“Simplicity is Key”: Literacy Graduate Students’ Perceptions of Online Learning

Abstract

Even before COVID-19, literacy graduate coursework was increasingly offered online, replacing the traditional campus-based courses This study investigated how graduate literacy students perceive coursework in an online learning environment. This understanding is important because (a) student perceptions regarding online learning are critical to motivation and learning; and (b) faculty designing courses need to consider student voice in course development. This survey research queried literacy master’s degree candidates their perceptions prior to and after taking online classes, their confidence levels using technology, and about the technological tools that have impacted their learning. Results indicated initial perceptions of online learning changed positively after engagement in coursework, but course design influenced collaboration and engagement. Statistical significance was found in changes in initial perceptions of online learning to a more positive overall feelings toward online learning. The results of this study raise important considerations for implementing online coursework for literacy graduate students.

Evaluating Sustainable Online Education: A Cross-Disciplinary Analysis of IT Device Utilization among Slovakian and Hungarian University Students

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An Instrumental Case Study of the Online Learning Experience of Macau University Students During Covid-19: What Kind of Online Presence Matters?

“…Since the outbreak of Covid-19, studies on students’ perception of emergency online teaching and their adaptation to blended learning when the virus turned into a “new normal” accumulated. Across the globe, many studies reported students’ positive experience of studying online, for example, Almahasees et al (2021) in Jordan, Van Wig et al (2022) in the US, Poláková and Klímová (2021) in Slovakia, and the aforementioned Macau based studies (e.g., Gong et al, 2021; Guan et al, 2023; Hsiang et al, 2022). Meanwhile, there is a large amount of research revealed that students’ online learning experiences were unsatisfactory due to the following reasons: students’ loyalty to offline education (Blizak et al, 2020), inadequate digital access, unsuitable home learning environment, and shortage of necessary computer skills (Cranfield et al, 2021), students’ anxiety in the pandemic (Howcroft & Mercer, 2022), fatigue and demotivation after constant virtual learning (Zizka & Probst, 2023), the inability to obtain timely feedback and to achieve in online learning (Conrad et al, 2022; Warfvinge et al, 2022), the shortage of socialization in online learning (Siah et al, 2022), not being self-regulated learners (Yeung & Yau, 2022).…”

Asynchronous vs Synchronous: Effects of Online Learning on Students' Oral Presentation Skills

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