nach oben

12.01.2024 | Original Paper

Patterns of university online teaching and learning delivery approaches and students’ performance during COVID-19

verfasst von: Masitah Shahrill, Elvynna Leong, Daniel Asamoah, Lin Naing, Mohamad Iskandar Petra, Jose H. Santos, Anita B. Z. Abdul Aziz

Erschienen in: Learning Environments Research

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

COVID-19 required new off-school technology-based learning environments for educational continuity. This study described the online delivery modes of lectures and tutorials in a university in Brunei Darussalam during COVID-19. A cross-sectional survey was conducted among 818 students from eight faculties. Data were collected through online surveys and analysed with descriptive and inferential statistics. The results show that students reported positive perceptions of online teaching and learning delivery modes. Online live lectures and tutorial sessions were the most frequent teaching and learning delivery modes, and these were reported more in health-related faculties. Our simple and multiple linear regression analyses showed that a strong positive perception of online teaching and learning delivery modes, using PowerPoint with audios and engaging students in online discussion forums tutorials were positively associated with student academic performance. The results imply that the online teaching and learning delivery modes adopted in crisis situations influence student satisfaction and academic performance. This study highlights why the use of multiple instructional delivery modes during crises can improve online teaching and learning.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Abisado, M. B., Unico, M. G., Umoso, D. G., Manuel, E. F., & Barroso, S. S. (2020). A flexible learning framework implementing asynchronous course delivery for Philippine local colleges and universities. International Journal of Advanced Trends in Computer Science and Engineering, 9(1.3), 413–421. https://doi.org/10.30534/ijatcse/2020/6591.32020CrossRef

Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M. A., Majumdar, R., & Ogata, H. (2021). Emergency online learning in low-resource settings: Effective student engagement strategies. Education Sciences, 1(1), 1–18.

Alashwal, M. (2020). Assessing online teaching in higher education amid the COVID-19 pandemic: A case study from Saudi Arabia. In Paper presented at conference on science and society, ConScienS research center, (ConScienS Proceedings) (pp. 68–72). https://doi.org/10.5281/zenodo.4058780

Alzahrani, A. (2022). Online learning during the Covid-19 Pandemic: A review of literature. Amazonia Investiga, 11(50), 188–203. https://doi.org/10.34069/AI/2022.50.02.19CrossRef

Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(392), 1–6. https://doi.org/10.1186/s12909-020-02312-0CrossRef

Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. L. E., Abdullah, A., & Ming, G. L. (2022). Blended learning adoption and implementation in higher education: A theoretical and systematic review. Technology, Knowledge and Learning, 27(2), 531–578. https://doi.org/10.1007/s10758-020-09477-zCrossRef

Asamoah, D., Shahrill, M., & Abdul Latif, S. (2022). A review of formative assessment techniques in higher education during COVID-19. The Qualitative Report, 27(2), 475–487. https://doi.org/10.46743/2160-3715/2022.5145

Azlan, C. A., Wong, J., Tan, L. K., Huri, M. S. N. A., Ung, N. M., Pallath, V., Tan, C., Yeong, C. H., & Ng, K. H. (2020). Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic: A case study from Malaysia. Physica Medica, 80, 10–16. https://doi.org/10.1016/j.ejmp.2020.10.002CrossRef

Callo, E. C., & Yazon, A. D. (2020). Exploring the factors influencing the readiness of faculty and students on online teaching and learning as an alternative delivery mode for the new normal. Universal Journal of Educational Research, 8(8), 3509–3518. https://doi.org/10.13189/ujer.2020.080826CrossRef

Cleofas, J. V., & Rocha, I. C. N. (2021). Demographic, gadget and internet profiles as determinants of disease and consequence related COVID-19 anxiety among Filipino college students. Education and Information Technologies, 26(6), 6771–6786. https://doi.org/10.1007/s10639-021-10529-9CrossRef

Edward, C. N., Asirvatham, D., & Johar, M. G. M. (2018). Effect of blended learning and learners’ characteristics on students’ competence: An empirical evidence in learning oriental music. Education and Information Technologies, 23, 2587–2606. https://doi.org/10.1007/s10639-018-9732-4CrossRef

Elkhatat, A. M., & Al-Muhtaseb, S. A. (2021). Hybrid online-flipped learning pedagogy for teaching laboratory courses to mitigate the pandemic COVID-19 confinement and enable effective sustainable delivery: Investigation of attaining course learning outcome. SN Social Sciences, 1(113), 1–15. https://doi.org/10.1007/s43545-021-00117-6CrossRef

Elsalem, L., Al-Azzam, N., Jum’ah, A. A., & Obeidat, N. (2021). Remote e-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences. Annals of Medicine and Surgery, 62(12), 326–333. https://doi.org/10.1016/j.amsu.2021.01.054CrossRef

Eurboonyanun, C., Wittayapairoch, J., Aphinives, P., Petrusa, E., Gee, D. W., & Phitayakorn, R. (2021). Adaptation to open-book online examination during the COVID-19 pandemic. Journal of Surgical Education, 78(3), 737–739. https://doi.org/10.1016/j.jsurg.2020.08.046CrossRef

Gamage, D., Perera, I., & Fernando, S. (2020). MOOCs lack interactivity and collaborativeness: Evaluating MOOC platforms. International Journal of Engineering. Pedagogy, 10(94), 95–111. https://doi.org/10.3991/ijep.v10i2.11886CrossRef

Hanrahan, M. (1998). The effect of learning environment factors on students’ motivation and learning. International Journal of Science Education, 20(6), 737–753. https://doi.org/10.1080/0950069980200609CrossRef

Hilliam, R., & Vines, K. (2021). When one size does fit all: Simultaneous delivery of statistics teaching to multiple audiences. Journal of University Teaching & Learning Practice, 18(2), 04. https://doi.org/10.53761/1.18.2.4CrossRef

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. Retrieved from the difference between emergency remote teaching and online learning|EDUCAUSE

Hodges, C. B., & Barbour, M. K. (2021). Assessing learning during emergency remote education. Italian Journal of Educational Technology, 29(2), 85–98. https://doi.org/10.17471/2499-4324/1208CrossRef

Hysaj, A., & Hamam, D. (2020). Exploring the affordance of distance learning platform (DLP) in COVID19 remote learning environment [paper presentation]. In HCI international 2020—late breaking papers: Cognition, learning and games. Lecture notes in computer science (pp. 421–431), Springer, Cham. https://doi.org/10.1007/978-3-030-60128-7_32

Jamil, H., Ramli, H. M., & Leong, E. (2022). Advocating blended learning for university undergraduate level mathematical instruction beyond COVID-19. In S. A. Abdul Karim & S. A. Husain (Eds.), Engineering and sciences teaching and learning activities: New systems throughout COVID-19 pandemics (pp. 33–45). Springer International Publishing. https://doi.org/10.1007/978-3-030-79614-3_4

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607–610. https://doi.org/10.1177/001316447003000308CrossRef

Lapitan, L. D., Jr., Tiangco, C. E., Sumalinog, D., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012CrossRef

Levy, J., Brok, D. P., Wubbels, T., & Brekelmans, M. (2003). Students’ perceptions of interpersonal aspects of the learning environment. Learning Environment Research, 6, 5–36. https://doi.org/10.1023/A:1022967927037CrossRef

Li, C., He, J., Yuan, C., Chen, B., & Sun, Z. (2019). The effects of blended learning on knowledge, skills, and satisfaction in nursing students: A meta-analysis. Nurse Education Today, 82, 51–57.CrossRef

Lorsbach, A., & Jinks, J. (1999). Self-efficacy theory and learning environment research. Learning Environment Research, 2, 157–167. https://doi.org/10.1023/A:1009902810926CrossRef

Magalhães, P., Ferreira, D., Cunha, J., & Rosário, P. (2020). Online vs traditional homework: A systematic review on the benefits to students’ performance. Computers & Education, 152, 103869. https://doi.org/10.1016/j.compedu.2020.103869CrossRef

Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009. https://doi.org/10.1016/j.compedu.2020.104009CrossRef

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning (Report). U.S. Department of Education. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Moorhouse, B. L., & Wong, K. M. (2022). Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning. Journal of Computer Education, 9, 51–70. https://doi.org/10.1007/s40692-021-00195-8CrossRef

Murphy, L., Eduljee, N. B., & Croteau, K. (2020). College student transition to synchronous virtual classes during the COVID-19 pandemic in Northeastern United States. Pedagogical Research, 5(4), 1–10. https://doi.org/10.29333/pr/8485CrossRef

Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3, 1–11. https://doi.org/10.1016/j.ssaho.2020.100101CrossRef

Natarajan, J., & Joseph, M. A. (2022). Impact of emergency remote teaching on nursing students’ engagement, social presence, and satisfaction during the COVID-19 pandemic. Nursing Forum, 57(1), 42–48. https://doi.org/10.1111/nuf.12649CrossRef

Obeidat, A., Obeidat, R., & Al-Shalabi, M. (2020). The effectiveness of adopting e-learning during COVID-19 at Hashemite University. International Journal of Advanced Computer Science and Applications, 11(12), 96–104. https://doi.org/10.14569/IJACSA.2020.0111213CrossRef

Olakanmi, E. E. (2017). The effects of a flipped classroom model of instruction on students’ performance and attitudes towards chemistry. Journal of Science Education and Technology, 26, 127–137. https://doi.org/10.1007/s10956-016-9657-xCrossRef

Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th ed.). McGraw Hill.

Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-yCrossRef

Refae, G. A. E., Kaba, A., & Eletter, S. (2021). The impact of demographic characteristics on academic performance: Face-to-face learning versus distance learning implemented to prevent the spread of COVID-19. International Review of Research in Open and Distance Learning, 22(1), 91–110. https://doi.org/10.19173/irrodl.v22i1.5031CrossRef

Schoenfeld-Tacher, R. M., & Dorman, D. C. (2021). Effect of delivery format on student outcomes and perceptions of a veterinary medicine course: Synchronous versus asynchronous learning. Veterinary Sciences, 8(2), 1–14. https://doi.org/10.3390/vetsci8020013CrossRef

Sellnow-Richmond, D., Strawser, M. G., & Sellnow, D. D. (2020). Student perceptions of teaching effectiveness and learning achievement: A comparative examination of online and hybrid course delivery format. Communication Teacher, 34(3), 248–263. https://doi.org/10.1080/17404622.2019.1673456CrossRef

Shahrill, M., Petra, M. I., Naing, L., Yacob, J., Santos, J. H., & Aziz, A. B. Z. A. (2021). New norms and opportunities from the COVID-19 pandemic crisis in a higher education setting: Perspectives from Universiti Brunei Darussalam. International Journal of Educational Management, 35(3), 700–712. https://doi.org/10.1108/IJEM-07-2020-0347

Simamora, R. R., de Fretes, D., Purba, E. D., & Pasaribu, D. (2020). Practices, challenges, and prospects of online learning during COVID-19 pandemic in higher education: Lecturer perspectives. Studies in Learning and Teaching, 1(3), 185–208. https://doi.org/10.46627/siletCrossRef

Stevanović, A., Božić, R., & Radović, S. (2021). Higher education students’ experiences and opinion about distance learning during the Covid-19 pandemic. Journal of Computer Assisted Learning, 37(6), 1682–1693. https://doi.org/10.1111/jcal.12613CrossRef

Thai, T. N., Wever, D. B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113–126. https://doi.org/10.1016/j.compedu.2017.01.003CrossRef

Theoret, C., & Ming, X. (2020). Our education, our concerns: The impact on medical student education of COVID-19. Medical Education, 54(7), 591–592. https://doi.org/10.1111/medu.14181CrossRef

Tranmer, M., Murphy, J., Elliot, M., & Pampaka, M. (2020). Multiple linear regression (2nd ed.). Cathie Marsh Institute Working Paper 2020–01. https://hummedia.manchester.ac.uk/institutes/cmist/archive-publications/working-papers/2020/multiple-linear-regression.pdf

Tuah, N. A. A., & Naing, L. (2020). Is online assessment in higher education institutions during COVID-19 pandemic reliable? Siriraj Medical Journal, 73(1), 61–67. https://doi.org/10.33192/Smj.2021.09

Wu, J., Zhang, R., Qiu, W., Shen, J., Ma, J., Chai, J., Wu, H., Hu, L., & Zhou, W. (2021). Impact of online closed-book examinations on medical students’ pediatric exam performance and test anxiety during the coronavirus disease 2019 pandemic. Pediatric Medicine, 4(1), 1–9. https://doi.org/10.21037/pm-20-80CrossRef

Yekefallah, L., Namdar, P., Panahi, R., & Dehghankar, L. (2021). Factors related to students’ satisfaction with holding e-learning during the Covid-19 pandemic based on the dimensions of e-learning. Heliyon, 7(7), 1–6. https://doi.org/10.1016/j.heliyon.2021.e07628CrossRef

Yough, M., Slaten, C. D., Sankofa, N., Li, J., & Anderman, E. M. (2023). English language learner perceptions of school climate and teacher–student relationships: Role of acculturation and implications for achievement. Learning Environments Research. https://doi.org/10.1007/s10984-023-09469-7CrossRef

Zheng, W., Ma, Y. Y., & Lin, H. L. (2021). Research on blended learning in physical education during the COVID-19 pandemic: A case study of Chinese students. SAGE Open, 11(4), 1–12. https://doi.org/10.1177/21582440211058196CrossRef

Zhou, J., & Hawrot, A. (2023). Latent profile analysis of students’ perception of German classroom climate: Outcomes and covariates. Learning Environment Research. https://doi.org/10.1007/s10984-023-09471-zCrossRef

Titel: Patterns of university online teaching and learning delivery approaches and students’ performance during COVID-19
verfasst von: Masitah Shahrill
Elvynna Leong
Daniel Asamoah
Lin Naing
Mohamad Iskandar Petra
Jose H. Santos
Anita B. Z. Abdul Aziz
Publikationsdatum: 12.01.2024
Verlag: Springer Netherlands
Erschienen in: Learning Environments Research
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-023-09489-3

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Premium Partner