Online Learning Opportunities Research Articles

Enhancing registration systems: Implementing database systems in digital boarding schools

Islamic boarding schools, known as pondok pesantren are specialized schools for Islamic education in Indonesia. With the community's increasing interest in religious education, some pesantren have begun to offer online learning opportunities. Pondok Pesantren Bayt Tamyiz is a Islamic boarding school that has started developing online pesantren education under the name Tamyiz Digittren. This program aims to enhance understanding and translation of the Qur'an using the Tamyiz method. The pondok pesantren requires significant changes in its administrative systems, including the registration process. Information system development is often challenging for the pesantren staffs and software developers. One of the fundamental difficulties lies in the user requirement process. Typically, pesantren need help to provide the information system they need. Such difficulties hinder the development process as developers must conduct numerous experiments. This research aims to design and implement a suitable database for the new student registration system with minimal information and limited time development. The research follows a database development method divided into three stages: Requirement Collection and Analysis, Conceptual Database Design, and Logical Database Design. Database development utilizes MySQL as the Database Management System (DBMS) and PHP as the programming language. This research results in a database design capable of storing and managing student data, payments, and other registration information. We expect the results of this database development to be effective in supporting the registration system and in the future development of information systems at Pondok Pesantren Bayt Tamyiz.

Can the spirit of motivational interviewing be taught online? A comparative study in general practitioners.

ObjectiveMotivational Interviewing (MI) is an evidence-based approach to enhance patients' motivation and is increasingly in demand in medical practice. Online teaching methods offer advantages to train health care professionals, but only very few studies examined whether MI-specific interviewing skills (""MI-skills""), and especially MIspecific attitudes (the "MI-spirit"), can be taught online and whether learning gains differ from those in face-to-face courses. This study compared the effects of 7 h of basic training for experienced general practitioners (GP) in either an online or a traditional face-to-face format with a non-trained control group. Methods"MI-skills" and "MI-spirit" were measured in a prospective analysis in 49 experienced GPs before and one week after training ResultsAn ANOVA on gain-scores demonstrated significant differences between groups in both MI-specific skills (VASE-R, p = 0.006) and "MIspirit" (MIKAT, p = 0.029; HRQ, p < 0.001) from pre- to posttest. Post-hoc comparisons revealed significant improvement only in the training groups (VASE-R, p < 0.001; MIKAT, p = 0.014 for online, p = 0.003 for face-to-face; HRQ, p < 0.001). ConclusionThe results suggest similar effects of both online and face-to-face training of "MI-skills" and "MI-spirit" to GPs. Practice Implication: Online learning opportunities should be integrated in MIT programs for general practitioners where appropriate.

The Differential Nature of Remote Learning Among University Students

One of the many drastic effects of the COVID-19 pandemic in early 2020 was a sudden shift to remote learning for post-secondary students. This study aims to build a foundation for that understanding, with a particular focus on addressing the effects on students who were working concurrently with their studies through the pandemic. A survey was conducted, gathering 181 responses from undergraduate computing students attending Mount Royal University. The survey queries the students’ experience with work-school balance during the pandemic, their feelings about online classes, the perceived positive and negative aspects of learning online, and whether they would opt into online classes in the future in the absence of any pandemic-related concerns. The results show a clear perception of increased flexibility (88%) coupled with an increase in the students’ ability to manage their time (61%). Given that 74% of the respondents report that online classes are more convenient than in-person classes while only 22% report a negative impact on their performance, this study concludes that online learning opportunities may correlate with an easing of stress on post-secondary students without significantly impacting academic performance for certain personality types, while others report significantly negative experiences with respect to their mental health.

Danmaku-Based Automatic Analysis of Real-Time Online Learning Engagement

In recent years, there has been a rapid growth of online learning in higher education. Apart from professional online course platforms, many online video sharing websites have also provided online learning opportunities for college students. One of the most popular websites among college students in China is Bilibili, a Shanghai-based Chinese video sharing website known for its danmaku commenting system. This system enables users to post scrolling comments synchronized with the video timeline while the video is playing. Which attracts young students due to the lively user interaction. As a result, an increasing number of Chinese students are utilizing online courses on Bilibili as a supplementary learning resource alongside traditional classroom learning. Despite its popularity, online learning faces the challenge of students’ lack of participation more than traditional face-to-face learning does. To understand their learning involvement, we propose a novel danmaku-based automatic analysis model that extracts three dimensions of online learning engagement using the Text Mind software. This model enables us to understand the students’ learning patterns both as clusters and as individuals. Based on the model results, we present corresponding intervention strategies for different types of students based on their individual engagement characteristics.

Lifelong Learning. Online Learning Opportunities

The paper relates to the practical implementation of lifelong learning, and more closely to its effect related to subjective quality of life. Learning circles are known platforms of adult learning, and nowadays the main motivation of adults is typically to indulge in a certain topic – based on personal curiosity – in cooperation with others with similar interest. The challenges of the previous time period (Covid pandemic, energy crisis, etc.) more and more increase the value of online learning opportunities and community experiences. In this paper a needs assessment is presented on the interest in and demand on online study circles among adult responders, in the frame of a questionnaire research (n=318). Among the questions respondents were asked to give their expectations, and as a result, three types were to identified in the frame of factor analysis.

Children with disabilities during the COVID-19 pandemic: medical and social comparative study

Background. The COVID-19 pandemic is a global challenge to States and health systems. The pandemic and its consequences can have a devastating impact on the health and development of children, especially those in vulnerable situations — children with disabilities.The aim of the study is a medical and social assessment of the effect of the COVID—19 pandemic and its consequences on families with children with disabilities.Methods. A descriptive study using the Google forms platform was conducted using the cross-sectional method. Two groups of parents of children aged 0–17 years with disabilities (group 1) and without disabilities (group 2) who apply to a medical organization for preventive examinations were interviewed.Results and discussion. A total of 175 electronic questionnaires were received. Parents from 46 regions of Russia participated in the survey. A significant majority of respondents were women — 172 people (98%), 3 men (2%). More than half of the respondents are residents of the megalopolis. The study showed that the COVID-19 pandemic had a negative impact on the health and education of children and on the lifestyle and families welfare in general. It was revealed that the financial situation of many families who took part in the study worsened, which affected the living conditions of children. During the COVID-19 pandemic, the health care system was being rebuilt taking into account new tasks to counteract dangerous infection, which was reflected in changes in the provision of medical care to children, and in some cases this led to a deterioration of their health. A significant number of parents who participated in the study believe that changes in the organization of medical care during the pandemic had a negative impact on their child’s health. Among the main health problems, parents highlight delays and cancellations of medical consultations, difficulties in obtaining urgent care and problems with drug provision. Among the main health problems, parents highlight delays and cancellations of medical consultations, difficulties in obtaining emergency care and problems with drug provision. The study shows that families with disabled children have been affected by the COVID-19 pandemic to a greater extent than families raising children without chronic health problems. If the deterioration of the financial situation is almost equally revealed in both groups, then problems related to medical care and education have a more noticeable impact on families with a child with a disability. The obtained results should be taken into account in times of new challenges when developing measures of state support for families with children, especially with children with disabilities. At the same time, it is important to pay primary attention to the organization of medical care for children (continuity of planned medical care for the child population and rehabilitation actions) and educational services (providing online learning opportunities for the child, taking into account individual ones).Conclusion. The COVID-19 pandemic and its consequences have had a negative impact on the standard and quality of life of people, especially families with children. The pandemic has had a significant adverse impact on the health and development of children, especially children with disabilities. The study showed a decrease in the financial situation of families, problems with children receiving medical care, difficulties in education, especially with regard to specialized pedagogical classes with disabled children, during the pandemic. According to the study, in order to prevent the negative impact of the pandemic, it is proposed not only to provide financial support to families, but also to maintain access to the educational process with the provision of the required devices, as well as the possibility of receiving medical care for children, especially children with disabilities, including planned.

Navigating online learning challenges and opportunities: Insights from small group of lecturers during pandemic

The implementation of e-learning platforms in higher education offers opportunities to enhance education quality and increase access to flexible learning. However, challenges arise, including limited guidance for students, high dropout rates, and obstacles faced by instructors. This qualitative case study explores the challenges and opportunities of online learning from instructors' perspectives. Data was collected through a survey administered to 23 instructors, and thematic analysis was conducted to identify the themes of challenges and opportunities. Findings reveal challenges in interaction, practical session delivery, monitoring, assessment, and identity verification. Institutional support challenges include insufficient training and socialization. Individual Challenges encompass digital skills, health concerns, and fatigue. Technological challenges involve availability, integration, capacity, and network-related issues. Despite these challenges, online learning provides opportunities for time effectiveness, flexibility, personal development, innovative teaching methods, and collaboration with external experts.

Implementation and participation of an online nutrition curriculum for pediatric gastroenterology fellows.

Our team of nutrition experts developed an online nutrition curriculum consisting of 21 modules to serve as a resource for a stand-alone nutrition curriculum or as a supplement to existing nutrition electives during the Pediatric Gastroenterology fellowship. From April 2020 through January 2023, 2090 modules were completed by 436 fellows from 75 different programs across North America. The program was accessed most during tight restrictions on in-person learning during the COVID-19 pandemic. Overall, participants posttest scores improved from baseline pretest scores indicating retention of information from the modules. The overall success of this program suggests that there should be continued efforts to develop and offer online learning opportunities in clinical nutrition. There is an opportunity to expand the audience for the curriculum to include pediatric gastroenterologists from across the globe.

Collaboration and Ethics in Distance Learning Design

Ethical education practices require that all students have access to quality learning resources, necessary learning supports, diverse learning strategies, and deep learning opportunities. When it comes to learning strategies and opportunities, collaborative learning practices foster deep learning through socio-cultural interactions, asserting that individual learning is limited compared to what can be learned as a community. Education systems have an ethical obligation to ensure that what is advocated for in curricula can be achieved and will be supported. Although K–12 curricula are typically rooted in collaborative approaches, many asynchronous secondary online learning courses continue to be associated with individual learning approaches. This research used insights gleaned from 35 survey responses and 18 semi-structured interviews with secondary asynchronous distance learning teachers to analyze how collaborative learning is actualized and examine barriers to its implementation. Collaborative online learning opportunities were increasingly prevalent when communities outside of the school were leveraged for experiential learning and when students were paced as a cohort. The data indicated that an increase in collaborative learning was not likely to occur unless the learning ecosystem valued online learning as equitably as face-to-face learning in terms of investment in research-based pedagogy, student support, teacher support, and teaching and learning resources. Until such time, distance learning students will be disadvantaged concerning building collaborative competence that can lead to deeper learning opportunities.

Online Learning Method in COVID-19 Pandemic: The Perspectives, Opportunities, and Challenges of Nursing Students in Aceh, Indonesia: An Exploratory Descriptive Study

The Covid-19 virus pandemic caused a significant impact on communities’ life and their activities throughout the world. The Covid-19 pandemic also had a significant effect on the education system in Indonesia and requires all teaching and learning activities for students to be carried out by virtual or online learning method. Aim: This study was to explore online learning methods' perceptions, opportunities, and challenges in the COVID-19 pandemic among nursing students. Method: A descriptive explorative study was implemented with a cross-sectional design. The study was conducted on 276 nursing students in Aceh, Indonesia. The data were collected using a 5-point Likert scale and the standardized Online Learning Perception Scale (OLPS) and Opportunities and Challenges Online Learning (OCOL) questionnaires. The reliability test of the questionnaires were indicated by Cronbach alphas of 0.89 and 0.90, respectively. Result: The study results showed that 50.4% of the nursing students have positive perceptions about the online learning method, 51.4% of the students believe that online learning offers high opportunities, and 50.4% of students think that the online learning method is highly challenging. It showed more than 50% of the students have significant on the positive perceptions, high opportunities, and challenges in learning method. Conclusion: The positive perception, high opportunities, and challenges towards online learning methods among nursing students is the result of a study that proved the benefits of online learning methods which can be used as an alternative for students to achieve learning goals, especially during the COVID-19 pandemic. Positive perceptions from students towards online learning methods can be encouragement and strength for one of the online-based learning methods and could also be proven by the high opportunities and challenges students in this online learning method.

Bridging Theory and Practice in Private Higher Education: Pedagogical Innovations for the Digital Age

With the application of big data in the information age, the popularization of artificial intelligence and the coming of the network society, the traditional university education model has been severely impacted and challenged. It is an inevitable trend for higher education to adapt to the new social development reality and make corresponding adjustment and reform. Traditional university education pays attention to the imparts of theoretical knowledge and the cultivation of practical ability, but in the information age, students can get rich information and knowledge through the Internet, thus weakening the monopoly of traditional education. In addition, the popularity of artificial intelligence technology also means that some traditional teaching activities can be replaced by automation and intelligence, and the value chain of traditional education has been reshaped. The rise of the network society has also posed new challenges to the traditional university education model. The network society is characterized by a high degree of information sharing and exchange, and students can access various online educational resources and learning opportunities through the network platform. Therefore, traditional university education needs to find a new positioning and role, pay more attention to cultivating innovative ability, practical ability and teamwork ability, and provide students with more competitive comprehensive ability. Faced with these challenges, higher education must make corresponding adjustments and changes. The article carries out relevant research and puts forward specific countermeasures, mainly to update the educational concept, change the educational mode, and focus on cultivating students’ innovative thinking and problem-solving ability. It is necessary to develop diversified educational resources, meet social needs, strengthen cooperation with industries and enterprises, and provide professional education that matches market demand. At the same time, it is also necessary to actively develop online and distance education, make full use of online platforms and technological means, and provide flexible and diverse learning opportunities.

Addressing Social-Emotional Learning Needs in Polish Tertiary Education: A Case Study of Reciprocal Peer Tutoring in Remote and Blended Learning Environments

Until now, peer tutoring as an instructional strategy has not been widely endorsed at Polish universities. The relationship between peer tutoring and the affective domain of learning has received little or no attention. The period of emergency remote instruction triggered by the COVID-19 pandemic elevated the significance of social and emotional learning needs. The restoration of on-campus classes exemplified this need even stronger as students returned to classrooms being more socially and emotionally vulnerable than before. The present study contributes to the ongoing discussion over the significance of peer tutoring as a student-led instructional strategy that directly addresses students’ social-emotional learning needs. By comparing the effects of online reciprocal peer tutoring on English department students’ cognitive and social-emotional development under remote and blended course delivery, this study provides valuable insights into the benefits of reciprocal peer tutoring in different learning environments. The findings highlight the positive impact of online reciprocal peer tutoring on students’ emotions, motivation, self-efficacy, and knowledge gains, as well as the importance of peer support and collaborative learning in improving classroom dynamics and student involvement. These results suggest that reciprocal peer tutoring can be a valuable addition to university courses, especially in the current context of increased demand for online and blended learning opportunities.

Applying a UDHE Framework to an Online Learning Program

Some students with disabilities cannot fully engage in digital learning opportunities because of the inaccessible design of many online courses. In this commentary on policies and administration, I describe how the Universal Design in Higher Education (UDHE) Framework can be used to guide the design of accessible and inclusive online courses and share examples of best practices in applying it. I also present potential roles key stakeholders can play in applying the UDHE Framework. Taking meaningful steps in this regard can improve online learning opportunities by making them accessible to and inclusive of more learners.

The Effect of Strengths/Opportunities and Weaknesses/Challenges on Online Learning during the COVID -19 Pandemic

This paper researched the effect of strengths, opportunities and weaknesses or challenges on the online learning process during the COVID-19 pandemic. The research approach focuses on curriculum implementation and teaching quality using information technology systems (online teaching platforms). The research included 146 teachers (lower secondary and upper secondary school level), from whose responses we identified the strengths and opportunities as well as the weaknesses and challenges of online learning. While analyzing the data, we tested the construct reliability and noticed that Cronbach’s Alpha turned out to be at an acceptable level. From the paired sample t-test data analysis, it has also been concluded that, in the online learning process, strengths and opportunities are more considerable than weaknesses and challenges. Furthermore, linear regression indicated that the adjusted R-square of this model is 0.353, which signifies that the independent variables, strengths and opportunities and weaknesses or challenges, have an effect of 35.30% on the dependent variables, the curriculum implementation and the teaching quality, when using the information technology systems. As a result, we reached the conclusion that the positive effect of strengths and opportunities is higher than the negative effect of weaknesses or challenges.

Investigating the Socioeconomic Factors Influencing Access and Equity in Online Learning

The present study examines the impact of socioeconomic status on the accessibility and engagement in web-based learning. The study employed quantitative methodologies to gather data from a representative cohort and subsequently subjected it to analysis utilizing both descriptive and inferential statistical techniques. The findings contribute to the existing literature by providing further insight into the intricate correlation between socioeconomic status and access to online educational resources, equity, and engagement. The results indicate that online learning opportunities are distributed relatively evenly irrespective of an individual's gender. Notwithstanding, there could potentially exist variations between genders with regards to their level of involvement and their subjective evaluations of complexity. The imperative to redress educational and digital disparities in order to ensure equitable opportunities for individuals with lower levels of education and income is emphasized by the correlation between higher levels of education and income and increased availability of online learning resources. The findings of the study indicate a positive correlation between socioeconomic factors and engagement in the learning process, implying that individuals with greater advantages in these domains exhibit a higher propensity to actively engage in online education. The study underscores the necessity of implementing targeted measures and strategies aimed at bridging the digital divide and promoting fair and impartial entry to and engagement in internet-based education.

Direct and indirect ways of being helpful in online peer help-giving interactions

Past research conducted in in-person classrooms has demonstrated that helping behavior—requesting and giving help in academic settings—plays an important role in learning. However, little is known about peer-to-peer help-giving in online learning environments, and online students may find it difficult to receive the help they need to succeed. Specifically, we have little knowledge of the factors contributing to productive helping behavior in online spaces, as well as how these factors may support students’ online learning experiences. Thus, the aim of the present study was to understand the conditions underlying effective peer help-giving in online college course discussion forums. To this end, we surveyed 88 college students about what they found helpful or unhelpful in examples of replies to requests for help posted to an online statistics college course discussion forum. A qualitative analysis of participants’ written responses using a grounded theory approach yielded a model for assessing the helpfulness of peer help-giving replies within the discussion forum context. We learned that online help-giving replies could take the form of direct help—such as being elaborated, accurate, relevant, and/or understandable to the help-seeker—or indirect help—such as being encouraging, resource providing, calling to the community, and/or being concise. Our emergent online-specific model of academic help-giving contributes to existing theory by illustrating how peer help-giving replies can be structured to promote social, cognitive, and teaching presence in online communities of inquiry. Ultimately, these findings could inform practices that improve online learning opportunities for students.

Technology Use and its Effects to Academic Performance

This study aimed to determine the perception of senior high school students on the effects of technology use in their academic performance. The study found that students strongly agreed with the positive effects of technology on their ability to research, access educational resources, and participate in online learning opportunities. However, they slightly agreed that technology has increased their motivation to learn and provided more opportunities for personalized learning. On the negative side, students agreed that technology has caused distractions, reduced the quality of their note-taking, and made them more reliant on external sources of information. The study concludes that technology use has both positive and negative effects on student learning, and educators should consider implementing strategies to mitigate negative impacts and leverage positive impacts. Recommendations include encouraging students to use technology as a tool for learning, providing guidelines for technology use in the classroom, investing in technological infrastructure, incorporating technology into lessons, and conducting further research to determine the long-term effects of technology on student learning

OPPORTUNITIES AND CHALLENGES OF THE ONLINE LEARNING IN WEST SUMATERA: WHAT STUDENTS SAY ABOUT IT?

This research is a survey research to find out the opportunities and challenges of online learning in West Sumatra. A total of 227 students were randomly selected from two universities in West Sumatra as research participants. By conducting in-depth interviews, information was obtained about students' views on online learning in West Sumatra. An unstable internet network is a major problem for students to take online learning. Online learning opportunities in West Sumatra, namely: online learning provides benefits because it is more flexible and can be followed anywhere and anytime, students can carry out learning while entrepreneurship or work, and various educational institutions in West Sumatra with their quality have the potential to be able to keep up with the times by carrying out online learning in a more planned and programmed way. The challenges of implementing online learning in West Sumatra, namely: provincial and local governments need to provide internet services widely and reach all regions in West Sumatra, students need to be educated to be able to become independent learners from an early age, teachers need to design accessible learning content by students and must be by the needs of students, and the government needs to make efforts to provide extensive library services that can be accessed online.

What we have learned from adult students’ online learning experiences to enhance online learning of other students’ groups?

Adults used to be the largest online student population before the COVID-19 pandemic. However, the number of online students multiplied during the pandemic, and now includes the complete conglomeration of all student groups. Due to their longer experience of online education, adult students continue to provide valuable insights on how to enhance online learning for other higher education students. This article reports the results of phenomenographic research on the qualitative differences in the ways of experiencing learning by fifteen adult students enrolled in two online postgraduate programmes. The analysis on in-depth, participant-led interviews demonstrated that online learning is conceptualised in three ways: as an investment, as a process that brings structure, and as a process that enables and empowers an individual. The results of this study are of particular importance for those who are concerned with introducing online learning to the higher education curricula. The paper argues that the stigma of online education being the second choice, maintained in the educational research literature, should be replaced by a holistic approach to education as a process that organically incorporates the online educational elements into higher education. Focusing on how adult students experience online learning provides a broader and deeper understanding of adopted effective practices and the variety of online learning opportunities and outcomes for other students’ groups. Insights based on the results of this study are summarised.

National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic

AbstractScotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high‐stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high‐stakes assessment in Scotland, as in other United Kingdom countries, was dented. In Scotland, the Covid‐19 pandemic meant that schools were closed, teachers provided online learning opportunities for pupils working at home and, for the first time in 130 years, it was not possible to run national examinations. To ensure that learners were not further disadvantaged, alternative approaches to gathering evidence for qualifications were instigated. However, these results were challenged as socially unjust and the results that had been nationally moderated were replaced by results based on locally moderated teachers' professional judgement. As Scotland looks to qualifications beyond Covid‐19, trust must be re‐built. This article reports on a participative research project that sought to understand public perceptions of standards and fairness across a range of key communities following this experience. Drawing on both qualitative and quantitative data, we analyse factors which affected trust in National Qualifications under the pandemic. The evidence suggests that when considering what matters for qualifications to be trusted, technocratic solutions are likely to be rejected by stakeholders. Understanding and responding to what led to the mistrust of qualifications in Scotland will be crucial to inform its future qualifications system.