Perception of teaching performance in the virtual learning environment

Morales-Romero, Guillermo; Trinidad-Loli, Nicéforo; Caycho-Salas, Beatriz; Paucar-Manrique, Yanet; León-Velarde, César; Gamarra-Mendoza, Sofía; Alvarado-Bravo, Nestor; Torrez-Quiroz, Almintor; Aliaga-Valdez, Carlos; Aldana-Trejo, Florcita

doi:10.11591/ijere.v10i4.22056

Cited by 5 publications

(4 citation statements)

References 13 publications

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“…By understanding the challenges faced by teachers in using VLE, related parties such as school administrators and the ministry should provide adequate computer facilities and good internet access while technological devices should always be maintained by technicians to ease the learning process. Further, teachers need to be given early exposure to digital technology so that they are highly motivated and fit to use technological innovations [37]. E-learning will be successful if teachers have the appropriate technological knowledge, training, and time to practice the applications [38].…”

Section: Discussionmentioning

confidence: 99%

Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers

Ahmad

Yahaya

Wahid

et al. 2023

IJERE

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<span lang="EN-US">Virtual learning environment (VLE) has been introduced in educational institutions such as schools, colleges, and universities to encourage a systematic online teaching and learning platform. This paper aims to examine the effect of social factors, self-efficacy, and technological support on the utilization of VLE in the educational process. A quantitative approach was employed and the data was collected through a set of questionnaires administered to selected respondents. A total of 356 accounting teachers from secondary schools in Peninsular Malaysia were chosen as the samples. A reflective measurement model in partial least square-structural equation modeling was utilized to measure the effect of the exogenous latent variable on the endogenous latent variable. Results indicated that social factors namely (colleagues, administrators, and school culture) significantly affect the use of VLE among teachers. Further, self-efficacy and technological support namely (facilities quality, internet access, and technical support) positively influence teachers to apply VLE during teaching. The quality of technological facilities in schools needs to be developed to promote effective educational processes and motivate teachers to use digital technology. Further, it is strongly suggested that teachers need to be given appropriate training and ongoing support to develop their skills in using digital technology.</span>

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Section: Discussionmentioning

confidence: 99%

Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers

Ahmad

Yahaya

Wahid

et al. 2023

IJERE

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“…Learning analytics has developed significantly over the last decade and has contributed substantially to understanding online student engagement [13], [14]. Researchers have employed data analytics and machine learning techniques to examine patterns of student engagement and performance in virtual environments [15]. An exciting advance has been the development of recommendation systems based on learning analytics, which use advanced algorithms to analyze students' browsing and participation behaviors, offering personalized recommendations for resources and activities [16].…”

Section: A Review Of Similar Workmentioning

confidence: 99%

Application of Artificial Intelligence in Online Education: Influence of Student Participation on Academic Retention in Virtual Courses

Villegas-Ch,

García-Ortiz,

Sánchez-Viteri

2024

IEEE Access

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The accelerated growth of online education in recent decades has made it a trendy educational option. Despite this, significant challenges persist regarding student retention and academic performance in these courses. Addressing these challenges requires active student participation, although understanding it effectively is complex. This study focuses on student engagement in online education environments, exploring its relationship with retention and academic performance. Data was collected across multiple semesters to analyze student engagement in online educational environments. Participation patterns, temporal trends, and crucial factors affecting participation were examined using exploratory analysis and forecasting models, such as ARIMA and Prophet. The results revealed several patterns, including an initial increase in activity at the course's beginning and a gradual decrease over time. Factors such as course length and peer interaction influenced participation significantly. These findings underscore the importance of developing specific pedagogical strategies for online education, simultaneously addressing students' unique challenges in this environment. In summary, this study contributes to knowledge in online education by providing essential information to understand and improve student engagement.INDEX TERMS Student participation, academic retention, online courses.

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“…They can also provide appropriate motivational guidance through external experts while continuing online learning. Furthermore, research has shown that there is a significant correlation between student motivation and teacher performance [31]. As a result, students' motivation would lead to a better learning environment and better achievement of learning outcomes.…”

Section: Factors Determining the Effectiveness Of Ertmentioning

confidence: 99%

Students’ perception of emergency remote teaching in the Sultanate of Oman

Ramesh

SARANYA

Ebtehag

et al. 2023

IJERE

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During the coronavirus disease 2019 (COVID-19) pandemic, educational institutions adopted emergency remote teaching (ERT) practices. In ERT, courses are taught online by teachers who have experience with face-to-face classroom instruction. Students and teaching staff were concerned about the sudden change to ERT and learning practices. Higher education institutions (HEIs) need to understand students’ perceptions of ERT in order to prepare appropriate strategies for online teaching and learning. This study is intended: i) to analyze the students’ perception of ERT and ii) to explore the factors that determine the effectiveness of ERT during pandemic periods. The researchers used an online survey method to collect the primary data by employing a structured questionnaire. They employed the purposive sampling technique for this study. The results of the study highlight the fact that students prefer to take advantage of the available learning opportunities during the pandemic period. This is because they can earn their academic qualifications on time. It is also evident that the sudden transition to online teaching did compromise the efficacy of academic delivery to a certain extent. The study also found that motivation and assessment were crucial factors in determining the effectiveness of ERT during the pandemic period.

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Perception of teaching performance in the virtual learning environment

Cited by 5 publications

References 13 publications

Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers

Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers

Application of Artificial Intelligence in Online Education: Influence of Student Participation on Academic Retention in Virtual Courses

Students’ perception of emergency remote teaching in the Sultanate of Oman

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