Article
Education & Educational Research
Orit Ezra, Anat Cohen, Alla Bronshtein, Hagit Gabbay, Orit Baruth
Summary: This study analyzed students' perceptions of difficulties in Emergency Remote Teaching through Online Learning (ERT-OL) at a university in Israel, identifying hindering elements related to technology, pedagogy, and individual characteristics, and revealing intricate relationships between these elements. The study also uncovered potential mitigating strategies to address these challenges.
EDUCATION AND INFORMATION TECHNOLOGIES
(2021)
Article
Education & Educational Research
Anissa Cheriguene, Taieb Kabache, Chaker Abdelaziz Kerrache, Carlos T. Calafate, Juan Carlos Cano
Summary: The paper presents a novel online teaching and assessment scheme called NOTA, which utilizes Blockchain technology to maintain teaching quality and assessment fairness, and motivates learners and teachers to persist in their efforts. The preliminary results during the Coronavirus period showed a very high satisfaction ratio, exceeding 90%, making us very optimistic about the potential of our proposal at a larger scale.
EDUCATION AND INFORMATION TECHNOLOGIES
(2022)
Article
Mathematics
Gador Indra Hidalgo, Fermin Sanchez-Carracedo, Daniel Romero-Portillo
Summary: Distance learning during the COVID-19 pandemic brought about significant changes in teaching methods and student perceptions. Different student profiles experienced emergency remote teaching differently, with autonomous learners performing better academically. Students generally preferred in-person classes, but their academic performance may have benefited from the situation despite learning challenges.
Article
Education & Educational Research
Ozge Misirli, Funda Ergulec
Summary: The study shows that remote teaching has been challenging for both students and parents, with a focus on core courses and concerns about its suitability for young children and students with special needs. Parents complain about social isolation, lack of interactivity, and increased screen time, while experiencing a heavy burden themselves. However, parents noted that their children acquired self-regulated learning skills and digital socialization during emergency remote teaching.
EDUCATION AND INFORMATION TECHNOLOGIES
(2021)
Article
Education & Educational Research
Zuheir N. Khlaif, Soheil Salha, Bochra Kouraichi
Summary: This study aimed to explore the factors influencing student engagement in online learning during the COVID-19 crisis in middle school settings in developing countries. The findings revealed that various factors, including infrastructure, cultural influences, digital inequality, and digital privacy threats, impact student engagement during the crisis. Teachers' presence and content quality were found to be major factors affecting student engagement, while parental concerns, societal norms, and traditions also played significant roles during the crisis.
EDUCATION AND INFORMATION TECHNOLOGIES
(2021)
Article
Education & Educational Research
Ani Cahyadi, Hendryadi, Sri Widyastuti, Suryani
Summary: The study highlights the importance of various aspects influencing the shift to emergency remote teaching, and emphasizes the need for a learning design framed by the principles of simplicity, flexibility, and empathy. It acknowledges that in times of crisis, caring for and supporting learners is as crucial as fulfilling curriculum requirements.
EDUCATION AND INFORMATION TECHNOLOGIES
(2022)
Article
Psychology, Multidisciplinary
Santiago Iglesias-Pradas, Angel Hernandez-Garcia, Julian Chaparro-Pelaez, Jose Luis Prieto
Summary: This study examines the impact of emergency remote teaching at the School of Telecommunication Engineering, Universidad Politecnica de Madrid, and finds an increase in students' academic performance. It suggests that organizational factors may contribute to the successful implementation of emergency remote teaching, with no significant differences across courses with varying class sizes or delivery modes.
COMPUTERS IN HUMAN BEHAVIOR
(2021)
Article
Green & Sustainable Science & Technology
Ji-Hee Jung, Jae-Ik Shin
Summary: The COVID-19 pandemic has led Korean universities to implement online remote learning, which has proven challenging for students and professors. Quality assessment is crucial for strengthening and addressing weaknesses. The study found that system quality, information quality, and service quality positively impact flow and learner satisfaction.
Article
Education & Educational Research
Ji Yae Bong, Kyunghwa Cho, Zhichun Liu, Dan He
Summary: This study examined the cognitive engagement and disengagement of female high school students in an online learning context during the COVID-19 pandemic. The results indicated that the need for competence mediated the relationship between the exogenous variables and cognitive engagement and disengagement.
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
(2023)
Article
Environmental Sciences
Sook-Young Kim, Shin-Jeong Kim, Soon-Hee Lee
Summary: The study found significant improvements in knowledge and learning flow among nursing students with online learning, but the increase in self-regulation was not statistically significant. The results emphasize the importance of assessing learners' readiness for online learning and carefully planning and developing the educational environment to enhance the effectiveness of online learning outcomes.
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
(2021)
Article
Education & Educational Research
Kit-Tai Hau, Wen Jie Wu, Wing Tung Chung, Sze Ching Chan, Ming Ho Ng
Summary: With the COVID-19 outbreak, emergency remote teaching became the only alternative for schools. A large-scale survey conducted in Hong Kong showed concerns from teachers, principals, and parents about students' inability to concentrate and learn without teacher explanations. However, students, especially younger ones, perceived no worsening in academic achievement and felt more lively. Lack of computers and stable internet was not seen as a problem, and socially disadvantaged students did not differ in their perceived challenges or academic achievement.
EDUCATION AND INFORMATION TECHNOLOGIES
(2023)
Article
Automation & Control Systems
Andreas Birk, Dora Simunovic
Summary: The COVID-19 pandemic has accelerated the trend towards online education in higher education, with students expecting most lectures to be online in 10 years’ time.
IEEE ROBOTICS & AUTOMATION MAGAZINE
(2021)
Review
Psychology, Multidisciplinary
Francisco Antonio Nieto-Escamez, Maria Dolores Roldan-Tapia
Summary: During the pandemic, students generally found gamification-based teaching to be innovative, engaging, and efficient, as well as a fun activity. Some students also noted that gamified videoconferences helped them connect with classmates and provided social support during isolation.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Education & Educational Research
Yu Cao
Summary: This study used a photo elicitation method to investigate the online learning experiences of four college students in an emergency remote teaching context. The study revealed that students went through three stages of online learning and their perceptions of emergency remote teaching changed at each stage. Factors such as student-content interaction, strong teacher support, and a high level of digital inclusion were found to facilitate effective online learning, while lack of interaction with teachers and peers and dormitory confinement were identified as hindrances. The study provides explanations for the findings and offers pedagogical recommendations to promote online learning success. It holds significance for teachers and administrators engaging in technology-supported teaching activities during and after the pandemic.
ASIA PACIFIC JOURNAL OF EDUCATION
(2023)
Article
Psychology, Multidisciplinary
Alba Roldan, Raul Reina
Summary: This study found that changes in teaching strategies during the pandemic did not affect the self-efficacy of university students towards inclusion of people with disabilities. Teaching strategies that encourage student participation and reflections on learning increased student self-efficacy, regardless of the teaching format. The gains in self-efficacy were found to be consistent across demographic variables.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Education & Educational Research
Crystal Gasell, Patrick R. Lowenthal, Lida J. Uribe-Florez, Yu-Hui Ching
Summary: Discussion boards can offer insights into interaction patterns in online courses, with this study using LMS data to analyze the frequency of instructor-student interaction. Findings revealed average number of posts and interactions per student, as well as peak discussion activity in the first two weeks of the semester.
EDUCATION AND INFORMATION TECHNOLOGIES
(2022)
Article
Education & Educational Research
Kyungsuk Lee, William H. Stewart
Summary: This study investigates the relationship between gender and study level among international students in Korean universities, focusing on four pull factor dimensions. The results show that Experiential Motivations is the most salient dimension, and significant differences exist between gender and study level in the four dimensions.
JOURNAL OF INTERNATIONAL STUDENTS
(2022)
Article
Education & Educational Research
Patrick R. Lowenthal
Summary: Research suggests that video can enhance social presence in online courses, but the value of different types of videos remains uncertain. This study found that instructional videos were most preferred by students, followed by video feedback and video announcements. The effectiveness of video depends on its usage and individual student preferences.
DISTANCE EDUCATION
(2022)
Article
Education & Educational Research
Eric S. Belt, Patrick R. Lowenthal
Summary: The purpose of this study was to explore instructors' experiences and perceptions of synchronous communication technology in online courses. The findings suggest that instructors use synchronous communication technology in multiple ways and generally believe that the benefits of real-time visual communication outweigh the drawbacks. However, the benefits of nonverbal communication depend on situational factors and how synchronous features are used, and productive interaction requires intentional yet flexible facilitation during synchronous sessions.
EDUCATION AND INFORMATION TECHNOLOGIES
(2023)
Article
Education & Educational Research
Patrick R. Lowenthal, Amy Lomellini
Summary: Colleges and Universities are experiencing an increasing number of students with disabilities, but research suggests that these students often face barriers in online learning. This study surveyed educational technologists and disability access personnel to explore their perspectives on faculty and educational technologists' knowledge and skills in creating accessible courses and instructional materials.
Article
Education & Educational Research
Patrick R. Lowenthal, Jesus Trespalacios
Summary: Online educators often try different methods to create a sense of classroom community in their online courses. This study found no significant difference in students' perceptions of classroom community between traditional length online courses and accelerated online courses. However, students rated the accelerated courses higher in terms of classroom community.
Article
Education & Educational Research
Kristin Kipp, Kerry Rice, Patrick R. Lowenthal, Jui-Long Hung
Summary: The study aimed to understand the impact of course community support and personal community support on learner engagement. Surveying students from a small art and design school who had recently completed an online course, the results showed that variations in learner engagement can be explained by 40% based on course community and personal community support. These findings are significant for course designers, instructors, and university support staff, as they can be used to design online course content and intervention strategies to maximize learner engagement.
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
(2023)
Article
Education & Educational Research
William H. Stewart, Patrick R. Lowenthal, David J. Richter
Summary: Humans have been learning at a distance for centuries and modern technology has allowed formal distance education to be conducted online. However, during the COVID-19 pandemic, remote teaching has been conducted in an emergency manner, which is different from formal distance education. This paper discusses the differences between formal distance education, emergency remote teaching, and the evolving practice of sustained remote teaching, and proposes a descriptive contextual model for research analysis in the field of distance education.
TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION
(2023)
Article
Education & Educational Research
William H. Stewart, Patrick R. Lowenthal
Summary: The COVID-19 pandemic highlighted the gaps in educational institutions' ability to maintain education during crises, known as Emergency Remote Teaching (ERT). This conceptual paper analyzes empirical research on remote teaching conducted over different learning terms and proposes a model that can be used to analyze current literature, guide future research, and develop protocols and practices for remote teaching in short-, mid-, and long-term exigent circumstances.
Article
Education & Educational Research
Patrick R. Lowenthal, Arielle Horan, Marc C. Dearmond, Amy Lomellini, Dave Egan, Mickinzie Johnson, Krisha Noelle Moeller, Fayth Keldgord, Jessica Kuohn, Shawna Jensen, Auston Stamm, DaQuita Pounds
Summary: Developing a sense of community in online courses and programs is increasingly seen as important. However, there are still many questions about the best ways to achieve this. This paper conducts a review of Alfred P. Rovai's research on community in online education, analyzing themes, identifying future research areas, and discussing implications for practice.
Article
Education & Educational Research
Amy Lomellini, Patrick R. Lowenthal, Chareen Snelson, Jesus H. Trespalacios
Summary: Online learning leaders in higher education perceive a growing emphasis on accessibility and inclusivity, although there are still issues in providing accessible and inclusive online learning. They recognize instructional designers as the most knowledgeable and skilled in this area, but there is a lack of agency for instructional design teams and a need for support from senior leadership. Strategies such as faculty development, quality standards, and accessibility checkers are described to support faculty.
DISTANCE EDUCATION
(2022)
Article
Education & Educational Research
William H. Stewart, Youngkyun Baek, Patrick R. Lowenthal
Summary: The COVID-19 pandemic led to the adoption of remote teaching and learning in universities worldwide. This study examines whether students' experiences and perceptions of Sustained Remote Teaching (SRT) would change over time due to institutional preparedness and faculty support/experience.