Title: Experience of students who did online certification.
Authors: Vighnesh Jadhav (18)
Aditi Bhoir (06)
Sahil Rasal (48)
Introduction
The digital landscape has provided students with several chances to obtain high-quality education from the comfort of their own homes or nearly anyplace with an internet connection. Online certification programs provide students with the opportunity to learn at their own speed and fit their education into their existing schedules. This flexibility is especially advantageous for people who are working professionals, parents, or have other obligations that make typical classroom attendance difficult.
Objective
Understanding Motivations: Examining why students choose online certification programs to traditional learning techniques. This could entail identifying the elements that motivate their decision to pursue online education, such as job progression, personal development, convenience, or specialized skill acquisition.
Literature Review
Challenges and Strategies: Time management is a major issue raised by online students. In the lack of established schedules and physical classrooms, great self-discipline and efficient time management are required.
Learning Effectiveness: According to research, online certification programmes can be just as effective as traditional classroom learning, particularly when the courses are well-designed and led by experienced teachers.
Data Collection
For data collection, we distributed surveys among students who completed online certifications and personally engaging with 100 students, we obtained their viewpoints. The survey comprised questions that highlighted their experiences and perceptions regarding the benefits and challenges of virtual learning. Utilizing a likert scale (-2 to +2) – where (-2 = Strongly Disagree, -1 = Disagree, 0 = Neutral, +1 = Agree, +2 = Strongly Agree) – we gauged their responses.
Question
- It was convenient for my schedule.
- I improved my virtual communication skills.
- I got broader perspective in online classes.
- I learned at my own pace and convenience.
- I experienced comfortable learning environment.
- I was able to access educational content from anywhere.
Data Analysis
|
Questions |
Mean |
Std. Deviation |
Std. Error |
Z Value |
Hypothesis |
|
1.It was convenient for my schedule. |
0.82 |
1.15 |
0.12 |
6.76 |
Positive |
|
2. I improved my virtual communication skills. |
0.65 |
1.1 |
0.11 |
5.88 |
Positive |
|
3. I got broader perspective in online classes. |
0.78 |
1.25 |
0.13 |
6.01 |
Positive |
|
4. I learned at my own pace and convenience. |
0.92 |
1.08 |
0.11 |
7.14 |
Positive |
|
5. I experienced comfortable learning environment. |
0.87 |
1.21 |
0.12 |
7.21 |
Positive |
|
6. I was able to access educational content from anywhere. |
0.79 |
1.18 |
0.12 |
6.58 |
Positive |
Conclusion
Q1. The convenience of adjusting to my own schedule greatly enhanced my online certification experience.
Q2. The online format effectively improved my virtual communication skills, boosting my interaction abilities in digital settings.
Q3. Engaging in online classes provided me with a broader perspective, allowing exposure to diverse viewpoints and experiences.
Q4. The flexibility to learn at my own pace and convenience proved to be a valuable aspect of my online certification journey.
Q5. The comfortable learning environment contributed positively to my overall learning experience, fostering concentration and engagement.
Q6. Accessing educational content from anywhere enriched my learning process, providing the freedom to engage with the material on my terms.
References
Alenezi, A. R., Karim, A. M., & Veloo, A. (2010). An empirical investigation into the role of enjoyment, computer anxiety, computer self-efficacy and Internet experience in influencing the students’ intention to use e-learning: a case study from Saudi Arabian government universities. The Turkish Online Journal of Educational Technology, 9(4), 22-34.
Ali & Ahmad (2011). Key factors for determining students’ satisfaction in distance learning courses: a study of Allama Iqbal Open University. Contemporary Educational Technology, 2(2), 118-134.
Allen, I. E., & Seaman, J. (2014). Grade change: tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/gradechange.pdf