Online vs. Face-to-Face Lecture Courses: Factors Impacting the Effectiveness of Online Learning (original) (raw)
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ONLINE TEACHING DURING COVID-19 FROM THE UNIVERSITY STUDENTS' PERSPECTIVE
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Recently online teaching has become a fast-growing and developing reality in higher education worldwide. Despite similarities between them, didactical features of online lectures differ from those in face-to-face teaching. Online teaching requires adaptation of methods and techniques that "eteachers" and "e-students" need to acquire and deliver, striving for the same learning outcomes. The quality of teaching, its methods and techniques determine advantages and disadvantages of the teaching process and of the online education. Due to the COVID-19 outbreak in Spring 2020, Croatian higher educational system abruptly switched from face-to-face teaching to the online variant. The main issue was that all the courses that had initially been conceptualised and implemented only as face-toface, had to adjust to an online form that had previously not been envisioned. Relying on their previously acquired information and communication competences, as well as on their abilities to learn, teachers and students had to adapt to the new situation. This research, focused on students' point of view, had two objectives: 1) to explore the didactical methods used in the online higher education, and 2) to compare students' experiences of online and face-to-face education, specifically depending on their level of adjustment to online education. The sample comprised 272 university students, and the online questionnaire was administered in June 2020. The first objective was tackled with students' assessments of how vastly various teaching methods and techniques had been employed in the online courses in the March-June semester and how useful they had found them. Answers showed that teachers had (almost) always lectured and showed presentations. Then, in descending order, they had used e-mails, chat, other material from Internet and video streaming. Highly similar order was kept when students assessed the usefulness of those methods. Students reported that they had mostly taken part in lectures, in descending order, by listening, watching, chatting, replying to e-mails and to polls. They found their active participation more useful than it had been practiced. For the second objective students compared online and face-to-face education experience on an 18 items scale, and listed advantages and disadvantages of online education. Students' answers were compared regarding their self-assessed level of adjustment to online education: not adjusted, adjusted from the start, or adjusted gradually. Results reveal that students identified many similarities between online and face-to-face lectures, and they were not completely for or against online education. They placed as highest advantages of online education-personal benefits, time-related benefits, and features of the online lecture delivery. When ranking disadvantages, they put delivery of lectures and too many obligations on the top. Then lack of social interactions, technical problems and personal detriments followed. Students with better adjustment assessed online education more positively. It can be concluded that online lectures delivery in this research managed to resemble the face-to-face variation a lot. Students were almost polarised in their preferences towards online education, but they identified a great need for improvement of the online lectures delivery.
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At the beginning of the Covid-19 pandemic, all lectures were changed to online or online (on the network). Of course, this online lecture is for students whose homes are far away or who are unable to come to campus. Circumstances like this can certainly cause the learning system to change drastically, where lectures should be face-to-face, now online. This can make students overwhelmed in taking lectures online, because of this pandemic, students cannot face each other anymore with lecturers or other students while studying. This pandemic emerged 2 years ago in February 2019. The purpose of this research is to find solutions to students' barriers to online lectures. This research is taken from a descriptive-qualitative method, the subject is students. The results of this study in terms of internal factors, namely carrying out lectures online, either during learning or practice. Students can no longer go to college as they should, who always go to campus to get knowledge from their lecturers and can also communicate with other students. Communication with the lecturer is a bit difficult and it is also difficult to create motivation. External obstacles include the limitations of gadget facilities, wifi, and internet quota at home, not all students have a stable internet connection and a large quota.
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The study investigates the effect of online college lectures on English language learners, focusing on technical challenges, online platforms, and disadvantages of online lectures compared to face-to-face learning and language proficiency development. The study objectives are to discover how the students view online lectures in terms of learning language skills, the technical obstacles, and how they evaluate the whole process. The study used qualitative and quantitative methods, and 12 participants from different Iraqi universities/English departments were selected. A Microsoft Word has been created to conduct an interview and distributed to the specified participants. The data used inductive thematic analysis to examine students' answers to questions about online learning. This provided a flexible exploration of the diverse perspectives of the participants. The results demonstrated varied responses to the evaluation of online lectures. Though it is effective and flexible with low costs, participants stated that loneliness, limited face-to-face interaction, and technical issues are considered the main obstacles to conducting essential online teaching. The study has contributed to the field of distance education as it is one of the most affordable techniques in English language teaching, considering the outcomes and challenges involved in the process.
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Survey on the Effectiveness of Online Lectures During COVID-19 Pandemic: Methods and Difficulties
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This study aims to describe the effectiveness and method of lectures that took place during the Covid-19 pandemic. The Covid-19 pandemic requires all aspects of life to adapt, including in the field of education. This research is a descriptive quantitative study with a simple survey method using an instrument in the form of a google form which was designed to find out what students and lecturers think about lectures during the Covid-19 pandemic. The opinion in question was an opinion about the method or media used as well as the difficulties faced in the implementation of online lectures during the pandemic. This study used a purposive sampling technique, namely 5 universities in Indonesia consisting of 200 lecturers and 200 students. All respondents were asked to fill out an online questionnaire in the form of a google form designed to find out the methods or media used in lectures as well as the difficulties faced in using the media. The survey results show that the combination of media that was mostly used by lecturers and students in lectures is Whatsapp Group, Zoom Meeting, campus E-Learning Website, and Google Classroom. The majority of difficulties experienced by lecturers and students in online implementation are the uneven quality of internet connections. Lecturers find it difficult to psychologically assess students who are attending lectures. Lecturers cannot ensure the seriousness of students in the lecture process. In addition, the lecturer also feels that it takes a lot of time in the matter of using the application or media technically, so it is quite disruptive to the course of lectures such as the slow pace of learning media and the length of time required for students to join in the meeting. Lecturers and students still consider online lectures to be ineffective.