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Open Access
Article
Publication date: 3 August 2023

Stewart Selase Hevi, Clemence Dupey Agbenorxevi, Ebenezer Malcalm, Nicodemus Osei Owusu, Gladys Nkrumah and Charity Osei

This paper investigates the moderating-mediation roles of synchronous and asynchronous learning, as well as virtual self-efficacy between digital learning space experience and…

Abstract

Purpose

This paper investigates the moderating-mediation roles of synchronous and asynchronous learning, as well as virtual self-efficacy between digital learning space experience and continuous use among learners in Ghanaian institutions of higher learning.

Design/methodology/approach

A convenience sampling technique was used in the selection of 604 students who answered questions on digital learning space experience, synchronous and asynchronous learning, virtual self-efficacy and learner continuous use within the Greater Accra Region of Ghana. The study employed regression analysis to measure the hypothesized paths.

Findings

The findings show that asynchronous learning partially mediates between digital learning space experience and learner continuous use, but the mediating effect of synchronous learning between digital learning space experience and learner continuous use was not significant. Further, virtual self-efficacy significantly moderates the mediated relationship between asynchronous learning and learner continuous use, but the moderated mediated role of synchronous learning was not established in the study.

Research limitations/implications

Generalization of the study findings is limited due to the sampling scope, which was restricted to students of IHL in the Greater Accra Region of Ghana.

Originality/value

In this research, the academic scope of digital transformation was expanded from both digital structure elements and psychological perspectives within the domain of higher education literature.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 6 February 2024

Ridwan Daud Mahande, Nurul Mukhlisah Abdal and Nasir Nasir

This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.

Abstract

Purpose

This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.

Design/methodology/approach

A quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.

Findings

Survey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.

Research limitations/implications

This study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.

Originality/value

This research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 6 December 2023

Lauren Schnell-Peskin, Gina Riley, Kristen Hodnett, Virginia Gryta and April Kisamore

It is now considered commonplace to teach in a multigenerational higher education classroom that is made up of Baby Boomers, Generation X, Y and Z students. To ensure that all…

Abstract

Purpose

It is now considered commonplace to teach in a multigenerational higher education classroom that is made up of Baby Boomers, Generation X, Y and Z students. To ensure that all students, regardless of their generational identity, are successful in the classroom, educators must teach purposefully, with an understanding of the variables that affect student learning. Educators must ensure instruction is delivered according to varying student strengths and needs. This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. The most effective instructional practices for teaching will be discussed.

Design/methodology/approach

This article is a literature review focused on meeting the needs of multigenerational learners in synchronous and asynchronous online learning classrooms.

Findings

To ensure that all students, regardless of generational identity, are successful in the classroom, educators must teach purposefully, with an understanding of the variables that affect student learning. A summary of these generational strengths and needs are discussed within this paper.

Practical implications

This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations.

Originality/value

This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. The most effective instructional practices for teaching will be discussed.

Details

The International Journal of Information and Learning Technology, vol. 41 no. 1
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 3 February 2023

Sharon Mallon, Chris Richards and Andy Rixon

The outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering…

Abstract

Purpose

The outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering. The use of technology to facilitate learning has been a mainstay in traditional distance education settings. The paper aims to understand student and teacher experience of synchronous online learning in HE to develop practice and assist those newly coming to online teaching.

Design/methodology/approach

The authors conducted a ‘rapid review’ of articles related to this topic over the last 21 years. Thematic analysis of the 61 studies identified for inclusion were; Use of technology, planned pedagogy, comparison of synchronous and asynchronous learning, relationships online, teacher and student attitudes, COVID-19 reflections.

Findings

This study’s findings show many studies examined the transition from classroom to online learning, rather than the experience of being online. Building a community of learning, with interaction between all parties, was central to success in the development of an approach to online synchronous teaching.

Research limitations/implications

Few of the early papers included here expressly explored student and teacher experiences of synchronous learning. Instead, they broadly discussed blended learning, or compared functionality and effectiveness of online teaching, with traditional in person or offline/asynchronous alternatives. An additional drawback was that educators were frequently involved in studies which investigated the experiences of their own students.

Originality/value

This study is one of the few to focus on the experience of staff and students in the online synchronous environment. The results show there is scope to achieve improvement in online learning, through research focussed on how students, lecturers and institutional administrators adapt to the new normal.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 5 December 2022

Chad Hershock, Michael C. Melville, Jacqueline Stimson and Heather Dwyer

The authors developed online learning modules to train graduate and undergraduate student instructors (GUSIs) on grading and delivering feedback in quantitative disciplines. The…

Abstract

Purpose

The authors developed online learning modules to train graduate and undergraduate student instructors (GUSIs) on grading and delivering feedback in quantitative disciplines. The authors report results from multiple assessments conducted during recent training events at a mid-sized, research-intensive institution and discuss implications for educational development.

Design/methodology/approach

Using pre/post-assessments, the author measured participants' learning gains and skill development. In Study 1, the authors measured learning gains for 109 computer science GUSIs randomly assigned to complete the modules or not. Participants who completed the modules performed significantly better on the post-assessment relative to the control group across all seven module learning objectives aligned with GUSI responsibilities. In Study 2, we iterated on both assessments and modules, replicating Study 1 results for GUSIs from other quantitative disciplines. In Study 3, the authors compared learning gains from online modules to in-person training sessions, focusing on the authentic task of providing written feedback on student work.

Findings

Proficiency improved equally and significantly via both training modalities.

Originality/value

At research-intensive universities, GUSI training can be inconsistent and difficult to scale and rarely assessed via direct measures of outcomes. To the authors’ knowledge, this is the first study to rigorously measure GUSI skill development via authentic assessment tasks such as grading student work and/or providing effective written feedback rather than simply testing knowledge. This study also addresses implications for designing and implementing effective GUSI training at scale.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 13 July 2023

Abdurahman Ahmed Endris and Yohannes Sisay Molla

Most educational institutions worldwide have suddenly switched to online instruction due to the outbreak of the COVID-19 pandemic, and English language teaching took its part in…

Abstract

Purpose

Most educational institutions worldwide have suddenly switched to online instruction due to the outbreak of the COVID-19 pandemic, and English language teaching took its part in this transition. The immediate transition from face-to-face to fully online instruction affects its effective implementation, especially in developing countries like Ethiopia where online learning is in its early stage. Therefore, the main purpose of this study is to investigate postgraduate EFL students’ perceptions and practices of online learning.

Design/methodology/approach

This study uses a descriptive survey design. Using simple random sampling, 91 postgraduate EFL students were selected from four universities. Online questionnaires were employed to collect data. To analyze the data, both descriptive (mean and standard deviation) and inferential (one sample t-test) statistics were used.

Findings

The findings of the study indicate that the students had favorable perceptions of online learning. Despite the students' positive perceptions, the results of the study showed that the practice of online learning in the universities was limited; especially the practice of synchronous online learning was low.

Research limitations/implications

The results suggest that the concerned bodies at the universities should consider implementing a blended (both synchronous and asynchronous) learning system to deliver an online learning approach.

Originality/value

This is one of the first studies in a higher education context in Ethiopia, which tries to investigate the postgraduate EFL students' perceptions and practices of online learning during the COVID-19 pandemic. The paper is original because it investigated the status of online learning during the pandemic in a developing country like Ethiopia; it provides a real and convincing idea of a new way of learning in the post-COVID-19 context. The study can also be useful for related future research in the context of a pandemic-like COVID-19.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 6
Type: Research Article
ISSN: 2042-3896

Keywords

Book part
Publication date: 15 May 2023

Neema Florence Vincent Mosha and Edith Talina Luhanga

In 2020, the Covid-19 pandemic resulted in full or partial lockdowns of higher education institutions (HEIs) in most countries worldwide. On the other hand, HEIs around the world…

Abstract

In 2020, the Covid-19 pandemic resulted in full or partial lockdowns of higher education institutions (HEIs) in most countries worldwide. On the other hand, HEIs around the world were faced with the difficult questions of how to continue to provide training, learning and research activities to students during outbreaks, epidemics and pandemics. Online and blended learnings are relatively new modes of teaching and learning activities which enable HEIs to offer either online only or a combination of online and physical-based programs of study respectively. Adoption of such learning practices helped ensure continued HEIs operations during outbreaks, epidemics and pandemics. However, there are HEIs which still have no or limited investment in online and blended learning. This chapter outlines the different models of online and blended learning that HEIs can adopt, demystify the benefits, values and challenges posed by these models, necessary infrastructure including information and communication technologies (ICTs) as well as required staff and student support services to ensure effective and efficient uptake and usage. It further shows that with a deliberate initial investment in the necessary infrastructure, staff and student support services, the resources of and potential for online and blended programs can be enormous. It also outlines remote learning models that HEIs can adopt, how to support students’ readiness for online and blended learning, the benefits and challenges posed by employing online and blended learning in HEIs and the necessary infrastructure and support services.

Details

Pandemic Pedagogy: Preparedness in Uncertain Times
Type: Book
ISBN: 978-1-80071-470-0

Keywords

Book part
Publication date: 15 May 2023

Grace Adhiambo Were, Kevin Odhiambo Okelo and Rosemary Akech Obat

Online, distance, and eLearning (ODeL) continue to gain recognition as a mandatory component of delivery of education in institutions of higher learning (IHL) around the world…

Abstract

Online, distance, and eLearning (ODeL) continue to gain recognition as a mandatory component of delivery of education in institutions of higher learning (IHL) around the world following the outbreak of coronavirus disease (COVID-19). This paradigm shift is informed by the need to ensure uninterrupted, valuable, and safe learning experiences for learners during the pandemic. However, governments ordered the closure of schools and colleges following the declaration of COVID-19 as a world pandemic by the World Health Organization (WHO). A report by United Nations Educational, Scientific and Cultural Organization revealed that there was a significant loss of schooling time following the closure of educational facilities which affected over 1.5 billion learners in 194 nations globally. This study explored the use of online approaches to intensify online learning efficacy in IHL. Data collection was conducted using qualitative methods and data analysis done using themes and sub-themes. Findings from this study indicate that students’ engagements on discussion forums are consistent with collaborative learning. Results further support the view that regular, prompt, and meaningful feedback is critical in promoting constructive learning and reflection among students. Based on the findings of this study, practical implications are discussed for stakeholders interested in establishing and strengthening effective delivery of online learning content to enhance students’ learning experiences.

Details

Pandemic Pedagogy: Preparedness in Uncertain Times
Type: Book
ISBN: 978-1-80071-470-0

Keywords

Content available
Book part
Publication date: 15 May 2023

Abstract

Details

Pandemic Pedagogy: Preparedness in Uncertain Times
Type: Book
ISBN: 978-1-80071-470-0

Article
Publication date: 6 September 2022

Ka Ling Cheung and Hao Wu

The COVID-19 outbreak has brought serious disruptions worldwide and higher education has been at the forefront of this global pandemic. To adapt to the “new normal”, new…

Abstract

Purpose

The COVID-19 outbreak has brought serious disruptions worldwide and higher education has been at the forefront of this global pandemic. To adapt to the “new normal”, new technology-backed teaching mode emerges in universities as valued option to integrate face-to-face and remote teaching-learning activities. Blended synchronous learning (BSL) forms part of this new trial. This paper investigates the relevance and implications of BSL for university teaching and learning in the field of property and built environments in and beyond the transitional period of COVID disruptions and a time of global uncertainty.

Design/methodology/approach

This paper adopts case study approach to the understanding of BSL and its initial planning and design for property course delivery at the University of Melbourne. A review of literature helps formulate an analytical lens for the delivery mode and its significance and challenge in enhancing student learning experience. It also brings insights from the experience of participant observation.

Findings

This paper envisions new possibilities and challenges projecting the BSL as innovative and useful teaching-learning mode for property and built environments education in and beyond the pandemic. The analysis demonstrates the pedagogical values of BSL in facilitating supportive and equitable learning environment to achieve quality learning outcomes for property education. It identifies opportunities and challenges corresponding the underlying logic and practice of BSL.

Originality/value

This paper is the first to examine the use of BSL delivery and its pedagogical significance in post-pandemic property education. It sheds light on innovative pedagogical design for academic institutions to manage pandemic and technological disruptions to teaching-learning.

Details

Property Management, vol. 41 no. 2
Type: Research Article
ISSN: 0263-7472

Keywords

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