Authors:Aakash Ranjan Das, Asmita Bhattacharyya Abstract: The existing literature contains few references on the better adaptors of online distance education amongst STEM (read as science, technology, engineering and mathematics) and non-STEM (composed of humanities, social science and commerce) study groups in an Indian peri-urban context. The study's objective is to determine the better adaptor amongst these two study groups in online distance learning in higher education systems in an Indian peri-urban context. The investigation was carried out prior to COVID-19 and during the pandemic. The inquiry is triangulated in nature with a disproportionate stratified random sampling approach used to pick 312 post-graduate students (STEM = 135 and non-STEM = 177) from a peri-urban higher education institute in West Bengal, India, using the “Raosoft” scale. Given the prevailing social distance norms, 235 samples of respondents from 312 students were evaluated via telephonic/online interviews during the COVID-19 period. The data were analysed using SPSS 22. This study's investigations reveal that the STEM respondents have better digital profiles, better basic computing and Internet knowledge and greater digital usage for academic purposes before the pandemic times than the non-STEM group. This prior digital exposure has enabled the STEM group to cope with regular online distance education during the pandemic more quickly than the non-STEM group, as evidenced by their regular attendance in online classes and their greater awareness of its utilitarian role than the other group. The study offers a way forward direction to evolve with more inclusive online distance learning in peri-urban Indian regions. Citation: Asian Association of Open Universities Journal PubDate: 2023-03-07 DOI: 10.1108/AAOUJ-07-2022-0092 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
Authors:Tian Belawati, Daryono Daryono, Sugilar Sugilar, Udan Kusmawan Abstract: The paper reports a study that was intended to develop a self-assessment instrument to measure high school students' readiness for pursuing independent online learning. The instrument was developed through the following steps: (1) developing the draft, (2) checking the instrument's face validity and (3) testing the instrument's validity, reliability and discriminant capacity using PLS analysis. The study has developed a tool to self-assess high school students' readiness for independent online learning. The instrument consists of 36 statement items and is statistically proven to have good reliability, construct and indicator validity and a discriminating power. The instrument items were designed to fit the context of Indonesian high school students. However, only responses from high school students in rather urban areas were used to test the validity and reliability of the instrument. This could imply that the instrument is only accurate in urban settings. As a result of the research, a tool to assess high school students' readiness for independent online learning has been created. To better prepare students for independent online learning endeavors, the school might use the results to enhance areas that need improvement. The study succeeded in developing a contextualized self-assessment tool for measuring Indonesian students' independent online learning readiness. Citation: Asian Association of Open Universities Journal PubDate: 2023-02-14 DOI: 10.1108/AAOUJ-09-2022-0139 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
Authors:Kodama Haruo Abstract: The purpose of this paper is to investigate the legal issues of simultaneous Internet transmission of broadcasting programs of the Open University of Japan (OUJ) and to take legal measures to promote the mutual utilization of open university courses in Japan, the UK, China and Korea. The author examines the legal relationship regarding Internet simultaneous distribution of broadcast courses at the OUJ. The author then considers the legal relationship between the UK, China and South Korea regarding the simultaneous transmission of broadcast courses over the internet. Based on that consideration, this paper clarifies legal measures to promote its utilization. Internet transmission of broadcasting courses will be webcasting. Arguably, it can be assumed to be streaming and on-demand, albeit controversial. Webcasting will be publicly transmitted, but there is only an on-demand provision for Internet transmission. As webcasting is streaming and on-demand, it involves reproduction of broadcasting courses. Therefore, webcasting needs to provide streaming provision for public transmission rights and associate them with reproduction right. The originality of this paper lies in clarifying the legal response of the object, subject and rights of webcasting from the perspective of the OUJ, in order to dispel legal problems that may arise in the future against this unexplored phenomenon. Additionally, this paper is valuable in that it presents legal consistency from the point of view of the comparative laws of Japan, the UK, China and South Korea, based on an examination of the legal response in Japan. Citation: Asian Association of Open Universities Journal PubDate: 2022-11-28 DOI: 10.1108/AAOUJ-04-2022-0062 Issue No:Vol. 17, No. 3 (2022)
Authors:Md. Meraz Ahmed, Anika Rahman, Md. Kamal Hossain, Fatimah Binti Tambi Abstract: This study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques. This study critically analysed the context and current instructional practice of Bangladesh Open University (BOU) via document analysis and literature review. The conceptual framework of this study was adapted from the ADDIE model, i.e. the analysis, design, development, implementation and evaluation model. The study explored that the instructional practice of BOU was dominated by teacher-centred pedagogy. Hence, to ensure learner-centred pedagogy, the researchers developed three model lesson plans. These lesson plans infused the theoretical directives of scaffolding and positive reinforcement as well as several assessment tasks which can assess the learners’ lower-order and higher-order thinking skills. The researchers also presented possible challenges for the sound implementation of these model lesson plans and suggested pragmatic solutions accordingly. This study recommended that the combined application of scaffolding and positive reinforcement would effectively ensure learner-centred pedagogy. Citation: Asian Association of Open Universities Journal PubDate: 2022-11-24 DOI: 10.1108/AAOUJ-05-2022-0064 Issue No:Vol. 17, No. 3 (2022)
Authors:Hung Ngoc Tran Abstract: The study mainly aims to evaluate factors that impact online accounting education in Vietnamese universities during COVID-19. The study is exploratively conducted with a quantitative sample using purposive data-collecting techniques. The sample focused on teaching staff and students at public and private universities in Vietnam during COVID-19. The study shows that infrastructure, working/living conditions during COVID-19 and lecturing time are the top three factors impacting online digitizing accounting education. This research is not without limitations. The limitations are limited time and resources, which did not allow for examining other factors that impact digitizing education in accounting. The forthcoming study should examine extended factors (not mentioned in the study) such as government sponsorship, lecturers’ soft skills, national culture, qualifications and so on. This study identifies and states significant factors that impact online digitizing accounting education in Vietnamese higher education during COVID-19. Citation: Asian Association of Open Universities Journal PubDate: 2022-11-15 DOI: 10.1108/AAOUJ-07-2022-0090 Issue No:Vol. 17, No. 3 (2022)
Authors:A.K. Hasith Priyashantha, N. Pratheesh, P. Pretheeba Abstract: Many countries around the world were compelled to adhere to rigorous practices of school closures due to the spread of the novel coronavirus (COVID-19). During the lockdown period, distance teaching and learning have become the only form to keep students on track. Reports have revealed that during this period, parents and students have strived hard to cope up with the learning method, which is new to the school education system in Sri Lanka. Against this background, this study explored the perceptions of parents in distance learning and homeschooling of their children during the COVID-19 pandemic in Sri Lanka. In addition, this study also attempted to assess the success of such educational practices in the country during the pandemic. A quantitative research approach was used, and data were collected using a structured questionnaire. The questionnaires were distributed via Google Forms to a sample of 587 respondents through snowball sampling across Sri Lanka. According to the collected data, about 52% of participants positively responded to the current distance learning practices adopted in school education. Meanwhile, about 57% of parents were negatively concerned about current practices. The respondents had negative concerns about the new role of teaching at home, difficulties in balancing work-from-home activities, too many distractions and unfamiliarity with the teaching methods and the subjects. Further with regard to depression, the majority of respondents have moderate depression which could be led to not favouring or being active in teaching. Accounting overall fact, the success of distance learning and homeschooling was higher with parents who have a good educational and socioeconomic background. The impact of these education systems appears to be long-lasting and may contribute to rising disparities. This study will help to pay close attention to the constraints and implications of distance learning activities, along with homeschooling and its adaptation in the future as a matter of urgency. Several studies described obstacles encountered by students and academics in the higher education sector. However, this study helps to understand the existing difficulties experienced by parents/guardians with homeschooling and the introduction of distance education via the virtual platform in the primary and secondary education system in Sri Lanka. The findings highlighted the importance of developing sufficient information technology infrastructure facilities throughout the nation before hosting such virtual teaching and learning across Sri Lanka. Citation: Asian Association of Open Universities Journal PubDate: 2022-11-04 DOI: 10.1108/AAOUJ-05-2022-0073 Issue No:Vol. 17, No. 3 (2022)
Authors:Noor Aisha, Amiteshwar Ratra Abstract: The global spread of the COVID-19 pandemic resulted in the complete lockdown of almost every part of the world, including all educational institutions, resulting in the prompt implementation of online education to facilitate the students to carry on their learning. These conditions made the researchers study the experiences of online education among students and teachers. The influences of online teaching-learning during the COVID-19 pandemic undoubtedly offered numerous opportunities besides raising some challenges which impacted the overall psychology of students and teachers. So, this paper aims to conduct a systematic review of the research papers focussing on opportunities, challenges and psychological impacts raised due to the sudden shift to online education among students and teachers during the COVID-19 pandemic. To conduct this systematic review, 19 articles published between July 2020 and May 2021 were considered and reported by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). It was found that online education influenced the interests and experiences of the students and teachers and has immensely impacted their overall psychology. So, for the effective implementation of online and blended education, psychological well-being of students and teachers should be taken care of with properly designed instructions, adequate infrastructure or resources and satisfactory technological skills. In the present study, the students were not categorised according to their subjects or streams, i.e. science, commerce, humanities, medical, dental, postgraduate or undergraduate. All the students were categorised into two categories only: (1) college students and (2) school students. And also, teachers were not categorised and were presented as a whole, as school, college or university teachers. The current research identified the abrupt implementation of online education during the COVID-19 pandemic, which raised various challenges and psychological impacts among students and teachers besides offering them many opportunities in times of crisis. Students and teachers constitute the educational community of society. They should get ample opportunities to develop skills for online education; challenges faced during online education should be identified and tackled, and the issues concerning the psychological well-being during online education for both teachers and students should be addressed to achieve sustained development of online education–blended learning environments. The paper is the original research work based on the systematic review and concludes with suggestions for the future of online and blended pedagogy while taking care of the psychological needs of students and teachers in online and blended learning environments. Citation: Asian Association of Open Universities Journal PubDate: 2022-10-21 DOI: 10.1108/AAOUJ-03-2022-0028 Issue No:Vol. 17, No. 3 (2022)
Authors:Marus Eton, Rest Chance Abstract: This paper aims to analyze the financial implications associated with Ugandan universities employing e-learning techniques and to suggest sound policy solutions to the problems the investigation found. To illustrate how e-learning is used in Uganda, the study used a descriptive research design. The study used a quantitative methodology to highlight the various experiences associated with utilizing e-learning platforms from various universities. A questionnaire survey was distributed to university students, and the data were analyzed using descriptive statistics in order to understand the usage of e-learning and Persons correlation to understand the degree of the relationship between the study variables. The study findings reveal that e-learning approaches in universities are favorably correlated with their financial implications (r = 0.598; p-value 0.05). It was excruciatingly difficult to access online learning resources and platforms, and there was a severe lack of power. Some academic staff members lacked adequate e-learning platform training, and students noted that e-learning eased communication between students and lecturers, whereas Internet subscription and acquisition of mobile devices were expensive. The research was limited to three districts in western Uganda, and thus, it may not be possible to extrapolate the results to the entire nation. Universities are open to these changes since the digital world is moving more quickly, overall, and this trend has crept into education as well. Policymakers and other universities may utilize the study's findings to inform their decisions. The study offers useful insights into how e-learning systems have altered university teaching methods. Citation: Asian Association of Open Universities Journal PubDate: 2022-10-14 DOI: 10.1108/AAOUJ-05-2022-0069 Issue No:Vol. 17, No. 3 (2022)
Authors:Madhavan Maya, V.M. Anjana, G.K. Mini Abstract: The study explores the perspectives of college students on the pedagogical shift as well as frequent transitions between online and offline learning modes during the COVID-19 pandemic in Kerala, the most literate state in India. A descriptive cross-sectional study was conducted among 1,366 college students in Kerala during December 2021. A pre-tested questionnaire was sent using Google Forms to students of arts and science colleges. The authors analyzed quantitative data using descriptive statistics and qualitative data using thematic content analysis. The reported advantages of online learning were increased technical skill, flexibility in study time, effectiveness in bridging the gap of the missed academic period and provision of attending more educational webinars. Students expressed concerns of increased workload, difficulty in concentration due to family circumstances, academic incompetency, uncleared doubts and addiction to mobile phones and social media during the online classes. The main advantages reported for switching to an offline learning mode were enhanced social interaction, effective learning, better concentration and reduced stress. The reported challenges of offline classes were fear of getting the disease, concern of maintaining social distancing and difficulty in wearing masks during the classes. The shift in offline to online learning and vice versa was perceived as a difficult process for the students as it took a considerable time for them to adjust to the switching process of learning. Students' concerns regarding transition between different learning modes provide important information to educators to better understand and support the needs of students during the pandemic situations. Citation: Asian Association of Open Universities Journal PubDate: 2022-10-12 DOI: 10.1108/AAOUJ-03-2022-0031 Issue No:Vol. 17, No. 3 (2022)
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