Online Distance Research Articles

Practicality and Effectiveness of Student Learning Using Smart Apps Creator Media to Improve Critical Thinking Abilities and Student Learning Outcomes

Efforts made by the government to break the chain of spread of the Covid-19 virus include changing the face-to-face learning system to online distance learning, causing learning to be disrupted. The limited knowledge and skills of teachers in operating IT-based learning facilities, for example laptops and electronic learning media, have an impact on teachers having difficulty delivering learning effectively. Likewise, students who during the learning process do not have adequate supporting facilities, and many students cannot even operate IT-based learning media, causing the learning process to be ineffective. So that low student motivation and enthusiasm for learning causes student learning outcomes to decrease. The solution that researchers use in the learning process is to use the learning media "Smart Apps Creator" to facilitate effective learning because the use of Smart Apps Creator media is very practical in its operation, whether used in the online or offline learning process, it can even be used wherever students are, whether outside the schedule learning, so that it can make learning effective online. This can have an impact on improving student learning outcomes. This research aims to create practical learning using Media Smart Apps Creator. This type of research is quasi-experimental research with a learning practicality test using the average percentage of teacher and student responses, and a learning effectiveness test using a paired sample t-test. The average percentage of practical response test results from teachers and students was 93%, meaning that the Smart Apps Creator media is very practical to use as an online learning medium. Continuing research on effectiveness testing with an average pretest score of 53.9 and posttest of 84.4, the results of the paired sample t-test with a significance value of 0.000 means that the Smart Apps Creator media has high effectiveness in improving student learning outcomes. From the results obtained, it can be concluded that the use of Smart Apps Creator learning media is very practical and effective when learning online

Predictors of Success and Preference for Full Online Distance Education: Insights Moving Forward the New Normal in Education

The study investigated the critical success factors (CSF) influencing the effectiveness of online distance learning delivery. Effectiveness was measured based on overall student satisfaction, intention to re-enroll, intention to recommend the school, and preference for online learning. The study utilized data from a total of 2,703 students, which accounted for 68% of the entire student population of a higher education institution in the Philippines. Students expressed their satisfaction with the school’s online services, including academic (learning outcomes and delivery), academic support, and student services. They regarded these services as indicative of quality, assessed through an instrument constructed from existing literature. A three-factor model was established through confirmatory factor analysis, and path relationships were scrutinized using covariance-based structural equation modeling with AMOS. Effect size analysis was used to confirm the regression weights and P-values. Results show that the delivery of learning had the most influence as a predictor of success and may be the only crucial factor for all indicators of success. Learning outcomes, academic support, and student services provided online did not show any significant effect or register any effect on all success indicators. The latter supports the premise that investing in ICT infrastructure and educational technology tools contributes, but it does not guarantee success. Moving forward, fully online distance learning, if designed appropriately, has the potential to become a prominent method of conventional education, rather than just a temporary solution during a crisis.

Mediating Effects of Fear on Mental Health among Undergraduate Students during Open Distance Learning.

Online distance learning (ODL) known as the flexible learning environment can trigger a negative impact on students' mental health. The study aimed to identify the influence of fear as mediator between mental health problem and university students' perception on ODL. This is a cross-sectional study involving a convenient sampling of 258 undergraduate students. Self-administered structured questionnaires adapted from the Depression, Anxiety and Stress Scale-21 (DASS-21) and the Fear of COVID-19 Scale (FCV-19S), were used to assess the severity of psychological symptoms (depression, anxiety and stress) and fear. The perception towards ODL is also designed to assess the students' perception related to ODL implementation. The data were analysed using descriptive statistics and Structural Equation Modelling-Partial Least Square (SEM-PLS). Overall, 84.2%, 95.0% and 67.4% of the participants experienced moderate to very severe level of depression, anxiety and stress, respectively. In addition, 82.6% of them suffering with moderate to extreme level of fear, of which 81.8% of participants had a negative view on ODL. The results of SEM-PLS revealed that there are complementary partial mediation effects of fear on the relationship between depression and students' perception during ODL (β = 0.502, t-value = 0.828, P-value = 0.017). The anxiety (β = 0.353, t-value = 5.401, P-value = 0.000) and stress (β = 0.542, t-value = 8.433, P-value = 0.000) have directly influenced on fear. This study demonstrated that university students had the prevalence of psychological symptoms and fear during ODL. In line with this, fear contributes significantly to the mental health status of university students and has negatively impacted the students' perception during ODL implementation.

Perbandingan Efektivitas Pembelajaran Fisika Daring dan Pembelajaran Fisika Luring

The advancement of time and technology has led to significant changes in various aspects of life, including education. Currently, learning is not confined to traditional classroom settings but can also be conducted through online platforms. This research aims to compare the effectiveness of online (distance) and offline (conventional) physics learning. The method employed in this study is literature research, utilizing various reference sources such as journals to gather research data. The comparison encompasses several aspects, including students' motivation levels in online and offline physics learning, the strengths and weaknesses of both approaches, the level of understanding of physics concepts, and the academic achievements of students in online and offline settings. Based on a comprehensive analysis of various sources comparing the effectiveness of online and offline physics learning, it can be concluded that conventional, offline physics learning is more effective in achieving positive learning outcomes and fostering a strong understanding among students. However, both online and offline physics learning methods have their own advantages and disadvantages.

The Effectiveness of Distance Learning in Pandemic Covid-19: Creative Economics Course

This study aims to describe the effectiveness of online distance learning during the Covid-19 pandemic. Since the outbreak of the Covid 19 Pandemic in Indonesia, efforts to prevent the spread and transmission of Covid 19 in government education units through the Ministry of Education and Culture applied policy of closing schools and moved teaching and learning activities through the implementation of Learning From Home (LFH) in the form of Distance Learning (DL). This study uses a quantitative approach. The population in this study was all students of the Master of Economics Education study program who took creative economy courses in the odd semester of 2020/2021. Data collection techniques used in this study are: 1. Documentation 2. Observation guidelines 3. Test 4. Performance. Data Analysis Technique used descriptive statistic. Research results are 1) very effective in achieving learning outcomes both online presence, lecturer presentations, student presentations, assignment submissions, final semester exams, the lack of success is not caused by using online distance learning media but it is because lack of student competence in designing and opening a business creative economy. 2) the advantages is it can prevent the spread of Covid 19 in education units and the weaknesses is the competence of students and lecturers who are not the same in operating online learning devices, expensive internet package costs and network instability Internet. Keywords: Online Distance Learning, Covid – 19, Creative Economy

A tale of four studios: Evolving planning and architecture education towards mixed modality in a post-pandemic world

AbstractThe COVID-19 pandemic imposed urgent challenges for educational institutions. The sudden shift from on-site teaching to online distance learning offered the possibility to examine new settings of the studio, a core element of planning and architecture education. Although the pandemic is now over, online learning has secured a fixed place in university education, and consequently, educational institutions need to reconsider studio education based on the lessons learned during the pandemic. Through studying four studios taught at Aalto University, Finland, in 2020 and 2021, this article examines student-teacher experiences, and proposes opportunities for evolving studio education. The findings show that distance learning has in general sustained the objectives of studio education. However, challenges remain especially regarding the social aspects of learning. The degree of success of online teaching varied greatly depending on the tasks and the orientation of the studio (design or strategy). Technological aids and devices also had an influence on fulfilling the pedagogical objectives of learning. Professional socialization was highly affected by the online environment both in design and planning studios and the architectural representation witnessed difficulties specifically in design studios. To evolve the studio setting, the article suggests a mixed modality model supporting the social dimension of studio teaching by combining on-site and online learning activities to enrich the learning process. Such a model can harmonize the intended learning objectives and activities with the teaching methods and modality, thus improving the social dimension of studio teaching.

Navigating Online Learning Through “Technological Frames"

This study is part of a larger critical discourse analysis (CDA) that examines technology-enhanced learning environments, such as online learning, e-learning, Web-based learning, computer-assisted learning, computer-mediated learning, and open and distance learning. The goal of this qualitative research was to analyze how educational technology scholars perceive and interpret technology in teaching and learning contexts. Using Carl Mitcham's typology of technological frames, which categorizes technology into four groups: (1) object, (2) knowledge, (3) activity, and (4) volition, we identified the types of technological frames that educational technology scholars use to define learning environments. The content analysis of nine semi-structured interviews showed that scholars primarily associate technology with volition (i.e., individuals’ motivations, desires, will, culture, and consent regarding technology), followed by activity (i.e., technology related actions such as designing, drafting, crafting, programming, and analyzing) and object (i.e., tools), while technology as knowledge (i.e., facts, explicit and implicit skills, recipes, rules, beliefs, descriptive laws, principles, and experiences) was the least referenced technological aspect. Additionally, we discovered a new aspect of technology called “space.” The findings provide theoretical and practical insights into the literature on technological frames in online and distance learning. Importantly, insights into possible directions for research on online learning in the coming decade are offered.

The role of social media in public health crises caused by infectious disease: a scoping review

ImportanceThe onset of the COVID-19 global pandemic highlighted the increasing role played by social media in the generation, dissemination and consumption of outbreak-related information.ObjectiveThe objective of the current review is...

Training to Create Digital Learning Media through Canva and Camtasia

The government has developed the online distance learning process since 2014 through the Indonesian Open and Integrated Online Learning program (PDITT). Then the Covid-19 pandemic has occurred since 2020, forcing the implementation of online learning activities to be unavoidable for the continuity of the implementation of learning activities at all levels of education, including at the vocational level. So far, implementing online learning activities often needs to run optimally. It happens because teachers have yet to be able to take advantage of various applications such as Camtasia and Canva to create targeted online learning media. Therefore, this community service is carried out so that teachers can use applications like Canva and Camtasia optimally. It is hoped that after participating in training activities carried out by the dedicated team from UNJ, teachers at SMK 50 and SMK 10 can make learning media in the form of communicative and attractive material slides and learning videos so that they can increase the desire to learn and the level of understanding of students.

Evaluating programme-wide course redevelopment within a learning management system

Introduction: Effective course design within the architecture of a learning management system (LMS) is crucial for achieving high-quality learning outcomes in blended and online courses (Bollinger & Martin, 2021; Spiceland et al., 2015; Vaughan, 2010). Implementing a consistent visual design template across multiple courses can promote student engagement and achievement of learning objectives (Ralston-Berg & Braatz, 2021). Other elements of effective course design include clear instructions, structured learning activities, and effective mechanisms for interaction and feedback (Baldwin et al., 2018; Martin et al., 2021). Method: A comprehensive redesign was conducted of the LMS component of 34 undergraduate course instances (20 blended on-campus courses; 14 online distance courses) across three programmes in the science and health faculties at a New Zealand university. The redesigned template aimed to improve the clarity and ease of navigation to important course information, structure student learning tasks, and provide a foundation for effective course delivery. The initial phase involved creating and testing the template. This was subsequently presented to faculty as a means to cultivate commitment and collaboration among academics, academic support teams, and administrative staff. The template was designed to minimise cognitive load to promote comprehension and retention (Schnotz & Kürschner, 2007). It incorporated evidence-based course components based on principles of effective course design, including detailed and comprehensive information on the course and assessments; weekly modules with clearly stated learning outcomes, task lists, lecture slides and recording links, required readings, tutorial and lab materials; assessment requirements; supplementary materials; and links to available course support (Bollinger & Martin, 2021). While maintaining a standardised visual design, the template was flexible to accommodate the specific needs of individual courses. Results and Discussion: An evaluation of the impact of the redesign project will be conducted. Data sources will include student surveys administered midway through and at the end of each course, as well as coded feedback from academic and support staff. The effect of the redesign on key student and instructor outcomes will be analysed. Based on research on effective blended and online course design, we expect our evaluation will uncover systematic benefits to student experience as measured by perceptions of course organisation and engagement of course material. For instructors, we anticipate that the standardised template will reduce time on administrative activities such as answering student emails, allowing them to focus on higher-value tasks. Conclusion: This study aims to provide valuable insights into effective practises for course design that promote student engagement and the achievement of intended learning outcomes. The project aligns with Ascilite 2023 subthemes. The focus on effective course design relates to subtheme 3 on digital pedagogy. Designing an effective online component of blended courses represents a key challenge for educators in a digital world. Additionally, the collaborations between academics, administrators, and support staff reflect subtheme 2 on building deeper partnerships within an institution. By evaluating a programme focused on enhancing blended learning through partnership and pedagogical research, this study will offer critical perspectives on key issues in teaching and learning in a digital world.

Explore the Effectiveness Factors and Improvement Strategies of Collaborative Learning

Collaborative learning is a widely used learning method in classroom learning. Collaborative learning has received increasing attention over the past few decades and has become an important area in educational research and practice. Some studies have shown that the effectiveness of collaborative learning may depend on a number of factors, such as the organizational environment of collaborative learning, the degree of interdependence among group members, as well as the nature of the tasks being performed, personal characteristics, etc., so collaborative learning needs good organization and management. Based on a review of relevant literature, this paper analyzes collaborative learning from multiple perspectives and concludes that collaborative learning is applicable to online learning, distance learning and cross-cultural learning. Collaborative learning is faced with problems such as lack of learning motivation of members, super cognitive load and lack of teacher supervision, and strategies such as team incentive mechanism and metacognition are used to help improve the results of collaborative learning. This paper aims to improve and inspire students to make better use of collaborative learning to improve their learning ability, help educational practitioners better design and implement collaborative learning activities, and improve education quality and students learning experience.

Online Assessment in Large Undergraduate Courses During COVID-19 Emergency Response Teaching

The transition to online instruction during the COVID-19 pandemic was unprecedented and forced many universities to quickly embrace online distance learning. This context created new challenges, particularly around assessment strategies. Empirical research has demonstrated that formative assessment fosters more active learning in online classrooms. However, formative assessment strategies are not always adapted well to online platforms based on the nature of the subject matter and the size of the class. This qualitative case study sought to understand instructors’ experiences and strategies for conducting assessment remotely, specifically for large-size undergraduate courses. The investigation relied on data from semi-structured interviews with University of Maryland, College Park instructors who received a Teaching Innovation Grant from the Provost’s Office in Summer 2020 intended to fund sustainable online delivery beyond the emergency response teaching phase. For this analysis, we analyzed the transcripts of 13 interviews, representing a diverse range of programs, schools, and faculty seniority levels at the university. Findings show instructors experienced several successes during course retooling, including significant increases in student performance. Most instructors also indicated that they would continue to keep new online assessment strategies for the future, regardless of whether that future includes online, blended, or in-person delivery. Despite the anticipation that the pandemic would fuel more opportunities for cheating, there was only one experience of academic dishonesty.

Integration of Gamification in Teaching Measures of Position of Grade 10 – Mathematics

The alarming findings from the Trends in International Mathematics and Science Study (TIMSS) and Program for International Student Assessment (PISA) concerning the Philippines were a cause for concern. This presented a significant challenge to all those involved in the country’s education system, including teachers, students, and stakeholders, particularly given the context of the ongoing pandemic. Gamification, which refers to incorporating elements of game design into non-game situations, stands out as a promising avenue, leveraging technology to motivate student learning. This study aimed to determine the effectiveness of integrating gamification in teaching measures of position to the performance of grade 10 students in mathematics in a private school in Bogo City, Cebu, Philippines. Employing a quasi-experimental approach with pre-and post-test measurements, the study consisted of both a control group taught through traditional lecture-based methods in online distance learning, and an experimental group exposed to gamification techniques. The statistical analysis, utilizing t-tests, indicated that there was no significant difference in the average scores of the experimental group before and after the intervention. This suggests that the use of gamification does not affect students’ motivation. However, the t-test results also demonstrated noteworthy progress in the performance of the experimental group in Mathematics 10, indicating that integration of gamification in teaching measures of position improves student performance. Keywords: Gamification, Motivation in Mathematics, Performance in Mathematics

Social presence and psychological distance: A construal level account for online distance learning

Online distance learning presents unique psychosocial characteristics due to the inherent distance between learners. Social presence –the sense of being with others– is key to mitigating this distance. However, our understanding of social presence remains limited, despite its potential to reduce social isolation and cultivate a conducive social space in online education. A gap in our understanding relates to how social presence aligns with more general accounts of interpersonal representations under conditions of psychological distance, as presented in Construal Level Theory. We conducted a vignette-based experiment (N = 194) to examine how psychological distance in online learning affects the mental construal level of a hypothetical partner and, thus, social presence perceptions. Findings suggest that increased psychological distance leads to higher-level construals, resulting in a perception of conversation partners as non-descript and homogenous. Importantly, this affects social presence perceptions, with certain nuances. These findings can inform novel approaches to enhance social presence in online learning.

Attitudes and Opinions of Kuwaiti EFL Instructors about Online Distance Learning

This study investigates the attitudes and opinions of Kuwaiti instructors of English as a Foreign Language (EFL) on the shift from face-to-face classes to online distance learning during the COVID-19 pandemic. A mixed-methods approach to data collection and analysis was utilised. A total of 70 EFL instructors participated in this study. Quantitative and qualitative data were collected using a questionnaire that contained closed- and open-ended items. Quantitative data were descriptively analysed using Microsoft Excel Software, and thematic analysis was used for the responses to the open-ended questions. Results revealed participants’ satisfaction with their online teaching experience, demonstrating positive attitudes towards online distance learning. Findings also revealed that several advantages characterised the shift to online distance learning. The unexpected transition also resulted in some drawbacks and difficulties. The study has pedagogical and practical implications for educational decision-makers and EFL instructors that must be considered. The findings contribute to the literature on EFL teachers’ attitudes and opinions on online distance learning by providing data from the Kuwaiti educational context.

Implementation of a community of inquiry in teaching English as a foreign language in secondary schools: A literature review

Garrison, Anderson, and Archer’s community of inquiry (CoI) pedagogical framework for online distance learning is receiving greater attention as the COVID-19 takes place. Primary research concerns the researcher with English as a second language (ESL) instruction and acquisition English as a foreign language (EFL). More specifically, the study looked at 27 EFL-related articles from 133 published between 2011 and 2021 in respected journals that used the framework to teach languages. This study focused on the theoretical and practical applications of the framework in the field of foreign language distance teaching and learning that incorporates the use of information and communication of technology (ICT). It was concluded from the study’s findings that implementing the framework in secondary schools had little impact. Research suggests that the framework can be used in teaching English as foreign language (TEFL) and it is associated with improved language proficiency. Teachers must adapt to the distant learning pedagogical framework and its supporting technology, according to this study. The paper also advocates for further research into how the framework may be applied in secondary school.

Decoding Students' Digital Body Language through the Lens of Teachers: A Phenomenological Sketch

This research focused on digital body language (DBL) in the context of Online Distance Learning (ODL). In ODL, students and teachers rely on digital platforms and technologies for learning, replacing traditional in-person interaction. DBL, a systematic technique to interpret digital signs similar to physical signs, has emerged to understand body language during digital communication. This study employed Husserlian phenomenology to explore teachers' experiences with students' digital body language during virtual consultations. Eight ODL teachers participated in web-based interviews, and the data were transcribed and analyzed using Colaizzi's (1978) method. The analysis revealed three themes: (1) Building Connections, (2) Threats to Connections, and (3) Varieties in Connections. These findings demonstrate that teachers perceived students' digital body language as positive and negative experiences. The insights gained from this study provide valuable input for teachers and administrators to enhance communication among students and teachers in the virtual learning environment, extending beyond the challenges of the new normal.

A Conjoint Study and Segmentation on the Preferred Online Learning Attributes of Senior High School Learners

The educational systems have been disrupted due to the COVID-19 pandemic that has resulted in the sudden shift in the instructional implementation from face-to-face to fully online distance learning. This quantitative study examined the learners’ socio-demographic characteristics and access to technological resources, preferred online learning attributes, and their segmentation. The study employed a descriptive and exploratory research design. Using Cochran's formula and disproportionate stratified random sampling technique, 300 senior high school learners were identified as respondents of the study. Five online learning attributes consisting of delivery type, lecture, learning tasks, learning materials, and assessment methods were analyzed through the orthogonal plan component of SPSS 22.0. Respondents voluntarily answered 16 profiles with 2 holdouts generated by the orthogonal design using an online 5-point Likert scale. The conjoint analysis revealed that learners' most preferred online learning attributes were assessment methods using multiple-choice and multiple types of exams; synchronous online lectures with slides as the delivery type; individual tasks; and learning materials utilizing visual aids. Further analysis revealed that learners, considering their preferences and profiles, could be classified into two segments based on grade level. Grade 12 learners comprised segment one, and Grade 11 dominated segment two. The results provide insights for academic institutions that learners in different grade levels differ in their learning preferences in an online setup and to reconsider the appropriate pedagogical activities to be utilized in an online learning setup to ensure educational advantage. Therefore, it would be ideal to redesign the curricula and innovate pedagogical approaches based on learners’ preferences and segmentation (grade level) to leverage learning in online education.

Accelerating the Adoption of Sustainable Development Practices among Online Distance Learning Higher Education Institutions in Malaysia

Accelerating the Adoption of Sustainable Development Practices among Online Distance Learning Higher Education Institutions in Malaysia

A Structural Equation Modelling Approach on Determinants of Working Adults' Choice to Further Study in Malaysian Online Distance Learning Higher Education Institutions

The aim of this study is to evaluate the direct relationship between university image and administrative quality with attitude and choice among online distance learning (ODL) learners in online distance learning higher education institutions in Malaysia. This study is very important to ODL higher education institutions because it will give insight into ODL higher education institutions to formulate a strategy to increase the number of ODL learners studying in their institutions. In an online learning environment, maintaining the optimum number of students in the system is very crucial in order to sustain in the future. The research framework of this study contains two independent variables which are university image and administrative quality, attitude as a mediator, and working adults' choice as a dependent variable. This study assesses the direct relationship between university image and administrative quality towards attitude and the attitude toward working adults' choices. Then, the indirect relationship between university image and administrative quality with working adults' choices mediated by attitude was assessed. Primary data were utilized in this study and collected by using a survey questionnaire which was adopted and adapted from earlier studies. 302 clean data were used in the data analysis by employing the structural equation modeling technique. The findings of this study reveal that university image and administrative quality are two important antecedents to attitude and working adults' choices. Further, Therefore, ODL higher education institutions must place a strong emphasis on attitude as it is a crucial mediating factor between university image and administrative quality to working adults' choice. This mediating effect will ultimately strengthen the working adult's decision to study at an ODL higher education institution.