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Papers on “online learning academic outcomes effectiveness”

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1. From Classroom to Online: Comparing the Effectiveness and Student Academic Performance of Classroom Learning and Online Learning

   Bernard Fentim Darkwa, Samuel Antwi · 2021 · OALib · 22 cites

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2. How Online Learning Readiness Can Predict Online Learning Emotional States and Expected Academic Outcomes: Testing a Theoretically Based Mediation Model

   Hsiang-yu Chien, Yu-Chen Yeh, Oi-Man Kwok · 2022 · Online Learning · 6 cites

   During the pandemic, online courses became the major delivery format for most institutions of higher learning across the United States and around the world. However, many students experienced emotional distress as a result and have struggled to adapt to remote learning. To explore how emotional distress relates to other aspects of online learning, including online learning readiness and academic outcome, we asked a sample of 80 college students to participate in an online survey in the fall semester of 2020. Two distinct online learning readiness patterns were found using k-means cluster analysis. Online learning-ready learners showed statistically significant differences from the not-ready

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3. Applicability of ChatGPT in Online Collaborative Learning: Evidence Based on Learning Outcomes

   Haixin Liu · 2024 · Proceedings of the International Academic Conference on Education · 4 cites

   The study delves into the impact of ChatGPT, a generative AI technology, on online collaborative learning (OCL) outcomes in educational settings. With a focus on knowledge activation and critical thinking, this research involved thirty university students from various disciplines, divided into experimental (ChatGPT) and control (traditional online search) groups. The research process involved controlled experiment and semi-structured interviews. Results revealed a significant disparity in knowledge activation levels between the experimental and control groups, showcasing the efficacy of ChatGPT in enhancing students' engagement with challenging concepts. Furthermore, the study underscored Ch

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4. The Impact of Online Learning during the Covid-19 Pandemic on Academic Outcomes for Newly-Struggling High School Students

   Kristine Webster · 2024 · Online Learning · 3 cites

   The Covid-19 pandemic caused worldwide closures of schools resulting in a sudden shift to online instruction for students. For many students, this shift caused a decrease in academic performance. This study was conducted to explore whether particular demographic variables were associated with decreased academic outcomes for newly-struggling students as well as to determine if there was a relationship between these demographic variables and the frequency of D and F final course grades. Student final course grades were collected from a Midwestern United States high school’s student information system. The data were used to compare academic performance between the fall semester of 2019 during i

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5. The Effectiveness of the Good Behavior Game on Students' Academic Engagement in Online-Based Learning: Good Behavior Game Effectiveness on Students Engagement in Online Learning

   Mohammed Al-Hammouri, Jehad A. Rababah · 2025 · Online Learning

   Online learning has become a dominant form of education, particularly accelerated by the COVID-19 pandemic, providing flexibility but also posing challenges like reduced collaboration, limited student-faculty interactions, and decreased engagement. These issues are compounded for nursing students, whose curriculum emphasizes practical and communication skills. Therefore, there is a pressing need for strategies to enhance online engagement, especially in disciplines where skill development is crucial. This study aims to investigate the effectiveness of the Good Behavior Game (GBG), a behavioral strategy rooted in applied behavioral analysis, in promoting academically relevant behavior among n

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6. The Effectiveness of Collaborative Academic Online Based Learning through Students’ Self-Regulated Learning

   Erfan Priyambodo · 2016 · Journal of Education and Learning (EduLearn)

   Nowdays, learning through e-learning is going rapidly, including the application BeSmart UNY. This application is providing collaborative method in teaching and learning. The aim of this study was to determine the effectiveness of the Collaborative Academic Online Based Learning method in teaching and learning toward students’ Self-Regulated Learning (SRL) on Vocational School Chemistry courses. This study was quasi-experimental research method with one group pretest posttest design. Instruments used in this study were lesson plan and questionnaire of students’ SRL. This questionnaire is filled by students through BeSmart UNY. In determining the differences SRL before and after teaching and

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7. Effectiveness of Online Learning during the COVID-19 Pandemic

   Renu Singh · 2020 · Academic Voices: A Multidisciplinary Journal

   The study investigates the perspectives of students on the effectiveness of online learning during the COVID-19 pandemic. 120 higher education students: 80 male and 40 female participants were randomly selected to participate in the study to express their perspectives on online learning during the outbreak of COVID-19 pandemic in the context of Nepal. Descriptive statistics was used to analyze the questionnaire data. The findings revealed that online learning is ineffective as it failed to produce expected outcomes in underdeveloped countries like Nepal, where the uptake of technology is at the initial stage consequently access to the Internet, adequate infrastructure, preparedness of teache

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8. Relationship Between Academic Procrastination and Differential Learning Outcomes in Asynchronous Online EFL Learning

   Shuichi Amano, Kazumichi Enokida, Tatsuya Sakaue, et al. · 2023 · AsiaCALL Online Journal

   Although one advantage of asynchronous online language learning is that learners can choose when and where to learn, this learning environment can also lend itself to procrastination. However, procrastination during asynchronous language learning has not been sufficiently studied. Therefore, the present study investigates student procrastination in an asynchronous English learning environment and examines its impact on learning outcomes. University students engaged in asynchronous learning were divided into three groups, reflecting the timing of access to online materials: procrastinators, habitual learners, and uncategorized learners. When the pre- and post-test scores of the three groups w

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