Leveraging Technology to Create a Student‐Focused Environment

Thor, Linda; Moreau, Joseph

doi:10.1002/cc.20224

Cited by 2 publications

(3 citation statements)

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“…This pedagogy has depended heavily on the student's ability to maintain an internet connection, download information, and listen to either taped or live instruction. Students have reported a disconnect from the instructor, lack of communication and decreased engagement due to the structure of online learning ( Mather & Sarkans, 2018 ; Travers, 2016 ; Thor & Moreau, 2016 ). Thor and Moreau (2016) stated that, for years, colleges have approached online learning utilizing a craft model in which the instructor was the only source of course information, electronic resources and student question thereby promoting a lack of quality and student support.…”

Section: Introductionmentioning

confidence: 99%

“…Students have reported a disconnect from the instructor, lack of communication and decreased engagement due to the structure of online learning ( Mather & Sarkans, 2018 ; Travers, 2016 ; Thor & Moreau, 2016 ). Thor and Moreau (2016) stated that, for years, colleges have approached online learning utilizing a craft model in which the instructor was the only source of course information, electronic resources and student question thereby promoting a lack of quality and student support. In addition, many community college students who enrolled for online courses have been attracted to the convenient schedule that minimized live attendance but were unprepared for the lack of structure and decrease in active engagement that occurs through live communication ( Travers, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

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Community college students’ perspectives on online learning during COVID-19 and factors related to success

Penrod

Shaw

Nash

et al. 2022

Teaching and Learning in Nursing

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This study's purpose was to research trends in community college students' perceptions of online learning during the COVID-19 pandemic and discover factors related their success, applying this knowledge to nursing education. Community college students (N=156) participated in the 34-question survey that asked questions related to perception of online learning, instructor involvement and characteristics of success. Thirty-seven percent of the sampling self-reported that they were nursing or allied health majors (N=51). A Bonferroni post hoc analysis showed strong differences between the students' ages and self-reported characteristics of success. A Pearson two-tailed correlation showed a correlation between instructor support and ease of transition to online learning (r=.312, p=>.000) as well as a correlation between instructors providing ways to effectively communicate, promoting a deeper connection during the online learning transition during the pandemic (r=.729, p=>.000). An ANOVA showed a strong correlation between students who had not taken online courses before the pandemic and attitudes about how much was learned compared to live classroom formats (F (1,145) =9.697, p=.002). There were no significant differences in nursing students' responses and other majors regarding the transition to online learning or personal characteristics indicative of online learning success (Nursing SD=.738; Non-nursing SD=.781). Nursing students reported similarly of the correlation between instructor involvement/communication, deadline flexibility, student effort, and online learning success (Nursing SD=.964; Non-nursing SD=.967). Previous research was reinforced but more studies should be done to identify ways educators can enhance online learning to address student concerns.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Community college students’ perspectives on online learning during COVID-19 and factors related to success

Penrod

Shaw

Nash

et al. 2022

Teaching and Learning in Nursing

View full text Add to dashboard Cite

show abstract

“…The challenges that arise are related to the ability of students to have a good internet connection, get information quickly, and listen to the recordings of the material presented by the teacher. As a result of online learning, intensive communication between teacher and instructor has been disconnected due to a lack of interaction (Mather & Sarkans, 2018;Thor & Moreau, 2016;Travers, 2016).…”

Section: Introductionmentioning

confidence: 99%

Efl Students’ Vocabulary Mastery Through Vocabulary Notebook During Online Learning

Utama¹,

Qomariyah²

2022

AJP

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Online learning is a teaching and learning activity using the internet network. This is the impact of the Covid 19 pandemic, which requires educators and students to carry out the teaching and learning process remotely with the aim of reducing the risk of spreading the virus from interactions in the classroom. In line with this situation, Vocabulary Notebook is a strategy that can be used by teachers in carrying out online teaching and learning activities, especially in mastering English vocabulary for EFL students. In order to see the effect of using Vocabulary Notebook on EFL students' English vocabulary, the researchers conducted this study with the aim to know the impact of Vocabulary Notebook on EFLs tudents' vocabulary mastery during online learning. In this study, researchers have applied an experimental research method with a posttest only control group design. The population in this study was 84 EFL students where the researcher divided the 84 students into two groups as the sample, group A was 27 students as the experimental group, and group B was 27 students as the control group. Thus, the number of samples in this study was 54 students. Based on the findings, the average score of the experimental group was higher than the control group, where the average score of the experimental group was 65,926 while the average score of the control group was 56,741. Furthermore, based on data analysis, it is found that the t-test score was 2.607 which is higher than the t-table (1.675). It can be concluded that Vocabulary Notebook has positive results on EFL students' vocabulary mastery during online learning.

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Leveraging Technology to Create a Student‐Focused Environment

Abstract: This chapter uses Rio Salado College and the Online Education Initiative in the California Community Colleges to illustrate how community colleges can enhance system efficiency and student success in online learning and program completion.

Cited by 2 publications

References 1 publication

Community college students’ perspectives on online learning during COVID-19 and factors related to success

Community college students’ perspectives on online learning during COVID-19 and factors related to success

Efl Students’ Vocabulary Mastery Through Vocabulary Notebook During Online Learning

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