the communication, consultation of the school content, review of multimedia resources and interaction with the participants of the educational process (Pham et al, 2022;Prevalla et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Students' Perception about the Use of an Educational Web Application During the COVID-19 Pandemic

Salas-Rueda¹,

Ramírez-Ortega²,

Alvarado-Zamorano³

2022

JL4D

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SARS-CoV-2 virus has caused universities to update their courses in the distance modality. The general aim of this mixed research was to build and analyse the use of a web application for the educational process about the t-test considering data science. In particular, the professor of the Teaching of Mathematics II course needed to update the school activities because of the new educational demands caused by the COVID-19 pandemic. To facilitate the educational process of math, this teacher decided to build a web application that presents the formulas and calculation of the mean, standard deviation and statistical error to understand the use of the t-test. This technological tool allows the personalisation of learning through the simulation of data. The participants were 42 students from a Mexican university. The results of machine learning indicated that the contents of the web application positively influenced the assimilation of knowledge, satisfaction during the learning process, development of mathematical skills and learning in the distance modality. The decision tree technique allows the construction of four (4) predictive models about the use of the web application for the educational process about the t-test. Finally, educators have the opportunity to improve the teaching-learning conditions during the SARS-CoV-2 virus through the design and construction of web applications.

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“…For example, students' attitudes toward e-learning can significantly impact their engagement, motivation, and, ultimately, their learning outcomes (Akcil & Bastas, 2020;Monib, 2023;Prakasha et al, 2022;Thapa et al, 2021;Uyar, 2023). E-learning is important by providing college students with flexible, accessible, and technology-enhanced learning experiences (Prevalla et al, 2022). As e-learning continues gaining momentum, educators, policymakers, and researchers must understand students' attitudes toward this evolving pedagogical approach and design their instruction programs according to e-learning strategies and curricula.…”

Section: Introductionmentioning

confidence: 99%

Exploring higher education students’ attitudes toward e-learning after COVID-19

Masalimova,

Zheltukhina,

Sergeeva

et al. 2024

CONT ED TECHNOLOGY

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The proliferation of technology and the heightened significance of e-learning in the midst of the COVID-19 pandemic transformed the perspectives and attitudes of educational stakeholders toward educational technology. The objective of this research was to explore the attitudes of higher education students toward e-learning. Data collection was conducted via a questionnaire. The findings demonstrated that the key benefit of e-learning, as reported by a substantial majority (77.0%) of participants, is the convenience of studying from home. This is closely followed by the advantage of learning at one’s own pace, as 69.4% of respondents expressed. A considerable proportion (58.8%) highlighted the comfort factor associated with e-learning, along with the cost-saving aspect of reduced expenses on accommodation and transportation. Other advantages included the ability to access course materials remotely (57.6%) option to record meetings online (51.1%), regarding disadvantages of e-learning, the majority (59.4%) of respondents indicated that e-learning limits interaction with others, followed by social isolation (44.1%), lack of self-discipline (43.5%), internet problems (43.5%). The results showed that e-learning was perceived to be less effective compared to conventional face-to-face learning. Also, we showed that, in general, there is no significant relationship between socio-demographic variables and attitudes toward e-learning. Only a few significant relationships were found regarding demographic variables on attitudes. We made educational implications for the next studies on our results.

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Determining University Students’ Availability on Zoom

Cited by 3 publications

References 14 publications

Moodle platform and Zoom videoconference: learning skills in the virtual modality

Moodle platform and Zoom videoconference: learning skills in the virtual modality

Students' Perception about the Use of an Educational Web Application During the COVID-19 Pandemic

Exploring higher education students’ attitudes toward e-learning after COVID-19

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