Business Student Perspectives Regarding Ways to Enhance the Online Learning Process
DOI:
https://doi.org/10.15549/jeecar.v9i2.817Keywords:
Students, Online learning, Engagement, Emotions, COVID-19, PedagogyAbstract
The COVID-19 pandemic has highlighted the need to understand the key components of a relevant, successful online pedagogy. Using these insights, instructors in the virtual classroom can facilitate and accentuate the knowledge gained by responding to student emotional needs and perceptions. This research evaluates students' attitudes regarding multiple facets of online instruction. In addition to revealing student opinions regarding online course characteristics, using the framework of Schmitt’s Sensory Impact Model, this report shares suggestions for improvement obtained by surveying 160 marketing and management students at a leading Central Asian university. It is the opinion of 58 percent of the students that active participation in discussions improve their academic performance. Our study further shows that astute revision of the online environment can impact student attitudes regarding online learning. Our investigation reveals that improving student motivation is a crucial step to optimizing the value added of the online knowledge transmission process. Insights to student perception regarding the importance of pedagogic factors will improve the online course as well as student perceptions of the online experience.
References
Adnan, M., & Anwar, K. (2020). Online Learning Amid the COVID-19 Pandemic: Students Perspectives. Journal of Pedagogical Research, 2, 45-51. DOI: https://doi.org/10.33902/JPSP.2020261309
https://doi.org/10.33902/JPSP.%202020261309
Alsharif, A., Salleh, N., Baharun, R., & Safaei, M. (2020). Neuromarketing Approach: An Overview and Future Research Directions. Journal of Theoretical and Applied Information Technology. 98 (7): 991-1001. https://www.researchgate.net/publication/342093421_Neuromarketing_Approach_An_Overview_and_Future_Research_Directions.
Arthur, L. (2009). From performativity to professionalism: Lecturers’ responses to student feedback. Teaching in Higher Education, 14(4), 441–454. DOI: https://doi.org/10.1080/13562510903050228
Blessinger, P. (2012). What role should education play in creating happiness? Conference: 2012 Felicitology Conference. A Happy Teacher: Felicitology in Education.
Budur, T., Demir, A., & Cura, F. (2021). University Readiness to Online Education during Covid-19 Pandemic. International Journal of Social Sciences and Educational Studies, 8(1), 180-200. DOI: https://doi.org/10.23918/ijsses.v8i1p180
Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., & Arora, A. (2021). Opinion of students on online education during the COVID?19 pandemic. Human Behavior and Emerging Technologies, 3(3), 357-365. DOI: https://doi.org/10.1002/hbe2.240
Dutta, S. & Smita M.H. (2020). The Impact of COVID-Pandemic on Tertiary Education in Bangladesh, Open Journal of Social Sciences, 8(9). DOI: 10.4236/iss.2020.89004.
Foster, M. & Kean, M. (2018). The Role of Surprise in Learning: Different Surprising Outcomes Affect Memorability Differentially. The Ubiquity of Surprise: Developments in Theory, Converging Evidence, and Implications for Cognition. https://doi.org/10.1111/tops.12392. DOI: https://doi.org/10.1111/tops.12392
Garvey, A. M., García, I. J., Otal Franco, S. H., & Fernández, C. M. (2021). The Psychological Impact of Strict and Prolonged Confinement on Business Students during the COVID-19 Pandemic at a Spanish University. International journal of environmental research and public health, 18(4), 1710. DOI: https://doi.org/10.3390/ijerph18041710
Graham, L.& Krueger T. (1996). What does a graduate need? Financial Practice and Education, 6 (2): 60-67.
Gürsul, F. & Keser, H. (2009). The effects of online and face to face problem-based learning environments in mathematics education on student’s academic achievement. World Conference on Educational Sciences 2009, 2817–2824. https://www.researchgate.net/publication/248606964_The_effects_of_online_and_face_to_face_problem_based_learning_environments_in_mathematics_education_on_student%27s_academic_achievement DOI: https://doi.org/10.1016/j.sbspro.2009.01.501
Guvenc, O., Kazybayeva, A. & Abeshev, K. (2020). Dynamic Prices in Retail and Its Impacts on Logistics. PROCEEDINGS OF THE 6TH INTERNATIONAL CONFERENCE ON VEHICLE TECHNOLOGY AND INTELLIGENT TRANSPORT SYSTEMS (VEHITS). DOI: https://doi.org/10.5220/0009838706590666
Law, M. Y. (2021). Student’s Attitude and Satisfaction toward Transformative Learning: A Research Study ib Emergency Remote Learning in Tertiary Education. Creative Education, 12 (3): DOI: 10.4236/ce.2021.123035 DOI: https://doi.org/10.4236/ce.2021.123035
Lederman, D. (2020). Will shift to remote teaching be boon or bane for inline learning?
Maeroff, G. (2003). A Classroom of One: How Online Learning is Changing Our Schools and Colleges.
Miller, Kenneth D. (2017). Modeling the impact of internal state on sensory processing. Neurobiology and Behavior. https://doi.org/10.7916/D8R2277B
Ming Tang, Y., Chung Chen, P., Law, K., Wu, C., Lau, Y,. Guan, J., He, D. & Ho, G. (2021). Comparative analysis of Student’s live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education. doi: 10.1016/j.compedu.2021.104211 DOI: https://doi.org/10.1016/j.compedu.2021.104211
Moors, A., Ellsworth, P., Scherer K. & Frijda N. (2013). Appraisal theories of emotion: state of the art and future development. Emot Rev. 5:119-124 http://dx.doi.org/10.1177/1754073912468165. DOI: https://doi.org/10.1177/1754073912468165
Muthuprasad T., Aiswarya, S., Aditya, K. & Girish., K. (2021). Students’perception and preference for online education in India duringCOVID -19 pandemic. Social Sciences & Humanities. https://doi.org/10.1016/j.ssaho.2020.100101 DOI: https://doi.org/10.1016/j.ssaho.2020.100101
Noniashvili, M., Dgebuadze M. & Griffin G. (2019). A new tech platform as an innovative teaching model in high schools in the republic of Georgia. Journal of Eastern European and Central Asian Research, 95-103. https://doi.org/10.15549/jeecar.v7i1.386 DOI: https://doi.org/10.15549/jeecar.v7i1.386
Rowe, A. & Fitness, J. (2018). Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective. Behavioral Sciences. doi: 10.3390/bs8020027 DOI: https://doi.org/10.3390/bs8020027
Schmitt, B. (1999). Experiential Marketing. How to get customers to sense, feel, think, act, relate to your company and brands. New York: The Free Press.
Slimi, Z. (2020). Online learning and teaching during COVID-19: A case study from Oman. International Journal of Information Technology and Language Studies (IJITLS). https://www.researchgate.net/publication/344603607_Online_learning_and_teaching_during_COVID-19_A_case_study_from_Oman.
Downloads
Published
How to Cite
Issue
Section
License
The JEECAR journal allows the author(s) to hold the copyright and publishing rights of their own manuscript without restrictions.
This journal applies the Creative Attribution Common License to works we publish, and allows reuse and remixing of its content, in accordance with a CC-BY 4.0 license.
Authors are free to: Share — copy and redistribute the material in any medium or format and Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
No additional restrictions — The author may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
The JEECAR Journal is committed to the editorial principles of all aspects of publication ethics and publication malpractice as assigned by the Committee on Public Ethics.
