Online Learning Platform Research Articles

Innovative Youth Research and Study Education Model and the Cultivation of Future Talent in the United States

This paper explores the innovative youth research and study education model and its significance in the cultivation of future talent in the United States. In the era of globalization, the United States needs to cultivate future talent with innovative and practical abilities. The innovative education model emphasizes practice, inquiry, and innovation, and integrates technological methods such as Virtual Reality, Artificial Intelligence, and online learning platforms. It focuses on project-based learning, cultivates problem-solving skills, and encourages students’ independent inquiry and teamwork. This model provides a richer learning experience, helping students develop innovative thinking, technological literacy, and practical abilities. It also promotes the development of related industries such as culture, education, and science and technology innovation. Implementation strategies include formulating policies, strengthening promotion, establishing cooperation mechanisms, and developing curriculum resources. To fully leverage the potential of this model, investment and support from governments, schools, and society are necessary.

Factors Influencing Chinese Vocational College Students' Satisfaction with Learning Management Platform

Background and Aim: In the rapidly evolving landscape of education, online learning platforms, such as the Chaoxing Learning Platform, have gained substantial attention. Recognizing the pivotal role of student satisfaction in the effectiveness of these platforms, this study aims to investigate the factors influencing college students' satisfaction specifically within the context of Beihai Vocational College.Materials and Methods: This study employed a purposive sampling method, selecting 150 respondents from Beihai Vocational College who met the research objectives to ensure the representativeness and credibility of the survey results. Quantitative research methods were applied, utilizing measurement tools in various aspects, including system quality, information quality, interaction, perceived usefulness, and student satisfaction. Results of Cronbach’s Alpha of the research instruments show that the alpha coefficient of information quality and interaction is within the range of 0.8 to <0.9， and the alpha coefficient of system quality, perceived usefulness, and student satisfaction is within the range of 0.9. The level of Cronbach’s alpha in the variables is within very good to excellent level. This indicated the acceptable level of internal consistency of the research instrument, which confirmed the reliability of the research instrument. Ultimately, methods such as descriptive statistics and multivariate regression analysis were used to conduct in-depth data analysis, aiming to comprehensively understand the impact of the Chaoxing learning platform on student satisfaction. Results: The results of the study showed that the independent variables system quality (β = 0.1465, P = 0.287), information quality (β = 0.3602, P = 0.016), and perceived usefulness (β = 0.5478, P = 0.005) were significantly positively correlated. In addition, the test also found that interaction (β = -0.0430, P = 0.084) did not have a significant effect on students' satisfaction with the Chaoxing Learning Platform at Beihai Vocational College. Conclusion: The results of the study indicate that most of the students of Beihai Vocational College are satisfied with using the Chaoxing Learning Platform for learning, and students can learn, communicate, and collaborate well through this platform, which provides satisfactory learning results.

The impact of online learning on basketball courses: A true experimental design study in sports students

This study explores the implementation of online learning for basketball courses at STKIP PGRI Bangkalan compared to offline basketball courses. Employing a true experimental design with a posttest-only control setup, the research gathers data through pretest and posttest scores. The study ensures validity through expert validation and assesses reliability using product-moment correlation. Normality tests are performed with the one-sample Kolmogorov-Smirnov test, while differences are evaluated using an independent sample t-test. This research reveals significant differences between online and offline learning environments. The analysis highlights a decrease in performance during online courses with a mean difference of 9.29870, underscoring the challenges faced by students in adapting to online learning platforms. The study contributes valuable insights into the effectiveness of online learning in physical education, providing a basis for future educational strategies and interventions.

Design and Implementation of Artificial Intelligence Online Learning Platform Based on Resource Scheduling Technology

Online learning (OL) is a new platform, which is used as a supplementary resource to improve the teaching and learning process in university education. The open educational resources provide supplementary resources for strengthening online learning platform. In this work, an artificial intelligence-based online learning platform is designed that can manage resources using scheduling technology. The OL platform automatically allocates resources through appropriate cluster-based scheduling technology. The proposed deep learning-based OL platform (DLOL) supports the sequential integration of the model by simplifying and adjusting the model operating environment. Combined with the fuzzy-based convolutional neural networks, the decision tree algorithm is used to implement OL platform using blockchain models. The research results proved that artificial intelligence can help students improve their learning ability and makes the learning process relatively easy and exciting.

A Study on Autonomous Foreign Language Learning Based on Meta-cognitive Strategies in the Context of Information Technology

The advancement of information technology has made it more convenient for foreign language learners to study independently, so foreign language learners should fully utilize information technology such as online learning platforms, virtual reality technology, gamified learning and open educational resources to assist them in foreign language self-learning and to improve their learning efficiency. This study is to explore how to cultivate a learner’s meta-cognitive strategies in autonomous foreign language learning under the background of information technology. Literature research method is used to summarize and organize relevant literature on meta-cognitive strategies and autonomous foreign language learning, etc. Through analyzing the definitions of meta-cognitive strategies by different scholars, the relationship between meta-cognitive strategies and autonomous foreign language learning, and related empirical researches, this paper discusses the effective ways of cultivating meta-cognitive strategies in autonomous foreign language learning. Various types of information technology tools that assist autonomous foreign language learning are summarized, as well as how to use meta-cognitive strategies to provide guidance and improve the efficiency of autonomous learning for foreign language learners. This study also provides some theoretical basis and practical guidance for cultivating students' meta-cognitive strategies and improving their autonomy in foreign language learning.

Analysis of Ecuador's Higher Education processes

The Higher Education system in Ecuador has undergone significant transformations in recent years, driven by certain political reforms, the factors that have affected it are the use of advanced technologies and a focus on inclusion and diversity. This article analyzes these changes and their impact on the country's educational institutions. It is based on the Organic Law of Higher Education (LOES) of 2010 which has been crucial to improve the quality and accessibility of education, resulting in a 20% increase in university enrollment. In addition, universities are adapting their academic programs and curriculum designs to align with the needs of the labor market, collaborating closely with industry to develop relevant skills. The incorporation of online learning platforms, accelerated by the COVID-19 pandemic, has allowed for greater flexibility and accessibility, adopting hybrid models that combine face-to-face and online learning. Inclusion and diversity policies have been effective in increasing the representation of underrepresented groups, although challenges related to inequality and funding persist. Emphasis on research and collaboration with international institutions is positioning Ecuadorian universities in the global academic arena, fostering scientific and technological development. These efforts, together with the adoption of educational technologies and inclusive policies, indicate that the higher education system in Ecuador is undergoing a significant transformation process, preparing to face future challenges with a solid foundation in reform, inclusion, and technology.

Gamification for Studying Mathematics by E-Learning

The difficulties of studying mathematics in this digital age call for solutions that might boost student engagement and motivation. To make learning more dynamic and interesting, it is suggested that a gamification methodology that combines game simulation with gamification is applied. In order to enhance mathematics instruction using an online learning platform. A thorough grasp of the difficulties associated with studying mathematics. To complement the learning objectives for mathematics, the gamification design includes selecting question types, constructing game situations, and producing visual components. This research creates a gamification paradigm using the Quizizz gaming application. The research focuses on the case of IKPIA Perbanas Jakarta for mathematics courses, which has the primary objective of optimizing mathematical learning through the concept of gamification. The researcher used the Dick and Carey development model, which has 10 phases from requirement identification to assessment, to create this learning model. The implementation of the Quizizz application and the gamification approach in an online learning environment occurs at the development stage. Technical configuration, application testing, and modifications based on preliminary feedback are all part of the implementation process. The success of the gamification technique in raising students' motivation and comprehension of the mathematics content was then assessed. Researchers used this helpful gamification to determine suitable designs for delivering learning content. Gamification for mathematics education is also very practical. In education, gamification by Quizizz as an application for gamification only supports but cannot replace the position of teachers and books. Mathematical learning devices with gamification are effective because they have met the classification very well at 79.17% and 20.83%, respectively, at an accuracy rate of 95.83%. Research has limited problems related to being carried out only in the IKPIA Perbanas Jakarta environment, which has students in semester one who have the characteristics of technology generation with the application of gamification that is integrated into the e-learning of Perbanas. The value of this research is the use of gamification for students studying in higher education and integrated into the Learning Management System (LMS).

A study of online academic risk prediction based on neural network multivariate time series features

SummaryNeural networks are becoming increasingly widely used in various fields, especially for academic risk forecasts. Academic risk prediction is a hot topic in the field of big data in education that aims to identify and help students who experience great academic difficulties. In recent years, the use of machine learning algorithms and deep learning algorithms to achieve academic risk prediction has garnered increased attention and development. However, most of these studies use nontime series data as features for prediction, which are slightly insufficient in terms of timeliness. Therefore, this article focuses on time series data features that are more expressive of changes in students' learning status and uses multivariate time series data as predictive features. This article proposes a method based on multivariate time series features and a neural network to predict academic risk. The method includes three steps: first, the multivariate time series feature is extracted from the interaction records of the students' online learning platforms; second, the multivariate time series feature transformation model ROCKET is applied to convert the multivariate time series feature into a new feature; third, the new feature is converted into a final prediction result using a linear classification model. Comparative tests show that the proposed method has high effectiveness.

Foreign language teaching modes and adaptive methods in emergency education: Evaluation of first-hand experience

Turbulent world events require crisis-sensitive education models that can address new challenges and promote productive learning in extraordinary times. The research aimed to analyze the issue of teaching a foreign language to undergraduate students using intervention techniques in online and offline modes. The researchers suggested the following responsive and adaptive strategies: the creation of adaptive online learning platforms, the development of a multimedia resources bank and the careful selection of innovative teaching tools capable of addressing both psychological and educational needs. The work in groups of both formats was studied through discussion and survey from the point of view of teachers’ perceptions of positive and negative features, difficulties revealed in the education in emergencies, and the productivity of using specially designed adaptive teaching techniques for coping with them. The findings show that in most aspects teachers have a more positive assessment of ‘live’ language teaching in comparison with the online format. They indicate such benefits as more coordinated work, a collaborative and engaging environment, controllability, and greater motivation. The most effective tools used for developing vocabulary, listening skills, reading skills, and speaking skills were revealed. The final testing results in both online and offline groups were analyzed to study the effectiveness of the employed intervention methods. The study demonstrates that the rigorous instructional design is of vital importance for education in an emergency. Special attention should be given to specific adaptive and responsive intervention technologies aimed at interaction and communication enhancement as well as psychological support of students, the choice of which can be determined by the distinctive features of different teaching formats.

Understanding AI Chatbot adoption in education: PLS-SEM analysis of user behavior factors

The integration of Artificial Intelligence (AI) into education is a recent development, with chatbots emerging as a noteworthy addition to this transformative landscape. As online learning platforms rapidly advance, students need to adapt swiftly to excel in this dynamic environment. Consequently, understanding the acceptance of chatbots, particularly those employing Large Language Models (LLM) such as Chat Generative Pretrained Transformer (ChatGPT), Google Bard, and other interactive AI technologies, is of paramount importance. Investigating how students accept and view chatbots is essential to directing their incorporation into Industry 4.0 and enabling a smooth transition to Industry 5.0's customized and human-centered methodology. However, existing research on chatbots in education has overlooked key behavior-related aspects, such as Optimism, Innovativeness, Discomfort, Insecurity, Transparency, Ethics, Interaction, Engagement, and Accuracy, creating a significant literature gap. To address this gap, this study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to investigate the determinant of chatbots adoption in education among students, considering the Technology Readiness Index and Technology Acceptance Model. Utilizing a five-point Likert scale for data collection, we gathered a total of 185 responses, which were analyzed using R-Studio software. We established 12 hypotheses to achieve its objectives. The results showed that Optimism and Innovativeness are positively associated with Perceived Ease of Use and Perceived Usefulness. Conversely, Discomfort and Insecurity negatively impact Perceived Ease of Use, with only Insecurity negatively affecting Perceived Usefulness. Furthermore, Perceived Ease of Use, Perceived Usefulness, Interaction and Engagement, Accuracy, and Responsiveness all significantly contribute to the Intention to Use, whereas Transparency and Ethics have a negative impact on Intention to Use. Finally, Intention to Use mediates the relationships between Interaction, Engagement, Accuracy, Responsiveness, Transparency, Ethics, and Perception of Decision Making. These findings provide insights for future technology designers, elucidating critical user behavior factors influencing chatbots adoption and utilization in educational contexts.

REVIEW OF COMPLETED STUDIES ON ONLINE LEARNING PLATFORMS IN HIGHER EDUCATION INSTITUTIONS

Online learning platforms have gained significant popularity and adoption among higher education institutions in the delivery of instruction. The 2019 pandemic transformed these technologies from a supplemental to a primary mode of instruction delivery. Online learning platforms have facilitated communication and collaboration among stakeholders, promoting effective management practices in areas such as student support and faculty coordination. Moreover, these platforms have played a vital role in enhancing access to educational resources, enabling student-centered learning, and supporting personalized learning experiences. This paper summarizes studies conducted by different researchers on the evolution of online learning platforms and their management implications for academic institutions.

The Effect of Implementing Google Classroom-Based Learning Innovations and Technology Support on Learning Performance of Economics Faculty Students at Medan State University

This study aims to analyze the influence of the implementation of Google Classroom-based learning innovation and technological support on student learning performance in the Faculty of Economics, Universitas Negeri Medan. The research method used was a quantitative approach with a sample of students from the Faculty of Economics, Universitas Negeri Medan. The results show that the implementation of Google Classroom-based learning innovation and technological support have a positive and significant effect on student learning performance. These findings indicate that the use of online learning platforms such as Google Classroom, supported by the availability of adequate technology, can improve students' academic performance. The implication of this research is the need to improve lecturers' ability to utilize learning technologies, as well as the provision of adequate facilities and infrastructure to support online learning at the Faculty of Economics, Universitas Negeri Medan. This study provides insights for educational institutions in developing effective learning strategies through the integration of digital technology.

Online International Peer Interaction: An Exploration of Impacts on Comprehensive Competencies, Global Perspectives, and Cross- Cultural Communication Skills

With the increasing trend of globalization and the rapid advancement of information technology, online learning platforms such as Zoom are becoming increasingly influential in the field of education. The focus of this study was the online international peer interaction based on the Zoom platform, detailing how such interaction programs are conducted and exploring in depth the specific impacts of this interaction mode on students’ comprehensive competencies, global perspectives, and cross-cultural communication skills. This research not only provides new practical references for online learning and international education but also offers new research perspectives and directions for educators and researchers.

Big Data in online education

From classifying learners to predicting learner behaviour, the application of Big Data in online education has been vast. Besides the potential benefits of Big Data in education, it is necessary to critically engage with some ethical and social challenges that Big Data presents to the field of online learning. The increasing use of big data by large institutional actors and corporations raises questions not only about data privacy and ownership, but whether this data is used to genuinely improve learner and teacher online learning experiences, or primarily for commercial profits and institutional benefits. When addressing ethical concerns regarding the use of Big Data in education, critiques often follow a reasoning that is in line with corporate interests and neoliberal logic of marketization of education. Given the importance of the pursuit for democratic online education, the need for critical perspectives in the field is ever-more essential. This research tries to critically address the role and impact of Big Data on labour relations and economic fairness in online education by examining both corporate and institutional data practices in online learning. The study puts forward a provisional theory of the use of Big Data in two large online learning platforms (Coursera and Blackboard) using critical grounded theory. The core category of Exploitation of the learning community, the three constituent concepts; the Vendor-Institutional Complex, Use of learner generated value for profit, and the Behavioral monitoring and engineering; and the sustaining category, the Magic Trick, were the foundational blocks for developing an emancipatory theory that addressed ethical issues of economic fairness regarding the use of big data in online education.

Pengaruh Model Pembelajaran Blended Learning Menggunakan Quipper School terhadap Hasil Belajar Matematika Peserta Didik Kelas XI MA Nurul Jadid

One of the causes of low student learning outcomes is the use of learning models that are monotonous and tend to be boring, so innovation in learning is needed. The integration of technology into the education and learning process reflects an innovative effort. One model that can make it easier for students to understand and can support technological developments is the blended learning model. Quipper School is an online learning platform that can be used in the blended learning model. This research aims to determine whether or not there is an influence of the blended learning model using Quipper School on the mathematics learning outcomes of class XI MA Nurul Jadid students. This research is quantitative research with a quasi experimental type. The subjects in this research were class XI MIPA 2, totaling 23 people as the experimental class and class XI MIPA 4, totaling 23 people as the control class. Based on the results of the Mann-Whitney U Test, it was found that Asymp. Sig. (2-tailed) of 0.000 is smaller than 0.05, meaning that is rejected and is accepted. Thus, it can be concluded that there is a significant influence from the blended learning model using Quipper School on the mathematics learning outcomes of class XI MA Nurul Jadid students.

Use of Internet and Learning Habits of Students in Universities within Ile-Ife Metropolis, Osun State, Nigeria

The use of the Internet has become an essential tool for students to pursue their educational interests and to excel in their learning habits. This study investigated the influence of internet use on the learning habits of students in universities within Ile-Ife Metropolis, Osun State, Nigeria. A descriptive survey was conducted among 168 students in selected tertiary institutions. Two research questions guided this study. A self-administered questionnaire through an online platform was used to collect data. Mean scores were used for data analysis. The findings of the study revealed that there was a high influence of internet use on learning habits amongst the students, and the use of online learning platforms and online library resources played a major role as a form of internet usage in improving the learning habits of the respondents (3.36 and 3.44 respectively). However, the following conclusions were drawn from the result: there is a high use of the internet by students in selected universities within Ile-Ife Metropolis; internet usage had a significant positive influence on the learning habits of students as they spent most of their time on academic activities and the use of online learning platforms and online library resources was the best tool for improving learning habits among the students

IDENTIFYING BEHAVIORAL PATTERNS IN MOOC VIDEO ENGAGEMENT USING CLUSTERING APPROACH

Videos are the core components of MOOCs for delivering course content and teaching the core concepts effectively. While the literature provided strong and consistent evidence regarding the link between video engagement and the success in MOOCs, the research on video engagement behavior is still emerging and in demand of further research. This research aims to contribute to the literature by identifying behavioral patterns of video engagement in a MOOC and reveal the association of these patterns with success and failure. In particular, we employed simple video engagement metrics with an attempt to identify clusters of behavioral patterns that can be applied to different contexts. Acknowledging that students may exhibit varied engagement behaviors across study sessions, a session-level clustering analysis was performed, differently from previous research. After applying K-Means clustering algorithm, three clusters of behavioral patterns were identified: static viewing (the most predominant behavior), in which students viewed videos with minimal interactions; engaged viewing, involving high frequency of play and pause events; and focused viewing (the least frequent pattern), which involved mainly seeking the video for specific information. While video sessions with static viewing were very common among both high and low achieving students, most engaged-viewing sessions or focused-viewing sessions consistently belonged to the successful students. In addition, successful students were found to demonstrate multiple viewing behaviors, suggesting their effort in using multiple strategies while watching videos. Based on the findings, the paper discusses implications for the design of MOOCs and other online learning platforms that support video-based learning.

How Do Students Feel in Online Learning Platforms? How They Tell It: How Does Artificial Intelligence Make a Difference?

How Do Students Feel in Online Learning Platforms? How They Tell It: How Does Artificial Intelligence Make a Difference?

Cracking the code: An evidence-based approach to teaching Python in an undergraduate earth science setting

Scientific programming has become increasingly essential for manipulating, visualizing, and interpreting the large volumes of data acquired in earth science research. Yet few discipline-specific instructional approaches have been documented and assessed for their effectiveness in equipping geoscience undergraduate students with coding skills. Here we report on an evidence-based redesign of an introductory Python programming course, taught fully remotely in 2020 in the School of Oceanography at the University of Washington. Key components included a flipped structure, activities infused with active learning, an individualized final research project, and a focus on creating an accessible learning environment. Cloud-based notebooks were used to teach fundamental Python syntax as well as functions from packages widely used in climate-related disciplines. By analyzing quantitative and qualitative data from surveys, online learning platforms, student work, assessments, and a focus group, we conclude that the instructional design facilitated learning and supported self-guided scientific inquiry. Students with less or no prior exposure to coding achieved similar success as peers with more experience, an outcome likely mediated by higher engagement with course resources. We believe that the constructivist approach to teaching introductory programming and data literacy that we present could be broadly applicable across the earth sciences and in other scientific domains.

An Effective Teaching Pedagogy Involving an Online Learning Platform under a Multi-Campus Teaching Model

AbstractNowadays, many universities around the globe have offered distance learning to their students in addition to the traditional face-to-face learning mode. Furthermore, a number of universities have multiple campuses, thereby requiring these universities to adopt a multi-campus learning model. This setting creates numerous teaching and learning challenges. This paper aims to: (a) explore what major teaching and learning challenges are faced by Central Queensland University (CQU) due to its multiple campuses and a diverse student cohort involving both on-campus and off-campus students, and (b) discuss our teaching pedagogy (including the use of an online learning platform) for an information systems analysis and design (ISAD) unit at CQU with a view to alleviating these teaching/learning challenges. We analyzed qualitatively and quantitatively the effectiveness of our teaching pedagogy in addressing the teaching/learning challenges. We performed a two-sample t-test involving a total of 216 ISAD students and found that, by adopting our teaching pedagogy, there was no significant difference in academic performance between urban (mostly on-campus) and regional (mostly off-campus) students. Also, our teaching pedagogy reduced the dropout percentages of both urban and regional students, particularly the regional students.