%
Author’s Compilation
Validity analysis of measurement model
CR | AVE | 1 | 2 | 3 | 4 | 5 | 6 | |
---|---|---|---|---|---|---|---|---|
Satisfaction | 0.924 | 0.670 | ||||||
Quality | 0.911 | 0.593 | 0.740 | |||||
Design | 0.912 | 0.637 | 0.070 | 0.125 | ||||
Feedback | 0.776 | 0.536 | 0.015 | 0.044 | 0.026 | |||
Expectation | 0.886 | 0.610 | 0.615 | 0.615 | 0.001 | 0.071 | ||
Performance | 0.891 | 0.576 | 0.137 | 0.042 | 0.242 | −0.020 | 0.027 |
Author’s compilation
AVE is the Average Variance Extracted, CR is Composite Reliability
The bold diagonal value represents the square root of AVE
The Average Variance Explained (AVE) according to the acceptable index should be higher than the value of squared correlations between the latent variables and all other variables. The discriminant validity is confirmed (Table (Table2) 2 ) as the value of AVE’s square root is greater than the inter-construct correlations coefficient (Hair et al., 2006 ). Additionally, the discriminant validity existed when there was a low correlation between each variable measurement indicator with all other variables except with the one with which it must be theoretically associated (Aggarwal et al., 2018a , b ; Aggarwal et al., 2020 ). The results of Table Table2 2 show that the measurement model achieved good discriminate validity.
To test the proposed hypothesis, the researcher used the structural equation modeling technique. This is a multivariate statistical analysis technique, and it includes the amalgamation of factor analysis and multiple regression analysis. It is used to analyze the structural relationship between measured variables and latent constructs.
Table 3 represents the structural model’s model fitness indices where all variables put together when CMIN/DF is 2.479, and all the model fit values are within the particular range. That means the model has attained a good model fit. Furthermore, other fit indices as GFI = .982 and AGFI = 0.956 be all so supportive (Schumacker & Lomax, 1996 ; Marsh & Grayson, 1995 ; Kline, 2005 ).
Criterion for model fit
Criterion for goodness of fit measure | Recommended values | Model fit value |
---|---|---|
CMIN/DF | ≥ 3 | 2.479 |
GFI | >0.90 | .982 |
AGFI | >0.80 | .956 |
RMR | ≤0.08 | .040 |
RMSEA | ≤0.08 | .052 |
Hence, the model fitted the data successfully. All co-variances among the variables and regression weights were statistically significant ( p < 0.001).
Table Table4 4 represents the relationship between exogenous, mediator and endogenous variables viz—quality of instructor, prompt feedback, course design, students’ expectation, students’ satisfaction and students’ performance. The first four factors have a positive relationship with satisfaction, which further leads to students’ performance positively. Results show that the instructor’s quality has a positive relationship with the satisfaction of students for online classes (SE = 0.706, t-value = 24.196; p < 0.05). Hence, H1 was supported. The second factor is course design, which has a positive relationship with students’ satisfaction of students (SE = 0.064, t-value = 2.395; p < 0.05). Hence, H2 was supported. The third factor is Prompt feedback, and results show that feedback has a positive relationship with the satisfaction of the students (SE = 0.067, t-value = 2.520; p < 0.05). Hence, H3 was supported. The fourth factor is students’ expectations. The results show a positive relationship between students’ expectation and students’ satisfaction with online classes (SE = 0.149, t-value = 5.127; p < 0.05). Hence, H4 was supported. The results of SEM show that out of quality of instructor, prompt feedback, course design, and students’ expectation, the most influencing factor that affect the students’ satisfaction was instructor’s quality (SE = 0.706) followed by students’ expectation (SE =5.127), prompt feedback (SE = 2.520). The factor that least affects the students’ satisfaction was course design (2.395). The results of Table Table4 4 finally depicts that students’ satisfaction has positive effect on students’ performance ((SE = 0.186, t-value = 2.800; p < 0.05). Hence H5 was supported.
Structural analysis
Hypothesis | Relationship | Standardized Estimate (SE) | C.R. | value | Decision | ||
---|---|---|---|---|---|---|---|
H1 (+) | Satisfaction | <−-- | Quality of the Instructor | 0.706 | 24.196 | *** | Supported |
H2 (+) | Satisfaction | <−-- | Course Design | 0.064 | 2.395 | 0.017 | Supported |
H3 (+) | Satisfaction | <−-- | Prompt Feedback | 0.067 | 2.520 | 0.012 | Supported |
H4 (+) | Satisfaction | <−-- | Expectation of Student | 0.149 | 5.127 | *** | Supported |
H5 (+) | Performance | <−-- | Satisfaction | 0.186 | 2.800 | 0.005 | Supported |
Table Table5 5 shows that students’ satisfaction partially mediates the positive relationship between the instructor’s quality and student performance. Hence, H6(a) was supported. Further, the mediation analysis results showed that satisfaction again partially mediates the positive relationship between course design and student’s performance. Hence, H6(b) was supported However, the mediation analysis results showed that satisfaction fully mediates the positive relationship between prompt feedback and student performance. Hence, H6(c) was supported. Finally, the results of the Table Table5 5 showed that satisfaction partially mediates the positive relationship between expectations of the students and student’s performance. Hence, H6(d) was supported.
Mediation Analysis
Hypothesis | Relationship | Estimate | p value | Estimate | p value | Mediation |
---|---|---|---|---|---|---|
H6(a) | Performance ←Satisfaction ←Quality of the Instructor | .131 | .009 | .274 | .001 | Partial |
H6(b) | Performance ←Satisfaction ←Course Design | .012 | .009 | .252 | .001 | Partial |
H6(c) | Performance ←Satisfaction ←Prompt Feedback | .012 | .007 | .078 | .055 | Full |
H6(d) | Performance ←Satisfaction← Expectation of Student | .028 | .004 | .258 | .001 | Partial |
In the present study, the authors evaluated the different factors directly linked with students’ satisfaction and performance with online classes during Covid-19. Due to the pandemic situation globally, all the colleges and universities were shifted to online mode by their respective governments. No one has the information that how long this pandemic will remain, and hence the teaching method was shifted to online mode. Even though some of the educators were not tech-savvy, they updated themselves to battle the unexpected circumstance (Pillai et al., 2021 ). The present study results will help the educators increase the student’s satisfaction and performance in online classes. The current research assists educators in understanding the different factors that are required for online teaching.
Comparing the current research with past studies, the past studies have examined the factors affecting the student’s satisfaction in the conventional schooling framework. However, the present study was conducted during India’s lockdown period to identify the prominent factors that derive the student’s satisfaction with online classes. The study also explored the direct linkage between student’s satisfaction and their performance. The present study’s findings indicated that instructor’s quality is the most prominent factor that affects the student’s satisfaction during online classes. This means that the instructor needs to be very efficient during the lectures. He needs to understand students’ psychology to deliver the course content prominently. If the teacher can deliver the course content properly, it affects the student’s satisfaction and performance. The teachers’ perspective is critical because their enthusiasm leads to a better online learning process quality.
The present study highlighted that the second most prominent factor affecting students’ satisfaction during online classes is the student’s expectations. Students might have some expectations during the classes. If the instructor understands that expectation and customizes his/her course design following the student’s expectations, then it is expected that the students will perform better in the examinations. The third factor that affects the student’s satisfaction is feedback. After delivering the course, appropriate feedback should be taken by the instructors to plan future courses. It also helps to make the future strategies (Tawafak et al., 2019 ). There must be a proper feedback system for improvement because feedback is the course content’s real image. The last factor that affects the student’s satisfaction is design. The course content needs to be designed in an effective manner so that students should easily understand it. If the instructor plans the course, so the students understand the content without any problems it effectively leads to satisfaction, and the student can perform better in the exams. In some situations, the course content is difficult to deliver in online teaching like the practical part i.e. recipes of dishes or practical demonstration in the lab. In such a situation, the instructor needs to be more creative in designing and delivering the course content so that it positively impacts the students’ overall satisfaction with online classes.
Overall, the students agreed that online teaching was valuable for them even though the online mode of classes was the first experience during the pandemic period of Covid-19 (Agarwal & Kaushik, 2020 ; Rajabalee & Santally, 2020 ). Some of the previous studies suggest that the technology-supported courses have a positive relationship with students’ performance (Cho & Schelzer, 2000 ; Harasim, 2000 ; Sigala, 2002 ). On the other hand, the demographic characteristic also plays a vital role in understanding the online course performance. According to APA Work Group of the Board of Educational Affairs ( 1997 ), the learner-centered principles suggest that students must be willing to invest the time required to complete individual course assignments. Online instructors must be enthusiastic about developing genuine instructional resources that actively connect learners and encourage them toward proficient performances. For better performance in studies, both teachers and students have equal responsibility. When the learner faces any problem to understand the concepts, he needs to make inquiries for the instructor’s solutions (Bangert, 2004 ). Thus, we can conclude that “instructor quality, student’s expectation, prompt feedback, and effective course design” significantly impact students’ online learning process.
The results of this study have numerous significant practical implications for educators, students and researchers. It also contributes to the literature by demonstrating that multiple factors are responsible for student satisfaction and performance in the context of online classes during the period of the COVID-19 pandemic. This study was different from the previous studies (Baber, 2020 ; Ikhsan et al., 2019 ; Eom & Ashill, 2016 ). None of the studies had examined the effect of students’ satisfaction on their perceived academic performance. The previous empirical findings have highlighted the importance of examining the factors affecting student satisfaction (Maqableh & Jaradat, 2021 ; Yunusa & Umar, 2021 ). Still, none of the studies has examined the effect of course design, quality of instructor, prompt feedback, and students’ expectations on students’ satisfaction all together with online classes during the pandemic period. The present study tries to fill this research gap.
The first essential contribution of this study was the instructor’s facilitating role, and the competence he/she possesses affects the level of satisfaction of the students (Gray & DiLoreto, 2016 ). There was an extra obligation for instructors who taught online courses during the pandemic. They would have to adapt to a changing climate, polish their technical skills throughout the process, and foster new students’ technical knowledge in this environment. The present study’s findings indicate that instructor quality is a significant determinant of student satisfaction during online classes amid a pandemic. In higher education, the teacher’s standard referred to the instructor’s specific individual characteristics before entering the class (Darling-Hammond, 2010 ). These attributes include factors such as instructor content knowledge, pedagogical knowledge, inclination, and experience. More significantly, at that level, the amount of understanding could be given by those who have a significant amount of technical expertise in the areas they are teaching (Martin, 2021 ). Secondly, the present study results contribute to the profession of education by illustrating a realistic approach that can be used to recognize students’ expectations in their class effectively. The primary expectation of most students before joining a university is employment. Instructors have agreed that they should do more to fulfill students’ employment expectations (Gorgodze et al., 2020 ). The instructor can then use that to balance expectations to improve student satisfaction. Study results can be used to continually improve and build courses, as well as to make policy decisions to improve education programs. Thirdly, from result outcomes, online course design and instructors will delve deeper into how to structure online courses more efficiently, including design features that minimize adversely and maximize optimistic emotion, contributing to greater student satisfaction (Martin et al., 2018 ). The findings suggest that the course design has a substantial positive influence on the online class’s student performance. The findings indicate that the course design of online classes need to provide essential details like course content, educational goals, course structure, and course output in a consistent manner so that students would find the e-learning system beneficial for them; this situation will enable students to use the system and that leads to student performance (Almaiah & Alyoussef, 2019 ). Lastly, the results indicate that instructors respond to questions promptly and provide timely feedback on assignments to facilitate techniques that help students in online courses improve instructor participation, instructor interaction, understanding, and participation (Martin et al., 2018 ). Feedback can be beneficial for students to focus on the performance that enhances their learning.
The data collected in this study was cross-sectional in nature due to which it is difficult to establish the causal relationship between the variables. The future research can use a longitudinal study to handle this limitation. Further, the data was collected from one type of respondents only, that is, the students. Therefore, the results of the study cannot be generalized to other samples. The future research can also include the perspectives of teachers and policy makers to have more generalization of the results. The current research is only limited to theory classes; therefore, it can be implemented to check students’ performance in practical classes. The study is done on the Indian students only; thus, if the data is collected from various countries, it can give better comparative results to understand the student’s perspective. This study is limited to check the performance of students, so in the future, the performance of teachers can be checked with similar kinds of conditions. There may be some issues and problems faced by the students, like the limited access to the internet or disturbance due to low signals. Some of the students may face the home environment issues such as disturbance due to family members, which may lead to negative performance. The above-mentioned points can be inculcated in the future research.
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Varsha Singh, Email: [email protected] .
Arun Aggarwal, Email: [email protected] .
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This quantitative study aims to investigate the relationship between e-education and reading comprehension skills acquisition. It also examines if the previous relationship may impact students’ results in the exams. It also analyses the relationship between students’ knowledge in ICT and their perception and acceptance of online education. To collect data, A survey was sent to students to measure their perception of and satisfaction with online learning. Moreover, the marks of 105 students in an on-campus test were compared to the marks of another one they did online during the pandemic. The study agreed with the previous studies that e-learning can impact the reading skills positively and that students are getting aware of its educational benefits. On the other hand, the study did not agree with other studies about students’ knowledge of ICT and how it can positively impact their perception of online education. The study showed that although secondary students have sufficient knowledge of ICT, they do not have positive perceptions of online education.
Purpose - to investigate the relationship between e-education and acquiring reading comprehension skills, and if this may impact students’ results in the exams.
Methodology - A quantitative study in which a survey and the scores of two reading exams are analysed.
Findings - this study agreed with other studies about the positive impact of e-learning with some differences regarding students’ satisfaction with IT.
Implications - teachers can integrate interactive websites within instruction and using online games and activities can make students more attentive and less distracted.
Originality/value - although most of the studies have proved that there is a positive relationship between the quality of ICT services and students’ satisfaction with online education, this study disagrees as unlike most of the studies, the study in hand was conducted in a secondary school, not in a university.
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Reading performance and self-regulated learning of hong kong students: what we learnt from pisa 2009.
During Covid19, most of the world has switched to distance education in fear of more spread of the pandemic. This sudden change has put most of school students in confusion which had an impact on their schooling attitude, hence their exam results. In the UAE, the government has tried their best to eliminate, or at least, lessen this fear by providing teachers with trainings required to overcome these non-precedential circumstances. They also provided schools with facilities and equipment to ensure students’ easy accessibility of resources and materials needed to continue learning as smoothly as possible (Ati & Guessoum, 2010 ).
Reading comprehension is a complex skill taught online as a part of the English course delivered to secondary students. It requires connecting points to create a meaning or meanings that are partially derived from prior knowledge. It is an everyday skill that people practice all the time intentionally or unintentionally, yet at school, students should master reading comprehension skills that are developed in classrooms to understand all subjects and pass their exams (Destari, 2010 ).
Does on-line education have a significant relationship with students’ levels in reading comprehension?
Is there a significant difference between the scores of reading exams (on-campus and online)?
Is there a relationship between the total scores of the two exams and the reading skills mastered in each learning situation?
Do students’ level of Knowledge in ICT and the Benefits of online education have an impact on their Students’ Rating of Online Education?
2.1 conceptual framework.
Many concepts can be discussed in this section to give a comprehensive account of this topic such as: reading comprehension and online education. Reading Comprehension is the capability to read, process, and comprehend written material (Butterfuss et al., 2020 ). Online Education is the use of information technologies and communications to assist in the development and acquisition of knowledge from faraway areas (Basilaia & Kvavadze, 2020 ).
Many theories have discussed reading comprehension, online learning and students’ perception and attitudes. However, the study in hand will discuss the Structural Theory , The Digital Native Theory , and Behaviourism.
It is hard for L2 students to understand written texts for many reasons such as the limited vocabulary knowledge and the text structure and cohesion. Moreover, the text features can influence cognitive process that govern reading comprehension (Jake Follmer & Sperling, 2018 ) as shown in Fig. 1 .
The structural theory and reading comprehension
It is believed that nowadays students are digital natives as they were born during the digital revolution (Von der Heiden et al., 2011 ), so they prefer working and gaming online.
A behaviour can be due to some external and/or internal causes (Whiteley, 1961 ). In this case, the external cause is the sudden shift to online education. On the other hand, Skinner ( 2011 ) identified Behaviourism as the philosophy of human behaviour. According to him, behaviour is not about cause-and-effect connection, but it is about a set of functional actions that take place in a certain order such as the pandemic, social distancing and e-learning.
The Benefits of Online Learning on Reading Comprehension: Recently, using technology has been proved successful in improving students’ levels of performance in many subjects including reading comprehension. Many studies have been conducted to identify the type of impact of online education on reading comprehension. The studies of Zidat and Djoudi ( 2010 ) and Ciampa ( 2012 ), have proved that using technology, multimedia and games increased students’ opportunities to gain more reading skills. Other studies have revealed the important role of online reading in improving the level of performance of poor readers which, consequently, improved their reading comprehension skills.
The Impact of Students’ Satisfaction on Their Levels of Performance: Many studies have confirmed the positive relationship between students’ satisfaction and behaviour, and their levels of performance in different contexts. In their studies, Sapri et al. ( 2009 ), Dhaqane and Afrah ( 2016 ) proved that teaching and learning methods used in the higher education institutes had a significant impact on students’ satisfaction which consequently improved their levels of performance. Another study. Furthermore, the study conducted on Vietnamese College students, Salehi et al. ( 2014 ) found out that students with ICT knowledge can feel comfortable learning online.
This quantitative study will examine the impact of online education on students’ reading comprehension skills and the impact of their ICT knowledge on their satisfaction and behaviour towards online learning. To do so, the study will compare 10 th graders’ results in reading comprehension prior and during distance learning, and analyse the data collected via a survey that will be dispatched to the same students.
Paradigms can be considered the ‘worldview’ or ‘sets of beliefs’ that govern the research approaches and methods and lead to answer the research questions (Cohen et al., 2018 ). It is suitable to discuss as it underpins the quantitative approach.
post-Positivism: This theory underpins the quantitative approach as it is concerned with numbers and statistics. According to Alakwe ( 2017 ), post-positivists believe that knowledge is extracted from data that is statistically analysed. This knowledge can be generalizable in similar contexts if showing the same reality observed. This theory is also concerned with decreasing human bias by testing pure data that is not yet interpreted by people.
There are two instruments used in this study: the first one is 105 10 th graders’ scores in 2 reading comprehension quizzes. The first one was administered at school before the pandemic and the second one was administered online during the pandemic to determine the significance in difference of means using descriptive data and ‘Paired t-test’ on SPSS.
The second tool was a survey to collect data from the same students regarding their attitudes toward the online education phenomenon, the challenges they might have faced while implementing the online education and the level of satisfaction. The survey was conducted anonymously to guarantee objectivity and privacy. The survey used Likert scale in all questions for easier collection of responses.
The survey was adopted from two published studies Footnote 1 : (Simpson, 2012 ; Al-Azawei & Lundqvist, 2015 ). Surveys are used to collect data in the quantitative approach due to the vast development in technology (Mathers et al., 2009 ).
A sample is a part of the population chosen to represent the whole population. The population targeted is 10 th graders, and the sample is 105 female students in a private school in Ajman. There are many types of sampling, but the researcher used the convenience sampling technique due to the nature and logistics of the study during the pandemic (Acharya et al., 2013 ).
The study showed that there is a significant positive relationship between online education and students’ improvement in reading skill, yet their satisfaction with and perception of online education is not necessarily congruent with the ICT services provided.
To answer Q.1, sub-questions A&B will be answered first to be able to find out if there is an impact of online teaching on students’ levels of performance in reading comprehension skills.
Sub-Question A: Is there a significant difference between the scores of reading exams (on-campus and online)? The null hypotheses are: H0: “there is no significant difference in mean between the scores of on-campus reading test and the online reading test” while the alternative hypothesis (H1) is: “there is a significant difference in mean between the scores of on-campus reading test and the online reading test’. A ‘ paired t-test ’ was conducted to confirm or reject the null hypothesis ( H0 ) (Table 1 ).
As the significance factor is P =.732 is higher than α = .05 (P > α), it means that there is no statistically significant difference in means of the scores of the two tests, so the previous results failed statistically to reject the null hypothesis which states that “there is no significant difference in mean between the scores of on-campus’ reading test and the online reading test” with 95% confidence.
Sub Question B: Is there a relationship between the total scores of the two exams and the reading skills mastered in each learning context? A correlation test will be used to answer the question.
To determine the relationship between the previous variables, correlation tests will be used. The null hypothesis (H0) is “there is no significant relationship between reading skills acquired in each educational context and the tests conducted”. P = 0, while the alternative hypothesis (H1) is: “there is a significant relationship between reading skills acquired in each educational contexts and the tests conducted” P ≠ 0).
The following Tables 2 and 3 , show an overall statistically significant positive relationship between the acquired reading skills and the scores of reading tests whether on-campus or online. There is also a significant difference in means between the reading skills acquired online and those acquired at school in favor for the online context.
Does on-line education have a significant relationship with students’ levels in reading comprehension? The percentages of students’ attendance will be used as a reflection of the impact of e-learning as students used to join classes every day. The hypotheses of this questions are the null hypothesis (H0) is: “There is no significant relationship between the percentage of students’ attendance and their scores in the online reading test”. (p = 0), and the alternative hypothesis (H1) is: “There is a significant relationship between the percentage of students’ attendance and their scores in the online reading test” (p ≠ 0). A Pearson correlation test was used to confirm or reject the null hypothesis (Table 4 ).
Coefficient (r) is 0.346. This shows a positive relationship, and it cannot be considered a relatively strong relationship as it is not close to +1. The p value is .001 < alpha value .05. This means that the results statistically reject the null hypothesis and confirms the alternative hypothesis (H1): “Statistically, there is a significant relationship between the percentage of students’ attendance and their scores in the online reading test” Consequently, all the previous results of question 1 and the sub questions A&B prove the fact that there is an overall positive significant relationship between online education and reading comprehension skills acquired and the overall online reading tests score. The previous results conform with Zidat and Djoudi ( 2010 ) and Ciampa ( 2012 ) that the online education is beneficial in relation to reading comprehension skills acquisition.
A survey was conducted on n = (105) to measure students’ knowledge in and satisfaction with ICT. The null hypothesis (H0) is: “There is no significant correlation between students’ level of knowledge in ICT and their Recognition of the online education benefits on their overall rating of online education”. The alternative hypothesis (H1) is: “There is a significant correlation between students’ level of knowledge in ICT and their Recognition of the online education benefits on their overall rating of online education.”
A Linear Regression test was conducted to get answers to the previous question (Table 5 ).
The previous table shows that: P value of the predictor ICT is .432 > alpha value .05 which means that the relationship between ICT and students’ satisfaction is not significant, yet the relationship between the Benefits of online education and satisfaction is significant as P =.001 < α = .05, so there is a significant relationship between the benefits of online education and students’ satisfaction which conforms with Whiteley ( 1961 ) that their satisfaction (effect) is a result of the benefits they are aware of (cause), yet there is no significant relationship between ICT knowledge and students’ satisfaction. This agrees with Skinner ( 2011 ) as students’ negative behaviour and perception of online education is not a result of their lack of knowledge, and it can be a philosophy that has emerged due to other emotional and social factors such as the lack of socialization caused by distance learning.
Conducting the previous tests, some findings can be highlighted, and some conclusions can be made accordingly.
The tests conducted show that:
There is a significant impact of online learning on improving the reading comprehension tests’ scores.
These results have confirmed that there is a significant impact of reading skills gained in both educational contexts and the reading tests scores in both contexts.
The study also has proven that there is a positive relation between students’ satisfaction with online education and their improvement in reading skills, yet the relationship between students’ perceptions of online education and the ICT services provided to them.
Implications: The hypotheses confirmed in this study can indicate that the types of teaching materials can have a great impact on students’ satisfaction and performance. Using versatile activities and different websites can decrease the boredom and monotony that students might feel in actual classrooms.
Suggestions: Using creative reading material can motivate students to study and practice, so it will be much better to use online reading comprehension resources and activities even after going back to school. Moreover, students can have the chance to study in virtual classes and practice e-reading activities even when they are back to school for at least one school class. This will enable students to enjoy reading and practicing using reading comprehension skills more effectively.
The results of the study agree partially with the previous studies in that domain, yet it does not agree with the results of other studies about the impact of ICT services on students’ satisfaction with online education. As most studies focused on tertiary students. This study can encourage other researchers to further investigate the context of high school students’ satisfaction and its relationship with ICT services which might reveal new dimensions that might enrich research and become new references to other scholars.
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El Haddad, R.A., Salhieh, S.M.I. (2023). A Quantitative Study on the Impact of Online Learning on Reading Comprehension Skills. In: Al Marri, K., Mir, F., David, S., Aljuboori, A. (eds) BUiD Doctoral Research Conference 2022. Lecture Notes in Civil Engineering, vol 320. Springer, Cham. https://doi.org/10.1007/978-3-031-27462-6_13
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This paper provides an assessment of methodological development of online and blended learning research in each of the primary business disciplines. We present a summary of variables examined and quantitative analytical techniques used by discipline and in multi-disciplinary studies from 157 articles in refereed journals published from 2000 through 2010. We found widely varying research activity and methodological variety across disciplines, with most of the studies published using samples from information systems, management, or multi-disciplinary settings. However, a discipline’s number of studies and methodological rigor were not necessarily correlated. For example, although a relatively small number of studies of economics courses were published, this discipline was comparatively innovative in their selection and operationalization of variables of interest. The paper concludes with recommendations both by discipline and collectively for improving this emerging stream’s research quality, with particular emphasis on how each of the disciplines might incorporate more of their native analytical tools and techniques into conducting research on online teaching and learning.
Ben Arbaugh
In this literature review, we examine and assess the state of research of online and blended learning in the business disciplines with the intent of assessing the state of the field and identifying opportunities for meaningful future research. We review research from business disciplines such as Accounting, Economics, Finance, Information Systems (IS), Management, Marketing, and Operations/Supply Chain Management. We found the volume and quality of research in online and blended business education has increased dramatically during the past decade. However, the rate of progress is somewhat uneven across disciplines. IS, Management, and multi-disciplinary studies have the highest volumes of research activity, with markedly less activity in Finance and Economics. Furthermore, scholars of online and blended business education predominantly publish in learning and education journals of the business disciplines rather than also publishing in journals that focus on technology-mediated learning, thereby missing an opportunity to inform scholars in other disciplines about their work. The most common research streams across disciplines were outcome comparison studies with classroom-based learning and studies examining potential predictors of course outcomes. Results from the comparison studies suggest generally that online courses are at least comparable to classroom-based courses in achieving desired learning outcomes, while there is divergence in findings of comparisons of other course aspects. Collectively, the range of untested conceptual frameworks, the lack of discipline-specific theories, and the relative absence of a critical mass of researchers focused on the topic suggest ample opportunities for business scholars seeking to enter this research community.
The Internet and Higher Education
Marianne Johnson , Bruce Niendorf , Ben Arbaugh
Prof. Sanjay Verma
The growth of online education has become a global phenomenon driven by emergence of new technologies, widespread adoption of the Internet, and intensifying demand for a skilled workforce for a digital economy. Online education is no longer a trend; it is slowly but surely becoming mainstream by 2025. This paper explores all efforts, accomplishments, issues, challenges, conclusions, and recommendations on this theme through meta-analysis of over 100 published papers since 2000. Through thorough content analysis, we provide useful recommendations for researchers and practitioners working in academia, industry, or government. We also propose a holistic model of interactions between diverse entities and stakeholders in the online tertiary business discipline education industry. This model will certainly be applicable with minor changes to other disciplines and other levels of education—primary and secondary. This model can be tested in piecemeal fashion by researchers using appropriate...
The International Journal of Management Education
Shailendra Palvia
Ben Arbaugh , Ashay Desai
This paper reviews studies of online and blended learning in management-oriented disciplines and management-related topics. The review shows that over the last decade, this emerging field has seen dramatic conceptual, methodological, and analytical advances. However, these advances have progressed within the particular disciplines at uneven rates. Studies examining courses in Organizational Behavior and Strategic Management have seen the most progress, with courses in Human Resources, Operations Management, and International Management receiving lesser attention. To date, studies of courses in Entrepreneurship are next to non-existent. Our review suggests that although several multi-course studies have been published, there is ample opportunity for research within the respective management disciplines. We also suggest topics and methodological issues requiring further study, including stronger delineations between online and blended management education; further examination of participant characteristics, particularly for instructors; and the influence of institutions located outside North America.
Ben Arbaugh , Alvin Hwang
This manuscript reviews and compares the use of multivariate statistical techniques in 85 studies of online and blended management education over the last decade relative to prescriptions for their use offered by both the organization studies and educational research communities. Although there is variation in the degree to which appropriate uses of the techniques have been employed, they appear to have been accepted and adopted at a much faster rate than typically is the case in organizational studies research. In fact, the nature of research samples to date indicates that the recent introduction of HLM techniques to this research stream may be premature. Other recommendations that emerge from the review include greater consideration of moderating effects, particularly of those that historically have been considered “control” variables, and reducing dependence upon EFA techniques for data reduction except when examining conceptual frameworks comprised of constructs borrowed from disparate fields. It is our hope that this review motivates further consideration of appropriate uses of these techniques in other areas of management education research.
Dr. Qaisar Abbas
Qaisar Abbas
Online education and its methods have been challenged by researchers since its widespread adoption. Over the past few decades, technology, globalization, and business model innovation have transformed business. Objectives of the study were to assess the effects of online learning on the performance of business students, explore the challenges that hinder online learning of business students and to provide strategies to improve online learning of business students. This study may help online course developers and teachers conceive, develop, and deploy online learning methods. Support staff who help establish curriculum, support services, and professional development may benefit from developing ways to satisfy students' requirements. There was a quantitative analysis carried out. The study used a survey to collect data, and its design was descriptive in nature. A survey consisting close ended questions related to various study variables were administered to a sample of 250 business students of Private universities in Islamabad Pakistan. Data collection was done through personal visits of the researcher. To evaluate the data, descriptive statistics are used, such as the mean, standard deviation and T-test. Study found the positive perceptions of academic performance and skills development which suggest that online learning can effectively contribute to students' educational outcomes. Furthermore, study identified challenges, such as technical issues and motivational barriers, underscore the need for targeted interventions to improve the online learning experience. Fostering interactive online content is recommended by the study, as it correlates positively with critical thinking and collaboration, key skills that contribute to academic success.
Journal of Eastern European and Central Asian research
Madina Duchshanova
College Teaching Methods & Styles Journal (CTMS)
Storm Russo
The present study compares three Introduction to Business courses delivered using three different teaching formats; online, hybrid and traditional methods. Findings indicate that while the traditional course received higher ratings by students, hybrid students outperformed students in the online and traditional course (n = 56). Thirty-five percent of the students in the hybrid course earned an A compared to 23 percent of the traditional students, while only 7 percent of the students enrolled in the online course completed the course with an A grade. Student attitudes also indicate once a student experiences a hybrid model course, there is strong preference for this type of delivery method. Although 85 percent of the students enrolled in the hybrid course had never enrolled in a distance learning course, 73 percent selected the hybrid format as their preference of delivery method. Strong support exists indicating that hybrid courses that are well designed create an atmosphere that in...
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American Journal of Business Education (AJBE)
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education institutions believing that online learning outcomes were superior to those for. face-to-face outcomes was still relatively small, but had grown by 34% since 2003, from. 10.2 to 13.7 % (Allen & Seaman, 2007b). This belief added merit to the conclusions.
1.1. Related literature. Online learning is a form of distance education which mainly involves internet‐based education where courses are offered synchronously (i.e. live sessions online) and/or asynchronously (i.e. students access course materials online in their own time, which is associated with the more traditional distance education).
The mean grade for men in the environmental online classes (M = 3.23, N = 246, SD = 1.19) was higher than the mean grade for women in the classes (M = 2.9, N = 302, SD = 1.20) (see Table 1).First, a chi-square analysis was performed using SPSS to determine if there was a statistically significant difference in grade distribution between online and F2F students.
PDF | On Jan 1, 2009, Daniel Chen published Engaging online learners: A quantitative study of postsecondary student engagement in the online learning environment | Find, read and cite all the ...
The aim of the study is to identify the factors affecting students' satisfaction and performance regarding online classes during the pandemic period of COVID-19 and to establish the relationship between these variables. The study is quantitative in nature, and the data were collected from 544 respondents through online survey who were studying the business management (B.B.A or M.B.A) or ...
The purpose of this study is to analyze the effect of online education, which has been extensively used on student achievement since the beginning of the pandemic. In line with this purpose, a meta-analysis of the related studies focusing on the effect of online education on students' academic achievement in several countries between the years 2010 and 2021 was carried out. Furthermore, this ...
Online learning is not a new event, but it is something we can trace back to the late 1990s. However, after the emergence of the novel coronavirus disease, the world has witnessed the flourishment of online platforms (Ismaili, 2021).For instance, institutions of learning across the globe have explored and implemented the option of teaching and learning online (Uleanya et al., 2021).
The first was to have university coursework focused on the topic. Second, blended learning was used as a teaching method and evaluations were made of teachers' plans for using it in the classroom. Lastly, 21 articles focused on the impact of professional development on blended learning readiness, sometimes delivered through online courses.
of students between online and in-class students. Alternative Hypothesis (H. a): There is a considerable difference in the performance of students between online and in-class students. Study Design . This study will be conducted in a quantitative form through a cross-sectional study of students enrolled in Embry-Riddle Aeronautical University.
This research aims to explore and investigate potential factors influencing students' academic achievements and satisfaction with using online learning platforms. This study was constructed based on Transactional Distance Theory (TDT) and Bloom's Taxonomy Theory (BTT). This study was conducted on 243 students using online learning platforms in higher education. This research utilized a ...
Online teaching-learning methods have been followed by world-class universities for more than a decade to cater to the needs of students who stay far away from universities/colleges. But during the COVID-19 pandemic period, online teaching-learning helped almost all universities, colleges, and affiliated students. An attempt is made to find the effectiveness of online teaching-learning ...
Research design. This research applies a quantitative design where descriptive statistics are used for the student characteristics and design features data, t-tests for the age and gender variables to determine if they are significant in blended learning effectiveness and regression for predictors of blended learning effectiveness.
online classes as a result of their recent experiences. These e ects are, however, more than 150% larger for honors students, suggesting that, a priori, most engaged students strongly prefer in-person classes. As expected, the COVID-19 outbreak also had large negative e ects on students' current labor market
This article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students' perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social ...
This review enabled us to identify the online learning research themes examined from 2009 to 2018. In the section below, we review the most studied research themes, engagement and learner characteristics along with implications, limitations, and directions for future research. 5.1. Most studied research themes.
A Quantitative Study of an Online Learning Platform's Impact on High School Students' Engagement, Academic Achievement, and Student Satisfaction in a Mathematics Class Mariah Minkkinen [email protected] Follow this and additional works at: https://red.mnstate.edu/thesis Part of the Mathematics Commons
861. Students' Perceptions towards the Quality of Online Education: A Qualitative Approach. Yi Yang Linda F. Cornelius Mississippi State University. Abstract. How to ensure the quality of online learning in institutions of higher education has been a growin g concern during the past several years.
The study is quantitative in nature, and the data were collected from 544 respondents through online survey who were studying the business management (B.B.A or M.B.A) or hotel management courses in Indian universities. ... Online classes has encouraged me to develop my own academic interests as far as possible: 3.17: 0.76: 0.723: 18.047: Online ...
Engellant, Kevin, "A Quantitative Study with Online Collaborative Learning in a Computer Literacy Course" (2014). Graduate Student Theses, Dissertations, & Professional Papers. 4389. This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in ...
reenroll in online courses in the future, so an institution that seeks to increase online enroll-ment would benefit from such information. Data about student experiences also can pro-vide information to help institutions and fac-ulty design and deliver better courses, which could help improve student learning in these courses.
Abstract. This quantitative study aims to investigate the relationship between e-education and reading comprehension skills acquisition. It also examines if the previous relationship may impact students' results in the exams. It also analyses the relationship between students' knowledge in ICT and their perception and acceptance of online ...
Although studies of online business education to date have found that class section effects were not significant (Alavi et al., 2002; Arbaugh, 2010a), we encourage future researchers using multi-course samples to at minimum calculate the intra-class correlation coefficient (Bickel, 2007) to determine whether the use of HLM techniques is warranted.
Choose the Quantitative Research Course That Aligns Best With Your Educational Goals. C. University of California, Davis. Quantitative Research. Skills you'll gain: Market Research, Marketing, Research and Design, Business Research, Correlation And Dependence, General Statistics, Market Analysis, Probability & Statistics, Survey Creation, User ...
A 4-week course by UC Davis, teaching quantitative research methods for marketing, including survey creation, data analysis, and prediction of marketing outcomes. Prior experience in qualitative research recommended.
Descriptive analysis tells us what happened. This type of analysis helps describe or summarize quantitative data by presenting statistics. For example, descriptive statistical analysis could show the distribution of sales across a group of employees and the average sales figure per employee.
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Data scientists use a range of programming languages, such as Python and R, to harness and analyze data. This course focuses on using Python in data science. By the end of the course, you'll have a fundamental understanding of machine learning models and basic concepts around Machine Learning (ML) and Artificial Intelligence (AI).