How to make online classes better for students

how to make online classes better for students

In our current methods of online learning, students are in isolation due to the fact that learning is not done via the internet but through a physical space which is not feasible for most people.

This study therefore aims to examine ways in which online classes can be updated to improve learning outcomes for students.

There are a number of benefits that can be gained when students are able to benefit from this kind of method of learning. Online classes can be executed by many different businesses, institutions and organizations which is why it is important to find ways to simplify the learning process and to make it more user friendly for those who are unable to attend physical classes.

Many business groups have completed studies in this field and have been working towards updating their courses through greater online accessibility. This process can be quicker and easier if companies begin to review materials (i.e. lesson plans, learning materials, audio recordings and educational content) to make it more accessible.

We studied materials which were already available online for people who are unable to attend physical classes to see how easily they were stored or if they were kept in files somewhere in the office. As such we ran the following tests on materials that are available online for those who are unable to attend physical classes;

Test 1: Analysis of materials for those who are unable to attend physical classes

Analysis of materials for those who are unable to attend physical classes Test 2: Assessing how easily materials are stored

Assessing how easily materials are stored Test 3: Assessing how easily materials are accessed

Assessing how easily materials are accessed Test 4: Assessing how easily materials are accessed

Assessing how easily materials are accessed Test 5: Assessing how easily materials are accessed

Assessing how easily materials are accessed Test 6: Assessing how easily materials are accessed

Assessing how easily materials are accessed Test 7: Assessing how easily materials are accessed

Assessing how easily materials are accessed Test 8: Assessing how easily materials are accessed

Assessing how easily materials are accessed Test 9: Assessing how easily materials are accessed

Assessing how easily materials are accessed

Scope and Methodology

This study was conducted to examine how easily materials are stored and accessed in businesses and institutions of higher learning which provides evidence regarding the quality of online courses. Participants were 100 people who attended online university courses through app DEED. This enabled the study to compare materials in which there was no prior experience within the area. Participants arrived at the research site and were asked to choose to either participate in the test or not. Upon leaving for the day, participants will have their bags searched to see if any weapons were found.

To collect results, a quantitative variable (SG+) was structured to allow for both quantitative and qualitative measurements, all measures taken were pre-defined to a hard-waredelivery scale. When data was collected, pre-defined measures were used to read each subject section. None of the participants were part of the experiment.

From the total of 100 participants, participants were categorized into groups, these groups were then taken through several tests to determine the generalisable nature of results. In order to make subjects more comfortable, a wait-list of 50 questions was developed which would facilitate a manner through which subjective attention was captured by subject before questions began. This way, participants would be able to attend general tasks more quickly and to give more objective feedback. Each participant participant was asked three closed-ended questions as part of the question-based form (SG-LCM) test.

After receiving the information from the two tests, participation was re-examined and the subjects again included in the total group who completed another qualitative test using question-based form.

Results and Significance

After conducting tests, all participants were asked to confirm their test response to complete the flowchart and created a graph where each participant’s answered the question, the formula is:

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