How did online learning impact the academic performance of graduate students amid the Covid-19 pandemic?: A case study of the United Arab Emirates

Samara, Maisoon; Algdah, Abdallah; Nassar, Yahya; Abu Zahra, Shahla; Halim, Mona; Barsom, Refka Makram Megli

doi:10.3926/jotse.2057

Cited by 3 publications

(1 citation statement)

References 72 publications

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“…Samara et al [17] study aimed to evaluate the educational experiences of graduate students who completed all of their coursework online. A total of 240 graduate and doctoral students filled out a survey about the impact of online learning on their academic performance.…”

Section: Previous Studiesmentioning

confidence: 99%

The level of self-learning ability among university students in the light of dealing with innovative technologies

Sbaih,

Al-Otaibi,

Smadi

et al. 2024

P Sci Edu

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Introduction. A crucial topic of investigation in modern education is the study of self-learning abilities among college students, especially in using innovative technologies. In order to improve educational practices and student results, it is crucial to understand how students adapt to and use digital tools and online resources for self-directed learning. This is because these resources are becoming increasingly important to academic performance. The purpose of this study is to explore how college students utilize digital tools and online resources for self-learning. Study participants and methods. This investigation, which involved 500 pupils, set out to answer four primary questions: (1) the confidence that college students have in their abilities to learn independently with the help of digital tools; (2) how students' use and familiarity with cutting-edge tools change as they progress through college; (3) whether there are any gender variations in students' ability to learn on their own using modern technology; and (4) whether or not there are any relationships between students' grades and their use of cutting-edge study tools, using a Likert-scale survey. Results. The results demonstrated that out of 500 college students, 60% had faith in self-directed learning through innovative technology, with 200 agreeing and 100 strongly agreeing. On the other side, nearly a quarter were uneasy, with seventeen percent remaining indifferent and sixty-five percent strongly opposing. Just 10% of first-year students reported often utilizing tools, indicating reduced tool utilization and comfort. Whereas half of the fourth-year students regularly used them, the other half used them more frequently and were more comfortable with them. The study did not find any notable difference in the usage of technology for self-learning based on gender. There was an association between grade point average and technology use; students whose GPAs were between 3.5 and 4.0 were more likely to use technology frequently (4.8 out of 5.0) and were more comfortable using it (4.5 out of 5.0). Practical significance. This study has the ability to shed light on current educational procedures and strategies, which is where its practical significance lies. Teachers can gain a better grasp of how students make use of and adjust to digital resources for independent study in order to incorporate these technologies into lessons in a way that may improve students' learning experiences and outcomes. Insights from this study regarding the link between tech use and higher GPAs can help schools design better online classrooms. More personalized and efficient methods of higher education instruction can be a result of the study's impact on educational technology policy decisions.

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Section: Previous Studiesmentioning

confidence: 99%

The level of self-learning ability among university students in the light of dealing with innovative technologies

Sbaih,

Al-Otaibi,

Smadi

et al. 2024

P Sci Edu

View full text Add to dashboard Cite

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Advancing English as second language communication: The effectiveness of online pragmatic training on essential speech acts

Rafiq,

Yavuz

2024

Heliyon

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Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial

Raffing,

Konge,

Tønnesen

2024

BMC Med Educ

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Background The disruption of health and medical education by the COVID-19 pandemic made educators question the effect of online setting on students’ learning, motivation, self-efficacy and preference. In light of the health care staff shortage online scalable education seemed relevant. Reviews on the effect of online medical education called for high quality RCTs, which are increasingly relevant with rapid technological development and widespread adaption of online learning in universities. The objective of this trial is to compare standardized and feasible outcomes of an online and an onsite setting of a research course regarding the efficacy for PhD students within health and medical sciences: Primarily on learning of research methodology and secondly on preference, motivation, self-efficacy on short term and academic achievements on long term. Based on the authors experience with conducting courses during the pandemic, the hypothesis is that student preferred onsite setting is different to online setting. Methods Cluster randomized trial with two parallel groups. Two PhD research training courses at the University of Copenhagen are randomized to online (Zoom) or onsite (The Parker Institute, Denmark) setting. Enrolled students are invited to participate in the study. Primary outcome is short term learning. Secondary outcomes are short term preference, motivation, self-efficacy, and long-term academic achievements. Standardized, reproducible and feasible outcomes will be measured by tailor made multiple choice questionnaires, evaluation survey, frequently used Intrinsic Motivation Inventory, Single Item Self-Efficacy Question, and Google Scholar publication data. Sample size is calculated to 20 clusters and courses are randomized by a computer random number generator. Statistical analyses will be performed blinded by an external statistical expert. Discussion Primary outcome and secondary significant outcomes will be compared and contrasted with relevant literature. Limitations include geographical setting; bias include lack of blinding and strengths are robust assessment methods in a well-established conceptual framework. Generalizability to PhD education in other disciplines is high. Results of this study will both have implications for students and educators involved in research training courses in health and medical education and for the patients who ultimately benefits from this training. Trial registration Retrospectively registered at ClinicalTrials.gov: NCT05736627. SPIRIT guidelines are followed.

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How did online learning impact the academic performance of graduate students amid the Covid-19 pandemic?: A case study of the United Arab Emirates

Cited by 3 publications

References 72 publications

The level of self-learning ability among university students in the light of dealing with innovative technologies

The level of self-learning ability among university students in the light of dealing with innovative technologies

Advancing English as second language communication: The effectiveness of online pragmatic training on essential speech acts

Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial

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