Learning Online Research Articles

Visually impaired students in both face-to-face and e-learning

Visual impairments present significant obstacles for students in their everyday lives, particularly in academic settings. The ongoing Covid-19 pandemic has only heightened the challenges faced by individuals with disabilities. However, instructors have been using a variety of teaching methods, both in-person and online, to better support visually impaired students. These approaches have yielded positive impacts on students' social, physiological, and educational development. Nevertheless, there are also drawbacks associated with both methods, which this study seeks to explore and overcome. The researchers conducted this research during the second semester of the 2022/2023 academic year in Hebron University. In order to achieve the aims of the study, the researchers utilized qualitative techniques such as WhatsApp interviews to gather comprehensive data. They collected the data from six participants who voluntarily accepted to participate in the interviews. The study found that students enjoyed several advantages of online learning, such as easy access to course materials and effective communication with their instructors. However, they also encountered several challenges such as lack of support from the government, inadequate training for teachers, and insufficient knowledge about their rights as online learners. The researchers attempted to address the underlying causes of these issues. Based on the findings, the researchers proposed potential solutions to effectively address these issues and enhance the learning experience for visually impaired students.

Research on Joint Recommendation Algorithm for Knowledge Concepts and Learning Partners Based on Improved Multi-Gate Mixture-of-Experts

The rise of Massive Open Online Courses (MOOCs) has increased the large audience for higher education. Different learners face different learning difficulties in the process of online learning. In order to ensure the quality of teaching, online learning resource recommendation services should be more personalised and have more choices. In this paper, we propose a joint recommendation algorithm for knowledge concepts and learning partners based on improved MMoE (Multi-gate Mixture-of-Experts). Firstly, the heterogeneous information network (HIN) is constructed based on the MOOC platform and appropriate meta-paths are selected in order to extract the human–computer interaction information and student–student interaction information generated during the learners’ online learning processes more completely. Secondly, the temporal behavioural characteristics of students are obtained based on their learning paths as well as their knowledge of conceptual characteristics, and LSTM (Long Short-Term Memory) is used to mine students’ current learning interests. Finally, the gating network in MMoE is changed into an attention mechanism network, and for different tasks, multiple attention mechanism networks are used to fuse the learner’s human–computer interaction information, student–student interaction information, and interest characteristics to generate learner representations that are more in line with the respective task and to complete the tasks of knowledge conception and learning partner recommendation. Experiments on publicly available MOOC datasets show that the method proposed in this paper provides more accurate and varied personalization services to online learners compared to the latest proposed methods.

MEDIA IMPLEMENTATION SPIN GAME SCIENCE SMART (SGSS) ON THE MATERIAL OF VIBRATION ON THE LEVEL OF STUDENT MOTIVATION AND LEARNING OUTCOMES IN THE PANDEMIC ERA

The history of the world of education began to occur in 2020 when learning activities were carried out online. This situation has a major impact on the implementation of learning, especially in the use of learning media. The purpose of this study was to determine the level of student learning motivation when learning online using SGSS media and without SGSS media in the pandemic era and to find out the differences in student learning outcomes using SGSS media and without SGSS media in online learning. Data collection techniques using test techniques, interviews, documentation and questionnaires. Data were analyzed by descriptive analysis and independent sample t test. The results average value motivation experimental class was 83.64 in the very good category while the control class was 79.53 in the good category and the results of the independent sample t test showed a sig (2-tailed) value of 0.457 or greater from 0.05 so that it can be concluded that student learning outcomes between using SGGS media and without SGSS media don’t provide a significant difference. The use of SGSS media needs to be followed up both online and offline.

A Toolbox for Modelling Engagement with Educational Videos

With the advancement and utility of Artificial Intelligence (AI), personalising education to a global population could be a cornerstone of new educational systems in the future. This work presents the PEEKC dataset and the TrueLearn Python library, which contains a dataset and a series of online learner state models that are essential to facilitate research on learner engagement modelling. TrueLearn family of models was designed following the "open learner" concept, using humanly-intuitive user representations. This family of scalable, online models also help end-users visualise the learner models, which may in the future facilitate user interaction with their models/recommenders. The extensive documentation and coding examples make the library highly accessible to both machine learning developers and educational data mining and learning analytics practitioners. The experiments show the utility of both the dataset and the library with predictive performance significantly exceeding comparative baseline models. The dataset contains a large amount of AI-related educational videos, which are of interest for building and validating AI-specific educational recommenders.

The Use of Social Media to Enhance Critical Thinking in Online Learning Among Higher Education Students

In higher education, fostering critical thinking skills is crucial for students because they are among the most sought-after employability skills. Recognizing the importance of cultivating critical thinking skills among online learners, educators are exploring innovative strategies to harness the power of social media platforms to enhance students’ critical thinking abilities. Therefore, this study investigates these issues using survey methods on final-year undergraduate students from two public universities. A total of 128 students who had experiences in learning online during the pandemic have been randomly chosen. The survey includes two constructs related to social media and critical thinking during online learning. The findings show that majority students agree with the utilization of social media for their online classes. They also agree that social media can serve as a platform to discuss and collaborate for postclass sessions. Furthermore, the regression analysis illustrates demographic factors such as gender, age, and university program that significantly predicted the perception of social media for teaching and learning. However, these factors were not found to be significant predictors of the activities applied in social media to enhance students’ critical thinking. Therefore, this study conclusively demonstrates that students’ critical thinking can be elevated through the integration of social media into online learning. However, it is imperative that learning activities are meticulously designed to ensure the effectiveness of the learning process.

TikTok as a Coping Strategy in Learning English during the COVID-19 Pandemic: Exploring the Acceptance and Usage among Malaysian Undergraduates

TikTok has become popular and widely used globally across various fields, including education, particularly during the Covid-19 pandemic, as teaching and learning methods shifted to online distance learning from physical interaction. This paper explores TikTok as a coping strategy in learning English during the Covid-19 pandemic as well as the acceptance and usage of TikTok among Malaysian undergraduates. This quantitative study employed a questionnaire-based approach to gather insights from 130 undergraduate students at a local university in Penang and the study delves into the frequency and extent of TikTok engagement, revealing that a majority of the 130 surveyed students actively utilise the platform multiple times a day. The collected data were then subjected to thorough analysis to identify patterns, trends, and key factors influencing the participants' attitudes and behaviours towards TikTok in the context of language learning. The results underscore TikTok's emergence as a noteworthy and frequently employed tool in the educational landscape, aligning with existing literature that recognises digital platforms as valuable supplementary tools in education.

Application of Online Education and Distance Learning in the Teaching of Traffic Engineering Specialty

The application of online education and distance learning in the teaching of traffic engineering provides flexible learning methods and rich educational resources for traffic engineering students. Through online courses and distance learning platforms, students can study fl exibly according to their own schedule and location. Teachers can help students understand and apply traffic engineering knowledge and skills through online lectures and interactive discussions. At the same time, online education can also provide real-time case studies, simulation experiments and virtual learning environments to help students better understand and apply theoretical knowledge. In short, online education and distance learning bring convenience and innovation to the teaching of traffic engineering, improve the learning effect and students learning experience.

Trends and Practices of Araling Panlipunan Instructions in the Schools Amidst Covid-19 Pandemic: Input for Technical Assistance

This action research determined the implementation of Araling Panlipunan Instructions in the schools amidst the COVID-19 pandemic. The study aimed to discover the profile of the participants; the trends and practices of teachers in the new normal; the challenges and issues encountered in the absence of face-to-face classes; and solutions utilized by teachers in addressing the situations affecting the instructions. The participants in the study are the teachers of elementary and secondary schools. The researcher used the descriptive survey method and frequency for the interpretation and analysis of the data. The survey tool was validated by twenty non-respondent teachers from select schools before it was administered via Google link to one hundred- six respondents. An interview and focus group discussion also was conducted to collect more information and validate the gathered data. Based on the results, the findings revealed that the majority of respondents were female, teachers utilized modular distance learning, attended the training in lesson planning, modular and online distance learning, and joined learning action cells. The teachers utilized learning modules, worksheets, videos, and manuals as learning resources. The respondents utilized the formative and summative tests, actual performance and skills tests, and portfolios, as assessments. The use of films and photographs, pictures, globes and maps, and problem-solving were the most common approaches in handling their classes. The most common problems encountered were the distance of learners’ houses, parents answering self-learning modules, poor internet connection, late submission of learners’ output, assessment of learners’ performance, and non-completion of activities. Although there were problems, the teachers strategically applied the best practices such as strong collaboration, parents’ orientation, open communication, access to free wifi providers, simplified activities for learners, giving feedback, and conducting a home visitation to help the learners during the pandemic Keywords: instructions, trends and practices, challenges, strategies, specialization, pandemic, new normal, assessment, modular, online kumustahan, learning delivery

Didactical Obstacles for Junior High School Students in Post-Pandemic Mathematics Learning

Face-to-face learning has been re-implemented by several schools after 2 years offline, and this has caused several obstacles when implementing it. Especially mathematics learning, which tends to require more effort to deliver material. Post-pandemic learning causes didactical obstacles to student and teacher learning during the teaching and learning process. So the purpose of this study is to analyze student barriers to post-pandemic learning. The research method used in this study is qualitative-descriptive, with data collection techniques such as survey methods, observation results, questionnaires, and interviews. The object of this study was 19 grade VIII–4 students and senior teachers at SMP Negeri 1 Cihampelas. This research uses several instruments for students, and the results can be analyzed for obstacles to the post-pandemic learning process. Based on the results of the study, it shows that post-pandemic learning barriers for Grade VIII–4 students are adaptation to a new environment; understanding the material is more difficult and ineffective because the learning process does not involve technology, conventional learning methods, psychological changes, or habits when online learning is still carried over so that it affects face-to-face learning, where students are not ready to get the next material due to the material they previously did not understand due to the lack of maximum understanding of students when learning online. Not only students, but teachers also have their own obstacles when learning after this pandemic, so teachers also need time to be able to adapt to face-to-face meetings that run according to mutual expectations.

СОВРЕМЕННЫЕ ПОДХОДЫ К ОЦИФРОВКЕ ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА В РАМКАХ ПОДГОТОВКИ СПЕЦИАЛИСТОВ ЭКОНОМИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ

The article examines modern methods and approaches to digitization of the educational process in the context of training specialists in the field of economics. The paper analyzes various aspects of the use of information and communication technologies (ICT) in education, such as online courses, webinars, electronic textbooks and distance learning platforms. The advantages and challenges associated with the introduction of digital technologies into the educational process are also discussed, as well as practical recommendations for their effective use are offered. The author also examines examples of successful practice of digitization of education in economic fields and conclusions about the prospects for the development of this area.

Investigation of Digital Competence Levels of Online Learners

Purpose: This study aims to analyze the digital competence levels of online learners in terms of different variables. Design/Methodology/Approach: A total of 303 students participated in the study conducted with the cross-sectional screening model of the quantitative research method. The data were collected online via the "University Students Digital Competencies Scale". Findings: Students' digital competence levels show a significant difference according to the variables of gender, age, technology usage competence and duration of using technological devices. It was concluded that students with high technology use competence also have high problem-solving ability in virtual environments. It was determined that as the duration of students' use of technological devices increased, their level of content development in digital environments also increased. Highlights: Considering the finding that as the average daily usage time of students' technological devices increases, students' digital competence levels also increase, it is recommended to prepare more activities to increase the average daily usage time of students' technological devices in distance education environments, to organize synchronous meetings and asynchronous forum activities, and to develop educational policies to take into account the time students spend in the distance education environment and their completion rates in measurement and evaluation processes.

Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?

AbstractOnline courses are particularly attractive in continuing education because they offer a high degree of autonomy and flexibility, although this requires learners to take greater responsibility for self‐regulating their learning. That can be challenging for adult learners as they need to handle other obligations in addition to learning. Thus, self‐regulated learning (SRL) support might be needed. In the present study, we aimed to investigate how the specific SRL challenges that adult learners face in online courses can be supported adaptively. Main challenges for adult learners consist in managing learning resources (e.g., time, attention, learning environment). To address these challenges, we developed an adaptive support intervention comprising several features. To assess the effects of the adaptive support on the self‐reported SRL strategy application of adult learners, we analysed data from five iterations of a continuing education online course comparing iterations with adaptive support (with a total of N = 36 participants) to iterations without (with a total of N = 35 participants). Results indicate that the adaptive support significantly improved environmental structuring but did not significantly affect other SRL strategies. Further analyses revealed that learners who did not use the support deteriorated in managing their learning time and in setting specific learning goals during the course. Practitioner notesWhat is already known about this topic Adult learners are likely to face various challenges in self‐regulated online learning, including managing conflicting responsibilities and maintaining focus. Adult learners' successful application of SRL strategies can be challenging, underlining the need for support. Adaptive support interventions have demonstrated positive effects in various educational contexts, indicating potential effectiveness for adult online learners as well. What this paper adds The study provides insights into the positive effects and potential pitfalls of designing an adaptive support intervention to improve adult learners' self‐reported use of the SRL strategies of effort, attention, time management, environmental structuring, and goal setting. Implications for practice and/or policy The findings suggest that providing adaptive support, namely a structured course overview and adaptive recommendations of learning time and relevant content, can positively influence adult learners' environmental structuring. Our findings also highlight the challenge of achieving optimal support design, as evidenced by low support use. This finding highlights the need to explore additional methods to motivate adult learners to use the support provided while carefully respecting their autonomy.

PERSEPSI PELAJAR BERKAITAN KEBERKESANAN PEMBELAJARAN ATAS TALIAN TERHADAP KESEDIAAN MENGHADAPI UJIAN AMALI SECARA BERSEMUKA DI KOLEJ VOKASIONAL NEGERI JOHOR

All schools, including vocational colleges, have been closed due to the implementation of the Movement Control Order to curb the spread of the COVID-19 outbreak. Therefore, the method of implementation of teaching and learning (PdP) as well as the evaluation of practical work for the Roof Installation System subject has been changed. The Malaysian Ministry of Education has announced that the implementation of PdP must be conducted online while the practical test must be conducted face-to-face. Therefore, this study was carried out to identify the effectiveness of online practical learning on the level of students' readiness to face face-to-face practical tests. The study respondents consisted of 166 Semester three students of the Construction Technology program at six vocational colleges in the state of Johor. The research instrument consists of 54 items that measure four constructs, namely preparation for online practical learning, online practical learning, the level of effectiveness of online theoretical learning and the level of effectiveness of online practical learning. The data obtained was analyzed descriptively to obtain frequency, percentage, mean and standard deviation values. The findings of the study found that the majority of students are ready to face practical learning online. The level of effectiveness of online theoretical and practical learning is at a high level. An initiative that can be done to improve online practical learning is that teachers need to master the latest online applications and offsite modules for student use need to be produced.

Promoting student success in online post-graduate studies at a South African University: The role of professional and administrative support

Post-graduate online students studying in cohorts are expected to collaborate effectively with their peers and instructors in the virtual environment and are presumed to have the necessary skills needed for self-directed online learning. However, studies have shown that the low retention and success rates in online learning could be attributed to individual students experiencing a sense of isolation in a community of online students. Providing various non-academic support is as crucial for ensuring success as academic support services. More importantly, the support should acknowledge and address the unique set of skills, experiences, and expectations of the individual student in the community of online learners. This study aimed to ascertain whether professional and administrative student support that focused on the individual needs of the post-graduate student promotes retention and success in online studies. A qualitative case study at a business school at a South African higher education institution evaluated the professional and administrative support types, range and timing in promoting success in online post-graduate studies. This included the content analysis of key documents such as the self-evaluation report and the survey report on evaluation, impact and lifelong learning of a post-graduate qualification, followed by a focus-group session to ascertain staff perceptions of the professional and administrative services and resources in promoting success in online post-graduate studies. Using Simpson’s Proactive Motivational Support model (PaMS) as a lens, the study revealed a lack of motivational aspects of student support for online post-graduate students. Furthermore, the results affirmed the presumption of post-graduate students as a homogenous group prepared to succeed in online learning communities. Moreover, that limited provision was made to support online post-graduate students from remote areas and for those with disabilities. The study concludes that a more personalised approach to student support will motivate post-graduate students to become successful self-directed students in a community of online learners. Moreover, a focused school, college and institutional approach and an integrated inter- and intra-institutional collaboration are needed to enhance self-directed learning, foster a sense of belonging, and promote success in online post-graduate studies.

Joint online distance learning to complement postgraduate pathology training in preparation for national board examinations

AimsTo meet the flexible learning needs of pathology residents preparing for national board examinations, a joint distance learning approach was developed using both asynchronous and synchronous activities with whole slide...

Adult learners’ online distance learning experience in postgraduate business programme: a qualitative study in a public university in Malaysia

ABSTRACT Amidst the growing demand for lifelong learning, higher education institutions are dynamically navigating the realm of online education, prompted by technological advances and global influences like the COVID-19 pandemic. This research is particularly attuned to the experiences of adult learners within virtual postgraduate programmes, focusing on the implications for business education. Employing purposive sampling, the study conducted semi-structured interviews with 30 active adult learners enrolled in a postgraduate online distance learning business programme at a Malaysian public university. Rooted in grounded theory principles, the qualitative data analysis involved open and axial coding, bolstered by participant quotations, to unveil emergent themes and relationships from their experiences. The study delves into adult learners’ motivations, emotional states, self-development, effectiveness factors, and institutional recommendations. These insights shed light on refining the design, delivery, and impact of virtual education for adult learners in postgraduate business programmes, offering valuable contributions to the evolving landscape of lifelong learning.

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

Academic self-efficacy is an important condition to ensure learning effectiveness and improve the sustainability of online learning quality. The present study intended to examine the relationship among online teacher support, academic procrastination, and academic self-efficacy by employing a questionnaire survey and structural equation modeling in the online learning environment. We report on survey data from N = 827 college students from China. The results showed the following: that online teacher support and its emotional, cognitive, and autonomy support dimensions have significant positive effects on academic self-efficacy, and it can predict the academic self-efficacy of college students through the mediating effect of academic procrastination. Therefore, in order to enhance the academic self-efficacy of online learners, it is crucial to increase online teacher support, provide guidance and motivation to online learners, reduce academic procrastination, and improve the emotional, cognitive, and autonomy support perceived by students in online courses and learning activities. The findings contribute to the exploration of the impact and mechanism of online teacher support regarding the academic self-efficacy of learners, providing theoretical and empirical support for enhancing academic self-efficacy in online learning and the development of a sustainable quality of teaching.

Effectiveness of a multi-country implementation-focused network on quality of care: Delivery of interventions and processes for improved maternal, newborn and child health outcomes.

The Network for Improving Quality of Care for Maternal, Newborn and Child Health (QCN) aims to work through learning, action, leadership and accountability. We aimed to evaluate the effectiveness of QCN in these four areas at the global level and in four QCN countries: Bangladesh, Ethiopia, Malawi and Uganda. This mixed method evaluation comprised 2-4 iterative rounds of data collection between 2019-2022, involving stakeholder interviews, hospital observations, QCN members survey, and document review. Qualitative data was analysed using a coding framework developed from underlying theories on network effectiveness, behaviour change, and QCN proposed theory of change. Survey data capturing respondents' perception of QCN was analysed with descriptive statistics. The QCN global level, led by the WHO secretariat, was effective in bringing together network countries' governments and global actors via providing online and in-person platforms for communication and learning. In-country, various interventions were delivered in 'learning districts', however often separately by different partners in different locations, and pandemic-disrupted. Governance structures for quality of care were set-up, some preceding QCN, and were found to be stronger and better (though often externally) resourced at national than local levels. Awareness of operational plans and network activities differed between countries, was lower at local than national levels, but increased from 2019 to 2022. Engagement with, and value of, QCN was perceived to be higher in Uganda and Bangladesh than in Malawi or Ethiopia. Capacity building efforts were implemented in all countries-yet often dependent on implementing partners and donors. QCN stakeholders agreed 15 core monitoring indicators though data collection was challenging, especially for indicators requiring new or parallel systems. Accountability initiatives remained nascent in 2022. Global and national leadership elements of QCN have been most effective to date, with action, learning and accountability more challenging, partner or donor dependent, remaining to be scaled-up, and pandemic-disrupted.

The Effects of Online Learning Platforms on Student Engagement and Academic Performance

The rapid proliferation of Online Distance Learning (ODL) platforms, accelerated by the global COVID-19 pandemic, has transformed the educational landscape, necessitating a revaluation of their impacts on student engagement and academic performance. This study aims to explore the nuanced effects of ODL on undergraduate students, specifically focusing on the challenges and benefits associated with its use. Employing a quantitative research design, this research utilized an online survey modified from existing instruments to suit the study's objectives. The survey, comprising both Likert scale and open-ended questions, was designed to capture students' experiences, engagement levels, and academic outcomes related to ODL. The target population included final-year undergraduate students from the Faculty of Civil Engineering at Universiti Teknologi MARA (UiTM) Penang, with purposive sampling ensuring a focused examination of the impacts of ODL within this specific academic context. Data were collected from 36 participants via Google Forms and analysed using IBM SPSS, revealing significant correlations between the use of digital tools, student engagement, and perceived academic performance. Key findings indicate that while digital tools are integral to ODL, their usage is associated with increased feelings of isolation, distraction, and negative impacts on sleep patterns. However, students also recognized the benefits of digital learning, such as flexibility and accessibility. The study concludes that the effectiveness of ODL platforms is contingent upon balancing digital tool usage with strategies to mitigate their potential drawbacks, emphasizing the need for interactive elements that mimic face-to-face interactions and support services to address students' psychological well-being. This research contributes to the ongoing discourse on the efficacy of online learning, offering insights into optimizing ODL environments to enhance student engagement and performance while ensuring their mental and social well-being.

Computer science and engineering students’ self-directed learning strategies and satisfaction with online learning

There is an increasing need for computer science and engineering (CSE) online education. This study examined CSE online learners’ perceptions of self-directed learning (SDL) readiness, strategies, and satisfaction. The researchers surveyed 225 students and conducted semi-structured interviews with 15 online CSE students. The quantitative survey data and the qualitative interview data were analyzed using descriptive statistics and thematic analysis, respectively. The findings were as follows: (1) Both extrinsic motivation strategies (e.g., future career development, building a learning routine) and intrinsic motivation strategies (e.g., interest in learning) were utilized; (2) Diverse metacognition strategies (e.g., assignments, quizzes, and tests, discussing with peers, tracking progress, staying in touch with professors and teaching assistants) and cognitive strategies (e.g., watching recorded lectures, taking notes, reading books, seeking out information) were used to monitor learning; (3) Time-management (e.g., priority, checklist, fixed schedule, time-block for study) and resource management strategies (e.g., focused on lectures, textbook reading) were leveraged; (4) Specific designs or instruction promoted students’ SDL skills, such as access to documented learning materials, reminders sent from instructors, availability of the instructor, group interaction, and flexibility, and (5) Student satisfaction depended on the design of the course. The advantages and disadvantages of online learning were identified. The findings indicated that the instruction strategies and online course design are critical for CSE students’ SDL.