Online Learning Materials Research Articles

This study investigated the usage of electronic information resources by undergraduates in Western Delta University. In carrying out this study, three research questions were generated. Descriptive survey design was utilized for the study. Two hundred undergraduates in 200 and 300 level who used the library during the period of the study formed the population for the study. The simple random

Considering the development of technology in the current era, the present research aimed at investigating students’ perceptions of online learning resources and conventional textbook materials in Nasarawa State University, Keffi (NSUK). The population of the study comprised 6000 Post Graduate (PG) students from which a sample of 361 representing about 60 percent of the entire population was taken. The descriptive survey design was used and the setting for the study was a mix of face to face and online survey. The instrument for data collection was an investigator designed questionnaire which was pilot tested with five participants. Four research questions guided the study. The study found that, online learning material is better than conventional textbook materials in terms of coverage of topics, access to materials provision of supplemented instruction, flexible reading style, provision of current and updated information etc. The study also found that, to access online learning materials, majority of the students use Cybercafé network since the institution does not provide internet services for the students. This to a large extent contributes to why many students still patronize conventional textbook materials. The study also found that, online learning resource is more cost effective than conventional textbook materials. The study recommended that, institutions of learning in Nigeria should do away with resistance in the shift towards online learning resources and adapt their curriculum to include digital resources, and that; there should be free internet service for students on campus in all universities in Nigeria.

Blended Learning the new normal of Education

Online Learning is part of Blended learning and is a learning technique in which use of both ordinary teaching and advanced modern online teaching, online learning materials are largely used.

Hybrid recommendation of English online learning materials based on self-supervised learning

Hybrid recommendation of English online learning materials based on self-supervised learning

Hybrid recommendation of English online learning materials based on self-supervised learning

Hybrid recommendation of English online learning materials based on self-supervised learning

The Impact of a Mobile Learning Application on Students’ Cognitive Load and Learning Performance in Biology

Aim/Purpose: This study aims to analyze the cognitive load experienced by secondary school students in Biology within m-learning environments and its impact on learning performance. Background: Cognitive load has become a critical issue that schools need to address to ensure students can excel in their learning without being overwhelmed. While principles for reducing cognitive load have been extensively discussed in previous research, studies focusing on mobile learning (m-learning) for Biology among students in Malaysia remain limited. This study employed Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) to address this gap. By integrating four key principles—segmenting and pretraining, modality, redundancy, and seductive details—into m-learning tasks using the Successive Approximation Model (SAM1), this study aimed to reduce cognitive load and enhance students’ learning performance. Methodology: This study employed a quantitative approach using a randomized pre-test/post-test quasi-experimental design. Students were randomly assigned to either an intervention group (20 students) or a control group (18 students). The study was conducted over four weeks, comprising a three-week intervention period with a one-week interval. Statistical analyses, including independent t-tests, Mann-Whitney U tests, Quade ANCOVA, and Pearson correlation, were used to analyze the quantitative data. Qualitative feedback was analyzed using thematic analysis. Contribution: This study contributes by providing instructional design strategies that incorporate principles for reducing cognitive load in mobile learning for Biology. It also demonstrates how Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) can be effectively integrated. By examining the cognitive load experienced by secondary school students in m-learning environments, the study offers valuable insights for designing and implementing effective instructional strategies. Identifying the factors influencing cognitive load enables educators to develop targeted interventions that enhance learning experiences and optimize performance. Findings: The study indicated that the adoption of mobile learning tasks not only significantly reduced cognitive load but also corresponded to enhanced learning performance. Participants engaging in m-learning experienced lower cognitive load, which was positively associated with superior performance in learning tasks, emphasizing the beneficial impact of mobile learning on cognitive load management and academic achievement. Recommendations for Practitioners: Educators and instructional designers are encouraged to incorporate cognitive load principles into their instructional strategies and learning material design to enhance student performance. Policymakers should consider similar strategies to reduce the cognitive load for students in educational settings to improve learning outcomes. Recommendation for Researchers: Researchers are encouraged to replicate the design elements used in this study when developing mobile or online learning materials to reduce learners’ cognitive load and enhance their performance. They should also consider expanding this research to other topics, subjects, and educational levels to provide further insights and validate the effectiveness of these design elements across different contexts. Impact on Society: The findings of this study have significant implications for society, particularly in addressing mental health and stress issues among the younger generation. By identifying strategies to manage cognitive load and reduce stress in online learning environments, the study provides valuable insights for educators, parents, and policymakers. These strategies can help mitigate the adverse effects of cognitive overload, improve learning experiences, and promote better mental well-being. Additionally, the study’s recommendations can guide the development of more effective and supportive learning environments, contributing to overall societal well-being and academic success. Future Research: Future studies could explore cognitive load beyond the intrinsic and extraneous components focused on in this study, examining additional elements within the frameworks of cognitive load theory and multimedia learning. In addition to using the cognitive load questionnaire, exploring other measurement tools could ensure a more comprehensive understanding of cognitive load. Future research might also consider enriching mobile learning tasks by diversifying subject matter and conducting longitudinal cohort studies. Such studies could provide valuable insights into memory retention over extended periods, aiding in optimizing mobile learning frameworks and enhancing educational experiences.

Development of Hybrid Audiovisual E-book with Local Wisdom-Based Real-World Problems in Ngada’s Wela Maka

The imperative drives this research for educators to access high-quality online learning materials that facilitate practical, enjoyable, and contextually relevant Physics instruction. The primary objectives of this study are twofold: firstly, to develop a product in the form of an audiovisual e-book employing a hybrid model and integrating real-world problems for Physics instruction, drawing inspiration from the local wisdom Wela Maka of the Ngada community. Secondly, the research aims to assess the product's viability through validation by subject matter experts, media experts, instructional design experts, and language experts. Additionally, the study involves product testing with prospective users. The research adopts a Research & Development approach, utilizing the ADDIE model developed by Dick & Carey. The research cohort comprises five teachers and 34 high school students from Citra Bakti. Data collection methods encompass validation sheets and questionnaires, employing instruments such as validation assessment sheets and user response questionnaires. Data analysis involves both descriptive and inferential statistics. The research findings indicate that the average validation scores provided by subject matter experts, media experts, instructional design experts, and language experts are 4.60, 4.50, 4.35, and 4.48, respectively—all falling within the 'very good' category. Furthermore, the average product testing scores for both teachers and students are 4.49 and 4.54, respectively, also categorized as 'very good.' Based on this comprehensive data, it can be concluded that the audiovisual e-book hybrid model product is deemed suitable for integration into online learning platforms.

Designing Instructional Media for Deaf and Blind Students : Promoting Inclusivity and Equity

This study aims to design specialized instructional media for college students with hearing and visual impairments, supporting their unique learning needs. This study used a qualitative single-case study approach to thoroughly investigate the experiences of deaf and blind college students, with a focus on instructional modules and videos. The research subject is college students with hearing and visual impairments, specifically examining their higher education experiences and identifying specific requirements for effective learning. This research instrument uses surveys, interviews, and analysis of instructional modules and videos to gather comprehensive data on the challenges and needs of deaf and blind college students. The data were analyzed using thematic analysis to identify patterns, themes, and insights related to the higher education experiences of students with hearing and visual impairments. The results of this study indicate that the design and implementation of specialized instructional media with tailored features significantly contribute to addressing the unique challenges faced by deaf and blind college students. This approach fosters inclusivity and equity, providing valuable insights for creating more effective and accessible online learning materials in higher education.

Utilization of Google Meet in English Courses in the Informatics Engineering Department

Online learning is an alternative solution for reducing the chain of transmission of Covid-19. Google Meet is a video conferencing application created and developed by Google that is used for online meeting processes. The descriptive research method was used in this study. The questionnaires were distributed online using Google Forms as the research instrument. This study's population consisted of 32 students in the odd semester class 2B for the 2022/2023 academic year. The study's findings are as follows: (1) the indicator of ease of accessing Google Meet concluded that 93.74 percent of students said it was simple to access Google Meet in online learning; (2) According to the indicator of the ease of understanding online learning material with Google Meet, 87.49 percent of students said they understood online learning material with Google Meet; (3) Indicators of the efficacy of using the Google Meet application in online learning, particularly English, as many as 64.99 percent of students agree on the efficacy of using Google Meet in online learning.

Investigation of the challenges in online formative assessment faced by Grade 10 Physical Sciences teachers in South African schools

Formative assessment is crucial for teachers to gauge students’ understanding of subject content, and applying formative assessment in an online context is more challenging than in a traditional Physical Sciences classroom. This study examines challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment as per the research question. The empirical investigation adopted a generic qualitative design in which three purposively selected Grade 10 Physical Sciences teachers from three different schools and quintiles within the Tshwane North District in South Africa. Data were collected through individual and focus group interviews. Interviews were video recorded, transcribed and thematically analysed using grounded theory to construct a thematic framework for supporting the study. Technological, pedagogical, and content knowledge (TPACK) was utilised as a theoretical framework underpinning the study to identify challenges experienced by Grade 10 Physical Sciences teachers when enacting online formative assessment. Challenges identified in this study include the enforced utilisation of Annual Teaching Plans, lack of technological knowledge, lack of internet connectivity, and poor digital infrastructure at schools, and in towns and cities in South Africa. The study aims to show that the Department of Basic Education faces the key imperative to provide continuous teacher professional development and concomitant online learning materials that can facilitate meaningful enactment of online formative assessment in various educational settings while policy is needed to ensure that every student has access to data and internet resources.

Improving the Effectiveness of E-learning Videos by leveraging Eye-gaze Data

Recent advances in technology strengthen remote and lifelong learning by integrating e-videos into teaching-learning pedagogy. Therefore, educational content developers are tasked with creating engaging and qualitative e-content. The shift in paradigm from offline to online teaching brings forth several issues regarding the quality of online learning materials and the missing dynamic interaction between instructors and learners. Leveraging contemporary artificial intelligence techniques to provide insights into methods for developing quality e-content is the need of the hour. This study showed that the pattern and duration of the eye gaze of the learner on the text, image, or instructor in the video reveal valuable insights, not only regarding the comprehension of the learner but also giving suggestions to improve video lectures. The results show that learners perform better when they spend more time looking at the instructor compared to the image and text on a frame. Therefore, just like classroom teaching, the presence of the instructor in the video is vital, as looking directly at the instructor while they are delivering the lecture encourages comprehension. Furthermore, by applying classification techniques to learner eye gaze data, it was possible to predict with 97% confidence whether the learner would answer the post-quiz correctly or not.

Supporting hybrid engagement through digital learning design

With the shift to post-pandemic flexible delivery there is an increased focus on the quality of online learning materials. In response to this, a project was undertaken to transform online law units sites from pdfs to interactive pages; and from 2-hour lectures to multiple short pre-recordings dedicated to a single concept. This study explored student engagement, preferences, and performance through a pragmatic and meaningful analysis of learning analytics in relation to learning design for the purpose of informing our practice. This paper draws on data involving 89 students that participated in the study from the cohort of approximately 200 students. This study confirms that the majority of students preferred the new digital learning design approach, however, the diversity of student preferences has implications for learning design that need to be taken into consideration.

Legal History as the Perfect Vessel: Teaching with Infographics for the Development of Digital Visual Literacy Skills in Law Students

Digital literacy development must be regarded equally essential as the development of other literacies and critical thinking skills in Bachelor of Laws students. Because law teachers do not include visuals in learning materials, law students do not develop the skills to effectively interpret them. Digital visual literacy (DVL) is one of the core digital literacies law teachers can advance in their students to prepare them for our visually-driven world. Legal historical course material is the perfect vessel for visual learning materials in law, as these can effectively communicate the spacio-temporal aspects of legal history and legal historical development. A recent empirical study of the views of South African students of legal history indicated their positive sentiments toward a wide variety of visual learning materials and the inclusion of instructor-generated summary infographics in online learning materials. They were also in favour of the inclusion of descriptive visuals like timeline infographics containing additional visual elements in legal historical course content. The study also indicated that reading and interpreting infographics aid the development of DVL skills, and the more infographics students interact with, the better they become at interpreting them. Since the instructor-generated summary infographic can be designed to communicate information about a specific module, it is suited to teaching any legal content. Visual learning artefacts can be created and sourced in numerous ways, but the process can be time-consuming. Sharing these amongst colleagues and institutions as open educational resources (OER) will ultimately aid a collective project aimed at the development of the DVL skills of South African law students. The article provides examples of instructor-generated summary infographics based on legal historical course content, distributed as freely available OER.

From sceptic to believer: Acceptability of cognitive muscular therapyTM , a new intervention for knee osteoarthritis.

Cognitive Muscular TherapyTM (CMT) is an integrated behavioural intervention developed for knee osteoarthritis. CMT teaches patients to reconceptualise the condition, integrates muscle biofeedback and aims to reduce muscle overactivity, both in response to pain and during daily activities. This nested qualitative study explored patient and physiotherapist perspectives and experiences of CMT. Five physiotherapists were trained to follow a well-defined protocol and then delivered CMT to at least two patients with knee osteoarthritis. Each patient received seven individual clinical sessions and was provided with access to online learning materials incorporating animated videos. Semi-structured interviews took place after delivery/completion of the intervention and data were analysed at the patient and physiotherapist level. Five physiotherapists and five patients were interviewed. All described a process of changing beliefs throughout their engagement with CMT. A framework with three phases was developed to organise the data according to how osteoarthritis was conceptualised and how this changed throughout their interactions with CMT. Firstly, was an identification of pain beliefs to be challenged and recognition of how current beliefs can misalign with daily experiences. Secondly was a process of challenging and changing beliefs, validated through new experiences. Finally, there was an embedding of changed beliefs into self-management to continue with activities. This study identified a range of psychological changes which occur during exposure to CMT. These changes enabled patients to reconceptualise their condition, develop a new understanding of their body, understand psychological processes, and make sense of their knee pain.

Medical students’ perception of online intensive pediatric review: an experimental cross-sectional study

BackgroundDespite regular pediatric education, pediatric instructors regularly provide an on-site intensive pediatric review course (IPR) as per medical students (MS)’ request, to summarize pediatric knowledge for fifth-year MS in preparation for their externship. However, considering the coronavirus disease 2019 (COVID-19) pandemic restrictions (e.g., social distancing), an online intensive pediatric review (OIPR) is required instead. Unfortunately, the relationship between MS’ perception and outcome of OIPR remains unclear.MethodsWe developed the OIPR and an online mock pediatric examination (OMPE), aligning it with the essential pediatric components of the Medical Council curriculum. The OIPR comprised of two parts: self-paced online learning and in-class online discussions. The self-paced online learning materials were electronically distributed via Google Classroom to MS ten days priors to the one-day course, which included a pretest, in-class online discussions, posttest, and satisfactory survey. The constructed and validated satisfactory survey was categorized into two parts: demographic data and self-perceived satisfaction with OIPR. For data collection, an anonymous self-administered survey was used and was distributed to MS in April 2022. These data were then analyzed by Wilcoxon signed rank test.ResultsOf the 80 eligible fifth-year MS, 45 agreed to participate (56.3%), of which 24 (53.3%) were females. The mean ± standard deviation (SD) of MS’ age was 23 ± 0.6 years. All (100%) concurred that OIPR is beneficial and recommended it to junior students who were planning to take the examination. The mean ± SD of OMPE significantly increased, from 20.9 ± 3.8 to 22.9 ± 3.3 (p = 0.001).ConclusionDuring the peak of the COVID-19 pandemic, which required social distancing, OIPR has helped MS summarize and enhance their knowledge in preparation for externship and the examination.

Enhancing Asynchronous Online Learning with Mobile Augmented Reality Application: A Case Study in Higher Education Business Courses

This case study outlines the development and utilization of a Mobile Augmented Reality (MAR) application to teach an asynchronous online lesson on e-commerce. The MAR technology was leveraged primarily to enhance the presentation of online learning materials, add interactivity to the learning process, and enable students to access the lesson from anywhere via their ubiquitous mobile devices. Two groups, comprising a total of 105 business students, participated in the online lesson during the COVID pandemic. Students' experiences of the implementation were captured through an online survey to find out how the MAR technology was perceived, and what were the benefits and challenges of using the technology. This study contributes to the research on the use of augmented reality in education and offers practical recommendations for teachers to consider when designing and implementing MAR online lessons, including the importance of learner-centered design, careful guidance on technology use, and encouragement of student interaction. The study concludes that augmented reality is a useful tool for improving learning materials and asynchronous online learning practices and MAR applications can be effective for learning with compact materials and micro-credentials.

Enhancing Blended Learning Quality: Perspectives of Omani University Students During and Beyond the COVID-19 Pandemic

The global COVID-19 pandemic has accelerated the adoption of online learning materials, activities, and interactive tools, both synchronous and asynchronous, to enhance students' educational experiences. This research empirically evaluates the value that Omani university students assign to online learning and teaching, particularly in supporting their face-to-face education within the blended learning framework during the pandemic and beyond. The study used a mixed-methods research design to collect data through quantitative surveys and qualitative interviews. A total of 106 participants from Sohar University completed the survey, and 20 of them were selected for follow-up interviews. The findings indicate that, overall, students expressed satisfaction with the quality of online learning and teaching materials in the blended learning context. However, some students expressed dissatisfaction with the online interaction and teacher feedback. Specifically, the absence of individualised teacher feedback seems to have negatively affected students' motivation to engage in practice activities and discuss them with teachers during face-to-face sessions. The study offers pedagogical insights into effective integration of online technologies in educational programs and the utilisation of online platforms for technology-mediated instruction in higher education.

The Flipped Classroom Approach in a Pediatric Anesthesiology Fellowship Curriculum.

Background The flipped classroom approach is well documented to enhance medical education outcomes. Additionally, both the need for online learning materials and the increased demand for medical professionals during the COVID-19 pandemic has made this approach more relevant. The pediatric anesthesiology fellowship curriculum at one institution transitioned from a traditional classroom model to a flipped classroom approach to optimize the educational experience and support learner well-being. Approach Utilizing the American Board of Anesthesiology(ABA)and Accreditation Council for Graduate Medical Education(ACGME) content outlines, a novel, comprehensive curriculum was developed focusing on core clinical material and board review with the goal of providing structured learning while alleviating the burden of completing board review independently to improve work-life balance and reduce the potential for burnout. Evaluation Graduates of the program from 2017 to 2021 evaluated the flipped classroom structure and its perceived impact on their educational outcomes, wellness, and career development via a one-time, voluntary survey. Results indicated improved participation rates and educational benefits with the flipped classroom structure compared to the traditional structure. Fellowspreferred the flipped classroom approach to the traditional lecture approach (72.2% vs. 27%), and they preferred custom-made prework material to traditional textbooks and articles. Fellows benefited from having more time for personal activities and other scholarly work, as evidenced by open-ended responses. Implications The flipped classroom structure was perceived as beneficial by pediatric anesthesiology fellows because of increased educational engagement, alleviation of academic burden, and improved wellness due to more time for non-academic activities. Further study is needed to optimize and correlate the new curriculum with objective educational outcomes.

Effect of Interactive Online Learning Material Developed on Digital Rights and Responsibilities on Students' Self-efficacies

This research aims to examine the impact of interactive online learning material on students' self-efficacy, prepared for achievements related to "digital rights and responsibility" in the Social Studies and Information Technologies and Software course. The study design is a quasi-experimental design with a pretest-posttest paired control group. The study group consisted of 40 students studying in the 7th grade in a secondary school affiliated with the Ministry of National Education (MEB) located in Ankara province. The working group was divided into experimental and control groups. Within the framework of the research purpose, the interactive online learning material was made available to the experimental group through Learning Management Systems (LMS). On the other hand, control group studentsto-face training. As a data collection tool, five-point Likert-type “Digital Rights and Responsibility Scale” was used. In data analysis, Shapiro-Wilk analysis, Levene homogeneity test, independent sample T-test, and Paired sample T-test were used. According to the results of the study, the interactive online learning material planned and designed according to learner characteristics significantly increased students' self-efficacy levels.

Bibliometric Analysis of Youtube Platform Research Trends Using the Vosviewer Application

Background. Youtube is said to be a media called alternative media. This is said because YouTube makes it easy for teachers or students to be able to carry out learning very well and can make students have increased learning activities and material can be easily understood quickly. Purpose. The aim of this studyto find out the effect of using YouTube as an online learning material so that the teaching and learning process continues to run well). Method. The method used in this study is a bibliometric analysis technique that includes RIS data components indexed by journals and by discussing research on YouTube as a learning medium.. Results. This shows that YouTube learning media is well used as a learning medium. Conclusion. What can be taken is that YouTube learning media has a positive influence on ease of access, student interest in learning, and improving learning outcomes. In addition, research conducted using the keyword "YouTube Learning Media" over a period of time demonstrates the existence of broad research clusters, interactions, and trends in the context of the YouTube platform. The limitation of this research is using bibliometric data which is limited to indexed journals related to YouTube as a learning medium. This could lead to bias in the data sample, so the findings may not cover all relevant research on YouTube use as an instructional medium. The research recommendation is to conduct qualitative research to deepen understanding of students' and teachers' experiences in using YouTube as a learning medium. This research can involve interviews, observations, or case studies to gain deeper insight into the benefits, challenges, and effects of using YouTube in a learning context

Utilization of the Kinemaster Application as a Learning Media

This pandemic has had a considerable impact, disrupting education. However, the implementation of learning must continue. So, for that, teachers are required to be able to make learning videos that are used as practical, exciting learning media so that they are easy to understand. This is so that students can learn as effectively and efficiently as possible in their homes. The purpose of this is so that teachers can improve their ability to make learning media in the form of learning videos using the Kinemaster learning application. Since April 2020, there have been 100,000,000 students ranging from elementary school to tertiary levels have experienced this pandemic, which caused them to be unable to carry out face-to-face learning. Teachers and students are required to adapt to online or online learning. Moreover, of course, teachers are demanded to be more creative, active and innovative in providing materials or teaching materials later; therefore, the ability of teachers to process IT is very much needed in supporting this online learning. Good IT skills and utilization in online learning are required at all levels of education. Still, in online or online learning, videos or creative teaching materials are very much needed, which will take advantage of the sophistication of IT.