Using Information Communication Technologies for Interactive Open and Distance Learning Experiences in the Era of COVID-19

Seeletso, Mmabaledi

doi:10.4324/9781003125921-12

Cited by 4 publications

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“…Knowledge acquisition concerned the contribution of online learning to learners' expansion of academic knowledge. Adaptability concerned the ability to flexibly manage learning despite temporal and physical limitations (see also Seeletso, 2021). Ease of loading indicated reduced burden and increased ease of learning in online contexts.…”

Section: Online Learning Environmentsmentioning

confidence: 99%

“…In contrast, the analysis found no significant association between adaptability and satisfaction. Flexibility has long been acknowledged as one crucial benefit of online education (Seeletso, 2021). Technical problems, including improper internet facilities and poor internet quality, may have undermined desirable learning outcomes among international students.…”

Section: Learning Environment Factors Associated With International S...mentioning

confidence: 99%

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Online learning satisfaction and its associated factors among international students in China

Tian

2022

Front. Psychol.

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The outbreak of the COVID-19 pandemic has caused a substantial transition of Chinese international education to online learning. This article discusses the impact of online learning from international students’ perspectives. Data were collected from exploratory interviews with a small group of international students at a research university and a nationwide survey involving 1,010 international students at 41 universities in China. A synthesis of the two studies’ findings pointed to low levels of online learning satisfaction, particularly among international students from Africa, those in undergraduate programs, those in life sciences and medical disciplines, and those studying at research-centered universities. Moreover, both studies revealed low emotional engagement significantly predicted international students’ online learning dissatisfaction. To enhance international students’ satisfaction, it is suggested that universities and teachers prioritize the building of student-centered online learning environments supporting international students’ emotional involvement and helping them feel a greater sense of belonging in online intercultural learning.

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Section: Online Learning Environmentsmentioning

confidence: 99%

Section: Learning Environment Factors Associated With International S...mentioning

confidence: 99%

Online learning satisfaction and its associated factors among international students in China

Tian

2022

Front. Psychol.

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Scholarly discourse of the fourth industrial revolution (4IR) and education in Botswana: a scoping review

Uleanya

2022

Educ Inf Technol

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Implementation of the practices of the Fourth Industrial Revolution (4IR) is currently a trendy topic worldwide since various interruptions are expected. Education is considered as a major tool to equip people with the necessary kills to be prepared for the Fourth Industrial Revolution (4IR). Botswana’s education system was ranked among the top ten on the African continent. Hence, this study explored the 4IR and education in Botswana, using a scoping review. The literature was analysed and presented, using themes. The findings showed that factors such as curriculum issues, lack of electricity in rural areas, amongst others are stumbling blocks in Botswana’s way as it continues to prepare itself for the 4IR through education. Also, there is limited scholarly work on education and the 4IR, specifically from the perspective of Botswana. Hence, research into current practices in the education sector and institutions of learning in Botswana was recommended.

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Investigating Online Versus In-Person Learning on Student Performance

Singh,

Naidoo,

Mtapuri

et al. 2023

Progressio

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The urgent transformation from face-to-face teaching to an online format in Higher Education Institutions (HEIs) worldwide was carried out overnight, and almost seamlessly as a result of the COVID-19 pandemic. While the transition to adopting online assessment methods may have proved challenging for academics, recent literature in this area highlights the main reason for this—that many face-to-face universities had never implemented any form of online assessment from an institutional perspective prior to the pandemic. This issue was further exacerbated by the fact that these assessments had to be conducted remotely, bringing to the fore extraordinary challenges for HEIs, including academic dishonesty, infrastructural limitations, coverage of learning outcomes, and commitment of students to submit assessments, to name but a few. The overarching purpose of this research was to determine which teaching method proved more effective over the eight-year period. The scores of 548 students—401 traditional students and 147 online students—in an environmental science class were used to determine which instructional modality generated better student performance by means of a comparative study. This article adopts a quantitative approach analysing retrospective data at the selected institution to determine the performance of undergraduate students during the first and second semesters of 2019, when the institution operated in a fully face-to-face environment, and compares these results with those achieved during the first two semesters of 2020, during which the institution adopted emergency remote teaching and assessment as a result of the COVID-19 pandemic. The purpose of this article was to determine whether students performed better or worse in the online environment. Results from institutional-wide modules were compared across the two years.

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Using Information Communication Technologies for Interactive Open and Distance Learning Experiences in the Era of COVID-19

Cited by 4 publications

References 0 publications

Online learning satisfaction and its associated factors among international students in China

Online learning satisfaction and its associated factors among international students in China

Scholarly discourse of the fourth industrial revolution (4IR) and education in Botswana: a scoping review

Investigating Online Versus In-Person Learning on Student Performance

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