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Education Sciences
Special Issues
Comparing Classroom and Online Learning
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Comparing Classroom and Online Learning

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 April 2021) | Viewed by 16232

Special Issue Information

Dear Colleagues,

Year over year, online learning is increasing in popularity within higher education. While the equivalence between online and traditional classrooms has been thoroughly researched over the last two decades, there are still many unresolved questions. There are common misconceptions with both online and traditional learning. For example, a common myth about online learning is that students have to teach themselves. Another myth in online education is that the quality of education is lower. A common myth about traditional learning is that it is not student-centered.

The goal of this Special Issue is to present research and reviews that tackle these unknowns and misconceptions to present a clearer picture of how course formats influence learning in higher education. Research questions may address the following regarding various course modalities: pedagogy, teaching strategies, learner outcomes (e.g., course grade, withdrawal), student and faculty perspectives and attitudes, formative and summative assessment design, engagement (e.g., study habits, social presence), transactional distance, cognitive load, psychological attributes (e.g., self-efficacy, motivation, locus of control, and resilience), and the use of learning analytics. Works that also compare faculty development, technology adoption, and institutional support across modalities will also be considered. Original works that are generalizable beyond an individual discipline are strongly encouraged.

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • online learning
  • traditional education
  • course modality
  • best practices
  • learner outcomes
  • instructional effectiveness
  • instructional innovation
  • teaching methods

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Published Papers (2 papers)

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Research

17 pages, 671 KiB  
Article
Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning
by Chun-Hsiung Huang
Educ. Sci. 2021, 11(5), 249; https://doi.org/10.3390/educsci11050249 - 20 May 2021
Cited by 67 | Viewed by 10965
Abstract
This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use [...] Read more.
This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use positively affects perceived usefulness; (2) Perceived usefulness and perceived ease of use will have a positive effect on learning motivation; (3) Learning motivation positively affects learning satisfaction; (4) Perceived usefulness has a positive intermediary effect on the relationship between perceived ease of use and learning motivation. Participants included 173 freshmen who took the first-year interactive game design course at Ling Tung University in Taichung, Taiwan. The questionnaire survey method is applied in this research to analyze the relationship between the variables and verify the hypothesis based on the collected 173 valid questionnaires. The partial least square method structural equation model (PLS-SEM) is used to carry out structural equation modeling to study the relationship between latent variables. It explains that the perceived ease of use affects the perceived usefulness. Perceived usefulness and perceived ease of use have a positive impact on learning motivation. Learning motivation has a positive impact on learning satisfaction. Perceived usefulness as an intermediary factor of perceived ease of use has an indirect impact on learning motivation. The contribution of this research is to provide empirical evidence and explain what factors may affect learning satisfaction. Some other related factors that may affect learning satisfaction should be taken as the factors that teachers should pay attention to when implementing blended learning. Full article
(This article belongs to the Special Issue Comparing Classroom and Online Learning)
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18 pages, 1372 KiB  
Article
Opening the ‘Black Box’ of Cooperative Learning in Face-to-Face versus Computer-Supported Learning in the Time of COVID-19
by Shu Yu and Takaya Yuizono
Educ. Sci. 2021, 11(3), 102; https://doi.org/10.3390/educsci11030102 - 4 Mar 2021
Cited by 10 | Viewed by 4402
Abstract
This paper aims to identify the changes in student behaviors that resulted from the switch from face-to-face (F2F) learning to computer-supported cooperative learning (CSCL) due to the coronavirus (COVID-19) pandemic. We constructed a triple-dimensional index with “thinking ability improvement”, “horizontal knowledge construction”, and [...] Read more.
This paper aims to identify the changes in student behaviors that resulted from the switch from face-to-face (F2F) learning to computer-supported cooperative learning (CSCL) due to the coronavirus (COVID-19) pandemic. We constructed a triple-dimensional index with “thinking ability improvement”, “horizontal knowledge construction”, and “vertical social relationship evolution” to make comparisons. According to majors, we selected 23 students who registered for entrepreneurship courses from March to June 2019 in F2F and 23 students from March to June 2020 in CSCL formats. We utilized mixed methods, including experimental, content-based, and social network methods, to conduct evaluations. The results show the following: (1) Cooperative learning is beneficial in cultivating creative thinking for both F2F and CSCL groups. (2) The level of knowledge construction was slightly higher in F2F than that in CSCL in general. The effect of F2F learning in the early stage of the course was better, and in the later stage of the class CSCL attained a higher value. (3) For social abilities, the interactions in CSCL were closer than those in the F2F group. F2F cooperative learning was more prone to “fake cooperation” and free-riding behavior, whereas CSCL led to “pan-cooperation” and lacked the in-depth exploration of knowledge. Therefore, this pandemic provides opportunities for cooperative learning with in-depth exploration. CSCL offers sustainable and more hybrid learning activities that allow for the combination of online and offline learning to be experienced according to course contents. Full article
(This article belongs to the Special Issue Comparing Classroom and Online Learning)
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