Influence of Lecturer Immediacy on Students’ Learning Outcomes: Evidence from a Distance Education Program at a University in Saudi Arabia

Ghamdi, Al

doi:10.18178/ijiet.2017.7.1.838

Cited by 11 publications

(4 citation statements)

References 13 publications

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“…Most universities invested in a large team of specialists to enable the remote learning experience and provide a unique preparation program for students and faculty. An array of technological tools that enhance learning interactions through learning management systems, such as video conferencing, discussion forums, threads, or prerecorded videos, have been utilized to deliver distance education (Al Ghamdi 2017;Alsaysi 2016). However, it is unclear to what extent students' remote learning satisfaction and self-efficacy in Saudi Arabian universities are affected by this emergency shift.…”

Section: Introductionmentioning

confidence: 99%

Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

et al. 2021

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The overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

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Section: Introductionmentioning

confidence: 99%

Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

et al. 2021

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“…Course authors and instructors who plan and deliver instruction must be mindful of the realities of transactional distance and purposefully integrate strategies into the learning environment to promote active student engagement. The literature also supports the need to minimize the transactional distance between faculty and students along with maximizing instructor immediacy can positively impact achievement (Al-Ghamdi, 2017). In addition, programs must offer resources and supports to students who may not be knowledgeable or confident using new programs and advanced technology.…”

Section: Describe Relevant Scholarshipmentioning

confidence: 98%

Strategies to Promote Meaningful Student Engagement in Online Settings

McKeithan

Rivera²,

Mann³

et al. 2021

JETS

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Distance learning or online education has increased significantly over the past decade to coincide with easy access to technology and the availability of multifaceted learning management system software that can be used to develop asynchronous educational experiences (Ginder et al., 2018). The increased demand for online education, as well as unprecedented circumstances (Covid-19 Pandemic) that require quick changes to instructional delivery alternatives, have resulted in many traditional face-to-face programs transitioning into online and hybrid (e.g., part online and part face-to-face) programs across curriculum content areas to attract and retain full and part-time learners (DuPont et al., 2018). Effective online instruction must be engaging and meaningful/relevant. Course authors and instructors in higher education must incorporate strategies to maximize student engagement to develop high-quality learning experiences in online environments (Fallahi, 2019; Weidlich & Bastiaens, 2018). This article discusses the application of varied strategies and instructional practices to help instructors in post-secondary educational settings enhance the quality of teaching and social presence in the online learning environment. The strategies addressed are connected to the teachers’ ability to integrate multifaceted learning goals into instructional planning and delivery in order to create effective online learning environments that may improve outcomes for students across settings and content areas (Dixson, 2015; Henrie et al., 2015; Moore & Shemberger, 2019).

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“…Al Ghamdi (2017), in his study, investigated the effect of instructor proximity (verbal and non-verbal) on distance education, investigating the affective and cognitive dimensions of distance education and learning [1]. They stated that education provides an advantage to lecturers; in this context, it can be seen that this research mentioned that distance education studies benefit academicians.…”

Section: Related Studiesmentioning

confidence: 99%

Investigation of Mechanical Engineering Academicians’ Use of Distance Education Technologies

Shukshina¹,

Niyazova²,

Ishmuradova³

et al. 2022

Int. J. Eng. Ped.

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The aim of this study is to determine the use of distance education technologies, conditions of use and how often they use various computer applications, and also to investigate the use of these applications by academicians who teach in the Department of Mechanical Engineering. In the research carried out with the scanning model, there were 370 volunteers from various universities in Russia, consisting of academicians who teach in the field of mechanical engineering. The research was carried out in the spring term of 2020–2021; before the research, a 6-week online training was given to mechanical engineer academicians. In the study, the ‘distance education technologies’ measurement tool developed by the researchers and compiled by experts in the field was used. The measurement tool was delivered to the academicians via the online method and collected. The analysis of the data was carried out by using the SPSS programme, frequency analysis, t-test and ANOVA test, and the results were added to the research with tables. Accord-ing to the results obtained from the research, although the distance education technologies of the academicians who teach in the field of mechanical engineering are satisfactory, the rate of academicians never using new technologies in the teaching process is quite low and the rate of using them very often is quite high.

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Influence of Lecturer Immediacy on Students’ Learning Outcomes: Evidence from a Distance Education Program at a University in Saudi Arabia

Cited by 11 publications

References 13 publications

Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

Strategies to Promote Meaningful Student Engagement in Online Settings

Investigation of Mechanical Engineering Academicians’ Use of Distance Education Technologies

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