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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Ranjan, Ranjeeva
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Humanities Education Library & Information Science Social Sciences Other

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An exploratory study on perceived online learning experience of university students during the COVID-19 pandemic Singh, Priyanka; P. J., Shyju; Ranjan, Ranjeeva; Dubey, Binayak Kumar; Singh, Chandra Shamsher Bahadur
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.26009

Abstract

The COVID-19 pandemic accelerated the pace of online learning amidst the health crisis unprecedentedly. Students worldwide witnessed the transition of the education system from physical classes to virtual mode and adapted themselves to accommodate the challenges and sustain the learning process. This study was carried out to understand the emotional factors and student engagement in various activities during the pandemic and to examine the perceived learning experience. The present study explored the perceived experience of university students in online learning in India. The study used a survey method and data was collected using a structured questionnaire. Results showed that students adapted to online education in the later phase better than the initial stage. The study reported increased stress levels among students. A two-way group analysis of selected variables (gender, age, stress, and loneliness) on perceived learning issues demonstrated significant results. The study’s findings revealed students’ experiences in online learning practice and develop the scope for further discussions to improve the learning process in online settings.
Levels of teacher performance in formative assessment in multigrade and single-grade classrooms Cerón Urzúa, Claudio Andrés; Ranjan, Ranjeeva; Saavedra, Rodrigo Arellano; Philominraj, Andrew
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21154

Abstract

Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Co-Authors Cerón Urzúa, Claudio Andrés Dubey, Binayak Kumar P. J., Shyju Philominraj, Andrew Saavedra, Rodrigo Arellano Singh, Chandra Shamsher Bahadur Singh, Priyanka