Accessing Education: Equity, Diversity, and Inclusion in Online Learning

The purpose of this research is to examine the impact of online learning and blended learning on developing students' self-regulation at Umm Al-Qura University, using gender and specialization variables. The research sample consisted of 376 students at Umm Al-Qura University in the academic year 2021–2022. According to the instructional type, the research sample was divided into the following main branches: Blended learning: 233 students dealt with blended courses, and online learning: 143 students dealt with online courses. A self-regulation questionnaire was developed to collect the required data from the study sample. The validity and reliability of the questionnaire were ensured. The findings of the study revealed that blended learning is more effective in developing students' self-regulation than online learning. Blended learning is more effective in developing male students' self-regulation compared to online learning. The effectiveness of blended and online learning on female students' self-regulation is equal. Blended learning is more effective in developing practical major students' self-regulation compared with online learning. It was observed that the effect of blended and online learning on theoretical major students' self-regulation is equal. The study findings enrich the understanding of the effect of both blended learning and online learning in developing learning outcomes. In addition, these findings may help decision-makers and stakeholders at higher education institutions to provide all available means for embedding blended courses in instructional systems.

The aim of this research is to reveal the effectiveness of online learning at the Universitas Terbuka and the effectiveness of hybrid learning at the Majapahit Islamic University. This research uses qualitative research with a descriptive approach. The researchers use survey and observation as data collection. The data that has been collected is analyzed using Miles and Huberman's interactive analysis techniques. The results of this research show that online learning and hybrid learning have a positive impact, namely (1) students are helped in learning activities, (2) students are helped in understanding the material provided by the lecturer, (3) students are more interested and can take part in online and hybrid learning well. (4) there are obstacles or limitations in terms of technology that disrupt students when doing online or hybrid learning, but the majority of students are not disturbed when doing online or hybrid learning. From the results of the research above, it can be concluded that in general online learning at the Universitas Terbuka and hybrid learning at the Islamic University of Majapahit have been running quite effectively. Keywords: Effectiveness; Online Learning; Hybrid Learning

BackgroundHigher education institutions (HEIs) shifted from in-person attendance to blended and online learning due to the COVID-19 lockdowns. ObjectiveThis study investigated the students' perception of satisfaction, convenience, engagement, and learning towards blended and online courses conducted before, during, and after the COVID-19 lockdowns. MethodsA longitudinal study design was adopted to examine the students' perception of online and blended learning courses before, during, and after the COVID-19 lockdowns. The subjects consist of Health science students (N = 130) belonging to two different colleges of a public university and the study period includes three academic years (i.e., six semesters) (2018–2021). A survey tool was developed to collect data from students studying the computer fundamentals course through blended and online learning modes from 2018 to 2021. ResultsOver 95% of students have been satisfied with the course offered through various blended learning formats since 2018. The blended 0.50-course format is the most preferred one for the students; however, the Blended 0.75-course format is highly rated by the students regarding their satisfaction and engagement than other learning formats during the COVID-19 lockdowns. Following adaption after COVID-19, the students reported a high perception of learning towards the course when delivered through 100% online learning mode. ConclusionStudents' achievement is significantly associated with the learning modes, exam modes, and various student batches. The blended 0.75-course format group shows a higher achievement than the other three-course format groups. Likewise, those students who appeared in their exams online showed higher achievement than those who appeared physically. Further, the students felt equally convenient with Blended 0.75 and 100% online learning course formats. These findings would also help HEIs choose appropriate learning and examination modes while designing courses.

After the COVID-19 pandemic, online and blended learning (BL) have been very popular worldwide. They have become as important as face-to-face (F2F) learning. Previous meta-analyses examined the effects of BL and online learning (OL) compared to F2F learning. However, there is no meta-analytic evidence on the effects of BL vs. OL. Which is more effective: BL or OL? So, this study compares the impact of BL and OL based on 37 empirical articles (2000–2024) via meta-analysis. The results suggest that BL has a positive upper-medium effect on student learning outcomes (SMD = 0.611, p < 0.001), especially on cognitive outcomes (SMD = 0.698, p < 0.001) and affective outcomes (SMD = 0.533, p < 0.001). Moreover, moderator analysis finds that BL’s effects are better than OL (1) for a class size of 0~50 students (2) for K-12 and university students (3) within 3 months of intervention (4) on non-STEM subjects (5) with different teachers (6) with 30%~69% proportion of OL (7) using mixed interaction (8) with mixed and group learning (9) on Asian students. Moreover, the results provide valuable suggestions for educators and researchers to improve BL’s practices.

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

This study aimed to determine the parenting styles adopted by parents for online or hybrid learning during the COVID-19 pandemic and the impact thereof. A qualitative approach was used to describe the types of parenting and their impact. Data were obtained through literature review on related topics. It was found that the dominant parenting style adopted by parents for online or hybrid learning during the COVID-19 pandemic was democratic parenting. This form of parenting includes: (1) parents accompanying children while doing assignments; (2) doing activities together while at home; and (3) guiding and motivating children. Keywords: parenting styles, hybrid learning, online learning, COVID-19 pandemic

Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial

Purpose – One of the biggest problems in the e-learning distribution process is the lack of quality content and learners' discredit in e-learning content. In order to respond to the various demands of the corporate education field appropriately, it is necessary to search for directions of new e-learning models that are out of traditional e-learning contents. The purpose of this study is to identify recent trend issues related to corporate e-learning and to suggest directions for development. Research design, data, and methodology – Based on the literature review, trend issues that should be considered important in corporate e-learning were derived. Online survey was conducted to evaluate the importance-feasibility of each issue to 13 experts on e-learning and corporate education. The contents of the questionnaire are as follows: 1) recognition of importance and feasibility of trend issues to be considered important in the future corporate education field; 2) factors to be considered in developing future e-learning contents. Results – Six trends derived from a comprehensive literature review. The most important e-learning trends for corporate education field were 'mobile learning', 'micro learning', 'blended learning', 'social learning', 'adaptive learning', ‘engaged learning'. As a result of evaluating the importance and feasibility of each issue, experts point out that 'mobile learning' and 'micro learning' should be actively considered for introduction and utilization at present. In addition, 'social learning' and 'blended learning' need to be actively considered in the near future. On the other hand, experts recognized that 'adaptive learning' and 'engaged learning' need to be prepared from a long-term perspective. Conclusions – There are two main reasons for this result. First, in corporate e-learning, it is important to 1) be able to update on time, 2) the connection with the workplace is important. Second, it requires realistic verification of the expected performance of the learning model. To be considered part of the future are as follows: First, the value and effectiveness of the new e-learning type should be studied. Seconds, e-learning contents should be developed through adopting SAM or Agile methodology. Through this process, we would be able to enhance the quality in e-learning content.

In the pre‐pandemic world learning was most often onsite, in‐person and co‐located. This was turned upside down during the pandemic where online suddenly became the ‘new normal’. To continue learning in a pandemic world, learning providers and institutions were required to rethink and reconfigure learning to more online and ‘pandemic‐friendly’ formats. In the aftermath of emergency teaching and learning, providers, developers and teachers are now looking ahead to contemplate its impact on the educational landscape. Here, the large‐scale, wide‐spread development and delivery of online, blended and hybrid learning formats might demarcate a turning point for education. However, hybridity, hybrid learning environments and hybrid learning carry with them particular conceptualisations, characteristics and frameworks we need to bear in mind when thinking about lifelong learning in a post‐pandemic world. This article is an effort to provide an operationalisation of theories for hybrid lifelong learning through asking: How can we understand the concepts of hybrids, hybridization and hybridity in order to take advantage of the potentials and opportunities these concepts hold when it comes to lifelong learning? And how can we apply this understanding to describe hybrid lifelong learning in ways that sets it apart from emergency teaching and learning as well as other similar formats such as online learning or parallel teaching? Practitioner notes What is already known about this topic Hybrid learning environments is a central topic in the field, but it is not clear how we should think about this term. Hybrid learning has grown substantially in importance. Yet the field is still under‐theorised. Hybrid learning environments are challenging and under‐researched. The dissolution of dichotomies central in hybrid learning makes it more complex and less predictable. What this paper adds Theoretical groundwork is provided to circumvent the “common sense” understanding of hybridity in hybrid learning. Synthesises insights from a body of recent research on hybrid education and hybrid learning, reflecting the complexity added by the notion of hybridity to learning, learning environments and lifelong learning. A novel conception of hybridity that foregrounds the complexity, entanglement and dissolution of dichotomies as well as a more integrated and holistic theorisation of the assumptions and premises that underpin hybrid learning, based on existing theories and research. Implications for practice and/or policy More theoretically grounded accounts of hybridity, hybrid learning and hybrid learning environments provide richer explanations of these terms, and would benefit the field. The paper's theoretical perspective prompts some rethinking of how design for hybrid learning occurs, what it consists of and how it may be improved. Teachers who want to foster hybrid learning environments and hybrid lifelong learning should be aware of using an integrated theoretical approach when analysing or designing for situations where learning is hybridised. Researchers need to be more explicit about the theories that underpin their studies of hybrid education, hybrid learning and hybrid learning environments.

This paper aims to identify challenges to students’ engagement in online learning at the Qatar branch campus of America’s Georgetown University, and to propose solutions. Specifically, it: 1) identifies challenges and solutions from students’ perspectives; 2) provides recommendations for developing instructional policies to maximise student engagement in synchronous learning contexts; and 3) aims to contribute to the literature on the engagement of Arabic as a Foreign Language (AFL) learners and Arabic Heritage Learners (AHLs) in online learning in higher education (HE) in the Middle East. It did so by collecting qualitative data, using an open-ended questionnaire from 13 Arabic as a Foreign Language and Arab Heritage learners. We investigate these learners’ perceptions and experiences of student engagement in online learning within the social presence dimension of the Community of Inquiry (CoI) framework. In addition to presenting a set of challenges that our students experienced in their online learning, especially under the unprecedented health, social and mental constraints created by Covid-19, we highlight their solutions to these challenges. We conclude by offering a set of recommendations that we hope AFL and Arabic Heritage (AH) programmes and institutions will find useful.Keywords: student engagement; online learning; community of inquiry; social presence; Arabic as a foreign language; Arabic heritage learnersPart of the Special Issue Technology enhanced learning in the MENA region <https://doi.org/10.21428/8c225f6e.1fd869f8>

ABSTRACTAn online survey tested the association among background, technological, and course-related variables with perceived favorability of online courses for two independent samples of fall 2015 and spring 2016 business undergraduates taking at least one online or hybrid course. Results showed that perceived learning was a consistent positive correlate of perceived favorability of online courses for quantitative majors, whereas number of prior online or hybrid courses and perceived ease of technology tool use were consistent positive correlates for qualitative majors.

Evaluating the e-learning portal is essential to ensure the success of online teaching and learning activities. The portal should be assessed regularly to determine its value as a tool to support learning. This study aims to investigate students’ perspectives on using the e-learning portal as a blended and online learning activity. A survey involving two cohorts of students from a public university in Malaysia was conducted in 2016 (n = 805) and 2020 (n = 1027). The survey required the students to evaluate the use of the e-learning portal in blended and online learning, regarding their self-learning experiences, learning performances, quality of learning materials, quality of communication, and their level of interest in using the portal. The findings revealed that the majority of the students from both cohorts were generally positive about using the e-learning portal to support their learning. However, it is interesting that both cohorts preferred face-to-face instruction over online learning. Hence, future research should widen the scope of the study by analysing the perspectives of course instructors, administrators, and other relevant learning support agencies.

Many researchers investigated university students’ behavioural intention to undertake online courses during COVID. However, few examined how students’ intention might change throughout COVID by incorporating their learning capability and approaches. The universities in China went through a process from lockdown in February to reopening in September 2020. It provided a unique context for university students in China to experience emergent online learning for approximately six months before returning to normal face-to-face or blended learning on campus. The researchers conducted a questionnaire survey among 193 Chinese university students to investigate the changes in their behavioral intention to learn online throughout COVID. Additionally, the researchers explored the relationships between the participants’ behavioral intention and the factors of learning capability in general, application of specific online learning strategies, online course engagement levels, and academic performance. It was found that the participants’ intention to study online significantly increased during COVID and then slightly decreased after the university reopened. The participants’ intention of online learning after COVID was predicted by their prior intention, learning capability, application of online learning strategies, and online course engagement. The participants’ perceptions about online learning revealed that, when choosing future course delivery modes, they would a) reflect on their own disposition, capability, and needs, b) compare different learning modes, and c) examine course quality and teachers’ competency. The participants also shared advice regarding their expectation of future online courses which may help shape university educators’ pedagogical practices and provide insights for university online and blended course delivery from learners’ perspectives.Supplementary InformationThe online version contains supplementary material available at 10.1007/s10639-022-11320-0.

The implementation of technology enhanced learning in higher education is often associated with changes to academic work. This article reports on a study of staff experiences with curriculum development and teaching in multiple modes of blended and online learning in a Bachelor of Education degree. The findings indicate that the changes experienced by these teacher educators were significant but not wholesale. More specifically, the findings highlight three particular areas of change that impacted on their role as teacher educators: changed pedagogical practices, particularly in staff-student communication, interaction and relationship building with students; increasing workloads associated with flexible delivery; and changed needs for staff capacity building related to issues of quality in technology enhanced learning.

The sudden COVID-19 pandemic situation experienced globally has caused many schools and institutions of higher learning to resort to fully online teaching and learning throughout the world, including Malaysia. As many educators and students braved the situation, and until a remedy is found to prevent the spread of this deadly coronavirus, the question that lingers in the mind of many people is ‘Will online learning be the way forward for university students in post COVID-19’? Most past research have reported on students’ experience of online mode of learning via a blended learning approach but there is relatively little research focusing on the real experience of students embarking on full online learning mode, especially in the state of Sarawak. Thus, this quantitative research aimed to identify the level of acceptance of online learning among university students who have experienced full online learning mode. It also intended to identify the factors that facilitated online learning and the challenges of online learning among university students. Data were collected using an online survey involving 156 respondents from a public university in the state of Sarawak. The data collected from the survey were analysed using descriptive statistics (means, frequency counts and percentages). Results showed a moderate high level of acceptance of online learning among the university students. In addition, results revealed that among the four main factors that facilitated online learning among the students, enhancement of English language skills ranked the highest, followed by enthusiasm, self-efficacy and satisfaction. This study also found that among the main challenges encountered by the majority of the students are issues of delivery speed of teaching and learning, students’ attitude, struggles and stress of online learning mode. Results yielded in this study add to the existing literature on the possibility of online learning as an alternative pedagogy in post COVID-19 for the education sector. &#x0D; &#x0D; Keywords: Online Learning, Virtual Learning, Online Learning Pedagogy, Post COVID-19 Education, Challenges, University Students