Online learning in management education amid the pandemic: A bibliometric and content analysis

Ng, Davy Tsz Kit; Ching, Anthony Chun Hin; Law, Sau Wai

doi:10.1016/j.ijme.2023.100796

Cited by 16 publications

(7 citation statements)

References 131 publications

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“…Learning a particular subject is a common problem that students endure. These obstacles result from various factors that, if not addressed, can disrupt the teaching and learning process in the classroom (Ng, Ching & Law 2023). When problems arise in the classroom, teachers should ideally actively pursue solutions.…”

Section: Discussionmentioning

confidence: 99%

Elementary teachers’ perspective on Nearpod in flipped classrooms

Sukma,

Ramadhan,

Ikhlasani

2024

South African Journal of Childhood Education

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Background: The increased use of technology in education has prompted the investigation of innovative media that can support modern-era learning.Aim: This study aims to investigate elementary school teachers’ perceptions, based on their years of experience, regarding the use of Nearpod as an innovative medium in flipped classrooms.Setting: The research cohort comprised all elementary school teachers in West Sumatra, with 153 participants serving as the sample.Methods: The study utilised a quantitative methodology and questionnaires as the data collection technique.Results: Using Nearpod in elementary school flipped classrooms had positive outcomes. However, teachers’ years of experience did not significantly correlate with their perspectives on instructional media or Nearpod in a flipped classroom. A notable 69.3% of teachers disagreed with the use of diverse learning, indicating potential limitations in their learning resources and familiarity with new technology. Additionally, 37.3% of teachers expressed low agreement with the idea that flipped classroom-based Nearpod would help them deliver lesson materials, suggesting that this teaching model may not align with their preferred teaching style.Conclusion: The research results indicate that the duration of teaching (which may be correlated with age) does not significantly show differences in technology perception in teaching.Contribution: This study reveals a challenge in integrating innovative technology into traditional teaching. Despite positive outcomes with Nearpod in flipped classrooms, there is a displayed hesitancy among educators towards embracing diverse learning methods.

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Section: Discussionmentioning

confidence: 99%

Elementary teachers’ perspective on Nearpod in flipped classrooms

Sukma,

Ramadhan,

Ikhlasani

2024

South African Journal of Childhood Education

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“…Using numerous data sources and methods, researchers can triangulate their findings, so enhancing the reliability and validity of their findings. In addition, the mixed-method approach permits researchers to elaborate and clarify the conclusions of one study in light of the findings of another ( Ng et al, 2023 ; Wu et al, 2023 ). This not only improves the overall analysis, but also enables a more robust interpretation of the data.…”

Section: Methodsmentioning

confidence: 99%

The implications of internet-based Chinese language courses on online classes

Khan,

Zhuang

2024

Front. Psychol.

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Interactionist and social-cultural perspectives on second language acquisition suggest that interactions between teachers and students offer promising avenues for acquiring Chinese as a second language, which the vast majority of international students consider difficult. Computer-mediated communication is far safer than face-to-face encounters during the present pandemic. Three aims are being investigated here. It is important to first analyze the differences between traditional classroom and online learning by different modes, then analyze the various ways teachers use computer-mediated communication, and finally analyze the challenges and opportunities presented by online Chinese as a second language courses using qualitative research methods. Three teachers and 84 students are analyzed statistically in terms of their multimodal interactions, and the quality of their weekly classroom exchanges is assessed through an interpretive analysis of questionnaire data, all in the name of a mixed-methods approach. Particular attention was paid to the challenges of online tutoring for students, the discrepancy between instructor and student understandings, and the use of several teaching strategies with international students. The online classroom environment places unique demands on the quality of student-teacher communication. Different strategies must be used when teaching non-native speakers of Chinese as a second language compared to teaching in a traditional classroom setting.

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“…In light of digital transformation, ICT-based assisted learning modes are increasingly becoming part of hybrid or stand-alone online practices of knowledge delivery in higher education institutions, and some study programmes are solely delivered online (Allen & Seaman, 2016). Research indicates that videoconferencing is a frequently implemented online learning tool (Ng et al, 2023). However, the possible effects of such learning modes on students' well-being and overall psychological functioning still need to be fully understood.…”

Section: Online Learning During the Covid-19 Epidemicmentioning

confidence: 99%

Videoconferencing and Sleep Quality in Slovenian University Students: Is There a Mediating Role of Zoom Fatigue?

Stukovnik,

Vuk,

Horvat

et al. 2024

CEPSj

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Given the expanding utilisation of technology in educational settings, online learning has become a common teaching method. It prevailed during the Covid-19 pandemic, but the effects of attending videoconferences with active participation on psychological functioning have not yet been studied in detail. This article aimed to evaluate the relationship between videoconferencing and sleep quality – one of the crucial mechanisms promoting physical and mental well-being. Additionally, we were interested in the potential mediating role of videoconferencing fatigue in this relationship. The survey took place during the Covid-19 epidemic (in Spring 2021). Our results show a negative relationship between videoconferencing/screen device use and sleep quality and that this relationship is mediated by videoconferencing fatigue. Results of the further analysis revealed that perceived study suitability plays a significant role in determining to what extent the duration of videoconferences relates to feelings of videoconferencing fatigue. Our findings aid in understanding the relationships between videoconferencing, Zoom fatigue, and sleep better. They may be helpful in optimising remote learning today, as they remain frequently used in higher education worldwide.

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Online learning in management education amid the pandemic: A bibliometric and content analysis

Cited by 16 publications

References 131 publications

Elementary teachers’ perspective on Nearpod in flipped classrooms

Elementary teachers’ perspective on Nearpod in flipped classrooms

The implications of internet-based Chinese language courses on online classes

Videoconferencing and Sleep Quality in Slovenian University Students: Is There a Mediating Role of Zoom Fatigue?

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