Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry.

Emotional presence, learning, and the online learning environment

We designed a bibliometric review combined with a systematic review of relevant research on student perceptions of online education, which was conducted from March 2020 until September 2022 (focused on emergency remote teaching). By exploring the Scopus and Web of Science (WoS) databases, we selected 154 articles addressing mostly positive/negative as well as neutral student perceptions. The methodology followed the Khan five-step approach and included a PRISMA flowchart integrating keywords for selecting the relevant quantitative data for the analysis. Evidence was brought forward identifying the advantages of online education based on efficiency-related factors, contributing to the supportive attitudes of the learners (digital technology application, self-directed learning and flexibility). Our analysis revealed that the pursued research field is still insufficiently explored. Universities must prepare more consciously for embedding current technological challenges to cope with unforeseen situations, such as an immediate switch from the classic face-to-face teaching to online based on digital technology education. The greatest challenge for the universities in the digital society is given by the just-in-time, flexible adaptation to the unplanned situations. Therefore, universities must always be prepared to make the switch from offline to online and vice versa—at the same time, guaranteeing the quality of teaching processes and student satisfaction. Future trends in education reveal the role of digitalization of the educational sector in integrating innovative technologies in the educational curriculum and calls for a new pedagogical approach that is centred on learners’ self-directed learning, collaborative learning and the cognitive and social presence of students and teachers. The most important contributions of the paper reside in an in-depth analysis of student perceptions of online education processes and their perceived advantages and disadvantages related to online learning experienced during the COVID-19 pandemic. These advantages were analysed against efficiency-related factors, and, among them, the “application of technologies” is considered relevant for a niche investigation of the technology acceptance model (TAM).

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Student Perceptions of Online Education and Digital Technologies during the COVID-19 Pandemic: A Systematic Review

Due to the impact of the recent pandemic, the teaching and learning experience worldwide was marked by a wave of emergency digitalization. The sudden need to transition to online teaching and learning (OTL) has forced Higher Education actors to adapt quickly without proper planning. This study examines teachers' perceptions of the benefits and challenges posed by OTL during the pandemic in Higher Education. Data were collected from 636 teachers from 54 different countries using an internationally distributed online survey, and responses were coded using thematic analysis. While the main benefits perceived by teachers relate to flexibility (in tasks execution), accessibility, pedagogical innovation, and self-regulation, key challenges emerge in domains such as engagement, interaction, infrastructure/technical support, assessment and pedagogical practice. Our results further suggest a phenomenon that we describe as a "double-edged sword" with elements of OTL being perceived both as a benefit and a challenge. Results and implications for OTL and future blended practices in Higher Education are discussed. 

/pdf/a-double-edged-sword-teachers-perceptions-of-the-benefits-4udfwgqt.pdf

A double-edged sword: Teachers’ perceptions of the benefits and challenges of online teaching and learning in higher education

The COVID-19 pandemic caused many colleges to quickly shift to virtual learning, leading students to rely on technology to complete coursework while also experiencing new situations and stressors. The present study explored students’ technology use in their online course in conjunction with several student outcomes and individual difference measures. Ninety-six undergraduate students were surveyed about devices used and their perceptions of those devices. In addition, the survey measured students’ engagement, motivation, procrastination, perceived stress, and self-efficacy. It also asked students to report their current grade as well as how satisfied and isolated they felt in their course. Relationships emerged in predictable ways between course outcomes and individual difference measures. And though laptops were most used for coursework, more smartphone use related to lower feelings of isolation. Lower feelings of isolation then related to higher grades and less stress. Regression analyses confirmed that smartphone use explained unique variance in feelings of isolation, and further revealed that perceived stress consistently predicted all outcomes. From these results and complementary qualitative survey data, it seems that both laptops and smartphones hold importance for academics in the current context. Educators should further explore the role of device in students’ experience as well as consider this information when designing online courses.

The virtual COVID-19 classroom: surveying outcomes, individual differences, and technology use in college students

Considering the roles of professional accrediting bodies in online programme quality: the case of the NASPAA

Building Business-Government Relations: A Skills Approach

The article briefly reviews the external pressures for teaching business ethics. It then summarizes why teaching business ethics across the curriculum is essentially a necessity in the current environment. This leads to a discussion of six commonly adopted elements used when seeking to improve a business ethics curriculum. The case study uses these six elements to provide insights into contemporary challenges facing many business schools. The particular contribution of this article is in the area of methods to assess the status of the curriculum. The case study provides details about a faculty survey used as a compelling tool to kick-start a business ethics curriculum upgrade, not only based on the information that it yields, but the potent opportunity for conversation and collaboration. The conclusion summarizes the contemporary challenges and opportunities that business schools face. The instrument itself is in the appendix.

Using a Faculty Survey to Kick-Start an Ethics Curriculum Upgrade

This article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

/pdf/integrating-students-perspectives-about-online-learning-a-1od3yu27go.pdf

Integrating students’ perspectives about online learning: a hierarchy of factors

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Considering the roles of professional accrediting bodies in online programme quality: the case of the NASPAA

Building Business-Government Relations: A Skills Approach

Using a Faculty Survey to Kick-Start an Ethics Curriculum Upgrade

Integrating students’ perspectives about online learning: a hierarchy of factors