The document discusses factors affecting the capabilities of midwifery students using an online learning system at Fatima School of Science and Technology. It begins by outlining the background, problem statement, assumptions, and significance of the study. It then reviews related literature on online learning during the COVID-19 pandemic and factors that can influence student outcomes, such as learner characteristics, perceived usefulness, and course design. The methodology chapter describes the research design, respondents, and data collection instruments used. In conclusion, the study aims to determine what factors affect the capabilities of midwifery students in using the school's online learning system.
The physical classroom learning nowadays is no longer applicable for the current younger generations (Gen Y). Internet and distance learning which is generally known as online education plays a vital roles in the country’s education system. It is undeniable that online education provides ample of benefits to young learners. Nevertheless, there are also many negative implications from online education. Limited collaborative learning, increase in time and effort are the several negative implications from online education. This study examines the implications of online education among students especially in a private higher learning institution and its effect towards Malaysian national education system. Information has been collected through surveys, interviews and together with secondary data, and were analysed using SPSS. The studies found that there are various serious issues regarding online education and on its effect on the quality of Malaysian Education System to certain extend. Several problems have been identified and these issues have to be solved in order to sustain the quality of education for future generations. Furthermore, Ministry of Higher Education (MOHE) should formulate a standard policy, monitor closely the implementation of online education, evaluate and review the method used in teaching and upgrade to maintain the quality of online education in private higher education institution.
Is online education an effective replacement for traditional classroom teaching?Dam Frank
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2).
Is online education an effective replacement for traditional classroom teaching?DamaineFranklinMScBE
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2). This implies that there is no face-to-face interaction with online learning, unlike traditional education. Due to its flexibility and convenience, online education has become one of the most popular teaching and learning methods. However, there appears to be substantial debate among researchers regarding the relevance and effectiveness of both online education and traditional classroom teaching. Some researchers argue that traditional classroom teaching is still relevant and, as such, is the most effective teaching and learning method, whereas others support online learning as the most effective method of teaching and learning in
The physical classroom learning nowadays is no longer applicable for the current younger generations (Gen Y). Internet and distance learning which is generally known as online education plays a vital roles in the country’s education system. It is undeniable that online education provides ample of benefits to young learners. Nevertheless, there are also many negative implications from online education. Limited collaborative learning, increase in time and effort are the several negative implications from online education. This study examines the implications of online education among students especially in a private higher learning institution and its effect towards Malaysian national education system. Information has been collected through surveys, interviews and together with secondary data, and were analysed using SPSS. The studies found that there are various serious issues regarding online education and on its effect on the quality of Malaysian Education System to certain extend. Several problems have been identified and these issues have to be solved in order to sustain the quality of education for future generations. Furthermore, Ministry of Higher Education (MOHE) should formulate a standard policy, monitor closely the implementation of online education, evaluate and review the method used in teaching and upgrade to maintain the quality of online education in private higher education institution.
Is online education an effective replacement for traditional classroom teaching?Dam Frank
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2).
Is online education an effective replacement for traditional classroom teaching?DamaineFranklinMScBE
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2). This implies that there is no face-to-face interaction with online learning, unlike traditional education. Due to its flexibility and convenience, online education has become one of the most popular teaching and learning methods. However, there appears to be substantial debate among researchers regarding the relevance and effectiveness of both online education and traditional classroom teaching. Some researchers argue that traditional classroom teaching is still relevant and, as such, is the most effective teaching and learning method, whereas others support online learning as the most effective method of teaching and learning in
The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
Graduate students' attitude towards e learning a study case at imam universityDr. Ahmed Farag
In the past few years, a new wave of many technologies, particularly the Internet has emerged with the potential to further enhance the teaching and learning environment in higher education. Many studies in the recent years have shown that E-learning use in the classrooms has increased over the past years. However, the process of E-learning and its applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited research was initiated to track the perceptions of the students toward the E-learning. The results indicate an overall positive attitude towards the E-learning
JOURNAL OF EDUCATORS ONLINETEACHING QUANTITATIVE COURSES Okarenahmanny4c
JOURNAL OF EDUCATORS ONLINE
TEACHING QUANTITATIVE COURSES ONLINE:
ARE LEARNING TOOLS OFFERED BY
PUBLISHERS EFFECTIVE?
Mohammad Ahmadi, University of Tennessee-Chattanooga
Parthasarati Dileepan, University of Tennessee-Chattanooga
Kathleen Wheatley, University of Tennessee-Chattanooga
ABSTRACT
In recent years, online teaching has become extremely popular. Most institutions of higher learning
are offering online courses in almost every field of study. Teaching any course online is challenging, but
teaching quantitative courses, such as operations management, management science, statistics, and others,
have added a more challenging dimension to online teaching. Publishers have been assisting professors
of quantitative methods courses by developing various teaching and evaluation tools. This study explores
one such publisher’s tool, Quiz Me Mastery Points, of Pearson’s MyOmLab. The performance of students
on their examinations and the Mastery Points they earned through the Quiz Me feature were compared,
and it was determined that there was a significant correlation between the two.
Keywords: Online teaching, Quantitative courses, Quiz Me Mastery Points, MyOmLab
INTRODUCTION
In the last decade online teaching and learning
has become the norm in many institutions of higher
learning. Numerous institutions are offering online
courses both nationally and internationally. The
Online Consortium tracks online education in the
Unites States and releases an annual report entitled
The Online Report Card. The most recently
released report (Allen & Seaman, 2016) showed
there were more than 5.8 million students in the
United States enrolled in one or more online courses
in the fall of 2014. This constitutes 28.4% of all
student enrollment. The report further stated that
many academic leaders (63.31% in 2015) strongly
believe online learning is a critical component of
their long-term strategy. It also stated that 77.14%
of the chief academic officers in 2015 rated the
learning outcome of online education as good as
or better than face-to-face. However, an alarming
finding was that only 29.1% of the chief academic
officers believed their faculty accepted the value
and legitimacy of online education. These findings,
along with historic trends, reveal a mismatch
between the growth in student demand for online
course offerings and the hesitancy of faculty to buy
into the efficacy of online teaching. Reconciling
this mismatch is critical to realizing the full
potential of the online classes that the students are
increasingly expecting.
Data were collected from students in an online
MBA program (Kim, Liu, & Bonk, 2005) through
semistructured, one-on-one interviews, surveys,
and in-person focus group interviews. It was deter-
mined that over 70% of those surveyed described
their online learning experience in a positive
manner, and about 93% of the respondents were
satisfied with the quality of their online course ...
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
Dr. Sebahattin Ziyanaki is Assistant Professor of Sociology at The University of Texas of the Permian Basin. Dr. Ziyanak has established a reputation as a researcher and professor. Published by NATIONAL FORUM JOURNALS. - National FORUM of Applied Educational Research Journal. Dr. William Allan Kritsonis is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Teachers Competency in the Utilization of the Learners’ Information System: ...Sam Luke
The focus on the study was to assess the competency level of teachers in utilizing the learners’ information system in the five schools in Pasig. The study sought to assess the Learners Information System in all schools in Pasig II District with an end view of proposed intervention program to teachers that recommended improving the system. The study includes the instruments/tools, respondents and sampling technique and research design and questionnaires recorded and tally for statistical treatment.
The descriptive method used in the study selecting a problem, choosing a sample, selecting or developing instrument, determining procedures, collecting and analyzing data, and interpreting results.
1
DavisP-Edu7005-8
10
DavisP-Edu7005-8
NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEETStudent: Patrick Davis THIS FORM MUST BE COMPLETELY FILLED IN
Follow these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example:
DavisP-EDU7005-8
Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s request. Make sure you save your files in accessible location.
Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor. Knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University.
EDU7005-8
Anne Monroe, PhD
Create Proposal 2
Week 3
Faculty Use Only
Patrick
Your narrative was organized well and you addressed the needed content for this week’s assignment. The main challenge that remains is clarity in your problem statement and ensuring your design matches this. You appear to want to ‘prove’ true something you hope to be true – which really is not the point of research. I left several comments in the margins for your review, and let me know if you have questions on the feedback. Your grade is based on the NCU rubric as follows: Completes all required parts of the assignment, demonstrates some understanding of readings, uses mostly clear and effective expression appropriate to scholarly writing, and has few errors in grammar, mechanics, and APA formatting.
8.75/10
Anne
Investigate the experiences (attitudes) of high school students towards online learning environment and online academic credit recovery
Concept Paper
Submitted to Northcentral University
Graduate Faculty of the School of Education
in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF EDUCATION
by
PATRICK DAVIS
Prescott Valley, Arizona
JULY 206
INTRODUCTION
When compared to traditional brick and mortar instruction and tutoring, the online academic programs are most effective, and they are working beyond then the just instructional technology. Well qualified tutors, perfect synchronization with modern technology, research based online environment, one to one and real time tutoring and there are several other attributes which make the online learning environment superior over the traditiona ...
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
Graduate students' attitude towards e learning a study case at imam universityDr. Ahmed Farag
In the past few years, a new wave of many technologies, particularly the Internet has emerged with the potential to further enhance the teaching and learning environment in higher education. Many studies in the recent years have shown that E-learning use in the classrooms has increased over the past years. However, the process of E-learning and its applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited research was initiated to track the perceptions of the students toward the E-learning. The results indicate an overall positive attitude towards the E-learning
JOURNAL OF EDUCATORS ONLINETEACHING QUANTITATIVE COURSES Okarenahmanny4c
JOURNAL OF EDUCATORS ONLINE
TEACHING QUANTITATIVE COURSES ONLINE:
ARE LEARNING TOOLS OFFERED BY
PUBLISHERS EFFECTIVE?
Mohammad Ahmadi, University of Tennessee-Chattanooga
Parthasarati Dileepan, University of Tennessee-Chattanooga
Kathleen Wheatley, University of Tennessee-Chattanooga
ABSTRACT
In recent years, online teaching has become extremely popular. Most institutions of higher learning
are offering online courses in almost every field of study. Teaching any course online is challenging, but
teaching quantitative courses, such as operations management, management science, statistics, and others,
have added a more challenging dimension to online teaching. Publishers have been assisting professors
of quantitative methods courses by developing various teaching and evaluation tools. This study explores
one such publisher’s tool, Quiz Me Mastery Points, of Pearson’s MyOmLab. The performance of students
on their examinations and the Mastery Points they earned through the Quiz Me feature were compared,
and it was determined that there was a significant correlation between the two.
Keywords: Online teaching, Quantitative courses, Quiz Me Mastery Points, MyOmLab
INTRODUCTION
In the last decade online teaching and learning
has become the norm in many institutions of higher
learning. Numerous institutions are offering online
courses both nationally and internationally. The
Online Consortium tracks online education in the
Unites States and releases an annual report entitled
The Online Report Card. The most recently
released report (Allen & Seaman, 2016) showed
there were more than 5.8 million students in the
United States enrolled in one or more online courses
in the fall of 2014. This constitutes 28.4% of all
student enrollment. The report further stated that
many academic leaders (63.31% in 2015) strongly
believe online learning is a critical component of
their long-term strategy. It also stated that 77.14%
of the chief academic officers in 2015 rated the
learning outcome of online education as good as
or better than face-to-face. However, an alarming
finding was that only 29.1% of the chief academic
officers believed their faculty accepted the value
and legitimacy of online education. These findings,
along with historic trends, reveal a mismatch
between the growth in student demand for online
course offerings and the hesitancy of faculty to buy
into the efficacy of online teaching. Reconciling
this mismatch is critical to realizing the full
potential of the online classes that the students are
increasingly expecting.
Data were collected from students in an online
MBA program (Kim, Liu, & Bonk, 2005) through
semistructured, one-on-one interviews, surveys,
and in-person focus group interviews. It was deter-
mined that over 70% of those surveyed described
their online learning experience in a positive
manner, and about 93% of the respondents were
satisfied with the quality of their online course ...
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
Dr. Sebahattin Ziyanaki is Assistant Professor of Sociology at The University of Texas of the Permian Basin. Dr. Ziyanak has established a reputation as a researcher and professor. Published by NATIONAL FORUM JOURNALS. - National FORUM of Applied Educational Research Journal. Dr. William Allan Kritsonis is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Teachers Competency in the Utilization of the Learners’ Information System: ...Sam Luke
The focus on the study was to assess the competency level of teachers in utilizing the learners’ information system in the five schools in Pasig. The study sought to assess the Learners Information System in all schools in Pasig II District with an end view of proposed intervention program to teachers that recommended improving the system. The study includes the instruments/tools, respondents and sampling technique and research design and questionnaires recorded and tally for statistical treatment.
The descriptive method used in the study selecting a problem, choosing a sample, selecting or developing instrument, determining procedures, collecting and analyzing data, and interpreting results.
1
DavisP-Edu7005-8
10
DavisP-Edu7005-8
NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEETStudent: Patrick Davis THIS FORM MUST BE COMPLETELY FILLED IN
Follow these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example:
DavisP-EDU7005-8
Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s request. Make sure you save your files in accessible location.
Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor. Knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University.
EDU7005-8
Anne Monroe, PhD
Create Proposal 2
Week 3
Faculty Use Only
Patrick
Your narrative was organized well and you addressed the needed content for this week’s assignment. The main challenge that remains is clarity in your problem statement and ensuring your design matches this. You appear to want to ‘prove’ true something you hope to be true – which really is not the point of research. I left several comments in the margins for your review, and let me know if you have questions on the feedback. Your grade is based on the NCU rubric as follows: Completes all required parts of the assignment, demonstrates some understanding of readings, uses mostly clear and effective expression appropriate to scholarly writing, and has few errors in grammar, mechanics, and APA formatting.
8.75/10
Anne
Investigate the experiences (attitudes) of high school students towards online learning environment and online academic credit recovery
Concept Paper
Submitted to Northcentral University
Graduate Faculty of the School of Education
in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF EDUCATION
by
PATRICK DAVIS
Prescott Valley, Arizona
JULY 206
INTRODUCTION
When compared to traditional brick and mortar instruction and tutoring, the online academic programs are most effective, and they are working beyond then the just instructional technology. Well qualified tutors, perfect synchronization with modern technology, research based online environment, one to one and real time tutoring and there are several other attributes which make the online learning environment superior over the traditiona ...
Administrative Support of Faculty Preparation and Interactivity in Online Tea...William Kritsonis
Administrative Support of Faculty Preparation and Interactivity in Online Teaching: Factors in Student Success by Dr. Jon E. Travis and Grace Rutherford - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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2. Chapter I
The Problem
This chapter presents the
background of the study, statement of
the problem, assumption of the study,
significance of the study, scope and
delimitation, and the locale of the study.
3. Introduction
Online learning is commonly defined in contradistinction to face
to face learning (Ryan et. Al., 2016). Its most prominent feature is the
absence of the physical classroom, which is replaced by the use of
web-based technologies offering opportunities for out-of-class learning
independent of time, place and pace(Bernard et al., 2014). Ryan et
al.(2016) point out that “in the context of higher education, the phrase
online learning is often interpreted as referencing courses that are
offered completely online. E learning exploits interactive technologies
and communication systems to improve the learning experience. It has
the potential to transform the way we teach and learn across the board.
It can raise standards, and widen participation in lifelong learning. It
cannot replace teachers and lectures, but alongside existing methods
can enhance the quality and reach of their teaching and reduce the
time spent on administration. It can enable every learner to achieve his
or her potential, and help to build an educational workforce empowered
to change. It makes possible, a truly ambitious education system for a
future learning society. Typically the online learning setting is launched
through so-called learning management systems(LMS) or virtual
learning environments(VLE) such as Moodle and Blackboard(Pellas
and Kazanida, 2015).
4. Despite widespread agreement that the online learning
format produces better learning achievement among students,
other students have shown the exact opposite. Less interaction
with the material or a sense of isolation arising from less class
attendance are counted among potential reasons for the
students’ lower success.(Adams, Randall, and Traustadottir,
2016). In contrast, another study reaches the opposite
conclusion and points to similar circumstances as away of
explaining. In fact, a better academic outcome for students in an
online education program is precisely attributed to the
opportunities given to them fro working independently through
participation in student-centered asynchronous collaborative
learning activities.
Another study focusing exclusively on factors impacting
students’ satisfaction in online graduate environments found that
variables such as the students’ physical distance from the
school effects their perceptions regarding satisfaction with
online instruction (Begiri, Chase, Bishka,2010).
The purpose of this study is to find out the factors that
affects the students’ capability to the online learning system.
Since it was observed that this kind of learning modality isn’t
capable to all of the students. This is why the study will be
conducted.
5. Statement of the Problem
Major Problem: This study seeks to find the answer
of the factors that affects students’ capability of online
learning system in Fatima School of Science and
Technology, Inc.
Specific Problem: Specifically, it seeks the answers
to the following questions:
How is the online learning system of midwifery students in
Fatima School of Science and Technology be describe in
terms of; their technology and interface characteristics.
Context area
Internet connection
Learning experience of students using specific tools
Is there a factors affecting midwifery students’ capability of
online learning system in Fatima School of Science and
Technology?
What implications may be drawn from the results of the
study to enhance online learning system?
6. Assumption of the Study
The study is guided mainly by the
assumptions that there are factors that affects
midwifery students’ capability of online
learning system specifically the technology
and interface characteristics (a) context area,
(b) internet connection, (c) learning
experience students using specific tools.
7. Significance of the Study
The findings of this study may serve as bases that
can be used as a reference for more significant
educational services.
This may benefits the following:
Learners. This study may be great help because they will
be able to know what are the factors that can affect
students’ capability in this online class.
Teachers. Results of this study may be persuaded to
concerned faculty which may help them in making this
online class less stressful.
Parents. The parents may find helpful information that
may assist them in adjusting to this kind of learning
modalities.
8. Scope and Delimitation of the
Study
This study involves(10) midwifery students enrolled
in Fatima School of Science and Technology, Inc. S/Y
2021-2022. This study will be done through focus group
interview where a group of respondents interviewed
together. This method aims to obtain data from a
purposely selected group of individuals rather than from a
statistically representative sample of a broad population.
Included data are the factors that affect midwifery
students’ capability in online classes, determining how is
the online learning system be describe in terms of their
technical and interface characteristics. This study will not
cover the problems that are not considered as one of the
factor’s affecting the student’s capability in online classes.
9. Locale of the Study
https://www.google.com/maps/place/Fatima+School+of+Science+and+Technology/@13.700085,123.49
77463,17z/data=!3m1!4b1!4m5!3m4!1s0x33a1c3a6cd449ca9:0x59e239463ab3b11a!8m2!3d13.700085
!4d123.499935
The study was conducted at the Fatima School of
Science and Technology Inc. Goa Camarines Sur, since the
chosen respondents are students of Fatima School of Science
and Technology Inc.
10. CHAPTER II
RELATED LITERATURE
The COVID-19 pandemic, a public health crisis of worldwide
importance, announced by the World Health Organization (WHO) in
January 2020 as an outbreak, has made distance education through
the E-learning system an urgent and irreplaceable requirement. The
study assessed factors affecting students’ online learning outcomes
during the COVID-19 pandemic through interviews with 404 students
who were subjects of the survey using the convenience sampling
method via questionnaires. The study utilized the reliability analysis
through Cronbach’s Alpha and the Bayesian Exploratory Factor
Analysis (BEFA). The evaluation results of the research scales showed
that 28 observed variables were used to measure 7 research concepts.
Test results of the hypotheses showed that students’ online learning
outcomes are affected by 6 factors in the descending order,
respectively, learner characteristics, perceived usefulness, course
content, course design, ease of use, and faculty capacity.
11. Recently, advances in modern computer and
network technology have driven the development
of distance education. In addition, the COVID-19
pandemic, a public health crisis of worldwide
importance, announced by the World Health
Organization (WHO) in January 2020 as an
outbreak, has made distance education through
the E-learning system an urgent and irreplaceable
requirement. Despite the current pandemic that is
hindering education worldwide, online learning
based on Internet services has become available
and universal, facilitating the learning system.
Colleges and universities use online resources to
continue their educational journey through software
applications such as Zoom and Microsoft Teams.
12. As a result, the effectiveness of E-learning and students’
online learning outcomes become a matter of concern for
universities in particular and the society in general. In fact, there
has been a significant increase in research on factors affecting
students’ online learning outcomes. According to, improved
communication technologies enable easy learning systems
since access to social media is a beneficial source of
information and communication. Online technology is seen as
an active element of both students’ and lecturers’ learning
systems. During the pandemic era, several nations used
television broadcasts and online sources to promote distance
education. Prioritizing distance education primarily through
online systems is a “model change in education.” The jammed
education wheel causes certain instabilities regarding learners’
future, emphasizing the importance of technology in our lives.
Online learning is a useful tool to overcome the challenges of
the pandemic crisis in particular and other difficulties in general.
However, many argued that online learning is an education
crisis today. Most learners are not interested in online learning
due to limited interactions, unstable sound and visual quality
due to dependence on Internet quality, and technological
equipment not meeting demand. Therefore, this study aimed to
explore factors that affect students’ outcomes during the online
learning process.
13. Previous studies on the factors affecting students’ online learning
outcomes used the traditional exploratory factor analysis (EFA) method
to identify the representative factors. This study will contribute to the
existing empirical literature by integrating the Bayesian approach to
traditional EFA that simultaneously selects the dimension of the factor
model, the allocation of manifest variables to factors, and the factor
loadings. Theoretically, traditional EFA is divided into four steps: (i)
choosing the dimension of the factor model; (ii) allocating manifest
variables to factors; (iii) estimating factor loadings; and (iv) discarding
measurements that load on multiple factors. There are several methods
for selecting the dimension of the latent factors to extract and rotate
factors. However, each of the dimensions selected by analysts at each
stage of a traditional EFA has substantial consequences on the
estimated factor structure. To overcome this problem, Conti et al.
proposed not to choose the number of factors in the first step but to
choose factors together with other parameters by the Bayesian
approach. Besides, by this approach, the allocation of manifest
variables to factors will base the model with the highest probability.
These are the fundamental ideas that prompted us to conduct this
study.
The study is structured as follows: A literature review is provided in
Section 2, followed by research methodology in Section 3, while
empirical results are described in Section 4. Finally, the conclusion and
policy implications are reported in Section 5.
14. Literature Review
The theory of factors affecting online learning
outcomes of students in particular and the effectiveness of
using technology, in general, is derived from the
technology acceptance model (TAM) proposed in. Davis
proposed TAM to explain people’s attitudes and behaviors
in adopting technology in the presence of other external
variables. This model is often applied in the study of
technology use behavior to understand the reasons for
accepting or rejecting information systems. Information
technology plays a prominent role in teaching as it can
encourage innovation, provide new learning spaces, and
transform teaching activities, all associated with the ease
of IT operations. Ease of operation, user experience
convenience, and proficiency in information technologies
directly affect users’ perception and motivation to learn.
Studies have proven that factors in TAM such as
perceived ease of use and perceived usefulness positively
impact student learning outcomes.
15. SYNTHESIS OF THE STUDY
The essential basis are the related literature
and studies mentioned above. The researchers
carefully read and reviewed to identify its
similarities and differences to present the study. As
it was reviewed it was found that the factors affect
the midwifery student using online learning system
during pandemic and have a different effects to
students in their alertness in performance.
The study of Cronbach’s Alpha and the
Bayesian Exploratory Factor Analysis assessed
factors affecting students’ online learning outcomes
during the COVID-19 pandemic. Test results of the
hypotheses showed that students’ online learning
outcomes are affected by 6 factors in the
descending order, respectively, learner
characteristics, perceived usefulness, course
content, course design, ease of use, and faculty
16. According to the theory of Davis affecting
online learning outcomes of students in
particular and the effectiveness of using
technology, in general, is derived from the
technology acceptance model (TAM)
proposed in.
With all these factors in online learning
system, related literature found out it can
lead to have insecurities between
students, their learnings, self-evaluation
problem, feeling of isolation and in
experience with this mode of learning
which leads to academic problems.
17. CONCEPTUAL FRAMEWORK
Input
To determine the factors that affects
midwifery student’s capability of online learning
system in Fatima School of Science and
Technolocy Inc.
Process
The researcher gather review literature that
is relevant to the research topic. The reseachers
use a survey and have distributed questionnaire
using online platform.
Output
Detemined the factors that affects the
capability of Midwifery students; using the online
learning system.
18. Definition of Terms
Factors. Refers a circumstance, fact, or influence
that contributes to a result or outcome.
Capability. Refers to the power or ability to do
something.
Online Learning System. Refers to an internet-
based learning environment that can connect
students of diverse backgrounds who boast
different perspectives.
Learners. Refers to a person that is responsible
for completing tasks and other assignments as
proscribed by the teacher.
19. Chapter III
Methodology
This chapter explains and presents
the Research Design, the respondents
of the study, instruments used and
research procedures.
21. Respondents of the Study
The target respondents of this research
is the midwifery students of Fatima
School of Science and Technology, INC.
They will answer the questionnaire that
the researcher gave to them, which
supplies the information needed.
Table 1. below presents a record of
the number of all the midwifery students
of Fatima.
22. Year Section No. of Students
I
St. Anne 33
St. Therese 32
II
I 27
Table 1. No. of Midwifery Students of Fatima School of Science and Technology INC
23. Instrument Used
In this study, the researchers will
be using questionnaire. The
questionnaires are carefully prepared to
answer by the Midwifery students of
Fatima to gather needed information.
24. Research Procedures
Gathering Data
The researchers constructed a
questionnaire and will be distributed to
the respondents of this study. After the
respondents answered the
questionnaire, the researchers will
collect and analyze the data.
And based on the gathered data,
the researchers will come up with a
conclusion and recommendation.