Assessing the Effectiveness of Students' Online Learning amid the COVID-19 Epidemic
Main Article Content
Abstract
This paper analyzes the effectiveness of students' online learning in the context of the COVID-19 epidemic based on the online survey data of 225 Ho Chi Minh City University of Technology and Education’s students with males accounting for 74.7% and females, 25.3%. The results show that the online teaching somewhat met the students’ learning expectations, bringing certain convenience in saving travel time, allowing more time for studying learning materials, among others. However, the online learning shows that there were still a number of difficulties related to the means of learning, learning space and insufficient interaction, which led to
lower effectiveness than traditional learning. Therefore, the research results are expected to help provide a more objective view on the current situation of online learning in the context of the COVID-19 epidemic.
References
[2] J.F. Lyons, Teaching history online, Routledge, 15, 2008.
[3] L.A. Tomei, A theoretical model for designing online education in support of lifelong learning, In Online education for lifelong learning, IGI Global, 2007, pp. 122-145.
[4] J. DeNigris, A. Witchel, How to Teach and Train Online: Teaching the Learning Organization with Tomorrow's Tools Today, Pearson Custom Pub, 2000.
[5] G. Kearsley, Online education: Learning and teaching in cyberspace, Wadsworth Publishing Company, 2000.
[6] S.B. Steinweg, M.L. Davis, W.S. Thomson, A comparison of traditional and online instruction in an introduction to special education course, Teacher Education and Special Education 28(1) (2005) 62-73.
[7] D.H. Jonassen, Thinking technology: Toward a constructivist design model, Educational technology 34(4) (1994) 34-37
[8] D. Squires, J. Preece, Predicting quality in educational software, Interacting with computers 11(5) (1999) 467-483.
[9] J.K. Odin, Teaching and Learning Activities in the Online Classroom: A Constructivist Perspective, 2002.
[10] I.E. Allen, J. Seaman, Going the Distance: Online Education in the United States, 2011 [online]. Sloane Consortium website. http://sloanconsortium.org/publications/ survey/going-distance/, 2011 (accessed 17
September 2020).
[11] J. Nunnally, Psychometric methods, (2nd ed.). New York: McGraw-Hill, 1978.
[12] L.S. Vygotsky, Mind in society, Cambridge, MA: Harvard University Press, 1978.
[13] I. Jung, C. Latchem, A model for e‐education: Extended teaching spaces and extended learning spaces, British Journal of Educational Technology 42(1) (2011) 6-18.
[14] G.A. Miller, The magical number seven, plus or minus two: Some limits on our capacity for processing information, Psychological Review, 63 (1956) 81-97.
[15] J. Dewey, Experience in education, New York: Macmillan, 1938.
[16] Q. Li, M. Akins, Sixteen myths about online teaching and learning in higher education: Don’t believe everything you hear, TechTrends 49(4) (2005) 51-60.
[17] R.D. Garrison, M. Cleveland-Innes, Facilitating cognitive presence in online learning: Interaction is not enough, The American Journal of Distance Education 19(3) (2005) 133-148.