Online Learning Activities Research Articles

Psychological Impact of COVID 19 Pandemic on Mental Health of Children Admitted to a Tertiary Care Centre

Background To prevent the COVID 19 transmission and reduce the burden on health systems, schools were closed and classes shifted to home-based distance learning models with online learning activities. Being quarantined in homes caused great psychological burden to children. This study was done to study the impact of COVID 19 on mental health of children and their screen and sleep behaviour before and during the pandemic.MethodsAdmitted children aged between 4-14 years and their siblings of same age group were enrolled after getting informed consent from their parents. The information regarding their socio-demographic factors, screen time, sleep time, physical activity and psychological problems were assessed using Paediatric symptom checklist Questionnaire. Outcome was measured by the scores obtained according to their age. Screen time and sleep behaviour was assessed using the guidelines proposed by American Academy of Paediatrics.ResultsTwenty-seven (15.81%) of 171 children had psychological impairment. The 11–14-year-olds and children living in urban area were more affected. All participants had abnormal screen time with respect to their age during COVID 19 pandemic and 99.4 % had increased screen time compared to pre COVID era. Abnormal sleep pattern was seen in 26.9 % and compared with pre-Covid times 73.6 % of the participants had less physical activity. Conclusions Implementation of psychosocial intervention and lifestyle modification strategies at community level is the need of the hour. Post Covid era remnant and sequalae of psychological impairment needs to be assessed.

Myopia Prevalence in Latin American Children and Adolescents: A Systematic Review and Meta-Analysis.

Although myopia is a growing global concern, comprehensive studies on its prevalence among Latin American (LATAM) children and adolescents are still lacking. Thus, we conducted a systematic review and meta-analysis to determine the prevalence of myopia in LATAM children and adolescents aged three to 20. The study conducted a thorough literature search from January 1, 1975, to February 28, 2023, identifying 24 studies on the prevalence of myopia in LATAM that met the inclusion criteria. Quality assessment and standardized data collection were performed. The meta-analysis used a random-effects model due to heterogeneity and calculated prevalence rates. Finally, the analysis of data from 24 eligible studies revealed a myopia prevalence of 8.61% (range 0.80-47.36%, 95% confidence interval (CI): 5.22-13.87%, p < 0.05) among 165,721 LATAM children and adolescents. No significant age-based associations or temporal trends were observed in this study. Studies with non-cycloplegic or objective assessment exhibited a numerically higher, although statistically non-significant, myopia prevalence (10.62%, 95% CI: 4.9-21.6%) compared to studies using cycloplegia (7.17%, 95% CI: 3.40-14.50%). In conclusion, myopia affects approximately one in 11 LATAM children and adolescents. Given the increasing exposure of LATAM youth to known myopia risk factors, such as extensive near-work, online learning, and limited outdoor activities, it is crucial to monitor myopia trends in this region. Further research is imperative to address and prevent myopia in LATAM.

Design and deployment of the STEEER-AF trial to evaluate and improve guideline adherence: a cluster-randomized trial by the European Society of Cardiology and European Heart Rhythm Association.

The aim is to describe the rationale, design, delivery, and baseline characteristics of the Stroke prevention and rhythm control Treatment: Evaluation of an Educational programme of the European society of cardiology in a cluster-Randomized trial in patients with Atrial Fibrillation (STEEER-AF) trial. STEEER-AF is a pragmatic trial designed to objectively and robustly determine whether guidelines are adhered to in routine practice and evaluate a targeted educational programme for healthcare professionals. Seventy centres were randomized in six countries (France, Germany, Italy, Poland, Spain, and UK; 2022-23). The STEEER-AF centres recruited 1732 patients with a diagnosis of atrial fibrillation (AF), with a mean age of 68.9 years (SD 11.7), CHA2DS2-VASc score of 3.2 (SD 1.8), and 647 (37%) women. Eight hundred and forty-three patients (49%) were in AF at enrolment and 760 (44%) in sinus rhythm. Oral anticoagulant therapy was prescribed in 1543 patients (89%), with the majority receiving direct oral anticoagulants (1378; 89%). Previous cardioversion, antiarrhythmic drug therapy, or ablation was recorded in 836 patients (48.3%). Five hundred fifty-one patients (31.8%) were currently receiving an antiarrhythmic drug, and 446 (25.8%) were scheduled to receive a future cardioversion or ablation. The educational programme engaged 195 healthcare professionals across centres randomized to the intervention group, consisting of bespoke interactive online learning and reinforcement activities, supported by national expert trainers. The STEEER-AF trial was successfully deployed across six European countries to investigate guideline adherence in real-world practice and evaluate if a structured educational programme for healthcare professionals can improve patient-level care. Clinicaltrials.gov, NCT04396418.

Effects of learning analytics-based feedback on students’ self-regulated learning and academic achievement in a blended EFL course

This study explores the impact of learning analytics (LA)-based feedback on students' self-regulated learning (SRL) and academic achievement in a blended English-as-a-foreign-language (EFL) course. Employing a quasi-experimental research design, this study utilized propensity score matching (PSM) to form a treatment group (N = 160) from the 2023 undergraduate student cohort, receiving LA-based feedback, and matched it with a comparison group of equivalent size from the 2021 and 2022 cohorts without such feedback. Guided by Winne and Hadwin's COPES model (1998), SRL was operationalized at a coarse level with students' online log data and course assessment scores representing their SRL operations and products of SRL in the course, respectively. Results of mixed ANOVAs and chi-square tests of independence showed that the LA-based feedback enhanced students' completion rate of online learning activities and their study regularity. The treatment group exhibited superior performance in the final examination compared to the comparison group, providing evidence of the positive impact of LA-based feedback on students' course performance. The study represents an initial effort to utilize LA-based feedback to support students' SRL operations and course performance in an EFL context.

Online or in‐class problem based learning: Which one is more effective in enhancing learning outcomes and critical thinking in higher education EFL classroom?

AbstractBackgroundAlthough problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies comparing the effectiveness of online and face‐to‐face problem based learning on these variables is scarcer and this limited research has yielded contradictory results.ObjectivesThis study aimed to investigate and compare the effectiveness of online and face‐to‐face problem based learning on critical thinking skills, dispositions, reading comprehension abilities, and attitudes of EFL students.MethodPretest‐posttest control group quasi‐experimental design was employed in this study that has two experimental groups and one control group. There were 23 (13 females and 10 males), 23 (14 females and 9 males), and 22 (12 females and 10 males) EFL students in online problem based learning group, face‐to‐face problem based learning group, and control group, respectively. In the first experimental group, problem based learning activities were conducted online while the same activities were conducted face‐to‐face in the classroom in the second experimental group. In the control group, no experimental procedures were followed and the students continued their regular instructor‐led reading activities. Watson‐Glaser Critical Thinking Test, Sosu Critical Thinking Dispositions Scale, Reading Comprehension Test, and Attitudes Towards English Scale were used to collect the data. The data were analysed using paired‐samples t‐test and ANCOVA with pretest scores as the covariate variable.Results and ConclusionsIt was found that problem based learning, either online or face‐to‐face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions. It was also concluded that online problem based learning is more effective to enhance reading comprehension abilities and attitudes than face‐to‐face problem based learning while they are equally effective in promoting critical thinking skills and dispositions in EFL classroom.ImplicationsThis study has significant implications for educators and researchers. As this study showed that online problem based learning is a promising alternative to face‐to‐face problem based learning, universities, educators, administrators, and researchers can organize their problem based learning activities online to promote learning outcomes and cognitive abilities in language classrooms. Also, future studies employing qualitative or mixed methods can be conducted with sample groups from different educational levels to provide an in‐depth examination of the advantages and disadvantages of online and face‐to‐face problem based learning.

“I’ve built a shield around myself, I’ll finish and that’s it”: coping strategies among online students with disabilities

ABSTRACT Online learning offers learners the convenience and freedom to study at their own pace and place, but it also poses various obstacles for those with specific educational needs. This paper aims to delve into the subjective experiences of online learners with disabilities, focusing on how they manage the challenges encountered in asynchronous online learning. Reflexive thematic analysis was used to analyse interviews conducted with 24 learners with physical, sensory, mental, and learning disabilities. The analysis showed that learners employ proactive coping strategies to address academic and emotional challenges, as well as critical life events, hindering their full involvement in online learning activities. Internal factors such as self-determination, self-efficacy, resilience, and problem-solving play a significant role in overcoming the difficulties associated with online study. This research provides valuable insights from learners’ perspectives that can inform the development of more effective support strategies for all students. Cultivating awareness of diversity and providing training to students on building self-belief, self-care, and problem-solving skills are highlighted as key elements for enhancing their persistence and academic success. By taking into account the experiences and needs of students with disabilities, educational stakeholders can develop tailored strategies that foster an inclusive and empowering educational experience for all.

Review of Ontology, Epistemology, and Axiology in Research Articles on Implementing Digital Literacy in Students' Online Learning Activities

Digital literacy is a competency that should be mastered by various education sectors, from primary education to higher education. This study aims to examine research entitled Analysis of the Application of Digital Literacy in Student Online Learning Activities. This study was reviewed based on ontology, epistemology, and axiology. The method of this study was content analysis, the object of which is the application of digital literacy in student online learning activities. This study found that the research still needs to fulfill the ontology principle. Furthermore, the epistemological principle is sufficiently fulfilled, and only a few deficiencies can be adjusted. Finally, the axiological principle is fulfilled because it contains several values that can be derived from this research. This study's implications are that the government should provide infrastructure and tools to increase digital literacy in Indonesia.

Feature selection techniques and classification algorithms for student performance classification: a review

The process of categorizing students’ performance based on input data, encompassing demographic information and final exam results, is recognized as student performance classification. Educational data mining has gained traction in assessing students’ performance. However, this study entails the need to analyze the diverse attributes of students’ information within an educational institution by using data mining techniques. This study thoroughly examines both previous and current methodologies presented by researchers, addressing two main aspects: data preprocessing and classification algorithms applied in student performance classification. Data preprocessing specifically delves into the exploration of feature selection techniques, encompassing three types of feature selection and search methods. These techniques aim to identify the most significant features, eliminate unnecessary ones, and reduce data dimensionality. In addition, classification algorithms play a crucial role in categorizing or predicting student performance. Models such as k-nearest neighbors (KNN), decision tree (DT), artificial neural networks (ANN), and linear models (LR) were scrutinized based on their performance in prior research. Ultimately, this study highlights the potential for further exploration of feature selection techniques like information gain, Chi-square, and sequential selection, particularly when applied to new datasets such as students’ online learning activities, utilizing a variety of classification algorithms.

Development of the noise questionnaire in the online learning process and implications for counseling

Starting with online learning requires a lot of attention such as focus, comfortable sitting, and avoiding distractions such as noise. A noise questionnaire instrument is an evaluation tool designed to identify the experience of students in the online learning process. This instrument was developed based on a literature review on noise and online learning. The instrument first stage was given to 110 students and the instrument second stage was given to 460 students in seven universities in Indonesia, 99 male and 361 female respondents aged 18-30 years. The instrument was designed based on DeVito’s noise theory: physical noise, physiological noise, psychological noise, and semantic noise. The statistical test of the instrument used confirmatory factor analysis (CFA) to find the goodness of fit index model. The results of the noise instrument factor analysis show a fit model, acceptable validity, and high internal consistency (α=0.86). The findings of this study produce valid and reliable instruments for identifying noise indicators that are dominant in online learning activities. The results of identifying noise in online learning can be used to design guidance and counseling programs or plan actions to deal with noise in online learning according to the data obtained.

Post Covid-19 pandemic analysis offline classes versus online classes: Conflicts in early childhood education in Indonesia during the Covid-19 pandemic

Early childhood education in Indonesia is an area that parents are beginning to show interest in for preparing their children to progress to the next stage of education. The learning process involves selfdevelopment, cognitive training, emotional training, psychomotor training, and social interaction training, fostering independence in children during their playtime. Early childhood education differs from other levels as it emphasizes play while still incorporating learning. However, the onset of the Covid-19 pandemic in early 2019 has significantly impacted early childhood education, leading to the implementation of online classes. This change has affected not only students, who are in an age group susceptible to the disease, but also young children who may struggle to grasp the meaning of the Covid19 virus, unlike adults. Research objectives: a. To analyze early childhood responses to online learning. b. To investigate the impact of online teaching and learning activities on early childhood education in Indonesia. Utilizing qualitative research methods, this study is described through descriptive analysis based on a literature review and an examination of social phenomena. Children experience psychological shock when transitioning to home-based learning, missing the presence of teachers and friends, resulting in boredom and a lack of motivation to complete assignments. This psychological impact extends to parents, particularly mothers, who now have the responsibility of teaching their children at home, a role previously handled by teachers at school. Online classes are considered the optimal solution to curb the spread of Covid-19 in early childhood environments. The conflict between online and offline classes in the realm of early childhood education forms the basis of this research article.

Examining Students’ Self-Regulation Skills, Confidence to Learn Online, and Perception of Satisfaction and Usefulness of Online Classes in Three Suggested Online Learning Environments that Integrates ChatGPT

This study aims to investigate students’ self-regulation skills, confidence to learn online, and perception of satisfaction and usefulness of online classes in three learning environments that integrates ChatGPT. In this study, a quasi-experiential design was used to compare three online learning environments that integrate ChatGPT (independent, peer, and group). A total of 100 undergraduate students were randomly assigned to these three groups. Three questionaries’ were used for data collection. The results showed that the self-regulation levels were high among the participants in these three online ChatGPT groups. However, learning in peer and group environments were more effective in developing self-regulation skills than learning independently. This research also found that the participants in the peer and group learning environments had high levels of confidence to learn online compared to the participants in the independent group. The results also showed that the participants in the peer learning group had the highest scores of perception of satisfaction and usefulness of online classes compared to the participants in the independent and group learning environments. The findings of this study support the notion that integrating ChatGPT within peer groups can enhance students' perception of satisfaction and usefulness of online classes. Educators should explore ways to leverage ChatGPT to facilitate meaningful interactions and collaboration among students, thereby increasing their satisfaction and engagement with online learning materials and activities.

Towards Connectivism: Exploring Student Use of Online Learning Management Systems during the Covid-19 Pandemic

The COVID-19 pandemic has had a profound global impact on students, necessitating a shift towards fully remote e-learning via digital learning management systems (LMS). Despite this significant shift, there is a paucity of research exploring how students of varying academic performance levels engage with e-learning resources. This study addresses this gap by leveraging self-regulated learning theory and connectivism theory to analyze 129,567 activity logs from an Australian public research university. These logs encompass the online learning activities of 313 students and provide insights into their utilization of course files, discussion forums, gradebook, and online quizzes. Our analysis reveals significant differences in how students of varying academic performance levels engage with these resources. We found that higher-performing students tend to view course files, view and create forum posts, and access online quizzes more frequently, suggesting a positive correlation between active engagement with these resources and academic performance. However, the frequency of gradebook views did not significantly differ among students of different performance levels, indicating that grade tracking may not be a strong determinant of academic success. These findings underscore the importance of active engagement with online resources in academic success and provide valuable insights for educators and institutions in designing online courses and strategies to support student learning. The study also highlights the need for further research to understand the nuances of student engagement with e-learning resources. The implications of these findings extend beyond the pandemic, contributing to the broader discourse on e-learning and academic performance.

Penerapan Metode Design Thinking dan User Experience Questionnaire (UEQ) dalam Perancangan User Interface E-Learning

E-learning is a teaching and learning medium that is carried out via a computer connected to the internet. E-Learning can replace all the facilities available at the place of learning. Interactions carried out by users give rise to various perceptions. This relates to the User Interface and User Experience, if a platform does not meet adequate user experience aspects, such as content that is less familiar and does not meet user expectations. This study aims to design an E-learning user interface so that it can create a design that meets user expectations and makes it easier for users to carry out online learning activities using the design thinking method. The results of design measurements using the User Experience Questionnaire (UEQ) method get an average score on the Attractiveness scale with a value of 1.80, Efficiency with a value of 1.67, Dependability with a value of 1.51, Stimulation with a value of 1.62, and Novelty with a value of 1 .13 with the benchmark category "Good" while the Perspicuity scale gets an average value of 1.61 and remains in the benchmark category "Above Average". Based on the results of design testing that have been received by users, using the design thinking approach used in the empathize, define, ideate, prototyping and testing stages can help in designing interface designs that suit user needs to get good results

Learning Communication Patterns Using Online Systems at SMKN 2 Palangka Raya

This study aims to determine how the pattern of online learning communication at SMKN 2 Palangkaraya. Seeing the situation that is happening in online learning in the midst of the current Covid-19 pandemic outbreak in Palangkaraya City, the task of the teacher in delivering material to students using the online method is sometimes hampered due to an impossible network, this is also common for students who take part in the process. learn to teach online. The success of education has to do with the skills of teachers in learning to their students. As this learning is very important in education that allows students and educators to interact. However, currently not a few educators are still experiencing difficulties in using online learning tools. Teachers who only give assignments every time. day without any feedback or interaction with students. With the presence of the current COVID-19 pandemic, it shows the unpreparedness of the education system in certain schools, especially the Palangkaraya 2 Public High School (SMKN) in carrying out online learning activities. The author raised this theme because there were so many student complaints about the learning process that they did not understand the material given by the teacher, even though not all teachers teach like that and this is only done by certain people, so the author wants to know what are the patterns of learning communication using online systems. at SMKN 2 Palangkaraya so that students can listen to the learning process given by the teacher. The results of the study on how learning communication patterns use the online system at SMKN 2 Palangka Raya reveal that SMKN 2 Palangka Raya in improving the online learning process, before determining the learning pattern of course SMKN 2 Palangka Raya must choose media that is in accordance with the times and the intended target.

Design and Modeling of Educational Scenarios for Collaborative Online Learning Activities

Collaborative learning has evolved from traditional classroom teaching to e-learning platforms, at this level of revolution, Educational scenarios for online collaborative learning activities must be carefully designed to make an interactive and engaging learning experience. This research aims to model collaborative educational scenarios within the framework of online learning activities to allow learners to participate in online activities. We discuss the appropriate educational scenario, which combines multimedia content, interaction between the collaborative group, and active learning elements, and then we model this scenario with the UML modeling language. As a result, we represent how the design of educational scenarios, provides a better enhancement of the collaborative learning experience through the use of new technologies so that learners are encouraged to reflect on their learning processes and their group's collaboration, thus promoting better understanding. In conclusion, designing and modeling a collaborative learning educational scenario emphasizes collaboration, interaction, and knowledge acquisition between learners within a collaborative learning activity.

Student Evaluation of Their Postgraduate Courses: A Case Study at the Royal University of Phnom Penh

A structured questionnaire, collected anonymously from 14 master-level online courses for six semesters to 270 students, was examined to explore students’ evaluation of their courses, their instructors’ teaching performances, the learning materials and resources, and the online learning platforms. A quota sampling was employed for selecting these participants from a large public teaching university located in the city. These students were asked to complete the structured questionnaire within a one-week period. One hundred and eighty-one questionnaires were completed and returned to the researcher. The study found that students highly satisfied their online courses. Various main aspects that students mostly preferred comprising their instructors’ personality, instructors’ in-depth knowledge of the courses, their teaching experiences, their encouragement and motivation provided to students, the conduct of the course, learning activities that encouraged students to conduct further own research, the easiness of uploading their coursework written tasks and learning materials and resources, and the employment of assessment tasks to measure their learning achievements. It was found that there were various main obstacles being identified to hinder students from fully participating in their online learning including internet connection, learning platforms, lack of physical contacts during class time, and students’ motivation and engagement with their online learning activities. It was further found that the qualitative comments were valuable to make informed decisions for improving overall courses quality including curriculum, teaching pedagogy, assessments, and resources. The study concluded that the student course evaluation instrument measured master-level online courses in the areas of course design and delivery effectively.

Variations in the coherence and engagement in students’ experience of blended learning

We report a study which examines coherence of engagement of 344 first year engineering students’ blended learning experience. Using self-report and observational data sources, we demonstrate that student perceptions of the blended learning environment, academic learning outcomes, and engagement with the online learning activities are logically related at the variable level as shown by correlation analyses; and at the level of student groupings of similar learning experience and behaviors, as revealed by cluster, ANOVA, and 2 x 2 contingency analyses. Using self-report data, we found that when students perceived the learning activities in the f2f and online environments were integrated, they were more likely to be engaged with the online learning and to perform relatively higher on the assessment tasks than students who perceived disintegration between f2f and online learning. Using the observational data, students who were more engaged with the online learning tended to perceive that the online learning was well integrated with the f2f learning, that the online contributions were valuable for the whole learning experience, and achieved relatively higher than less engaged students. A 2 x 2 contingency table revealed a logical relationship between the groupings of students based on the selfreport and observational data: moderate and positive association was found between students with coherent perceptions and more engagement; and between students with fragmented perceptions and less engagement. The use of multiple data sources and methods enabled triangulation, strengthened analysis power, and offered a more comprehensive picture of students’ blended learning experience.

I don't have time! But keep me in the loop: Co‐designing requirements for a learning analytics cockpit with teachers

AbstractBackgroundTeacher dashboards can help secondary school teachers manage online learning activities and inform instructional decisions by visualising information about class learning. However, when designing teacher dashboards, it is not trivial to choose which information to display, because not all of the vast amount of information retrieved from digital learning environments is useful for teaching. Information elicited from formative assessment (FA), though, is a strong predictor for student performance and can be a useful data source for effective teacher dashboards. Especially in the secondary education context, FA and feedback on FA, have been extensively studied and shown to positively affect student learning outcomes. Moreover, secondary teachers struggle to make sense of the information displayed in dashboards and decide on pedagogical actions, such as providing feedback to students.ObjectivesTo facilitate the provision of feedback for secondary school teachers via a teacher dashboard, this study identifies requirements for designing a Learning Analytics Cockpit (LA Cockpit), that is, (1) a teacher dashboard that provides teachers with visualisations of results from formative assessment (FA) and (2) a feedback system that supports teachers in providing feedback to students.MethodsThis study was conducted in the context of STEM classes and is based on semi‐structured co‐design interviews with German secondary school teachers. In these interviews, we first explored challenges teachers encountered in monitoring students' learning and providing feedback. Second, in the ideation phase, teachers were asked to define features an LA Cockpit for FA should have. Finally, in the evaluation phase, we provided teachers with a design template for an LA Cockpit, the LAC_Template, which was built upon our previous work and feedback theory, and asked them to evaluate and improve it. Further design requirements were derived based on the evaluation of the LAC_Template and teachers' suggestions for improvement.ResultsWe derived 16 requirements for designing an LA Cockpit for FA in secondary schools. Findings from the interviews indicated that the feedback system of an LA Cockpit should address teachers' time limitations in giving students individualised feedback. It should therefore be designed to minimise the steps required to deliver feedback. To reduce workload, teachers requested an automated reminder to send feedback, but with the ability to adjust feedback to the learning context. Such a semi‐automated feedback system can help teachers support students individually but also underline the importance of actively involving teachers in the feedback loop and giving them control when using such technologies in secondary school practice. A challenge for future teacher dashboard designs could be to find a balance between technology and teacher control that utilises the strengths of both in a beneficial combination.

Dynamic Model Interpretation-Guided Online Active Learning Scheme for Real-Time Safety Assessment.

Chunk-level real-time safety assessment of dynamic systems is a critical component of industrial processes, which is essential to prevent hazards and reduce the risk of injury or damage to equipment and facilities, especially in nonstationary environments. In this context, multiple real and complex concept drifts are inevitable in industrial settings, making it crucial to understand their detection and adaptation processes. The incremental learning scheme should also be well considered. However, existing methods have certain limitations in dealing with such issues. In this article, a dynamic model interpretation-guided online active learning scheme, termed a dynamic model interpretation-guided learning scheme (DMI-LS), is proposed. Specifically, the model update strategy with chunk data is designed based on the implementation of the broad learning system. A novel query strategy is then investigated to consider the ranking preference difference, which relies on the interpretation generated by the explainable artificial intelligence method. Several experiments based on the JiaoLong deep-sea manned submersible data are conducted to verify the effects of the proposed DMI-LS. The results show that it outperforms the other advanced existing approaches with different settings in most scenarios.

QARF: A Novel Malicious Traffic Detection Approach via Online Active Learning for Evolving Traffic Streams

QARF: A Novel Malicious Traffic Detection Approach via Online Active Learning for Evolving Traffic Streams