Facilitate Online Learning Research Articles

The Preferred Use of Google Classroom Features for Online Learning in Indonesian EFL Classes

Google Classroom has been frequently used as an e-learning platform to substitute for Learning Management System (LMS), and the use of its features (Classwork, Stream, People, etc.) varies among teachers with different goals, focuses, and familiarity. However, research has not addressed how the selection of Google Classroom features affects students learning experience. Therefore, this study was aimed at finding out how Google Classroom features should be used to better facilitate online learning among students in English as a foreign language (EFL) classes. The data for this research was collected from ten leading schools in Indonesia, and 373 students participated in this study. Two questionnaires were used and delivered online, i.e. a Google Classroom Use questionnaire with Google Classroom features, consisting of 23 items, and a Technology Acceptance Model (TAM) questionnaire specified for EFL, consisting of 21 items with four constructs, i.e. usefulness, ease of use, intention, and actual system of use. The data were analyzed using multiple linear regression model to determine the effect of each Google Classroom feature on students’ perception of TAM indicators. The hypotheses were rejected at the significance level of 0.05. The research results show that there is a correlation between both variables. The results also show that Classwork and Stream features were significant predictors for almost all TAM indicators. In this case, Classwork feature covers learning activities, and Stream feature includes interaction or communication facilities. Based on these results, it can be suggested that e-learning needs to facilitate students learning activities (e.g., quizzes, assignments, materials, and schedules) and student interaction/communication (e.g., announcements, notices, discussions, and shared posts). The results of this study contribute to educators and e-learning developers to consider maximizing the use and design of learning activity and interaction features due to their significance in online learning.

Towards teaching strategies addressing online learning in blended learning courses for adult-learners

Blended learning offers a learner-centred approach that employs both in-class learning and digital technology to facilitate online learning. Such an approach is especially advantageous to adult-learners in higher education as it meets their educational needs. However, adult-learners’ participation in blended learning programmes remains challenging due to a general lack of online interaction, and no clear teaching strategies that address this concern. Literature relating to adult-learners’ educational needs and online interaction was consulted in order to design teaching strategies that foster adult-learners’ online interaction. The aim of this study is to further validate these teaching strategies, hence a multiple case study was carried out using a mixed method approach. As such, eight teachers and sixteen students from four courses across three universities in Belgium and the Netherlands were interviewed. Additionally, a questionnaire testing a pre-defined set of variables was distributed to 84 students. The results lead to a set of validated teaching strategies that help teachers to further develop their professional skills and expertise. The teaching strategies can be grouped into three categories, namely 1) the teacher's online presence, 2) collaborative learning activities and preparatory learning activities, and 3) the distribution of learning content and learning activities across online and in-class learning. An elaborate set of validated teaching strategies is included. This study aids towards teacher professional development and adds evidence-based knowledge to teaching strategies and instructional frameworks for adult-learners in higher education.Teaching/learning strategies, adult-learning, cooperative/collaborative learning, teacher professional development, online learning.

Community of Inquiry: Designing Quality Online Instruction for Special Educator Preparation

Online education programs are on the rise and institutions of higher learning are utilizing Learning Management Systems (LMS) to facilitate online learning. The Community of Inquiry (CoI; Garrison et al., 1999) framework identifies three categories of cognitive presence, social presence, and teaching presence to guide the development of online instruction and has been adopted by numerous institutions of higher learning. This article identifies instructional strategies conducive to the design of online presence using the CoI framework to ensure quality learning experiences in online special educator preparation programs. We address some of the features of LMS system tools present in Canvas that are utilized by instructors when designing and implementing online instruction to include: communications, modules and assignments, collaboration, and grading.

EXPLORING MISSING LEARNING PHENOMENON IN PRESCHOOL SETTINGS DURING COVID-19 PANDEMIC: TEACHERS’ PERSPECTIVES

Purpose –This study aims to explore the missing learning phenomenon due to school closures during the COVID-19 pandemic in preschool settings from teachers’ perspectives in Selangor, Malaysia. Related studies have shown that missing learning phenomena from different settings leads to delayed literacy development and raises the risk of dropping out among children. There is a lack of in-depth documentation on the missing learning phenomenon among preschoolers exploring the socioecology of preschool settings in a local context. Methodology –This research employed a case study approach. In-depth interviews were conducted with six preschool teachers from Selangor, Malaysia, using an inductive approach for a holistic understanding of the missing learning phenomenon during the COVID-19 pandemic. The data were analyzed using Computer Assisted Qualitative Data Analysis Software (CAQDAS), NVivo version 12 software, which mapped the findings to understand further the ecosystem behind the preschoolers’ absence of learning during the COVID-19 pandemic. Findings – Three major themes were revealed from the data: the missing learning demographic, socioecological factors, and mitigation plans. Several sub-themes (the compensative learning solutions, the demographic of impacted people, the delayed progress, teachers’ readiness to facilitate online learning, engagement towards online learning, revised syllabus, personalized learning, and parental involvement) are classified under the respective major themes. Several main categories also emerged from the themes: lack of experiences and technology-pedagogical knowledge, unavailable online modules, low readiness to utilize online learning, unsupportive family climate, and accessibility. Learning intervention and online engagement with pupils during the pandemic are crucial in ensuring a successful continuous education. Significance – There is also a need for comprehensive remote instructional modules that consider socioecological actors – parentsand home climate; in the future and the enhanced instructional technology competency among preschool teachers.

COVID-19 Pandemic: Malaysian Undergraduate Students’ Perceptions of Online Learning

The Covid-19 pandemic has introduced a new normal characterized by online learning. Students and instructors have been forced to familiarize with the online technologies and media that will foster learning. While many institutions and learners have embraced it, they have different perceptions of online learning depending on their experiences. The following research, therefore, seeks to research on Malaysian undergraduate students’ perception of online learning. Participants were obtained from one of the Malaysian universities. Ten participants engaged in the research and data was collected using a semi-structured interview where the participants were asked questions related to the topic. On the type of media commonly used by the leaners, all said that they preferred WhatsApp groups while 30% and 10% preferred zoom meeting and Moodle respectively. On whether the faculty had adequate resources, 70% of the participants agreed while the rest disagreed stating that they miss lessons as a result of insufficient resources. 80% of the learners also pointed out the intensity and quality of the internet as the main issue. Moreover, they were being given more assignments than course material because of the low innovation among undergraduate teachers. Half of the participants agreed that teachers had adequate resources to facilitate online learning.

Profile of Elementary School Islamic Education Teachers in Utilizing Digital Platforms for Learning in the Era of Society 5.0

There has been massive use of digital platforms in the era of Society 5.0. It has happened for at least the last ten years. Various platforms appear in various formats. However, not all of them can be used appropriately in learning. This research aims to describe the profile of elementary school Islamic education teachers in utilizing digital platforms for learning. The research subjects were elementary school Islamic education teachers in various regions. This research method is qualitative, with a descriptive approach. The data collection technique used was a survey with open questionnaires and interviews. The number of respondents in this study was 720. The results of the study show that elementary school teachers are familiar with various existing digital platforms. Instagram, WhatsApp, and YouTube are the 3 digital platforms most frequently accessed by respondents. More than 40% of respondents stated that they had installed these 3 platforms on their gadgets. Google Meet and Zoom Meeting are the platforms frequently used to facilitate online learning (52%). These conditions certainly provide opportunities related to the development of innovative and interesting learning models.

The Experiences and Challenges of Online Learning Technology for Teaching during the COVID-19 Pandemic among University Undergraduate Students

Online learning refers to teaching and learning process through asynchronous and real-time communication over the Internet and with multimedia. This study examines the perception and acceptance of online learning as an alternative way in teaching undergraduate courses at School of Technology Management and Logistics (STML) after COVID-19. It also aims at identifying factors that facilitate online learning and the challenges of online learning. To accomplish the aim, this study applied a quantitative approach, in which data were collected using an online survey involving 156 undergraduate students at STML. Results show a moderate high level of acceptance on online learning. In addition, it was found that among four main factors that facilitate online learning, Enthusiasm ranked the highest, followed by Satisfaction, Self-Efficacy, and Enhancement of Communication Skills. Besides, results also reveal that among the main challenges encountered by majority of the students, delivery speed of teaching and learning, students’ attitude, struggles and stress of online learning mode were the most common issues. Results yielded in this study add to the existing literature on the possibility of online learning as an alternative pedagogy in post COVID-19.

Learning analytics and tech-tools: Insights of the practical implications for stakeholders’ perspectives

The aim of the current study is to perform a systematic review of the literature to determine how learning analytics and technological tools used in education relate to one another. The review looked at 30 samples from 15 (n=15) academic databases, and found that the recent learning analytics research typically used web-based applications, Web 2.0 tools, dashboard and visualization tools, and eye-tracking devices. These technological tools, such as learning management systems and social networking websites, are widely employed in order to facilitate online learning and communication as well as to analyze and visualize data for informed decision-making. One of the practical implications of this research for learning analytics stakeholders, such as educators, policymakers, and researchers, is the ability to use these technologies tools to enhance teaching and learning. By utilizing these tools, policymakers can learn information that can be applied to the development of strategies and policies relating to the integration of technology in education. Researchers can utilize these tools to generate data that will aid in the study of teaching and learning, which will lead to the development of new teaching strategies and technological advancements. Stakeholders must establish appropriate policies and practices, be aware of the potential risks and limitations associated with their usage, and work to ensure that these tools are used in the classroom in an ethical and efficient manner. This study shows, in general, how effectively these technological tools can enhance teaching and learning when used in educational settings.

Where are my students looking at? Using Gaze Synchronicity to Facilitate Online Learning

Where are my students looking at? Using Gaze Synchronicity to Facilitate Online Learning

Post COVID-19 Analysis of the Status of online Infrastructure use by Public Universities in Kenya: The Case of Masinde Muliro University of Science and Technology

The Covid-19 pandemic brought about a lot of interference in learning institutions. Universities were not spared by this pandemic, and this brought about a need to reconsider modes of learning which had all along been face-to-face. Online learning has proved itself as a promising instructional medium as well as a prime area for researchers to investigate its effectiveness on learning and pedagogy. Covid-19 provided an avenue to explore the use of technology in learning given that learning institutions were closed indefinitely. Online infrastructure refers to the hardware, software and internet availability in learning institutions that promote distance education or e-learning. This study sought to establish the status of online pedagogical infrastructure in public universities with a focus on Masinde Muliro University of Science and Technology (MMUST). The study adopted a descriptive survey design. The study population comprised of staff and students of MMUST. Stratified sampling was used to get a sample size of 682 respondents. Data was collected using questionnaires, interviews, Learning Management System content analysis, and observations. The study found that the available online pedagogical infrastructure in MMUST was not sufficient to facilitate online learning. Additionally, the findings indicate that majority of the students and lecturers did not have access to necessary online infrastructure. There lacks a clear policy guidelines for online learning. These findings show that MMUST has inadequate requisite ICT infrastructure and skills to enhance successful implementation of online learning. The study therefore recommends a need for public universities to create partnership with the private sector to improve ICT infrastructure to build the necessary capacity and standardize online learning programs. It further recommends that Institution Policymakers need to formulate policies that promote effective online learning across universities.

Educational Recovery in Higher Education: The Needs of Universities from the Lens of Education Experts

COVID-19 has worldwide effects. Extended school closures and recession are the worst education shock in decades. It hindered global progress, notably education. Global and national economic challenges caused fiscal austerity, poverty, decreased domestic expenditure and development aid for public sector initiatives. After disease transmission stops, this has hampered human progress. This qualitative-content analysis generated the needs of universities to recover from the learning loss due to COVID-19 pandemic. Twenty education experts with more than 20 years of extensive experience in education were enlisted as participants through purposive sampling. In this study, the results were hybrid learning, technological infrastructure, pedagogical approaches, mental health support and inclusivity and diversity. The themes that emerged from the study were the need for universities to adopt hybrid learning models, invest in robust technological infrastructure, adopt innovative pedagogical approaches, provide comprehensive mental health support, and prioritize inclusivity and diversity in their educational recovery efforts. Clearly, experts recommend a hybrid learning method that blends online and in-person training to make education recovery more compelling and individualized. Universities must invest in strong technology to facilitate online learning, effective communication, and faculty-student cooperation. To improve student engagement and learning, project-based and collaborative learning are encouraged. Students need therapy and stress management to be healthy. Finaly, schools should create an inclusive and varied educational atmosphere where everyone is appreciated, respected, and accepted as this may help universities build a resilient educational system that promotes education recovery and serves students' different requirements.

Technology as a Key Driver in Enhancing Scientific Education during the Covid-19 Era at the University of Namibia

Abstract: Student profiling on the use of technology for teaching, learning and assessment has a potential to enable educators to enhance their transformational teaching strategies. Therefore, this study explored the views of students on use of technology to facilitate online learning during COVID-19. The study employed a quantitative approach to collect data using a Google Form questionnaire. Nineteen conveniently sampled respondents (38%) were drawn from a population of 50 students registered for first year BSc Microbiology and BSc Environmental Biology in 2021. The collected data was analyzed through descriptive statistics using Microsoft Excel 2010. The findings revealed that during online learning students experienced challenges related to subject knowledge acquisition (63%). Hence; majority (84%) of the students preferred face-to-face or blended teaching learning and assessment to ensure pedagogic access. It is concluded that students’ exposure to online learning helped improve skills such as typing (79%), internet information searching (95%) and general computer skills (89%). Thus, it is recommended that academics and student should be capacitated with training, and higher education curricula should encourage the use of digital technology, which prepares students to be relevant in the digital society.

The case for integrating and leveraging knowledge management and ELearning for effective online education

The rapidly growing use of technology in education is changing the way knowledge is produced, stored, and distributed to students locally and globally. Today, learning is no longer solely deployed in a physical classroom due to the increased rate of student’s enrollment in online education for various reasons. The nation's educational system greatly benefits from internet-enabled distance learning, also known as online education, by liberating students from the usual available options of on-campus degree programs such as commuting to school, preparing their day for courses, and being physically present during each cycle of their coursework. The necessity of Knowledge Management (KM) to facilitate online learning has received higher attention within the educational arena in the last years. Knowledge management of organizations will determine the processes that the knowledge will be retained, exchanged, and enriched over years. Additionally, knowledge management has been defined as the process that enables the organization to create, store, transform and exchange knowledge within the organization. Universities face challenges in creating and exchanging knowledge, these challenges resulted from the lack of KM strategies to organize KM in all directions. As per various educational theories universities should adopt knowledge-based theory to improve competitiveness and improve performance. The theory is based on discovering knowledge, its acquisition, creation and dissemination and transmission of this knowledge through teaching. Moreover, retention rates at higher education institutions remain a focus in this present pandemic era and data from the United States (U.S.) Department of Education (2021) revealed an overall drop for full-time students in 2020, from 76.1 percent in 2019 to 75.7 percent. For part-time students, there was an even more significant drop, from 46.5 percent in 2019 to 43.5 percent in 2020. For educational institutions, it is imperative to understand the causes of lower retention, and the way higher education institutions could overcome this challenge. One method that is being pursued by higher institutions is online education, as a note online education is now accepted as the “wave” of the future, knowledge is being distributed across both space and time. Knowledge management techniques are also used to capture, organize and deliver this knowledge, and management systems can be used to quickly identify the most relevant information and distribute it to meet specific needs. The art of adding knowledge management and E-Learning together is a form of technological advancement.

The Effect of Integrated Learning Management Systems FLearn in Improving Learning Outcomes at Universities during Online Learning

The problem in learning during the covid-19 pandemic is how the university implements effective online learning for students. In order to facilitate online learning to be more comprehensive and integrated, the development of an integrated learning system, namely the learning system in Flexibel Learning or Leaning management, is expected to increase the effectiveness of online learning. The research method in this study is a mixed-method research method with a sequential exploratory model. The research begins with a qualitative study to find the root of the problem and then continues with quantitative analysis to find the influence between variables. The study subjects were fourth-year students in the mathematics education study program. The study results show that the integration of the system facilitates the implementation of learning in the online learning process, but there are still obstacles, such as internet access and learning devices. In contrast, the regression test results show a significant influence between the integration of the learning system on student learning outcomes. The influence of learning system integration on learning achievement is 61.3%, and 38.7% is affected by other factors such as motivation, learning independence, student responsibility, and adequate internet access.

The effects of using an auto-subtitle system in educational videos to facilitate learning for secondary school students: learning comprehension, cognitive load, and satisfaction

While subtitles are considered a primary learning support tool for people who cannot understand video narration in foreign languages, recent advancements in artificial intelligence (AI) technologies have played a pivotal role in automatic subtitling on online video platforms such as YouTube. This study examines the effects of three different types of subtitles in the Thai language (i.e., auto-subtitles, edited subtitles, and no subtitles) on learning comprehension, cognitive load, and satisfaction to determine whether it is feasible to use AI technology as an auto-subtitles system to facilitate online learning with educational videos. To that aim, 79 Thai secondary school students from three Mathayom 5 (Grade 11) computer science classrooms participated in this study. This study used the static group comparison, which is the Posttest-Only Control Group Design. The results of this study found that the auto-subtitles system that generates Thai language subtitles for English educational videos has greater feasibility of implementation to facilitate online learning when compared to editorial subtitles by Thai natives. Therefore, Thai subtitles generated by the auto-subtitles system in English educational videos can facilitate students’ learning comprehension, cognitive load, and satisfaction.

Learning Management System Now and in The Future: Study Case from the Indonesian University Students

The need to study during the pandemic drove students of all grade levels to pursue online education. Some Indonesian schools and colleges developed the LMS platform to facilitate online learning. LMS (Learning Management Systems) is a novel concept for the majority of pupils. This study explored the experiences and expectations of students using LMS at an Indonesian government university. This is a qualitative study comprised of interviews. Twenty university students were recruited for interviews. The interview findings were then coded to identify major themes. The interview showed three primary themes: the benefits of employing an LMS, the difficulties of utilizing an LMS, and the future of LMS. The majority of students enjoyed using the LMS during their studies and encountered no operational difficulties. However, the biggest difficulty is the pupils’ poor internet connection, as they access the Internet from their rural homes. The findings suggested that in the future, following the COVID-19 pandemic, LMS could serve as a replacement for the traditional learning process, since many students have realized its benefits.

Review Sistematis : Tantangan Pembelajaran E-learning Selama Pandemi Covid-19 pada Mata Pelajaran IPA Kelas VII di SMP

Learning during the Covid-19 pandemic is recommended to be carried out online, in order to reduce the impact of the spread of the SARS-CoV-2 virus. One of the supporting elements that can facilitate online learning is E-learning. The change in learning methods that were originally carried out face-to-face to online learning experienced several challenges in terms of the availability of qualified technology such as electronic devices in the learning process, internet networks, and the readiness of students and teachers to face online learning. In terms of students, the challenges they face start from an unstable internet network, inadequate internet quota and the unavailability of gadgets for learning, resulting in a lack of students' understanding of the subject matter provided.

THE USE OF ZOOM APPLICATION TO SUPPORT ONLINE LEARNING DURING PANDEMIC TIME FOR STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY OF NUSANTARA PGRI KEDIRI

In learning, an offline system (face-to-face) and an online system can be used to learn in order to process of acquiring knowledge. However, the world is now in total lockdown as a result of the Covid-19 virus, which has forced all activities, including education, to move to an online system. Students at University of Nusantara PGRI Kediri, particularly those in the English department, use a variety of online learning support applications, in order to facilitate online learning. One application that is used for frequent is Zoom Application. The purpose of this study is to find the use of Zoom application to support online learning, and the advantages and disadvantages of Zoom application during the pandemic time for English department students at University of Nusantara PGRI Kediri. This study used qualitative research as its technique. 22 first-graders (second semester) volunteered as subjects for data collection. Interview and questionnaire chosen as its data collecting technique. The findings of the data analysis display that the use of the zoom application can bridges the online learning as well as teacher and student interactions while on the other hand, zoom application has advantages and disadvantages that must be considered.
 

A Systematic Review of the Medical Student Feedback on Undergraduate Surgical Education During the Pandemic.

The coronavirus disease 2019 (COVID-19) pandemic has challenged and changed significant aspects of day-to-day life. With regard to medical education, the challenges have been substantial, and the changes have been innovative. This systematic review focuses specifically on medical student feedback on undergraduate surgical education during the pandemic. It explores the various types of technology used to facilitate online learning and aims to comprehensively review the advantages and disadvantages. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were adhered to, and electronic databases PubMed, Medline, and Scopus were used to identify relevant studies. The search yielded 102 papers once duplicates and non-English articles were removed. Of these, 19 articles were included in the review. These publications were appraised, which was the source of the narrative syntheses of this systematic review, and due to the heterogeneous data, a meta-analysis could not be successfully implemented. The integration of real-time image capture devices used to display stakeholders or objects such as models of wounds has resulted in the improvement of virtual learning to an almost in-person experience. Adding to this, the use of communication and participation platforms facilitates active discussion when used appropriately. However, there are still some barriers that may be removed with time as the technology continually improves, and these are not exclusive to connectivity issues and restriction of the senses to only two-dimensional sight and hearing. Despite this, the student feedback was largely positive, and the integration of more innovative methods of delivering teaching will have a positive impact on education as long as it is used as an adjunct and not as a replacement for face-to-face teaching.

The perceived usability of the learning management system during the COVID-19 pandemic: Integrating system usability scale, technology acceptance model, and task-technology fit.

The education system has shifted from traditional to online during the COVID-19 pandemic. Thus, the Learning Management System (LMS) is one of the most important and comprehensive learning platforms that support and facilitate online learning during this pandemic. This study explored the perceived system usability of LMS during the COVID-19 pandemic by utilizing Technology Acceptance Model (TAM), Task-Technology Fit (TTF), and System Usability Scale (SUS). An online survey was utilized to collect data from 502 Filipino students from different academic institutions and different areas of study. Structural Equation Modeling (SEM) indicated that students' perceived ease of use of LMS had a significant effect on perceived usefulness which subsequently and positively led to students' perceived satisfaction of LMS. In addition, LMS technology characteristics was found to have a significant effect on LMS task-technology fit which subsequently led to perceived usefulness and perceived satisfaction. Interestingly, perceived satisfaction was found to have a significant effect on students' perceived system usability of LMS which was calculated using a System Usability Scale (SUS). The findings have implications within the education system globally, particularly in recognizing the relevance of LMS moving forward. Furthermore, since this is the first study that integrated SUS, TAM, and TTF, the conceptual framework can be utilized to evaluate the perceived usability of LMS worldwide.