A comparative study on student perceptions of face-to-face learning and online learning

A comparison of face-to-face and online teaching and learning has been undertaken to ascertain the focal point that would justify the best-preferred option as far as teaching and learning in DE is concerned. This study is particularly important because as higher education institutions are faced with the challenge of huge number of prospective students seeking higher education in the midst of inadequate infrastructures, it becomes very necessary to look at DE as an option with a combination of different modes of delivering instruction. At the University of Education, Winneba (UEW), some faculties and departments, especially the distance education department, have adopted the face-to-face and online modes of delivering instruction. The pursuit of which would require a critical overview of the two modes to ascertain the strengths, weaknesses and how the two can complement each other for effective delivery of instruction to cater to a large number of students. The review suggested that academics or lecturers should endeavour to adopt the blended or hybrid mode in their teaching and learning. Policy decision makers can also use this study as it provides information on better practices as far as the blended mode of teaching and learning in higher education institutions is concerned.

Recent Trends in Management and Commerce , 2022

Learning and teaching domains are going on major higher education companies of e-learning Ideas and practices changes due to quick acceptance. Many universities all over the world are now beginning to offer Internet-based courses that complement classroom-based courses. Online courses offer learners various such as benefits facilities, Teachers, and others close to students to serve flexibility and opportunities from various schools or around the world.The education system and mode of education are changing over the period of time. In instructional technology Innovations often are implemented in traditional ways. TV significantly changes the way people learn, and it stays that way Existing instruction by providing a speaking head as an instructional tool built into the paradigm for sending information to students. Active learning, Cooperative learning, Project-based teaching, and despite such educational innovations contextual face-to-face instruction in learning changed character, online courses tend to develop more traditional concepts Learning. Mostly an online course's primary objective is to transfer information from the Instructor to the student accessing information to students and expecting them to Prove their learning in an exam. The development of online instruction programs for online course developers raises an interesting question. Online study designers follow the traditional methods or incorporate online programs' innovative approaches. Primary factors behind the use of online learning improve the quality of education, and also improve the cost-effectiveness of education by reducing costs. Face-to-face Online learning is used successfully with positive effects in career and education. A geographically distributed team within an organization can simultaneously train their skills through online sites and gain greater Competitiveness. Online learning can be beneficial because Students at their own pace can learn through online products. Virtual classrooms are available anywhere with an Internet connection, take advantage of this great way to travel. Gurukul's system of education changed to imparting knowledge in a classroom setting followed by hybrid learning and at present, one new way of learning has emerged as a full-fledged mode to earn a degree i.e. online learning. Online learning comprises both hybrid/bent learning (comprises traditional face-to-face classes, learning over the internet, and learning supported by other technologies) and purely online learning is competing for course delivery through the internet. Due to its flexible and user-friendly features, online learning has been gaining attention from learners and education institutions. Learning is self-phased and effectiveness of learning is achieved if it fulfills the learners’ expectation in imparting knowledge, uninterrupted support from the instructor whenever needed, disbursement of the learning materials, communication, and motivation. The objectives of this paper are to study the effectiveness of e-learning compared to conventional classroom learning. The study also shows that a major portion of learners cannot set time for study, homework, and assignments completion. The institutions along with the routine learning can also include sessions for motivation, a sense of accountability, and responsibility which may enhance discipline among learners. A significant portion of learners feels that online learning will not enhance the sense of belongingness. The institutions can create provisions at the campus for the e-learners to meet up occasionally for the interaction between learners and faculties. A portion of E-learners feel that the learning material in e-learning is not effective as that of conventional mode.

Journal of Rawalpindi Medical College

Introduction: Ever since the advent of usage of internet as a medium of teaching in late 1980s, the method of distanced teaching using online methods has been on the rise.We did a comparative study of online vs. Traditional learning in order to assess student’s viewpoint about the different ways of learning and to assess various aspects of online classes when compared with physical classes Materials and Methods: A cross sectional, descriptive study was conducted in may-june 2021 in –removed for blind review---in order to analyse the response of students towards the online mode of learning, and compare it with the traditional learning. The target population were the students of 1st, 2nd and 3 year MBBS at the Rawalpindi Medical University. Self structured questionnaires were disributed among a total of 600 students, 200 students from each year. The data collected was analysed using SPSS v 22 and using chi square test. Results: 87% (522 out of 600) students responded that traditiona...

International Journal of Human and …, 2006

Journal of Computer Assisted Learning, 2018

Internet and Higher Education, 2010

Elsevier , 2023

The focus of adopting online instruction is to provide instructional activities that can yield equal or better learning experiences than the traditional teaching approach. This study examined the quality of online instructional approach from the perspectives of Sandwich Graduate Students through the lens of the Seven Principles of Good Practice Framework. A cross-sectional survey was employed. A sample of 230 students from three faculties in a university in Ghana was purposively selected to complete a questionnaire (close-and openended items) following their engagement in online instruction during the peak of the COVID-19 outbreak. Mean, standard deviation and analysis of variance (ANOVA) were used to analyse the close-ended items, while the thematic approach was used to analyse the open-ended items. The results of the study indicated varied and mixed experiences of the students about the quality of online instruction. ANOVA test showed no statistically significant difference in the overall perceived quality of online instruction by students across the three faculties. Thus, students across the three faculties shared common beliefs about the effectiveness of online instruction. The study also reported some contextual issues associated with adopting online instruction. These included: unstable internet supply, cost of purchasing internet bundles by students, delay of feedback from students and lecturers, and insufficient knowledge and skills of some lecturers in interacting with applications of the online instructional platforms. The results of the study suggest that the online instructional approach has the potential to promote student-lecturer interaction and health safety, especially in situations where physical classroom engagements are impossible in the event of a pandemic such as COVID-19.

A) 1) χ f = 8 − λ 4 −7 −8 −4 − λ 8 0 0 1 − λ = (1 − λ) 8 − λ 4 −8 −4 − λ = (1 − λ)(λ 2 − 4λ) = −λ(λ − 1)(λ − 4). Par suite, f admet trois valeurs propres simples à savoir 0, 1 et 4 et on sait que f est diagonalisable. 2) Soit v = (x, y, z) ∈ R 3. • v ∈ E 0 = Ker(f) ⇔    8x + 4y − 7z = 0 −8x − 4y + 8z = 0 z = 0 ⇔ z = 0 y = −2x. Donc E 0 = Vect(v 1) où v 1 = (1, −2, 0). • v ∈ E 1 = Ker(f − Id) ⇔ 7x + 4y − 7z = 0 −8x − 5y + 8z = 0 ⇔      x − z = − 4 7 y x − z = − 5 8 y ⇔ y = 0 x = z. Donc E 1 = Vect(v 2) où v 2 = (1, 0, 1). • v ∈ E 4 = Ker(f − 4Id) ⇔    4x + 4y − 7z = 0 −8x − 8y + 8z = 0 z = 0 ⇔ z = 0 y = −x. Donc E 4 = Vect(v 3) où v 3 = (1, −1, 0). Dans la base B = (v 1 , v 2 , v 3), la matrice de f est D = diag(0, 1, 4). 3) Soit m 1. Les formules de changement de bases permettent d'écrire A = PDP −1 où P =   1 1 1 −2 0 −1 0 1 0   et donc en notant B 0 = (e 1 , e 2 , e 3) la base canonique de R 3 , A m = mat B (f m) = P × mat B 0 (f m) × P −1 = PD m P −1. 4)    v 1 = e 1 − 2e 2 v 2 = e 1 + e 3 v 3 = e 1 − e 2 ⇔    e 2 = −v 1 + v 3 e 1 = −v 1 + 2v 3 e 3 = v 2 − e 1 ⇔    e 2 = −v 1 + v 3 e 1 = −v 1 + 2v 3 e 3 = v 1 + v 2 − 2v 3. Donc P −1 =   −1 −1 1 0 0 1 2 1 −2   puis pour m 1, mat B 0 (f m) = A m = PD m P −1 =   1 1 1 −2 0 −1 0 1 0     0 0 0 0 1 0 0 0 4 m     −1 −1 1 0 0 1 2 1 −2   =   0 1 4 m 0 0 −4 m 0 1 0     −1 −1 1 0 0 1 2 1 −2   =   2 × 4 m 4 m −2 × 4 m + 1 −2 × 4 m −4 m 2 × 4 m 0 0 1  . ∀m 1, mat B 0 (f m) =   2 × 4 m 4 m −2 × 4 m + 1 −2 × 4 m −4 m 2 × 4 m 0 0 1  . http ://www.maths-france.fr 1 c Jean-Louis Rouget, 2010. Tous droits réservés.

Journal of emerging technologies and innovative research, 2020

Solar energy is a clean, easily accessible and abundantly available alternative energy source in nature. Getting solar energy from nature is very beneficial for power generation. Using a fixed Photovoltaic panels extract maximum energy only during 12 noon to 2 PM in Nigeria which results in less energy efficiency. Therefore, the need to improve the energy efficiency of PV solar panel through building a solar tracking system cannot be over-emphasized. Photovoltaic panels must be perpendicular with the sun in order to get maximum energy. The methodology employed in this work includes the implementation of an Arduino based solar tracking system. Light Dependent Resistors (LDRs) are used to sense the intensity of sunlight and hence the PV solar panel is adjusted accordingly to track maximum energy. The mechanism uses servo motor to control the movement of the solar panel. The microcontroller is used to control the servo motor based on signals received from the LDRs. The result of this w...

Industrial Engineering Letters, 2021