Online Learning Outcomes Research Articles

Self-efficacy, learning motivation, learning environment and its effect on online learning outcomes

This study aimed to analyze e students’ psychological factor, namely self-efficacy, learning motivation and learning environments on the results of online physical education learning during Covid-19 at Senior High School in Padang, West Sumatera. This study used a quantitative method using a path analysis approach, with structural equations to find out the causality of the dimensions of self-efficacy, motivation, directly on learning outcomes of physical education, or indirectly through the learning environment. The data collection was carried out using a survey technique to 160 high school students in Padang and analyzed using descriptive statistics. The results show that the power of direct influence the self-efficacy and learning motivation and significantly effect their online learning through the learning environment. It also has an impact on learning outcomes. When the teaching and learning process must be carried out through an online system, it is necessary to make improvements to various models and learning designs, so that the learning process is avoided from negative influences that can reduce student learning outcomes

Regional Differences in Experiences of Online Learning Among Chinese College Students and Influencing Factors—Based on Analysis of the Survey Data of 334 Institutions of Higher Education

Online learning has now become a prominent characteristic of global higher education, and students’ experiences of online learning have become a focal issue in research on online learning. This is not only the premise for assessing the quality of online learning but also the key to promoting regional equity in higher education. This study drew upon the theoretical framework for experiences of online learning, adopting the methods of analysis of variance, multivariable linear regression, Shapley value decomposition, and so on to examine regional differences in college students’ experiences of online learning and influencing factors on the basis of a survey of 226,679 students at 334 institutions of higher education across the country during the pandemic. The study found that both students’ online learning outcomes and their satisfaction exhibited characteristics whereby Eastern China was the best, followed by Central China, and Western China was the worst. Although the regional expression of each factor influencing experiences of online learning also exhibited the aforementioned characteristics, comparatively speaking, technological platforms had the biggest regional differences. Furthermore, social interactions, technological platforms, and environments were the most important factors influencing experiences of online learning among students at institutions of higher education in Eastern, Central, and Western China, and they were also important explanatory factors resulting in regional differences in learning experiences. The most important influencing factors with respect to learning satisfaction were course content and design, while the most important influencing factor with respect to learning outcomes was the learners themselves. This conclusion points to an avenue for improvement of online learning at institutions of higher education in different regions.

Students' Learning Difficulties And Their Relationship With Biology Learning Outcomes Of Class XI Students at SMA N 8 Padang During Online Learning

his research is motivated by students who have difficulty in the online learning process is the low learning outcomes obtained from students. This study aims to analyze what factors influence the biology learning difficulties of students in class XI IPA at SMA Negeri 8 Padang during online learning and to determine the relationship between students' learning difficulties in biology through online learning and student biology learning outcomes. This research is descriptive research. The population of this research is class XI IPA which consists of 3 classes totaling 110 students. The research sample amounted to 33 students. The sampling technique is a random sampling technique with a sample proportion of 30%. The research data were analyzed using descriptive analysis and then a t-test to determine the correlation. The results showed that the highest score of the student learning difficulty factor was 2.81, namely the motivation and interest in student learning factors, and the lowest difficulty factor obtained a score of 2.44, namely social interaction. There is a relationship between students' learning difficulties in biology through online learning with biology learning outcomes with a value of r = 0.520; the coefficient of tcount value of 4.642 is greater than ttable of 2.040, so it can be concluded that there is a positive and significant relationship between learning difficulties in biology through online learning and student learning outcomes and there are suggestions for schools to be positive inputs in efforts to build and improve models. online/online learning and is also able to improve student learning and it is hoped that teachers and parents can recognize and observe online learning difficulties experienced by these students.

Emergency Online Learning: The Effects of Interactional, Motivational, Self-Regulatory, and Situational Factors on Learning Outcomes and Continuation Intentions

This study investigated the effects of interactional, motivational, self-regulatory, and situational factors on university students’ online learning outcomes and continuation intentions during the COVID-19 pandemic. Data were collected from 255 students taking a business course at a university in southern China. Hierarchical multiple regression analyses revealed that while family financial hardship caused by COVID-19 was a marginally significant negative predictor of students’ learning outcomes, learner–content interaction; instructors’ provision of e-resources, course planning, and organisation; and students’ intrinsic goal orientation and meta-cognitive self-regulation were significant positive predictors with the latter two sets of predictors mediating the effects of learner–instructor and learner–learner interactions, respectively. Multinominal logistic regression analyses showed that learner–instructor interaction, learner–content interaction, and private learning space were significant positive predictors of students’ intentions to continue with online learning, but learner–learner interaction was a significant negative predictor. These findings point to the differential effects of various types of interactional and situational factors on learning outcomes and continuation intentions, and the instructor- and learner-level factors that mediate the effects of learner–instructor and learner–learner interactions on learning outcomes. They contribute to our understandings of emergency online learning and provide implications for facilitating it.

Self-control as an important factor affecting the online learning readiness of Vietnamese medical and health students during the COVID-19 pandemic: a network analysis.

PurposeThe current study aimed to use network analysis to investigate medical and health students’ readiness for online learning during the coronavirus disease 2019 (COVID-19) pandemic at the University of Medicine and Pharmacy, Hue University.MethodsA questionnaire survey on the students’ readiness for online learning was performed using a Google Form from May 13 to June 22, 2021. In total, 1,377 completed responses were eligible for analysis out of 1,411 participants. The network structure was estimated for readiness scales with 6 factors: computer skills, internet skills, online communication, motivation, self-control, and self-learning. Data were fitted using a Gaussian graphical model with the extended Bayesian information criterion.ResultsIn 1,377 students, a network structure was identified with 6 nodes and no isolated nodes. The top 3 partial correlations were similar in networks for the overall sample and subgroups of gender and grade levels. The self-control node was the strongest for the connection to others, with the highest nodal strength. The change of nodal strength was greatest in online communication for both gender and grade levels. The correlation stability coefficient for nodal strength was achieved for all networks.ConclusionThese findings indicated that self-control was the most important factor in students’ readiness network structures for online learning. Therefore, self-control needs to be encouraged during online learning to improve the effectiveness of achieving online learning outcomes for students.

Pembelajaran Daring Melalui Whatsapp Dalam Capaian Kehadiran, Aktivitas Belajar Dan Hasil Belajar di Masa Pandemi

The purpose of this study was to determine learning, student learning experiences and learning activities and online learning outcomes through WhatsApp, This type of research uses qualitative research. data collection with the method of observation, interviews, and documentation. The results of the study show that online learning at the PAI Study Program, Muhammadiyah University of Palembang uses the WA application, Google meeting, zoom, and google classroom. lecturer in PAI Study Program Achievement of student attendance in online learning from 100 percent, 90 percent, even 80 percent. active in learning. Learning outcomes are said to be good by showing that students know, understand, like, and are satisfied during the learning process.

THE RELATIONSHIP OF LEARNING INTEREST AND PARENTS' TRUST WITH THE RESULTS OF LEARNING INDONESIAN LANGUAGE ONLINE IN CLASS IV AT CLUSTER 2 ELEMENTARY SCHOOL KAPANEWON SEWON BANTUL

This study aims to determine the relationship between learning interest and parental care with online learning outcomes of Indonesian language for the fourth grade of SD Cluster 2 Kapanewon Sewon Bantul. This study uses a quantitative approach or data analysis with a correlational design. This study consists of 3 variables which consist of 2 independent variables, namely interest in learning (X1) and parental care (X2) and consists of 1 variable, namely the results of Indonesian online learning (Y). The subjects of this study consisted of the population, namely all students in six elementary schools in the Sewon sub-district which presented 890 students and a sample of 192 fourth grade students at SD Distance, SD Sawit, SD Distance 3, SD Blunyahan 1, SD Blunyuhan 2, and SD Muhammadiyah Pendowo. Sampling using purposive random sampling technique. Data collection methods used are questionnaires and tests. The data analysis technique used statistical calculation of product moment correlation. The results showed: First, based on statistical analysis between interest in learning and the results of online learning Indonesian, the correlation coefficient (r) = 0.502. This means that there is a positive and significant relationship (0.000 < 0.05) between interest in learning and Indonesian online learning outcomes of 25.2%. Second, statistical data analysis of the relationship between parental care and Indonesian online learning outcomes obtained a correlation coefficient (r) = 0.506. This means that there is a positive and significant relationship (0.000 < 0.05) between parental care and Indonesian online learning outcomes of 25.6%. Third, based on statistical data analysis of the relationship between interest in learning and concern for parents together with the results of online learning Indonesian, it is obtained a double correlation coefficient (R) = 0.575. This means that there is an interest in learning and concern for parents who together have a positive and significant relationship (0.000 < 0.05) with online learning outcomes for Class IV students of SD Cluster 2 Kapanewon Sewon by 33.1% and the rest 66 , 9% Influenced by other factors.

Hubungan Kualitas Pembelajaran dan Minat Belajar Daring dengan Hasil Belajar PJOK selama Pandemi Covid-19

Several factors that can affect learning outcomes are the quality of learning and interest in learning. During the Covid-19 pandemic, the teaching and learning system underwent changes, namely there was no face-to-face learning or so-called learning from home and online learning was implemented. It is known from interviews with classroom teachers that interest in learning and learning outcomes are low. The objectives of this study are: (1) to determine the relationship between quality and learning outcomes during the Covid-19 pandemic, (2) to determine interest in online learning and learning outcomes during the pandemic, (3) to determine the relationship between quality and interest in online learning and learning outcomes. learn students during the pandemic.This research method is correlation research. The population of this study amounted to 285 students. The research sample amounted to a sample of 156 students by means of cluster random sampling. Data collection methods in this study used interviews, documentation and questionnaires. The research analysis technique uses person correlation and multiple correlation. The results of this study show: (1) there is no relationship between the quality of learning and learning outcomes during the Covid-19 pandemic with an rcount of -0.148 < rtable 0.1572 a significant value of 0.06 > 0.05, (2) there is no relationship between interest in learning online learning outcomes during the Covid-19 pandemic with an rcount value of 0.107 < rtable 0.1572 a significant value of 0.184 > 0.05, (3) there is no relationship between quality and interest in online learning with student learning outcomes during the Covid-19 pandemic with an rcount value -0.145 <rtable0.1572 significant value of 0.92 > 0.05. The conclusion of this study shows that there is no relationship between learning quality and online learning interest with student learning outcomes during the Covid-19 pandemic.

Exploring Gender Differences in the Instructor Presence Effect in Video Lectures: An Eye-Tracking Study.

The instructor’s presence on the screen has become a popular feature in the video lectures of online learning and has drawn increasing research interest. Studies on the instructor presence effect of video lectures mainly focused on the features of the instructor, and few have taken learners’ differences, such as gender, into consideration. The current study examined whether male and female learners differed in their learning performance and eye movement features when learning video lectures with and without the instructor’s presence. All participants (N = 64) were asked to watch three different types of video lectures: audio-video without instructor presence (AV), picture-video with instructor presence (PV), and video-video with instructor presence (VV). They watched nine videos, three of each condition, and completed a reading comprehension test after each video. Their eye movement data were simultaneously collected when they watched these videos. Results showed that learners gained better outcomes after watching the videos with a talking instructor (VV) than those with the instructor’s picture (PV) or without the instructor (AV). This finding suggests that the dynamic presence of the instructor in video lectures could enhance learning through increased social presence and agency. Gender differences were found in their attention allocation, but not behavioral learning performance. When watching the videos with a talking instructor (VV), female learners dwelt longer on the instructor, while males transited more between the instructor and the text. Our results highlight the value of instructor presence in video lectures and call for more comprehensive explorations of gender differences in online learning outcomes and attention distribution.

How learner engagement impacts non-formal online learning outcomes through value co-creation: an empirical analysis

From the perspective of service science and its core concept of value co-creation, promoting learner engagement is critical for learning outcomes in a non-formal online learning environment. To promote online learning performance, we study how multidimensional learner engagement affects both instrumental and experiential learning outcomes. By incorporating the service-dominant logic perspective into the research model, we designed an online survey to investigate the impact of platform value co-creation on learners’ engagement outcomes. By employing a partial least squares-structural equation modeling (PLS-SEM), the results show that behavioral engagement, cognitive engagement, and emotional engagement have a significant impact on learning outcomes through the mediating effect of platform value, a second-order hierarchical latent variable. This study has multiple theoretical contributions and practical implications. First, we found new evidence that pursuing good learning outcomes in a non-formal online learning setting is not just a technological architecture or pedagogic guidelines, but also a “win–win” value co-creation process. Second, our results confirm the posited direct and indirect effects, thus evidencing functional value, emotional value, social value, and personalized value as components of the platform value construct, and it as a driver and mediator for better online learning outcomes. Third, our results underscore the importance of platform value in studying the impact of learner engagement on learning outcomes and provide a sharper theoretical lens to evaluate online learning platform value from the perspective of online learners.

FAKTOR DETERMINAN HASIL PEMBELAJARAN DARING MAHASISWA: PERAN MOTIVASI INTRINSIK, MOTIVASI EKSTRINSIK, DAN REGULASI DIRI

Student motivation and self-regulation are critical for optimizing online learning outcomes. This study aims to determine the effect of intrinsic motivation, extrinsic motivation, and self-regulation on students' online learning outcomes. This research design is comparative causal research using a quantitative approach. The population in this study was 3,414 students with a sample of 358 students. Data collection techniques and instruments used questionnaires. The validity of the instrument was proved by exploratory factor analysis, while the reliability estimated by using the Alpha formula. Multiple regression analysis was performed to test the research hypothesis. The results showed a positive and significant effect of intrinsic motivation, extrinsic motivation, and self-regulation on students' online learning outcomes. To get the most out of online learning, every student must improve their learning motivation and self-regulation skills.

Evaluasi Pelaksanaan Pembelajaran Daring dan Hasil Belajar Mahasiswa pada Masa Pandemi Covid-19

The purpose of this study is to describe the implementation of online learning and student learning outcomes majoring in Sports Education Sport Science Faculty Universitas Negeri Surabaya during the Covid-19 pandemic. This research is a type of survey research. The population in this study was Sports Education students in the class of 2018, 2019 and 2020 with a technique sampling through purposive sampling, with the number of samples was 117 students. The instruments used are questionnaires via google form and student grades from Siakadu. Data analysis techniques using percentage. Based on the results of the study can be explained;1) related to the understanding of students to the material delivered by lecturers, 43.6% understanding, 41.9% not all understanding and 14.5% not understanding, 2) the use of video tutorials, 53.8% using, 41% not all uses and 5.1% not using,3) online learning assessment satisfaction, 24.8% satisfied, 56.4% quite satisfied and 18.8% dissatisfied, 4) the learning process, 82.1% offline and 19.9% online. While the results of the analysis of student learning value data in the even semester 2020/2021 there are 14 practical subjects and the average grades are A and A-. The conclusion in this study is; 1) the online learning process is going well, because students can understand the material provided by lecturers, 2) the value of average student learning outcomes well, that's A and A-.

Bibliometric Analysis: Physics Online Learning in Indonesia (2020-2021)

This study aims to identify research trends in online learning physics subjects from 2020 to 2021, as well as research recommendations to improve the quality of online learning physics. The method employed is quantitative and includes bibliometric analysis. It was obtained from the Google Scholar database using Harzing's publish or perish application, and data was analyzed using VOSviewer. Searches with online learning physics yielded 70 articles, which were then examined. According to the research findings, quantitative research is the most commonly employed method, followed by qualitative research. The collected study focuses mainly on learning, physics, online learning, and learning outcomes. Learning challenges, effectiveness, critical thinking, Google Classroom, learning media, interest in learning, and motivation to study are suggested research subjects for possible online physics learning.

Equity in online learning

Online learning outcomes have indicated both a gap between online and face-to-face learning and the amplification of this gap for low-income and minority learners. Evidence from studies across K–16 reveals equity issues regarding access to online courses; student attendance and achievement; and, most recently, the impact of the pandemic. This article uses Warschauer’s conceptual framework of resources that shape digital inclusion—physical, human, and social—to conceptualize the equity concerns that arose during the pandemic-induced shift to emergency distance learning. This framework reveals equity issues across all three areas from abruptly moving millions into online learning environments without: requisite access to up-to-date computers and broadband internet access, the skills needed to succeed in less structured online classes, or teachers trained to effectively conduct classes online. Finally, we leverage Warschauer’s framework to discuss ways to address these concerns and increase equity in online learning, as well as directions for research.

Workshop Evaluasi Pembelajaran Daring bagi Guru Sekolah Dasar Mitra PGSD UNM Kampus VI Bone

Online learning during Covid-19 pandemic allows teaching and learning activities to occur without having to meet physically and at a distance by utilizing a computer or smartphone. However, the digital skills of Indonesian teachers are still low. So that the evaluation of online learning outcomes is less effective and does not characterize evaluations that measure cognitive, affective and psychomotor abilities. Evaluation is mostly done by giving assignments via Whatsapp, not measurements or tests. While there are many applications that can be used to measure student learning progress, such as Google Forms, Kahoot, Quizizz, and Wordwall. Therefore, community service was carried out in the form of a Workshop of online learning evaluation for elementary school teachers: partners of PGSD UNM Campus VI Bone. This community service is carried out by means of lectures, demonstrations or practices, and evaluation of the results of the training. The result shows that teachers master the use of Google Forms as an effective evaluation platform. Partner teachers are expected to be able to train colleagues both through workshops at the school level and at the Teacher Working Group to improve the digital skills of Indonesian teachers.

Variety of Teaching Material on Online Learning and Physics Learning Outcomes in Gorontalo District High Schools

This study discusses the variety of teaching materials in BOLD learning and physics learning outcomes in high schools, with the aim of knowing what materials are used in BOLD learning and finding out student learning outcomes in BOLD learning. The data analysis used in this research is quantitative descriptive analysis. Descriptive research in this study describes the teaching materials used by teachers in BOLD learning, while quantitative is used to see the learning outcomes of students after using these teaching materials. Based on the results of the research, the teaching materials used in BOLD learning are in the form of electronic modules, textbooks, and PowerPoint slides. Student learning outcomes after using the teaching materials are above the predetermined KKM score. The average student learning outcomes after using online learning teaching materials in four schools are above 70, with one school having an average learning outcome of 83 with good criteria, while three other schools obtain scores of 71, 72, and 73 with sufficient criteria. So, it can be said that the variety of teaching materials used in online learning can improve student learning outcomes.

Digital Literacy Analysis on Online Learning Outcomes for Macroeconomics with Gender-Mediated and Family Socio-economics as Moderating Variables

This study aims to analyze whether digital literacy simultaneously and significantly affects academic learning outcomes mediated by gender in students, whether digital literacy simultaneously and significantly affects academic learning outcomes moderated by the socio-economic family of students, and whether digital literacy simultaneously and significantly affects academic learning outcomes mediated by gender and family socio-economics as a moderator for macroeconomics students. By using a quantitative method with the Conditional Process Analysis process using the SPSS Macro Process, the instrument used is saturated sample is a census, where all members of the population are sampled. the population in this study amounted to 272 from Mahaputra Muhammad Yamin University, STKIP Cokroaminoto Pinrang, Mataram University and Sheikh Yusuf Islamic University. The result is int_1 has a P value of 0.5379 where the value is greater than a significance value of 0.05. This means that there is no moderating effect of socio-economics on the relationship between digital literacy and learning outcomes, the P-value = 0.0467 less than 0.05, meaning that line a (digital literacy variable to gender) here states that there is a gender effect (male/gender). female) in mastering digital literacy and the P value of 0.5146 is greater than 0.05. This means that there is no mediating effect of gender and socio-economic moderators on digital literacy on learning outcomes. has implications for students in improving their soft skills, hard skills and also improving learning outcomes by providing facilities.

STUDENT SATISFACTION IN ONLINE LEARNING TOWARDS LEARNING OUTCOMES IN BASIC TEACHING ABILITY COURSES

This study aims to determine, 1) The relationship between student satisfaction in online learning and student learning outcomes in basic teaching skills courses, 2) the effect of student satisfaction in online learning on student learning outcomes in basic teaching skills courses, odd semester of the academic year 2021/ 2022. This research was conducted in October - November 2021. The subjects in this study were all students who contracted 27 students' basic teaching skills courses and the objects of research were student satisfaction and student learning outcomes. The instruments used are questionnaires and tests. Data analysis was performed using the Pearson correlation test with a significance level of 0.05 and a regression test which resulted in conclusions as a result of the study. To find out whether or not there is a relationship and influence of each variable, the research data is processed using SPPS version 16. The results show that, there is a significant relationship between student satisfaction in online learning and student learning outcomes in the basic teaching ability subject in the medium category, and there is an effect of student satisfaction on online learning on student learning outcomes in the basic teaching ability course, by contributing 24.5%.

The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age.

During the COVID-19 pandemic, teachers had to conduct online classes because of the breakdown of school learning. Teacher competence has a great impact on the students’ learning outcomes in online learning. Teacher resilience is also important to help teachers survive and achieve a high level of well-being in emergency situations. Previous studies have explored the protective and risk factors of teacher resilience, among which teacher competence in various aspects is included. In addition, teachers’ age differences in competence and resilience have been the focus of past studies. However, few studies have investigated the impact of teacher competence on students’ online learning outcomes, the mediating role of teacher resilience, and the moderating effect of age when teachers participate in emergent online teaching. To address the above gap, this study explored teachers’ perceptions of students’ online learning outcomes and how teacher competence in online teaching and resilience can predict these outcomes. The data of 159,203 participants were collected and subjected to correlation analyses and a moderated-mediation effect test. The results indicated that (1) teacher competence in online teaching was positively related to perceived online learning outcomes; (2) teacher resilience was positively related to the teachers’ perceived online learning outcomes; (3) teacher resilience played a partial mediating role between teacher competence in online teaching and perceived online learning outcomes; and (4) teachers’ age moderated the direct and indirect relation between teacher competence in online teaching and perceived online learning outcomes. The findings imply that teachers should strengthen their own teaching competence and their resilience before conducting online teaching. In addition, this study proposes intervention strategies to enhance teachers’ resilience and well-being through teacher competence cultivation and provides suggestions for different age levels of teachers to develop and train their online teaching competence and resilience in the future.

Pengaruh Pembelajaran Daring terhadap Learning Loss dan Implikasinya terhadap Learning Outcome

The purpose of this study was to collect data and analyze the effect of online learning on learning loss and its consequences for learning outcomes. This study employs an explanatory survey technique with saturated sampling. This study surveyed 97 students from the Department of Economics Education at FKIP Siliwangi University. To obtain information about the variabels associated with online learning, learning loss, and learning outcomes, descriptive analysis using the SPSS 24 application was used, whereas path analysis using the AMOS application was used to determine the direct and indirect effects of online learning on learning loss and learning outcomes. The results indicated that online learning at the Department of Economics Education FKIP Siliwangi University had a strong categorization tendency, while the learning loss and learning outcome variabels had a moderate categorization tendency. Online learning has a 65.9 percent effect on learning loss and a 67.7 percent effect on learning outcomes.