Almahasees, Z., Mohsen, K., & Amin, M. O. (2021). Faculty’s and Students’ Perceptions of Online Learning During COVID-19. Frontiers in Education. Web.
The integration between the internet and education has led to the provision of necessary future skills. Through online teaching approaches, online, enhanced, and blended, instructors turn education into learner-centered while students participate in the learning process. On their part, teachers assume the role of student guides and supervisors. While learning institutions should train their students about the significance of technology competency, emphasis must also be placed on the interaction between E-learning and user satisfaction. The article will contribute to writing a research paper since it illustrates the importance of online learning: easy access, flexibility, and instructor-learner interaction. Further, it shows the role of higher learning institutions in educating their students about data privacy and cyber security.
Chu, Y. H., & Li, Y. C. (2022). The Impact of Online Learning on Physical and Mental Health in University Students during the COVID-19 Pandemic. International journal of environmental research and public health, 19(5), 2966. Web.
During Covid-19’s lockdown, online learning became the new routine that changed students’ health and lifestyles. Therefore, Chu et al. (2022) performed their research to determine the potential effect online learning has on learners’ mental and physical health by investigating the differences in learners’ life stress, psychological distress, and physical activity between online learning and in-class learning periods. Due to online learning, the researchers established a drastic decline in physical activity while male students were at a greater risk of insufficient vigorous physical activity participation. The article will contribute to a research paper by providing insight to universities and health professionals on the significance of developing preventive strategies that target physical activity improvement among male students.
Fabriz, S., Mendzheritskaya, J., & Stehle, S. (2021). Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19. Frontiers in Psychology. Web.
The sudden impact attributed to COVID-19 led to changes in how higher learning institutions provided quality, supportive learning with immediate applicability. Fabriz et al. (2021) show that due to the changes in teaching/learning strategies, universities incorporated several asynchronous and synchronous online settings to teach their students. The researchers sought to explore whether a predominant asynchronous or synchronous online teaching and learning setting was linked to specific learner outcomes and experiences. Further, Fabriz et al. (2021) examined the effectiveness of the two learning and teaching settings and how they supported the essential learners’ psychological needs for relatedness, competence, and autonomy based on self-determination theory (SDT). The article contributes to a research paper by showing that asynchronous and synchronous online learning settings differed in their potential to support basic psychological needs and social interaction among learners.
Hamdan, K., & Amorri, A. (2020). The Impact of Online Learning Strategies on Students Academic Performance. In (Ed.), E-Learning and Digital Education in the Twenty-First Century. IntechOpen. Web.
The learning mode in higher education institutions has been shifting from conventional face-to-face to online teaching. During Covid-19, the shift was aggravated, with teachers and their learners being put on a compulsory lockdown. Adopting different learning/teaching strategies has been marred with several serious challenges experienced by instructors and their learners. However, even with the challenges, online education has become the new student’s skills and learning experience evaluation means and a new teaching approach to curriculum content development on the instructors’ part. The article will contribute to a research paper by showing how adopting different learning strategies helps learners attain effective academic outcomes by imposing a learning environment that involves online access to information and lectures.
References
Almahasees, Z., Mohsen, K., & Amin, M. O. (2021). Faculty’s and Students’ Perceptions of Online Learning During COVID-19. Frontiers in Education. Web.
Chu, Y. H., & Li, Y. C. (2022). The Impact of Online Learning on Physical and Mental Health in University Students during the COVID-19 Pandemic. International journal of environmental research and public health, 19(5), 2966. Web.
Fabriz, S., Mendzheritskaya, J., & Stehle, S. (2021). Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19. Frontiers in Psychology. Web.
Hamdan, K., & Amorri, A. (2020). The Impact of Online Learning Strategies on Students’ Academic Performance. In (Ed.), E-Learning and Digital Education in the Twenty-First Century. IntechOpen. Web.