Online Learning Design Research Articles

The impact of perceived value on engagement: the role of teacher behavior

PurposeThis paper investigates the impact of perceived value on academic engagement (AE) of students in an online learning environment. The mediating effect of teacher behavior (TB) on the relationships is also explored.Design/methodology/approachData were collected from 542 students studying at different specializations in Malaysia and Thailand academic institutions. This study employed a quantitative methodology and utilized the SmartPLS for data analyses.FindingsThe results suggest that students' perceived value is a strong predictor of AE, while TB positively and significantly mediated only social value–engagement association and spiritual value–engagement association.Practical implicationsThese findings suggest focusing on TB as a dynamic variable in pursuing students' AE. Still, the cross-cultural and gender differences uncovered added important factors to consider when designing online learning programs across different student groups.Originality/valueBy building on reasoned action theory (TRA) and integrating TRA with social motivational theory, this study provides novel theoretical insights that reveal mechanisms whereby students' perceived value promotes AE through TB in online learning.

The Link between Internet Connectivity and Missed Assessments in the Online Class Modality

Many published papers provide insights on factors affecting learning performance; however, they do not address how internet connectivity affects students’ capacity to meet assessment and learning expectations. To address this gap in the literature, we draw from a survey of 257 students at the undergraduate level to investigate two questions: (a) To what extent does internet connectivity affect missed assessments? and (b) How do students vary through the distribution of missed assessments? We used a count data model, specifically, negative binomial (NB) regression, to determine incidence rate ratios and odds of missed assessments. The NB results showed that students who indicated poor internet connectivity during the semester had about a five times higher incidence rate of missed assessments than students who did not indicate poor internet connectivity. Surprisingly, despite two-thirds of students reporting poor internet connectivity, the chance of accumulating seven missed assessments during the semester was very minimal. The results may provide insights to faculty and education policymakers at the institutional level on ways to design online learning to meet learning expectations.

Heutagogy-Based Didactic Design of Indonesian Language Online Learning

This study aims to describe the didactic design of Indonesian online learning based on a heutagogical approach. The research design used is a qualitative research design using the Design-Based Research (DBR) method. The research subjects were students, lecturers, and learning experts. The data collection methods used were observation and interview and data analysis techniques with four stages of analysis. The results showed that the didactic design consisted of the stages of preparation and implementation of learning. The learning preparation stage is carried out by providing scaffolding consisting of seven stages, namely (1) essential study analysis, (2) precondition, (3) orientation and discussion, (4) topic determination, (5) assessment discussion, (6) technical discussion, learning, and (7) reflection. Meanwhile, the stages of learning implementation consisted of four stages, namely (1) exploration, (2) connection and reflection, (3) material comprehension, and (4) final reflection of learning. The design provides support for the concepts of learning agents, efficacy and ability, metacognition and reflection, nonlinear learning, and learning how to learn.

Educating and engaging a new target audience about the problem of pain for society.

Background: Pain education initiatives are typically targeted at health professionals, with less attention being placed on the education of other target audiences. Recent curriculum changes across undergraduate liberal studies degree programs at The University of Sydney presented an opportunity to develop an online course entitled Health Challenges: Pain and Society, which was aimed at a non-traditional target audience. To promote student engagement about the problem of pain for society, the course was designed using the Community of Inquiry framework. Research Design: This paper reports on an Educational Design Research study, investigating the effectiveness of the course in engaging students across two cohorts, in 2019 and 2020. Data Collection: Learning analytics were collected from the Learning Management System each year. The level of student engagement in non-assessable tasks was measured using multiple linear regression. Students' degree type and majors were recorded. In 2020, the quality of student workbook responses was recorded. Results: In both cohorts, engagement with the workbooks was a predictor of academic achievement. In 2020, a significant interaction effect between quantity and quality of engagement was observed. Conclusions: Our findings highlight the importance of designing online learning to facilitate successful engagement for non-traditional target audiences about the issue of chronic pain for society.

Exploring Digital Tools for Teaching Essay Writing Course in Higher Education: Padlet, Kahoot, YouTube, Essaybot, Grammarly

Enormous digital tools can assist teachers or students in the teaching and learning process in face-to-face meetings and virtual environments. During Pandemic Covid-19, government policy forced educators to decide and design online learning for all education levels from kindergarten, elementary, junior high school, senior high school, and university. Nevertheless, many free digital tools intended free access for educators that could be utilized as synchronous or asynchronous learning. This article explores utilizing five digital tools for online learning such as Padlet, Kahoot, YouTube, Essaybot, and Grammarly due to teaching Essay Writing course. It is descriptively explained how the researchers used a learning collaboration tool, a content creation tool, a content sharing tool to engage students’ interaction in the Essay Writing course. This article was considered sharing information and recommendation for other teachers to implement free digital tools to increase their learning process and achieve learning outcomes. The teachers and instructional designers may explore these digital tools, adopt relevant tools to their discipline, and do further research.

Academic dishonesty and trustworthy assessment in online learning: A systematic literature review

AbstractBackgroundAcademic dishonesty (AD) and trustworthy assessment (TA) are fundamental issues in the context of an online assessment. However, little systematic work currently exists on how researchers have explored AD and TA issues in online assessment practice.ObjectivesHence, this research aimed at investigating the latest findings regarding AD forms, factors affecting AD and TA, and solutions to reduce AD and increase TA to maintain the quality of online assessment.MethodsWe reviewed 52 articles in Scopus and Web of Science databases from January 2017 to April 2021 using the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses model as a guideline to perform a systematic literature review that included three stages, namely planning, conducting, and reporting.Results and conclusionsOur review found that there were different forms of AD among students in online learning namely plagiarism, cheating, collusion, and using jockeys. Individual factors such as being lazy to learn, lack of ability, and poor awareness as well as situational factors including the influence of friends, the pressure of the courses, and ease of access to information were strongly associated with AD. A technology‐based approach such as using plagiarism‐checking software, multi‐artificial intelligence (AI) in a learning management system, computer adaptive tests, and online proctoring as well as pedagogical‐based approaches, such as implementing a research ethics course programme, and a re‐design assessment form such as oral‐based and dynamic assessment to reduce cheating behaviour and also sociocultural and sociotechnical adjustment related to the online assessment are reported to reduce AD and increase TA.ImplicationsEducators should adjust the design of online learning and assessment methods as soon as possible. The identified gaps point towards unexplored study on AI, machine learning, learning analytics tools, and related issues of AD and TA in K12 education could motivated future work in the field.

Design-based research: What it is and why it matters to studying online learning

The ever-changing nature of online learning foregrounds the limits of separating research from design. In this article, we take the difficulty of making generalizable conclusions about designed environments as a core challenge of studying the educational psychology of online learning environments. We argue that both research and design can independently produce empirically derived knowledge, and we examine some of the configurations that allow us to simultaneously invent and study designed online learning environments. We revisit design-based research (DBR) methods and their epistemology, and discuss how they contribute various types of usable knowledge. Rather than compromising objectivity, we argue for how design researchers can acknowledge their intent and, in so doing, promote ways in which research and design can not only produce better interventions but also transform people and systems.

The Effect of Project-based Learning Model and Online Learning Setting to Analytical Skills of Discovery Learning, Interactive Demonstrations, and Inquiry Lessons on the Pre-Service Elementary Teachers

This study aims to investigate the effect of the Project-based Learning (PjBL) learning model and class differences based on online learning settings (synchronous, asynchronous, and mixed) on the analytical abilities of the Discovery Learning (DL), Interactive Demonstration (ID), and Inquiry Lessons (IL) models after adjusting for IQ of pre-service elementary teachers (PETs). The sample was randomly selected as 36 PETs who took science teaching courses in elementary schools. Data collection techniques using tests with indicators of analytical ability at the level of inquiry model stage include DL, ID, and IL. Data analysis was carried out quantitatively using two-way multivariate analysis of covariance with one covariate. The results showed that the PjBL model and the online learning setting each affected students' analytical skills in DL, ID, and IL, but after the learning model interacted with differences in online learning settings the results did not affect the analytical test results on the DL, ID, and IL models. This finding indicates that in an online learning design, the selection of project-based learning models can be effective if the right online learning setting is used, namely a combination of synchronous and asynchronous.

Analysis of Online Learning Design in Elementary School

This study aims to describe the form of online learning design during the pandemic at Anggaswangi 1 State Elementary School. This study is a qualitative research with source triangulation research methods. The subjects in this study were the homeroom teacher of class V, grade 5 students and the Principal of the Anggaswangi State Elementary School 1. The data was collected by means of observation, interviews and documentation. The results of the study showed that at the beginning of online learning students were enthusiastic but teachers and schools were still groping in the delivery of learning materials so that they could be maximized. As time goes by, schools, teachers and students are ready for online learning, this is evidenced by the existence of facilities that support the implementation of online learning at Anggaswangi 1 State Elementary School, but students are starting to get bored in the implementation of their learning.

Analysis of Online Learning Design in Elementary School

This study aims to describe the form of online learning design during the pandemic at Anggaswangi 1 State Elementary School. This study is a qualitative research with source triangulation research methods. The subjects in this study were the homeroom teacher of class V, grade 5 students and the Principal of the Anggaswangi State Elementary School 1. The data was collected by means of observation, interviews and documentation. The results of the study showed that at the beginning of online learning students were enthusiastic but teachers and schools were still groping in the delivery of learning materials so that they could be maximized. As time goes by, schools, teachers and students are ready for online learning, this is evidenced by the existence of facilities that support the implementation of online learning at Anggaswangi 1 State Elementary School, but students are starting to get bored in the implementation of their learning.

Pelatihan Pemanfataan Kelas Daring New Edmodo dalam Pembelajaran Tematik di Sekolah Dasar Muhammadiyah Singkut

During the pandemic, learning is done from home. Learning from home is constrained by activity, participation, and monitoring of student activities during learning. This is the basis for teachers to innovate in learning. The use of applications or learning platforms can help teachers in delivering material and increasing student activity. One of the learning platforms that can be used is Edmodo. Teachers at SD Muhammadyah Singkut are not familiar with Edmodo. Training is needed so that teachers can use Edmodo smoothly. The main purpose of the PPM activity at the Muhammadyah Singkut Elementary School is to provide the latest knowledge regarding the use of new Edmodo as an online class during the pandemic. Specifically, the training objectives are 1. To provide information on the use of new Edmodo features to create active learning through Edmodo online classes. 2. Provide learning design knowledge through new edmodo. 3 Provide knowledge on applying online learning through new edmodo. The training is accompanied by mentoring and evaluation activities. The target is the Muhammadyah Singkut Elementary School teachers will transfer the knowledge gained during the training to teachers in the Teacher Working Group (KKG). The method used in this training is carried out in six stages, namely expository, question and answer, analyzing learning videos, practice of designing online-based active learning, presentations by simulating learning and reflection. The activity steps are carried out systematically. The training plan begins with the activity of providing information about active learning online. What strategies can be applied in learning and what applications can be used in learning. The second step involves questions and answers conducted in small groups. The third step is to analyze the learning video, this activity provides an opportunity for the teacher to see the active learning carried out by the model. When analyzing the teacher was asked to note the good and bad things in learning. The fourth step is to design active online-based learning in small groups and provide assistance. The fifth step is to present the draft prepared. Other participants are directed to be students and observers. This method ends with reflection, where the reflection activity is an activity to see the abilities and skills of the teachers after the training is complete. This activity is also an evaluation of the implementation of PPM. The training will produce an online active learning planning product that is prepared by the teacher during PPM activities. This community service has resulted in an increased understanding of teachers in integrating online learning through Edmodo. The online learning design through the Edmodo application was developed by the teacher during the training. New understanding of teachers in learning through Edmodo. The results of the questionnaire showed 87% of teachers' understanding to be applied in learning.

PELATIHAN PENGEMBANGAN DESAIN PEMBELAJARAN DARING (eLEARNING) BAHASA INGGRIS BERBASIS APLIKASI WHATSAPP BAGI GURU SMP NEGERI-3 PALANGKA RAYA

The development of online-based English learning design has now become a demand for teachers in line with the increasing development of information and communication technology. Junior high school students who are millennial young generation are inevitable from their needs in requiring gadgets as smart communication tools. This phenomenon must be exploited by teachers of 21st century as a moment of educating students through elearning by facilitating them to understand online-based learning materials. On this basis, online learning design is very important and must be mastered by professional teachers in this digital era, so that the learning process of students is not restricted to be implemented. This article is a non-research type, namely a report of training on developing elearning-based English learning design that took the subject of seven English teachers in the secondary school of SMP Negeri-3 Palangka Raya. The results achieved were increased knowledge, attitudes, motivation and abilities of teachers in developing and implementing online English learning design so that teachers had competitiveness and competence in the application of science and technology in the community, especially in developing learning designs on elearning-based materials.
 Keywords: e-learning, WhatsApp, English teaching, ICT

The Costs, Quality, and Scalability of Blended Learning in Postgraduate Management Education

With its combination of online and face-to-face interaction, blended learning is increasingly being employed in postgraduate education. To date, most empirical research on the topic has focused on the design and relative effectiveness of online versus in-person learning. Meanwhile, any exploration of the costs of its delivery has often been neglected. In this study, we propose a framework to assess the costs and cost-effectiveness of alternative designs of blended postgraduate programs, and then empirically apply it to an innovative blended Master of Business Administration (MBA) course as compared with similar MBAs taught at the same institution, with the differences lying in their proportions of online content and the intensity of their use. We applied the Community of Inquiry framework to show that the program with the most intensive use of online learning is also the most effective in terms of student cognitive gain. However, it is not the most cost-effective when compared to other, less online-intensive alternatives. We also found that this result depends on the scalability constraints imposed by the design of the programs. The implications of the scalability versus the quality versus the costs of blended education are then discussed.

Social presence and teacher involvement: The link with expectancy, task value, and engagement

Students' social experiences are critical to their academic success, including determining their motivation and engagement. However, little is known about how various social factors, including social presence and teacher involvement, relate to expectancy, task value, and facets of engagement in online learning. Using path modeling to analyze the survey responses of 122 college students, we examined the relations among social presence, teacher involvement, expectancy, task value, and cognitive and behavioral engagement guided by the situated expectancy-value theory. We discovered that social presence predicted expectancy, task value, and behavioral engagement, and task value impacted cognitive engagement. We found a mediating effect of expectancy-to-task value in the link between social presence and cognitive engagement. Overall, the predictive influence of expectancy on task value was critical in the model. Interestingly, teacher involvement did not play a role. These findings confirm the significance of online social features to motivation and engagement and further highlight the value of motivation for online learning success. Therefore, it is important to design online learning environments whereby students feel socially connected and motivated.

Medical students' self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school.

PurposeThis study examined medical students’ self-directed learning skills in online learning contexts, and whether there were any differences among the student groups (from pre-medical program year 1 to medical program year 2) amid the coronavirus disease 2019 (COVID-19) pandemic. It also explored the components of self-directed learning skills influencing their perceived learnring performance and satisfaction in online learning contexts.MethodsThis study used a cross-sectional survey design and convenience sampling. It was conducted in a Korean medical school, which delivered all courses online because of the COVID-19 pandemic. The self-directed learning skill survey, which included student satisfaction and perceived learning performance items, was disseminated over two weeks through email to the participants. The collected data were analyzed through descriptive statistics, analysis of variance, and multiple regressions.ResultsThe survey response rate was 70% (140/200). The overall mean of self-directed learning skills was 3.85. Students in medical year 2 showed the highest score (4.15), while students in medical year 1 showed the lowest score (3.69). The learning plan category score (3.74) was the lowest among the three categories. The pre-medical program year 1 students showed the lowest score in the perceived learning performance (3.16), and only the learning plan category impacted student satisfaction (t=2.605, p=0.041) and perceived learning performance (t=3.022, p=0.003).ConclusionWhen designing online learning environments, it is imperative to provide features to help students set learning goals and search diverse online learning resources. In addition, it is an effective strategy to provide the students in medical program year 1 with self-directed learning skills training or support for successful online learning.

Implementing Video-Based Online Learning in an Asynchronous Setting: A Case Study at Madrasah Aliyah

This study aims to understand the implementation of video-based online learning with an asynchronous platform during the Covid-19 pandemic at Madrasah Aliyah Negeri (MAN) in Jember. This research is based on a qualitative case study approach. The data collection technique is done through observation, interviews and documentation. Data analysis is done through data collection is done through virtual interview techniques, non-participant observation, and documentation. Meanwhile, data analysis was carried out using the interactive model of Miles and Hubermann. The results showed that; 1) The design of video-based asynchronous online learning is based on the synergy between the school's internal curriculum as stated in the education policy determined by the head of the institution; the use of learning technology, as well as the teacher's pedagogical aspects which are reflected in the design of planning, implementation, and evaluation of learning; 2) The implementation of video-based asynchronous online learning is implemented through the use of "classroom" and "e-learning". This study implies the importance of online learning, which must be designed in such a way by utilizing various learning resources by practitioners and managers of educational institutions in order to create effective and efficient student-centred learning by utilizing information and technology developments.

The development of students’ self-regulated learning through online learning design

This study focused on exploring how the online learning design of Pendidikan Agama Islam (PAI) course facilitated the development of students’ self-regulated learning. This study was conducted at the State University of Malang, Indonesia, and used a qualitative approach in the form of a case study as its research method. Based on Bandura’s learner agency theory, the data were collected through documentation, online-based interviews, and observation. After being collected, the data then were analyzed using the interactive model of Miles, Huberman, and Saldana. Findings show that the PAI course at the State University of Malang had four learning design stages: stimulation and problem identification, learning problem-content analysis, verification of results, and generalization. These stages facilitated the development of students’ self-regulated learning, as observed through three indicators owned by each student, namely, creativity, ability to think critically, and self-regulation. The implication of this study is the emergence of the technical-didactic side of online Islamic education learning through a designed learning design stage so that, in the end, it will lead to benefits in achieving educational goals more effectively.

Understanding the Relationship Among Self-efficacy, Utility Value, and the Community of Inquiry Framework in Preservice Teacher Education

School closures during the COVID-19 pandemic have shown the importance of distance education, and teachers have been tasked with designing and delivering online courses in a short amount of time without much preparation or deliberation. As the future generation of teachers, preservice teachers need to be prepared to teach online, and their motivation to do so is a key factor in how successfully they do it. The community of inquiry framework provides researchers and practitioners with a framework for designing and delivering online courses, while self-efficacy and utility value are important motivational constructs predicting future engagement and success in tasks. In this cross-sectional survey study, we investigated preservice teachers’ (n = 344) perceptions of their self-efficacy, utility value, the importance of the three components of the community of inquiry framework: teaching presence, social presence, and cognitive presence. Our results show that overall, preservice teachers had high motivation to teach online and high perceptions of the three presences. Our regression analyses indicated that while preservice teachers’ self-efficacy was a significant predictor of teaching presence, utility value only significantly predicted social presence. We discuss the implications of these findings for teacher education programs, including a holistic approach to teaching online learning and instructional design.

Factor structures associated with online student engagement in campus-based blended and online distance education settings

This research is strictly grounded in the work undertaken by Coates regarding traditional campus-based settings of student engagement and was applied to the online settings positioned within the domain settings of blended online learning design and practice in an Australian higher education business context. Utilising an online student survey instrument, across two consecutive academic years, undergraduate commerce students were invited to reflect upon their learning engagement experience through the lens of a common learning management system (LMS) a resource accessible to both campus-based and off-campus student cohorts. Subsequent analysis of the research reconfirms the existence of student engagement constructs of Coates in the blended online setting, but also unexpectedly revealed a previously unknown construct relating to Assessment. This new student engagement construct, Assessment, is identified as being a significant motivational factor relevant to student engagement in the context of the blended online learning environment of this higher education business undergraduate commerce course and is the focus of this exposition.

A Study on Developing English Online Teaching and Learning Models

The purpose of this study is to develop online teaching and learning models for English classes. With the prolonged COVID-19, online classes were implemented nationwide. However, according to both the survey and interview on implementing online classes, there are various limitations in fully implementing online classes at school. In other words, the physical and human infrastructure necessary for conducting online classes were not sufficiently established. In addition, there was a lack of guidelines or reference materials to help design online teaching and learning. Moreover, there was a lack of examples of practical teaching and learning materials that could be immediately used at school. In order to provide practical help in designing and implementing online classes, this study developed a model of online lesson plan. This study also presented online teaching and learning principles and detailed guidelines. In addition, this study suggested an online lesson design procedure model that teachers can utilize in the phase of development. The conceptual model, components, principles and guidelines for lesson design, and design procedures which were proposed in this study were applied to develop a lesson procedure for speaking class. This lesson plan was developed to hone learners’ reading and speaking skills by reading articles on Korean cultural places and activities and by speaking in English about Korean culture. Through this lesson, learners are expected to cultivate English communication competency, community competency, information processing competency, and self-management competency by investigating and presenting Korean cultures. The results of this study can be expected not only to play a role as a practical online lesson design guide for teachers, but also to contribute to students development of English communication skills.