On-campus, distance or online? Influences on student decision-making about study modes at university

Bailey, Matthew; Gosper, Maree; Ware, Cheryl; Kretzschma, Mandy

doi:10.14742/ajet.3781

Cited by 14 publications

(11 citation statements)

References 45 publications

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“…A study of community college students found that connection with fellow students and teachers was a motivator for students to enroll in face-to-face classes (Jaggars, 2014). Environmental factors were found to have a significant impact on the selection of study mode, according to Bailey et al (2018).…”

Section: Critical Factors Affecting University Choice In the Digital Eramentioning

confidence: 99%

Decision-making system for higher education university selection: comparison of priorities pre- and post-COVID-19

Nanath

Ali

Kaitheri

2021

JARHE

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PurposeUniversity selection in higher education is a complex task for aspirants from a decision-making perspective. This study first aims to understand the essential parameters that affect potential students' choice of higher education institutions. It then aims to explore how these parameters or priorities have changed given the impact of the COVID-19 pandemic. Learning about the differences in priorities for university selection pre- and post-COVID-19 pandemic might help higher education institutions focus on relevant parameters in the post-pandemic era.Design/methodology/approachThis study uses a mixed-method approach, with primary and secondary data (university parameters from the website and LinkedIn Insights). We developed a university selector system by scraping LinkedIn education data of various universities and their alumni records. The final decision-making tool was hosted on the web to collect potential students' responses (primary data). Response data were analyzed via a multicriteria decision-making (MCDM) model. Portal-based data collection was conducted twice to understand the differences in university selection priorities pre- and post-COVID-19 pandemic. A one-way MANOVA was performed to find the differences in priorities related to the university decision-making process pre- and post-COVID-19.FindingsThis study considered eight parameters of the university selection process. MANOVA demonstrated a significant change in decision-making priorities of potential students between the pre- and post-COVID-19 phases. Four out of eight parameters showed significant differences in ranking and priority. Respondents made significant changes in their selection criteria on four parameters: cost (went high), ranking (went low), presence of e-learning mode (went high) and student life (went low).Originality/valueThe current COVID-19 pandemic poses many uncertainties for educational institutions in terms of mode of delivery, student experience, campus life and others. The study sheds light on the differences in priorities resulting from the pandemic. It attempts to show how social priorities change over time and influence the choices students make.

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Section: Critical Factors Affecting University Choice In the Digital Eramentioning

confidence: 99%

Decision-making system for higher education university selection: comparison of priorities pre- and post-COVID-19

Nanath

Ali

Kaitheri

2021

JARHE

View full text Add to dashboard Cite

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“…For example, despite the characteristic differences or difficulties in social communication and the finding that many individuals have strengths in using technology (Odom et al, 2015), fewer than 40% of the students chose to study online due to the reduced social interactions, and fewer than 20% chose online learning because they believed they learn more effectively online. Although there was no control group within this study to compare between those with and without a diagnosis on the spectrum, the most highly endorsed reasons for choosing to study online (flexibility of time and/or location and course availability) are similar to those reported by neurotypical university students (Bailey, Gosper, Ifenthaler, Ware, & Kretzschema, 2017;Henry, Pooley, & Omari, 2014).…”

Section: Discussionmentioning

confidence: 80%

Online learning for university students on the autism spectrum: A systematic review and questionnaire study

Adams

Simpson

Davies

et al. 2019

AJET

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Online course delivery is increasingly being used by universities to deliver accessible and flexible learning environments. As this mode of delivery grows it is important to consider the equity of the learning experience for all students. As online delivery may reduce challenges and stressors present in face-to-face delivery, it could be suggested that it may promote student learning for specific student groups, including those with a diagnosis on the autism spectrum. However, little is known about the experience of learning online for students on the autism spectrum. This article presents findings from two studies: a systematic review of the literature and a survey of students on the autism spectrum studying online. From the systematic literature review, only four previous studies were identified reporting on this topic. Findings from two studies identified that the online environment provided both facilitators of and barriers to the learning experience for students on the autism spectrum. Although the online environment provided flexibility for learning, how design factors are employed in online delivery may unintentionally create barriers to the learning experience for students on the spectrum. An outcome from this study has been the creation of a suite of resources to assist with course design and delivery. Implications for practice or policy:• Consider the impact of course design on students with diverse learning profiles.• Not all students disclose their diagnosis, so ensure methods of accessing support are clear. • Work proactively to ensure that interactions with instructors and are responsive and flexible to facilitate the online learning of all students.

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“…Nguyen ( 2015 ) described pure online teaching modality as the technology-mediated flexible mode of learning where the learner can learn without geographical and temporal barriers. Most importantly, Bailey et al ( 2018 ) informed that online teaching modality permit students to register in those courses which are unavailable to them due to non-availability of seats or scheduling constraints. Notably, higher education institutes adopted online teaching as the principal instructional modality due to the covid-19 outbreak (Zhou 2020 ).…”

Section: Related Workmentioning

confidence: 99%

Prioritising teaching modalities by extending TOPSIS to single-valued neutrosophic environment

Chopra

Sindwani

Goel

2021

Int J Syst Assur Eng Manag

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An effective teaching modality not only improves the efficiency of the teaching process but also promotes active learning. Teaching modalities are continuously evolving due to advancement in technology. There is a range of contradictory reports available in the extant literature regarding the effectiveness of different teaching modalities. This work assesses and prioritises four teaching modalities namely face-to-face teaching, pure online teaching, blended teaching and flipped classroom teaching. Assessment is made based on 8 criteria identified from the literature in consultation with the experts. Analysis revealed that the flipped classroom and blended teaching approaches are the most effective teaching modalities. Examination of the literature indicates that to date no study evaluated all the four aforementioned teaching modalities in a single study. The study is the first attempt to assesses 4 teaching modalities based on 8 eight common criteria by extending TOPSIS to a single-valued neutrosophic environment. Current work provides valuable insights to various stakeholders including academicians, policymakers and practitioners, who are interested in giving a rich learning experience to learners.

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On-campus, distance or online? Influences on student decision-making about study modes at university

Cited by 14 publications

References 45 publications

Decision-making system for higher education university selection: comparison of priorities pre- and post-COVID-19

Decision-making system for higher education university selection: comparison of priorities pre- and post-COVID-19

Online learning for university students on the autism spectrum: A systematic review and questionnaire study

Prioritising teaching modalities by extending TOPSIS to single-valued neutrosophic environment

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