This non-experimental, quantitative study was completed to determine if Tennessee high school students who take an online, asynchronous course better their digital literacy through the environment of online learning. The study focused on the pretest and posttest scores of Niswonger Online students during the spring and summer semesters of 2021. It grouped the high school students by location, high school size, grade level, and courses taken to assess differences in digital literacy. Finally, it evaluated overall student growth in digital literacy scores after completion of an online high school course. Data from a pretest and posttest of Niswonger Online students were used to assess growth in digital literacy scores after completing an online course. There were six Research Questions that guided this study with six significant findings: 1. Students who were excited about taking the online course had significantly higher levels of digital literacy on the pretest. 2. Students from small high schools (fewer than 1200) scored significantly lower on the pretest than students from larger high schools. 3. Students from rural high schools scored significantly lower on the pretest than students from urban or suburban high schools. 4. There was a significant difference in the means (lower) of Sophomore pretest scores in comparison to other grade levels. 5. There was a significant difference between the average growth scores of students in World Languages and Social Studies and World Languages and Career and Technical courses. 6. On average, students who completed the Niswonger Online course scored significantly higher on the posttest than on the pretest.

This pilot study, grounded in social learning theory, demonstrated that leisure education services can be delivered on the Internet. Participants (n=40) successfully accessed the Web page program and responded to instruments and surveys. The treatment group (n=16) effectively completed four leisure education sessions on-line. Confidentiality, privacy, and anonymity issues were controlled. Responses were monitored and feedback provided as to the complexity of the program and comprehension of the participants. The leisure education program had no significant effect on posttest measures of alcohol expectancies and leisure motivations. Mean changes frompretest to posttest may indicate trends. The small n and convenience sample may have introduced many extraneous variables. Professional implications include compliance issues (57% experimental mortality rate), technology-related anxiety, and limited professional competency to work in this environment. Future research which examines the provision of leisure education and other components of therapeutic recreation service on-line is warranted.

Context: The COVID-19 outbreak has resulted in many changes in education, and it is reasonable to expect that this change would have a significant effect on students. According to government recommendations, many educational institutions around the world have temporarily switched to online learning methods to prevent the spread of the COVID-19 pandemic.Objective: The purpose of this study was to analyze the impact of the sudden shift to online learning, imposed on students due to COVID-19 outbreak.Method: We started a systematic mapping study and analyzed the findings thematically. Furthermore, we conducted interviews with Malmö University students, which were then analyzed using the same approach.Results: We identified 23 publications that were grouped into 9 themes based on student reports of different effects of online education. According to the findings, students often experience technical issues when studying online. Many students believe that communication is crucial for a positive online learning experience. Research also shows that online education benefits students by allowing them to be more flexible and improving their self-study habits. The systematic mapping study on the interview showed that the students did not experience any significant challenges related to technical issues. Many students missed the social aspect of online education and experienced challenges such as lack of communication and difficulties to perform academically.Conclusion: The most significant challenges found were communication and academic performance. Students claim they have lost some or all ways of contact with their peers as a result of the transition to online learning, and the majority believe this has made it more difficult for them to perform academically. The findings cannot be generalized outside of higher institutions in Sweden since different countries have different levels of technological infrastructure which is critical for institutions and for providing students with a smooth and reliable online learning experience.

As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students' ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation's were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students' ESI.

The objective of this study was to examine the use of frequent, anonymous student course surveys as a tool in supporting continuous quality improvement (CQI) principles in online instruction. The study used a qualitative, multiple-case design involving four separate online courses. Analysis methods included pattern matching/explanation building, time series analysis, and thematic analysis. Findings suggested that instructors used student feedback to make course changes that alleviated technical difficulties, added and clarified content, and contributed to future course changes. Students and instructors responded positively to the opportunity to give and receive anonymous feedback and felt that it helped improve the course. It is uncertain, however, whether using CQI principles had an impact on end-of-semester teacher course quality ratings. An important finding from the research is that students like to be asked to help improve their learning experience, as long as the instructor listens and responds to their feedback. Evaluation is a valuable component of instructional design theories, which are based on the philosophy that the best designs result from an iterative process. Using a synergistic CQI approach, this study indicates that it is possible for changes to be made more quickly to a course when students are involved in the process. The combination of frequent student feedback with a willing and experienced instructor who can make expert course revision decisions allows the process of course improvement to be enhanced.

Enrollment in registered nurse-bachelor of science in nursing (RN-BSN) degree completion programs have increased in the last several years. Due to this increase, many programs have begun to offer their RN-BSN programs completely online or in a hybrid format. Often times, students who choose to pursue their degree online come from various cultural and ethnic backgrounds and speak English as a second language (ESL). There is limited research about the experiences of these students in this unique learning environment. The purpose of this study was to explore the lived experience of RN-BSN ESL nursing students who are engaged in learning online and understanding their process of cultural integration. Vygotsky’s sociocultural theory served as the theoretical framework and underpinning for this study. Ten individual interviews were conducted incorporating van Manen’s (1990) methodological steps for exploring the lived experience. Through phenomenological reflection, five major themes emerged: (a) understanding the online classroom, (b) expressing culture online, (c) alone but not lonely, (d) writing as a surmountable barrier, and (e) faculty role in the online journey. RN-BSN ESL nursing students who choose to pursue their degree completion completely online or in the hybrid format do so mainly for convenience and flexibility. Exploring their lived experiences offered insight into their personal challenges and triumphs with online cultural integration, writing, and obtaining the support needed to be successful.

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Prior to the Covid-19 pandemic, online learning was a contested issue within higher education. Advocates of online higher education saw it as a way to make college more accessible and affordable and bring high-quality education to those who might not be able to attend in-person classes. However, many faculty were skeptical or reluctant to teach online and in particular expressed concerns about increased workload, inferior learning outcomes, cheating, and losing connection with students. When the pandemic began, some argued that it would accelerate the acceptance of online teaching by faculty, while others argued the pandemic would reveal the weaknesses and limitations of online teaching. Overall, this study shows more support for the former than the latter. A plurality (49.3%) of faculty surveyed report that following the pivot to emergency remote teaching they have a more positive view of online education while 27.5% report no change and only 22.9% have a more negative view. Further, 55.1% report that they are more likely to want to teach online when their campus reopens. However, many faculty who expressed a more favorable view of online education also expressed reservations, for example that certain courses do not work well online or that certain students do not do well online. The concerns cited in the pre-pandemic literature including cheating, lack of connection and engagement, and increased workload for faculty all surfaced in this study. These are complex and challenging issues that can never be fully solved but should not be ignored if online higher education is to reach its full potential. / Educational Psychology

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The worldwide crisis, Covid-19 had a tremendous influence on education system. Many higher education systems forced to change into emergency online education while challenges and problems facing in online learning process affected not only students’ population but also lots of teachers. Video conferencing tools as a technology which help users to have virtual meetings need to be effective and user friendly to provide the learning process with the same quality as face-to-face education. The goal of this study is researching about one of the important problems in online learning process which is teachers-students interaction. The primary goal of this research is to find the pain points in students-teachers interaction and students’ motivation and our secondary goal is investigating the effects of this interaction on students’ motivation and providing a solution in video conferencing tools to solve this issue using a prototype. We are using mixed methodology which is including both quantitative and qualitative methodology. Collected data from existing studies and literature review, surveys, and interview are methods which are used. Based on our research questions and the methodology for collecting data the following are studied: 1. The pain points and challenges regarding teachers’ interaction and students’ motivation in online learning 2. The effects of students-teachers interaction in students’ motivation 3. The features in video conferencing tools which can improve this interaction. All the findings present in a prototype using Figma with the goal of improving user experience of video conferencing tools for online learning purpose and solve existing problems. This prototype presented to students and teachers to get their feedbacks through an interview. With the importance of online learning in the future education, more research is needed to explore other aspects which has effect on students’ motivation and presenting other solution or features or using another research methods will bring more value to this subject.