Assessing University Students' Attitude towards Online Learning: A Mixed Methods Case Study
Keywords:
Online learning, new trends, university students, mixed methods, teaching-learningAbstract
The researchers aimed to assess university students’ attitudes toward online learning at the University of Balochistan. A mixed methods case study design was utilized to investigate the study. The quantitative data collection and analysis were followed by the collection of qualitative data through interviewing which were used to explain the initial quantitative results. A questionnaire with close-ended questions was designed by reviewing the literature on the phenomenon under study. The tool was a 5-point Likert scale which was filled by 299 undergrads enrolled in different departments of the University of Balochistan. Frequencies and percentages were calculated and used to conclude the study results in the first strand and then interviews were conducted with seven students whose responses were analyzed by using thematic analysis. It was reflected that students had high frequencies in their positive attitudes toward online learning. The students reflected that it is cost-effective in terms of time, money, and energy. Therefore, it is suggested that the university authorities need to organize online courses and classes to equip them with the practical acquaintance and uses of online learning in providing access to classes
References
Al-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in human behavior, 102, 67-86. https://doi.org/10.1016/j.chb.2019.08.004
Alomyan, H., & Au, W. (2004). Exploration of Instructional Strategies and Individual Difference within the Context of Web-Based Learning. International Education Journal, 4(4), 86-91. https://www.learntechlib.org/p/106534/
Elyassi, H. (2021). Economics of the financial crisis: any lessons for the pandemic downturn and beyond?. Contemporary Economics, 15(1), https://www.econbiz.de/Record/economics-of-the-financial-crisis-any-lessons-for-the-pandemic-downturn-and-beyond-elyassi-hamid/10012485796
An, Y. J., & Frick, T. (2006). Student perceptions of asynchronous computer-mediated communication in face-to-face courses. Journal of Computer-Mediated Communication, 11(2), 485-499. https://doi.org/10.1111/j.1083-6101.2006.00023.x
Dhamija, N. (2014). Attitude of undergraduate students towards the use of e-learning. MIER Journal of Educational Studies Trends and Practices, 123-135. https://doi.org/10.52634/mier/2014/v4/i1/1493
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer networks, 176, 107290. doi: 10.1016/j.comnet.2020.107290
Gunnarsson, C. L. (2001). Development and assessment of students: Attitudes and achievement in a business statistics course taught online. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 3(2). http://imej.wfu.edu/articles/2001/2/07/index.asp
Jamil, B., Sethi, A., & Ali, S. (2016). Attitude of nursing students towards e-learning. Adv. Health Prof. Educ, 2, 24-29. https://doi.org/ 10.1371/journal.pone.0253651
Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1–13.https://doi.org/10.3402/rlt.v23.26507
Lee-Post, A., & Hapke, H. (2017). Online learning integrity approaches: Current practices and future solutions. Online Learning, 21(1), 135-145. https://files.eric.ed.gov/fulltext/EJ1141915.pdf
Lim, D. H., Morris, M. L., & Yoon, S. W. (2006). The combined effect of instructional and learner variables on course outcomes within an online learning environment.Journal of Interactive Online Learning, 5(3), 255-269. https://www.semanticscholar.org/paper/Combined-Effect-of-Instructional-and-Learner-on-an-Lim-Morris/fb85f278f8292bd02fdc887e3acdb74b40b24947
Munoz-Cristóbal, J. A., Gallego-Lema, V., Arribas-Cubero, H. F., Martínez-Monés, A., & Asensio-Pérez, J. I. (2017). Using Virtual Learning Environments in Bricolage Mode for Orchestrating Learning Situations across Physical and Virtual Spaces. Computers & Education, 109, 233-252.
https://doi.org/10.1016/j.compedu.2017.03.004.
Nagar, k., & Darji, j. (2021). Perception of nursing college students towards online teaching in covid-19 pandemic, a cross sectional study. Asian Journal of Advances in Medical Science, 3(4), 190-194. Retrieved from https://www.mbimph.com/index.php/AJOAIMS/article/view/2536
Ruiz. E., & Mario, A. (2021). The Role of National Food Security in a Massive Pandemic: The Case of COVID-19 (March 25, 2020). International Journal of Business and Society, Vol. 22 No. 1, 2021, 119-130,Available at SSRN: https://ssrn.com/abstract=3560998 or http://dx.doi.org/10.2139/ssrn.3560998
Roberts, T. G., & Dyer, J. E. (2005). The relationship of self-efficacy, motivation, and critical thinking disposition to achievement and attitudes when an illustrated web lecture is used in an online learning environment. Journal of agricultural education, 46(2), 12-23. https://doi.org/ 10.5032/jae.2005.02012
Suanpang, P. (2007). Chapter Seventeen Students' Experience Online Learning in Thailand. https://files.eric.ed.gov/fulltext/EJ1185780.pdf
Sun, T., Wang, J., Koc, M., & Chen, X. (2016). Self-learning MTPA control of interior permanent-magnet synchronous machine drives based on virtual signal injection. IEEE Transactions on Industry Applications, 52(4), 3062-3070. https://eprints.whiterose.ac.uk/105457/
Sanders, D. W., & Morrison-Shetlar, A. I. (2001). Student attitudes toward web-enhanced instruction in an introductory biology course. Journal of Research on Computing in Education, 33(3), 251-262. https://doi.org/10.1080/08886504.2001.10782313
Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91-97. https://www.learntechlib.org/p/199032/.
Rehman, I., Siddiqua, N., & Waheed, Z. (2021). Learning Experiences of Students from Sindh and Balochistan About Online Learning during Covid-19 Pandemic Crisis. Pakistan Journal Of Distance And Online Learning, 6(2). https://files.eric.ed.gov/fulltext/EJ1321356.pdf
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G. J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human–Computer Interaction, 35(4-5), 356-373. https://doi.org/10.1080/10447318.2018.1543084
Wu, Y. T., & Tsai, C. C. (2006). University Students' Internet Attitudes and Internet Self-Efficacy: A AStudy at Three Universities in Taiwan. Cyberpsychology & behavior, 9(4), 441-450. https://doi.org/ 10.1089/cpb.2006.9.441
Zhang, P., & Bhattacharyya, S. (2008). Students' views of a learning management system: A longitudinal qualitative study. Communications of the Association for Information Systems, 23(1), 20. https://www.academia.edu/2798097/Students_Views_of_a_Learning_Management_System_A_Longitudinal_Qualitative_Study
Zhu, Y., Au, W., & Yates, G. C. (2013). University Students' Attitudes toward Online Learning in a Blended Course. Australian Association for Research in Education, 12(3), 57-72. https://www.semanticscholar.org/paper/University-Students'-Attitudes-toward-Online-in-a-Zhu-Au/dbd7ad83a2400e538461e65c6fb49f4e6e79e41d
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2022 Palwasha Tareen, Dr. Nadia Ali, Dr. Abdul Nasir Kiazai
This work is licensed under a Creative Commons Attribution 4.0 International License.
Archives of Educational Studies (ARES), published by Department of Educational Studies, University of Okara, Pakistan is licensed under a Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit: https://creativecommons.org/licenses/by/4.0/
