E-learning Outcomes during the COVID-19 Pandemic

My, Sang Tang; Tien, Hung Nguyen; My, Ha Tang; Quoc, Thang le

doi:10.26803/ijlter.21.6.10

Cited by 3 publications

(4 citation statements)

References 35 publications

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“…The literature confirms that there is a strong relationship between students' satisfaction and their experience of online teaching (Ikhsan et al 2019) and also between satisfaction and performance (Younas et al 2022;My et al 2022). What is lacking in the literature is a demonstration of these relationships in music students.…”

Section: Introductionmentioning

confidence: 76%

Adapting to Change: Investigating the Influence of Distance Learning on Performance in Italian Conservatories

Giffi,

Fantinelli,

Galanti

2023

Social Sciences

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During the COVID-19 pandemic, the sudden switch from face-to-face learning to distance learning generated many critical issues in music institutes. Specifically, conservatories found themselves using a didactic methodology that had never been considered before to ensure the continuation of students’ education. In particular, the adoption of distance learning has had a greater impact on those classes characterized by a significant practical–experiential component. This study aims to investigate the phenomenon of distance learning in Italian conservatories to explore how this experience affects students’ performance through their satisfaction with distance learning. A cross-sectional study was conducted on 328 students of 41 Italian conservatories, using an online self-report questionnaire to investigate conservatory students’ experience of distance learning and its impact on performance. To test the hypotheses, a mediation model was tested using SPSS version 26. The results show that the positive experience of distance learning has a positive impact on perceived performance and that satisfaction with distance learning, as a mediator role, further reinforces this relationship. This study is the first known one to explore the relationship between the experience of distance learning and student performance in the context of conservatories and music teaching.

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Section: Introductionmentioning

confidence: 76%

Adapting to Change: Investigating the Influence of Distance Learning on Performance in Italian Conservatories

Giffi,

Fantinelli,

Galanti

2023

Social Sciences

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“…Information technology accessibility refers to devices, computer programs, or services (computer-based) that are to assist the process and increase the role of students, including those students with disabilities (Skourlas et al, 2016). QI integration combines computing, communication, and data management technologies to determine the learning quality (Tang My et al, 2022). QI is defined as HEIs' ability to collaborate with their external collaborative consumers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Adaptive e-learning also includes various activities, such as teaching and education delivered online (Parra & Abeysekera, 2022). E-learning co-design is a learning system jointly designed by at least three main actors: educators, students and infrastructure management systems (Tang My et al, 2022). Co-design describes the ability of human resources to strengthen institutional performance (Rughoobur-Seetah & Hosanoo, 2021).…”

Section: Adaptive E-learning Co-designmentioning

confidence: 99%

The Role of Adaptive E-Learning Co-Design as Main Solution to Higher Education’s Marketing Performance

Simanjuntak

Sukresna²

2023

IJLTER

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This study investigated the role and influence of adaptive e-learning co-design on marketing performance of higher education institutions and provides recommendations for the academic community for improving learning and marketing performance. This paper employed a mixed method approach to better understand the role of adaptive e-learning co-design. The qualitative approach reviewed the relevant literature and used unstructured interviews. The quantitative method applied a questionnaire based on the instruction of each variable. It was shared with 257 participants, and then the data were processed with the structural equation modelling technique. In collecting information, a sharing session class was created with lecturers and students at universities in Toba, Indonesia. It was found that adaptive e-learning co-design mediates the influence of quality information on successful business intelligence. Adaptive e-learning co-design increases continuous innovation, whilst successful business intelligence improves higher education marketing performance. Adaptive e-learning co-design invites students and lecturers to be part of the design team of co-production knowledge and experience. Additionally, it demands higher education be a co-creator of values and implies a strategic orientation towards collaboration between stakeholders to integrate e-learning processes. Adaptive e-learning describes the role of stakeholders in the design and bidding creation process. This study assessed active students in two consecutive semesters participating in e-learning. adaptive e-learning co-design can improve higher education marketing performance through successful business intelligence.

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“…Students' satisfaction influences their decision to continue with or drop out of a course (Dome´nech-Betoret et al, 2017). Underperformed and dissatisfied students are less likely to be enrolled in prospectus online learning classes (Tang My et al, 2022). Therefore, universities are keen to provide support (Kim & Kim, 2021).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Undergraduate Students’ Online Learning Outcomes: A Structural Equation Modeling

Abdullah,

Saw Fen,

Samsudin

et al. 2024

Sage Open

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Online learning is on the rise, and it is becoming an important mode of learning in higher education. However, there are limited models that explain the link between learners’ characteristics, learning processes, and outcomes in an online learning environment. This study aims to examine the influence of online self-regulation on the experiences and engagement of students during online learning processes and their outcomes in terms of satisfaction and academic performance. A quantitative correlational design was used to achieve the objective of this study. Data collection was carried out using an online survey. A total of 609 undergraduates from four public and private universities in Malaysia were sampled. The partial least squares structural equation modeling (PLS-SEM) was run to analyze the obtained data. The results showed that online self-regulation is a presage factor affecting online learning processes. It significantly and positively affects students’ experiences and engagement in an online environment. These three factors explained more than two thirds of the variance in satisfaction, a key learning outcome of online learning. However, its predictive value for academic performance was weaker. The developed model can be used as a framework to promote positive online learning outcomes among undergraduate students. The implications of the study and recommendations for future research are discussed in this paper.

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E-learning Outcomes during the COVID-19 Pandemic

Cited by 3 publications

References 35 publications

Adapting to Change: Investigating the Influence of Distance Learning on Performance in Italian Conservatories

Adapting to Change: Investigating the Influence of Distance Learning on Performance in Italian Conservatories

The Role of Adaptive E-Learning Co-Design as Main Solution to Higher Education’s Marketing Performance

Factors Influencing Undergraduate Students’ Online Learning Outcomes: A Structural Equation Modeling

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