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education</title> <meta name="description" content="Search results for: online education"> <meta name="keywords" content="online education"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="online education"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 9260</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: online education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9260</span> Online Teaching Methods and Student Satisfaction during a Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anita%20K%C3%A9ri">Anita Kéri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the outbreak of the global pandemic of COVID-19, online education characterizes today’s higher education. For some higher education institutions (HEIs), the shift from classroom education to online solutions was swift and smooth, and students are continuously asked about their experience regarding online education. Therefore, there is a growing emphasis on student satisfaction with online education, a field that had emerged previously, but has become the center of higher education and research interest today. The aim of the current paper is to give a brief overview of the tools used in the online education of marketing-related classes at the examined university and to investigate student satisfaction with the applied teaching methodologies with the tool of a questionnaire. Results show that students are most satisfied with their teachers’ competences and preparedness, while they are least satisfied with online class quality, where it seems that further steps are needed to be taken. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=netnography" title="netnography">netnography</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title=" online teaching"> online teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/132404/online-teaching-methods-and-student-satisfaction-during-a-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132404.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9259</span> A Literature Review on Successful Implementation of Online Education in Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Desiree%20Wieser">Desiree Wieser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online education can be one way to differentiate for higher education institutions (HEI). Nevertheless, it is often not that clear how to successfully implement online education and what it actually means. Literature reveals that it is often linked to student success and satisfaction. However, while researchers succeeded in identifying the determinants impacting on student success and satisfaction, they often ignored expectations. In fact, learning success and satisfaction alone often fall short to explain if and why online education has been implemented successfully and why students perceive the study experience as positive or negative. The present study reveals that considering expectations can contribute to a better understanding of the overall study experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectations" title="expectations">expectations</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20satisfaction" title=" student satisfaction"> student satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/87251/a-literature-review-on-successful-implementation-of-online-education-in-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87251.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9258</span> Canadian Business Leaders’ Phenomenological Online Education Expansion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amna%20Khaliq">Amna Khaliq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research project centers on Canadian business leaders’ phenomenological online education expansion by navigating the challenges faced by strategic leaders concerning the expansion of online education in the Canadian higher education sector from a business perspective. The study identifies the problems and opportunities of faculty members’ transition from traditional face-to-face to online instruction, particularly in the context of technology-enhanced learning (TEL), and their influence on the growth strategies of Canadian educational institutions. It explores strategic leaders’ approaches and the impact of emerging technologies to assist with developing and executing business strategies to expand online education in Canada. As online education has gained prominence in the country, this research addresses a relevant business problem for educational institutions. The research employs a phenomenological approach in the qualitative research design to conduct this investigation. The study interviews eighteen faculty members engaged in online education in Canada. The interview data is analyzed to answer the three research questions for strategic leaders to expand online education with higher education institutions in Canada. The recommendations include 1) data privacy, infrastructure, security, and technology, 2) support and training for student engagement, 3) accessibility and inclusion, and 4) collaboration among institutions associated with expanding online education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategic%20leadership" title="strategic leadership">strategic leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=Canada" title=" Canada"> Canada</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/179525/canadian-business-leaders-phenomenological-online-education-expansion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9257</span> Teachers’ Emotional Experience in Online Classes in Adult Education in Selected European Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andreas%20Ahrens">Andreas Ahrens</a>, <a href="https://publications.waset.org/abstracts/search?q=Jelena%20Zascerinska"> Jelena Zascerinska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotions are crucial in online classes in adult education. Despite that, little attention was devoted to the emotional experience of being an online teacher in the field of andragogy, and the online teacher’s emotional perspectives in ever-changing environments have to be analysed. The paper aims the analysis of teachers’ emotional experience in online classes in adult education in selected European countries. The research tends to propose implications for training teachers who work in online classes in adult education. The survey was conducted in April 2022. In the selected European countries, 78 respondents took part in the study. Among them, 30 respondents represented Germany, 28 respondents participated in the study in Greece, and 20 respondents from Italy took part in the survey. The theoretical findings allow for defining teacher emotional experience. The analysis of the elements of the respondents’ emotional experience allows concluding that teachers’ attitude to online classes has to be developed. The key content for teacher training is presented. Directions for further work are proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title="adult education">adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20classes" title=" online classes"> online classes</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20emotional%20experience" title=" teacher emotional experience"> teacher emotional experience</a> </p> <a href="https://publications.waset.org/abstracts/153780/teachers-emotional-experience-in-online-classes-in-adult-education-in-selected-european-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9256</span> LuMee: A Centralized Smart Protector for School Children who are Using Online Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lumindu%20Dilumka">Lumindu Dilumka</a>, <a href="https://publications.waset.org/abstracts/search?q=Ranaweera%20I.%20D."> Ranaweera I. D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sudusinghe%20%20S.%20P."> Sudusinghe S. P.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanduni%20Kanchana%20A.%20M.%20K."> Sanduni Kanchana A. M. K.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was motivated by the challenges experienced by parents and guardians in ensuring the safety of children in cyberspace. In the last two or three years, online education has become very popular all over the world due to the Covid 19 pandemic. Therefore, parents, guardians and teachers must ensure the safety of children in cyberspace. Children are more likely to go astray and there are plenty of online programs are waiting to get them on the wrong track and also, children who are engaging in the online education can be distracted at any moment. Therefore, parents should keep a close check on their children's online activity. Apart from that, due to the unawareness of children, they tempt to share their sensitive information, causing a chance of being a victim of phishing attacks from outsiders. These problems can be overcome through the proposed web-based system. We use feature extraction, web tracking and analysis mechanisms, image processing and name entity recognition to implement this web-based system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20education" title="online education">online education</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20bullying" title=" cyber bullying"> cyber bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=face%20recognition" title=" face recognition"> face recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20tracker" title=" web tracker"> web tracker</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy%20data" title=" privacy data"> privacy data</a> </p> <a href="https://publications.waset.org/abstracts/158590/lumee-a-centralized-smart-protector-for-school-children-who-are-using-online-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9255</span> Effect of Hybrid Learning in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Meydanlioglu">A. Meydanlioglu</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Arikan"> F. Arikan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, thanks to the development of information and communication technologies, the computer and internet have been used widely in higher education. Internet-based education is impacting traditional higher education as online components increasingly become integrated into face-to-face (FTF) courses. The goal of combined internet-based and traditional education is to take full advantage of the benefits of each platform in order to provide an educational opportunity that can promote student learning better than can either platform alone. Research results show that the use of hybrid learning is more effective than online or FTF models in higher education. Due to the potential benefits, an increasing number of institutions are interested in developing hybrid courses, programs, and degrees. Future research should evaluate the effectiveness of hybrid learning. This paper is designed to determine the impact of hybrid learning on higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20learning" title=" hybrid learning"> hybrid learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a> </p> <a href="https://publications.waset.org/abstracts/8561/effect-of-hybrid-learning-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8561.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">909</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9254</span> An Analysis of How Students Perceive Their Self-Efficacy in Online Speaking Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heny%20Hartono">Heny Hartono</a>, <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Titiek%20Murniati"> Cecilia Titiek Murniati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pandemic has given teachers and students no other choice but having full online learning. In such an emergency situation as the time of the covid-19 pandemic, the application of LMS (Learner Management System) in higher education is the most reasonable solution for students and teachers. In fact, the online learning requires all elements of a higher education systems, including the human resources, infrastructure, and supporting systems such as the application, server, and stable internet connection. The readiness of the higher education institution in preparing the online system may secure those who are involved in the online learning process. It may also result in students’ self-efficacy in online learning. This research aimed to investigate how students perceive their self-efficacy in online English learning, especially in speaking classes which is considered as a productive language skill. This research collects qualitative data with narrative inquiry involving 25 students of speaking classes as the respondents. The results of this study show that students perceive their self-efficacy in speaking online classes as not very high. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20class" title=" speaking class"> speaking class</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/152039/an-analysis-of-how-students-perceive-their-self-efficacy-in-online-speaking-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9253</span> System Analysis of Quality Assurance in Online Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Keh-Wen%20Carin%20Chuang">Keh-Wen Carin Chuang</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuan-Chou%20Chen"> Kuan-Chou Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our society is in a constant state of change. Technology advancements continue to affect our daily lives. How we work, communicate and entertain ourselves has changed dramatically in the past decades. As our society learns to accept and adapt to the many different technological advances that seem to inundate every part of our lives, the education institutions must migrate from traditional methods of instruction to online education in order to take full advantage of the opportunities provided by these technology advancements. There are many benefits that can be gained for university and society from offering online programs by utilizing advanced technologies. But the programs must not be implemented carelessly. The key to providing a quality online program is the issue of perceived quality, which takes into account the viewpoint of all stakeholders involved. To truly ensure the institutional quality, however, a systemic view of all factors contributing to the quality must be analyzed and linked to one another — allowing education administrators to understand how each factor contributes to the perceived quality of online education. The perceived quality of an online program will be positively reinforced only through an organizational-wide effort that focuses on managed administration, augmenting online program branding, skilled faculty, supportive alumni, student satisfaction, and effective delivery systems — each of which is vital to a quality online program. This study focuses on the concept of quality assurance in the start-up, implementation, and sustainability of online education. A case of online MBA program will be analyzed to explore the quality assurance. The difficulties in promoting online education quality is the fact that universities are complex networks of disciplinary, social, economic, and political fiefdoms, both internal and external factors to the institutions. As such, the system analysis, a systems-thinking approach, on the issue of perceived quality is ideal to investigate the factors and how each factor contributes to the perceived quality in the online education domain. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=systems%20thinking" title="systems thinking">systems thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=MBA%20program" title=" MBA program"> MBA program</a> </p> <a href="https://publications.waset.org/abstracts/73077/system-analysis-of-quality-assurance-in-online-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9252</span> Transformative Pedagogy and Online Adult Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Glenn%20A.%20Palmer">Glenn A. Palmer</a>, <a href="https://publications.waset.org/abstracts/search?q=Lorenzo%20Bowman"> Lorenzo Bowman</a>, <a href="https://publications.waset.org/abstracts/search?q=Juanita%20Johnson-Bailey"> Juanita Johnson-Bailey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ubiquitous economic upheaval that has gripped the global environment in the past few years displaced many workers through unemployment or underemployment. Globally, this disruption has caused many adult workers to seek additional education or skills to remain competitive, and acquire the ability and options to find gainful employment. While many learners have availed themselves of some opportunities to be retrained and retooled at locations within their communities, others have explored those options through the online learning environment. This paper examines the empirical research that explores the various strategies that are used in the adult online learning community that could also foster transformative learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20learning" title=" transformational learning"> transformational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title=" adult education"> adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20crisis" title=" economic crisis"> economic crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=unemployment" title=" unemployment"> unemployment</a> </p> <a href="https://publications.waset.org/abstracts/10782/transformative-pedagogy-and-online-adult-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10782.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9251</span> The Application of ICT in E-Assessment and E-Learning in Language Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyyed%20Hassan%20Seyyedrezaei">Seyyed Hassan Seyyedrezaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of computer and ICT thereafter has introduced many irrevocable changes in learning and teaching. There is substantially growing need for the use of IT and ICT in language learning and teaching. In other words, the integration of Information Technology (IT) into online teaching is of vital importance for education and assessment. Considering the fact that the image of education is undergone drastic changes by the advent of technology, education systems and teachers move beyond the walls of traditional classes and methods in order to join with other educational centers to revitalize education. Given the advent of distance learning, online courses and virtual universities, e-assessment has taken a prominent place in effective teaching and meeting the learners' educational needs. The purpose of this paper is twofold: first, scrutinizing e-learning, it discusses how and why e-assessment is becoming widely used by educationalists and administrators worldwide. As a second purpose, a couple of effective strategies for online assessment will be enumerated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-assessment" title="e-assessment">e-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e%20learning" title=" e learning"> e learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20assessment" title=" online assessment"> online assessment</a> </p> <a href="https://publications.waset.org/abstracts/29752/the-application-of-ict-in-e-assessment-and-e-learning-in-language-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">568</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9250</span> The Role of Validity and Reliability in the Development of Online Testing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ani%20Demetrashvili">Ani Demetrashvili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to show how students trust online tests and determine validity and reliability in the development of online testing. The pandemic situation changed every field in the world, and it changed education as well. Educational institutions moved into the online space, which was the only decision they were able to make at that time. Online assessment through online proctoring was a totally new challenge for educational institutions, and they needed to deal with it successfully. Participants were chosen from the English language center. The validity of the questionnaire was identified according to the Likert scale and Cronbach’s alpha; later, data from the participants was analyzed as well. The article summarizes literature that is available about online assessment and is interesting for people who are interested in this kind of assessment. Based on the research findings, students favor in-person testing over online assessment due to their lack of experience and skills in the latter. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20assessment" title="online assessment">online assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20proctoring" title=" online proctoring"> online proctoring</a> </p> <a href="https://publications.waset.org/abstracts/187376/the-role-of-validity-and-reliability-in-the-development-of-online-testing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187376.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">40</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9249</span> Recommendations as a Key Aspect for Online Learning Personalization: Perceptions of Teachers and Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Ipi%C3%B1a">N. Ipiña</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Basagoiti"> R. Basagoiti</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Jimenez"> O. Jimenez</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Arriaran"> I. Arriaran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education students are increasingly enrolling in online courses, they are, at the same time, generating data about their learning process in the courses. Data collected in those technology enhanced learning spaces can be used to identify patterns and therefore, offer recommendations/personalized courses to future online students. Moreover, recommendations are considered key aspects for personalization in online learning. Taking into account the above mentioned context, the aim of this paper is to explore the perception of higher education students and teachers towards receiving recommendations in online courses. The study was carried out with 322 students and 10 teachers from two different faculties (Engineering and Education) from Mondragon University. Online questionnaires and face to face interviews were used to gather data from the participants. Results from the questionnaires show that most of the students would like to receive recommendations in their online courses as a guide in their learning process. Findings from the interviews also show that teachers see recommendations useful for their students’ learning process. However, teachers believe that specific pedagogical training is required. Conclusions can also be drawn as regards the importance of personalization in technology enhanced learning. These findings have significant implications for those who train online teachers due to the fact that pedagogy should be the driven force and further training on the topic could be required. Therefore, further research is needed to better understand the impact of recommendations on online students’ learning process and draw some conclusion on pedagogical concerns. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendations" title=" recommendations"> recommendations</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20courses" title=" online courses"> online courses</a> </p> <a href="https://publications.waset.org/abstracts/58921/recommendations-as-a-key-aspect-for-online-learning-personalization-perceptions-of-teachers-and-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58921.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">267</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9248</span> Educational Equity in Online Art Education: The Reggio Emilia Approach in White Ant Atelier for Persian-Speaking Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahsa%20Mohammadhosseini">Mahsa Mohammadhosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the effectiveness of adapting the Reggio Emilia approach to online art education, specifically through White Ant Atelier (W.A.A), a virtual art initiative for Persian-speaking children. Employing an action research framework, the study examines the implementation of Reggio Emilia principles via the "Home" art project, which spanned four months and included 16 sessions. The analysis covers 50 artworks produced by participants, including 17 pieces created collaboratively by mothers and their children. The results demonstrate that integrating the Reggio Emilia approach into online platforms significantly improves children's creative expression and engagement. This finding illustrates that virtual education when integrated with child-centered methodologies like Reggio Emilia, can effectively address and reduce educational inequities among Persian-speaking children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reggio%20Emilia" title="Reggio Emilia">Reggio Emilia</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=art%20education" title=" art education"> art education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20equity" title=" educational equity"> educational equity</a> </p> <a href="https://publications.waset.org/abstracts/192256/educational-equity-in-online-art-education-the-reggio-emilia-approach-in-white-ant-atelier-for-persian-speaking-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192256.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">18</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9247</span> Online Educational Tools and Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petr%20Sulc">Petr Sulc</a>, <a href="https://publications.waset.org/abstracts/search?q=Hana%20Maresova"> Hana Maresova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This contribution focuses on online educational tools and language teaching, specifically on literary education in a multi-user virtual environment. The goal of this contribution is to give a basic overview of online language education and teaching in a virtual environment. The main goal of the research survey is to compare language (literary) education in a virtual environment with the traditional way of teaching in a typical classroom. The research concept will be mixed: a didactic test, the grounded theory method, and semi-structured questioning will be used. Kitely’s multi-user virtual environment and printed worksheets will be used for the comparison. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20educational%20tools" title="online educational tools">online educational tools</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20environment" title=" virtual environment"> virtual environment</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20teaching%20objects" title=" virtual teaching objects"> virtual teaching objects</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20education" title=" literary education"> literary education</a>, <a href="https://publications.waset.org/abstracts/search?q=didactic%20test" title=" didactic test"> didactic test</a> </p> <a href="https://publications.waset.org/abstracts/142264/online-educational-tools-and-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142264.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9246</span> Access to Higher Education During Covid-19: Challenges and Key Success Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samia%20Jamshed%20Nauman%20Majeed">Samia Jamshed Nauman Majeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Globally, the pandemic of COVID -19 has created a massive distraction for educational reforms influencing learning options, education access, and outcomes of students in more than 190 countries which has carved marks in history. To explore the challenges and complications confronted by students and faculty members while ensuring access to online education, qualitative research was conducted. Methodology: For this purpose, a series of focus group discussions were conducted in different regions of Pakistan, which revealed interesting findings shared by Panelists, which include Vice-Chancellors, Rectors, and Deans of different private and public sector universities of Pakistan. The qualitative research aims to explore the challenges and success factors of online educations by students with diverse backgrounds of higher education institutions to maximize student educational outcomes. Findings: The findings revealed several challenges and opportunities when it comes to online education for students of higher education institutions. Simultaneously, the researchers discovered the key success factors necessary for online education. Lastly, the paper presents the research limitations and future research recommendations to streamline online education in a better way ensuring the students' success. Originality: The pandemic has forced the closure of social, business, and educational activities, which has drastically influence the quality of education with its subsequent impact on the economy. In response, numerous universities across the globe are forced to suspend their educational activities by closing the universities. Though online education has been adopted worldwide by the universities, which brought numerous issues for academia, particularly for underdeveloped countries, and Pakistani higher education reforms are no exception to this. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20education" title="online education">online education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutions" title=" higher education institutions"> higher education institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20success%20factors" title=" key success factors"> key success factors</a> </p> <a href="https://publications.waset.org/abstracts/159782/access-to-higher-education-during-covid-19-challenges-and-key-success-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159782.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9245</span> Examining Foreign Student Visual Perceptions of Online Marketing Tools at a Hungarian University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anita%20K%C3%A9ri">Anita Kéri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education marketing has been a widely researched field in recent years. Due to the increasing competition among higher education institutions worldwide, it has become crucial to target foreign students with effective marketing tools. Online marketing tools became central to attracting, retaining, and satisfying the needs of foreign students. Therefore, the aim of the current study is to reveal how the online marketing tools of a Hungarian university are perceived visually by its first-year foreign students, with special emphasis on the university webpage content. Eye-camera tracking and retrospective think-aloud interviews were used to measure visual perceptions. Results show that freshmen students remember those online marketing content more that has familiar content on them. Pictures of real-life students and their experiences attract students’ attention more, and they also remember information on these webpage elements more, compared to designs with stock photos. This research is novel in the sense that it uses eye-camera tracking in the field of higher education marketing, thereby providing insight into the perception of online higher education marketing for foreign students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing" title=" marketing"> marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=eye-camera" title=" eye-camera"> eye-camera</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perceptions" title=" visual perceptions"> visual perceptions</a> </p> <a href="https://publications.waset.org/abstracts/161711/examining-foreign-student-visual-perceptions-of-online-marketing-tools-at-a-hungarian-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161711.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9244</span> Information and Communication Technology Application in the Face of COVID-19 Pandemic in Effective Service Delivery in Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odigie%20Veronica">Odigie Veronica</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper focused on the application of Information and Communication Technology (ICT) in effective service delivery in view of the ongoing COVID-19 experience. It adopted the exploratory research method with three research objectives captured. Consequently, the objectives were to ascertain the meaning of online education, understand the concept of COVID-19 and to determine the relevance of online education in effective service delivery in institutions of learning. It is evident from the findings that through ICT, online mode of learning can be adopted in schools which helps greatly in promoting continual education. Online mode of education is practiced online; it brings both the teacher and learners from different places together, without any physical boundary/contact (at least 75%); and has helped greatly in human development in countries where it has been practiced. It is also a welcome development owing to its many benefits such as exposure to digital learning, having access to works of great teachers and educationists such as Socrates, Plato, Dewey, R.S. Peters, J. J. Rosseau, Nnamdi Azikwe, Carol Gilligan, J. I. Omoregbe, Jane Roland Martin, Jean Piaget, among others; and the facilitation of uninterrupted learning for class promotion and graduation of students. Developing the learners all round is part of human development which helps in developing a nation. These and many more are some benefits online education offers which make ICT very relevant in our contemporary society <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20education" title="online education">online education</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20service%20delivery" title=" effective service delivery"> effective service delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20development" title=" human development"> human development</a> </p> <a href="https://publications.waset.org/abstracts/147660/information-and-communication-technology-application-in-the-face-of-covid-19-pandemic-in-effective-service-delivery-in-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9243</span> Communication in Inclusive Education: A Qualitative Study in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Klara%20Kr%C3%B3lewiak-Detsi">Klara Królewiak-Detsi</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Orylska"> Anna Orylska</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Gorgolewska"> Anna Gorgolewska</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20Boczkowska"> Marta Boczkowska</a>, <a href="https://publications.waset.org/abstracts/search?q=Agata%20Graczykowska"> Agata Graczykowska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the communication between students and teachers in inclusive education in Poland. Specifically, we examine the communication and interaction of students with special educational needs during online learning compared to traditional face-to-face instruction. Our research questions are (1) how children with special educational needs communicate with their teachers and peers during online learning, and (2) what strategies can improve their communication skills. We conducted five focus groups with: (1) 55 children with special educational needs, (2) 65 typically developing pupils, (3) 28 professionals (psychologists and special education therapists), (4) 16 teachers, and (5) 16 parents of children with special educational needs. Our analysis focused on primary schools and used thematic analysis according to the 6-step procedure of Braun and Clarke. Our findings reveal that children with disabilities faced more difficulties communicating and interacting with others online than in face-to-face lessons. The online tools used for education were not adapted to the needs of children with disabilities, and schools lacked clear guidelines on how to pursue inclusive education online. Based on the results, we offer recommendations for online communication training and tools that are dedicated to children with special educational needs. Additionally, our results demonstrate that typically developing pupils are better in interpersonal relations and more often and effectively use social support. Children with special educational needs had similar emotional and communication challenges compared to their typically developing peers. In conclusion, our study highlights the importance of providing adequate support for the online education of children with special educational needs in inclusive classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inclusive%20education" title="Inclusive education">Inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=Special%20educational%20needs" title=" Special educational needs"> Special educational needs</a>, <a href="https://publications.waset.org/abstracts/search?q=Social%20skills%20development" title=" Social skills development"> Social skills development</a>, <a href="https://publications.waset.org/abstracts/search?q=Online%20communication" title=" Online communication"> Online communication</a> </p> <a href="https://publications.waset.org/abstracts/163249/communication-in-inclusive-education-a-qualitative-study-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9242</span> Artificial Intelligence for All: Artificial Intelligence Education for K-12</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yiqiao%20Yin">Yiqiao Yin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many scholars and educators have dedicated their lives in K12 education system and there has been an exploding amount of attention to implement technical foundations for Artificial Intelligence Education for high school and precollege level students. This paper focuses on the development and use of resources to support K-12 education in Artificial Intelligence (AI). The author and his team have more than three years of experience coaching students from pre-college level age from 15 to 18. This paper is a culmination of the experience and proposed online tools, software demos, and structured activities for high school students. The paper also addresses a portfolio of AI concepts as well as the expected learning outcomes. All resources are provided with online videos and Github repositories for immediate use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=K12%20education" title="K12 education">K12 education</a>, <a href="https://publications.waset.org/abstracts/search?q=AI4ALL" title=" AI4ALL"> AI4ALL</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-college%20education" title=" pre-college education"> pre-college education</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-college%20AI" title=" pre-college AI"> pre-college AI</a> </p> <a href="https://publications.waset.org/abstracts/155464/artificial-intelligence-for-all-artificial-intelligence-education-for-k-12" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155464.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9241</span> An Exploration of First Year Bachelor of Education Degree Students’ Learning Preferences in Academic Literacy in a Private Higher Education Institution: A Case for the Blended Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Kannapathi-Naidoo">K. Kannapathi-Naidoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The higher education landscape has undergone changes in the past decade, with concepts such as blended learning, online learning, and hybrid models appearing more frequently in research and practice. The year 2020 marked a mass migration from face-to-face learning and more traditional forms of education to online learning in higher education institutions across the globe due to the Covid-19 pandemic. As a result, contact learning students and lecturing staff alike were thrust into the world of online learning at an unprecedented pace. Traditional modes of learning had to be amended, and pedagogical strategies required adjustments. This study was located within a compulsory first-year academic literacy module in a higher education institution. The study aimed to explore students’ learning preferences between online, face-face, and blended learning within the context of academic literacy. Data was collected through online qualitative questionnaires administered to 150 first-year students, which were then analysed thematically. The findings of the study revealed that 48.5% of the participants preferred a blended learning approach to academic literacy. The main themes that emerged in support of their preference were best of both worlds, flexibility, productivity, and lecturer accessibility. As a result, this paper advocates for the blended learning approach for academic literacy skills-based modules. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20literacy" title="academic literacy">academic literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%20preferences" title=" student learning preferences"> student learning preferences</a> </p> <a href="https://publications.waset.org/abstracts/157608/an-exploration-of-first-year-bachelor-of-education-degree-students-learning-preferences-in-academic-literacy-in-a-private-higher-education-institution-a-case-for-the-blended-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157608.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9240</span> An Online Master's Degree Program for the Preparation of Adapted Physical Education Teachers for Children with Significant Developmental Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiabei%20Zhang">Jiabei Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online programs developed for preparing qualified teachers have significantly increased over the years in the United States of America (USA). However, no online graduate programs for training adapted physical education (APE) teachers for children with significant developmental disabilities are currently available in the USA. The purpose of this study was to develop an online master’s degree program for the preparation of APE teachers to serve children with significant developmental disabilities. The characteristics demonstrated by children with significant developmental disabilities, the competencies required for certified APE teachers, and the evidence-based positive behavioral interventions (PBI) documented for teaching children with significant developmental disabilities were fully reviewed in this study. An online graduate program with 14 courses for 42 credit hours (3 credit hours per course) was then developed for training APE teachers to serve children with significant developmental disabilities. Included in this online program are five components: (a) 2 capstone courses, (b) 4 APE courses, (c) 4 PBI course, (d) 2 elective courses, and (e) 2 capstone courses. All courses will be delivered online through Desire2Learn administered by the Extended University Programs at Western Michigan University (WMU). An applicant who has a bachelor’s degree in physical education or special education is eligible for this proposed program. A student enrolled in this program is expected to complete all courses in 2.5 years while staying in their local area. This program will be submitted to the WMU curriculum committee for approval in the fall of 2018. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adapted%20physical%20education" title="adapted physical education">adapted physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20program" title=" online program"> online program</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20significant%20disabilities" title=" and significant disabilities"> and significant disabilities</a> </p> <a href="https://publications.waset.org/abstracts/92639/an-online-masters-degree-program-for-the-preparation-of-adapted-physical-education-teachers-for-children-with-significant-developmental-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92639.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9239</span> Online Versus Offline Learning: A Comparative Analysis of Modes of Education Amidst Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nida%20B.%20Syed">Nida B. Syed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Following second wave of the current pandemic COVID-19, education transmission is occurring via both the modes of education, that is, online as well as offline in the college. The aim of the current study was, therefore, to bring forth the comparative analysis of both the modes of education and their impact on the levels of academic stress and states of the mental wellbeing of the students amidst the current pandemic. Measures of the constructs were obtained by the online Google forms, which consist of the Perceptions of Academic Stress Scale (PASS) by and Warwick-Edinburg Mental Well-being Scale, from a sample of 100 undergraduate students aged 19-25 years studying in different colleges of Bengaluru, India. Modes of education were treated as the predictor variables whilst academic stress, and mental wellbeing constituted the criterion variables. Two-way ANOVA was employed. Results show that the levels of academic stress are found to be a bit higher in students attending online classes as compared to those taking offline classes in college (MD = 1.10, df = 98, t = 0.590, p > 0.05), whereas mental wellbeing is found to be low in students attending offline classes in colleges than those taking online classes (MD = 5.180, df = 98, t =2.340, p > 0.05 level). The combined interactional effect of modes of education and academic stress on the states of the mental wellbeing of the students is found to be low (R2 = 0.053), whilst the combined impact of modes of education and mental wellbeing on the levels of academic stress was found to be quite low (R2 = 0.014). It was concluded that modes of education have an impact on levels of academic stress and states of the mental well-being of the students amidst the current pandemic, but it is low. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=modes%20of%20education" title="modes of education">modes of education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=offline%20learning" title=" offline learning"> offline learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a> </p> <a href="https://publications.waset.org/abstracts/153465/online-versus-offline-learning-a-comparative-analysis-of-modes-of-education-amidst-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153465.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9238</span> Exploring the Association between Personality Traits and Adolescent Wellbeing in Online Education: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rashmi%20Motwani">Rashmi Motwani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ritu%20Raj"> Ritu Raj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emergence of online educational environments has changed the way adolescents learn, which has benefits and drawbacks for their development. This review has as its goal the examination of how personality traits and adolescents’ well-being are associated in the setting of online education. This review analyses the effects of a variety of personality traits on the mental, emotional, and social health of online school-going adolescents by looking at a wide range of previous research. This research explores the mechanisms that mediate or regulate the connection between one's personality traits and well-being in an online educational environment. The elements can be broken down into two categories: technological, like internet availability and digital literacy, and social, including social support, peer interaction, and teacher-student connections. To improve the well-being of adolescents in online learning environments, it is essential to understand factors that moderate the effects of interventions and support systems. This review concludes by emphasising the complex nature of the association between individual differences in personality and the success of online students aged 13 to 18. This review contributes to the development of evidence-based strategies for promoting positive mental health and overall well-being among adolescents engaged in online educational settings by shedding light on the impact of personality traits on various dimensions of well-being and by identifying the mediating or moderating factors. Educators, governments, and parents can use the findings of this review to create an online learning environment that is safe and well-being for adolescents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title="personality traits">personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title=" wellbeing"> wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a> </p> <a href="https://publications.waset.org/abstracts/180560/exploring-the-association-between-personality-traits-and-adolescent-wellbeing-in-online-education-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180560.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9237</span> Perceptions of Higher Education Online Learning Faculty in Lebanon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noha%20Hamie%20Haidar">Noha Hamie Haidar </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this case study was to explore faculty attitudes toward online learning in a Lebanese Higher Education Institution (HEI). The research problem addressed the disinterest among faculty at the Arts, Sciences, and Technology University of Lebanon (AUL) in enhancing learning using online technology. The research questions for the study examined the attitudes of the faculty toward applying online learning and the extent of the faculty readiness to adopt this technological change. A qualitative case study design was used that employed multiple sources of information including semi-structured interviews and existing literature. The target population was AUL faculty including full-time instructors and administration (n=25). Data analysis was guided by the lens of Kanter’s theoretical approach, which focused on faculty’s awareness, desire, knowledge, ability, and reinforcement model (ADKAR) for adopting change. Key findings indicated negative impressions concerning online learning such as authority (ministry of education, culture, and rules); and change (increased enrollment and different teaching styles). Yet, within AUL’s academic environment, the opportunity for the adoption of online learning was identified; faculty showed positive elements, such as the competitive advantage to first enter the Lebanese Market, and higher student enrollment. These results may encourage AUL’s faculty to adopt online learning and to achieve a positive social change by expanding the ability of students in HEIs to compete globally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty" title="faculty">faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning "> online learning </a> </p> <a href="https://publications.waset.org/abstracts/26365/perceptions-of-higher-education-online-learning-faculty-in-lebanon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9236</span> An Investigation into the Views of Distant Science Education Students Regarding Teaching Laboratory Work Online</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abraham%20Motlhabane">Abraham Motlhabane </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research analysed the written views of science education students regarding the teaching of laboratory work using the online mode. The research adopted the qualitative methodology. The qualitative research was aimed at investigating small and distinct groups normally regarded as a single-site study. Qualitative research was used to describe and analyze the phenomena from the student’s perspective. This means the research began with assumptions of the world view that use theoretical lenses of research problems inquiring into the meaning of individual students. The research was conducted with three groups of students studying for Postgraduate Certificate in Education, Bachelor of Education and honors Bachelor of Education respectively. In each of the study programmes, the science education module is compulsory. Five science education students from each study programme were purposively selected to participate in this research. Therefore, 15 students participated in the research. In order to analysis the data, the data were first printed and hard copies were used in the analysis. The data was read several times and key concepts and ideas were highlighted. Themes and patterns were identified to describe the data. Coding as a process of organising and sorting data was used. The findings of the study are very diverse; some students are in favour of online laboratory whereas other students argue that science can only be learnt through hands-on experimentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory%20work" title=" laboratory work"> laboratory work</a>, <a href="https://publications.waset.org/abstracts/search?q=views" title=" views"> views</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a> </p> <a href="https://publications.waset.org/abstracts/99402/an-investigation-into-the-views-of-distant-science-education-students-regarding-teaching-laboratory-work-online" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99402.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9235</span> Home Education in the Australian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Karaali">Abeer Karaali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will seek to clarify important key terms such as home schooling and home education as well as the legalities attached to such terms. It will reflect on the recent proposed changes to terminology in NSW, Australia. The various pedagogical approaches to home education will be explored including their prominence in the Australian context. There is a strong focus on literature from Australia. The historical background of home education in Australia will be explained as well as the difference between distance education and home education. The statistics related to home education in Australia will be explored in the scope and compared to the US. The future of home education in Australia will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternative%20education" title="alternative education">alternative education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20education" title=" home education"> home education</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20schooling" title=" home schooling"> home schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20resources" title=" online resources"> online resources</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/34419/home-education-in-the-australian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9234</span> Students’ Perspectives on Learning Science Education amidst COVID-19</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajan%20Ghimire">Rajan Ghimire</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the diseases caused by the coronavirus shook the whole world. This situation challenged the education system across the world and compelled educators to shift to an online mode of teaching. Many academic institutions that were persistent to keep their traditional pedagogical approach were also forced to change their teaching methods. This study aims to assess science education students' experiences and perceptions of this global issue, especially on the science teaching and learning process. The study is based on qualitative research and through in-depth interviews with respondents and data is analyzed. Online distance teaching and learning processes meet the requirements of students who cannot or prefer not to participate in conventional classroom settings. But there are some challenges for the students and teachers in the science teaching learning process. This study recommends some points to all stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20devices" title="electronic devices">electronic devices</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20and%20distance%20learning" title=" online and distance learning"> online and distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20policy" title=" educational policy"> educational policy</a> </p> <a href="https://publications.waset.org/abstracts/181955/students-perspectives-on-learning-science-education-amidst-covid-19" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9233</span> Online Learning Versus Face to Face Learning: A Sentiment Analysis on General Education Mathematics in the Modern World of University of San Carlos School of Arts and Sciences Students Using Natural Language Processing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Derek%20Brandon%20G.%20Yu">Derek Brandon G. Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Clyde%20Vincent%20O.%20Pilapil"> Clyde Vincent O. Pilapil</a>, <a href="https://publications.waset.org/abstracts/search?q=Christine%20F.%20Pe%C3%B1a"> Christine F. Peña</a> </p> <p class="card-text"><strong>Abstract:</strong></p> College students of Cebu province have been indoors since March 2020, and a challenge encountered is the sudden shift from face to face to online learning and with the lack of empirical data on online learning on Higher Education Institutions (HEIs) in the Philippines. Sentiments on face to face and online learning will be collected from University of San Carlos (USC), School of Arts and Sciences (SAS) students regarding Mathematics in the Modern World (MMW), a General Education (GE) course. Natural Language Processing with machine learning algorithms will be used to classify the sentiments of the students. Results of the research study are the themes identified through topic modelling and the overall sentiments of the students in USC SAS <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title="natural language processing">natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title=" sentiment analysis"> sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=topic%20modelling" title=" topic modelling"> topic modelling</a> </p> <a href="https://publications.waset.org/abstracts/144598/online-learning-versus-face-to-face-learning-a-sentiment-analysis-on-general-education-mathematics-in-the-modern-world-of-university-of-san-carlos-school-of-arts-and-sciences-students-using-natural-language-processing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144598.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9232</span> Enhancing Pedagogical Practices in Online Arabic Language Instruction: Challenges, Opportunities, and Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salah%20Algabli">Salah Algabli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As online learning takes center stage; Arabic language instructors face the imperative to adapt their practices for the digital realm. This study investigates the experiences of online Arabic instructors to unveil the pedagogical opportunities and challenges this format presents. Utilizing a transcendental phenomenological approach with 15 diverse participants, the research shines a light on the unique realities of online language teaching at the university level, specifically in the United States. The study proposes theoretical and practical solutions to maximize the benefits of online language learning while mitigating its challenges. Recommendations cater to instructors, researchers, and program coordinators, paving the way for enhancing the quality of online Arabic language education. The findings highlight the need for pedagogical approaches tailored to the online environment, ultimately shaping a future where both instructors and learners thrive in this digital landscape. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20Arabic%20language%20learning" title="online Arabic language learning">online Arabic language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20opportunities%20and%20challenges" title=" pedagogical opportunities and challenges"> pedagogical opportunities and challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20Arabic%20teachers" title=" online Arabic teachers"> online Arabic teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20language%20instruction" title=" online language instruction"> online language instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20pedagogy" title=" digital pedagogy"> digital pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/179773/enhancing-pedagogical-practices-in-online-arabic-language-instruction-challenges-opportunities-and-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179773.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9231</span> E-Immediacy in Saudi Higher Education Context: Female Students’ Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samar%20Alharbi">Samar Alharbi</a>, <a href="https://publications.waset.org/abstracts/search?q=Yota%20Dimitriadi"> Yota Dimitriadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The literature on educational technology in Saudi Arabia reveals female learners’ unwillingness to study fully online courses in higher education despite the fact that Saudi universities have offered a variety of online degree programmes to undergraduate students in many regions of the country. The root causes keeping female students from successfully learning in online environments are limited social interaction, lack of motivation and difficulty with the use of e-learning platforms. E-immediacy remains an important method of online teaching to enhance students’ interaction and support their online learning. This study explored Saudi female students’ perceptions, as well as the experiences of lecturers’ immediacy behaviours in online environments, who participate in fully online courses using Blackboard at a Saudi university. Data were collected through interviews with focus groups. The three focus groups included five to seven students each. The female participants were asked about lecturers’ e-immediacy behaviours and which e-immediacy behaviours were important for an effective learning environment. A thematic analysis of the data revealed three main themes: the encouragement of student interaction, the incorporation of social media and addressing the needs of students. These findings provide lecturers with insights into instructional designs and strategies that can be adopted in using e-immediacy in effective ways, thus improving female learners’ interactions as well as their online learning experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20students" title=" female students"> female students</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=immediacy" title=" immediacy"> immediacy</a> </p> <a href="https://publications.waset.org/abstracts/62373/e-immediacy-in-saudi-higher-education-context-female-students-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=online%20education&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=online%20education&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=online%20education&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=online%20education&page=5">5</a></li> <li class="page-item"><a class="page-link" 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