Online Learning Theories: Gaps And Contemporary Issues

The concept of Massive Open Online Courses (MOOCs) has found wide acceptance in the past decade, particularly with the proliferation of technology that aids teaching and learning. This paper investigates the 'Introduction to People Management' / 'People Management' (edX course code: HR101x) MOOCs course created and run on the edX platform by IIM, Bangalore, with the aim of understanding the Online Learning Experience from the perspective of learner's satisfaction, engagement and interaction. Our study is based on analysing three kinds of extracts distilled from the course runs: (1) participation analysis and learner engagement data derived from the edX servers, (2) detailed participant surveys captured during the course runs, and (3) transcripts of interaction between learners as well as between faculty and learners in the various online discussion forums of the course. In-depth analysis of the above data points would enable us to investigate three key indicators of an effective online learning experience, namely, (1) achievement of learner satisfaction as gleaned from the learner post-course survey; (2) achievement of active learner engagement as observed from the various LMS indicators, and (3) achievement of interactivity through facilitating community building process. Furthermore, based on the above findings, the paper suggests policy, pedagogy and technology-based recommendations for running online courses that the authors feel would facilitate enhanced online learning experience. Co-authored paper

2020

Students’ engagement can be defined as how much time, commitment, and effort is devoted to the learning process. Students’ engagement is an important element in learning because it is a factor that affects academic success. During the emergency online learning due to covid-19 pandemic, some problems emerged because of the lack of learning engagement. This descriptive study was aimed to find out the problems faced by the students and the lecturers during the online learning as well as the tips to build learning engagement. The study was carried out in July 2020 to the students and the lecturers of Harapan Bangsa University. The data obtained from questionnaire and semi structured interview showed that although the implementation of online learning has been good, there were still some problems to be solved. Moreover, learning engagement was absolutely required during the online learning. It is expected that the result of this study may be useful for lecturers in designing the effectiv...

2021

Objective-This study evaluates the direct relationships among online learning attitude, online peer collaboration, psychological motivation, digital readiness, and online engagement among students in Malaysia's online distance learning (ODL) higher education institutions. Methodology/Technique-The structural Equation Model (SEM) method was employed to evaluate the direct influence of online learning attitude, online peer collaboration, and psychological motivation on digital readiness and the direct influence of digital readiness on online engagement. The model was developed based on the conceptual development and subsequently analysed using the Partial Least Square (PLS) technique on 391 data acquired during the survey. Finding-The outcomes from the statistical data analysis have clearly shown that the online learning attitude, online peer collaboration, and psychological motivation have positively and significantly influence digital readiness. Novelty-The model of this study is the first model been used by utilising Smart-Pls version3 for data analysis to study students' engagement in ODL higher institutions in Malaysia.

Journal of Educational and Social Research

The purpose of this study is to analyze the involvement of students in the learning process in online platforms to understand more about the advantages and disadvantages of this process as well as its challenges in general and of foreign language students in the master degree programme in particular. The information gathered from 50 respondents through the questionnaire is analyzed through the computer program SPSS 25 in order to obtain a more complete and professional analysis. The questionnaires were filled out by the foreign language students in the master degree programme at Aleksander Moisiu University, Durres - Albania during the period January - March 2022. The findings of the paper prove that online learning experience depends mainly on online learning activities, reading and writing during online courses, tests and evaluations; student engagement in online learning depends mainly on activities that are performed during the process of online learning, in addition to the writ...

Optimizing Student Engagement in Online Learning Environments

Online learning is a fast-growing technology in an educational field which uses internet as a media to deliver the educational contents to the students. The main research area in online learning is to identify the disengaged learners and motivate them. The success of online learning systems depends on how quickly it identifies the disengaged learners and techniques used to reengage them. Through this chapter, we are going to discuss briefly about the online learning, advantages and disadvantages of online learning, importance of motivation in online learning, types of motivation, the motivational theories related to student engagement and finally discuss about various disengagement detection techniques in online learning.

Tạp chí Giáo dục, 2022

Online (virtual) education is a teaching and learning method selected by many institutions, including Eastern International University (EIU), to overcome the lockdown and curfew periods during the Covid-19 pandemic. In this knowledge transferring mode, maintaining students' engagement and motivation is the concern of lectures and school administrators. This study discusses the origin, advantages, and disadvantages of online teaching, compared with on-campus face-to-face education. Also, using the results of a student survey conducted by the Student Services Office, this study highlights some serious issues related to online education in the Becamex Business School at Eastern International University, including poor internet connection, lack of interaction between lecturers and students, external noises, and students' insufficient attention to the lectures. Then, this study proposes four solutions to remedy these problems: (1) student-friendly or familiar examples, (2) technology-aided teaching methods, (3) project-based assessment, and (4) seven principles for good practice in undergraduate education. 1. INTRODUCTION Eastern International University (EIU) is a physical and virtual high-level education institution where students can study and pursue a university degree in preparation for their careers and jobs. It is also a workplace where the lecturers, staff, and other employees work side-by-side within their roles to provide education and services to our students and community, as well as achieve our aspirations. Since the Covid-19 pandemic broke out in Vietnam, EIU has moved to an online education platform using mainly Google Meet, Google Sites, and emails to provide education and services to our students. This online education platform is very new to our students and lecturers, and the student-student and student-lecturer interactions are severely affected. Some lecturers have a good reason to claim that making our students understand online education materials is difficult. Therefore, to achieve the program learning outcomes (PLOs), apart from other factors, lecturers need to make sure that they can maintain and reinforce our students' motivation (as self-efficacy) in online education. Students will likely focus on their studies if they find them interesting or important (Harackiewicz et al., 2016; McPherson & McCormick, 1999; Paas et al., 2005). Motivation is a determinant of learning success and lack of motivation causes a high dropout rate among students, especially in complex online education environment (Pass et al., 2015). It also is the process whereby goal-directed activity is instigated and sustained (Blaskova, 2014; Yukseloglu & Karaguven, 2013). Using the survey of 186 university students in America, Dixson (2010) showed that active learning environments and meaningful multicommunication channels between student-student and student-lecturer could help to increase student motivation and

TCP Edu Spectra, 2022

Study Webs of Active-learning for Young Aspiring Mind (Swayam) is a Massive Open Online Course (MOOC). In every course, there are learners who successfully pass and complete the course. However, there are also those who fail the course for various reasons. One such reason may be related to success in engagement. Although engagement differs with types of learners. In this paper, we analyse the participant's engagement in the course Basic Concepts in Education. The tool MOOCs Engagement Scale (MOOCsES) was constructed and validated by C.Vijila, and K.Thiyagu. (2022). The data was gathered from the google form through the Swayam course portaland limited to 528 participants. The analysis of the results reveals that the level of MOOCs engagement shows moderate and there are no significant differences among the participants with respect to gender, marital status, educational qualification, stream and age at a 0.05 % level. Further, the result shows that there is a significant difference among the participants with respect to rural and type of institutions at a 0.05% level.

In I. Tussyadiah & A. Inversini (Eds.) Proceeding of the International Conference on Information and Communication Technologies in Tourism 2015, 2015

Decades of distance learning evolution and innovation, particularly due to the Internet and recently, Massive Open Online Courses (MOOCs), have led to industry and academic confusion about online learning nomenclature. This study takes a preliminary step in reducing the confusion, proposing a conceptual framework for categorising online learning. Drawing on content structure and interactivity, the paper proposes four categories of online learning: resources, tutorials, courses and MOOCs. These four categories serve as a base for illustrating five online learning variables open versus closed access, cost, interactivity, recognition and assessment which subsequently help clarify the framework of the four somewhat overlapping categories. The resultant framework gives industry and academia common ground for discussing online learning and for future research such as MOOC types and additional variables to consider, i.e., synchronicity, learning outcomes, openness, and self-direction.

2021

In recent years, online education has become a mature, recognised, and heavily used alternative for delivering higher education programmes. Beyond its benefits, online education faces a number of challenges, some of which relate to its engagement and impact on student performance. To support the ongoing research into the complex relationships developed, this research investigated the relationship between engagement and academic performance for students that undertake standalone online programmes. The study uses as input the module content engagement data, as collected from an e-learning platform, including the number of content views, forum posts, completed assignments, and watching of videos. The study used Pearson correlation to evaluate the relationship between learner engagement and academic performance. The analysis revealed that the student engagement was positively correlated to the student performance both for individual modules as well as across the cohort. In addition, correlation between initial engagement with individual subjects and the overall engagement was also strong, indicating both variables lead to improved academic results.

Humaniora, 2017

This study aimed to expose the Indonesian online learners' learning strategies used in MOOC and investigated the relationship between the learning strategies and learner-instructor interaction in MOOC. The method employed was quantitative research and used the correlational study. The data for this study were collected from 500 Indonesian online learners (359 females and 141 males) who enrolled in Sekolah TOEFL, one of the MOOCs in Indonesia. This study used translated and modified version of Motivated Strategies for Learning Questionnaire (MSLQ), students' experience in e-learning questionnaire, and learner-instructor interaction in the online course. The three questionnaires were distributed through an electronic survey site, Google FormTM. The data were analyzed using descriptive statistics and Pearson Product Moment Formula to correlate both learning strategies and learner-instructor interaction. The findings enrich our understanding of learners' learning strategies that are used in MOOC and reveal the relation of the learning strategies and learner-instructor interaction in MOOC.