Virtual Learning Research Articles

Implementation of the course “good chemistry: methodological, ethical and social implications” – a case study

Abstract The article describes the practical implementation of the course titled “Good Chemistry: Methodological, Ethical, and Social Implications” available on the EuChemS e-learning platform. This MOOC course has been used in various ways at several European universities and through blended learning at Jagiellonian University in Krakow (Poland), which is discussed in this article. Since the groups of students participating in the course were not large and it is worth taking a closer look/insight at this issue, the case study method was used. Sample materials and activities for this course are presented. The survey responses of lecturers and students, as well as the activities and posts of Jagiellonian University in Krakow students on the remote learning platform, were analyzed. The strengths and weaknesses of the course were identified, and the need for continuous efforts by lecturers to develop ethical attitudes, critical thinking, and communication skills in students, especially in the field of socioscientific issues, was emphasized.

The Quality of Online Higher Education Teaching during the COVID-19 Pandemic: Evidence from Serbia

Abstract Introduction: This research aims to analyze students’ expectations and satisfaction with the quality of online learning in Serbia during the COVID-19 pandemic, while examining its advantages, disadvantages, and future intentions. Methods: The research included both desk and field research. Data were collected through an online survey and analyzed with IBM SPSS using frequency, descriptive, reliability, and correlation analysis. Results: The results showed high student satisfaction with online education during the pandemic, which is correlated with their future intentions to use online learning platforms. Discussion: These results highlight the importance of student satisfaction for online learning quality and the potential of online education during COVID-19. Limitations: The research is limited by the sample size of 308 students, which may not fully represent the entire student population. Conclusions: While the results confirm the high quality of online learning organization at Serbian higher education institutions (HEIs), the study also identifies areas for improvement.

TECHNOLOGIES FOR DEVELOPING STUDENTS' PHRASEOLOGICAL COMPETENCE IN ENGLISH LANGUAGE LESSONS (BASED ON EXAMPLES FROM GRADES 5-9)

This article explores the significance of developing phraseological competence in English language lessons for students in grades 5-9. It highlights the importance of idiomatic expressions, collocations, and fixed phrases in achieving effective communication and language proficiency. The article presents various technological tools, including interactive learning platforms, digital storytelling tools, online phraseology resources, video and multimedia resources, and mobile applications, that can enhance students’ understanding and use of phraseological units. Practical classroom examples illustrate how these technologies can be integrated into lesson plans to foster engagement and collaboration among students. Ultimately, the article underscores the role of educators in equipping students with the necessary skills to navigate the complexities of the English language, preparing them for success in diverse contexts.

Comprehensive undergraduate experiment: determination of phenylurea herbicide in tea by magnetic solid-phase extraction-high performance liquid chromatography

Against the backdrop of the Ministry of Education's promotion of new agricultural science construction and interdisciplinary integration, a comprehensive chemistry experiment to enhance the practical skills of students in preparing biomass functional materials and detecting pesticide residues was designed. Natural loofah was utilized as a precursor in synthesizing nitrogen-doped magnetic porous carbon materials, which were then applied in a magnetic solid-phase extraction (MSPE) technique. Subsequently, high performance liquid chromatography (HPLC) was employed to analyze and detect the phenylurea herbicide monuron in tea. The experimental process included material synthesis, characterization, optimization of the MSPE conditions, adsorption performance studies, and HPLC, reflecting its scientific, systematic nature and providing a comprehensive learning platform for students. It not only deepens student understanding of the relationship between material characterization and application, but also improves their experimental design and problem-solving capacities. Moreover, by integrating cutting-edge science, ideological and political education, and experimental training, it not only stimulates student interest in scientific research and cultivates innovative thinking and practical skills, but also strengthens their feelings of social responsibility and historical mission. This approach realizes the comprehensive educational goals of experimental training and lays the foundation for nurturing high-quality talent with a global perspective and sense of social responsibility.

The power of translanguaging by Papuan non-EFL students during EFL virtual class

The study focuses on addressing a knowledge gap in learning English for non-EFL students in higher education in Papua. Non-EFL students in Papua sometimes find English unattractive, if not frightening. Translanguaging helps non-EFL students to acquire and practice English skills in virtual classrooms. The purpose of this study is to investigate the process of non-EFL students' virtual EFL learning through translanguaging. A qualitative study was conducted through interviews and observations with EFL teachers and non-EFL students attending English classes. There are several non-English departments in one of the higher education institutions in Papua, which are sources of information in this study. The data are then analyzed qualitatively using a discourse analysis framework. The results of the study show that the power of translanguaging for non-EFL students is an option that is always used during virtual English learning. The process of virtual English learning uses different digital learning platforms such as Zoom meetings, WhatsApp groups and Google classroom. The use of this platform has its own privileges as long as it is used in virtual English learning with translanguaging. The process of learning English using different platforms can be described by two activities, such as teacher activities using translanguaging and student activities. Virtual English learning using translanguaging is also illustrated by the use of various language resources owned by students. This is an added value of virtual EFL learning using translanguaging. Therefore, it is highly recommended that EFL teachers use translanguaging during the virtual EFL teaching process to make it easier for non-EFL students to understand EFL subjects.

A Blended Learning Course to Support Innovative Online Teaching in Higher Education

ABSTRACTThis paper addresses the challenge of improving the effectiveness and innovativeness of online teaching in higher education. It presents a blended learning course designed for faculty development and discusses the findings of surveying the opinions of participants. The course integrates synchronous sessions with digital learning tools and platforms to equip educators with essential skills for online teaching. A mixed‐methods design has been applied for evaluating the educational activity, incorporating both qualitative and quantitative data collection. The course had a completion rate of 91.13%. The opinions of 72 higher education members have been surveyed, and the findings revealed that the blended learning course enhanced instructors' ability to design and deliver online content that is both pedagogically sound and engaging. The necessity for such learning activities is strongly emphasised. The paper concludes by discussing the implications for future course design and faculty development programs in higher education.

Cardiac Auscultation: A Practical Method for Instruction and Learning

In response to the worldwide deficiency in the use of standard acoustic stethoscopes for the analysis of cardiac disorders, we have developed a cost-free platform for learning and teaching of cardiac auscultation by combining graphic images with actual patient recordings.

Reframing Higher Ed Spaces and Belonging

The COVID-19 pandemic ushered in changes to higher education, including how campus spaces are used and defined. Institutional pivots to meet health and safety protections impacted the way we think about public and private spaces in lasting ways. The end of the acute emergency presents an opportunity for colleges and universities to reflect about the physical and virtual student experience to cultivate a renewed sense of place and belonging. Campus spaces have historically been linked to students’ sense of belonging, which correlates with student engagement and academic success. Over generations, higher education has been shaped by social factors, evolving to become more equitable and inclusive. Campus spaces are now physical and virtual, and the COVID-19 endemic period presents an opening for higher education to recenter a student’s sense of belonging in community-based locations, physical campus spaces, and virtual learning environments.

Use of Learner Engagement Analytics to empower medical educators to make data-informed decisions

Learner Engagement Analytics (LEA) has enabled Higher Education Institutions (HEIs) to identify learners who are not engaging with their studies and provide targeted support and help (Naeem and Bosman, 2023). It has also allowed educators to make data-informed decisions to inform their curriculum design and classroom practice (Cogliano et al., 2022). The LEA data is captured from a wide range of sources related to teaching and learning which offer meaningful insights into a learner’s learning habits (Eady et al., 2021). Previous research suggests that providing learning analytics to educators in Higher Education Institutions can improve learning outcomes for students (Aslan et al., 2019). At Queen Mary University of London, a multidisciplinary team was formed of medical educators, LEA experts, learning technologists, and learning innovation professionals to investigate how LEA can inform curriculum redesign in the early phase of the medical curriculum. Through a series of scholarship meetings on LEA using data dashboards from the Virtual Learning Environment (VLE), the team analysed learners’ engagement with the virtual pre-sessional resources. The VLE interactive resources were designed to allow medical learners to develop clinical interpretation skills during practical sessions, as recommended by the General Medical Council (GMC, 2018). However, medical educators lacked the metrics to evaluate learners’ interaction with these virtual resources. Therefore, it was inevitable to train educators on how to use LEA to optimise students’ learning. The team assessed the learners' engagement on the VLE, quantified engagement scores, and evaluated the results against key outcomes, including the learners' performance. The LEA data offered further insights into virtual engagement across multiple modules in the medical curriculum. Effectively, the outcome of this work empowered medical educators to make informed decisions regarding the future use of VLE resources in curriculum design and develop virtual resources to increase students’ engagement and enhance their learning.

Gamification Elements in a Virtual Learning Environment (VLE)

This paper explores the role of gamification in online courses and demonstrates three applications of gamification in a virtual learning environment (VLE). The research evaluates the effect that these gamification tools can have on the student's perception of their learning, affective responses towards the course and motivation. Three different cases are demonstrated using experience points, badges, and the progress bar in Moodle. Finally, students' responses to these elements and future expansion of gamification in these courses are discussed. The value and contribution of these cases is that it demonstrates how to successfully implement these gamification elements and how to use it effectively within the VLE to promote learning, and advance motivation and participation. Students reported improvements in learning efficacy, motivation, affective perception and self-efficacy through the use of Moodle gamification elements. This research is original as the approach is novel within the institution and to the student body in general.

Student Readiness and Acceptance of eLearning Platforms: The Case of UDOM eClassroom of the University of Dodoma

Objectives: To identify factors influencing students' acceptance of the UDOM eClassroom system at the University of Dodoma, focusing on the pandemic situation during and after the COVID-19 impacts in Tanzania. Methods: This study used the Technological Acceptance Model (TAM) as the theoretical framework and extended it by incorporating constructs such as Management support, Facilitating conditions, and Subjective norms from the other models. The model was tested using survey responses from 101 students (n=101) taking diplomas and bachelor's degrees from various programs at the College of Informatics and Virtual Education (CIVE). Findings: Quantitative analysis revealed that perceived usefulness (p-value=0.000), ease of use (p-value=0.000), management support(p-value=0.000), facilitating condition (p-value=0.000), and student attitude (p-value=0.000) have significantly influenced the students' UDOM eClassroom acceptance. The subjective norm (p-value=0.224) did not influence the acceptance of students' UDOM eClassroom. The study's findings will support educational institutions in identifying the strategies needed to boost learning platform usage and achieve the intended outcomes in educational institutions. Novelity: This study has focused on locally developed eLearning systems by the higher education institution specifically UDOM eClassroom which has different support structures, user experience, and resource constraints compared to the available open-source eLearning platforms such as Moodle and Blackboard. Keywords: Student acceptance, eLearning system, UDOM eClassroom, Digital learning, Educational institutions

MANAJEMEN TRANSFORMASI DIGITAL PENDIDIKAN SEKOLAH DASAR DI KABUPATEN SINTANG

The independent curriculum as one of the digital development products developed through the independent learning platform has become a challenge for the education field, including in Sintang Regency. This study aims to describe the management of digital transformation of education in the Implementation of the Independent Curriculum (IKM) in Sintang Regency. The research method used is case study research. Data collection techniques aimed of mapping the readiness of schools, teachers, students, parents in utilizing ICT, the Independent Teaching Platform. The results show that digital transformation management of education has been implemented at Elementary Schools in Sintang Regency. In the planning aspect, it is done by mapping priorities in the short, medium and long term. Assessing and analyzing capabilities, requirements, challenges and opportunities related to digital transformation. Building steps and synergy with various related parties to achieve goals. Socializing the program and setting achievement targets in digital transformation management. In terms of implementation, it is to apply the entire series of planning by directing, playing an active role from structural and functional to influence and strive for all stakeholders to be able to implement the digital transformation program in the Implementation of the Independent Curriculum effectively and efficiently. Meanwhile, monitoring or evaluation of the digital transformation program is the result of the achievement of the planning and implementation process, namely 65.35% of IKM achievement so that it can be used as a benchmark for success or as a follow-up effort for the program at Elementary Schools in Sintang Regency.

Impact of Online Learning Platforms in Enhancing Employees' Skills and Knowledge in Academia

Abstract: The study investigates the impact of online learning platforms like Coursera and NPTEL on enhancing educators' skills and knowledge in academia. With digital transformation accelerating post-COVID-19, platforms offer flexibility for professional development, yet challenges persist. The study, conducted through a survey of 73 educators in Bengaluru, uses quantitative and descriptive methods, applying statistical tools like Correlation, Chi-Square tests, and ANOVA to assess platform effectiveness. Key findings reveal that platforms like LinkedIn Learning and Udemy are popular, but balancing work and learning is a challenge for many. While educators appreciate the flexibility, 56.2% express dissatisfaction with the long-term career growth and skill development offered by these platforms. The study highlights the need for better interactive features, practical learning opportunities, and improvements in course content to support effective professional growth in academia. In conclusion, while online platforms provide valuable resources, they must address these gaps to fully meet educators' needs for continuous upskilling

PREDICTING STUDENT PERFORMANCE IN ONLINE LEARNING PLATFORMS: ANALYZING ENGAGEMENT METRICS WITH MACHINE LEARNING MODELS

The emergence of online learning platforms harbours both opportunities and challenges, this paper focuses on machine learning algorithms for deep diving into key predictors of students success in online environments, captured by engagement metrics such as quiz scores, participation in forums, and time spent on learning tasks. Data was collected through a survey of 50 students and then run through the Random Forest model. Major predictors of success include the assignment approach, quiz score, and motivation. The prediction from this model can be interesting because it can pick important features, but the overall accuracy is quite low at about 20%, which implies that larger datasets and more features might be necessary to enhance the predictions. Time management, motivation, and staying in touch are such variables that the research holds key to determining results for students. The results are important not only for online learning platforms but also for interventions suggested, which include early warning systems, personalised learning paths, and elements of gamification to support performance for improved student support at the right time for those most at risk. Future studies should consider more sophisticated machine learning models and the use of more objective performance data in their attempt to make more refined predictions.

The Effectiveness of Baamboozle to Escalate Seventh-Grade Students’ Vocabulary Learning Outcomes

This quantitative study meticulously evaluated the effects of the Baamboozle application on seventh-grade students' vocabulary acquisition, particularly within the context of descriptive text. Utilizing a pre-experimental design, the study implemented a one-group baseline and follow-up tests model to assess the intervention's efficacy. Data was collected using baseline and follow-up tests. The statistical analysis was performed through paired sample T-tests by utilizing SPSS 25. The findings indicated a substantial improvement in students' average vocabulary scores, increasing from 57.25 to 73.00, with a Sig. (2-tailed) value of less than 0.05, confirming statistical significance. The result underscores the value of integrating Baamboozle into English instruction, highlighting its potential to significantly escalate learning outcomes and amplify student engagement. Future research should focus on comparative studies assessing Baamboozle's efficacy relative to other digital learning platforms, such as Duolingo, Busuu, Lingodeer, and similar tools, to further advance and optimize vocabulary teaching strategies.

“You’re not learning skills—you’re just realizing what you can do”: a preliminary study of self-regulation in higher education

IntroductionThis preliminary study employs a phenomenological approach to investigate the phenomenon of self-regulated learning among higher education students in the United Kingdom. The research seeks to identify both facilitators and challenges associated with effective self-regulated learning, shedding light on the factors that influence students’ ability to manage their own learning processes.MethodsThe study used in-depth interviews with students and employed thematic analysis to explore the experiences of self-regulated learning. Through this qualitative approach, key themes emerged, including motivation, the learning process, support systems, planning, and group dynamics.ResultsNoteworthy findings include the significance of clear guidelines regarding study hours and designated learning environments for students. Themes such as the learning process, planning, and group dynamics were highlighted as crucial factors in effective self-regulated learning. Additionally, motivation and the role of support systems were found to play essential roles in students’ learning outcomes.DiscussionThe findings suggest that even students who exhibit autonomous motivation benefit from additional tools and support mechanisms to enhance their self-study practices. Educators are encouraged to integrate activities that foster learning strategies and promote social relationships within student groups. The study emphasizes the importance of creating structured learning environments and support systems to facilitate effective self-regulated learning for all students.

Effect of virtual case-based learning (CBL) using the flipped class and peer instruction on the motivation to learn basic sciences

BackgroundAccording to Self-Determination Theory, active learning methods, as alterations to the learning environment, can influence students’ academic motivation to learn. The purpose of this quasi-experimental study was to investigate the effect of virtual case-based learning sessions on the learning motivation of first- and second-year medical students.MethodsA total of 258 students, 128in the intervention group and 130 in the control group, were enrolled in the study. The control group consisted of medical students who had not previously participated in virtual case-based learning sessions and were trained in the same curriculum as the intervention group. Two questionnaires were created to evaluate learning motivation in basic science and the motivational outcomes of virtual case-based learning sessions, drawing on the three fundamental needs outlined in Self Determination Theory. The questionnaires were designed through individual interviews with students and validated using Lawshe’s method and Cronbach’s Alpha. The virtual case-based learning sessions were designed as a series of webinars on various topics, with students randomly divided into groups and assigned trained moderators. Clinical scenarios were designed by a team of basic scientists and clinical educators. Each virtual case-based discussion consisted of three phases and was completed in three days. Comparisons between two groups were made using the two-sample t-test and Pearson’s correlation coefficient was used to analyze the motivational consequence questionnaire.ResultsThe results of the study indicated that virtual case-based learning sessions had a significant impact on the learning motivation of basic science students (p < 0.01). Additionally, the most notable motivational consequences of CBL sessions were basic sciences applicability and its interestingness.ConclusionsThe study provides valuable insights into the effectiveness of virtual case-based learning sessions and suggests avenues for future research. The findings of this study could be useful for educators and institutions seeking to enhance the learning motivation of medical students through virtual case-based learning sessions. However, further research is needed to investigate the long-term effects of virtual case-based learning on student motivation and academic performance.

The Collision between Tradition and Technology: The Impact and Enlightenment of AI on Chinese Education in China

At present, the application of AI in the field of education has been widely discussed, but there are still shortcomings in the combination of Chinese education and AI. This paper analyzes the influence of AI on Chinese education. And found that AI can help Chinese teachers reduce repetitive work, reduce the burden of preparing lessons, and understand students’ writing levels. However, improper use of AI will also lead to the weakening of teachers’ functions and the abuse of students’ integrity. For students, AI is not only an auxiliary tool to help students but also provides a learning platform. But it also causes problems such as solidified thinking, widening the gap between college students, and difficulty identifying wrong answers. Based on this, this paper puts forward the following suggestions. Chinese teachers should actively follow the trend and correctly use AI to improve classroom efficiency. Students should use AI reasonably, and they should not be dependent on it. Schools take incentive measures. The government should set up relevant policies in favor of AI in Chinese education.

Formative feedback through digital MCQs: Students´ perceived learning in a bachelor-level physiology course

Feedback is defined as a process in which students can benefit from information about their own performance to improve the quality of their work and learning strategies. This case study examines how students in a bachelor-level physiology course experienced their learning when receiving formative feedback through digital multiple-choice questions (MCQs) in the web-based learning platform Canvas. The poorly attended colloquia in the course were replaced by a compulsory assignment comprising eight modules of MCQs. The MCQs could be repeated multiple times by the students providing ample low threshold, low risk opportunities to test knowledge and understanding and to receive feedback on whether they had achieved the learning objectives of the course (“feedback loops”). A student survey at the end of the course underlined the potential of using MCQs for automated feedback and learning. Thematic analysis of semi-structured one-on-one interviews with eight random students from the course identified two main themes related to student learning: the importance of the MCQs format and how student characteristics can affect MCQ-aided learning. Challenges were related to the formulations of the MCQs, and the feedback received, and to procrastination of the students’ work with the MCQs reducing the learning outcome of the work. We discuss the potential of further developing and integrating online formative feedback loops through MCQs as a systematic approach to enhance learning and emphasize the importance of student and teacher feedback literacy when working with assessments tasks such as MCQs.

Impact of Virtual Learning on Student Performance and Engagement in Remote Hilly Areas of Uttarakhand

The rapid shift to virtual learning during the COVID-19 pandemic brought significant changes to the education system, especially in geographically challenging regions like the remote hilly areas of Uttarakhand, India. This study explores how these shifts affected high school students' academic performance and engagement in virtual classrooms, given the unique challenges posed by limited infrastructure and connectivity. This study investigates the impact of virtual learning on student performance and engagement in the remote hilly areas of Uttarakhand, India. With the sudden shift to virtual education during the COVID-19 pandemic, schools in these regions faced unique challenges due to their geographic isolation, lack of internet access, and frequent power outages. The study aims to assess how these conditions have influenced the effectiveness of virtual learning and its impact on students' academic outcomes and engagement levels. A total of 51 high school students from 05 government schools in remote areas of Uttarakhand participated in this research. Data was collected through structured questionnaires, focusing on students’ experiences with virtual learning, their academic performance before and after the shift, and their engagement with online classes. The study used both quantitative and qualitative methods, including descriptive statistics, logistic regression, and MANOVA, to analyze the data. Findings indicate that while virtual learning provided an essential educational lifeline during the pandemic, students in remote areas encountered significant barriers that hindered their learning experiences. Limited internet access and frequent electricity cuts were among the primary obstacles reported. Despite these challenges, a majority of students found virtual classrooms useful for maintaining continuity in their education. The study also reveals that virtual learning positively influenced student engagement, particularly in subjects that incorporated interactive content. However, the overall academic performance showed mixed results, with some students struggling due to the absence of traditional classroom interaction and practical learning opportunities. This research highlights the need for improved infrastructure and policy interventions to support virtual education in remote regions. It concludes that while virtual learning has potential, addressing technological and logistical barriers is crucial for ensuring equitable and effective learning experiences for all students in such areas.