Exploring grit in online learning systems: a novel approach to linking self-control and conscientiousness with academic success

The study in this research has demonstrated the effectiveness of gamification in changing user behavior and improving user engagement from a psychological perspective. To achieve that, gamification features are integrated in an Online Learning (OL) system. The study is based on self-determination theory, which states that people are motivated to grow and change when three innate psychological needs: competence, autonomy, and relevance are satisfied. Gamification features that can positively support psychological needs are identified through various literature studies and implemented in OL systems. Hence this research is based on a design-based approach in which a tool is developed to observe different behaviors and activities of the students and measure the user engagement directly from the user interactions in an OL system. The results suggest that two psychological needs: competence and relatedness are the main determinants of engagement. The findings suggest that students showed significant user engagement in a gamified OL system. Instructors, students, and researchers (working in the area for improving OL systems) are highly benefited by this research.

With the development of online education, the problem of emotional deficiency has gradually emerged. In recent years, the research about emotional interaction in online education, and the application of Affective Computing in online education came into being. This paper introduces the impact of Affective Computing on online education, including the use of expressions, speech, eye movement, and physiological signals, as well as text and questionnaires and other modals, or multi-modal to infer students' emotional state and learning state in the learning process, and then to realize personalized learning support. The emerging technologies such as Artificial Intelligence, Big Data and Brain Computer Interface, can be applied to online education combined with Affective Computing technologies to improve the interaction between learners and the on-line learning system. This paper proposes a framework of online learning and experiment system based on Affective Computing supported by Artificial Intelligence, Big Data and Brain Computer Interface. The system can provide personalized education for students and help them to carry out experiments in a virtual reality environment. The framework can reduce the impact on students in the process of data collection, so that it can obtain more real data, and the framework uses emerging technologies to provide support and reference for emotion analysis and recognition, which will make the analysis and response more timely and emotion recognition more accurate.

In this paper, we design and development of novel English online education and learning system based on B/S architecture. Online learning system mainly relies on the network advantage which will build flexible and convenient communication platform between teachers and students in order to overcome the traditional two-way communication between teachers and students in time and space. Machine learning and storage technique will help to enhance the performance and outcome of the system. We optimize the current data management situation and modify the storage pattern to enhance the performance. The result shows the effectiveness and robustness of the system.

Learning is facilitated by participation and interaction and can be synchronously or asynchronously in online education. This study investigated the relationship between students’ academic success and online interaction and participation and explored their class attendance (synchronous virtual classes and/or watching the recorded virtual classes) in the online study mode of an enabling program at Southern Cross University in Australia. The Preparing for Success at SCU Program equips students with study skills for success at university. The data were retrieved from usage information data provided by the Blackboard Learn learning management system. The results show that it is important for students to attend class, but it does not necessarily make a difference whether students attend synchronous virtual classes or watch the recordings of the virtual classes. A significant relationship was found between academic success and the number of hours students participated in and interacted with the online learning system. Academic success may be increased by providing various options for students to participate and interact online, and to attend classes synchronously or asynchronously. The flexibility of online education can enable students to be successful in their studies. The inclusion of varied activities is therefore recommended to increase academic success in online education.

Introduction/Background: Higher education, especially internet education programmes, has changed a lot since online learning became popular so quickly. The University of Ghana has combined regional learning centres with its Learning Management System Sakai to help students do better in school and get more involved. However, not many real-world studies have looked at how online learning tools, tests, and contact sites affect how well students do in this setting. This research looks into how online learning evaluation, online learning tools, and communication platforms affect how well University of Ghana distance learners do in school and how engaged they are with their work. Materials and Methods: A quantitative, survey-based, and cross-sectional research methodology was used for this work. Using Cochran's formula for an unknown population, a sample size of 385 students was found. Using a snowball sampling method, data were gathered online through Google Forms from students in different learning centres across Ghana. Out of the 344 acceptable replies, 89% were looked at. Academic success, student involvement, online learning systems, online learning evaluation, and online platforms and communication were all tested with validated tools that were based on earlier studies. For basic tests, SPSS was used to look at the data, and Smart-PLS was used for structural equation modeling to test the hypotheses. Results: The results show that online learning assessment and online platforms and communication have a significant effect on academic achievement and engagement. The online learning method also positively affects academic success but has a weaker effect on student engagement. Structural Equation Modeling results supported the reliability and validity of the measurement constructs, with acceptable Cronbach’s alpha values for all scales. Discussion: The study supports the Self-Determination Theory, stressing that organised and well-designed online learning tests increase internal drive, leading to better academic success. Effective communication tools enable peer contact and teacher involvement, adding to better student engagement. However, difficulties such as internet connection and computer skills remain roadblocks to reaping the benefits of online learning. Conclusion: The study supports the Self-Determination Theory, stating that planned and well-designed online learning tests boost internal drive, leading to better academic success. Effective communication tools allow friend touch and teacher participation, leading to better student engagement. However, problems such as internet access and computer skills remain roadblocks to getting the benefits of online learning.

Technology has somewhat challenged typically conservative higher education systems to change and move with the times. Current popular methods of classroom delivery technology or systems include MOOCs, Clickers, learning analytics and dashboard systems. Some systems now form basic building blocks of electronic learning such as Moodle, Blackboard etc. While online learning has taken higher education by storm, its effectiveness is arguable. Interestingly, many researchers believe that the holy grail of technologically enhanced tools in higher education lies in the replication of actual human aspects in the classroom. This paper attempts to address one of the missing but crucial natural elements in the online learning environment – emotion. While most current online teaching and learning systems often process user data through simple decisions using true or false processes i.e. understand or do not understand input, natural human communication is far more complex and rich. Communication involves emotions that can range from bored, excited, interested, confused, distracted, frustrated, angry, etc. In a classroom environment, scanning and assessing student behaviour and expressions enable a teacher to quickly change teaching strategies or pinpoint individuals who need special attention. This paper argues for emotion based online learning systems by discussing the merits of emotion based learning systems, highlighting current key research and advancements in emotion recognition systems, and outlining a proposed methodology and model for the study and implementation of such a system in higher education.

With the rapid development of the application of digital information technology in China in recent years, and the gradual popularization and application of mobile communication technology, the emergence of digital language online learning application system becomes a natural course. The digital language learning system is very closely related to the theory of modern education in China. It will create and develop a new form of digital education technology facilities by establishing such a new concept of digital language laboratory and using the latest advanced network technology. The formal emergence of digital language online learning and training system will undoubtedly have a huge impact on the fundamental change in the development mode of primary and secondary education in China, and will strongly promote the modernization of language teaching in China. With the emergence of more and more online learning systems, users can learn online anytime and anywhere in the learning system environment.

In the global Covid-19 pandemic, the Ministry of Education in Indonesia also issued a policy of closing schools and replacing the teaching and learning process by using an online learning system. This study aimed at investigating the online learning system in teaching English, which included the institution's support related to the online learning system and the lecturers' opinion in using the online learning system. This research method used descriptive qualitative. The subjects of this research were 81 English lecturers of some colleges or universities in Indonesia. The result showed that the institution's support in the online learning system could be described in three categories: (1) there were 66 respondents or 83.5 % said yes, (2) thee were 8 respondents or 10.1 % said no, and (3) there were 5 respondents or 6.5 % answer with other responses. Meanwhile, the English lecturers' opinion toward implementing an online learning system showed two responses between positive and negative responses. The 77 respondents or 97.5 %, said yes, then 2 respondents or 2.5 % said no to using the online learning system. In the teaching-learning process, the English lectures mostly used one online learning system, and some lectures used two or more online learning system. The 31 respondents or 40.3 % used Google Classroom, 6 respondents or 7.8 % used Zoom, 5 respondents or 6.5 % used Schoology, 5 respondents or 6.5 % used Edmodo, 4 respondents or 5.3 % used Moodle, as 2 respondents or 2.6 % used Google Meet, 2 respondents or 2.6 % used WhatsApp group. The other responses showed that they used self-platform, SPADA System, Elena Platform, UCY Learning, English Discoveries, Email, Skype, and BlogSpot. These results suggest that the online learning system has the potential to help the lecturers and students in the teaching and learning process.

The online learning system is an alternative learning system implemented during the Covid-19 pandemic with the aim of having regulations guided by teachers and students in elementary schools in Abang District, Karangasem Regency, so that learning can be carried out simultaneously to avoid lost learning. Various regulations issued by the government need joint support and commitment to the successful implementation of the online learning system. It is on this basis that this research was carried out to reveal three main problems, namely how is the online learning system in learning Hindu Religious Education and Budi Pakerti carried out at SD Abang Karangasem District?, what obstacles are faced in learning Hindu Religious Education and Budi Pakerti with the online system in SD Abang Karangasem District? and what are the implications of implementing an online learning system in Hindu Religious Education and Characteristics on the cognitive, affective and psychomotor aspects of elementary school students in Abang District, Karangasem Regency? To uncover these three problems, this study was designed as a qualitative research with a qualitative-interpretative approach. Data were collected by observation, interview, and document study techniques. Furthermore, the data were analyzed through interpretive constructivist analysis techniques, namely the construction of individual opinions then compared and a consensus of truth that was relative, subjective, and specific was sought. In the process of analysis, this research relies on constructivist theory, meaningful learning theory, and existentialism theory. Based on the methods and theories, this research concludes as follows. First, the implementation of online learning due to the Covid-19 pandemic, limited availability of online learning components, the existence of regulatory regulations, and avoiding lost learning. Second, the obstacles encountered in implementing the online learning system are the limitations of cellphone devices, quotas for students, regional topography, educational background of parents, and teacher professionalism. Third, the implication of implementing the online system in learning Hindu Religion and Moral Education is that students are less able to take part in online learning so that learning absorption is relatively low from the aspect of student knowledge, aspects of student attitudes become less disciplined, lack ethics, and courtesy, mastery of supporting skills is very limited , learning achievement decreased. This research found important facts related to the online learning system which included a circulating correlation between school infrastructure, geographical location, and the mindsets of implementers and policy makers. Theoretically, it was found that the concepts and theories used in this study correspond to the facts in the field, so that they can be flexibly affirmed in certain aspects as needed. The online learning system at SD Abang District, Karangasem Regency makes a positive contribution in avoiding lost learning.

COVID-19 has become a problem for everyone. That's because to reduce the spread of COVID-19 around the world we need to limit our socialization process, which makes daily activities with other people limited. One of these activities is the educational process. Since we cannot meet other people in certain places, traditional learning methods where educators meet their students are discouraged. Another method, the online learning system, is somewhat new to many students and educators. It is not common that every educator and student needs to use online learning methods. However, after the outbreak of COVID-19, it is best to limit meetings between educators and students to suppress the spread of COVID-19. This study wanted to find a correlation between the dependent variable and the independent variable and find out whether the online learning system has succeeded in replacing the traditional offline learning system or not. It will be determined using a simple linear regression method to estimate the relationship between the system results and the system process itself. With 66% of respondents in this research survey stating that online learning systems are not as effective as offline learning systems, it is proven that online learning systems are still inferior to traditional offline learning methods.

Aim of the present study is to analyze the perception of faculty and students regarding online learning. The study tries to describe the effectiveness of the “online learning system”. This study also discussed the faculty's insight of online learning and also the perception of student on online learning. The work tries to explain the impact of online learning to the student and faculty and also on the education system. There are many advantages and disadvantages of “online learning system” seen and the research also describe them. The research also focused on the challenges that will appear in the “online learning system”and also discussed the limitation of the online learning process. In the time of Covid-19 pandemic the world faces challenges and the education system is disrupted, the main aim of this study is to find the perception of the student on online learning systems and how they adopt the learning process by collaborating with the faculty. This study examines the “online learning system” during the pandemic time explains the effect of online education. The study also focused on the research background, methodology, discussion, and also on result of the research. This study is effective for people who want to use it as secondary data. Keyword :Challenges of online learnin, Covid-19 pandemic, Online learning, student and faculty perception, the efficacy of online learning

The purpose of this work is to study the usage trends of Data Mining (DM) methods in education. It discusses different data mining techniques used for different types of educational data. The related papers were initially selected from the metadata containing words like Online Learning (OL) and Educational Data Mining (EDM). The papers were then filtered on the basis of DM algorithms, the purpose of study, and the types of data used. The findings suggested that EDM is the most commonly used technique for the prediction of students’ academic success, and the most used purpose is classification, followed by clustering and association. Further, this research also contains the study conducted on moodle data to find anomalies. K-means clustering was applied to find the optimal number of clusters on moodle data that consists of log and quiz dataset. The growth in the number of Internet users has increased learning through the online process. Hence, several activities are performed in OL systems, which generate a massive amount of data to be analysed to obtain useful information. Therefore, this type of research is very beneficial to academicians and instructors to identify the learner’s behaviors and develop suitable models.

During COVID-19, the face-to-face learning process was temporarily replaced by an online learning system. This is done to prevent the spread of COVID-19. But on the other hand, some students complained about the online learning system, especially the material that contained practicum elements, because they could not practice directly and also the material obtained was not easy to understand due to limited feedback and existing networks. In addition, the Faculty of Teacher Training and Education at the University of Dehasen Bengkulu does not yet have an application that can assist students in providing an assessment of the learning system, especially online, so that these complaints are sometimes not conveyed properly. The online learning system evaluation evaluation application at the Faculty of Teacher Training and Education, Dehasen Bengkulu University is an application that was built to make it easier for students to give scores to the online learning system and also make it easier for the faculty to evaluate the assessments given by students. In helping the analysis of student assessment of the online learning system, this application has applied the Servqual Method where the assessment is divided into 2 parts, namely perceptions and expectations. An online learning system evaluation evaluation application at the Faculty of Teacher Training and Education, Dehasen University Bengkulu, was created using the PHP programming language and MySQL database. This application can be accessed online via the link http://belyna.vadapp.my.id/, so students can fill out the assessment anywhere and anytime. Based on the tests that have been carried out, the results show that the functionality of the online learning system evaluation evaluation application at the Faculty of Teacher Training and Education, Dehasen University Bengkulu runs as expected.

Increasingly, many institutions and students benefit from online learning systems each year. For example, in 2016 Massive Open Online Courses (MOOCS) reported as many as 16 million enrolled students and online tutoring systems reported over half a million enrolled students. In the literature, many design patterns capture online learning system designs for class management, discussion facilitation, lecture delivery, and feedback. In this paper, we describe design patterns that describe finer-grained activities within online learning systems such as the design of problem-solving activities and their associated learning support. The three patterns presented in this paper describe designs for constructing math-problem content and corresponding learning support for students who answer these problems -- Mastery Learning Templates, Explain Worked Solutions, and Scaffold Problems with Guide Questions. We uncovered these patterns using the data-driven design pattern production (3D2P) methodology on data collected from the ASSISTments online learning system. The design patterns we describe were mined from data on student interactions with an online learning system and were linked to existing learning-science literature.

Era industry 4.0, especially in the field of education, emphasizes the use of digital technology and the internet which develops rapidly in the learning process. Online learning is one form of implementation of learning in industry 4.0 era. The purpose of this study is to determine the effect of the implementation of the learning system on the higher students’ academic achievement. This research is experimental research, with a pretest-posttest control group design. The purpose of this design is to reveal whether online learning systems can affect students' academic achievement or not that's measured through the learning outcomes of biology education students at the concept of structure and transport of cell membranes in the University of Muhammadiyah Makassar. Based on analyzed data, it shows the difference in the increase of students' learning outcomes taught by the online learning system and without using an online learning system. Based on the findings of this study, students who are taught by online learning system get a higher score of learning outcomes. It can be said that there is an effect of the online learning system toward students’ academic achievement.