ISSN: 2226-6348
Open access
The perceptions and interactions of students impact the efficacy of online learning. When measuring the success of ODL courses, it is best to use the survey approach, which allows each side of the perspective, such as the teacher, students, and employers, to be recorded. In this study, students' perceptions of course content, lecturer professionalism, teaching and learning activities, and infrastructure were compared across three teaching delivery modes. Once measuring the success of the courses, it is best to use the survey approach. This study employed Introduction to Linear System courses for the Electrical Engineering students, and the survey was acquired through an official university's student feedback system known as SuFO. The relationship between the student's perception and delivery modes was examined using the statistical methods Chi-Square, Phi, and Cramer's V, which revealed a weak relationship between them. This study can assist lecturers to discover deficiencies in their delivery methods and enhancing their abilities over time.
Abedin, N. F. Z., Taib, J. M., & Jamil, H. M. T. (2014). Comparative Study on Course Evaluation Process: Students’ and Lecturers’ Perceptions. Procedia - Social and Behavioral Sciences, 123, 380–388. https://doi.org/10.1016/j.sbspro.2014.01.1436
Ilham, N. I., Markom, A. M., & Ibrahim, W. S. (2021). Students’ Perceptions of Online Learning During Pandemic Outbreak: A Case Study of Electrical Engineering Students. International Journal of Academic Research in Progressive Education and Development, 10(3), 1266–1274. https://doi.org/10.6007/ijarped/v10-i3/11365
Smart, L. K., & Cappel, J. (2006). Students’ Perceptions of Online Learning: A Comparative Study. Journal of Information Technology Education: Research, 5, 201–219. https://doi.org/10.28945/243
Ogange, B. O., Agak, J. O., Okelo, K. O., & Kiprotich, P. (2018). Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment. Open Praxis, 10(1), 29. https://doi.org/10.5944/openpraxis.10.1.705
Raman, A., Thannimalai, R., Don, Y., & Rathakrishnan, M. (2021). A bibliometric analysis of blended learning in higher education: perception, achievement and engagement. International Journal of Learning, Teaching and Educational Research, 20(6), 126–151. https://doi.org/10.26803/IJLTER.20.6.7
Singh, G., O’Donoghue, J., & Worton, H. (2005). A Study Into The Effects Of eLearning On Higher Education. Journal of University Teaching and Learning Practice, 2(1), 16–27. https://doi.org/10.53761/1.2.1.3
Wright, D., Markoff, E., Grove, J., Al-Hammoud, R., Milne, A., & Pirnia, M. (2016). SURVEYS FOR SIMULTANEOUS DIRECT AND INDIRECT ASSESSMENT. January, 3–7.
Xie, L., & Du, R. (n.d.). An Interactive Multimedia Website for Teaching and Learning Engineering Design and Manufacturing. 204–208.
In-Text Citation: (Anuar et al., 2022)
To Cite this Article: Anuar, N. H. K., Majid, M. A., & Othman, N. (2022). A Comparative Study of Student’s Perception in Linear System Course: Face-to-Face and Online Distance Learning. International Journal of Academic Research in Progressive Education and Development, 11(3), 1416–1426.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode