Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Entire DC Network
Examining The Reliability And Validity Of A Mongolian Version Of The Student Online Learning Readiness Instrument Using Exploratory And Confirmatory Factor Analysis, Itgel Miyejav, Badmaanyambuu Dorj, Tserenbat Oirov, Odmaa Itgel
Examining The Reliability And Validity Of A Mongolian Version Of The Student Online Learning Readiness Instrument Using Exploratory And Confirmatory Factor Analysis, Itgel Miyejav, Badmaanyambuu Dorj, Tserenbat Oirov, Odmaa Itgel
Journal of University Teaching & Learning Practice
This study examines the reliability and validity of a Mongolian version of the Student Online Learning Readiness (SOLR) instrument in the Mongolian context. The instrument consists of 20 items used to evaluate technical competencies, social competencies with instructor, social competencies with classmates, and communication competencies. One thousand seven hundred and eight-six undergraduate students at the National University of Mongolia in Ulaanbaatar, Mongolia, participated in this study. Data were randomly split into two groups. The four-factor structure of the SOLR instrument explained 69.355% of the variance in the pattern of relationships among the items in the first half-sample. All four competencies …
Making The Transition From On-Campus To Online Learning: Pre-Service Teachers' Experiences Of Online Learning As A Result Of Covid-19, Tracey Muir, Sharyn Livy, Carol Murphy, Allison Trimble
Making The Transition From On-Campus To Online Learning: Pre-Service Teachers' Experiences Of Online Learning As A Result Of Covid-19, Tracey Muir, Sharyn Livy, Carol Murphy, Allison Trimble
Journal of University Teaching & Learning Practice
Online learning is rapidly becoming the preferred study option for many higher education students, due to its accessibility, convenience and flexible teaching arrangements. For other students who have access to a university campus, their preferred option is to attend on-campus classes, where advantages include synchronous interaction with peers, lecturers and access to practical experiences, materials, and resources. The impact of COVID-19 resulted in interruptions to social, economic, cultural, and educational life, with social distancing measures and health and well-being concerns leading to widespread restrictions in numerous different contexts. Universities throughout Australia restricted access to campuses and shifted their teaching of …
We Were All Learning And Doing Our Best: Investigating How Enabling Educators Promoted Student Belonging In A Time Of Significant Complexity And Unpredictability, Trixie James, Kerry Bond, Brijesh Kumar, Melissa Tomlins, Gabriela Toth
We Were All Learning And Doing Our Best: Investigating How Enabling Educators Promoted Student Belonging In A Time Of Significant Complexity And Unpredictability, Trixie James, Kerry Bond, Brijesh Kumar, Melissa Tomlins, Gabriela Toth
Journal of University Teaching & Learning Practice
The COVID-19 pandemic impacted education provision worldwide. In Australia, the government took a proactive stance to reduce the impact of the pandemic, temporarily banning higher education students from attending university campuses. With a lockdown in place, educational institutions required a rapid shift in approaches to teaching and learning by both educators and students. Educators throughout Australia were asked to work from home and quickly transition their face-to-face (synchronous) classes into bichronous, fully online offerings. This paper reports on the experiences of 25 educators in an enabling course in a regional Australian university who were required to make this shift. These …