Transitioning from Face-to-Face to Remote Learning: Students’ Attitudes and Perceptions of using Zoom during COVID-19 Pandemic

Serhan, Derar

doi:10.46328/ijtes.v4i4.148

Cited by 315 publications

(291 citation statements)

References 17 publications

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“…Since e-learning is not limited to using DVD or CD room, videotape, or television, it relies on the interactive communication between students and lecturers. In a more sophisticated platform, the students are even able to virtually raise their hands and write down notes and meaningful emoticons (Serhan, 2020). Grading the participation, assignments, exercises, and tests can even efficiently and effectively be done through selected media (FAO, 2011).…”

Section: E-learningmentioning

confidence: 99%

University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

Mulyani

Fidyati

Suryani

et al. 2021

SiELE

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English language instruction that moves away from offline to online should become the EFL lecturers’ concern for their students’ successful learning outcome. The students must be kept in the lecturers’ mind when they plan and program the instruction. This study aims at investigating the students’ perceptions and preferences on English instruction through e-learning implementation during the COVID-19 pandemic. This research applies a qualitative approach in a descriptive method design by involving 106 English class students from three different higher educations in Aceh, Indonesia. The thematic and comparative analyses are applied in analyzing the data. The findings of the study show that 50% of the students impress negative features concerning the internet network, a high need of internet quotas, the limitation of learning material explanation and absorption, and the social media influences. The study also reveals that 59.6% of positive features dominate the findings associated with the students’ interest in e-learning implementation as a new learning experience/exploration, engagement and enthusiasm, the flexibility of time and place, and the advance of digital technology usage and adaptation. Besides, WhatsApp, Opensimka, Google Classroom, and Google Meet have become the four most preferable e-learning platform among the respondents. It implies that e-learning implementation during the COVID-19 pandemic gives a variety of practical benefits to university students in the virtual English class. Yet, this still requires sufficient mentoring and extra supporting digital tools for the students and the lecturers.

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Section: E-learningmentioning

confidence: 99%

University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

Mulyani

Fidyati

Suryani

et al. 2021

SiELE

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“…More recently, others have researched the effects of VMC systems such as Zoom, and its impacts on the user after prolonged use. Serhan investigated students perceptions toward the use of Zoom in remote learning and its effects on their learning and engagement in comparison to face-to-face learning (Serhan, 2020). The findings suggest that students had a negative attitude toward the use of Zoom and perceived it as having a negative effect on their learning experience and their motivation to learn.…”

Section: Video Mediated Communicationmentioning

confidence: 99%

“…Its mosaic structure showing the camera feeds of a large number of students (in our case 49 students) affords some aspects of real-world face-to-face communication such as non-verbal feedback and attitude cues that were well-suited to online lectures. However, while Zoom can efficiently support the instructors' presentations, its limitations significantly affect group activities and teamwork in teaching environments (Serhan, 2020). The lack of spatial interaction and the lack of mobility in Zoom's rooms made it clear that our typical group activities would not directly translate or be effective in the Zoom platform.…”

Section: Defining a New Course Formatmentioning

confidence: 99%

Toward Facilitating Team Formation and Communication Through Avatar Based Interaction in Desktop-Based Immersive Virtual Environments

Siqueira

Feijóo-García

Stuart

et al. 2021

Front. Virtual Real.

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Millions of students worldwide have adopted online learning due to the isolation restrictions imposed by the Covid-19 pandemic. In this context, video conferencing platforms have garnered immense popularity as tools for teaching. However, these tools have several limitations compared to real-world encounters, especially in activities involving collaboration and teamwork. A growing number of researchers and educators have turned to avatar-based communication platforms, such as Mozilla Hubs, as alternatives that can complement video conferencing in social and teaching activities. Several previous research efforts have focused on developing tools that implement avatar-based communication systems or have explored creating activities in these 3D virtual spaces, such as poster sessions in scientific conferences or the classroom environment. In this work, we describe our semester-long efforts to develop Mozilla Hubs rooms toward promoting interaction and communication to help students self-form teams in the context of an introductory virtual reality course at the University of Florida. We describe hands-on activities to prepare students to use Mozilla Hubs effectively, including teaching them skills to customize and create avatars. We describe the implementation of three virtual rooms developed based on researchers' observations and students' survey responses. By observing students' behavior and communication patterns in those rooms, we propose a set of guidelines for building virtual rooms that can promote communication, interaction, and teamwork. We discuss the rooms' design, students' attendance, and avatar choices. Our findings suggest that highly detailed, small, closed spaces are preferred over large, open spaces with few details when promoting interaction and collaboration among students.

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“…During this period of suspension, the research community has inexorably moved toward remote protocols to replace face-to-face activities. There has been an exponential rise in the use of online platforms such as video conferencing (Zoom [3], Skype) and online learning [3][4] for day-to-day academic activities, and use of social media platforms has surged not just as a means for interacting and connecting with others, but also for participant recruitment and outreach [5]. Concomitantly, interest in online experimental alternatives to in-person cognitive testing has grown significantly [1] and there is increasing focus on methodological developments that will allow the field to adapt in a changed world where reduced social contact is the new norm [1,[6][7].…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, participants have to remember which boxes have previously been successfully searched and narrow their search by a process of elimination. There are 5 stages with increasing levels of difficulty(3,4,6,8 and 12 boxes/tokens respectively). An example is shown in Appendix C12.…”

mentioning

confidence: 99%

A New Remote Guided Method for Supervised Web-Based Cognitive Testing to Ensure High Quality Data

Leong¹,

Raheel²,

Sim³

et al. 2021

Preprint

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Background. The global COVID-19 pandemic has triggered a fundamental reexamination of how human psychological research can be conducted both safely and robustly in a new era of digital working and physical distancing. Online web-based testing has risen to the fore as a promising solution for rapid mass collection of cognitive data without requiring human contact. However, a long-standing debate exists over the data quality and validity of web-based studies. Here, we examine the opportunities and challenges afforded by the societal shift toward web-based testing, highlight an urgent need to establish a standard data quality assurance framework for online studies, and develop and validate a new supervised online testing methodology, remote guided testing (RGT). Methods. A total of 85 healthy young adults were tested on 10 cognitive tasks assessing executive functioning (flexibility, memory and inhibition) and learning. Tasks were administered either face-to-face in the laboratory (N=41) or online using remote guided testing (N=44), delivered using identical web-based platforms (CANTAB, Inquisit and i-ABC). Data quality was assessed using detailed trial-level measures (missed trials, outlying and excluded responses, response times), as well as overall task performance measures. Results. The results indicated that, across all measures of data quality and performance, RGT data was statistically-equivalent to data collected in person in the lab. Moreover, RGT participants out-performed the lab group on measured verbal intelligence, which could reflect test environment differences, including possible effects of mask-wearing on communication. Conclusions. These data suggest that the RGT methodology could help to ameliorate concerns regarding online data quality and - particularly for studies involving high-risk or rare cohorts - offer an alternative for collecting high-quality human cognitive data without requiring in-person physical attendance.

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Transitioning from Face-to-Face to Remote Learning: Students’ Attitudes and Perceptions of using Zoom during COVID-19 Pandemic

Cited by 315 publications

References 17 publications

University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

Toward Facilitating Team Formation and Communication Through Avatar Based Interaction in Desktop-Based Immersive Virtual Environments

A New Remote Guided Method for Supervised Web-Based Cognitive Testing to Ensure High Quality Data

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