Integrating students’ perspectives about online learning: a hierarchy of factors

Abstract

This article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

Analisis Kemandirian Belajar Matematika Siswa SMA Kelas XI Selama Pembelajaran Jarak Jauh

“…Siswa pun sangat terkejut akan perubahan yang mendadak ini, bahkan tidak menerima pembelajaran online, banyak dari mereka lebih memilih pembelajaran tatap muka langsung di sekolah. Hal ini dikarenakan timbulnya pertanyaan dalam diri siswa apakah pembelajaran online ini nyaman untuk mereka jalani dan mampukah mereka menjalaninya (Van Wart et al, 2020). Pembelajaran online menuntut siswa untuk lebih banyak melibatkan dirinya secara penuh dalam pembelajaran secara mandiri demi tercapainya tujuan pendidikan (Abuhassna et al, 2020;Paletta, 2014).…”

College students’ educational experiences amid COVID-19 pandemic

“…The abrupt closure of many learning institutions led to uncertainties about what the future holds for both students and faculty as virtual learning became the new norm. According to Van Wart et al, (2020), online education is frequently discussed, and its insight highly influenced by what one values. For example, most accreditation bodies are concerned about technical standards and teaching effectiveness.…”

“…Many academic institutions are concerned about reputation, rigor, and students' satisfaction rates. Further, faculty may care about their workload, subject coverage, and student engagement, while students may be concerned about their learning achievement, instructors' interactions, and timely responses to needs, and the comfort of classroom environments (Van Wart et al, 2020).…”

“…These findings call for a structured, planned, and sustained learning environment whereby instructors are prepared to design their courses in a way that affords students an easy-to-work-with platform, using added features that will enhance communication (i.e., blackboard-generated emails and announcements -Fallon, 2011). Further, we recommend a teaching presence, a concept that refers to student's perception on the quality of communication in lectures, direction, and individual feedback from their instructor (Van Wart et al, 2020). If properly planned, the students may not have to experience the social isolation that can lead to unnecessary anxiety regarding their classroom environment.…”

Development of Students’ Individuality During Covid-19 Pandemic: The Impact of Distant and Online Education

“…В настоящее время происходит осмысление опыта дистанционного обучения университетами многих стран (Sudarshan, Tarak & Nabanita, 2020;Bin & Cheng, 2021;Simone, 2021;Harold & Petra, 2020;Almazova, Krylova, Rubtsova & Odinokaya, 2020). Выявлены факторы успешного дистанционного обучения с точки зрения студентов (Van Wart et al, 2020), факторы удовлетворенности онлайн-обучением (Blundell, Castaneda, & Lee 2020). Предметом особого интереса становятся и различные аспекты дистанционного медицинского образования: разрабатываются рекомендации по организации дистанционного обучения студентовмедиков (Zhehan et al, 2021), изучаются особенности профессионального стиля преподавателей, работающих со студентами на медицинских программах (Dash, Guraya, Al, & Mohammad, 2020), апробируются новые технологии в подготовке будущих врачей (Stephenson et al, 2020).…”