Effectiveness of Online Learning Among Graduate Students: Comparison Between Cultures
The research aimed to examine students' attitudes towards learning and teaching processes in an online course, investigating whether there was a d.
- Pub. date: July 15, 2022
- Pages: 1581-1594
- 460 Downloads
- 927 Views
- 2 Citations
The research aimed to examine students' attitudes towards learning and teaching processes in an online course, investigating whether there was a difference between Jewish and Arab students' attitudes towards this course. The study combined mixed methods. Data were drawn from a questionnaire (including mostly closed-ended questions) completed by 195 graduate students and eight semi- structured interviews. Additionally, the students' grades for their course assignments were analyzed. Findings indicated that all course participants perceived the teaching and learning processes positively, but Jewish students held stronger positive attitudes concerning the learning processes' effectiveness than did Arab students. Jewish course participants' achievements were higher than those of Arab participants. The variable `sector` had a moderating effect on perceptions of the course structure's clarity and success in the course, strong clarity led to Arab students' success on the course but not for Jewish students. Arab students shared their difficulty adapting to a learning style necessitating autonomous learning processes. These findings are explained by Arab society's unique cultural dimensions, characterised by high-power distance and strong avoidance of uncertainty. The findings can inform designers of multicultural online courses that optimal teaching practices necessitate culture sensitivity, and this constitutes an issue for future studies.
attitudes towards online learning cultural dimensions jewish and arab students online learning student achievements
Keywords: Attitudes towards online learning, cultural dimensions, Jewish and Arab students, online learning, student achievements.
References
Alamri, A., Cristea, A., & Al-Zaidi, M. (2014). Saudi Arabian cultural factors and personalised e-learning. In L. G. Chova, A. L. Martínez & I. C. Torres (Eds.), Proceedings of the 6th International Conference on Education and New Learning Technologies (Edulearn14) (pp.7114-7121). IATED Academy.
Amzaleg, M., & Masry-Herzallah, A. (2021). Cultural dimensions and skills in the 21st century: The Israeli education system as a case study. Pedagogy, Culture & Society. Advance online publication. https://doi.org/10.1080/14681366.2021.1873170
Arar, K., & Masry-Herzallah, A. (2014). Cultural pluralism increases difficulties in learning experiences advances identity formation for Muslim Arab female students at higher education institutions in Israel. Journal of Applied Research in Higher Education, 6(2), 325-341. https://doi.org/10.1108/JARHE-03-2014-0039
Barczyk, C., Hixon, E., Buckenmeyer, J., & Ralston-Berg, P. (2017). The effect of age and employment on students’ perceptions yet of online course quality. American Journal of Distance Education, 31(3), 173-184. https://doi.org/10.1080/08923647.2017.1316151
Bates, B. (2019). Learning theories simplified: And how to apply them to teaching. Sage.
Bertea, P. (2009, April 9-10). Measuring students’ attitude towards e-learning: A case study [Paper presentation]. 5th International Scientific Conference on E-Learning and Software for Education, Ambasador Hotel, Bucharest, Romania.
Bolliger, D. U., & Halupa, C. (2018). Online student perceptions of engagement, transactional distance, and outcomes. Distance Education, 39(3), 299-316. https://doi.org/10.1080/01587919.2018.1476845
Bolliger, D. U., Inan, F. A., & Wasilik, O. (2014). Development and validation of the online instructor satisfaction measure (OISM). Journal of Educational Technology & Society, 17(2), 183-195. https://doi.org/10.1037/t67667-000
Bolliger, D. U., & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103-116. https://doi.org/10.1080/01587910902845949
Chauhan, V. (2017). Synchronous and asynchronous learning. Imperial Journal of Interdisciplinary Research, 3(2), 1345-1348.
Chu, R. J., & Chu, A. Z. (2010). Multi-level analysis of peer support, internet self-efficacy and e-learning outcomes-the contextual effects of collectivism and group potency. Computers & Education, 55(1), 145–154. https://doi.org/10.1016/j.compedu.2009.12.011
Crawford-Ferre, H. G., & Wiest, L. R. (2012). Effective online instruction in higher education. Quarterly Review of Distance Education, 13(1), 11-14. https://bit.ly/3MA9b6u
Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage Publications.
Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada.
Eichelberger, A., & Ngo, H. (2018). College students' perception of an online course in special education. International Journal for Educational Media and Technology, 12(2), 11–19. http://hdl.handle.net/10125/69151
Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185-215. https://doi.org/10.1111/dsji.12097
Eom, S. B., Wen, H. J., & Ashill, N. (2006). The determinants of students' perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235. https://doi.org/10.1111/j.1540-4609.2006.00114.x
Ferreira, D. (2016). Bridging the cultural gap of online learning: Implications and strategies. Language Research Bulletin, 31, 8-15. http://doi.org/10.34577/00004299
Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), n1.
Hamdan, A. (2014). The reciprocal and correlative relationship between learning culture and online education: A case from Saudi Arabia. The International Review of Research in Open and Distance Learning, 15(1), 309-336. https://doi.org/10.19173/irrodl.v15i1.1408
Hidalgo-Camacho, C., Escudero, G. I., Villacís, W., & Varela, K. (2021). The effects of online learning on EFL students’ academic achievement during coronavirus disease pandemic. European Journal of Educational Research, 10(4), 1867-1879. https://doi.org/10.12973/eu-jer.10.4.1867
Hofstede, G. (1981). Management control of public and not-for-profit activities. Accounting, Organizations and Society, 6(3), 193-211. https://doi.org/10.1016/0361-3682(81)90026-X
Hofstede, G. (2001). Culture's recent consequences: Using dimension scores in theory and research. International Journal of Cross-cultural Management, 1(1), 11–17. https://doi.org/10.1177/147059580111002
Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture, 2(1), 1-26. https://doi.org/10.9707/2307-0919.1014
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.). McGraw-Hill Education.
Hung, I. C., Yang, X. J., Fang, W. C., Hwang, G. J., & Chen, N. S. (2014). A context-aware video prompt approach to improving students' in-field reflection levels. Computers & Education, 70, 80-91. https://doi.org/10.1016/j.compedu.2013.08.007
Indreica, S. E. (2014). E- Learning platform: Advantages and disadvantages on time management. eLearning & Software for Education, 3, 236-243. https://doi.org/10.13140/2.1.1213.5366
Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95, 270-284. https://doi.org/10.1016/j.compedu.2016.01.014
Jung, I., & Gunawardena, C. N. (Eds.). (2015). Culture and online learning: Global perspectives and research. Stylus Publishing, LLC.
Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. https://doi.org/10.1016/j.iheduc.2013.10.001
Lehman, R. M., & Conceição, S. C. (2010). Creating a sense of presence in online teaching: How to" be there" for distance learners (Vol. 18). John Wiley & Sons.
Liaw, S. S., & Huang, H. M. (2011). A study of investigating learners’ attitudes toward e-learning. In 5th International Conference on Distance Learning and Education (Vol. 12, pp. 28-32). IACSIT Press. https://bit.ly/3PsK0ER
Liu, X., Liu, S., Lee, S. H., & Magjuka, R. J. (2010). Cultural differences in online learning: International student perceptions. Journal of Educational Technology & Society, 13(3), 177-188. https://bit.ly/3LrEoHr
Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
Masry-Herzallah, A. (2021). Education for multiculturalism in a master's degree program in policy and administration in education: Comparing Jewish and Arab students in Israel. European Journal of Educational Research, 10(2), 757-772. https://doi.org/10.12973/eu-jer.10.2.757
Masry-Herzallah, A., & Arar, K. (2019). Gender, school leadership and teachers' motivation: The key role of culture, gender and motivation in the Arab education system. International Journal of Educational Management, 33(6), 1395-1410. https://doi.org/10.1108/IJEM-02-2019-0054
Masry-Herzallah, A., & Da`as, R. (2020). Cultural values, school innovative climate and organizational affective commitment: A study of Israeli teachers. International Journal of Educational Management, 35(2), 496-512. https://doi.org/10.1108/IJEM-06-2020-0302
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), 46-55.
Peytcheva-Forsyth, R., Yovkova, B., & Aleksieva, L. (2018). Factors affecting students’ attitudes towards online learning- The case of Sofia University. AIP Conference Proceedings, 2048, 1-8. https://doi.org/10.1063/1.5082043
Prowse, J., & Goddard, J. T. (2010). Teaching across cultures: Canada and Qatar. Canadian Journal of Higher Education, 40(1), 31-52. https://doi.org/10.47678/cjhe.v40i1.1568
Purwadi, S., Wahyudi, A., Supriyanto, A., Muyana, S., Rohmadheny, P. S., Ariyanto, R. D., & Kurniawan, S. J. (2021). Student perceptions of online learning during the COVID-19 pandemic in Indonesia: A study of phenomenology. European Journal of Educational Research, 10(3), 1515-1528. https://doi.org/10.12973/eu-jer.10.3.1515
Raider-Roth, M., Stieha, V., & Hensley, B. (2012). Rupture and repair. Episodes of resistance and resilience in teachers’ learning. Teaching and Teacher Education, 28(4), 493-502. https://doi.org/10.1016/j.tate.2011.11.002
Reid-Martinez, K., & Grooms, L. D. (2018). Online learning propelled by constructivism. In Encyclopedia of Information Science and Technology (4th ed., pp. 2588-2598). IGI Global. https://doi.org/10.4018/978-1-5225-2255-3.ch226
Rhema, A., & Miliszewska, I. (2014). Analysis of student attitudes towards e-learning: The case of engineering students in Libya. Issues in Informing Science and Information Technology, 11, 169-190. https://doi.org/10.28945/1987
Ronen, I., & Shonfeld, M. (2017). The contribution of online (web-based) courses as perceived by students with learning disabilities and “average” students. International Journal on E-Learning, 16(4), 395-416. https://bit.ly/3wswWHY
Shelton, B. E., Hung, J. L., & Lowenthal, P. R. (2017). Predicting student success by modeling student interaction in asynchronous online courses. Distance Education, 38(1), 59-69. https://doi.org/10.1080/01587919.2017.1299562
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988–2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10. 1080/08923647.2019.1663082
Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment & Evaluation in Higher Education, 30(4), 325-341. https://doi.org/10.1080/02602930500099102
Sukiman, Haningsih, S., & Rohmi, P. (2022). The pattern of hybrid learning to maintain learning effectiveness at the higher education level post-COVID-19 pandemic. European Journal of Educational Research, 11(1), 243-257. https://doi.org/10.12973/eu-jer.11.1.243
Wang, C., Hsu, H. C. K., Bonem, E. M., Moss, J. D., Yu, S., Nelson, D. B., & Levesque-Bristol, C. (2019). Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts. Computers in Human Behavior, 95, 114-125. https://doi.org/10.1016/j.chb.2019.01.034
Wang, J., & Antonenko, P. D. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71, 79-89. https://doi.org/10.1016/j.chb.2017.01.049
Wang, M. (2007). Designing online courses that effectively engage learners from diverse cultural backgrounds. British Journal of Educational Technology, 38(2), 294–311. https://doi.org/10.1111/j.1467-8535.2006.00626.x
Weidlich, J., & Bastiaens, T. J. (2018). Technology matters–The impact of transactional distance on satisfaction in online distance learning. International Review of Research in Open and Distributed Learning, 19(3), 93-113. https://doi.org/10.19173/irrodl.v19i3.3417
Zhang, P., & Bhattacharyya, S. (2008). Students' views of a learning management system: A longitudinal qualitative study. Communications of the Association for Information Systems, 23(1), 351-374. https://doi.org/10.17705/1CAIS.02320