Online Learning Activities Research Articles

Challenges and Strategies: Online Learning for Elementary School Teacher Education Students

The existence of an online learning policy that seems suddenly has an impact on many students who are not ready to carry out the online learning process. The aim of this research is to examine perceptions, problems, and summarize students' experiences regarding strategies for resolving challenges when participating in online learning. This research is classified as a qualitative descriptive research type, with research subjects namely 61 students. Data collection in the research was carried out using observation, interviews and questionnaires, with research instruments in the form of observation and interview guidelines. The data obtained in the research was then analyzed using the Bogdan & Biklen model data triangulation technique. The data obtained is then presented in qualitative descriptive form, by adjusting the research results with the results of previous research. The results of the research analysis show that the challenges faced by students when carrying out online learning activities consist of interference from the surrounding environment, less than optimal use of the internet, students' lack of understanding of the material delivered by lecturers and reduced interaction between students and lecturers during online learning. The strategies used to face challenges for students taking part in online learning are adapted to the students' different conditions and abilities so that solutions can be found individually.

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.

Towards the process of designing an architecture of e-learning activities according to the kolb cycle

In the context of experiential learning, the Kolb Cycle offers a dynamic approach to learning that associatively integrates the concrete and the abstract by allowing learners to engage in concrete experiences, reflect, conceptualize and actively experience their learning. This article aims to contribute to the development of an architecture of learning activities corresponding to the transition from concrete to abstract in the kolb cycle, through an inductive approach in online teaching. The study explores how Kolb's four learning styles can be integrated into online learning activities aimed at meeting the needs and preferences of learners. Our work highlights the importance of considering learning style of each learner when designing and delivering online learning activities and addresses the perception dimension (concrete and abstract) at the method and practice level that the other dimension will be presented in a future article.

Development Of An E-Learning Model Using CMS Moodle During Covid 19

Every aspect of life, particularly the field of education, has seen a change in orientation as a result of the COVID-19 pandemic. Education is changing, and distance learning can help. In-person interactions are no longer the main focus. The purpose of this study is to use the CMS paradigm to create an e-learning model. In addition, the paradigm of teacher-oriented learning has given way to student-oriented learning. Students are now positioned as learning subjects rather than as learning objects in this student-oriented learning environment. These days, there are a lot of learning resources available, and e-learning involves the use of technology (the internet). Through the use of the Internet, intranet, or online media, educational resources can be made available to students through e-learning. further networks of computers. Given that computer technology is used by educators, students, and educational institutions to carry out teaching and learning activities, e-learning has become essential for the academic community. Software for online and website-based learning activities is known as Moodle-based e-learning media. This medium takes the form of an online course presentation tool where instructors can post lesson plans, instructional videos, PowerPoint presentations, discussion boards, and tests pertaining to certain journal articles.

Developing Online Educational Resources for Online Learning: Student Teachers’ Experiences at Muni University, Uganda

Teacher training pedagogy in the 21st century has drastically changed across the world with a focus on producing a teacher with adequate skills and knowledge in developing and using online educational resources for effective learning. This exploratory qualitative study aimed to explore the Bachelor of Science with Education student teachers ’ experiences in developing multimedia educational resources for online learning. The study specifically assessed student teachers ’ opinion of their experiences in using online educational resources and their challenges in developing online educational resources. Interviews were used to elicit insights from participants to achieve both objectives. Nine participants were purposively selected from the subjects of specialisation being undertaken. The findings of the study revealed student-teachers’ enthusiasm, commitment, creativity and innovativeness in connection with developing online educational resources. The major challenges were the limited skills among student teachers in creating animated videos and assessment of online learning activities. The study recommends that institutions of higher learning should establish a harmonised and comprehensive competence framework and provide adequate time for skilling student teachers in developing online educational resources in order to produce a holistic 21st century teacher.

Manaaki Tauira Course Enhancements Program

This paper reports on a pilot study of a course enhancements program at Lincoln University, New Zealand, designed to enhance learner success for all students, but particularly those from minority groups. The pilot study includes two phases, each of six-months duration – course redevelopment and course delivery. During the first phase, 10 academics were selected to engage in self-reflection, complete a four-week online asynchronous course, develop an action plan for course redevelopment, attend a two-day in-person workshop to implement the action plan, and meet several times with an academic development facilitator. This blended approach resulted in academics experiencing a variety of in-person and online learning activities and approaches that could be used in their own courses, and the opportunity to collaborate and share their course redevelopment journey with other academics. This paper highlights the approach taken in the pilot study and the strategies used to bring academics on the journey.

Partnering to enhance the postgraduate student experience

The learning and teaching team at Edith Cowan University's School of Nursing and Midwifery has partnered with postgraduate students to enhance their experience and success. Targeted initiatives throughout the curricula, including online and multimodal learning activities and resources, were co-developed in response to anecdotal evidence that some commencing students in this diverse cohort were lacking essential digital and academic literacy skills. The team is improving learning opportunities for all students by leveraging online platforms and fostering constructive relationships between staff and students to enhance self-engagement and motivation. A self-evaluation has been developed and implemented for students to gain a clear understanding of their academic and digital literacies. It is also providing important data about students' preparedness for their studies. This paper will share early findings from the research project, including scalable approaches and strategies to promote agency and empower students and staff.

Polytechnic Students’ Perspectives of a Blended Problem-Based Learning Approach in Singapore

Blended learning has become an integral component of the curriculum in institutes of higher learning (IHL) worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the development of 21st-century competencies such as self-directed learning (SDL) and collaborative learning (CL). This study investigated if there are any differences in Polytechnic students’ perceptions of self-directed learning and collaborative learning between the blended PBL design and the face-to-face PBL design in terms of self-directed learning and collaborative learning in Singapore. The study adopted a quasi-experimental approach, with 56 student participants completing a 36-item validated pre/post survey instrument (MSDLCL). Statistical analyses suggested that in both PBL approaches, students’ perceptions of self-directed learning with technology and collaborative learning increased significantly. Focus group discussion results suggested that while students were motivated to complete the assigned PBL tasks, they preferred to conduct collaborative learning activities in person and work on self-directed learning activities online.

Padlet App uses in Tesl: A Sri Lankan Experience

Digital technology is found capable of playing a vital role in efforts to change from teacher-centeredness to student-centeredness in classroom management for TESL (Teaching English as a Second Language) by introducing autonomous learning strategies into the methodology followed. Therefore, integrating technology into TESL mechanisms is considered of paramount significance. In that context, Padlet is found usable as an efficient online app that can be used to boost active learning among students. Based on the results achieved in an experiment with a random group of 48 first-year Law undergraduates and 20 Computing freshmen at General Sir John Kotelawala Defence University who had been engaged in Padlet-based online learning activities in ESL for a period of four weeks, this paper analyses using SPSS 23.0 the data gathered in an online survey. Overall, the perceptions of the study population regarding the use of Padlet have been reported as positive. As revealed by the results, most of the participants (88.2%) were new to the use of Padlet app by the time it was introduced. Nearly, 79.4% of them identified that Padlet can make learning collaborative. In the meantime, 92.6% were convinced that Padlet is very influential in the process of knowledge sharing and 82.4% that it is a form of good motivation. Padlet has thus proven to be a very efficient tool in TESL. Hence, it is suggested here that it is important to include activities based on Padlet when designing curricula for teaching English as a second language.

Research on Blended Learning in Middle School Mathematics Classes

Blended learning is gaining importance in the field of education as a result of the quick advancement of science and technology. There is a rising understanding of the necessity of integrating technology and digital resources into traditional classroom settings as educational systems continue to evolve. Combining in-person instruction with online learning activities is known as blended learning which offers a promising approach to enhance student engagement and improve learning outcomes in mathematics education. The objective of this research is to explore the impact of blended learning on middle school mathematics education, further understand its significance in improving student learning outcomes and interest, reveal the current status of blended learning in middle school mathematics classes, and provide some suggestions. The research finds that students will face the challenge of self-regulation in blended learning, students' personalized learning should be paid attention to, students' affective factors are also important, and students' negative learning attitude will lead to lower scores. In addition, the individual guidance from teachers is insufficient and the effective evaluation needs to be improved. Some teachers are even intimidated by new technology, which leads to the reduction of their teaching innovation. To overcome these challenges, student engagement should be increased, teacher planning should be optimized and a support system should be built. Through the research on blended learning, hopefully, this paper can provide support for improving mathematics education.

Analysis of College Student Technology Literacy and Information Literacy Skills: E-Learning Activities Based on Online Platforms in Higher Education

Online platform-based e-learning makes use of a variety of technologies as communication and information mediums, encouraging students to engage in productive and worthwhile learning activitiesThis study intends to ascertain the abilities and impact of students' technological and informational literacy on their participation in online learning activities for e-learning. A descriptive quantitative research methodology is used here. Universitas Samudra and Universitas Islam Riau were the sites of the research, which took place from June to August of 2023. Students in the 155-student sample population of the Biology Education Study Program. Using google forms, interviews, and observations, a random sampling technique is used. Validation and reliability tests were conducted on the research instrument. The use of technological devices to obtain information falls into the very good category; locating available technological devices and using technological devices fall into the good category; while the use of technological devices for self-development falls into the moderate category, according to research on technological literacy skills. Information literacy among students in higher education is significantly influenced by technical literacy abilities, with an influence of 63.6%, according to the significance value (sig) 0.00 < (α) 0.05, which means that Ho is rejected and Ha is approved. According to the regression equation Y = 0.237 + 0.922X, the value of information literacy abilities will rise with each increase in the value of technology literacy skills. the significance of improving students' technology and information literacy skills in higher education to prepare them for the era of the digital revolution

Active learning for data streams: a survey

Online active learning is a paradigm in machine learning that aims to select the most informative data points to label from a data stream. The problem of minimizing the cost associated with collecting labeled observations has gained a lot of attention in recent years, particularly in real-world applications where data is only available in an unlabeled form. Annotating each observation can be time-consuming and costly, making it difficult to obtain large amounts of labeled data. To overcome this issue, many active learning strategies have been proposed in the last decades, aiming to select the most informative observations for labeling in order to improve the performance of machine learning models. These approaches can be broadly divided into two categories: static pool-based and stream-based active learning. Pool-based active learning involves selecting a subset of observations from a closed pool of unlabeled data, and it has been the focus of many surveys and literature reviews. However, the growing availability of data streams has led to an increase in the number of approaches that focus on online active learning, which involves continuously selecting and labeling observations as they arrive in a stream. This work aims to provide an overview of the most recently proposed approaches for selecting the most informative observations from data streams in real time. We review the various techniques that have been proposed and discuss their strengths and limitations, as well as the challenges and opportunities that exist in this area of research.

A Hybrid Flipped-Classroom Approach for Online Teaching

A teaching strategy known as the hybrid flipped classroom approach mixes traditional face-to-face instruction with online learning activities. In this method, before attending in-person sessions, students learn online using pre-recorded lectures, videos, and other multimedia assets. This gives students the freedom to finish self-paced learning assignments whenever it is convenient for them while simultaneously allowing them to participate in lively conversations and lectures during in-person classes.
 The hybrid flipped classroom model is gaining popularity as more teachers look for ways to incorporate technology into their lessons and change with the times. The hybrid flipped classroom method offers the advantages of both face-to-face training and online learning in the age of distance learning.
 Online learning activities include reading materials, interactive tests, audio files, and peer-reviewed assignments when using the hybrid flipped classroom technique. Students' interest and engagement in the learning process can be raised by using online learning activities to teach them how to learn independently.
 When students attend classes in person, teachers can concentrate on experiential learning activities like group discussions and project-based work in addition to giving feedback and help to those who may have had difficulties with online learning. Combining the two methods enables students to benefit from a deeper and more well-rounded educational experience that makes the most of online and face-to-face instruction.
 Overall, the hybrid flipped classroom approach is a powerful tool for educators to provide enhanced learning experiences to students, particularly in online learning environments. It provides a flexible, adaptable, and personalized way of learning that engages and motivates students, and prepares them for the changing landscape of the 21st-century workforce.

Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?

The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts during the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022/2023). We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations. These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic.

Application of Blended Learning Model to Improve Online Learning Activities for Basic Computer and Networking for Students

This study aims to (1) Design and implement Blended Learning model on the subjects of computer assembly for class X TKI at SMKN 2 Bandung. (2) Knowing the difference in outcomes activity learning of students who are using the Blended Learning model and those who do not use the Blended Learning model of learning in the subjects Computer Assembly class X TKI SMK Negeri 2 Bandung (3) Knowing the students' response to the learning model of Blended Learning using Moodle e-learning in the subjects Computer Assembly class X TKI SMK Negeri 2 Bandung. The stage of this study are: (1) Preparation and planning (2) Research (3) Presentation of the study results. The data analysis used t-test to determine differences in learning outcomes, and added with questionnaire to know the responses of the students. The results showed that: (1) The results of the validation study media get a validity of 83.6% with very valid criteria (2) The results of the validation RPP get a validity of 88.5% with very valid criteria (3) The results of the validation items to get the validity of 88.8% with very valid criteria (4) The results of responses of student about learning model of Blended Learning using Moodle e-learning media earned an average rating of 75.3% and is considered good.

An Activity-Oriented Conceptual Framework for Mobile Learning Database Educational Classroom

Mobile learning is very helpful in replacing the implementation of online teaching and learning activities during the COVID-19 pandemic. The use of mobile learning will be very helpful in the implementation of teaching and learning activities, especially when using it as a learning medium. This needs to be regulated in a learning framework. We made modifications to the design framework of the m-Learning activity, to describe the Requirements & Constraint Analysis cycle, m-Learning scenario design, technology environment design, learner support services design. We found that the framework still needed additional Learning Outcomes at the beginning of the cycle. This learning achievement is important so that the learning carried out can be measured and evaluated as material in the future. The results of the development of this framework have been successfully implemented in database learning in vocational high schools. We conclude that this framework is very important to be applied to activity-oriented learning using mobile learning so that it can produce optimal learning outcomes.

The Effectiveness of Learning Management System in Higher Education: A Case Study of Social Sciences Course Content

Due to the Ministry of Education and Culture's circular letter, the education sector must innovate in carrying out its duties and functions in educating students even though they do not meet face-to-face. The modern education paradigm requires educators and students to be technologically literate. The online learning that is intended is based on ICT by utilising the internet as the main media. Learning Management System is a software for administration, documentation, reports of an activity, teaching and online learning activities online. Social Science is a subject in schools that is designed on the basis of phenomena, problems, and social realities with an interdisciplinary approach. The utilisation of Learning Management System in social studies learning concept courses became the study of this research. The data collection used is a questionnaire given to students through Google Form at the final meeting of the lecture. This research uses non-test data collection techniques in the form of observation, questionnaires, and documentation. In this Learning Management System, the learning system and communication between lecturers and students can be carried out well by utilising the features available in the LMS application.

Designing User Interface and User Experience by Using User Centered Design on Gamified Platform "Ezedu"

Online learning activities using games or gamified methods make students motivated, capable, and involved to participate in the learning process. There are several gamified platforms that are already available, but there are several obstacles, for example the user takes a long time to compile quizzes and some features in paid gamified so that feature utilization is not optimal. The purpose of this research is to design the user interface and user experience of the gamified platform "Ezedu". Ezedu is a learning media created lecturers and teachers to design educational games easier. The design method uses the User Centered Design (UCD) method. UCD is a term that describes the design process where the end-user will influence how the design is formed. The results of this study are user interface designs that have been adapted to user needs.

The Effectiveness of Online Learning Activities Using Google Classroom on Arabic Writing and Reading Skills for Non-Native Speakers in Bahrain

Implementing online learning activities through a learning management system as a supplementary tool for motivating and empowering independent learning and Innovative teaching is becoming a crucial part of 21st-century education. Google Classroom is one example of a social learning site that teachers and students use in many educational institutions in Bahrain. In particular, the study aims to determine the effectiveness of online learning activities using Google Classroom on writing and reading skills among year six students. Data were collected with a mixed-methods research paradigm. Altogether, 80 students from Bahrain government primary schools were involved in an intervention program intended to analyze students’ Arabic writing and reading skills as the primary research inquiries of the study. From the said population of respondents, 80 students participated in the experimental group activities and an interview dealing with their experience using Google Classroom. Overall, the findings affirmed that most participants considered Google Classroom an effective supplementary tool for their learning. This study proved that experienced students using Google Classroom influence their fluency in learning Arabic courses, so they found it easier to apply Google Classroom, serving as an advantage.

An Online Active Broad Learning Approach for Real-Time Safety Assessment of Dynamic Systems in Nonstationary Environments.

Real-time safety assessment of the complex dynamic systems in nonstationary environments is of great significance for avoiding the potential hazards. In this case, the update procedure with high assessment accuracy and training speed is crucial and meaningful in the dynamic streaming setting. Generally, the performance of most online learning approaches will be negatively affected by limited annotated samples in such a setting. Moreover, the time cost of advanced conventional methods with retaining procedures is relatively high, constraining their practicality. In this article, a novel online active broad learning approach, termed OABL, is proposed. In detail, the effectiveness of the broad learning system in the framework of online active learning is first revealed and verified. A reasonable dynamic asymmetric query strategy is then designed with a limited annotation budget to actively annotate the relatively valuable samples, which is beneficial to mitigating the negative effects of class imbalance. In this context, the advantage of the human-in-the-loop characteristic is also effectively used to control the evolution direction of the learner during the incremental update, which makes it better able to adapt to complex and nonstationary environments. Several related experiments are conducted with the realistic data of JiaoLong deep-sea manned submersible. Results show the effectiveness and practicality of the proposal compared with the existing advanced approaches.