STUDENTS’ OPINION ON WEBINARS IN HIGHER EDUCATION

Anastasija Aļeksejeva, Mihails Zaščerinskis, Jeļena Zaščerinska, Julija Melnikova, Natalia Andreeva

Abstract


Webinars have become an indispensable tool in higher education. However, students’ opinion on webinars in higher education has not been analyzed. The aim of the present contribution is to analyze students‘ opinion on webinars in higher education underpinning elaboration of a hypothesis on educators’ contribution to the use of webinars in higher education. The meaning of the key concepts of webinar and opinion is studied. Moreover, the study shows how the steps of the process are related: identifying webinars → defining students’ opinion → empirical study within multicultural environments → conclusions. The empirical study was carried out in September 2015. The sample included 19 students from Klaipeda University, Klaipeda, Lithuania. The study results demonstrate that the students’ opinions on webinars in higher education are homogeneous. A hypothesis on educators’ contribution to the use of webinars in higher education is elaborated. Directions of further research are proposed.

Keywords


Webinars; higher education; students’ opinion; competence; experience

Full Text:

PDF

References


Ahrens, A., Zaščerinska, J. A Comparative Study of Business and Engineering Students’ Attitude to Mobile Technologies in Distance Learning. In: P. Ordonez De Pablos, R. D. Tennyson and M. D. Lytras, Assessing the Role of Mobile Technologies and Distance Learning in Higher Education. IGI-Global, pp. 29-59. (2015).

Ahrens, A., Zaščerinska, J., Melnikova, J., Ramar, H., Clipa, O., Andreeva, N. Use of Webinars in Higher Education: A Comparative Study of Educators’ Experience. Scientific Articles: Applied Research in Studies and Practice, Nr. 11 III International Scientific Practical Conference "Trends in Science and Studies Under Conditions of Globalisation", pp. 22-30. Panevėžys College, Panevėžys, Lithuania. (2015).

Beļickis, I., Blūma, D., Koķe, T., Markus, D., Skujiņa, V. (vad.), Šalme, A. Pedagoģijas terminu skaidrojošā vārdnīca. Termini latviešu, angļu, vācu, krievu valodā. Rīga: “Zvaigzne ABC”. (2000).

Britt, P. Seven reasons you need web conferencing. Network computing. (2006).

Cheng, N.S., Ko, H.C., Kinshuk, & Lin, T. A model for synchronous learning using the Internet. Innovations in Education and Teaching International, 42(2), 181-194. (2005).

Cohen, L., Manion, L. and Morrison, K. Research Methods in Education. Routledge Education. (2007).

Čehlovs, M. Humanitarian Bases for the Personality Self-Determination of Senior Secondary School Students. Synopsis of Ph. D Thesis. University of Latvia. (2008).

De Gara, C., & Boora, R. (2006). Using Elluminate as a simple solution for telehealth initiatives for continuing medical education. In T. Reeves & S. Yamashita (Eds.), Proceedings of world conference on e-learning in corporate, government, healthcare, and higher education (pp. 476-480).Chesapeake, VA: AACE, (2006).

Flyvbjerg, B. Five Misunderstandings About Case-Study Research. Qualitative Inquiry Volume 12 Number 2 April 2006, pp. 219-245. Sage Publications, (2006).

Hotcomm. Synchronous tools and the emerging online learning model. http://hotcomm.com/tec/dlwp.pdf. (2003).

Kohorst, K., & Cox, J. R. Virtual office hours using a tablet PC: E-lluminating biochemistry in an online environment. The International Union of Biochemistry and Molecular Biology, 35(3), 193-197. (2007).

Lopez, C., Salmeron, J. A Framework for Classifying Risks in ERP Maintenance Projects. Proceedings of International Conference on e-Business (ICE-B 2011), pp. 201-204. SciTePress, (2011).

Luka, I., Ludborza, S., Maslo, I. Effectiveness of the use of more than two languages and quality assurance in European interuniversity master studies. Paper presented at the European Conference on Educational Research, University of Vienna, (2009).

Marjanovic, O. Learning and teaching in a synchronous collaborative environment. Journal of Computer Assisted Learning, 15, 129-138. (1999).

Maslo, E. Transformative Learning Space for Life-Long Foreign Languages Learning. In: International Nordic-Baltic Region Conference of FIPLV Innovations in Language Teaching and Learning in the Multicultural Context (pp. 38-46), Riga, (2007).

Mayring, P. Qualitative Content Analysis. In U. Flick, E. Von Kardoff, I. Steinke (Eds), A Companion to Qualitative Research, (pp. 266-269). Glasgow, UK: SAGE. (2004).

Mayring, P. On Generalization in Qualitatively Oriented Research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 8(3), Art. 26, (2007).

Ng, K.C. Replacing face-to-face tutorials by synchronous online technologies: Challenges and pedagogical implications. International Review of Research in Open and Distance Learning, 8(1). (2007).

Okoli, C., Pawlowski, S. The Delphi method as a research tool: an example, design considerations and applications. Information & Management, 42(1), 15-29, (2004).

Phillips, D. Comparative Education: method. Research in Comparative and International Education, Vol. 1, Number 4, 304-319. (2006).

Reich, K. Systemisch-konstruktivistische Pädagogik. Weinheim:Beltz, (2005).

Taylor, P. C., & Medina, M. N. D. Educational Research Paradigms: From Positivism to Multiparadigmatic. The Journal of Meaning-Centered Education. 1. (2013).

Wang, Shiang-Kwei, Hsu, Hui-Yin. Use of the Webinar Tool (Elluminate) to Support Training: The Effects of Webinar-Learning Implementation from Student-Trainers’ Perspective. Journal of Interactive Online Learning Vol.7, Nr. 3, pp. 175-194, (2008).

Zaščerinska, J. Development of Students’ Communicative Competence within English for Academic Purposes Studies. Berlin, Germany: Mensch & Buch. (2013).

Žogla, I. Mūsdienu mācību teorijas problēmas. Skolotājs Nr. 45/2001, 4.-7. lpp. RaKa.




DOI: http://dx.doi.org/10.17770/het2016.20.3502

Refbacks

  • There are currently no refbacks.