Browsing by Subject "Online learning"
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ItemArt design major undergraduate's satisfaction towards online education: a case of public universities in Sichuan, ChinaThe paper aims to evaluate the essential determinants that have a significant effect on satisfaction for online education of art design major undergraduate students from four public universities in the Sichuan Province of China. Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude (ATT), Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI) and Satisfaction (SAT) were all investigated to determine if these constructs influence satisfaction of students with online education. The researcher applied a quantitative exploration approach with 487 samples and distributed the quantitative questionnaire to art design major undergraduates at four target universities. The multistage sampling approach was utilized in this survey. Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) were utilized to determine the relationships of the variables under study. The entire hypotheses were supported by the results of the data analysis, in which social influence indicated the most powerful direct effect on satisfaction. For students to acknowledge and recognize the effectiveness of online education, university administrators and teaching staffs should pay sufficient attention to the factors which has generated significant influence on the satisfaction of the instruction, and consider the correlated teaching adjust or reform in the future according to the findings of this research.
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ItemDeterminants of attitude, satisfaction and behavioral intention of online learning usage among students during COVID-19(Bangkok : Assumption University Press, 2022) Zhong, Kexun ; Feng, Deping ; Yang, Ming ; Thanatchaporn JaruwanakulPurpose: The objective of this research is to examine determinants of behavioral intention to use online learning among students in a higher vocational collage in China, including perceived ease of use, perceived usefulness, attitude, trust and satisfaction. Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) were the fundamental theories of this study. Research design, data and methodology: A quantitative approach was used to distribute questionnaire to 500 third-grade students in Tianfu Vocational College of Chengdu. Purposive sampling, stratified random sampling, and convenience sampling were employed. After the data collection, confirmatory factor analysis (CFA) and structural equation model (SEM) were accounted to analyze the data in measurement and structural models, measuring factor loading, reliability, validity and model fit. Results: Perceived ease of use had the strongest influence on perceived usefulness, followed by perceived ease of use on attitude, attitude on behavioral intention, and perceived usefulness on behavioral intention. In opposite, the non-supported relationships were perceived usefulness and attitude, trust and satisfaction, and satisfaction and behavioral intention. Conclusions: The findings implied that academic researchers and education’s stakeholders should emphasize ease-of-use and benefits of using an online learning system that can help students’ learning experience to be more conveniently and effectively.
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ItemThe effectiveness of blended learning: a case studyRecent policy announcements by the Thai government: Thailand 4.0, and its education component: Education 4.0, advocate the use of innovation and digital technology in schools and universities to improve the quality of education. We explore here the effectiveness of blended learning at an institute of higher education with a case study for one subject taught at the undergraduate level at Assumption University. Blended Learning in this study is defined as supplementing traditional classroom lectures with an online eLearning course in the same subject, using the same lecturers and course materials. Students had the opportunity to watch online video lectures before and/or after attending classes throughout the semester. At the end of the semester an online survey was conducted to determine the frequency of access to the online course, the level of student satisfaction, and the effectiveness of blended learning in terms of their understanding of the subject. Lecturers were interviewed to determine their view of the success or otherwise of the program and to inquire about exam results. Evaluation of survey questionnaires and lecturers’ opinions revealed that students were satisfied with the program because it had impacted positively on their understanding of the subject and had improved their exam results above prior expectations.
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ItemELEARNING TEACHERS’ AND STUDENTS’ PERCEPTION TOWARD LIVE-VIDEO CONFERENCE IN AN ELEARNING ENVIRONMENTIn an online learning environment, the majority of teaching and learning are conducted asynchronous communication methods. The tools such as the learning management system, web forum, social media, e-mail, and others are example of such tools. In order to ensure that students can access to the instructors as well as classmates as in traditional learning method, a synchronous communication means should be included as part of teaching and learning. In modern digital technology, examples of services and softwares that allow people to communicate synchronously are FaceTime, Skype, LINE, Google Hangout, and others. Not only that people can communicate via voice but they can also see each other as well. Thus, the utilization of video conference software can be a part of teaching and learning in online education. In Thailand, the online education degrees is in developing stages and the utilization of the live video conference along with the standard communication mode is getting more well utilized. Thus, it is necessary to investigate the behavior of past usages and the way that the live video conference mode is utilized into the online learning in Thailand. This research aims to investigate the nature of usages of the Live Video conference features in order to provide a bigger picture of how the system is being utilized by the students and the teachers so that the method of usages can be further study to ensure the effectiveness of the usages as well as implementation of the system in an online learning environment.
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ItemExploring the Effects of Openness to Experience and Theory of Consumption Values on Online Learning Adoption( 2016-04) Watjatrakul, B.Personality traits and perceived product values are increasingly used to explain how people adopt innovative technologies. However, their relationships and effects on online learning adoption are ill-defined. This study investigates one of the common personality trait - openness to experience - and the value dimensions of theory of consumption values - functional (quality and monetary) value, social value, emotional value, epistemic value, and conditional value - to understand students’ intentions to adopt online learning. The study used a structural equation modelling technique (SEM) to analyze the data gathered from university students. The results indicate that students who are highly open to experience pay attention to monetary value and conditional value of online learning. Students, who perceived online learning as a quality method of learning (quality value), an interesting method of learning (emotional value), and an online learning community (social value), will have good intention to adopt online learning. Interestingly, the results contend that the five values of theory of consumption values are interrelated and contributed to online learning adoption differently. This study provides guidance to universities for planning and developing online courses/programs that will be considered valuable by students who are open to new experience leading to the increment in online learning students. The analysis results and implications for theory and practice are discussed. The paper concludes with the study limitations and directions for future studies.
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ItemFactors impacting on art major postgraduate students' satisfaction to online learning in Chengdu of ChinaThe objective of this article was to investigate the critical factors that have a substantial influence on satisfaction about online learning among art major postgraduate students from three universities in the Chengdu region of China. Self-Efficacy (SE), Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Service Quality (SQ), Technology (TEC), Perceived Utilitarian Performance (PUP), and Satisfaction (SAT) were all interconnected in the conceptual framework. The researcher utilized the quantitative investigation strategy with 500 samples and distributed the questionnaire to the selected postgraduates at three target colleges. In this survey, a multistage-sampling strategy was used to collect data from the investigation, using judgmental and quota sampling. Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) have been implemented to analyze data. In addition, goodness of model fits, correlation validity, and reliability testing for each component was utilized. Every exogenous variable has demonstrated the which existed the significant impact on the associated endogenous variable, with Perceived Ease of Use (PEOU) providing the greatest consequence on satisfaction. The entire hypotheses have been evidenced to achieve the research purposes. Consequently, for the postgraduate students to acknowledge the effectiveness online instruction, the administrators and instructional staffs who from the graduate school of the public universities should emphasize the latent variables which has exerted the significant effect on satisfaction for the online education and design the interconnected instruction reform according to the findings of this quantitative research.
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ItemFactors improving student's experiences: a case of online education live streaming platformThis study investigates the factors that influence students' experience with online education platforms. The research adopts a structured questionnaire survey and uses three characteristics of online education live streaming platform as independent variables, namely: quality of teacher, course design and platform function. The dependent variable is the student's experience. Quantitative data was collected through an online questionnaire involving 87 students who had participated in a Chinese online live streaming education platform. The results based on quantitative research show that the course design and platform functions in the online live streaming education platform have a positive impact on the student experience, while the teacher qualifications of the online education platform have no impact on the student experience. It is suggested that online education live streaming platforms pay more attention to time management in course design to make it easy for students to accept. In addition, the platform design team should improve product compatibility.
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ItemImpacting factors of postgraduates' behavioral intention and satisfaction in using online learning in Chengdu UniversityPurpose: The study aims to investigate impacting factors of behavioral intention and satisfaction of postgraduate students in using online learning based on Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and the Information Systems Success (ISS). Research design, data and methodology: A quantitative method was applied to distribute questionnaire to 500 students of Chengdu University of China. Judgmental sampling, stratified random sampling, and convenience sampling were used as sampling techniques. Prior to data collection, item objective congruence (IOC) and Cronbach’s Alpha reliability test were used to validate the data. For the data analysis, confirmatory factor analysis (CFA) and structural equation model (SEM) were employed to measure factor loading, reliability, validity and goodness of fit indices. Results: Behavioral Intention had the strongest significant effect on satisfaction, followed by social Influence, perceived ease of use, effort expectancy, perceived usefulness on behavioral intention. Additionally, perceived ease of use significantly affected on perceived usefulness. In opposite, the relationship between self-efficacy and behavioral intention was not supported. Conclusions: Academic researchers and school leaders would adapt the important factors impacting behavioral intention and satisfaction in the selection of online learning system to meet student’s needs and their learning objectives.
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ItemInvestigating virtual instructor roles and online teaching experience: a program level case study(Digital Production Press, Assumption University, 2017) Naree Achwarin ; Brahmakasikara, Laura M. ; Athipat CleesuntornDelivery of distance education via internet based technology to make learning interactive and collaborative has become increasingly accepted in education nationwide and worldwide. New technologies provide the opportunity and challenge teachers to perform virtual instructor roles. This research study reflected on the virtual instructor roles and online teaching experiences towards eLearning delivery mode. The objective of the study was to explore the virtual instructor roles and online teaching experiences at program level at Graduate School of eLearning, Assumption University of Thailand. The virtual instructor roles included three dimensions: pedagogical dimension, managerial dimension, and technological dimension. A qualitative case study method was used in this study which included the instructors’ positive impression towards on line teaching experiences. The respondents for the study were 15 faculties members from five online graduate programs at Graduate School of eLearning, Assumption University of Thailand. The structured questionnaire was used to obtain the qualitative data. The content analysis was used to analyze the qualitative data. Findings revealed that there were some similarities and differences on reflections, impressions, and online teaching experiences among the faculty members.
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ItemPerceptions and attitudes of upper Myanmar students and parents towards online learning: a case study of an internationa school in Mandalay during the COVID-19 pandemic( 2021) Garton, Michael ; Athipat CleesuntornThe aim of this study was to analyse and compare students’ and parents’ perceptions and attitudes towards online learning. The research took place at an international school in Mandalay, currently undergoing a period of online learning due to the Covid-19 pandemic. A seeming widespread disinclination towards this form of instruction lead to a focus on perceptions and attitudes and use of the Technology Acceptance Model. The reason for comparing the generations was to determine whether students, ‘digital natives’, would take more readily to online learning than their ‘digital immigrant’ parents, often deemed members of a ‘missing generation’ in Myanmar. Data and opinions were collected via electronic questionnaires from a total of 305 participants and examined using statistical analysis software. Multiple Linear Regression analyses were carried out to determine the influence of the independent variables, perceived ease of use and perceived usefulness, on attitude in both generations. A t-test was also conducted to compare values between generations. Perceived ease of use and perceived usefulness were shown to be good predictors for attitude in both generations, confirming results of earlier studies. No significant variances could be found in students’ and parents’ attitudes. However, there was a statistically significant difference for perceived usefulness, which contradicted the assumption that students would see more value in online learning than their parents. Opinions provided additional contextual data and highlighted several overriding concerns. Future research should widen the scope and examine actual use and effectiveness of online learning tools.
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ItemStudents’ perceptions of online learning during the COVID-19 pandemic: a study of undergraduate students from an international university, ThailandThe outbreak of COVID-19 had an impact on educational systems worldwide. This study was aimed at investigating the perceptions of students towards online learning during the COVID-19 pandemic. Two hundred fifty-five undergraduate students from a private international university in Thailand participated in this study. Data were collected using the adapted version of Students’ Perception Questionnaire (SPQ) items from Bączek et al. through an Google Forms online survey. The research objective was examined by basic descriptive statistics (percentage, means and standard deviations). Results showed that student participants prefer both online and onsite learning. The most strongest advantage of online learning is allowing participants to stay at home (72.15%) whereas the participants chose technical problems (73.33%) and lack of interactions with friends (71.37%) as the major disadvantages. The participants perceived that online learning was effective that helped increase knowledge (35.29%), active classroom activities (33.33%) and enjoyable (30.2%). Based on the research findings, suggestions and recommendations to improve the higher education online learning in the future and pedagogical implications are provided.
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ItemA study on interactions between anonymous and non-anonymous pre-service teachers in blended learning using creative problem solving technique to enhance pre-service teachers’ ability in professional practices( 2015) Nuttaphong Kanchanachaya ; Taminee ShinasharkeyIn Thailand, many pre-service teachers are still shy and afraid to ask questions in the classroom. To enhance preservice teachers’ ability, pre-service teachers need to show their potential and should be encouraged to participate in the class. This paper aims to study the pre-service teachers’ interaction and participation in the online mode in terms of blended learning using creative problem solving technique. The sample group of this study was 28 pre-service teachers. The first group was treated anonymously when they were online while the second group was treated non-anonymously. The findings found that the group that was treated anonymously had the mean ( ) of online interactions increasing from 196.33 counts to 218.66, 313, and 331.33 for the subsequence weeks. For Non-anonymous group, the mean ( ) of online interactions was decreased from 333.50 counts to 292, 205, and 232.50 for the subsequence weeks. Further in-depth interview showed that pre-service teachers in the anonymous group were happier to participate in the discussion. They enjoyed interacting with others online. Therefore, the different settings and the environment of online class could provide the different trend of interactions for different types of identity presented in the online group.