Real Classes Vs Online Classes: A Comparative Study on the Chosen Course of HRM Students of Gulf University, Kingdom of Bahrain

Abstract

The technologically sound students of today are open and very much inclined to adopt new modes of knowledge transfer inclusive of online classes. However, there are various viewpoints related to the aspect of online classes as not much of comparative studies on real classes and online classes have been carried out in Bahrain. Therefore, the need for a research study to find out the merits and demerits of real classes and online classes was identified. The objective of the study was to find out the reasons behind the preference of a class of HRM students of Gulf University, Kingdom of Bahrain with respect to the mode of its imparting – whether it is the real classes or online classes. A class of a HRM course was taken as a sample with the same faculty handling real classes before the midterm exam and online classes after midterm exam so that analysis could be carried out on the responses of the same set of students exposed to both the modes of teaching imparted by the same teacher. With an exhaustive literature review to trace the emergence of online classes and the impact of the same on the current generation, the study recorded the students’ responses in the form of a survey questionnaire. The quantitative analysis was carried out using Statistical Package for Social Sciences (SPSS) and the variables were tested for the significance of the relationship using the Pearson Chi-Square test. The findings implicitly confirm that the students are comfortable with both real classes and online classes as far as the instructor is efficient to use appropriate pedagogies and digital tools to support learning.

Aplicación de Moodle para fortalecer el proceso de enseñanza de inglés en la educación abierta

“…Pese a que Alcántar et al ( 2018) revela en su estudio que estas plataformas se aprecian como positivas en la adquisición de un segundo idioma, identifica que aún hay que interiorizar estas en el proceso formativo. Otros estudios Mostraron que al momento de aplicar Moodle en la enseñanza en línea combinado con los materiales expuestos en la plataforma, los estudiantes tuvieron más confianza al expresar sus ideas, sintiendo menos miedo ya que no tuvieron que exponerse frente a otros compañeros del curso (Díaz., 2012;Nagi & Bojiah, 2020 desmotivación en los estudiantes y no se aprovecharía las funciones pedagógicas que esta plataforma puede brindar. Esta perspectiva igualmente corresponde a las conclusiones de Peralta et al ( 2011) sosteniendo que la plataforma Moodle en gran parte es usada por los estudiantes para descargar archivos que anteriormente fueron publicados por los docentes, así pues los foros y el chat son muy limitados en su uso.…”

“…). Sin embargo, aunque esto si favoreció a que puedan desenvolver sus ideas abiertamenteNagi & Bojiah (2020) recalcan que esos resultados obtenidos son de gran ayuda y esenciales solo si se cuenta con el soporte y material adecuado del docente independientemente si las clases son en línea o no. Desde el punto de vista didáctico como describe Yamisleydis Pérez Peña, Victor Enmanuel Lorenzo Pérez (2020) Moodle admite agregar diferentes textos, imágenes incluso audios que permiten desarrollar las diferentes habilidades comunicativas del idioma inglés.…”

Impact of Critical Factors on the Effectiveness of Online Learning

“…Online classes are equally demanding for students in terms of critical thinking and problem-solving skills, compared to real classes. The study comparing the experience of human resources management students in real vs. online classes at Gulf University identifies the following five factors contributing to the effectiveness of online learning: steady internet connection; peaceful ambience; active engagement; instructor support and encouragement; and smart devices [11].…”

Teaching science language grammar to would be translators in vocationally oriented language learning via m-learning

“…The challenge can be tackled by choosing the right tool(s), selecting the relevant material, and applying the appropriate technology to teach the students and make the process controllable (Georgiev et al, 2004;Liu et al, 2008;Halvonik and Kapusta, 2020;Nagi and Bojiah, 2020).…”