The coronavirus disease 2019 (COVID-19) pandemic has changed the landscape of higher education. As academic institutions across the world continue to deal with the global health crisis, there is a ...

https://journals.sagepub.com/doi/pdf/10.1177/00472395211047865

Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World

BACKGROUND: E-learning is increasingly used during the COVID-19 pandemic, however the impact of this change on students is not known. This study aimed to evaluate perception and satisfaction of health sciences students towards E-learning during the COVID-19 lockdown. METHODS: A structured questionnaire was distributed to 2000 health care students either through email or social media platforms. The questionnaire was divided into two sections: the first section addressed demographic information such as age, education level, course of study, number of lectures attended and country. The second section gathered information on perception and satisfaction of students using 13 close-ended questions. Frequencies and percentages were assessed for demographic data, perception and satisfaction level of students. The paired sample t-test, independent t test and Spearman correlation were applied to evaluate statistical significance between different variables of the study. A p-value of <0.05 was considered significant. RESULTS: Data from 1255 participants were included at a response rate of 66.4%. More than one third (37%) of the students took 25 or more online E-learning sessions and 47% preferred Zoom as an online platform. Participants belonged to 11 countries from developed and developing nations. 41% reported interference of E-learning due to network problems. 60% considered that clinical and practical skills are best learned in clinics and laboratories. More than one third of the students preferred classroom teaching and 34% of the students did not feel confident enough to take exit exams after E-learning sessions. CONCLUSION: E-learning satisfaction levels were better among developed countries (7.34) compared to developing countries (5.82). The majority of participants agreed that E-learning was satisfactory in acquiring knowledge, however not effective in acquiring clinical and technical skills. As the COVID-19 lockdown eases, there is a need for improvement in the methods employed in E-learning and more blended learning among healthcare students is recommended.

E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic.

Purpose: This study is undertaken to examine the role of information and communication technology (ICT), e-service quality and e-information quality towards brand image of universities by concentrating on students’ e-learning, e-word of mouth and satisfaction Design/methodology/approach: The target population was the students of public and private universities in Pakistan Data collected using an e-questionnaire by 408 students were subjected to PLS-SEM for analysis Findings: Findings revealed that ICT, e-service quality and e-information quality are positively contributed toward students' e-learning which ultimately leads to create positive e-word of mouth and students' satisfaction Meanwhile, results also identified that e-word of mouth and students' satisfaction lead to generate a positive brand image of universities Practical implications: This study has unique implications for universities to develop an e-learning platform to facilitate their students in this situation of COVID-19 It provides guidelines for educational institutions to implement the learning management system effectively with a view to facilitate the students with education Originality/value: This study has novel contribution in literature in the domain of digital learning It is unique in a way to integrate the usage of technology with students' e-learning and satisfaction that ultimately create brand image of universities © 2020, Emerald Publishing Limited

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The role of digital learning toward students' satisfaction and university brand image at educational institutes of Pakistan: a post-effect of COVID-19

https://digitalcollection.zhaw.ch/bitstream/11475/22723/3/2021_Mueller-Mildenberger_Blended-learning-higher-education.pdf

Facilitating flexible learning by replacing classroom time with an online learning environment : a systematic review of blended learning in higher education

Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.

https://www.mdpi.com/2071-1050/12/2/602/pdf

Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

In higher education, e‑learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared face‑to‑face teaching to online learning and/or blended learning in order to try to define which of the formats provides, e.g., the highest learning outcome, creates the most satisfied students or has the highest rate of course completion. However, these studies often show that teaching and learning are influenced by more than teaching format alone. Many factors play significant roles, and this literature review will look further into some of them.The review has a special interest in professional bachelor education and teacher training, and it focusses on factors that influence learning experiences in e‑learning, online learning and blended learning. Thus, the research question of the review is as follows: Which factors are found to influence e‑learning and blended learning in relation to learning outcome, student satisfaction and engagement in collaboration in higher education and particularly in professional education? The findings from the research papers included in the review show that among the many factors some seem to dominate more: educator presence in online settings, interactions between students, teachers and content, and designed connections between online and offline activities as well as between campus‑related and practice‑related activities. The article thus points in the direction of some significant factors, but it also discusses and questions the relevance of research focusing on comparisons between individual formats of e‑learning, online learning, blended learning or "traditional" face‑to‑face teaching and learning. Teaching and learning are complex and are influenced by more than just the teaching format. The review is based on systematic database searches conducted in January 2017, and it includes 44 peer reviewed articles and papers published between 2014 and 2017.

/pdf/a-literature-review-of-the-factors-influencing-e-learning-16vjct5uux.pdf

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Papers

A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement