Implications For Online Learning Research Articles

Implications of Online Learning: Trends of Science Misconceptions about Forces in Elementary School

This study aims to understand the tendency of science misconceptions about "forces" and to distinguish the influence of school origin on students' misconceptions. The research method is a quantitative experimental survey. A total of 83 fourth-grade elementary school students from public school 1 (School A), private school 2 (School B), and private school 3 (School C) were involved in this study. Data is collected through online surveys. Teachers and researchers formulated question instruments in the form of quizzes. Before being distributed, the synchronization and verification stages of the material are carried out. Then the quiz is distributed to students via WhatsApp during an online class. After 15 minutes, students return the answers to the class teacher in photos via WhatsApp to be evaluated and graded. The results show that the average level of students' misconceptions was relatively low. However, the level of individual misconceptions tended to be high, proving that the development of learning practices needs to pay attention to conceptual understanding. Students misconceptions should not occur, especially in science learning. This study concludes that there are differences in the level of misconceptions between clusters in science learning. Students in each cluster experienced similar obstacles. The researchers suggest an effort to adjust the learning model on the instructional, interaction, supervision, and independent learning models.

Public art in Mandaluyong City: Implications in the community’s identity and territory

Human culture consists of signs, each of which is different from itself, and the people in the culture are occupied with these signs. From one point of view, the semiotic perspective has been present in art history for a long time. Nowadays, public art is largely used for decoration and, in certain cases, to promote ideals and familiarize people with the city’s complex figures in the Philippines, as it plays a greater symbolic function in the city’s recognizability and visibility. It somehow deploys an explanation that incorporates historical and semiotic meanings. Images of contemporary art are painting, sculpture, drawings, illustrations, cartoons, posters, murals, photographs, and film. The study revealed that through commemorative reference to local inhabitants, culture, and history and the promotion of awareness of the art and identification with it, the most critical mission is to promote man’s quality of life and implications for online learning and teaching are provided.

An analysis of online learning self-efficacy in the case of Vietnamese university students

Given the recent emergence of online learning during the pandemic, attention has been given to self-efficacy, which refers to learners’ perceptions of their abilities to complete a specific task successfully (W. A. Zimmerman & Kulikowich, 2016). Self-efficacy is found to be predictive of learners’ achievement outcomes as well as their learning satisfaction, particularly in online settings in which learners are required to socially interact mainly via digital platforms. However, little research has been conducted to investigate the role of learners’ self-efficacy in the online learning environment in Vietnam. Therefore, this paper aims to explore the online self-efficacy of 544 Vietnamese undergraduates and its relationship with their gender and online prior experiences. The study adopted a validated questionnaire measuring online learning self-efficacy, highlighting five aspects: course completion, social interactions, online tool management, interactions with instructors, and academic socialization. The findings reveal an overall moderate belief of online self-efficacy from participants in all dimensions. Results regarding the associations between online self-efficacy with other variables are also discussed, and implications for online learning and teaching are provided.

The Impact of Distance and Social Isolation on Brain Morphology, Neural Coupling, Social Connectedness, and Immediacy: Implications for Online Learning

Introduction/ObjectiveSince the start of the Covid‐19 pandemic, a consensus has emerged among students and educators that the connectedness inherent in face‐to‐face (F2F) learning is beneficial, and that something is lost with online course delivery. Feelings of isolation and estrangement from faculty and peers are common, and the potential impact on learning and on the development of social skills needed for patient care is of concern to health educators. The goal of our research project was, therefore, to perform a review of the neuroscience and pedagogical literature to assess the current state of knowledge on the impact of isolation and distance on brain morphology, neurophysiology, and learning.MethodologyOur group chose to divide literature search activities into two broad categories and to work in pairs focusing either on the neuroscience or the pedagogical literature. Our approach was loosely based on Arksey and O’Malley, and while not a formal scoping review, did use a methodology that was rapid, broad, and aimed at identifying the different types of existing evidence related to our research question. Using various scientific databases the group performed searches using keywords such as “immediacy,” “face to face,” ”social isolation,” and “brain volume.” After screening by title 431 abstracts were reviewed by the team, and 76 articles were chosen for full‐text review. Please click the following link to see our final reference list: Reference List.ResultsFrom the Neuroscience Literature: Both social isolation and loneliness cause brain atrophy, primarily in the medial temporal region. Gene expression decreases and remains low in the hippocampus during periods of prolonged isolation, reflecting decreased ability to consolidate new long‐term memories. Significantly more neural coupling takes place between partners during F2F than during back to back or computer mediated dialogue, and natural verbal communication, increased eye contact, and observation of non‐verbal facial expressions enhance neural coupling.From the Pedagogical Literature: Interaction, collaboration, and sharing thoughts and feelings F2F all contribute to a sense of community. Students report F2F interactions feel more real, create a feeling of connectedness, and facilitate the formation of relationships. Increased social presence in the classroom can predict actual and perceived cognitive learning. Immediacy that is verbal (e.g. posing questions, discussing personal experience, and informal conversations) and non‐verbal (e.g. hand movements, facial expressions, and eye contact) both increase with F2F interactions. Both actual and perceived cognitive learning increase with immediacy.ConclusionsWith multiple studies showing brain changes with isolation, a student appreciation for immediacy, and the potential impact on cognitive and affective learning of F2F instruction, the evidence presented in this review suggests that caution, and further research, are warranted as educators consider continuation of online course delivery begun during the current pandemic.

"I'm not listening to my teacher, I'm listening to my computer": online learning, disengagement, and the impact of COVID-19 on French university students.

In a French context where universities are thought of and analysed as “weak institutions” that leave learners to themselves, the effects of the pandemic present great risks to students who already face structural obstacles to their education. This qualitative paper is based on the experience of 19 students in a typical non-selective university in France, who have disengaged or have thought of dropping out during the pandemic. We examine how lockdowns and distance learning have impacted French students’ learning and living conditions unequally, unpacking ideas of student engagement and disengagement through a sociological lens looks at students within their social context and places importance on the role of institutions in “holding” students. By unpacking our participants’ narratives, we address the implications of online learning for educational justice and the long-term opportunities of students. Our analysis shows that students’ well-being and learning are entangled with an attachment to the institution, with seeing the worth, purpose, and recognition for what they do and the importance of emplaced learning to do so. We therefore highlight the importance of recognition and regulation in the learning process itself. Our findings allow us to also offer nuance to existing research and discourse about the French university system being a “weak” institution that forces individuals to be autonomous. The article also points to the strategies employed by students and teachers with a view to maintain engagement that contribute to considering solutions to help student retention for the sector as a whole and in our pedagogical practice.

Motivation Learning Achievement in Open Distance Learning (ODL) Environment: Skills, Beliefs, Self-Direction and Interaction of University Students

The COVID-19 pandemic in Malaysia has seen the number of positive carriers rise day by day, prompting the government to issue a movement control order (MCO), compelling Malaysians to stay at home to prevent the virus from spreading quickly in the year 2020-2021. The MCO has an impact on students. This situation forces them to stay at home while the learning process continues in Online Distance Learning (ODL) mode. The institution is concerned about the implications of online learning as a teaching technique that is intended to improve students' academic performance by increasing computer self-efficacy and other factors such as student satisfaction and e-learning outcomes. Therefore, this study aims to examine the motivation learning achievement in ODL among university students. A total of 290 volunteer students from both genders of diploma and bachelor degree students participated in this study. The study found that there were significant relationships on the factors of motivation learning achievement. There were differences in motivation learning achievement (skills, beliefs, self-direction and interaction) between genders. Whilst, there were no significant differences on the factors of motivation learning achievement (skills, beliefs, self-direction and interaction) between diploma and bachelor degree students. Thus, the ODL appears to be new standards that should not obstruct potential interactive learning for optimal academic performance and accomplishment. In other words, this research provides a new perception to lecturers, faculty management, and the institution, as well as serving as the standard practice of ODL in the future.

ONLINE SCHOOLING IN RURAL AREAS IN ROMANIA DURING THE PANDEMIC: TEACHERS’ PERSPECTIVES

Because of the threat of the Coronavirus pandemic, schooling in Romania moved in distance regime in March 2020. During the next school year, each municipality chose the scenario for each school – face-to-face schooling or online learning – according to the local number of infections. However, online education encountered many difficulties in terms of material and human resources, especially in rural areas. In this study we aim to explore rural teachers’ perspectives about online schooling in Romania, during the Coronavirus pandemic. The data – obtained through a series of interviews and questionnaires – were collected from rural teachers working in various parts of the country. In this study we propose to follow two main directions. First, we explore teachers’ experiences concerning the access to material resources in the school and at home. The absence of proper digital equipment and the quality of the internet connection are two of the main concerns for policy makers. Second, the study focuses on educational practice, discussing teachers’ accounts and experiences during two periods: March-June 2020 and the next school year, until present. We intend to explore rural teachers’ experiences in depth, as rural was always disadvantaged in Romania’s education system. This study is a starting point for further research of rural teachers’ preparedness in Romania and the implications of online learning on rural teachers and students.

Self-directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID-19 pandemic.

ObjectiveThe emergence of the COVID‐19 pandemic compelled many academic institutions to resort to distance learning and online education, requiring a higher degree of student self‐direction and motivation to learn. This study explored self‐directed learning (SDL) readiness among nursing students in Oman, their learning styles (LS), and the association of demographic variables and LS with SDL.MethodsThe study, which followed a descriptive, cross‐sectional design, surveyed 236 Omani nursing students via an online questionnaire containing two standardized scales: the Self‐Directed Learning Readiness Scale for Nursing Education and the Learning Style Scales.ResultsNursing students were identified as having a low level of SDL (mean = 149.58). Probation status (β = −0.165; p = 0.021) was negatively associated with SDL. In terms of LS, solitary (β = 0.217; p = 0.001), competitive (β = 0.201; p = 0.005), imaginative (β = 0.19; p = 0.012), and perceptive LS (β = 0.437; p = 0.0) were positively associated with SDL. An analytical LS was negatively associated with SDL (β = −0.155; p = 0.022).ConclusionAcademic probation status and an analytical LS both yielded lower SDL scores. Perceptive, solitary, competitive, or imaginative learners tended to have higher SDL scores. Deliberate planning and strategies are necessary to help probation students cope with academic demands, especially with the advent of intensified digital education. Because no single learning environment can fulfill the needs of every LS, nurse educators must implement SDL‐aimed teaching and learning strategies that appeal to a variety of learners.

Variability, visuals, and interaction: online learning recommendations from social work students

ABSTRACT Online learning has become increasingly popular in higher education, and an increasing number of social work programs are offering completely online programs. Despite this, little is known about social work students’ preferences for online learning. The current study addresses this gap in the literature by conducting an in-depth examination of what social work students prefer in online learning programs. We conducted three semi-structured focus group interviews with graduate and undergraduate social work students (n= 25) to gather input on preferences for online learning environments. Focus groups were audio-recorded, transcribed verbatim, and analyzed using the constant comparative method. Twelve thematic codes were identified related to online learning preferences, and seven of the codes were salient in all three focus groups: visuals, interactive components, asynchronous structure, the importance of ‘switching it up’, accessibility concerns, need for applied scenarios, and preferences for assessments in the virtual learning environment. These preferences and recommendations are discussed, as well as their implications for online learning.

Sense of Community in an Online Graduate Program

A sense of community among learners is recognized as contributing to positive student outcomes. Synchronous learning opportunities may serve as one way to create a sense of community among online learners. Findings are shared from a mixed-method study that examined the impact of synchronous discussion sessions on students’ sense of community, as well as additional factors to consider when creating a sense of community. Cultivating trusting relationships by providing students with multiple opportunities for authentic, spontaneous, supportive discussion with people they know well emerged as central to fostering a sense of community. Implications for online learning in higher education and future research needs are discussed.

Pre-service language teachers reflection development through online interaction in a hybrid learning course

This case study investigates the growth of reflective thinking skills in three pre-service English language teachers in Turkey. The participants were attending a hybrid course focusing on reflection development through mainly online engagement with a practicum Teacher Research project, guided by the teacher educator. An exploratory approach is taken, based on interviews with pre-service teachers, observations of their contributions to online lessons, and their reflective papers. Of the three, only one teacher reached higher levels of reflection. The discussion focuses on implications for online learning, particularly for synchronous written interaction in pre-service teacher education, and highlights the importance of, and the difficulties in the establishment of a social presence in online interaction. Implications for the relationship between reflection, technology for teaching, and technology for teacher learning are discussed, and the need to prepare pre-service teachers for online interaction.

Effects of Synchronous Online Writing Instruction for Students With Learning Disabilities

As online K–12 instruction increases, researchers have expressed concerns about online learning for students with disabilities. This study investigates online writing instruction for students with learning disabilities (LDs) using synchronous online collaborative writing software to investigate effects of self-regulated strategy development for strategy instruction in persuasive writing (POW + TREE). Four adolescents with LD and low achievement in writing participated in a multiple probe across participants design to investigate a functional relation between instruction and essay elements (EEs). All participants increased (a) EEs, (b) correct minus incorrect word sequences, and (c) standard score changes. Implications for online learning in writing for students with LD are discussed.

Implications of online learning for nurse managers.

Online learning for nurses is growing in popularity, with programmes ranging from mandatory update training to part-time master's degrees. E-learning, as it is known, offers flexibility in access to learning, study time and learning styles. In busy clinical areas, where guidance is provided on minimum nurse staffing levels, e-learning provides solutions for managers who wish to encourage professional development while maintaining adequate nursing cover. Caution must be taken, however, when choosing e-learning programmes, as quality and efficacy differ across the range. This article highlights the properties of good e-learning pedagogy to prepare nurse managers for successful assessment of these programmes.

Faculty Of Education Students' Attitudes Toward Internet And Implications For Online Learning[English

The purpose of this study is to develop an attitude scale toward Internet and to investigate whether faculty of education students’ attitude levels differ significantly according to their gender, Internet experience, opinions about Internet as an instructional medium and their preferences between Internet-based and face-to-face learning. The research data were obtained from 249 undergraduate (100 male, 149 female) faculty of education students. Three factors, named as practicability, communication and usage skill, were identified after an explanatory factor analysis. The results of factor analysis and internal reliability coefficients suggest that the scale is a valid and reliable instrument. According to the t-test results, while there were no gender differences on the practicability and communication subscales, male students demonstrated significantly higher attitude levels than the females did on the usage skill subscale. The students, who prefer to participate in an Internet-based course, expressed significantly higher attitudes on the three subscales than the students who prefer face-to-face learning. The students with more Internet experience tended to have higher attitude levels on the three subscales than the students with less Internet experience. Two-way ANOVA results indicated that students’ desire to participate in an internet-based course and their Internet experience had main effects on their attitudes toward Internet. Implications for online learning are suggested depending on literature and the findings of the study.

The spiral curriculum: implications for online learning.

BackgroundThere is an apparent disjuncture between the requirements of the medical spiral curriculum and the practice of replacing previous online material in undergraduate courses. This paper investigates the extent to which students revisit previous online material for the purposes of building the educational spiral, and the implications for the implementation of a Faculty's Learning Management System implementation.MethodsAt the University of Cape Town, medical students' last date of access to 16 previous online courses was determined. Students completed a survey to determine their reasons for revisiting this material and the perceived benefits of this availability.Results70% of the students revisited their previous online courses. The major reasons were to review lecture presentations, lectures notes, and quizzes. The perceived benefits were for understanding new material, preparation for assessments, and convenience.Although student comments were not always in line with the concept of the spiral curriculum, most referred to processes of building on previous work, and some mentioned the spiral curriculum specifically.ConclusionThis study suggests that the practice of replacing previous online courses may hinder rather than support student learning. Although students visit previous material for ranges of reasons, a large number are aware of the spiral curriculum, and use the online environment to build upon previous material. Any practice, which entails replacing material and redesigning curricula content may be detrimental to the students' future learning needs, and such activities may need revision.