Introduction to Online Learning: A Guide for Students

Globokar, Julie L.

doi:10.4135/9781452226491

Cited by 3 publications

(4 citation statements)

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“…Reports of the Special Rapporteur on the right to education point out that the right to education is jeopardised in periods of quick proliferation of private schools and underscore the responsibility of states for the exercise of the right to education and the need to ensure that education remains a public good. (Special Rapporteur, 2014, 2015. In the 2019 report, the Special Rapporteur informs the Human Rights Council and States Members of the United Nations about the newly adopted Abidjan Principles and recommends their full implementation (Special Rapporteur, 2019).…”

Section: Changes In Education In the Post-white Paper Period: Global Developmentsmentioning

confidence: 99%

Education Reform and the Normalisation of Private Education in Slovenia

Šimenc

2021

CEPSj

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This article examines the long-term effects of the regulation of private education adopted in the course of the education reform in 1996 and the sustainability of the guiding principles that served as the starting point for this regulation. It reviews the guiding principles of the introduction of private education, the goals of the reform laid down in the White Paper in 1995 and the regulations introduced on the basis of these tenets. It follows up on the ‘life’ of the legal solutions and the history of (attempted) amendments of the legislation, which generally start in the Slovenian Parliament and then proceed all the way to the Constitutional Court. The article also examines the effects of the adopted regulation: how the private education sector has established itself and what kind of relationship it has developed vis-a-vis public education. The second part of the article explores certain developments in the field of education in Slovenia and on the global scale, using them as the basis for assessing the sustainability of the goals that guided the education reform. The thesis proposed by the article is that it is the normalisation of private education in Slovenia should be considered the main achievement of the education reform.

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Section: Changes In Education In the Post-white Paper Period: Global Developmentsmentioning

confidence: 99%

Education Reform and the Normalisation of Private Education in Slovenia

Šimenc

2021

CEPSj

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“…Students may need to log on to the course multiple times a week, but there is great flexibility in terms of when during the week the student is present in the course. This can be appealing to adult learners (Conceição, 2007;Globokar, 2010). This added flexibility may make online courses appear to be easier than face-to-face courses, leading online students to overrate their abilities at the beginning of the semester (Dobbs, Waid-Lindberg, & del Carmen, 2017;Hoskins, 2014).…”

Section: Face-to-face and Online Learnersmentioning

confidence: 99%

“…This added flexibility may make online courses appear to be easier than face-to-face courses, leading online students to overrate their abilities at the beginning of the semester (Dobbs, Waid-Lindberg, & del Carmen, 2017;Hoskins, 2014). In reality, online courses may be more demanding than face-to-face as they require more self-discipline to stay on schedule (Globokar, 2010;Wyatt, 2005).…”

Section: Face-to-face and Online Learnersmentioning

confidence: 99%

Using Attitudes and Anxieties to Predict End-of-Course Outcomes in Online and Face-to-Face Introductory Statistics Courses

Zimmerman

Austin

2018

SERJ

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An abbreviated form of the Statistics Anxiety Rating Scale (STARS) was administered to online and face-to-face introductory statistics students. Subscale scores were used to predict final exam grades and successful course completion. In predicting final exam scores, self-concept, and worth of statistics were found to be statistically significant with no significant difference by campus (online versus face-to-face). Logistic regression and random forests were used to predict successful course completion, with campus being the only significant predictor in the logistic model and face-to-face students being more likely to successfully complete the course. The random forest model indicated that self-concept and test anxiety were overall the best predictors, whereas separately test anxiety was the best predictor in the online group and self-concept was the best predictor in the face-to-face group. First published November 2018 at Statistics Education Research Journal Archives

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“…Students working online also had more access to online resource materials that they could access at any time and from any place. This gives students in a hybrid setting an advantage of doing work when and where they choose instead of waiting to meet in the classroom [18].…”

Section: A Research Question Onementioning

confidence: 99%

Student Collaboration in Hybrid Classrooms Using PBWorks: A Study of University Students in Najran, Saudi Arabia

Almonuf¹

2018

IJIET

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Abstract-Modern classrooms are no longer always traditional, face-to-face settings. Many students take part in online classes and hybrid classes. Education technology has made it possible for students to learn anytime and anyplace, which can be critical if attending class is difficult. This quantitative study explored the use of the wiki tool PBWorks for group collaboration in a hybrid setting. The participants were students from two classes, each studying the same course with the same professor at the University of Najran in Najran, Saudi Arabia. There were 21 students in the control group and 19 students in the experimental group (N=40). Both classes split into small groups for collaborative projects, with the experimental group working online using PBWorks to collaborate. The study explored if there were any differences in academic achievement between groups and if there were any differences in students' attitudes toward collaboration. The results indicate that although both classes had similar improvement academically, the experimental group improved at a faster rate. Both groups showed an improvement in attitude toward collaborative learning, however there was no statistically significant difference between groups in pre-and post-survey or interaction between time and attitude.

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Introduction to Online Learning: A Guide for Students

Cited by 3 publications

References 0 publications

Education Reform and the Normalisation of Private Education in Slovenia

Education Reform and the Normalisation of Private Education in Slovenia

Using Attitudes and Anxieties to Predict End-of-Course Outcomes in Online and Face-to-Face Introductory Statistics Courses

Student Collaboration in Hybrid Classrooms Using PBWorks: A Study of University Students in Najran, Saudi Arabia

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