Evaluation Of Online Learning Research Articles

Innovation in English Language Learning Assessment in Class VII of SMP Negeri 1 Dolok Merawan: Development of a HOTS-Based Evaluation Tool with the Help of Wordwall

An evaluation instrument or evaluation tool is a tool that meets academic requirements. The evaluation instrument still uses paper evaluation tools and does not use online learning evaluation. The aim of this research is to develop a wordwall-assisted HOTS-based English language learning evaluation tool. This type of research applies the Research and Development (R&D) research method. The subjects in this research were class VII students of SMP Negeri 1 Dolok Merawan who used the HOTS-based learning evaluation tool with the help of Wordwall, for a total of 32 students. The object of research is English-language reading material in the form of wordwall assistance. This research has been validated through stages by material experts, media experts, instructional design experts, language experts, and evaluation experts. This research has trial stages, namely initial field trials, main field trials, and operational field trials. This research also tested the effectiveness of the wordwall-assisted HOTS-based English learning evaluation tool. The research results show that students who use the HOTS-based English language learning evaluation tool assisted by Wordwall are "more effective" than those who use conventional learning methods. This is shown by the calculation results obtained: tcount = 2.28 and ttable = 2.00, where 2.28 > 2.00 for a significance level of 0.05. The effectiveness value of the wordwall-assisted HOTS-based English language learning evaluation tool is higher, namely 80.28%, than student learning outcomes using conventional methods with a value of 75.25%.

Evaluating Online Learning Adaptability in Students Using Machine Learning-Based Techniques: A Novel Analytical Approach

Evaluating Online Learning Adaptability in Students Using Machine Learning-Based Techniques: A Novel Analytical Approach

Evaluation of the learning state of online video courses based on functional near infrared spectroscopy.

Studying brain activity during online learning will help to improve research on brain function based on real online learning situations, and will also promote the scientific evaluation of online education. Existing research focuses on enhancing learning effects and evaluating the learning process associated with online learning from an attentional perspective. We aimed to comparatively analyze the differences in prefrontal cortex (PFC) activity during resting, studying, and question-answering states in online learning and to establish a classification model of the learning state that would be useful for the evaluation of online learning. Nineteen university students performed experiments using functional near-infrared spectroscopy (fNIRS) to monitor the prefrontal lobes. The resting time at the start of the experiment was the resting state, watching 13 videos was the learning state, and answering questions after the video was the answering state. Differences in student activity between these three states were analyzed using a general linear model, 1s fNIRS data clips, and features, including averages from the three states, were classified using machine learning classification models such as support vector machines and k-nearest neighbor. The results show that the resting state is more active than learning in the dorsolateral prefrontal cortex, while answering questions is the most active of the three states in the entire PFC, and k-nearest neighbor achieves 98.5% classification accuracy for 1s fNIRS data. The results clarify the differences in PFC activity between resting, learning, and question-answering states in online learning scenarios and support the feasibility of developing an online learning assessment system using fNIRS and machine learning techniques.

Assessing the Distance Teaching-Learning Experience in Higher Technical-Vocational Education in Chile

This study aimed to validate a multidimensional instrument for assessing distance teaching-learning. It combined factors measuring motivation with instructional material and the teaching-learning experience with peers and teachers. The instrument was administered to 2,984 higher education students in Chile, demonstrating its statistical validity and adequate fit indicators. Consequently, this instrument can confidently evaluate online learning in higher education.

A systematic review of the effectiveness of online learning in higher education during the COVID-19 pandemic period

BackgroundThe effectiveness of online learning in higher education during the COVID-19 pandemic period is a debated topic but a systematic review on this topic is absent.MethodsThe present study implemented a systematic review of 25 selected articles to comprehensively evaluate online learning effectiveness during the pandemic period and identify factors that influence such effectiveness.ResultsIt was concluded that past studies failed to achieve a consensus over online learning effectiveness and research results are largely by how learning effectiveness was assessed, e.g., self-reported online learning effectiveness, longitudinal comparison, and RCT. Meanwhile, a set of factors that positively or negatively influence the effectiveness of online learning were identified, including infrastructure factors, instructional factors, the lack of social interaction, negative emotions, flexibility, and convenience.DiscussionAlthough it is debated over the effectiveness of online learning during the pandemic period, it is generally believed that the pandemic brings a lot of challenges and difficulties to higher education and these challenges and difficulties are more prominent in developing countries. In addition, this review critically assesses limitations in past research, develops pedagogical implications, and proposes recommendations for future research.

Hubungan Minat Belajar Daring dengan Hasil Belajar Kognitif Siswa Pembelajaran Biologi di SMP Swasta Muhammadiyyah 1 Medan

This study aims to evaluate the relationship between online learning interest and students' cognitive learning outcomes during online Biology learning at Muhammadiyah 1 Medan Private Junior High School. Observations show that online learning interest and learning outcomes are still relatively low, so an evaluation of online learning is needed. This research uses quantitative methods and the data analysis used is the product moment correlation data analysis to determine the positive relationship between online learning interest and students' cognitive learning outcomes during the online learning process at Muhammadiyah 1 Medan Private Junior High School.

Assessment and Evaluation of Online Learning among College Students in South Chennai

Assessment and Evaluation of Online Learning among College Students in South Chennai

Research on the Evaluation Method of Online Learning Satisfaction of College Students Based on Hierarchical Analysis Approach

Abstract This paper adopts the hierarchical analysis method as the weight calculation method for the evaluation of online learning satisfaction, calculates the weights between the evaluation indexes, and constructs the evaluation system of college students’ online learning satisfaction. Combining the teaching experience, the characteristics of online teaching and the items recorded in the web logs in the online teaching platform, the judgment matrix for online learning satisfaction evaluation is established, and the reasonableness of the matrix is judged by the consistency checking method. Evaluation standards are formulated based on the online learning evaluation information, and the research on online learning satisfaction evaluation is designed, while the online learning satisfaction evaluation of college students is analyzed by using the method of statistical analysis. The results show that the comprehensive learning evaluation scores derived from the use of hierarchical analysis are significantly more objective than the traditional evaluation of students’ learning effectiveness using only the end-of-term test scores, with a score difference of 15, and more than 85.24% of the students based on the hierarchical analysis method of college students’ online learning satisfaction evaluation method, which is effective in promoting the students’ regular participation in online learning. The correlation coefficients of online learning experience with clarity of teaching goals and expectations, teacher-student communication and exchange, learning support services, learning motivation, learning hardware equipment and operability, and teaching methods are 0.491, 0.524, 0.435, 0.596, 0.542, 0.391, respectively, which are all significant at 1% level, i.e., only by guaranteeing a higher level of learning effect can we improve students’ satisfaction with online learning.

Evaluating Online Learning Performance and Satisfaction of University Students throughout COVID 19 Pandemic: Evidence from Egypt

Evaluating Online Learning Performance and Satisfaction of University Students throughout COVID 19 Pandemic: Evidence from Egypt

Evaluating the Effectiveness of Online Learning in Private College Education

As online learning has become more popular in private colleges, its usefulness has been debated. This study discusses private college online learning efficiency evaluation factors and methods. Online learning has grown in popularity, allowing students flexibility and accessibility while also bringing new difficulties and opportunities for private colleges. Its efficacy must be assessed across student results, engagement, institutional resources, and teaching techniques. Online learning evaluation requires measuring student results. Online versus face-to-face learning can be contrasted by course completion, grade, and retention rates. Assessing whether online learners obtain the same learning outcomes as traditional students is crucial. Student performance and learning gains studies illuminate online learning's efficacy. Another important factor is student engagement. Online learning is flexible but difficult to interest students. Online students' participation in discussions, peer collaboration, and course materials must be assessed. New digital technologies and learning analytics can analyze and improve engagement. Online learning should also be assessed for its impact on teaching. Effective online instruction requires faculty training and support. This examination examines how educators use technology, modify their teaching approaches, and support online students. Online learning in private colleges works beyond academics. Institutions must evaluate financial and resource impacts. Online program infrastructure, course development, and maintenance should be assessed for cost-effectiveness. Assessing online products' scalability and impact on private universities' finances is crucial. Consider students, professors, and administrators' perspectives. Surveys, interviews, and focus groups can reveal these groups' perspectives and satisfaction, revealing non-academic efficacy. The main aim of the study is to examine the effectiveness of online learning in private college education.

Implementation of Science Education for Junior High School Students in Lampung Province During the Covid-19 Pandemic

Science education is one of the important subjects in the scientific structure studied in our world of education. During the Covid-19 pandemic by considering the condition of the readiness of supporting infrastructure for online learning implementation, IT-based teacher skills, and online learning evaluation, this science subject was transformed to students. The purpose of this study is to describe the planning, organizing, implementing, and monitoring of Science Education, especially in public junior high schools in Lampung Province. This research is a qualitative research with an educational ethnography study design, and the research participants are principals of MKKS junior high schools in Lampung Province. This study used interviews, observations and documentation to collect data, which were then evaluated using the interactive model analysis. The findings of this study are as follows: (1) Natural Science lesson plans are prepared by taking into account student characteristics, materials, and the use of applications for learning implementation; (2) the organization of Natural Science learning begins with the formation of Whatsapp groups, the direction of learning meetings using Google Classroom and Google Meet by sharing links through Whatsapp groups; and (3) optimization of learning implementation in this science subject is still limited: 50% of public junior high schools in Lampung Province have limited internet bandwidth; (4) monitoring, science subject teachers have difficulty in conducting learning assessment because they cannot organize students in a perfect setting.

Enhancing students’ learning experience using social networking applications: evidence from a random experiment

ABSTRACT During the COVID-19 quarantine, we conducted a field-setting pre/post-test randomized experiment (n = 115), creating a community using the social media application Instagram to enhance students’ interactions with their peers and immediate physical environments in a large, introductory online course in environmental psychology. We used the framework of the community of inquiry (CoI) to explain the ecological effects of this project. After posting photos and interacting with others on Instagram weekly for 8 weeks, student participants reported a significantly greater social presence and cognitive presence. Furthermore, participants reported higher levels of course satisfaction and performed better on the preliminary exams than non-participants, but this does not seem attributable to the intervention itself. We discuss the issues of self-selection bias, attrition bias, and compliance bias in this study arguing that greater social presence increased the cognitive presence, as mediated by meaningful peer interactions. Our findings provide additional evidence on the value of using social media in educational settings on learning experiences and for building communities to connect students with their peers and physical environments. We also explore the implementation of a pedagogical approach to context-based learning via mobile technologies, and how the CoI framework can be used in evaluating online learning environments.

A Study on the Factors Influencing College Students' Autonomous Learning Ability from the Perspective of Online Learning

Online learning has become one of the directions for major universities to achieve educational reform, and the online learning ability of college students is the key to the effectiveness of online education. Based on the Biggs3P theory, an online learning strength table was constructed, and factor analysis was used to construct college students' online learning ability. Regression analysis was conducted to identify the influencing factors of online learning ability and determine the mediating role of deep learning orientation. The empirical results indicate that multiple factors in the online learning environment, including but not limited to learning resources, student interaction, teacher support, and learning evaluation, all have varying degrees of positive effects on college students' deep learning orientation. Among them, the learning evaluation and teacher support of online learning have a strong influence, while the technical usability of online learning platforms has the weakest influence. In response, suggestions are proposed to enrich the construction of online learning resources, enhance the interactive experience of online learning students, strengthen the diversified development guided by online teachers, and build a multi-dimensional online learning evaluation mechanism.

Online Learning Evaluation of Drug Information Service Lectures : Study on Learning Process, Learning Outcomes, and Student Perceptions

Online Learning Evaluation of Drug Information Service Lectures : Study on Learning Process, Learning Outcomes, and Student Perceptions

Research on the blended teaching path of water conservancy engineering in universities based on big data analysis

Abstract The rapid development of big data technology brings opportunities and challenges to traditional teaching methods, and online teaching mode is gradually carried out widely and deeply in colleges and universities. This paper proposes a framework for constructing students’ online learning evaluation process by using big data methods. The focus is on data analysis of the evaluation model of water resources engineering in colleges and universities through the BP algorithm. Under the accuracy index, the BP algorithm 93% performs better than the other three algorithms. The higher the accuracy rate, the more it reflects the feasibility and correctness of the model. In the recall index, the recall rate of the BP algorithm fluctuates from 80% to 93%, the fluctuation range of 13% is more stable, and the overall performance is better than the other three algorithms. The objective evaluation of learning obtained through big data will greatly reduce teachers’ teaching burden and produce more hydraulic engineering professionals for China.

Evaluation of Online Learners’ Learning Performance Based on Fuzzy Borda Method

Since the traditional evaluation system of learning focuses only on the summative evaluation of learners’ test scores, ignoring the process evaluation of learners in learning process, the evaluation system should not only consider the content of the online learning process but also that of face-to-face classroom teaching process to evaluate learners’ learning performance in multiple dimensions and levels. This approach evaluates online learning more reasonably, operably and feasibly. To overcome limitation of using more than one method in the evaluation of learning performance, the learning performance of online learners was first evaluated using the principal component analysis method, entropy method, comprehensive indicator method, and TOPSIS method. Based on these four evaluation results, a combination evaluation model of online learners’ learning performance was constructed. The Fuzzy Borda method was used to evaluate nine administrative classes of accounting majors in three colleges and universities in Hainan. The results show that simply using a single evaluation method to evaluate the learning performance of online learners has defects, and the evaluation results are too biased. By using the Fuzzy Borda method, multiple evaluation methods can be combined, allowing a single evaluation method to realize complementary advantages and obtain more comprehensive and credible evaluation results. Using the Fuzzy Borda method to systematically evaluate the learning performance of online learners improves the scientificity of evaluation results and provides a new idea and method for the evaluation of online learning performance. The results of this study have significant reference value for using scientific evaluation methods and objective data to evaluate online learning performance, rank online learners scientifically, and summarize teaching experience to improve online learning performance.

CLASTERIZATION OF LECTURER'S PROFILE IN ONLINE LEARNING DURING THE COVID-19 PANDEMIC

The learning process changed from classroom to online learning during the COVID-19 pandemic. One of the things that must be done is to analyze the readiness of lecturers in facing online learning. The purpose of this study is to cluster the profiles of lecturers dealing with online learning. The clustering method uses a Machine Learning approach with the K-means algorithm. Data were taken from 274 lecturers who returned questionnaires during April–June 2022. The questionnaire consisted of 27 questions on a Likert scale (1–4). The Boruta technique is used to determine the five most significant variables (Variable Importance) in the clustering. The results of the clustering show that the lecturers are divided into 2 large groups with the following criteria: focus on learning methods, learning materials, student independence, exploration of new knowledge, and online learning evaluation tools.

The Evaluation of Online Learning During the Covid-19 Pandemic Among the Accounting Students of Universitas Tarumanagara

Corona outbreak has changed daily life and of course the Education department is also affected. Before corona, learning was done face-to-face, but now learning must be carried out online. This study was conducted to evaluate online learning during the pandemic for accounting students at Universitas Tarumanagara. The data was taken from a questionnaire for accounting students at Universitas Tarumanagara who took part in online learning. Data were taken from all active accounting students at Universitas Tarumanagara. The things which might be evaluated are the level of student satisfaction in online learning, the online learning media used, the delivery of teaching materials in online learning, deficiencies in online learning, and student choices in the lecture method.

The Evaluation of Online Learning During the Covid-19 Pandemic Among the Accounting Students of Universitas Tarumanagara

Corona outbreak has changed daily life and of course the Education department is also affected. Before corona, learning was done face-to-face, but now learning must be carried out online. This study was conducted to evaluate online learning during the pandemic for accounting students at Universitas Tarumanagara. The data was taken from a questionnaire for accounting students at Universitas Tarumanagara who took part in online learning. Data were taken from all active accounting students at Universitas Tarumanagara. The things which might be evaluated are the level of student satisfaction in online learning, the online learning media used, the delivery of teaching materials in online learning, deficiencies in online learning, and student choices in the lecture method.

The Evaluation of Online Learning During the Covid-19 Pandemic Among the Accounting Students of Universitas Tarumanagara

Corona outbreak has changed daily life and of course the Education department is also affected. Before corona, learning was done face-to-face, but now learning must be carried out online. This study was conducted to evaluate online learning during the pandemic for accounting students at Universitas Tarumanagara. The data was taken from a questionnaire for accounting students at Universitas Tarumanagara who took part in online learning. Data were taken from all active accounting students at Universitas Tarumanagara. The things which might be evaluated are the level of student satisfaction in online learning, the online learning media used, the delivery of teaching materials in online learning, deficiencies in online learning, and student choices in the lecture method.