Harefa, S., & Sihombing, G. L. A. (2021). Students’ perception of online learning amidst the Covid-19 pandemic: A study of junior, senior high school and college students in a remote area. F1000Research, 10(1), 1-15. Web.
Harefa and Sihombing (2021) investigated and assessed students’ impressions of the usefulness of online learning during the COVID-19 program in the rural district of North Tapanuli, Indonesia. 30 respondents from junior high school, senior high school, and college participated in an online survey for the purpose of this research. Individually and societally, Harefa and Sihombing (2021) determined that students in distant places perceive online learning to be less successful because their communication networks and infrastructure do not effectively support their participation in online education. Because of this, the research is considered to be representative, and the sample of 30 students may be used in future studies on the same topic.
Al Rawashdeh, A. Z., Mohammed, E. Y., Al Arab, A. R., Alara, M., & Al-Rawashdeh, B. (2021). Advantages and disadvantages of using e-learning in university education: Analyzing students’ perspectives. Electronic Journal of e-Learning, 19(3), 107-117. Web.
Al Rawashdeh et al. (2021) employed a descriptive research design with randomly chosen students from Ajman University in order to determine the benefits and drawbacks of e-learning in university education in the United Arab Emirates. To gather data from students, a structured interview with closed-ended questions was developed. We utilized frequencies and percentages to analyze the acquired data. According to Al Rawashdeh et al. (2021), 81% of students reported that e-learning is scientifically engaging, and 80% reported that e-learning strengthened their communication with the instructor. However, about 70% of respondents indicated that their parents lacked technology literacy, which diminished parental engagement in their children’s schooling. Even though the pros and cons of e-learning are pointed out, a good e-learning environment is still needed, which is why it is part of this research study.
Papademetriou, C., Anastasiadou, S., Konteos, G., & Papalexandris, S. (2022). COVID-19 Pandemic: The Impact of the Social Media Technology on Higher Education. Education Sciences, 12(4), 1-26. Web.
Universities are increasingly using social media as teaching and learning tools. Papademetriou et al. (2022) investigated the influence of social media engagement on
- boosting instruction and training at universities,
- inspiring and sustaining students, and
- fostering community connection.
A qualitative technique using 30 in-depth interviews with 10 lecturers and 20 students was used (Papademetriou et al., 2022). According to the findings of Papademetriou et al. (2022), e-learning has good effects on the learning system, teaching, and community connection. This gives more insight into the concerns involving the adoption of social media in higher education and illustrates how students and faculty have responded at an institution with a substantial social media presence. As a result, it may readily serve as a guide for future and subsequent studies.
Li, K. C., & Wong, B. T. M. (2021). The Opportunities and Challenges of Social Media in Higher Education: A Literature Review. SN Computer Science, 2(6), 1-11. Web.
This article examined the adoption of social media for training and instruction in higher education, as well as the advantages and disadvantages resulting from its usage. Li et al. (2021) used a critical review technique to review 77 online case studies that were interrelated. According to Li et al. (2021), the use of social media as a web-based learning tool facilitates two-way communication, information sharing, community building, and cooperative learning, hence enhancing the learning experience of students. However, Li et al. (2021) noted that the utilization of social media weakened the line between students’ public and private lives and their connections with teachers. The insufficiency of teachers’ pedagogical and technical abilities might cast doubt on its effectiveness. With a recording of the merits and downsides of e-learning, the paper will be employed in this study.
Hervás-GĂłmez, C., DĂaz-Noguera, M. D., De la Calle-Cabrera, A. M., & Guijarro-CordobĂ©s, O. (2021). Perceptions of University Students towards Digital Transformation during the Pandemic. Education Sciences, 11(11), 1-13. Web.
During the COVID-19 crisis, Hervás-Gómez et al. (2021) explored the perspectives of university students on teaching–learning interactions. Adopting a non-experimental, descriptive methodology that relied on opinion polls or questionnaires, Hervás-Gómez et al. (2021) investigated digital pedagogy and student autonomy in relation to digital education and current changes in university teaching driven by the pandemic. The participants, 486 students from Osuna University School, were selected by non-probabilistic randomization, considering their accessibility as the key selection criteria. Thus, the research revealed a good link between digital pedagogy, student engagement, and digital environments facilitated by virtual instruction. In this respect, it is vital to pursue studies on integrated designs in instructional processes in universities, tutoring, and continuous assessment since they are crucial for information technology in universities.
Sinecen,M. (2018). Trends in E-learning. In V.P. Mahlangu (Ed.), The good, the bad, and the ugly of distance learning in higher education (pp. 17-30). IntechOpen.
Sinecen (2018) analyzes the potential and problems of distance learning in higher education. According to Sinecen (2018), one of the challenges of e-learning is the shifting conceptions of what learning entails. The second difficulty is posed by the increased learning possibilities afforded by technology. Therefore, computer-supported learning environments feature good scientific skills that encourage students to investigate and critique their own knowledge development. In this instance, distant learning programs boost students’ exposure to higher education, thereby enhancing their expertise, livelihood, and the community as a whole. However, implementing remote e-learning in laboratory research may be challenging. Due to the absence of computer-assisted learning, students who cannot afford higher education are precluded from pursuing or finishing a degree.
Maki, H. (2018). Advanced online education and training technologies. In K. Tuapawa (Ed.), A phenomenological interpretation of teachers’ online technology experiences with students in blended tertiary environments (pp. 27-47). IGI Global.
This chapter provided a phenomenological assessment of the educational online technology (EOT) perspectives of key stakeholders in order to determine their present EOT requirements and issues and offer a foundation for providing effective assistance. This was accomplished by conducting semi-structured phenomenological interviews. According to the study, Maki (2018) evaluated the views of 10 students and 10 instructors from New Zealand and Australia and assessed their significance by abstracting and articulating local and global motifs. Using video and e-learning technologies, the interpretation contained explanations of instructors’ issues and guides the usage of EOT to aid higher education institutions in addressing technology-based obstacles and fulfilling the demands of various stakeholders.
Strauss, V. (2020). New concerns raised about a well-known digital learning platform. The Washington Post. Web.
The Summit Learning Platform, one of the most well-known digital sites, is the subject of this article. Strauss (2020) claims that The Summit platform advertises itself as a “complete, customizable, standards-aligned curriculum for grades 4–12 in core subjects” on their portal (para. 3). In addition, the framework provides educators with a variety of hands-on activities, training and learning tools, and evaluations, all of which may be modified to meet their specific needs. However, the online course has been met with criticism due to privacy issues, as stated by Strauss (2020). Aside from any true educational objective, the Summit Learning Platform’s strategy to appraisal and data gathering opens the door to the transfer of enormous volumes of student data to third parties without supervision or responsibility.