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Tytuł:
Student perceptions of required student-to-student interactions in online courses
Autorzy:
Lesht, Faye L.
Schejbal, David
Powiązania:
https://bibliotekanauki.pl/articles/425950.pdf
Data publikacji:
2020
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
online learning
student interactions
authenticity
online programs
Opis:
This multi-institutional study of undergraduate and graduate students enrolled in online degree programs explored student perceptions of required student-to-student interactions. Using a semi-structured interview methodology, thirty-three students participated in the study. While all of the students had experience with the required discussion board interactions of posting and responding, a majority of the students reported experience with other types of required student-to-student interactions including group projects, group presentations, peer reviews, and, for a few, discussions within the required synchronous sessions. The findings indicate that while most value the concept of peer-to-peer interaction in online courses, many found the required assignments lacking in authenticity and not a good use of their time. Some students reported satisfaction with one or more of the requirements such as small group assignments when time was allowed for coordination, small group discussions, and selected discussion board posts. The students valued the interactions most when those interactions were relevant to their careers. These findings encourage taking the demographic realities of students studying online into consideration when incorporating student-to-student interactions into courses. Many have family and other obligations, so they are particularly sensitive to work that appears to be trivial or unnecessary. Hence, learning elements such as peer-to-peer interactions should be incorporated into courses intentionally and with purpose so that the interactions do not appear to be busy-work or checking an interaction box.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 84, 2; 4-12
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Online teaching readiness of staff during the COVID-19 pandemic: Ege University sample
Autorzy:
Kiliç, Murat
Ateç-Çobanoğlu, Alev
Powiązania:
https://bibliotekanauki.pl/articles/35728022.pdf
Data publikacji:
2024
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
emergency remote learning
online learning
online teaching
perceptions
readiness
Opis:
The instant transition to online learning during the pandemic led to some neglections in instructional design and planning, with online teaching readiness seen as a major issue within this context. The authors of this study therefore believe that the readiness of instructors for providing online learning is a critical concern for such a transition and its future implications. In this survey/descriptive study, the authors investigated instructors’ online teaching readiness through an adapted version of Chi’s Online Teaching Readiness Questionnaire, which includes both open-ended and multiple-option questions, with code-theme relationships also presented. The data collection tool was administered to 200 instructors from different faculties working at Ege University, which is a western state university in Turkey. The findings from the questionnaire show that to a large extent, the instructors feel ready for online teaching. The authors share their suggestions on future research and applications in the last section of the paper.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2024, 104, 2; 54-63
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Social aspects of introducing online learning - the students perspective
Autorzy:
Lis, Magdalena
Wolna, Natalia
Moczulska, Marta
Solińska, Kinga
Powiązania:
https://bibliotekanauki.pl/articles/1827685.pdf
Data publikacji:
2020-11
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
online learning
change process
resistance
stakeholders
universities
Opis:
The article presents the introduction of online learning at universities in Poland, which was a solution aimed at preventing, countering and combating COVID-19. Attention was drawn to the perception of this change by the stakeholders, i.e. students. The analysis examines students’ concerns regarding the implementation of this form of learning in selected areas related to access to technology, the organization of classes, and the participation in them, social interactions and administrative activities. The aim of the research was also to ascertain students’ opinions on the consequences of the implemented change and on the actions aimed at facilitating the transition to online learning undertaken by the authorities and university employees. The research was conducted with the use of an electronic survey questionnaire. The responses of 189 full-time university students were analyzed. Based on the results of the research, communication between students and university authorities, as well as the involvement of participants in the process of change were considered as key elements in the implementation of online learning. Among the important activities there were those that enable participation in online learning (provision of equipment, programs, licenses) and those that support learning (access to library resources). As regards the latter, conclusions were formulated concerning the planning of teaching, i.e. the content and the way of transferring knowledge.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 86, 4; 36-46
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction
Autorzy:
Tila, Dorina
Powiązania:
https://bibliotekanauki.pl/articles/1827672.pdf
Data publikacji:
2020-11
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
blended learning
hybrid learning
distance learning
online learning
students’ performance
Opis:
This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 86, 4; 62-71
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Learning analytics in synchronous online education: Making video conferencing more data-driven and interactivity-focused
Autorzy:
Vashisht, Vaibhav
Gautam, Prashant
Powiązania:
https://bibliotekanauki.pl/articles/1827682.pdf
Data publikacji:
2020-11
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
videoconferencing
online learning
learning analytics
students’ data
synchronous education
Opis:
COVID-19 has been a turning point for online learning across the world, but the remarkable story has been the meteoric growth of synchronous or “live” online education. As instructors around the world have turned to video conferencing platforms to teach, a lot of instructor feedback has recently emerged on a variety of topics. One of the key emerging issues for instructors and institutions has been extracting and consolidating data on student engagement and learning outcomes. This paper attempts to identify and classify the types of learning data required to understand student learning behavior in synchronous (or “live”) online classes based on a multitude of factors such as immediacy, consolidation, and availability to different stakeholders at different points in time. Further, an attempt is made to assess how popular video conferencing platforms address the issues of data generation, presentation, and collation. Lastly, the paper also proposes an alternative approach that can potentially help create data in an easier, more efficient manner.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 86, 4; 54-61
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching in a time of pandemic: The case of the EMET Program at Pennsylvania State University - Fayette
Autorzy:
Gapinski, Andrzej J.
Powiązania:
https://bibliotekanauki.pl/articles/35729360.pdf
Data publikacji:
2024
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
educational system
teaching modes
online learning
pandemic
engineering program
Opis:
The author shares his experiences of university teaching during the time of restrictions imposed on teaching and learning modes due to a pandemic. The relative scarcity of literature analyzing the response in the fields of science and engineering to the pandemic served as motivation. After providing general background information about the pandemic’s impact on educational systems worldwide, the article provides qualitative research with a narrative model for a case study of an engineering program at an American university. The analyzed case concerns the teaching and learning methodologies implemented in an electro-mechanical engineering technology bachelor’s degree program at Pennsylvania State University – the Fayette campus in the academic years 2020-22. Pennsylvania State University’s chosen teaching modes in the time of the pandemic to be used by instructors provide an example of adaptability of a higher education institution to the changing teaching and learning circumstances. The pedagogical approach to preparing, delivering, and assessment of learning effectiveness in engineering courses with a laboratory component is described. The article also shows how to use the learning management system, Canvas, with its analytical utility tool, to improve effectiveness and responsiveness of the teaching and learning process. The shortcomings and unexpected benefits of learning online pedagogy are shared and discussed. To assess the students’ perception and the study mode and their preferences in this regard, an anonymous, closed-ended, nominal-polytomous questionnaire was conducted, and its findings are analyzed. Further, to compare the students’ preferences as regards study modes depending on the academic discipline, engineering students were contrasted with students studying business as their major. The surveys also provide answers to trends in the longer term in students’ expectations for delivery of programs by higher education institutions.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2024, 104, 2; 64-73
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Stimulating active participation with class materials using Interactive Document
Autorzy:
Rinaldi, Matteo
Hasan, Dan
Powiązania:
https://bibliotekanauki.pl/articles/1367585.pdf
Data publikacji:
2021-07
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
online learning
Microsoft Teams
FeedbackFruits
interactivity
engagement
active participation
online teaching tools
Opis:
Online learning became one of the most discussed topics during the COVID-19 pandemic. The educational world had to implement and deliver online courses for their students, and millions of students found themselves behind their laptop rather than in class in a matter of weeks. This article introduces a specific piece of software, Interactive Document, tailored to higher education to allow heightened interaction and active participation with study materials. This article explains the main elements of the tool, including how instructors can benefit from using Interactive Document integrated with Microsoft Teams. Characteristics of the software such as in-line comments, practice questions, anti-skimming features, comment sorting, and the ability to attach files are discussed, with references to use cases where these features were applied. Finally, a case study from Texas A&M International University is presented, highlighting how Interactive Document enhances students’ critical skills and structural understanding, while allowing instructors to have a deeper overview on student performance and interaction with the study material.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2021, 90, 3; 84-90
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Improving intercultural pragmatic competencies in online L2 Spanish classrooms through task-supported learning
Autorzy:
Bachelor, Jeremy W.
Powiązania:
https://bibliotekanauki.pl/articles/2080386.pdf
Data publikacji:
2022-07-29
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
interlanguage pragmatics
intercultural communication
online learning
motivation
task-based language teaching
Opis:
Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students; however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2022, 94, 2; 19-27
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Elo Rating Algorithm for the Purpose of Measuring Task Difficulty in Online Learning Environments
Autorzy:
Pankiewicz, Maciej
Bator, Maricn
Powiązania:
https://bibliotekanauki.pl/articles/425608.pdf
Data publikacji:
2019
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
Elo
rating algorithm
task difficulty
online learning environment
learner feedback
proportion correct
Opis:
The Elo rating algorithm, developed for the purpose of measuring player strength in chess tournaments, has also found application in the context of educational research and has been used for the purpose of measuring both learner ability and task difficulty. The quality of the estimations performed by the Elo rating algorithm has already been subject to research, and has been shown to deliver accurate estimations in both low and high-stake testing situations. However, little is known about the performance of the Elo algorithm in the context of learning environments where multiple attempts are allowed, feedback is provided, and the learning process spans several weeks or even months. This study develops the topic of Elo algorithm use in an educational context and examines its performance on real data from an online learning environment where multiple attempts were allowed, and feedback was provided after each attempt. Its performance in terms of stability of the estimation results in two analyzed periods for two groups of learners with different initial levels of knowledge are compared with alternative difficulty estimation methods: proportion correct and learner feedback. According to the results, the Elo rating algorithm outperforms both proportion correct and learning feedback. It delivers stable difficulty estimations, with correlations in the range 0.87–0.92 for the group of beginners and 0.72–0.84 for the group of experienced learners.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2019, 5 (82); 43-51
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Adaptive Learning: Context and Complexity
Autorzy:
Dziuban, Charles
Howlin, Colm
Dr. Moskal, Patsy D.
Dr. Johnson, Connie
Eid, Mitchell
Kmetz, Brandon
Powiązania:
https://bibliotekanauki.pl/articles/426270.pdf
Data publikacji:
2018
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
online courses
academic achievement
adaptive learning
blended learning
digital learning
college students
educational strategies
Opis:
Adaptive learning technologies impact higher education by modifying the traditional time constraints placed on the learning cycle, thus permitting students to compress or expand their learning spaces. Previous work by the authors has demonstrated dimensional stability in the adaptive process across universities with considerably different strategic initiatives. However, a prevailing question remains about the correspondence of student position on those components. Transformed component scores for the four stable dimensions (knowledge acquisition, engagement, growth and communication) have been contrasted for comparability in beginning Algebra, College Algebra and Nursing courses at the University of Central Florida and the Colorado Technical University on several metrics generated by the Realizeit adaptive learning platform. The results indicated considerable variability in student affinity for the underlying dimensions depending on a number of considerations such as course length, subject area, and the instructional design process. The authors have concluded that adaptive learning is a complex system in which the interaction of the elements becomes more important than individual measures for understanding the emergent property of this learning environment. Finally, they contend that the potential value added of adaptive learning must be carefully considered with respect to its opportunity cost.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2018, 5 (77); 13-23
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wykorzystanie programu LabSEE do tworzenia eksperymentów ekonomicznych online
Usage of LabSEE to design online economic experiments
Autorzy:
Borowski, Robert
Kopczewski, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/426029.pdf
Data publikacji:
2015-09-30
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
LabSEE.com platform
online economic experiments
e-learning
Opis:
Although the experimental methods were widely introduced into economics teaching process, there are relatively few didactic materials and tools which enable using e-learning in this approach. This is due to both, technical software limitations, as well as the lack of methodology for implementing this type of activity. This paper presents the basic principles of efficient use of economic experiments in e-learning teaching. Based on the experience of conducting online classes it can be concluded that the basic condition for active learning of economic theory is to use the elements of gamification and the flipped teaching, in which the economic experiment is followed by the introduction of theories and economic models. The second condition is to create a work environment so that the experiments can be carried out without significant investment of time and technical resources. LabSEE.com platform was created as a dedicated environment for creating and carrying out experiments on-line within the e-learning course or as an aid in m-learning. This paper presents the LabSEE.com platform and technical basis of experiments to create and share online.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2015, 4 (61); 38-44
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Factors determining satisfaction with e-learning during the pandemic in the opinion of Polish and Spanish students: analysis of differences and similarities
Autorzy:
Marciniak, Renata
Rembielak, Grażyna
Powiązania:
https://bibliotekanauki.pl/articles/2143665.pdf
Data publikacji:
2022-10-31
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
e-learning
e-learning satisfaction
online education
quality of education
higher education
Opis:
E-learning has become a challenge for many universities worldwide, which during the pandemic had to switch overnight from offline to online learning and meet the expectations of students for whom this form of education was often alien. The aim of the paper is to present how students from two different countries, Spain and Poland, perceived e-learning during the pandemic, what factors, in their opinion, influenced their satisfaction with this form of education, which of them decreased it; and what are the similarities and differences in their opinion. In order to get to know their opinions, an online survey was conducted with students at the University of Manresa (Spain), and telephone interviews with students of the Warsaw University of Technology Business School. A comparative analysis of the obtained results was then performed to determine the similarities and differences in the satisfaction with e-learning between the Spanish and Polish students. The study shows that the main factors satisfying both groups of students are the possibility to use digital didactic materials, the quality of e-learning platforms, the organisation of e-learning, and the support provided by universities and lecturers. The most significant differences were visible in the perception of online classes, the formula for completing the course, and the didactic activities for students. The research results lead to the conclusion that despite the cultural differences and different teaching systems, the factors satisfying students with e-learning in the two countries were in fact quite similar.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2022, 96, 4; 14-24
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The impact of digitalisation on the development of e-learning
Autorzy:
Sitnicki, Maksym W.
Horbas, Iryna
Derkach, Oksana
Rozbeiko, Kyrylo
Powiązania:
https://bibliotekanauki.pl/articles/2231188.pdf
Data publikacji:
2023-07-20
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
e-learning
learning ecosystem
digital competence
open educational resources
massive open online courses
Opis:
This paper presents an overview of the latest developments in electronic learning and teaching methods and tools brought about by digital transformations aimed at making education more efficient and effective. A set of general and specific research methods was used to conduct the study, in particular bibliographical and descriptive, chronological, specification, analysis, systematisation and classification, observation, survey and expert interviews, abstraction, analogy and comparison, comparative, modelling, forecasting and argumentation, and logical generalisation. The authors describe their approach to structural organisation of the novel e-learning ecosystem and single out its key components, including technology, learning contexts, and learning outcomes, as well as a set of secondary external factors that determine the quality and effectiveness of education when digitalised. This paper explores characteristics and features of e-learning such as customisation, autonomy, and interactivity with a focus on micro-learning, and presents the findings of an analysis of the most popular open educational resources (OERs), massive open online courses (MOOCs), and online learning platforms, highlighting their major advantages and disadvantages.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2023, 99, 2; 11-21
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
E-mentoring: an effective platform for distance learning
Autorzy:
Iqbal, Hafiz
Powiązania:
https://bibliotekanauki.pl/articles/425975.pdf
Data publikacji:
2020
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
e-mentoring
knowledge management
online technology
scaffolding
effective learning
Opis:
The provision of mentoring is essential for learning to take place, and current online technology is changing the nature of mentoring. This study examines the effectiveness of e-mentoring and develops its management practice. This study extensively uses historical reviews to seek a better policy for e-mentoring. It covers the literature on different forms of mentoring, including books, journals, online documents, research reports, and newspaper articles related to e-mentoring. Based on the findings from the literature, this study suggests that e-mentoring compares well to those of other mentoring approaches traditionally used. The study gives an overview of e-mentoring tactics, practices, and strategies. The findings of this will be useful for national and international policymakers and stakeholders, in promulgating effective e-mentoring policies.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 84, 2; 54-61
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Using the Community of Inquiry Survey to Assess Teaching, Social, and Cognitive Presence and Make Subsequent Improvements to Online Courses
Autorzy:
Sommers, Dennise K.
Powiązania:
https://bibliotekanauki.pl/articles/426280.pdf
Data publikacji:
2013
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
Community of Inquiry
Online Courses
e-learning
students
research
Opis:
Thanks to the growth and development of online programs, higher education is more accessible to prospective students regardless of where they live. The sophistication of online courses has grown over the past decade largely due to the abundance of research. Ongoing research propelled the development of the Garrison, Anderson, and Archer Community of Inquiry (CoI) Model which described the interaction or relationship among teaching presence, cognitive presence, and social presence when designing and teaching online courses. The author of the article used CoI Model and Survey to assess student perceptions of teaching, cognitive, and social presence as well as their perceptions of the effectiveness of individual online classes. The article presents the survey results.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2013, 5 (52); 83-86
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
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