Remote Learning: Challenges and Opportunities for Educators and Students in the New Normal

Torres, Rose Ann O.; Cruz, Ruth A. Ortega-Dela

doi:10.29333/aje.2022.717a

Cited by 12 publications

(17 citation statements)

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“…Considering schools' transition to online learning due to the covid-19 lockdown and the increasing need to expand capacity for teacher professional autonomy, the findings of the current study are likely to offer valuable insights into the views of teacher educators specifically and policymakers generally, on being in a better position to assess the concept of learner autonomy in MOOCs for post-covid educational practices. Finally, as suggested by Torres and Ortega-Dela Cruz (2022), thanks to their notable contribution to promoting learner autonomy and their flexibility of content delivery, online learning and specifically MOOCs could be a more practical option for some educational institutions in the years to come. Hence, they may become part of the educational policy agenda.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, there is enough evidence in the literature to suggest that learning online can be more effective than traditional face to face learning thanks to some factors such as self-paced learning, rereading, re-watching, skipping, or accelerating through concepts, because e-learning requires 40-60% less time to learn than traditional classroom, and on average learners retain 25-60% more material when learning online compared to only 8-10% in a classroom (Li & Lalani, 2020). Also, given its critical advantage in terms of both cost-effectiveness and efficiency on the one hand, and the flexibility of scheduling and content delivery on the other, online learning may be a more practical option for some educational institutions in the years to come (Torres & Ortega-Dela Cruz, 2022). Hence, research on student SDL in MOOC has been the subject of considerable attention in the literature recently (Loizzo et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Evaluating Learner Autonomy during the Covid‐19: An Examination of Student Teachers’ Self-Directed Learning Readiness for MOOCs

Yaşar¹,

Atay²

2023

INT J INSTRUCTION

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In March 2020, the covid-19 pandemic outbreak forced universities in Turkey to move their educational activities onto online platforms. Massive Open Online Courses (MOOCs) thereupon have gained urgent attention from higher education institutions thanks to their capacity to make educational opportunities accessible to the masses. Similarly, an area of increasing importance recently has been the concept of self-directed learning (SDL) for online learners. The purpose of this study is to find out student teachers' readiness for MOOCs and their learner autonomy development in a MOOC learning environment based on the theoretical models of SDL. Thus, to expand the capacity for teacher professional autonomy, the present research has focused more on autonomy in distance learning. The study is likely to offer valuable insights into the views of teacher educators on being in a better position to assess the concept of learner autonomy in MOOCs for post-covid educational practices.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluating Learner Autonomy during the Covid‐19: An Examination of Student Teachers’ Self-Directed Learning Readiness for MOOCs

Yaşar¹,

Atay²

2023

INT J INSTRUCTION

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“…However, the acoustic environment is indeed a factor that should be taken into account when assessing the online learning method from a holistic perspective. Another aspect to consider is that our study corresponds to the period of the COVID lockdown and that the results may evolve over time [100,101]. Technological advances are being implemented at a high speed, including new tools applied to education such as virtual reality or augmented reality [102,103].…”

Section: Models Metrics and Comparisonmentioning

confidence: 99%

Developing a Model to Predict Self-Reported Student Performance during Online Education Based on the Acoustic Environment

Puyana-Romero,

Larrea-Álvarez,

Díaz-Márquez

et al. 2024

Sustainability

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In recent years, great developments in online university education have been observed, favored by advances in ICT. There are numerous studies on the perception of academic performance in online classes, influenced by aspects of a very diverse nature; however, the acoustic environment of students at home, which can certainly affect the performance of academic activities, has barely been evaluated. This study assesses the influence of the home acoustic environment on students’ self-reported academic performance. This assessment is performed by calculating prediction models using the Recursive Feature Elimination method with 40 initial features and the following classifiers: Random Forest, Gradient Boosting, and Support Vector Machine. The optimal number of predictors and their relative importance were also evaluated. The performance of the models was assessed by metrics such as the accuracy and the area under the receiver operating characteristic curve (ROC_AUC-score). The model with the smallest optimal number of features (with 14 predictors, 9 of them about the perceived acoustic environment) and the best performance achieves an accuracy of 0.7794; furthermore, the maximum difference for the same algorithm between using 33 and 14 predictors is 0.03. Consequently, for simplicity and the ease of interpretation, models with a reduced number of variables are preferred.

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“…Next normal education reimagined is a new post-COVID learning approach with the following features [5]- [7]: 1) Learning will have more accessible channels, especially online learning channels where most learners have their own devices, and so take advantage of seeking knowledge, exchanging knowledge with others, communicating with teachers in real time. Instructors who used to teach traditional lectures online will shift to more online coaching, focusing on hybrid learning, enhancing multi-dimensional interactions to help students have the opportunity to learn and develop themselves in various fields.…”

Section: A Next Normal Educationmentioning

confidence: 99%

Next Normal Education, Hybrid Learning Model for Active Imagineering Learning to Enhance Digital Innovator Competency

Wannapiroon¹,

Shawarangkoon²,

Chawarangkoon³

et al. 2023

IJIET

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This study aims to develop a hybrid learning model for active Imagineering Learning to enhance digital innovator competency. The research methodology was divided into two phases: Phase 1 focusing on the development of a hybrid learning model, and Phase 2 concerning the evaluation of digital innovator competency, as well as the quality of digital innovation. The sample group included 136 undergraduate students. The duration of the experiment was 15 weeks. The research instruments consisted of a hybrid learning model, a hybrid learning lesson plan, cloud learning management platform, worksheets, digital innovator competency and digital innovation assessments form, using scoring rubric. The data was analyzed by using the arithmetic mean and standard deviation. The results showed that: A hybrid learning model for active Imagineering Learning, consisting of 3 components: model principle, hybrid learning model for active Imagineering Learning process, and methods for assessing learning outcomes. The students using the hybrid learning model had the excellent level of digital innovator competency and excellent level of quality. Rapid change and development of digital technology and the COVID-19 Pandemic. As a result, educational institutions need to adapt their learning approach to blended learning and develop student characteristics to be able to innovate using digital technology. This developed learning model is therefore a suitable method for digital learning and next-generation education.

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Remote Learning: Challenges and Opportunities for Educators and Students in the New Normal

Cited by 12 publications

References 0 publications

Evaluating Learner Autonomy during the Covid‐19: An Examination of Student Teachers’ Self-Directed Learning Readiness for MOOCs

Evaluating Learner Autonomy during the Covid‐19: An Examination of Student Teachers’ Self-Directed Learning Readiness for MOOCs

Developing a Model to Predict Self-Reported Student Performance during Online Education Based on the Acoustic Environment

Next Normal Education, Hybrid Learning Model for Active Imagineering Learning to Enhance Digital Innovator Competency

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