E-learning Students Research Articles

Grouping Student Awareness on Security Of E-Learning Information Using Fuzzy C-Means Method

Many educational institutions have been forced to adapt how they present the teaching and learning process, including the creation of appropriate learning media due to the current Covid-19 pandemic. This is accomplished through the development of an integrated online learning system known as E-Learning. Aside from all of the benefits and positive outcomes that E-Learning can give, there are also drawbacks to student information security, such as assignment theft, piracy of E-Learning, the misuse of passwords by irresponsible students, and other problems. To anticipate this, the researcher intended to group students' awareness of their respective E-Learning information security by using the Fuzzy C Means method. Fuzzy C Means uses a fuzzy grouping model so that data can be members of all classes or clusters formed with different degrees or levels of membership between 0 to 1. The sample used to represent the population is 20 students of STIKOM PGRI Banyuwangi, Indonesia. The results obtained are to find out how well the grouping of student awareness clusters on E-Learning information security. There are 3 clusters of student E-Learning information security awareness. Cluster 1 consists of students with high awareness, cluster 2 contains categories of students with low awareness, and the third cluster consists of students with moderate awareness.

Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review

The Coronavirus 2019 pandemic has brought about the need for prompt and dynamic changes in the educational system, including the use of e-Learning. Mathematics is a particularly abstract field of study that may be difficult to teach through e-Learning. Psychosocial factors pandemic may further challenge educators and students in mathematics e-Learning during the pandemic. This systematic review aims to explore the transitional experiences of postsecondary educators and students in mathematics e-Learning during the Coronavirus 2019 pandemic. Nine articles met the criteria and were included for synthesis. Findings revealed that the most utilized and preferred technologies were Google Classroom, Moodle, and WhatsApp. Changes in educators' practices included increased hours spent on teaching preparation and tasks, reduced use of gestures, sending notes prior to lessons, and reduced student interactions. Advantages of mathematics e-Learning perceived by educators included improvements in student involvement, lesson planning, teaching style, and comfort in technologies. Major challenges perceived by educators were reduced student interactions, lack of special software for mathematics, difficulty monitoring student progress, and difficulty with testing.

Teacher e-Training and Student e-Learning during the Period of Confinement Caused by Covid-19 in Case of Morocco

The rapid advance of the new coronavirus imposes several drastic measures on the authorities to contain the virus and prevent its spread. The Ministry of Education has decreed the suspension of face-to-face classes in all schools. The pedagogical continuity, now a priority, must be carried out remotely through video conferencing, platforms, video capsules The main questions of this research are: What are the success factors of distance learning and training in Moroccan context? This raises a whole range of questions: are teachers able to adopt this new teaching method? Are the means available and adequate to ensure distance learning? What about the training of teachers to cope with this unexpected radical change? Based on the results obtained from a population of 126 teachers, we discovery that 91% of teachers said that they have adopted the online teaching but it is not really e-learning as recognized by the specialists, its objective is rather to maintain communication with the students. While 9% have not used this mode of teaching, they point out that this type of teaching does not guarantee equal opportunities for learners. We have therefore concluded that the necessary material resources must be made available to ensure the success of this type of teaching, such as computers and the Internet, as well as the necessary training for teachers to develop their skills associated with managing distance learning.

Perception of e-learning in medical students and faculty during COVID time: A study based on a questionnaire-based survey.

BACKGROUND:With the emergence of COVID, we are forced to use e-learning in form of arranging online classes for students. Medical educators all over the world are conducting online classes for students. This study aimed to evaluate the perception of online learning among MBBS students and teachers through a questionnaire-based survey.MATERIALS AND METHODS:A cross-sectional study was done in the AIIMS, Bhopal. The study was based on questionnaire (online Google form) response received from 43 number of faculty and 156 number of students.STATISTICAL ANALYSIS USED:Chi-square test and unpaired t-test were used for statistical analysis using statistical software Systac 13.2.RESULTS:Handling software, technical issues, and lack of face-to-face interaction were more significant problems in students compared to faculty. The desire for the social site which causes disturbances in learning was a significant problem in the students compared to faculty. Giving and taking assessment problem was reported by 60% and 63.8% of faculty and students, respectively (P = 0.67). Both groups preferred the Google Classroom platform (P = 0.16). Students (65.3%) preferred audiovisual recording, while faculty (72%) preferred PowerPoint with narration. PowerPoint presentation without narration was the least preferred (10.8%). Both groups stressed the importance of training (P = 0.17) and infrastructure development (P = 0.85). Students, as well as faculty, strongly discouraged e-learning for practical/clinical teaching.CONCLUSIONS:Students, as well as faculty, have mixed reactions toward e-learning. Most importantly affected in the present scenario is practical/clinical teaching and assessment. Every attempt needs to be done to strengthen infrastructure and impart training to students and faculty.

Pengaruh Motivasi Belajar dan Kompetensi Berbasis E-Learning di Masa Pendemi Covid-19

This study aims to identify learning motivation and competency development based on e-development through e-learning for students to meet the needs of the work industry. This research uses a quantitative approach with explanatory research methods. The Department of Business Administration, State Polytechnic of Jakarta conducted this research. In this research, the population was 1,094 students of the Department of Business Administration, State Polytechnic of Jakarta. The sample used in this study was 100 taken by random sampling. The data collected in this study used a closed questionnaire with a Likert scale of 5. The data analysis carried out in this study was a multiple linear regression analysis. The research results explain that learning motivation influences the competence of lecturers and e-learning methods given to students. The research results also clarify that the competencies possessed in the online learning on the e-learning have a positive and significant effect through the e-learning method taught by lecturers.

Assessing moodle-assisted e-learning for students’ concept understanding and critical thinking skills in algebra

Conceptual understanding and critical thinking skills are necessary for all students to help them in their learning process. This research aims to determine the effect of Moodle-assisted e-learning on (1) conceptual understanding, (2) critical thinking skills, and (3) conceptual understanding and critical thinking skills combined. This research employed a quasi-experimental design with random cluster sampling was used as the sampling technique. An algebra written test was used to collect research data. Furthermore, the researchers performed the normality test, homogeneity test, and MANOVA analysis to analyze the data. The researchers discovered that Moodle-assisted e-learning influenced students' conceptual understanding, critical thinking skills, and conceptual understanding and critical thinking skills.

STUDENTS’ READINESS FOR E-LEARNING: A CASE STUDY OF STUDENTS IN HIGHER EDUCATION

The process of e-learning is the operations that involve humans, computers, the Internet, and instructional material and produce the outputs to learners and the organization. This research aimed to study students' readiness for e-learning of graduate students in IAIN Kendari, Indonesia. The research sample consisted of 168 graduate students who were selected purposively. The questionnaire was adapted from Watkins and interviewing 10% of the sample group was conducted to collect the data. The research findings showed that the students were ready for the e-learning, as shown by the overall mean score is 3.72, which is above Mo = 3.40. Due to the low means of statistical calculation, three important items need to be improved, such as Students' household distraction reduction, students' comfort to be involved in multiple online discussions, and students' ability to take notes during online discussions, should be considered. Based on the interview, some challenges met during online learning that reduced students' readiness were unstable internet connection, lecturer's presence on screen, inconducive learning environment, and inability to be a multitasker. Hence, it is recommended that the university and students discuss to improve students' readiness in motivation and technology access.

Tertiary Teachers Strike (TTS) and e-Learning Deficit amidst Covid-19 Crisis in Nigeria

Amid the raging Covid-19 pandemic across the world and the debilitating tertiary teachers strike in Nigeria, this study’s objective seeks to examine the prevailing un-lived experiences of Nigerian tertiary students in e-learning. The study argues that Covid-19 has widened the digital divide between Nigerian universities and other universities in other parts of the world on the one hand and between public and private tertiary institutions in Nigeria on the other. This e-learning deficit is worsened by university teachers’ strikes, constituting a twin inhibition into which higher education is consigned in Nigeria. The study identifies poor funding of education as a major constraint to virtual learning and instruction faced by public tertiary students especially in the era of the pandemic. Data collection for the study will be carried out through oral interviews basically focus group discussion (FGD) from a sample population of 50 university students (male and female) in three universities across the southeast region of Nigeria, newspaper reports, and participant-observer methods of research analysis.

Effectiveness and Efficiency of E-learning among Students of Higher Education during the COVID-19 Pandemic: A Comparative Study of Malaysia and India

The worldwide educational system was greatly damaged by COVID-19 pandemic and the urge in closing of educational institutions had affected children around the world. The infectious character of COVID-19 had signaled those teachers and students’ personal interactions were greatly influenced by confinement and forced isolation. As the consequence, educations have fundamentally been shifted significantly towards E-learning, which involves teaching on interactive networks and long–distance. E-learning is the only way for students to continue their study in their house during the pandemic. The study aims to determine the effectiveness and efficiency of various modes, devices, methods of E-learning platforms. The primary data from national and international institutions obtained through a survey with the community from different schools, colleges, and universities, to determine the effectiveness and efficiency of E-learning for students. A total of 200 respondents from Malaysia and India have completed the online survey. The findings of the study indicated that the efficiency and effectiveness of E-learning in Malaysia is higher than in India. Students prefer E-learning in future due to its wide acceptance among the community. The findings provide some new insights that will contribute towards E-learning in both countries.

IMPLEMENTASI PELAKSANAAN E-LEARNING DI ERA PANDEMIC COVID-19 (Studi Pada Prodi PG PAUD Universitas Bengkulu)

This study aims to describe the implementation of e-learning in the PG PAUD Study Program, Bengkulu University. The method used is descriptive qualitative. The informants in this study were 8 people involved in the implementation of e-learning. Techniques of collecting data by interview, observation, documentation. Based on the field findings, it can be results are: (1) The PG PAUD Study Program has prepared a policy foundation in the form of an e-learning implementation mechanism, with training. (2) Planning e-learning refers to what has been compiled from the syllabus. (3) The implementation of e-learning students can integrate learning with the implementation of e-learning. (4) Evaluation of e-learning is combined with academic information, evaluation, communication, discussion until the implementation runs well. (5) There are supporting factors such as: network, and inhibiting factors such as: signal, and internet pulse.

E-learning for Students With Disabilities During COVID-19: Faculty Attitude and Perception

Faculty at the special education department of the University held mixed concerns about e-learning opportunities for Students with Disabilities (SWD) during the COVID-19 pandemic. This research investigated their attitude using a questionnaire survey. The sample was 70 faculty members who specialized in tutoring students with disabilities. The Pearson regression (0.655) established the reliability of the data collection instrument. The results showed that faculty members held a positive attitude toward the application of e-learning technologies for SWD and supported its ability to allow for cognitive, social, and education interaction during the pandemic. While faculty agreed the method was no more time-consuming than regular classroom sessions, they were reluctant to invest the time in training. The research concluded the views of department members in the design of appropriate systems/curricula would help to eliminate barriers and encourage more support for e-learning of SWDs during the pandemic. The faculty had several recommendations for the successful application of online learning during the pandemic for special needs students. Most suggested the need for adequate educational resources within the departments, and appropriate software and hardware to enable teaching appropriate skills to the learners with disabilities. There was a further recommendation that e-learning should be incorporated into the curricular programs.

The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak.

Even if the use of distance learning and E-learning has a long tradition all over the world and both have been used to keep in contact with students and to provide lessons, support and learning materials, there is an open debate on the balance between advantages and disadvantages in the use of distance learning. This debate is even more central in their use to support students with Learning Disabilities (LDs), an overarching group of neurodevelopmental disorders that affect more than 5% of students. The current COVID-19 outbreak caused school closures and the massive use of E-learning all over the world and it put higher attention on the debate of the effects of E-learning. This paper aims to review papers that investigated the positive and negative effects of the use of Distance Learning and E-learning in students with LDs. We conducted a literature review on the relationship between Distance Learning, E-learning and Learning Disabilities, via Scopus, Eric and Google Scholar electronic database, according to Prisma Guidelines. The findings are summarized using a narrative, but systematic, approach. According to the data resulting from the papers, we also discuss issues to be analyzed in future research and in the use of E-learning during the current pandemic of COVID-19.

The effect of learning style and general self-efficacy on satisfaction of e-Learning in dental students

IntroductionThe COVID-19 pandemic has had a significant impact on education. e-Learning has been becoming most popular. Satisfaction of the student is one of important goal of e-Learning, therefore factors affecting this satisfaction should be considered extensively. This study aims to evaluate the effect of learning style and General Self-Efficacy (GSE) on satisfaction of e-Learning in dental student.MethodElectronic questionnaires were sent to 85 fifth and sixth-year students who had passed the face-to-face orthodontics course in the previous semester and were studying online orthodontics at the time of this study. Three questionnaires were used including Soloman and Felder learning styles index, General self-efficacy questionnaire and Satisfaction questionnaire for online education.ResultsThe results of the reliability test showed that Cronbach’s alpha index for the self-efficacy and satisfaction questionnaire was 0.836 and 0.96, respectively. The correlation between satisfaction and the dimensions of learning style showed that the active dimension of processing information had a significant relationship with the level of satisfaction. In the understanding dimension, a relatively strong correlation was observed in the Global dimension. Moderate significant relationship between the total score of self-efficacy and the level of satisfaction has been found.ConclusionThe results of the present study highlight the necessity of more studies regarding defining effective on student satisfaction during e-Learning. GSES and active learning style in the processing dimension and global learning style in the understanding dimension affect students' satisfaction.

The Role of e-Tutor Competencies in Postgraduate e-Learning Courses: Spotlight on Emotion Management

The role of e-learning in the existing and challenging educational era is crucial. However, it is necessary to overcome some drawbacks such as feelings of isolation and a lack of emotional contact. In this sense, emotion management is a key driver of student satisfaction in e-learning, which is significantly related to students’ motivation, learning, cognitive strategies, self-regulation, and personality antecedents in the classroom. This article examines an online postgraduate course in financial statements auditing, describing the resources used by the e-tutor to conduct affective tutorials, reduce students’ feelings of isolation, increase student involvement, and achieve success in e-learning. The results of a survey administered to 125 students over the period 2015 to 2020 indicate that students who receive emotional support have higher levels of satisfaction with the course in terms of all satisfaction indicators. In addition, female e-learning students are more satisfied with intensive e-tutor monitoring overall but are less gratified by non-face-to-face e-tools. Our study responds to the calls in the 2021–2027 Digital Education Action Plan to improve and reset education and training for the digital age.

Blended Teaching Practices for Active Learning in Higher Pharmacy Education

Abstract: Background: Blended adoption of active learning practices improves student achievement on average in college. Nevertheless, there have been few studies to date on the effects of detailed factors on learning outcomes. Objectives: The aim of this study was to develop a blended teaching strategy by incorporating methods of team-based learning (TBL) and e-learning into a Pharmaceutical Analysis course for student active learning, and to explore how the practice impacts student learning outcomes. Materials and Methods: Two blended teaching programs with different blending ratios of TBL and e-learning methods were developed and compared in this study. Students from four experimental classes enrolled in three majors were recruited. Student outcomes related to active learning goals were evaluated using formative and summative evaluation methods. A survey administered after the study was completed. Results: Student e-learning performance was positively correlated with the final scores, suggesting that exercises and tests provided by the e-learning platform made a positive contribution to student knowledge achievement. On surveys a large majority of students reported that working on instructor-posed questions in a TBL setting improved their higher-order cognitive skills, social cohesion and, through that, feelings of accountability. Final scores showed significant differences among students from different majors, which implied that the effectiveness of active learning depends on the characteristics of students and their activities outside of class. Conclusion: The blended teaching strategy developed in this study was effective in improving student achievement in either formative or summative assessments, which provides an accessible and informative entry point for implementing active learning in higher pharmacy education. Key words: Higher pharmacy education, Blended teaching, Active learning, E-learning, Team-based learning.

Identification of Teachers and Students’ Readiness to E-Learning Implementation

The purpose of this study is to determine the readiness to implement e-learning in school, parents, and students at SD UMP, seen from the readiness of human resources, finance, and technology skills. The research method used is qualitative research with descriptive method. Participants in this study included a principal, 15 teachers, and 32 students, and the data were collected through observation, interviews, and documentation. This study shows that principals and teachers are ready for implementing e-learning from the side resources, finance, and technological skill. However, students and their parents have unprepared for it. They need more time to adapt the e-learning and the allocation their expenditure to it.

The Impacts of E-Learning Students’ Learning Environment and Motivation on the Learning Effect: Focusing on the Mediating Effect of Learning Flow

The Impacts of E-Learning Students’ Learning Environment and Motivation on the Learning Effect: Focusing on the Mediating Effect of Learning Flow

Validating learner-based e-learning barriers: developing an instrument to aid e-learning implementation management and leadership

PurposeCoronavirus disease 2019 (COVID-19) has had global repercussions on use of e-learning solutions. In order to maximise the promise of e-learning, it is necessary for managers to understand, control and avoid barriers that impact learner continuance of e-learning systems. The technology, individual, pedagogy and enabling conditions (TIPEC) framework identified theoretical barriers to e-learning implementation, i.e. grouped into four theoretical concepts (7 technology, 26 individual, 28 pedagogy and 7 enabling conditions). This study validates the 26 theoretical individual barriers. Appreciating individual barriers will help the e-learning implementation team to better scope system requirements and help achieve better student engagement, continuation and ultimately success.Design/methodology/approachData were collected from 344 e-learning students and corporate trainees, across a range of degree programs. Exploratory and confirmatory factor analysis was used to define and validate barrier themes. Comparison of results against the findings of Ali et al. (2018) allows comparison of theoretical and validated compound factors.FindingsResults of exploratory and confirmatory factor analysis combined several factors and defined 16 significant categories of barriers instead of the 26 mentioned in the TIPEC framework.Originality/valueIndividual learner barriers, unlike technology and pedagogy barriers which can be directly identified and managed, appear abstract and unmanageable. This paper, considering implementation from the learner perspective, not only suggests a more simplified ontology of individual barriers but presents empirically validated questionnaire items (see Appendix) that can be used by implementation managers and practitioners as an instrument to highlight the barriers that impact individuals using e-learning factors. Awareness of individual barriers can help the content provider to adapt system design and/or use conditions to maximize the benefits of e-learning users.

Project Based E-Learning and Academic Procrastination of Students in Learning Chemistry

Project Based E-Learning and Academic Procrastination of Students in Learning Chemistry

E-Learning for enhancement of medical student performance at the Objective Structured Clinical Examination (OSCE).

This study aimed to investigate the impact of student e-learning on the development of clinical competencies. The study participants were 3rd year students (n = 43) at a private mid-sized medical school located in a South Korean suburb on a four-year medical program. Educational intervention was implemented to enhance student clinical performance. Students engaged in learning activities that intended to promote their self-directed learning abilities and clinical performances using e-learning resources. Intervention was conducted for the duration of six months during the 3rd year and its effectiveness was investigated by comparing student performances in OSCEs in a pre- and post- comparison format and also by comparing them with national scores. In addition, student perceptions of the impact of e-learning on their OSCE performances were assessed using a questionnaire, which included 36 items that elicited student perceptions of their experiences of e-learning and readiness for e-learning. Student OSCE scores improved significantly after educational intervention in all domains of clinical competencies assessed and for total scores (p < 0.001). Furthermore, students achieved higher OSCE scores than national average scores in the post-test, whereas they had performed lower than national average scores in the pre-test. Students showed neutral or slightly positive responses to the effectiveness of e-learning, and their perceptions of e-learning were not associated with their e-learning readiness scores. The study shows student OSCE performance improved significantly after educational intervention, which indicate the effectiveness of e-learning to support student learning of clinical performance. Despite significant improvements in student OSCE scores after e-learning, their perceptions of its effectiveness were neutral. Furthermore, student perceptions of e-learning were not associated with their readiness for it. Suggestions are made to help students use e-learning more effectively to enhance their clinical competencies.