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In response to coronavirus disease 2019, California State University Long Beach (CSULB) announced mandatory online course conversions on March 12, 2020. The College of Business designed a Student Online Learning Experience Survey to explore learners' experience, needs, expectations and challenges in the online learning environment.

The time-sensitive survey questions were administered using Qualtrics with Institutional Review Board approval. The authors used 5-point Likert scales to rate students' experience and satisfaction and performed statistical analysis. They assessed students' written comments to further corroborate statistical findings.

The results identify students' satisfaction are highly correlated to content coverage and interaction of online learning technologies. A combination of BeachBoard, Zoom, e-mails and publisher's website is valued most by the learners. Project-based experiential design is ranked #1 by graduate students. Noticeably, the upward trend of satisfaction with online modality from sophomore to senior is probably attributable to learners' maturity and number of years studied at CSU system. Overall, students generally dislike proctoring devices due to concerns of privacy, inequalities, mental stress, etc.

The evidence-based results offer innovative pedagogical recommendations for business education in higher education.

While prior studies examine student perceptions and satisfaction within the online education system, the study aims to deeply investigate the students' experience after a large-scale two-week institutional emergency course conversion mandate. This study systematically reviews students' experience with four aspects of online learning: (1) the adequacy of instructional designs; (2) the effectiveness of technology; (3) the appropriateness of the online learning material and (4) the integrity of online assessment and testing tools.

The purpose of this paper is to show that mixed methods applied sequentially provide sufficient knowledge of topics under study.

This paper conducted an analysis of a real case using descriptive statistical and regression techniques.

The present study proposes the use of the so-called “sequential mixed-modes” in survey-based market research. This technique is based on the successive application of different information collection techniques (face-to-face, telephone and internet-based surveys); it offers four fundamental advantages: increased coverage rate; higher response rate; lower costs; and greater cooperation.

In addition to the normal limitations associated with conclusions derived from case studies, the data collection was carried out in only one autonomous community (Spain) and focussed only on one theme.

Firstly, it was found that data collection through mixed sequential modes substantially increases response rates in online surveys. This is particularly important as, in recent years, data collection through the internet has become almost standard market research practice. Secondly, the sample that resulted from the joint use of the three data collection modes more accurately reflected the distinctive features of the universe under study. A third recommendation is that the use of internet-based self-administered surveys is especially promising with individuals with a higher level of education and among students.

The decrease in the response rate is one of the greatest challenges of survey-based market research, given its impact on sample representativeness. This paper addresses this problem and exposes the advantages of the sequential use of mixed modes in the collection of information.

El objetivo de la presente investigación es mostrar que los modos mixtos aplicados de manera secuencial ofrecen un conocimiento adecuado de los temas objeto de estudio.

Se realiza el análisis de un caso real mediante técnicas descriptivas y regresión.

Este trabajo presenta los denominados “modos mixtos secuenciales” en la investigación a través de encuestas. Esta técnica se basa en la aplicación sucesiva de diferentes herramientas de recogida de información (encuestas presenciales, telefónicas y por Internet) y ofrece cuatro ventajas fundamentales; (1) aumento de la tasa de cobertura; (2) mayor tasa de respuesta; (3) menores costes; y (4) mayor cooperación.

Además de las limitaciones normalmente asociadas a los estudios de caso, la recogida de información se redujo a una única comunidad autónoma (España) y un único tema.

En primer lugar, se observa que la recogida de información mediante modos mixtos secuenciales aumenta de manera sustancial la tasa de respuesta en las encuestas online. Esto es particularmente relevante en la situación actual, pues la utilización de Internet casi se ha convertido en un estándar en la investigación de mercados. En segundo lugar, la muestra final obtenida como resultado del uso de tres modos de recogida refleja de manera más ajustada las características distintivas de la población objeto de estudio. Una tercera implicación es que el uso de encuestas online de carácter autoadministrado es especialmente prometedor en individuos de mayor nivel educativo y entre estudiantes.

摘要

本文的目的是要证明，按顺序应用的混合方法为研究的主题提供了充分的知识。

本文运用描述性统计和回归技术对一个实际案例进行了分析。

本文提议使用 “顺序混合模式” 来调查市场研究。这项技术是基于连续运用不同的信息收集技术(面对面、电话和基于互联网的调查) ，它提供了四个基础性优势: 增加覆盖率; 更高的回复率; 降低成本; 和更大的协作。

除了常见的案例研究所存在的局限性之外，本文的数据收集仅在一个自治社区(西班牙)进行，并且只集中于一个主题。

首先，通过混合序列模式收集数据，大大提高了在线调查的回复率。这一点尤其重要，因为近年来，通过互联网收集数据几乎已成为标准的市场研究实践。其次，联合使用三种数据采集模式所得到的样本更准确地反映了所研究社区的鲜明特征。第三个建议是，使用基于互联网的自我管理调查对调查教育水平较高的个人和学生群体具有很大的调查前景。

回复率的下降是基于调查的市场研究面临的最大挑战之一， 因为它大大影响了样本代表性。本文解决了这一问题，并揭示了在信息收集中顺序使用混合模式的优点。

The paper aims to examine the concept of architectural design communication (ADC) for updating design studio dynamics in architectural education during the Covid-19 pandemic. Within this perspective, the changing and transforming contents of architectural education, the thinking, representation and production mediums are examined through the determined components of ADC. There are five components in the study, which are (1) Effective Language Use, (2) Effective use of Handcrafts, (3) Effective Technical Drawing Knowledge, (4) Effective Architectural Software Knowledge and (5) Outputs.

The research method is based on qualitative and quantitative methods; a survey study is applied and the comparative results are evaluated with the path analysis method. The students in the Department of Architecture of two universities have been selected as the target audience. Case study 1 survey is applied to Altinbas University (AU) and Case study 2 survey is applied to Universitat Politecnica de Valencia (UPV) students during the COVID-19 pandemic; ‘19-‘20 spring term, online education.

As a result, two-path analysis diagrams are produced for two universities, and a comparative analysis is presented to reveal the relationships of the selected ADC components.

This paper fulfills an identified need to study how ADC can be developed in online education platforms.

This study aims to explore whether online learning has an effect on communication between instructors and students in a negative way, whether online learning affects students' productivity levels and to evaluate and suggest ways of improving effective online communication between instructors and students.

This study used is a quantitative research study which was conducted through a semi-structured online survey through a random sample technique.

Results revealed that the vast majority agree with the questions of the study. Students still prefer classroom classes over online classes due to many problems they face when taking online classes, such as lack of motivation, understanding of the material, decrease in communication levels between the students and their instructors and their feeling of isolation caused by online classes.

This research studied the impact from students' perspective only as the sample was selected only from students.

This research reached the students’ point of view in a broader way which will help understanding the issues and provide effective solutions. This research suggested that instructors must communicate with their students and vice versa in more informal channels (instant messages online chat groups, audio calls, private video calls …) in parallel with the formal channels (online platforms, email …). Finally, instructors should encourage students to participate and study more by providing different kind of incentives.

This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.

A quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI.

The results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.

The study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments.

Higher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities.

This study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.

The nature and extent of adults' engagement in diverse manifestations of technology-facilitated aggression is not yet well understood. Most research has focused on victimization. When explored, engagement in online aggression and abuse has centered on children and young people, particularly in school and higher education settings. Drawing on nationally representative data from New Zealand adults aged 18 and over, this chapter explores the overall prevalence of online aggression with a focus on gender and age. Our findings support the need to also understand adult aggressors' behaviors to better address the distress and harm caused to targets through digital communications. The chapter discusses the implications of the results for policy and practice and proposes some directions for future research.

The study aims at analyzing the perception of teachers and students about online classes. The work tries to explain the opinions of students as regards the impact of online courses, their comfortability in its usag, and the support received from teachers in online classes along with teachers' opinions on efficacy, teaching practice followed and training received for an online class.

The analysis was carried out using the data collected through two separate structured questionnaires for students and teachers in Dakshina Kannada and Udupi District in Karnataka. Data were recorded in SPSS and analyzed by using descriptive statistics.

The study reveals that students are comfortable with online classes and are getting enough support from teachers but they do not believe that online classes will replace traditional classroom teaching. It also finds that teachers are facing difficulties in conducting online classes due to a lack of proper training and development for doing online classes. Technical issues are the major problem for the effectiveness of the online classes.

Most of the colleges think of implementing online classes in their courses. Hence, it becomes essential to obtain the opinions of participants of online classes before applying for it. This study may help colleges to get a general view of online classes among teachers and students.

Internet and new technologies gained importance in all fields including the education sector which gave scope for online classes. In addition to this, the COVID pandemic worldwide has also added to the relevance of online classes. In this light, it is necessary to understand student–teacher perceptions regarding online classes.

The purpose of this study is to investigate the role of connective action characterised by interconnection and personal communication on social media (SM) for participating in collective action in the physical world of social movements.

A research model is developed integrating different modes of connective action into the social identity model of collective action (SIMCA) to investigate pathways to participating in offline collective action (CA) from an individual perspective. Following a survey design approach, data collected from 194 respondents in the background of Egypt's social movements are examined using partial least squares (PLS) path modelling and mediation analyses.

The authors' main results reveal that interactive socialisation (IS) on SM provides an important momentum for the user to internalise (consume) and externalise (share) content online from a social learning perspective. In terms of translating these activities to participating in offline CA, the authors find support for two independent causal chains: An “instrumental” chain building on content externalisation (CE) and efficacy considerations and an “obligatory” chain based on content internalisation (CI) and collective identity.

The authors' results highlight the individual-level origins of offline mobilisation in social movements, which are not only grounded in social-psychology, but also develop out of interrelated connective actions supporting social learning. Prior work has mainly conceptualised the value of SM in social movements for online political communication. The authors' conceptualisation is novel in terms of integrating online and offline behaviours with social-psychological perspectives and the application with primary data in a protest movement context that heavily relied on connective actions for offline mobilisation.

Presently the whole world has been experiencing a pandemic threat of coronavirus diesease 2019 (COVID-19) and at the same time facing unprecedented changes in everything including education. E-learning has evolved as the only alternative of knowledge transmission even in third world nations, and e-assessment has been playing an increasingly important role in this digital transformation of education. But how far and of what depth it has made its place among students' minds need to be studied to leverage its full potential to transform students' learning needs. This study reports an investigation made in this direction.

An online survey consisting of 40 questions in Google Forms was conducted to collect primary data on students' perception of e-assessment among 200 Indian students pursuing higher education from several geographical locations. The quantitative methodological approach was followed. The data were analyzed descriptively and inferentially.

The results were analyzed based on the model of acceptance and usage of e-assessment (MAUE), and findings revealed that students' overall perception toward e-assessment was of moderate level and this perception varies depending on their gender, academic level, nature of the stream of study and their economic condition. Of the eight domains investigated, students showed better perception in the perceived usefulness, perceived ease of use, compatibility, subjective norms and self-efficacy domains, while they cut a sorry figure in domains like awareness, resource facilitation and information technology (IT) support. It became evident from their responses that COVID was instrumental in enhancing their interest in e-assessment.

The implication of this study lies in strengthening e-assessment by attending to the factors as noted in the MAUE in India and alike developing nations having huge space left for e-learning to reach a boom.

This is an empirical investigation conducted in India on the state of students' perception of the e-assessment in the backdrop of the COVID-19 outbreak. To do this work, the authors conducted online surveys, and the write-up of the findings focus on the survey data only.