Wyniki wyszukiwania - BazEkon

1

The Mediating Role of Students' Ability to Adapt to Online Activities on the Relationship between Perceived University Culture and Academic Performance

100%

Dima A. M., Busu M., Vargas V. M.

Oeconomia Copernicana

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2022

|

13

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nr 4

1253-1281

Research background: The COVID-19 pandemic has affected higher education globally and disrupted its usual activities, according to differing perspectives. The ability to adapt to online activities was an important factor for many researchers during the pandemic period.Purpose of the article: In this article, the authors are studying the ability of the students to adapt to online activities, and also the direct and indirect effect on their academic performances.Methods: The data was collected with a questionnaire and the respondents are students from Romanian Universities. The analysis was made with an econometric model by using the PLS-SEM methodology. The goal of the paper was to find and analyse the factors used to perform academic online activities during the pandemic period.Findings & value added: The results of the paper validate the research hypotheses formulated in the introductory part and confirm that the students' academic performances are a direct result of many factors, such as: system parameters, personal demand, personal commitment, and regulatory environment. The identification of the exogenous variables with significant impact on the students' performances through online activities could help the management of the universities to implement the positive aspects and to reward them for their efforts while preventing from resilience to change. The higher education system has to acknowledge that flexible online learning opportunities are needed by students to fit their coursework around their employment and family responsibilities. (original abstract)

2

Changing Entrepreneurship Learning Ecosystems : Massive Open Online Courses : Opportunities and Limitations

100%

Żur A.

Przedsiębiorczość - Edukacja

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2018

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14 Rola przedsiębiorczości w rozwoju społeczno-gospodarczym = The Role of Entrepreneurship in Socio-economic Development

473-482

Massive Open Online Courses (MOOCs) have brought innovation in terms of learning modes and new challenges at all levels of education, aiming to respond to the most pressing learning needs, generated by the new development policies and the rapid evolution of technology. This wave of change is affecting also entrepreneurial education. The goal of this study is to evaluate the opportunities and limitations of massive open online courses posed to higher education institutions. The study is based on desk research and analysis of existing MOOCs dedicated to entrepreneurship. The paper starts with introductory information about entrepreneurship and entrepreneurship education, as well as a short description of MOOC types. Next it presents an overview of existing top ranked online courses devoted to entrepreneurship education around the world. Finally, the paper identifies both opportunities and limitations of entrepreneurship MOOCs in regard to higher education institutions programs, as well as best practices identified as a result of the study. (original abstract)

3

The influence of the operational programme innovative economy on individuals at risk of the digital divide and their participation in the electronic economy

84%

Chalimoniuk D., Pizło W.

Annals of Marketing Management & Economics

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2016

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2

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nr 1

13-23

The article examines the influence of the Operational Programme Innovative Economy on individuals whose participation in the electronic economy is threatened by the digital divide. The aim was to diagnose the digital divide in the context of the Information Society and to assess the level of digital divide. The empirical material was a survey on a sample of 1,487 questionnaires, 1,402 of which were ultimately accepted and analysed. The sample consisted of individuals benefiting from the Operational Programme Innovative Economy - Measure 8.3, Counteracting Digital divide - eInclusion. The article presents the essence of the information society by looking at the ideas of A. Toffler, D. Bell, M. Castells, M. Bangemann and T. Goban-Class, as well as the nature of the digital divide and e-Inclusion. It was found that, after joining the programme, beneficiaries significantly increased their use of Internet encyclopedias (from 52 to 75.1%), as well as participation in online courses. Respondents also showed an increase in the use of electronic banking (the number of respondents who opened up an online bank account rose from 31.8 to 49.9%).(original abstract)

4

Retrieval practice enhances online learning in academic courses

84%

Kolitsky M. A.

e-mentor

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2020

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nr 2

47-53

Retrieval practice is described as a pedagogy that includes ways that students have a chance to recall information during their study process. With the introduction of online learning and course management systems which permit secure testing online, a way is provided to generate many sets of small quizzes from large question pools which can serve as an efficient digital method for practicing recall of the information to be learned. Course management systems also provide a way to capture and store the results of the small quizzes used for retrieval practice. This study looks at data captured by taking numerous small quizzes as the retrieval learning process and compares the captured data sets to the grade distribution in the major exams for which the small quizzes are being used as a way to learn the material being tested. The overall results demonstrate that the use of retrieval practice does enhance student learning and also was found to lower the drop rate for the micro and macro anatomy courses studied.(original abstract)

5

Student perceptions of required student-to-student interactions in online courses

84%

Lesht F. L., Schejbal D.

e-mentor

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2020

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nr 2

4-12

This multi-institutional study of undergraduate and graduate students enrolled in online degree programs explored student perceptions of required student-to-student interactions. Using a semi-structured interview methodology, thirty-three students participated in the study. While all of the students had experience with the required discussion board interactions of posting and responding, a majority of the students reported experience with other types of required student-to-student interactions including group projects, group presentations, peer reviews, and, for a few, discussions within the required synchronous sessions. The findings indicate that while most value the concept of peer-to-peer interaction in online courses, many found the required assignments lacking in authenticity and not a good use of their time. Some students reported satisfaction with one or more of the requirements such as small group assignments when time was allowed for coordination, small group discussions, and selected discussion board posts. The students valued the interactions most when those interactions were relevant to their careers. These findings encourage taking the demographic realities of students studying online into consideration when incorporating student-to-student interactions into courses. Many have family and other obligations, so they are particularly sensitive to work that appears to be trivial or unnecessary. Hence, learning elements such as peer-to-peer interactions should be incorporated into courses intentionally and with purpose so that the interactions do not appear to be busy-work or checking an interaction bo(original abstract)

6

Środowisko tworzenia personalizowanych kursów online - repozytorium obiektów wiedzy

84%

Zając M.

e-mentor

|

2009

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nr 1

32

Artykuł stanowi prezentację kolejnego etapu badań autorki nad zagadnieniem dostosowywania formy i sposobu nauczania w trybie online do indywidualnych preferencji uczących się. Omówiono w nim koncepcję struktury repozytoriów treści tworzonych na potrzeby e-edukacji. Jednym z podstawowych warunków umożliwiających indywidualizację procesu uczenia się w trybie online jest zapewnienie odpowiednio przygotowanych materiałów dydaktycznych. To oznacza, że obiekty wiedzy, składające się na zawartość repozytoriów, muszą nie tylko mieć zróżnicowaną formę i wykorzystywać różne środki przekazu, ale także muszą być precyzyjnie opisane za pomocą metadanych, które umożliwią zarówno prawidłowy dobór, jak i łączenie wybieranych obiektów w kompletny, w pełni funkcjonalny kurs online. Treścią niniejszego opracowania jest prezentacja struktury repozytorium, która pozwoli spełnić powyższe warunki. (abstrakt oryginalny)

7

Professional Development for Faculty in Virtual/Online Environments: A Case Study

84%

van Prooyen T.

e-mentor

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2018

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nr 5

36-43

Because the number of online courses, as well as the scope of online education, continues to grow, the educators' quality professional development allowing to teach in these formats is paramount (Desimone, 2011; Dysart & Weckerle, 2015). As we seek how to engage and deepen student learning in online, blended, and distance education and training environments, our professional development should mimic and model best practices of developing and learning in these unique environments (Anderson, Krathwohl, & Bloom, 2001). Flexibility and strengths of virtual/online environments provide not only opportunities for students to learn but also open prospects for professional development of the faculty. The possibility to take more traditional face-to-face professional development expands now to the online environment and all the advantages that environment affords. The author of this paper presents case studies from a small two-year college in the Midwest of the United States. They provide explanations and show the results of three different types of faculty online professional development. Moreover, this paper also includes a summary of collected data and additional reflections concerning the online professional development for faculty. (original abstract)

8

Asynchroniczne sieci uczące w procesie LLL

84%

Chęć J.

Studia i Materiały Polskiego Stowarzyszenia Zarządzania Wiedzą

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2012

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62

5-16

Nowoczesne technologie informacyjne i komunikacyjne umożliwiły powstanie nowej formy edukacji: nauczania na odległość (DL) zapewniającej naukę każdemu niezależnie od czasu i miejsca. W artykule omówiono Asynchroniczne Sieci Uczące (ang. ALN) umożliwiające realizację nauczania na odległość w skali globalnej, wykorzystywane w procesie LLL (nauka trwająca przez całe życie). Przedstawiono różne rozwiązania sieci ALN takie, jak: off-campus, on-campus, rozproszone grupy kohortowe, model Stanford, roboty wiedzy. Szczególną uwagę poświęcono programom wykorzystującym techniki inteligentnego agenta w celu zapewnienia wsparcia dla opiekunów oraz uczestników kursów - tzw. knowbootów. Opisano także funkcjonujący na Uniwersytecie Stanford model otwartych kursów online, dostępnych bezpłatnie dla uczestników na całym świecie. W artykule omówiono ponadto warunki, jakie musi spełnić program edukacyjny, aby znaleźć się w sieci ALN składającej się ze spójnej sekwencji kursów. Wskazano na przydatność takiego programu, którego ukończenie daje możliwość uzyskania tytułu lub zaświadczenia. (abstrakt oryginalny)

9

Student Authored Video Vignettes in Chemistry

84%

Morsch L. A.

e-mentor

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2017

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nr 3

25-32

Video has had a profound impact on education in general, and on chemical education specifically. Many faculty members have found the ability to post video lecture material for students a valuable tool in fostering more interactive and dynamic learning in face-to-face classes (Read & Lancaster, 2012, pp. 13-16) or in improving student laboratory techniques (DeMeo, 2001, pp. 373-379). Many reviews of video lectures have been published across higher education fields (Kay, 2012, pp. 820-831; McGarr, 2009, pp. 309-321; O'Callaghan et. al., 2017, pp. 399-415). The video lecture has become the centerpiece of most flipped learning classes (DeLozier & Rhodes, 2017, pp. 141-151). There is great variety in the delivery of video lectures; in reviewing video lectures from 50 different online courses, Crook and Schofield (2017, pp. 56-64) found 16 different styles of presentation. (original abstract)

10

Evaluating the Effectiveness of "Customer Journey" Tools for Service Design in Online Education

84%

Maik A., Osika G.

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2023

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z. 172 Współczesne zarządzanie = Contemporary Management

467-485

Purpose: The main purpose of this article is to describe an assessment of the effectiveness of the methods used in design thinking (DT) for service design. The analysis includes a tool that, due to the range of data used in service planning, is likely to provide reliable information for service optimization, namely the Customer Journey (CJ). Design/methodology/approach: The key source of economic value is now considered innovation and the use of technological facilities to optimise ongoing economic processes. Such an approach enforces the need to develop methods that improve the efficiency of processes related to innovation generation. DT is considered to be one of them, in which, thanks to the methodology used, innovations are developed by design in an optimal way adapted to customers. One of the tools used in DT is CJ, which is a visualised description of the logical sequence of interactions between the customer and the service occurring at each stage of contact, allowing maximum customisation of designed products or services. Methods and tools are powerful insofar as they are subjected to evaluation, so it is important to evaluate the effectiveness of a given tool by those who use it. This article presents research on the evaluation of CJ effectiveness by the online education community, given the economic importance that the industry is increasingly gaining. Survey research was used because this type of research provides tools for analysing attitudes, views, and opinions and can be used for descriptive, explanatory, and exploratory purposes. The main research objective was to determine to what extent the DT and CJ methods were used and to evaluate their effectiveness in designing services in the remote education sector. Findings: The survey showed that the surveyed group makes significant use of DT in the design of their services, in turn, among those who use DT, the vast majority are familiar with and use CJ. This may indicate, and the research confirms it, a high evaluation of CJ's effectiveness as a design tool. In addition, those who do not use CJ mainly cited lack of familiarity or lack of necessity (low complexity of the service being designed) as a reason, rather than a low effectiveness evaluation. These findings may indicate the high design potential of CJ and recommendations for its implementation. Research limitations/implications: Regardless of the results obtained, it should be borne in mind that the high evaluation examined of the effectiveness of DT and CJ remains an opinion on the subject and not an objective fact, but this is a shortcoming that applies to all survey research. It should also be emphasised that the results obtained are limited in scope; as they apply to a single industry, more general conclusions on the subject require extending the research to other sectors. Practical implications: The research conducted in this article has a very practical dimension due to the subject itself, DT and CJ as a method of action and a concrete design tool are pragmatic in nature, so determining the evaluation of their effectiveness by practitioners, because such a group was surveyed, should be considered a measurable guideline for further implementation. In the present research, the scientific goal is combined with the pragmatic goal. Social implications: Due to the fact that both DT and CJ are, by definition, aimed at maximising the matching of products or services to customers' needs, verification of their effectiveness makes it possible to assess their design potential and, in a broader perspective, to predict how much of the expected difficulties can be eliminated. Originality/value: The most significant thing about the research conducted for this article is its contribution to filling the research gap on evaluating the effectiveness of methods and tools used in the service design process, as while DT is increasingly studied and described, there is still little research on the CJ, this study is a small contribution to changing that trend. (original abstract)

11

Building a sense of community in online courses

84%

Dougherty P., Shinozaki Dougherty A.

e-mentor

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2020

|

nr 4

72-78

From the first months of 2020, COVID-19 transformed the landscape of education world-wide. Numerous educational institutions were forced due to the circumstances of the pandemic to move their courses online. This was the case at Akita International University in Akita, Japan. As the semester came to a close in July 2020, students were given an opportunity to reflect on their experiences with online education via end-of-term course evaluations, focus groups, and public meetings with university administration. From the results of these opportunities to share experiences in remote and virtual education, the authors were reminded that online learning can be a lonesome endeavor. However, it does not need to be this way. A sense of community, camaraderie, and shared purpose can be developed within the online teaching and learning environment. This article will offer suggestions generated from the authors' experience. All suggestions have the authenticity of having been successfully utilized in the authors' online classrooms.(original abstract)

12

Konferencja Online Educa Berlin 2020 tym razem w pełni online

84%

Zając M.

e-mentor

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2020

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nr 5

76-78

Konferencja Online Educa Berlin to wydarzenie znane, przynajmniej ze słyszenia, każdemu kto interesuje się nauczaniem online. Organizowana jest nieprzerwanie od 26 lat na przełomie listopada i grudnia zawsze w berlińskim hotelu Intercontinental. W każdym razie tak było do 2019 roku, kiedy to świętowano 25-lecie tych międzynarodowych spotkań przedstawicieli edukacji (głównie uczelni), biznesu oraz organizacji rządowych i pozarządowych. Przez trzy dni liczne sale konferencyjne, ale też foyer i korytarze berlińskiego hotelu wypełniały się ponad 2,5 tysiącami uczestników z różnych stron świata, choć w przeważającej większości (86%) z Europy. Warto wspomnieć, że mimo wysokich kosztów udziału w konferencji Polacy stanowili jedenastą co do wielkości grupę wśród wszystkich narodowości. (abstrakt oryginalny)

13

Wykorzystanie podejść zwinnych w projektowaniu uniwersyteckich kursów blended-learning - przegląd najpopularniejszych metodyk oraz wizja możliwych ulepszeń

84%

Jakieła J., Wójcik J.

Przedsiębiorczość i Zarządzanie

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2019

|

t. 20, z. 12, cz. 1 Agile Commerce - adaptacja technologii wobec zmienności świata

273-290

The purpose of the paper is to review the approaches used in the development of e-learning modules and to present a vision of their possible improvements. Firstly, the ADDIE model, widely used in the design of e-learning courses, has been compared with the LLAMA and SAM - models based on agile methodologies. Then, the authors based on their own experience in the e-learning process management pointed to methods and techniques that allow an improvement of design and development of online courses in a way that increases the didactic value of created e-learning modules and fitting the learning outcomes to the actual expectations of employers with regard to graduates. The paper relates to the initial research undertaken to develop a comprehensive methodology for the development of e-learning courses. The framework will be based on best practices derived from agile project management methodologies, while project activities will be supported by appropriately adapted techniques, increasing the didactic value of created e-learning courses and the market value of university graduates who benefit from this type of training.(original abstract)

14

Stimulating active participation with class materials using Interactive Document

84%

Rinaldi M., Hasan D.

e-mentor

|

2021

|

nr 3

84-90

Online learning became one of the most discussed topics during the COVID-19 pandemic. The educational world had to implement and deliver online courses for their students, and millions of students found themselves behind their laptop rather than in class in a matter of weeks. This article introduces a specific piece of software, Interactive Document, tailored to higher education to allow heightened interaction and active participation with study materials. This article explains the main elements of the tool, including how instructors can benefit from using Interactive Document integrated with Microsoft Teams. Characteristics of the software such as in-line comments, practice questions, anti-skimming features, comment sorting, and the ability to attach files are discussed, with references to use cases where these features were applied. Finally, a case study from Texas A&M International University is presented, highlighting how Interactive Document enhances students' critical skills and structural understanding, while allowing instructors to have a deeper overview on student performance and interaction with the study material(original abstract)

15

Znaczenie e-learningu we współczesnej edukacji

84%

Olszewska K.

Zeszyty Naukowe Politechniki Częstochowskiej. Zarządzanie

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2020

|

nr 37

48-63

E-learning jest formą kształcenia stosowaną od dawna. Jednakże, wraz z rozwojem technologicznym oraz tworzeniem się społeczeństwa sieci opartego na wiedzy, zmienia się jego rola i skala wykorzystania w edukacji. Celem niniejszego artykułu jest przedstawienie zagadnienia e-learningu i sposobami zarządzania nim oraz sprawdzenie, jak różne grupy postrzegają wartość kursów internetowych jako metod podnoszących kwalifikacje zawodowe, a także czy są one odbierane jako bardziej przystępne i efektywne niż studia tradycyjne. Dane do badań zebrano za pomocą kwestionariuszy ankietowych, a następnie poddano je analizie testem niezależności χ2. Badania potwierdziły rosnącą popularność kursów internetowych wśród respondentów oraz lepszą ich ocenę w porównaniu ze studiami tradycyjnymi. (abstrakt oryginalny)

16

Factors Influencing Behavioural Intention to Use MOOCs

84%

Khalid B., Lis M., Chaiyasoonthorn W., Chaveesuk S.

Engineering Management in Production and Services

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2021

|

nr 2

83-95

This analysis aimed to investigate the factors influencing the behavioural intention to use Massive Open Online Courses (MOOCs) in Thailand and Pakistan. The study was geared towards exploring the MOOCs, a relatively new technology platform allowing the spread of education and learning in various areas and fields and surpassing traditional online courses. The study adopted the UTAUT model with additional two variables of perceived autonomy and absorptive capacity. A quantitative method was applied using primary data collected from a sample of 490 and 513 respondents from Thailand and Pakistan, respectively. The sample size was composed of students in institutions of higher learning who were aware of MOOCs or intended to use them in their studies. The analysis was conducted using the Confirmatory Factor Analysis (CFA) and multi-group structural equation modelling (SEM). The study found that four variables (social influence, absorptive capacity, facilitating conditions and perceived autonomy) significantly influence the student intention to use MOOCs in Thailand and Pakistan. However, two variables (performance expectancy and effort expectancy) did not influence the student intention to use MOOCs in Thailand and Pakistan. The results indicated that the findings between the two countries were invariant. This study extended the model by Venkatesh et al. (2003), including two additional variables, the perceived autonomy and absorptive capacity. The study indicated various aspects related to the response of students using MOOCs. This study is especially beneficial during the COVID-19 pandemic for determining factors that officials of higher institutions of learning should consider when implementing MOOCs and associated online learning programs to deliver quality education to students. (original abstract)

17

Przełom na uniwersytecie - słabe sygnały zmian

84%

Bąk J., Baran G.

Przedsiębiorczość i Zarządzanie

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2016

|

t. 17, z. 7, cz. 1 Humanistyczne aspekty zarządzania wiedzą i kompetencjami

59-73

Celem artykułu jest próba identyfikacji kierunków poszukiwań nowej perspektywy poznawczej w odniesieniu do przełomowych innowacji i zdolności ich rozpoznania w obszarze uniwersytetu. Perspektywa ta traktuje przełomowe innowacje jako procesy strukturacji, w ramach których pojawia się szereg słabych sygnałów - a więc zmian nieciągłych, nieostrych, trudnych do jednoznacznego zidentyfikowania, a jednocześnie będących symptomem przyszłych poważnych przeobrażeń w otoczeniu społeczno-gospodarczym, które mogą zagrozić obecnej pozycji organizacji. W ten sposób określone zamierzenie odnieśliśmy do zmian obserwowanych obecnie w procesach zachodzących w obszarze szkolnictwa wyższego. Na potrzeby tak określonego problemu badawczego korzystaliśmy przede wszystkim z metodologii badań konceptualno-teoretycznych, posiłkując się empiryczną egzemplifikacją w postaci studium przypadku massive open online courses, służącą jednak jedynie lepszemu objaśnieniu pojęć i zależności teoretycznych. (fragment tekstu)

18

Kurs online z przysposobienia bibliotecznego - studium przypadku

84%

Moczadło R.

e-mentor

|

2008

|

nr 2

43-46

Podobnie jak na wielu innych uczelniach, zanim studenci Uniwersytetu Marii Curie-Skłodowskiej w Lublinie zaczną na dobre korzystać z zasobów Biblioteki Uniwersyteckiej, powinni przejść szkolenie z przysposobienia bibliotecznego. Przedsięwzięcie to pozornie wydaje się nie wyróżniać spośród wielu innych tego typu szkoleń, gdyby nie sprawa skali i terminu. Każdemu zależy na tym, aby odbyło się jak najszybciej, jednak obejmuje ono ponad 6000 osób. Są to studenci pierwszego roku rozpoczynający dopiero swoją przygodę akademicką, dlatego powinni poznać jedno z podstawowych narzędzi studiowania, jakim jest umiejętność korzystania z zasobów biblioteki. (abstrakt oryginalny)

19

Using Instructional Media to Improve Student Learning Outcomes in an Online Toxicology Course - a Case Study

84%

Egbe E., Oluwakayode A., Tian-Lih (Ted) T.

e-mentor

|

2019

|

nr 3

24-33

Over three million students are currently enrolled in fully online programs, and over six million are taking at least one course online as part of their online degree (Allen & Seaman, 2017). This proliferation of online education as an alternative to traditional classroom education makes salient the need for online instructors to continually improve student learning outcomes in online courses. For example, Weiser and Wilson (1999) noted that the development time/cost for online learning media can be up to five time more than the time/cost for traditional lectures. One of the major setbacks of online teaching is the challenging nature of student engagement and faculty-student interactions (Clark, 2009). Students are more likely to lose interest in online classes than in traditional classroom learning environments (Ward & Newlands, 1998; Sanders, 2006). Making online classes more interactive and captivating may help improve student engagement, which may lead to higher learning outcomes. (original abstract)

20

Elektroniczne otwarte usługi edukacyjne - szansa czy zagrożenie dla współczesnej edukacji

84%

Proszowska A.

Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu

|

2014

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nr 354 Usługi 2014 Wybrane uwarunkowania rozwoju usług

248-258

Celem artykułu było zaprezentowanie najnowszych trendów w edukacji elektronicznej oraz pokazanie szans i zagrożeń z nich wynikających. Punkt wyjścia stanowi charakterystyka e-learningu, masowych otwartych kursów online i m-learningu. W dalszej części opisano portal Brainly.com jako przykład globalnego dostawcy elektronicznych otwartych usług edukacyjnych, wykorzystującego najnowsze technologie do zaspokajania potrzeb edukacyjnych swoich odbiorców. Podsumowaniem artykułu jest ocena szans i zagrożeń dla systemu edukacji wynikających z faktu istnienia opisanych trendów i zmian zachodzących w tym sektorze.(abstrakt oryginalny)