Rohidman Mohd

12STEMB4

PR 002 (Chapter 2 Individual)

ONLINE MODALITY RRL

The results of Lyon, Bender, and Zheng's survey from 2021 show that 80% of students said

they would want to keep taking some online courses after the pandemic. Interaction with

instructors and other students seems to have an impact on how successful online courses

are viewed, according to regression analysis. Notably, Chi-Square tests reveal that, in 16 out

of 17 courses, the online cohort during the summer quarter of 2020 was as likely or more

likely to achieve an A grade compared to the face-to-face cohort in the summer quarter of

2019. This groundbreaking study in dental education highlights that online courses during

the pandemic can achieve equivalent or better student performance than pre-pandemic,

filling gaps in the literature and offering insights for future online learning design.

In a comprehensive study involving 987 participants by Van Wart, M., et al. (2020), seven

essential success characteristics for online learning were found using an exploratory factor

analysis from the viewpoint of the students. These elements include social presence, online

social comfort, online interactive modality, teaching presence, cognitive presence, and basic

online modalities. Regression analysis showed that students didn't think much about basic

online modality, cognitive presence, or online social comfort when they were deciding

whether to take a class in the future. Instead, they focused on convenience and schedule.

Those who embraced online courses on their terms sought additional factors, including

teaching presence and social presence. Students preferring face-to-face classes valued

online interactive modules and instructional support more prominently in seeking a

comparable experience. These findings offer insights into the nuanced preferences shaping

students' decisions in online and face-to-face learning environments.

The study on the immediate implementation of online learning during the COVID-19

pandemic, involving 99 secondary school students in Jasin, Melaka, revealed significant

insights. Despite having a home internet connection and access to computers or

smartphones, the majority of students (41.5%) lacked enthusiasm for online study. The

ability and comfort of using computers were high (>93%), but the ability to work in a group

was at a moderate level (66.7%). Notably, 98% of students emphasized the importance of

conventional face-to-face teaching. These findings underscore the importance of well-

equipped facilities and stable internet access for effective learning. Recommendations

include larger sample sizes and diverse student backgrounds for a more comprehensive

understanding of the challenges and effectiveness of online learning.

Gopal, Singh, and Aggarwal (2021) performed a quantitative survey with 544 responses

from Indian institutions during the COVID-19 epidemic, revealing key factors influencing

students' satisfaction and performance in online classes. Independent elements that have a

favorable influence on students' happiness include the competence of the teacher, the

course design, timely feedback, and student expectations. Moreover, students' satisfaction

was found to positively influence their performance. The study emphasizes the significance

of these four factors for educational management, suggesting their essential role in

achieving high levels of satisfaction and performance in online courses during the

challenging period of the COVID-19 epidemic.

The research demonstrates that there are favorable correlations between ICT preparedness

and the efficacy of online courses and factors including convenience, flexibility, and

participation in online assessments. Simultaneously, there is a negative correlation between

ICT readiness and the difficulties associated with online learning and their efficacy.

According to the report, for instructors and students to engage in online learning

successfully, the government should provide consistent internet connections throughout the

nation. Furthermore, authorities in charge of educational institutions must assist in the

establishment of appropriate ICT infrastructure.

Synthesis of the Theme:

Various studies provide comprehensive insights into the landscape of online learning during

and after the COVID-19 pandemic. Lyon, Bender, and Zheng's survey reveals a significant

preference for continued online courses post-pandemic, with 80% of students expressing

interest. Interaction with instructors and peers impacts the perception of online courses,

influencing their success. A groundbreaking dental education study suggests that, in many

cases, online courses during the pandemic performed as well as or better than pre-

pandemic face-to-face courses. Van Wart et al.'s exploration identifies seven essential

success characteristics for online learning, emphasizing factors such as social presence and

cognitive engagement. Another study involving secondary school students highlights the

importance of well-equipped facilities and stable internet access. Gopal, Singh, and

Aggarwal's survey underscores the pivotal role of teacher competence, course design,

feedback, and student expectations during the challenging period of the COVID-19

epidemic. Additionally, Saifullah, Sharmeen, and Ahmed's research demonstrates

correlations between ICT preparedness, online course efficacy, and factors like

convenience. Notably, the report suggests the need for consistent internet connections and

appropriate ICT infrastructure, highlighting the government's role in facilitating successful

online learning engagement.

References (APA7)

● Zheng, M., Bender, D., & Lyon, C. (2021). Online learning during COVID-19

produced equivalent or better student course performance as compared with pre-

pandemic: empirical evidence from a school-wide comparative study. BMC Medical

Education, 21(1). https://doi.org/10.1186/s12909-021-02909-z

● Van Wart, M., Ni, A. Y., Medina, P. S., Canelón, J., Kordrostami, M., Zhang, J., & Yu,

L. (2020). Integrating students’ perspectives about online learning: a hierarchy of

factors. International Journal of Educational Technology in Higher Education, 17(1).

https://doi.org/10.1186/s41239-020-00229-8

● Basar, Z. M., Mansor, A. N., Jamaludin, K. A., & Alias, B. S. (2021). The

Effectiveness and Challenges of Online Learning for Secondary School Students – A

Case Study. Asian Journal of University Education, 17(3), 119.

https://doi.org/10.24191/ajue.v17i3.14514

● Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the

satisfaction and performance of students during the pandemic period of COVID 19.

Education and Information Technologies, 26(6), 6923–6947.

https://doi.org/10.1007/s10639-021-10523-1

● Saifullah, M. K., Sharmeen, N., & Ahmed, Z. (2022). Effectiveness of online

education during the COVID-19 pandemic: a study of Bangladesh. Campus-wide

Information Systems, 39(4), 405–422. https://doi.org/10.1108/ijilt-11-2021-0167