Student Experiences of Using Online Material to Support Success in A-Level Economics

Abstract

Current research has demonstrated that the leap from GCSEs to A-Levels is the greatest transition learners will go through in their educational journey. This paper looks into student attitudes towards utilising online resources to succeed in A-Level exams. Students are now expected to retain information across the two-year course, so this research looks into how educators can support such learning. Data tracking, questionnaires and interviews were conducted with Year One Economics students in a 16-19 educational institution in South-East England. The research identified that students require online resources to support them in their knowledge construction and retention; however, educators need to be wary of making certain assumptions. Learners’ digital capabilities are still developing, so educators need to promote online resources that will support learner needs, as well as ensure that the material is both accessible and easy to use

Quality Teaching in Online Higher Education: The Perspectives of 250 Online Tutors on Technology and Pedagogy

“…You E-learning has been gaining ground among learning models because of its efficiency but also because of the proliferation of a multitude of studies which aim at enacting positive change in the education process [10]. In the complex situation created by the introduction of technological tools and applications in the educational process, we must reconsider the methods, strategies and instruments used in teaching [11,12]. Online instructors (tutors) play a key role in this reconsideration process because they do not convey content in the same way that they would in the context of face-toface (conventional) teaching because students are in possession of content acquired in their own way and at their own pace [13].…”

Technology-Induced Stress, Sociodemographic Factors, and Association with Academic Achievement and Productivity in Ghanaian Higher Education during the COVID-19 Pandemic

“…The transition from in-person instruction to ERT flooded the learning space with digital technologies (DTs) or ICTs relatively new to most students. These technologies include blended learning and mobile learning facilitated by emerging technologies such as intelligent tutoring systems, learning analytics, and diverse learning applications [10][11][12]. Notwithstanding, ICTs come with benefits for students demonstrated via performance improvements, saving institutional resources and time, high student satisfaction [13,14], convenience, flexibility, and extended access to quality learning support [15].…”

Attitudes of nursing faculty members toward technology and e-learning in Lebanon

“…Regarding e-learning , the participants reported an absence of clear guidelines and that e-learning is minimally used. Online learning is not acknowledged by the Lebanese Ministry of Education and Higher Education (MEHE), hence the resources required for upgrading educational methods to use e-learning [ 59 ] are not available. However, some of the faculty reported the use of traditional teaching methods such as blended learning, problem-based learning, and flipped classrooms in addition to simulation labs (Table 6 ).…”