Online Learning In Terms Research Articles

School Learning Management Influencing the Students’ Satisfaction on Online Learning in a University in Jiangsu Province

This study intends to determine the school learning management influencing the satisfaction of students in the online learning in China. Now that the world is continuously healing and being under control from the virus, many schools initiated the return to the face- to- face encounter of teachers and students. However, students are still finding themselves more familiar with learning through live streams or videos. Educators are also looking for ways to engage their students online with the new digital shift in traditional classes, thus driving the fundamental mind shift to e-Learning. This study focuses on how the school is managing the online learning. Specifically, this study will determine if there is a significant difference in the assessment of teachers on the status of school learning management on online learning in terms: online materials, online assessment and feedbacks, online interactions and related online supports. The study will also describe the satisfaction of students on online learning in terms of: perceived ease of use, perceived usefulness, computer self- efficacy, and satisfaction. The findings of the study will serve as the basis for proposing school management program to improve the delivery of online learning.

University Student Perceptions of Online Learning in Jordan

This research paper examined Jordanian university students' perceptions of online learning in terms of knowledge, attitude, and practice (variables of the KAP model). It also investigated the relationship between their perceptions of online learning and their academic performance. students' perceptions of variables of the KAP model toward online learning were measured through an online questionnaire distributed to Jordanian universities students. Academic performance was also measured by identifying students' perceptions of their academic performance after switching to online learning due to COVID-19. One-sample t-test results indicated that the means of responses fall within the area of agreement (agree and strongly agree) regarding students' perceptions of online learning in terms of knowledge, attitudes, and performance without any significant differences. Correlation and regression analysis showed statistically significant relationships between students' perceptions of their knowledge, attitudes and practices toward online learning and their academic performance. Such a positive perception of students towards online learning can be implied by educational institutions and educators to put the best use of online learning as a starting point to complement traditional face-to-face teaching by investing in technologies that support online learning, and by enhancing and improving online platforms to deliver course materials, provide additional resources, and facilitate discussions and collaboration among students in a more effective, efficient way.

ANALYSIS OF OLC SYSTEMS IN THE PERSPECTIVES OF RELEVANT COST AND CARBON EMISSION COST

This research raises the topic of online learning and aims to identify and analyze online learning in terms of relevant costs. Online learning is a learning method that utilizes the internet and connected media to connect and learn. This research is qualitative with a case study method. The tools used in this research are Microsoft Excel and the GoGreener application to recapitulate and manage research sample data. The results of this study state that online learning in the midst of the COVID-19 pandemic situation is a great learning method. It is because by applying the online learning method, the costs incurred can be reduced (relevant) compared to the costs incurred during face-to-face or onsite learning, and the carbon costs that need to be paid can also be reduced. Keywords: Online Learning, Relevant Costs, Carbon Costs, COVID-19 Pandemic

The Impact of Online vs Blended Clinical Skill Laboratory Learning on Student Academic Performance: A Case Study in Indonesia

ObjectiveOnline and blended learning methods have experienced rapid growth in higher education due to the COVID-19 pandemic. Our study aimed to compare students’ academic performance between online and blended Clinical Skill Laboratories (CSL) learning in undergraduate medical students. MethodsA total of 101 undergraduate medical students at Maulana Malik Ibrahim State Islamic University, Malang, Indonesia, were enrolled (50 students from the academic year 2020 [group 1: online CSL]; 51 students from the academic year 2020 [group 2: blended CSL]). The main outcome was students’ academic performance collected from the Objective Structured Clinical Examination (OSCE) score. Additionally, students also completed an evaluation questionnaire to assess the quality of the learning scheme. ResultsBoth groups agreed that CSL is an important subject and clinical video demonstration is useful for their OSCE preparation. However, students who received online learning felt that online CSL was ineffective and scored lower in the OSCE compared to the blended CSL. Qualitative data also supported these findings. ConclusionBlended learning provides more value than online learning in terms of teaching clinical skills for undergraduate medical students. Additionally, online CSL may not be sufficient for medical students to attain critical skills.

Online Learning Expectations as Perceived by Selected Students in Higher Education

The COVID-19 pandemic has compelled the education sector in the Philippines, to adapt swiftly to online learning. This study explores the online learning expectations as perceived by selected students in Surigao City, acknowledging the challenges faced by both students and teachers during this transition. Amid lockdowns and restrictions on face-to-face interactions, schools shifted to an online learning platform. The impact of this shift led to modifications in course content and teaching styles, significantly affecting the learning experiences of students. To address these challenges, the researchers conducted this study to identify students' online learning expectations and propose interventions for creating a productive online learning experience. The study involved respondents primarily in the age range of 18-21 years, with a majority from public senior high schools. The participants expressed very high expectations for online learning in terms of developing their skills and knowledge relevant to their courses. They also emphasized the importance of meaningful learning experiences through online modalities. Furthermore, the students had strong expectations for active participation in their learning process, indicating their awareness of their academic needs and preferences. They hoped for teachers to use language suited to their learning abilities, facilitating better understanding and engagement. Overall, this research provides insights into the expectations of these selected students regarding online learning. Understanding these perceptions can guide the development of interventions to enhance the quality of online education, thereby fostering a more productive and effective learning environment for both students and the institution during the new normal of online and distant education

The Complexity of English Online Learning: English Teachers’ Data-Driven

The offline-to-online transformation of learning in the new normal era leaves complexity for English teachers. Hence, this qualitative study aimed to uncover the complexity of English online learning in terms of implementation, English teachers’ perspectives, technological tools, problems, causes of the problems, and related solutions. English teacher participants were observed and interviewed, and the data were analyzed interactively. This study revealed that the English teachers executed online learning from planning, and implementation, to evaluation. They perceived English online learning as positive because of its convenience during the condition of Covid-19 outbreak, but they also considered it negative due to their insufficient technical knowledge and experiences. They utilized WhatsApp, email, Google Forms, zoom, Ruang Guru platform, and Instagram as the media. However, they had some problems, such as difficulty in delivering English materials online, difficulty in managing their online classes, and weak internet connections. These problems were caused by the lack of supporting facilities and technological competencies. As solutions, they dynamically chose ideal locations for learning with good internet connections, asked for help from fellow teachers, and metacognitively learned about learning technology from the Internet. Further studies are expected to involve more participants and be conducted with a mixed-method design.

Different domiciles in online learning during the COVID-19 pandemic

This study aims to determine differences in students’ perceptions, participation and satisfaction with online learning in terms of differences in residence namely in villages and cities. This study used comparative survey research. The research data sources were 597 Indonesian students from three regions namely western, central and eastern Indonesia. Data were collected using a questionnaire, then analysed using one-way multivariate analysis of variance assisted by the Statistical Package for the Social Sciences. The results of this study are as follows: (1) there are differences in perceptions of online learning during the COVID-19 period between students who come from villages and cities; (2) there are differences in participation in the online learning process during the COVID-19 period between students from rural and urban backgrounds and (3) there are differences in student satisfaction with online learning in terms of village and city backgrounds. The conclusion of this study is that students' perceptions, participation and satisfaction with online learning are better in cities than in villages. The implications of this research require the attention of the government and academics to find steps to overcome online learning problems especially in rural areas.

Perception, Personal Issues, and Environment of E-Learning: A Causal Model on Student Attitude Towards Online Learning

This study determined the best-fit model for attitude towards online learning of grade 12 students in Region XI based on perception on e-learning, personal issues on e-learning, and the environment of e-learning. This study employed a causal study design and a stratified sampling technique in selecting the 400 respondents. With the electronic survey facility through Google Forms, data were collected utilizing standardized adapted questionnaires. The study utilized the mean, standard deviation, Pearson’s product-moment correlation, regression analysis, and structural equation model as statistical tools. Results revealed that the level of student perception on e-learning was high; the level of their personal issues on e-learning was high; the level of e-learning environment was high; and the level of attitude towards online learning was high. Moreover, a significant relationship existed between the exogenous and endogenous variables. Furthermore, perception on e-learning, personal issues on e-learning, and the e-learning environment influence the attitude towards online learning. Finally, among the five generated models, Model 5 best-fitted student attitude towards online learning in terms of interest in computers and adoption of online learning and ease-ness in using online learning, with perception on e-learning in terms of perceived usefulness of e-learning and perceived self-efficacy of using e-learning; personal issues on e-learning in terms of health, conflict resolution, and motivation; and environment of e-learning in terms of ethics and professionalism, and program effectiveness. Keywords: educational management, perception on e-learning, personal issues on e-learning, e-learning environment, attitude towards online learning, structural equation model, Philippines DOI: 10.7176/JEP/14-15-08 Publication date: May 31 st 2023

Identification of Online Learning Challenges During the COVID-19 Pandemic in Developing Countries

The unexpected outbreak of the Corona virus (COVID-19) disrupted schools and universities around the world. Traditional classes were canceled, forcing schools and universities to switch to online learning. While developed countries have already adopted e-learning and online learning into their teaching practices, which made the transition relatively easy during the COVID-19 crisis, other developing countries continue to struggle with problems of electricity and information technology infrastructure. The purpose of this paper is to investigate the challenges of online learning faced by students and teachers at the Faculty of Sciences Ain Chock, Hassan II University of Casablanca, Morocco. Thus, two anonymous structured Google Forms questionnaires were sent to participants via email. 498 responses were returned from students and 105 from teachers. We use descriptive statistics to better understand the distribution of study participants. The study reveals that the faculty during the lockdown ensured educational continuity and offered a reliable online learning in terms of digital and educational materials. However, technical problems such as the slow speed of the Internet connection, lack of knowledge about the use of information and communication technologies to teach and learn, low motivation of students, were significant challenges to students’ and teachers’ use of the digital tools.

Students’ Perception Regarding Mode of Learning in the Post COVID-19

The global pandemic of COVID-19 has impacted the educational system in the way teaching and learning are conducted. The outbreak is almost over now, and the implications of the transition from online learning back to face-to-face learning from the students’ viewpoint need to be investigated to improve the education system. Thus, the purpose of this study is to explore students’ perceptions of face-to-face and online learning in terms of their experiences and perspectives, including engagement in the classroom, learning enjoyment, and self-motivation while learning. 130 undergraduate students were involved in this cross-sectional study using the convenience sampling method. Results show that most students prefer blended and face-to-face learning compared to online learning, where learning enjoyment recorded the highest mean scores, followed by students’ interaction and motivation. However, the students were more motivated during online learning, with the highest mean scores followed by learning enjoyment and interaction.

Online and Face-to-Face Learning during COVID-19 Pandemic: A Comparative Analysis of Instructors and Student’s Performance

This study explores the perception of teachers and students regarding online learning's advantages, disadvantages, and recommendations. This quantitative case study was conducted from April to December 2021. Eighty-one cases (Teachers and students) from the College of Science, Law, administration, Agriculture, Language, Administration, Economics, and Physical education were invited to participate. The result was tested by Pearson’s correlation and Chi-square test using the Statistical Package for the Social Sciences (SPSS) version 25. In conclusion, in terms of knowledge, online learning has many advantages and disadvantages. It is a vital ability to support lifelong learning and professionalization in their disciplines, defined as an alternative and flexible tool to maintain education in some situations, like online classes during the COVID-19 pandemic. According to the disadvantages, teachers and students saw inefficiencies in teaching specific skills, such as practical skills that require group work. Additionally, teachers and students agreed on the weaknesses of online learning in terms of student-teacher interaction and student-student interaction (such as debate and discussion). Another downside of online learning is that it is difficult to prevent cheating, confirming the need for more confidence and quality assurance in online learning.

Placing inclusive education in coversation with digital education

This article places inclusive education in conversation with digital education, and it does so for two reasons. The first reason is that the increased use of digital education will need to be inclusive and should not result in increasing inequalities. The second reason is that the experience within inclusive education provides valuable insights which could benefit the development of digital education. This article is conceptually based, and its aim is to show how experiences in inclusive education could benefit the development of digital education and vice versa. It argues that like inclusive education, the increased use of digital education in the future will require a redefinition and revisioning of education. While policies and legislation as well as training in digital education are important, this article recommends that digital education will need to engage with the deep-seated values, beliefs and assumptions held by teachers, students, parents, and society at large, and will require careful attention being paid to the systematic organisation of online learning in terms of curriculum, pedagogy, and assessment just as inclusive education.

THE ANALYSIS OF NEARPOD USE IN MATHEMATICS ONLINE LEARNING AT VOCATIONAL SCHOOL

Online learning has been carried out by most schools to support government policies on physical distancing during the Covid-19 pandemic. The complexity of mathematics material is one of the causes of the lack of interaction during online learning result learning is less meaningful. There are various ways the teachers use information technology, one of them is the use of Nearpod. This study analyzes Nearpod's use in mathematics online learning in terms of its easiness and performance in supporting interactive learning. The method used is a descriptive method by distributing questionnaires to 114 students in SMK Santa Maria Jakarta. The findings in this study were that 88.8% agreed that Nearpod was very easy to use and 85.75% agreed that Nearpod could support interactive learning.

Pre-service Teachers’ Readiness on Online Learning and their 21st Century Pedagogical Skills

This study looked at the online learning readiness and 21st century pedagogical skills among pre-service teachers of a state university in the Philippines during the school year 2021-2022. The descriptive-correlational method was applied through an adapted survey questionnaire administered to 28 pre-service teachers. The findings revealed that pre-service teachers were ready for online learning in terms of computer/internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy. They were also equipped with 21st century pedagogical skills such as information and communication technology skills, life-long learning skills, flexibility skills, creative problem-solving skills, and critical thinking skills. The findings also indicated a substantial relationship between the pre-service teachers’ readiness in online learning and their 21st century pedagogical skills. The study suggests that universities may create appropriate provisions to provide their faculty members with the necessary professional development training opportunities to raise awareness and improve e-pedagogical skills.

The implementation of bichronous online learning: EFL students’ perceptions and challenges

The COVID-19 pandemic has made online learning as a common instructional delivery today. Since various methods, approaches, and technologies are involved, it is important to understand students’ perceptions for taking further decision in teaching. The current research aimed to investigate Indonesian students’ perceptions of the implementation of bichronous online learning along with the challenges in the level of higher education. Bichronous online learning refers to the blending between asynchronous and synchronous online learning. In this study, asynchronous learning was carried out through Edmodo while the synchronous mode was implemented via Zoom. The participants were 57 first-year university students who experienced full bichronous online learning in the English for Specific Purposes class. This research applied explanatory sequential mixed-methods as suggested by Creswell (2014). The quantitative data were obtained by Likert-scale questionnaires while the qualitative data were acquired through interviews and observations. The results indicated that students had positive perceptions of bichronous online learning in terms of motivations, academic achievement, and communication and interactions. Bichronous online learning promoted students’ engagement, active interaction, and feedback exchange which highly contributed to their learning outcome. However, technical issues such as poor internet connection and limited data plan were the biggest challenges faced by the students. It is expected that educators can adjust which online learning tools are convenient to use and cater to students’ needs.

NEW NORMAL EDUCATION ON THE TEACHERS’ SKILLS IN MANAGEMENT

This study was conducted to find out the effect of New Normal Education which was described in terms of online and distance learning on teachers? skills in management as to soft and hard skills. Specifically, it aimed to determine the extent of new normal education as to online distance learning in terms of computer competency, virtual classroom behavior management and web resources utilization; and the extent of new normal education as to modular distance learning in terms of lack of communication, learning materials and time management. It also sought to find out the level of teachers? soft skills in management relative to adaptability/flexibility, communication, conflict resolution, creativity, critical thinking, emotional intelligence and problem solving; and the level of teachers? hard skills in management relative to multitasking, social media management and video production. Also, it sought to determine the significant effect of new normal education as to online distance learning and modular distance learning to teachers? soft and hard skills in management. The results of the study implied that out that the extent of new normal education as to online learning in terms of computer competency and virtual classroom behavior management was to a very great extent while the extent of new normal education as to online distance learning was to a great extent. Moreover, the extent of new normal education as to modular distance learning in terms of lack of communication, learning materials and time management were remarked as to a very great extent. The level of all the teachers? soft skills in management were remarked to a very great extent except creativity which was to a great extent. The level of teachers? hard skills in management in terms of multitasking as well as social media management was to a very great extent while video production was to a great extent. The study revealed that new normal education as to online and modular distance learning in terms of computer competency had no significant effect of teachers? soft and hard skills. Moreover, virtual classroom behavior management showed no significant effect on teachers? soft and hard skills in management. In addition, there is a significant effect on teachers? soft skills and hard skills with regards to web resources utilization. It also revealed that only time management for new normal education as to modular distance learning had significant effect on teachers? soft and hard skills in management while lack of communication and learning materials had no significant effect. The null hypotheses: new normal education as to online distance learning has no significant effect on teachers? soft and hard skills in management; and new normal education as to modular distance learning has no significant effect on teachers? soft and hard skills in management were partially accepted. Based on the aforementioned conclusions of this study, it is recommended to establish clear procedures and routines at work that may prevent many problems with time management which enables teachers to be productive, effective and efficient.

Impact of Immediacy of Feedback on Continuous Intentions to Use Online Learning From the Student Perspective.

The immediacy of feedback in media is emerging to enhance the interactivity of online experience for users. There is a gap in the study to explore the impacts of the immediacy of feedback on continuous intentions to use online learning from the student perspective. This study aims to fill the gap to investigate the impacts of the immediacy of feedback on students’ continuous intentions to use online learning. This study utilizes the technology acceptance model (TAM) and expectation theory model (ETM) to conceptualize the effect of the immediacy of feedback on student continuous intentions to use online learning in terms of the mediation effect of Perceived Ease of Use (PEOU), Perceived Usefulness (PU), satisfaction, and attitude of students for continuous intentions to use online learning. An online survey of higher education students with experience in online learning is conducted to test the proposed hypothesis. The collected data are analyzed by using structural equation modeling (SEM) to establish the proposed hypothesis. The findings reveal that the immediacy of feedback from the media has a strong association with PEOU, PU, students’ attitudes, students’ satisfaction, and ultimately toward the continuous intentions to use online line learning in future. The study set key theoretical and practical insights to pave the way for future research.

Barriers and motivation for online learning among pharmacy students in Jordan

Purpose: To explore the barriers and motivations of pharmacy students towards online learning in Jordan, as well as the students’ inclinations towards taking online courses in the future.Methods: This cross-sectional study is based on a questionnaire that was distributed from May 20th to December 20th, 2020 to pharmacy students in Jordan. Data were collected and analyzed.Results: A total of 600 pharmacy students responded, and all the participants had previously taken online courses. The highest ranked items on the participants' motivation towards online learning are its convenience in terms of time and location (92.8 %), and getting good grades in online courses (81.7 %). The main barriers were lack of collaboration and interaction (57.5 %), and feelings of disconnection during online learning (56.5 %).Conclusion: This study reveals a positive attitude among pharmacy students on the effectiveness of online learning. Most respondents appreciate the convenience of online learning in terms of time and location. However, lack of collaboration and interaction, and feelings of disconnection during online learning are major barriers.

Effectiveness of Rapid Transition to Online Learning During the Covid-19 Pandemic

COVID-19 is prevalent in almost every corner of the globe, meanwhile Sri Lanka is also experiencing it. Higher education providers of the department of agriculture (extension and training division) had to rapidly transition their teaching programs to online learning and assessment. The purpose of this study was to investigate the effectiveness of online learning during the COVID-19 period. Accordingly, students from four different schools of agriculture (Paranthan, Palamuna, Vavuniya, and Palwehera) were purposively selected (n=210). Google form was used to collect data. The results revealed that 53.3% preferred a combination learning system of both traditional learning and online learning. Advantages of online learning were the ability of recording lectures as video (51.7%) and learn in a comfortable place (42.1%). With regards to the obstacles to online learning during the COVID-19 technical problems significantly (91.9%) affected learning while reduced interaction with their teachers/instructors (43.8%) and poor learning environment at home (39%) also were considerable barriers. There was a statistical difference (p<0.05) between face-to-face and online learning in terms increase knowledge, practical skills, social competencies, and assessment methods. However, successful implementation of online learning into the curriculum requires a well-thought-out strategy and a more active approach.

The effect of inadequately conducted compulsory distance education on the professional identity development process from nursing students' perspective: A phenomenological qualitative study.

This study was conducted to explore the effect of inadequately conducted compulsory distance education on the professional identity (PI) development process from nursing students' perspective. The study used a qualitative design based on Heidegger's hermeneutic phenomenological approach. The data were analyzed by using Van Manen's thematic analysis. The themes of the study were: (1) an inadequate, compulsory, uncertain, and difficult experience, (2) negative impact on PI development. It is important for educators to realize that the PI development of nursing students is affected during the distance education process. In this context, students can be included in clinical practice in small groups before graduation in addition to online learning in terms of PI development.