Online Learning Platforms: Student Perspectives

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Education has achieved its next benchmark my making it available online to students and a complete surge of online courses in the past decade. There are three parties involved in this market, the vendors providing the platform, the students using them and the instructors This article deals with the perspectives from students utilizing online education. There are many levels of online portion of courses and one can argue that almost every course is partially online today.

The discussion boards and forums are the most well known and widely used utilities in every college and course. And these, by the virtue of accessibility through the internet and quick response time, have minimal to no complaints. The second common online utility of offline courses would be online exam portals. While there may be ethical issues concerned with these platforms involving academic honesty and the inability to monitor student actions during an exam, they are commonly accepted as useful and quick access tools for preparatory and mock exams by all educational institutions. Having a closed server access and time activated triggers can and has reduced the concerns over the above problems.

Students find this immensely helpful due to the 24-hour time frame usually associated with online exams and the pressure free atmosphere to take these exams from. The most popular criticisms however, are directed towards online classrooms. These virtual classrooms have the instructor visibility via a webcam to all students invariably. Some platforms offer the same for the students so that the instructor can see them live as well. And some students prefer platforms that have a comments section for questions and doubts rather than live interaction. The instructors are able to measure student involvement based on these comments and the screen time or streaming time on the students’ browsers.

Students are of the opinion that they must as a question for the involvement ratio to be higher and that they are unable to navigate away any time from the screen at all. The first part of this criticism is denied by the platform vendors, as they say that the comments have got nothing to do with the algorithms. However, a particular portion of the involvement scores is up to the discretion of the instructors. These algorithms measure instructor effectiveness based on the comments or questions asked and solved during the sessions. So the instructors often award the above manual points to students asking more questions as it improves their scores. While this is not a wanton deviation from the part of the instructors, this often messes up the algorithm. Now, the learning platform vendors are trying to improve the instructor rating system and negate comment count as a factor.

Will the student instructor interaction play a more important role in the future algorithms?

What are the most suggested ways to use AI’s without influencing students to “generate” questions for better scores?

Now, the learning platform vendors are trying to improve the instructor rating system and negate comment count as a factor.

Will the student instructor interaction play a more important role in the future algorithms?

What are the most suggested ways to use AI’s without influencing students to “generate” questions for better scores?

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