Online Learning Process Research Articles

Teaching Materials and Learning Media for Android-Based Receptive Language Skills with Smart Apps Creator Application Technology for Indonesian Language and Literature Education Students

The low ability of students in receptive language is because, in the online learning process, students tend to use gadgets more to play than to study. This research aims to develop teaching materials and learning media for Android-based receptive language skills using smart apps creator application technology for Indonesian Language and Literature education students. This research belongs to the type of development research which was developed using the 4D model. The subjects involved in this research were learning media experts and Indonesian language and literature study program students. Data collection in the study was carried out using trial methods, tests, observations, questionnaires, and validation, with research instruments in the form of media validation sheets and tests of receptive language skills. The data obtained in the study were then analyzed using qualitative analysis techniques and processed through the stages of data reduction, data presentation, and verification. The data analysis showed that the media validity test results were 83, which was feasible. The average student attitude observation results were 3.74, which was in the very valid category, and the product implementation results showed 98.7% of students agreed with the display presentation, ease of understanding of the material, and the attractiveness of the design used. Based on these results, teaching materials and learning media for Android-based receptive language skills with the Smart Apps Creator application technology are in the valid category and feasible to develop in the learning process.

EFFECTIVELY USING E-LEARNING TEACHING METHODS – EXPERIENCE EVIDENCE AT THE BANKING UNIVERSITY OF HO CHI MINH CITY

In this study, the authors choose a quantitative research method to evaluate the effectiveness of using E-learning at the Banking University of Ho Chi Minh City (HUB) from the perspective of students' experiences. In which, the effectiveness of using E-learning in research is seen from three aspects, namely (1) the acquisition of course materials, (2) lecture performance, (3) satisfaction with the lesson. Lectures are based on the model of E-Learning (Johnson, 2008) with some appropriate adjustments according to actual conditions to evaluate the effectiveness of using E-learning at HUB. At the same time, the study also examines the effectiveness of using E-learning at HUB under the influence of factors related to (1) students' ability to use technology as well as factors representing the learning environment. Online learning in which students participate, including the usefulness, photo-social interaction and social presence in the online learning process affect the effectiveness of E-learning at HUB. This helps the research team to propose valid and meaningful recommendations for the effective use of E-learning at HUB.

The Utilization and Obstacles of Online Learning Applications

The use of online learning applications is constrained by the abilities of teachers and the lack of facilities and infrastructure that affect student learning outcomes. This study aims to analyze the use of applications during the online learning process and the obstacles encountered during that process. The approach used is descriptive qualitative. The subjects of this study were the teachers of grades 4, 5, and 6. Observations, interviews, and documentation are the data collection techniques used in this study. The data obtained were then analyzed qualitatively by means of data reduction, data presentation, and drawing conclusions. The results of this study show that, first, the online learning process uses the WhatsApp application for communication, attendance, and opening. YouTube application to explain material if learning is carried out non-face-to-face (asynchronous). Google Meet and Zoom applications for virtual (synchronously) face-to-face learning. The Google Classroom, Google Form, and Quiz applications are used for assessment when evaluating learning. Second, the obstacles to using the application are low learning concentration, low learning outcomes, low self-confidence, and a lack of facilities for using online applications. The results of this study are useful for overcoming problems regarding the use of online learning applications.

The Effect of the Integration of Metacognitive and Motivation Scaffolding Through a Pedagogical Agent on Self- and Co-Regulation Learning

Nowadays, online learning has become commonplace in higher education. Various factors influence the success of online learning. Factors such as low self-regulation and co-regulation learning skills can affect student engagement and motivation in online learning activities. Therefore, it is essential to provide external support in the online learning process. Pedagogical agents are one solution to increasing self-regulation and co-regulation learning in online learning environments. This study aims to determine the effect of integrating metacognitive and motivation scaffolding support provided through pedagogical agents on self-regulation and co-regulation learning skills. This study uses a mixed-methods explanatory sequential approach. A quasi-experimental method of the non-equivalent type (pretest and posttest) control group is used for quantitative data collection, and an in-depth survey is used to analyze qualitative data. The results showed that the learning support provided by pedagogical agents who act as scaffolders using metacognitive and motivation scaffolding integration has a significant impact on increasing students' self-regulation and co-regulation learning skills. Also, the results of qualitative data analysis supported the findings obtained from quantitative data. Research limitations and suggestions for further research are presented at the end of this article.

Effect on signal magnitude thresholding on detecting student engagement through EEG in various screen size environment

In this study, a new method was developed to detect student involvement in the online learning process. This method is based on convolutional neural network (CNN) as a classifier with an emphasis on the preprocessing process combined with a new feature in the form of signal magnitude area (SMA) thresholding. In this study, the data used as training data is a public dataset that emphasizes the decomposition of electroencephalography (EEG) signals into individual signal processing. Twenty subjects were taken to be used as test data, with each subject watching online learning lectures in the field of computer science on three different devices, either with a flat screen, a curved screen or a smartphone screen that is smaller than two standard computer monitors. Based on the study's results, it is known that the change in screen size is inversely proportional to the level of student attention, the smaller the screen, the lower the student's attention. For classification results, the model equipped with SMA thresholding outperformed the standard classifier by 8.33% with a test set of 20 people.

Effect on signal magnitude thresholding on detecting student engagement through EEG in various screen size environment

In this study, a new method was developed to detect student involvement in the online learning process. This method is based on convolutional neural network (CNN) as a classifier with an emphasis on the preprocessing process combined with a new feature in the form of signal magnitude area (SMA) thresholding. In this study, the data used as training data is a public dataset that emphasizes the decomposition of electroencephalography (EEG) signals into individual signal processing. Twenty subjects were taken to be used as test data, with each subject watching online learning lectures in the field of computer science on three different devices, either with a flat screen, a curved screen or a smartphone screen that is smaller than two standard computer monitors. Based on the study's results, it is known that the change in screen size is inversely proportional to the level of student attention, the smaller the screen, the lower the student's attention. For classification results, the model equipped with SMA thresholding outperformed the standard classifier by 8.33% with a test set of 20 people.

HOW UKRAINIAN UNIVERSITY STUDENTS ACADEMICALLY PROCRASTINATE IN CONDITIONS OF FORCED-ONLINE-LEARNING CAUSED BY THE COVID-19 PANDEMIC AND WARTIME

This study aims to investigate the features of academic procrastination among higher education students in the context of forced online learning caused by the COVID-19 pandemic and wartime in Ukraine. Methods. A total of 789 higher education students enrolled in Ukrainian institutions participated in the study, responding to six questionnaires. The research focused on examining the correlation between academic procrastination indicators, self-organization, and the preferred forms of learning during the period of forced online learning. The results indicate that forced online learning has a positive impact on the manifestation of academic procrastination among students and does not promote their self-organization. Significantly higher levels of academic procrastination were observed in students who solely studied online compared to those in the mixed format, involving both online and face-to-face learning. Conversely, students in the mixed format exhibited less pronounced indicators of academic procrastination and higher levels of self-organization and conscientiousness. Moreover, the study identified a new type of academic procrastination labeled as "active academic procrastination." Unlike its negative connotation, this type is perceived as a part of the process of forced online learning. In conclusion, the research expands the theoretical understanding of academic procrastination among students and sheds light on its manifestation during forced online learning. The findings emphasize the importance of considering the learning format's influence on students' procrastination tendencies and offer insights into fostering better self-organization and motivation in the context of online education during challenging circumstances.

BANDT: A Border-Aware Network With Deformable Transformers for Visual Tracking

Siamese trackers that predict a tracking box over a regular grid of feature maps based on the sliding-window paradigm have recently drawn widespread attention in the tracking community. However, the sliding-window paradigm lacks the exploration to characterize the explicit border features of the tracking object for accurate box prediction. Furthermore, Siamese trackers do not use an online learning process to improve the model’s discriminative power and a deformable transformer to explore the rich temporal context from the successive frames. To overcome these issues, we propose a border-aware network with deformable transformers (BANDT), which contains classification and regression branches for tracking. The proposed BANDT tracker introduces a border-alignment operation to capture the “border features" from the extreme points of the object’s border to improve the point features of the sliding-window paradigm. The BANDT tracker implements a deformable transformer consisting of an encoder and a decoder to enhance the target representations within a discriminative online learning framework. Specifically, the introduced encoder of the deformable transformer enhances the target representations, while the decoder highlights the potential tracking location. The proposed tracker achieves state-of-the-art performance on seven public datasets. In particular, it achieves 69.6% overlap success and 90.0% precision scores on the UAV123 dataset.

Beyond Conventional Boundaries: A Literature Study on Madrasah Management and the Construction of Online Learning Innovations

In the current era of the new normal, substantial transformations are unfolding within the education sector. E-learning has emerged as a prevalent alternative for augmenting individual proficiencies and abilities. Madrasahs have transcended the confines of scientific dichotomy, instead embracing innovation and change. The online learning process, when effectively implemented, significantly impacts student quality improvement. This research aims to comprehensively analyze the dynamics of online learning, thereby discovering an online learning model in madrasas. The study is qualitative, using library analysis techniques. Data sources are derived from the results of scientific journal research or primary books. The study results identify various online learning modalities, namely (1) the contribution and significance of leadership roles in policy and building a culture that supports the learning process; (2) the enhancement of teacher and manager professionalism, specifically emphasizing technical skills (cognitive-practical); (3) the implementation of continuous monitoring and evaluation of the program's success, as well as a means of feedback on the direction of online learning. The research results also reveal that resource availability, teacher readiness, self-confidence, student accessibility, and motivation play essential roles in learning integrated with information technology.

Exploring the Online Learning Experience of Chinese International Graduate Students throughout the Pandemic

Objectives The purpose of this study is to explore the online learning experience of international graduate students studying abroad in a pandemic situation. Methods To this end, in-depth interviews were conducted with 12 Chinese graduate students who had online learning experience while studying abroad in Korea, Australia, and the UK, and a qualitative analysis was conducted on the transcribed interview data. These semi-structured interviews were designed to gather comprehensive and detailed information regarding the participants' experiences, perspectives, and insights regarding online learning. The interview data were transcribed verbatim and subsequently underwent a qualitative analysis process to identify and extract meaningful themes and patterns. Results Firstly, the study participants expressed satisfaction with the opportunity to continue their learning journey while feeling physically and psychologically safe through online learning, a significant step forward from their initial concerns about the feasibility of online learning in the COVID-19 environment. Secondly, they faced various challenges in adapting to online instructors and teaching methods, particularly as international graduate students with language and cultural barriers. Thirdly, it was revealed that the participants in the study had complicated feelings about the dual aspects of using technology, which is one of the main elements of online learning. That is, they did not deny that ethical risks were a concern. In contrast, the ability of technology to speed up the learning process was also mentioned. Fourthly, the participants found solace in forming supportive student communities, whether self-sustaining or provided by the educational institution, as a means of overcoming the difficulties encountered in the online learning process. Finally, successful online learning required learners to possess adaptability and a greater tolerance for change, as they balanced the demands of online education with their work and family responsibilities. Conclusions This study intended to explore in depth the online learning experience that has rapidly increased since the COVID-19 epidemic. The results derived from this research are expected to be important data to understand what kind of experience international learners are in, especially those who have crossed borders who will be learning in different cultures and educational environments.

Evaluation of Online Learners’ Learning Performance Based on Fuzzy Borda Method

Since the traditional evaluation system of learning focuses only on the summative evaluation of learners’ test scores, ignoring the process evaluation of learners in learning process, the evaluation system should not only consider the content of the online learning process but also that of face-to-face classroom teaching process to evaluate learners’ learning performance in multiple dimensions and levels. This approach evaluates online learning more reasonably, operably and feasibly. To overcome limitation of using more than one method in the evaluation of learning performance, the learning performance of online learners was first evaluated using the principal component analysis method, entropy method, comprehensive indicator method, and TOPSIS method. Based on these four evaluation results, a combination evaluation model of online learners’ learning performance was constructed. The Fuzzy Borda method was used to evaluate nine administrative classes of accounting majors in three colleges and universities in Hainan. The results show that simply using a single evaluation method to evaluate the learning performance of online learners has defects, and the evaluation results are too biased. By using the Fuzzy Borda method, multiple evaluation methods can be combined, allowing a single evaluation method to realize complementary advantages and obtain more comprehensive and credible evaluation results. Using the Fuzzy Borda method to systematically evaluate the learning performance of online learners improves the scientificity of evaluation results and provides a new idea and method for the evaluation of online learning performance. The results of this study have significant reference value for using scientific evaluation methods and objective data to evaluate online learning performance, rank online learners scientifically, and summarize teaching experience to improve online learning performance.

PENGARUH MOTIVASI BELAJAR MAHASISWA TERHADAP PEMBELAJARAN DARING SELAMA PANDEMI COVID-19 TAHUN 2020 DENGAN METODE PARTIAL LEAST SQUARE (PLS)

This study aims to measure how much influence student learning motivation has on the online learning process throughout 2020.The objects of this research are students of the accounting study program, Faculty of Economics, who are still actively participating in learning online during the pandemic with a total sample of 171 students selected by simple random sampling. Based on this amount that have 26% from first semester, 22.2% of third semester, 24% of fifth semester and 26.9% seventh semester. The collected data is processed and analyzed using SEM-PLS analysis assisted by SmartPLS software version 3.3.3. As for the interpretation of the data, namely the outer model test, inner model, and hypothesis testing, the research was carried out referring to Hair, et al. (2014) and Garson (2016) in Risa (2021).The results of this study indicate that students' learning motivation towards online learning has a positive and significant effect with the results of calculations using the assisted SEM-PLS method. SmartPLS software version 3.3.3 shows that the influence of motivation (X1) on online learning (Y1) is positive (0.801) and the significance is P Value < 0.05 (0.000 <0.05) and the t statistic value is 13,372 (13,372 > 1.96) (z value -score normal at = 0.05). According to Hair et al. (2014) in Risa (2021), the t-statistic value > normal z-score value indicates a significant effect. It is hoped that the results in the research can be useful for the faculty, especially the Accounting study program as an evaluation material for the online learning process. Keywords: Learning Management System, learning, online, application, motivation, new normal

Character Development Model for Early Childhood Learners at Islamic Kindergarten

The development of character education has been extensively studied, but research on instilling character values in early childhood learners at RA (Islamic Kindergarten) institutions remains limited. This study, therefore, aims to analyze the model of instilling character values in early childhood at Islamic Kindergartens during the online learning process. This descriptive qualitative research adopts a phenomenological approach. Data were collected through structured interviews, observation, and documents from principals, teachers, and parents of early childhood at several Islamic Kindergartens (Raudatul Athfal) Watampone, south Sulawesi. Data was qualitatively analyzed using three steps: data reduction, data display, and drawing conclusion. A thematic analysis using Atlas.ti was employed. The results reveal that the optimal development of character values in early childhood at RA Watampone during the covid-19 pandemic is achieved through diverse models in the learning process, including value inculcation, exemplification, facilitation, and the development of intellectual and social skills, habituation, play, storytelling, and advisory approaches. School culture-based character value implementation at RA Watampone involves routine and spontaneous habituation, exemplifying behavior, and conditioning. Additionally, community-based character value implementation is achieved through partnership and synergistic-collaborative models.Keywords: Character values, Character development, Early childhood, Islamic kindergarten

The Relationship Between Learning Concentration and Understanding Level Through the Online Learning Process

Learning using online methods is indeed beneficial in several ways, but in nursing study programs, online learning faces several problems. Problems such as lack of focus and concentration become obstacles in how students understand course material, especially for topics related to skills. This study contributes to knowing the relationship between learning concentration and understanding level through an online learning process. This research is a type of quantitative research with a cross-sectional research design consisting of 130 respondents and using a total sampling technique, the instrument used is a questionnaire. The analysis used was the chi-square test. Data is collected online using the Google form. Univariate analysis shows that in the majority of students, when participating in online learning, the level of concentration of their learning is in the middle category (70%). For most students, when participating in online learning, their understanding level is in the low category (60.8%). The results of the bivariate analysis with the chi-square test showed that there was a relationship between learning concentration and the level of understanding through the online learning process with a p-value = 0.000. There is a relationship between learning concentration and the level of understanding when participating in online learning.

Studi Komparatif Implementasi Manajemen Pembelajaran Daring Pada Satuan Pendidikan Formal dan Nonformal

This study aims to describe the performance of POAC management functions in the online learning process during the COVID-19 pandemic at Satya Wacana Christian High School Salatiga and PKBM Life Community School West Jakarta. The research method used a descriptive with a qualitative approach. The subjects of this study were teachers in each of the research schools. Data collection was conducted through interviews, observations, and literature studies. The data analysis technique of this research was interactive analysis consisting of data reduction, data display, conclusion and verification. Results showed that each school's POAC stage of online learning implementation faced challenges. However, all stakeholders' synergy and active roles were deployed to overcome the challenge in each stage by providing teachers with the necessary equipment, training, and access to the internet for the learning process. Problems found during the process were learners' focus, material delivery methods that cause boredom, inadequate software, gadgets, and internet connection. Some solutions implemented are modifying the learning approach from teacher-centred to student-centred, modules, presentations, questions and answers, projects, and parents' involvement are also provided to manage the problems.

Tenth-Graders’ Perceptions towards the Use of Google Classroom for Writing Class

The world of education today is closely related to the development of scientific and technological advances. Google Classroom is a useful platform to help the online learning process, especially in learning English. This study aims to determine students’ perceptions of using Google Classroom as a learning medium in writing class. This study used a quantitative descriptive research design. The research subjects were all tenth-grade students in one of the senior high schools in Wates, Central Java, Indonesia. The population of the study consisted of 385 students, but the researchers took a sample of 30% of the total from all tenth-grade students. The researcher used a questionnaire and interview as a data collection method. The researcher analyzed the data statistically by calculating the percentage of students’ answers using Microsoft Excel. This study finds that students have a positive perception of using Google Classroom in writing class. Moreover, it can be concluded that Google Classroom has a good influence in supporting learning for English Foreign Language students.

Changes of Refractive Errors Among Educators as Impact of Online Teaching during Covid-19 in Shah Alam

The online learning process during the Covid-19 has impacted the educator’s refractive error and visual functioning. This study aimed to determine the significance of refractive error changes among educators as impact of online teaching before and after Covid-19 in Shah Alam. A quantitative study design was done by administrating a purposive sampling technique that was applied to 24 educators aged between 30 – 50 years old, representing non-presbyope, pre-presbyope, and presbyope population. The data collection was done by performing the refractive assessments including retinoscopy, visual acuity using the Snellen chart at distance, Snellen near chart and subjective refraction. A total of 24 educators (16 females and 8 males) were enrolled in this study; out of which 19 (79.2%) were having myopia, 1 (4.2%) having hyperopia, 4 (16.7%) were emmetropic and 18 (75%) were found to have astigmatism. The significance of refractive error of emmetropic shift (-0.50 to +0.50D) was about 6(25%), myopic (>-0.50D) was high 17 (70.83%) and the hyperopic shift of (> +0.50D) were low about 1 (4.17%) after the Covid-19. Pre-presbyope and presbyope educators developed CVS symptoms, dry eyes, eye strain, blurry vision, and headache was reported by 66.6%, 58%, 50% and 45% of this study population. In conclusion, there is a negative effect on the educator’s vision due to myopic changes happening among non-presbyope, pre-presbyope, and presbyope. This should prompt the educational authorities to improve knowledge and awareness to prevent CVS symptoms among lecturers during online learning.

Heat exposure following encoding can interfere with subsequent recognition memory

Correlational studies suggest that high temperatures may impair online cognitive performance and learning processes. Here, we tested the hypothesis that heat exposure blocks offline memory consolidation. We report two studies, including a pre-registered replication. First, during a study phase, participants were familiarized with neutral and negatively valenced images. One day later, half of the participants were exposed to high temperatures in a sauna session at 50 °C. Recognition memory was tested 24 h later. We found that participants exposed to high temperature showed an impairment in recognition memory performance, relative to a control group of participants that were not exposed to heat or that had a sauna at 28 °C. This occurred for both emotional and neutral items. These results indicate that heat exposure impairs memory consolidation, thereby opening the possibility of using heat exposure as an agent for the treatment of clinical mental disorders.

Analisis Hasil Belajar dalam Pembelajaran Jarak Jauh pada Materi Konsep Redoks

The outbreak of the corona virus has caused many deaths and has an impact on activities such as education. Schools throughout Indonesia are closed, so the learning process is carried out online. There are various differences in the face-to-face and online learning process, because many things happen from the learning process. The purpose of this study was to determine student learning outcomes, student responses and the relationship between responses and learning outcomes of class X science students at SMA Negeri 1 Bengkalis on redox concept material using the Zoom application. This study uses a descriptive analysis method with a quantitative approach. The sample in this study was 120 students. Data collection techniques were carried out through test questions, student questionnaires and teacher interviews. The results showed that student learning outcomes were classified as poor with a percentage of 55.83% of students who passed the KKM, student responses were quite good and there was a positive relationship between student responses and learning outcomes with a coefficient value of r = 0.697, which was in the strong category.

The Use of Repair Strategies in the EFL University Classroom During the COVID-19 Pandemic in Indonesia, Algeria, and Iran

This research discusses the variations of repair strategies used by lecturers and students during the online learning process. The aim of the study is to compare repair strategy variations in online learning in the university classroom during the COVID-19 pandemic in Indonesia, Algeria and Iran. The research data are a series of utterances by lecturers and students in online classes, which were collected from video and audio recordings of three different university classroom sessions. The data collection was carried out using record and note techniques. The data were analyzed by applying the theories of Sacks et. al. (2015) & Learner (2004) to describe the variations of repair strategies in the EFL university classroom. The results show that four different variations of repair strategies were used by lecturers and students in EFL university classrooms in Indonesia, Algeria, and Iran: self-initiated self-repair, other-initiated self-repair, self-initiated other-repair, and other-initiated other-repair, with the exception of the EFL university classroom in Indonesia, where other-initiated other-repair was not used, and the most prominent variation was self-initiated self-repair.