Online, Not Distance Education: The Merits of Collaborative Learning in Online Education

Wieser, Desiree; Seeler, Jürgen-Matthias

doi:10.1108/978-1-78754-325-620181008

Cited by 29 publications

(29 citation statements)

References 23 publications

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“…It is highly likely that online education will not be quitted in the period of so-called 'new normal' when Covid-19 pandemic is over (Wiranto et al, 2021). Thanks to the advantages it offers, online education will probably continue to be utilized either as a substitution or as a supplement to traditional face-to-face education (Altmann et al, 2019;Karasu & Sarı, 2019;Wieser & Seeler, 2019). Thus, as an educational implication, the findings of the study may prove useful for the development of future online courses and in the training of pre-service or in-service teachers for conducting online courses.…”

Section: Discussionmentioning

confidence: 99%

An investigation into pre-service teachers’ online learning climate perceptions

Önal

Özdemi̇r

2021

Journal of Educational Technology and Online Learning

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Starting from the first half of 2020, educational institutions at all levels have had to switch to online education as an emergency solution for the global outbreak of Covid-19 pandemic. However, it would hardly be justified to argue that teachers and students were well-prepared for such a swift change. Accordingly, this transformation has resulted in many difficulties for teachers and students along with educational institutions. One of the primary challenges teachers have experienced throughout the process is creating a positive online classroom climate. Thus, the main purpose of the present study is to reveal the online learning climate perceptions of pre-service teachers by adapting and using the Online Learning Climate Scale (OLCS) in Turkish context. In a similar vein, such variables as gender, department or grade level, which may have an influence on the perceptions of pre-service teachers, are also aimed to be disclosed within the study. The research has been conducted with a study group of 348 preservice teachers. It has been observed that the pre-service teachers' perceptions on online learning climate are at less than moderate level; therefore, far from satisfactory. Additionally, it has been noted that variables such as the department, grade level and level of digital literacy have an influence on the OLCS perceptions of the pre-service teachers. Finally, the overall results of the study suggest that the skill of creating a positive online learning climate needs to be improved for pre-service teachers via integrating courses into the curriculum of teacher training institutions and organizing subject-specific trainings.

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Section: Discussionmentioning

confidence: 99%

An investigation into pre-service teachers’ online learning climate perceptions

Önal

Özdemi̇r

2021

Journal of Educational Technology and Online Learning

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“…Meanwhile, technology has played an important role in the implementation of collaborative learning and continues to support collaborative learning [56]. By combining the application of the Learning Management System (LMS) with a strong commitment of the higher education institutions, this becomes the main pillar for universities in achieving collaborative learning [57]. Students' independence, with self-paced learning regulation, combined with the challenging, opened, yet complex group assignments can create more effective collaboration [58].…”

Section: Collaborative Learningmentioning

confidence: 99%

The Influence of Online Learning on Students’ Academic Achievement: Mediated by Collaborative Learning

Warganegara¹,

gat²

2021

IJATCSE

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Universities oblige to develop students’ academic achievement and to prepare for the industrial revolution 4.0. This study aims at determining the effect of online learning on students’ academic achievement towards collaborative learning. There were 351 selected respondents of 13 (thirteen) private higher education institutions, known as STMIK, in Indonesia as the samples chosen in the proportionate stratified random sampling method. The data were collected using the media of google form and were analyzed in the Structural Equation Modelling (SEM) model, then were processed in the Analysis of Moment Structure (AMOS). The results of this study indicate a positive despite a less significant impact on students’ academic achievement. Meanwhile, the online learning mediated in the collaborative learning scheme positively and significantly contributed to the remarkable achievement of students’ academic achievement. Therefore, it is necessary for universities these days to manage teaching methods to develop student’s interest in the environment of collaborative learning. The findings of this study are expected to support universities in improving their online teaching process by involving students actively to engage in the activities

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“…To sustain international students interest, faculty must focus on students' expectations to design and deliver online education that satisfies the student, facilitate robust outcomes that validate institutional, public and international student investment (Shah & Jarzabkowski, 2013). International student expectations of online learning, however, stay under-study (Wieser & Seeler, 2018). Formerly, online learning studies focus on the within institution expectations and defined constructs neglecting understanding of online student expectations in the holistic manner (Social Research Centre, 2019).…”

Section: Introductionmentioning

confidence: 99%

International Students Expectations from Online Education in Chinese Universities: Student-Centered Approach

2021

IJSSES

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The present study examined the relationships among variables of student-centered learning and online international students' satisfaction in two distinct universities in China (Jiangsu University and Jiangsu University of Science and Technology) after the advent of COVID-19 pandemic. The total participants for this study were two hundred and fifty (250) international students from the two Chinese universities. The studentcentered learning hypothesis were verified through structural equation modeling. The results showed that all the four constructs for student-centered learning-course flexibility, mode of collaboration, environment, and curriculum design, predicted online international students' satisfaction with proximity and program satisfaction are at a statistically significant level. The results provided an empirical student-centered understanding of online international student expectations. Further, it identifies that the universities' knowledge of online international students' expectation may help in designing an online educational campaign to tap into possible desires and decision-making around students in choosing online courses and to prepare students for a progressive online learning experience.

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Online, Not Distance Education: The Merits of Collaborative Learning in Online Education

Cited by 29 publications

References 23 publications

An investigation into pre-service teachers’ online learning climate perceptions

An investigation into pre-service teachers’ online learning climate perceptions

The Influence of Online Learning on Students’ Academic Achievement: Mediated by Collaborative Learning

International Students Expectations from Online Education in Chinese Universities: Student-Centered Approach

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