Ensuring Online Learning Quality: Perspectives from the State University of New York

Muller, Kristyn; Scalzo, Kim; Pickett, Alexandra; Dubuc, Lisa; Dugan, Lawrence; McCabe, Ryan; Pelz, William; Simiele, Donna

doi:10.24059/olj.v24i2.2004

Cited by 11 publications

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“…Time management can improve students' academic performance (Susan L, 2015), and is a significant contributing factor to student achievement or success (Raadt, 2009); (Ahmad, 2019). Therefore, teachers must integrate the concepts and applications of time management in the classroom as well as possible (Sayari et al, 2017), through planning, approaching and adjusting to the needs of students (Tonks et al, 2021), which is integrated with the learning environment (Holzweiss et al, 2020), school resources (Goodyear & Armour, 2021), quality of work programs, and institutional policies (Muller et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Time Management in Online Learning at Daruz Zahra Islamic Boarding School

Syahri¹

2021

JTQ

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This study aims to determine the effectiveness of time management in bold learning at Daruz Zahra Islamic Boarding School. Students who live in Islamic boarding schools and participate in formal school activities are based on their knowledge of time. However, are students able to manage the time to study materials at Islamic boarding schools and general studies at school during the Covid-19 pandemic? Researchers used descriptive qualitative research methods with data collection techniques and a semi-structured interview model in the form of a questionnaire distributed to 7 students. The data obtained was then processed by tabulating the answer data, description and analysis, data synthesis, and discussion. The results showed that: 1) continuous learning for Daruz Zahra Islamic Boarding School students was not very effective. This was caused by repeated boredom, so that it reached a saturation point. 2) Less than half of the material that students can absorb, coupled with the ability of teachers and students to use the internet, is still low, 3) Students tend to find it difficult to manage their time between formal learning and studying in Islamic boarding schools. Therefore, courageous learning should ideally be carried out in certain conditions and times that do not allow face-to-face meetings, such as natural disasters, and accompanied by increased professionalism of educators in using technology so that learning is not boring.

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Section: Introductionmentioning

confidence: 99%

Analysis of Time Management in Online Learning at Daruz Zahra Islamic Boarding School

Syahri¹

2021

JTQ

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“…Such features include innovative methodologies for enhancing the learning process, sharing of information through peer-to-peer interaction and convenient access to teachers, and recognition of degrees and awards earned (Almas et al. , 2021; Choudhury and Pattnaik, 2020; Eom and Ashill, 2018; Graham, 2018; Muller et al. , 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Learning quality and environment determines the features and capabilities of a virtual learning environment that enable users to access, interact and cognitively process the information to enhance the e-learning experience by demonstrating assessment against a set of recognized standards and accreditation. Such features include innovative methodologies for enhancing the learning process, sharing of information through peer-to-peer interaction and convenient access to teachers, and recognition of degrees and IJEM 37,6/7 awards earned (Almas et al, 2021;Choudhury and Pattnaik, 2020;Eom and Ashill, 2018;Graham, 2018;Muller et al, 2020).…”

Section: Success Factors For E-learning Effectivenessmentioning

confidence: 99%

How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

Millidonis

Lois

Georgiou

2023

IJEM

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PurposeIn this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.Design/methodology/approachTo address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.FindingsThe authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.Originality/value The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems.

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“…Hence, all formal educational institutions change the mode of study from physical setting to the online setting, teaching and learning in a classroom to teaching and learning through Zoom or google classroom, from traditional to modern and from seminars to webinars. Muller, et al (2020) wrote that as the online education is continuously expanding, the institutions are also working to make standards for ensuring quality in online education. It is indicated by Merisotis& Phipps (2000) that until late 1990s there were no standards, rules or any benchmark available to assure quality in online distance education but during 2000 Institute for higher education policy (IHEP) pin pointed 24 benchmarks for the purpose of quality education in online education which were later on improved or redesigned by Dr. Kaye Shalton by using Delphi method in 2010.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Learning Avenues Amidst Pandemic and Future Prospects in Higher Education

Shahid

Uzair-ul-Hassan

2022

IJDEEL

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Globally, teaching-learning has been in a severe transition due to COVID-19. Amid pandemic, education in universities had to shift from physical boundaries to online mode. The purpose of the study was to examine online learning mode particularly with respect to learner’s readiness, their involvement, fair assessment and satisfaction at university level. The objectives of the study were; to explore the perceived level of readiness of students for online learning, find out their involvement and participation in online mode while performing various educational tasks; to explore to what extent online assessment is fair, and finally to determine satisfaction of students of online learning experiences during COVID-19 era. The sample of the study was drawn from all social sciences departments. The questionnaire’s link was disseminated to 550 students and 293 respondents filled out the google form. Learners’ readiness was divided into three subfactors, namely, physical & environmental factors, learners’ personal skills and learners’ familiarity with necessary apps and websites. The inferences drawn from the study showed that although majority of students were equipped with devices yet they were not possessing good skills required for virtual learning. The online conditions and environment were not contributing positively in favour of learners’ readiness and also learners were not well aware of apps & websites required for online learning. Moreover, students remained passive during online classes and were found less interested in completion of the assigned tasks. The online assessment had been embedded with manifold flaws that further multiplied unfairness in education. Although, the study informs overall satisfaction of learners which found to be low for addressing the issues, it is recommended that educational institutions may continue to offer hybrid mode of learning even in post-pandemic era for continuously equipping both students and teachers with requisite skills, relevant apps and software necessary for making learning teaching process smooth in future. In addition, it is recommended that higher educational institutions and relevant authorities should design software to improve involvement of the students while keeping the assessments as fair as possible during online learning.

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Ensuring Online Learning Quality: Perspectives from the State University of New York

Cited by 11 publications

References 0 publications

Analysis of Time Management in Online Learning at Daruz Zahra Islamic Boarding School

Analysis of Time Management in Online Learning at Daruz Zahra Islamic Boarding School

How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

Exploring Learning Avenues Amidst Pandemic and Future Prospects in Higher Education

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