E-Learning Experience in Higher Education amid COVID-19: Does Gender Really Matter in A Gender-Segregated Culture?

Alyahya, Mansour; Elshaer, Ibrahim A.; Abunasser, Fathi; Hassan, Osama H. Mahmoud; Sobaih, Abu Elnasr E.

doi:10.3390/su14063298

Cited by 22 publications

(13 citation statements)

References 25 publications

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“…It was appropriate for them that the learning sources and information is available all the time and they can access it as much as they want. This supports the findings of Alyahya et al, [ 39 ], who found that learning facilitates access to information and learning and, hence, creates a positive learning experience. This has a more positive significant influence on students’ satisfaction than before the pandemic.…”

Section: Discussionsupporting

confidence: 91%

“…The seven dimensions’ composite reliability (C.R) values in the two models (see Table 1 ) showed good internal consistency because they ranged from 0.92 to 0.97 and consequently exceeded the suggested threshold score of 0.70 [ 39 ]. Moreover, the dimensions’ reliability was supported by assessing the Cronbach’s alpha scores, which all were found to be higher than the required threshold point of 0.70, as depicted in Table 1 [ 42 ].…”

Section: Data Resultsmentioning

confidence: 99%

“…According to Awidi [ 36 ], the learning experience has six antecedents: knowledge construction and personal reflection, feedback, assessment, motivation and support, access to resources and information, and participation and collaboration. Awidi et al [ 37 ], Prakash and Saini [ 38 ], and Alyahya [ 39 ] scales are appropriate for examining student experiences and their relationship with their satisfaction with learning. Awidi [ 36 ] argued that these are the determinants of learning experiences and have a positive influence on student satisfaction.…”

Section: Literature Reviewmentioning

confidence: 99%

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Examining Learning Experience and Satisfaction of Accounting Students in Higher Education before and amid COVID-19

Ali

Sobaih

Elshaer

2022

IJERPH

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The widespread outbreak of the COVID-19 virus had substantial impacts on higher education, which turned into distance using virtual environments and electronic (e) learning platforms. There is a growing body of research on the effect of COVID-19 on students’ education and e-learning experiences amid the pandemic. However, limited research was performed to assess the learning experience before and amid the COVID-19 pandemic among students in specific disciplines such as accounting. The current research compares accounting students’ learning experience and satisfaction before and amid the COVID-19 pandemic. We distributed a pre-tested questionnaire online to students through our colleagues. The results of the SEM multi-group analysis with Amos indicated significant differences between students’ experience before and amid the COVID-19 pandemic, which had a significant influence on their satisfaction. Accounting students were found to have more participation in learning, to receive proper support and motivation, and to have better assessment and feedback before than amid COVID-19. However, they had better access to information and learning resources and were able to construct knowledge amid the pandemic using e-learning than before the pandemic. Several implications from the findings are raised and discussed.

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Section: Discussionsupporting

confidence: 91%

Section: Data Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Examining Learning Experience and Satisfaction of Accounting Students in Higher Education before and amid COVID-19

Ali

Sobaih

Elshaer

2022

IJERPH

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“…This research is an attempt to understand how positive e-learning can be enhanced, especially for medical students. The research provided six dimensions to be considered by educators for better learning experience among medical students of different genders [ 32 ]. Regarding the practical implications, policymakers in higher education should consider adopting blended learning, which includes a mix of online (e-learning) and offline (traditional classrooms) [ 33 , 34 ] to harvest the benefits of both approaches to learning.…”

Section: Discussionmentioning

confidence: 99%

FLOWER: An Approach for Enhancing E-Learning Experience Amid COVID-19

Elshaer

Sobaih

2022

IJERPH

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The worldwide COVID-19 pandemic has forced higher institutions to shift towards electronic (e) learning. Despite a plethora of research on the responses of higher education institutions to COVID-19 and their shift towards e-learning, research often focuses on the opportunities and/or challenges of e-learning amid COVID-19. Notwithstanding this, limited research has addressed how e-learning experiences can be enhanced among medical students, who often need conventional leaning, especially for practical courses. This research addresses a gap in the knowledge and examined medical students’ perceptions of e-learning using the Blackboard platform, and the elements or predicators that affect their e-learning experience amid COVID-19 in the Kingdom of Saudi Arabia. An online survey was transmitted to medical students in three main public universities. Based on the findings, a FLOWER model was proposed for improving e-learning experience using Blackboard among medical students. This model includes six dimensions: feedback, leverage to remain motivated, open resources and information, working together, evaluation, and reflection and knowledge. These dimensions are interrelated, and enable the creation of a positive e-learning experience. The results showed that four of the six dimensions have high positive and significant path coefficients: open sources and information; leverage to remain motivated; working together; and reflection and knowledge construction. Two of the six dimensions have low positive, but significant, path coefficients (feedback and evaluation), which require further consideration by policymakers and educators. The results have several theoretical and practical implications, which are elaborated upon.

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“…This is to improvise real-time laboratory concepts to design and develop the "Digital Laboratory Framework" (DLF) for practical delivery in the department of Computer Engineering at Federal Polytechnic Offa, Nigeria. Create synergies improvement on students' cognitive learning and enable quick access to teaching resources from remote locations [6].…”

Section: Technologists and Instructors Of Computermentioning

confidence: 99%

Digital Laboratory Framework (DLF): A Tool for Effective Practical Delivery in Federal Polytechnic Offa, Nigeria

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et al. 2022

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The research provides vital insights into technical and engineering education and practice as a key to effective teaching of practical for Computer Engineering Students in an efficient and applied manner which is an indispensable factor. Since the introduction of Computer Engineering in 1997 at Federal Polytechnic Offa, applying the theories has allowed the students to develop their commercial literacy and ambition in the Polytechnics. Using laboratories for routine practical has been traditional, and the technology trend has gone beyond conventional methods. Digital Laboratory Framework (DLF) is a tool for technical education, where practical teaching will take the form of virtual learning. The team intends to develop a digital laboratory to complement the traditional method for National Diploma (ND) and Higher National Diploma (HND) in Computer Engineering to cover core digital and analogue electronics pre-requisite courses. The teaching and practice of Engineering serve as the essential entrepreneurship skills with a keynote to address the fundamental requirements needed to establish a successful career using student cognitive learning, student performance and evaluation concerning technical skills acquisition. The result prepares undergraduates ahead for industrial skills. It enables them to specialize in any computer engineering options and help produce competent Nigerian graduates as engineers with a total capacity to develop the nation through innovative technologies.

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E-Learning Experience in Higher Education amid COVID-19: Does Gender Really Matter in A Gender-Segregated Culture?

Cited by 22 publications

References 25 publications

Examining Learning Experience and Satisfaction of Accounting Students in Higher Education before and amid COVID-19

Examining Learning Experience and Satisfaction of Accounting Students in Higher Education before and amid COVID-19

FLOWER: An Approach for Enhancing E-Learning Experience Amid COVID-19

Digital Laboratory Framework (DLF): A Tool for Effective Practical Delivery in Federal Polytechnic Offa, Nigeria

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