Driving students’ engagement and satisfaction in blended and online learning universities: Use of learner-generated media in business management subjects

The International Journal of Management Education, Journal Year: 2024, Volume and Issue: 22(2), P. 100963 - 100963

Published: March 1, 2024

The use of student-generated digital content is still limited in business management subjects, especially blended and online courses, it particularly under-researched. This investigation analyses the results a teaching innovation project subject bachelor's degree at one largest hybrid universities Europe. In project, students are encouraged to be 'instructors', producing videos where they teach their classmates. reveal that active role adopted by student as instructor, through creation content, could foster significant improvement understanding concepts management, increase capacity retain information improve learning planning, among other benefits. enjoy this kind activity, which promotes engagement, consider can more effective than traditional printed resources. findings show different depending on student's (instructor or learner). study also an invitation deepen capabilities these strategies higher education.

Language: Английский

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Satisfaction with Online Chinese Learning among International Students in China: A Study Based on the fsQCA Method

Sustainability, Journal Year: 2024, Volume and Issue: 16(3), P. 1086 - 1086

Published: Jan. 26, 2024

The outbreak of the COVID-19 pandemic compelled Chinese international education to swiftly move online. Conducted in late 2021, this survey study collected self-reported data on online learning environments, student engagement, as a foreign language (CFL) achievement, and satisfaction among 440 students higher institutions. Based configuration perspective, fuzzy set qualitative comparative analysis (fsQCA) was used explore multiple concurrent paths environment (the accessibility resources, interaction, teacher support, course organization), achievement affecting students’ CFL satisfaction. results indicate that satisfactory support combined with engagement an important path leading learning. Meanwhile, inadequate resources absence likely trigger dissatisfaction

Language: Английский

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Integrating AI-driven marketing analytics techniques into the classroom: pedagogical strategies for enhancing student engagement and future business success

Journal of Marketing Analytics, Journal Year: 2024, Volume and Issue: 12(2), P. 142 - 168

Published: Jan. 27, 2024

Language: Английский

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Factors influencing continuance intention in blended learning among business school students in China: based on grounded theory and FsQCA

Interactive Learning Environments, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 28

Published: July 8, 2024

This research study aims to explore the factors that influence continuance intention in Blended learning (BL) among business school students China. By employing a grounded theory approach and utilizing Fuzzy Set Qualitative Comparative Analysis (FsQCA) method, investigates complex interplay of various variables contribute students' continue participating BL programs. The includes comprehensive analysis such as self-efficacy, perceived usefulness, task-technology fit, social influence, satisfaction. findings provide valuable insights into drive BL, specifically within context Moreover, highlights non-linear relationships configurations these result high levels intention. results existing knowledge base inform educational institutions designing effective strategies enhance engagement promote long-term success initiatives.

Language: Английский

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Accounting education and digitalization: A new perspective after the pandemic

The International Journal of Management Education, Journal Year: 2023, Volume and Issue: 21(3), P. 100847 - 100847

Published: July 12, 2023

This study investigates how the Italian academic system tackled COVID-19 emergency, in terms of teachers' perceptions to provide an effective educational experience during this unprecedented situation. We analyse degree digitalization, trying identify main changes teaching methods introduced because pandemic, underlining those that could also be ‘new normal’. developed explorative survey for professors universities, analysed by means PLS-SEM techniques. 286 out 877 identified academics took part (i.e., 32.61% total population). Due nature results gathered, we proposed a two-level analysis. First, implemented syntactic analysis on open and closed questions emphasize impacts pandemic had instructors academia as whole. Second, implementing SmartPLS procedures, depth quantitative data gathered. Among findings our study, observed digitalization distance-learning played secondary role influencing organization programs compared with learning its primary defining student performance. In short, represents one very first attempts adoption new practices following anomalous disruption daily lives pandemic). It highlights need shift towards active approaches higher education, even within blended-learning or environment, emphasizing student-centred method experientialism. should lead – from managerial point view lower ‘churn rate’ standpoint policy-makers decrease dropouts due lack interest poor experience.

Language: Английский

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Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?

International Journal of Educational Technology in Higher Education, Journal Year: 2023, Volume and Issue: 20(1)

Published: Nov. 13, 2023

Abstract The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the passed? While majority literature explores shifts during pandemic, with much speculation about post-pandemic futures, a clear understanding lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from pre-pandemic year (2019) to phase (2022/2023). We also investigate factors influencing these changes perceptions academics on shifts. Data were gathered large comprehensive Australian university varying disciplines through mixed-methods approach, collecting 67 survey responses conducting 21 interviews. Findings indicate notable increase online activities, authentic scaffolded assessments, unsupervised exams post-pandemic. These primarily driven by university-guided adaptations, time workload pressures, continued challenges, local leadership, an individual desire innovate, concerns academic integrity. most seen as favourable academics, less positive concerning examinations. findings enduring effects education, suggesting longer-term than previous studies conducted acute pandemic.

Language: Английский

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Cooperative model, digital game, and augmented reality-based learning to enhance students critical thinking skills and learning motivation

Journal of Pedagogical Research, Journal Year: 2024, Volume and Issue: unknown

Published: Feb. 19, 2024

Language: Английский

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Higher Education in India and the Influence of Online Certification Programs

Advances in higher education and professional development book series, Journal Year: 2024, Volume and Issue: unknown, P. 149 - 163

Published: April 22, 2024

Online education has grown rapidly in the 21st century. courses and MOOCs have advanced higher India. This chapter examines India's growing online learning sector, focusing on recent decade. The writers examined roles of private public enterprises. Indian government's SWAYAM platform offers a wide choice attracts students all ages academic backgrounds. Over past decade, educational start-ups created jobs new career paths. Increasing connections between multinational universities are expanding globally. study compares to determine how improves employability across industries. many distance challenges been discussed.

Language: Английский

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Advancing Building and Construction Higher Education: The Online Real-Time Block Model’s Contributions to Professional Skills, Gender Equity, and Industry Preparedness

Buildings, Journal Year: 2025, Volume and Issue: 15(2), P. 165 - 165

Published: Jan. 8, 2025

Traditional In-Person Semester-Length (IP-SL) courses often struggle with inherent time constraints, lack of flexibility, and geographic limitations, delaying effective learning accessibility for students. Moreover, the extended duration (SL) structure reduce focus due to engagement multiple subjects simultaneously, increased stress, limited timely feedback assessment. This study evaluates Online Real-Time Block Model (ORT-BM), an intensive online model, highlighting its potential enhance engagement, satisfaction, inclusivity in project-based programs like construction higher education. Building surveying as a critical field is selected case since professional surveyors must stay current rapidly evolving building codes, regulations, sustainability practices. However, rigid IP-SL leaves graduates less prepared meet industry needs. Conducting comparative analysis study, Bachelor Surveying program (NBBS) at Victoria University, research compares three teaching models: (2016–2018), (IP-BM, 2019–2020), ORT-BM (2020–2023) using Student Evaluation Units (SEU) data Quality Indicators Learning Teaching (QILT) metrics. Findings, derived from SEU QILT, reveal that improves student accelerates course completion rates, fosters gender equity through inclusive environments while enhancing geographically dispersed disadvantaged By integrating advanced digital tools virtual site visits, enhances readiness, aligning education standards. Future may explore developing hybrid models optimize cognitive load further, improve accessibility, flexibility.

Language: Английский

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Virtual avoidance: Examining STEM students' lower interest in online courses

The Internet and Higher Education, Journal Year: 2025, Volume and Issue: unknown, P. 100995 - 100995

Published: Jan. 1, 2025

Language: Английский

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