Online Learning Questionnaire Research Articles

The Relationship Between Self-Regulated Learning and Demographic Characteristics Among Undergraduate Nursing Students

Introduction: Self-regulated learning is the ability of individuals to actively regulate thought, feeling, and behavior during the learning process to achieve academic goals. Self-regulated learning is important to support the academic success of nursing students, but there is a lot of literature showing that nursing students are faced with various problems in learning such as tight assignment deadlines, time management, too many assignments, and difficulties in understanding the material caused by not being able to control and regulate themselves during the learning process. Objective: The purpose of this study was to determine the relationship between self-regulated learning and the demographic characteristics of nursing students. Methods: This study was a descriptive quantitative with cross sectional approach. The sample in this study is 276 respondents using a proportionate stratified random sampling technique. Self-Regulated Online Learning Questionnaire (SOL-Q) is used to measure the level of self-regulated learning. Results: The result of this study showed that there is a relationship between self-regulated learning and college years (p 0.05). Conclusion: Final year students who have low self-regulated learning can be caused by a lack of ability to manage time and motivation, while first-year students have high enthusiasm and motivation to succeed in academic fields. Students need to pay attention and have supporting factors in order to have good self-regulated learning The faculty is expected to be able to provide programs that help students develop self-regulated learning skills.

The mediating role of self-regulated online learning behaviors: Exploring the impact of personality traits on student engagement

AbstractOnline learning environments have become increasingly prevalent in higher education, necessitating an understanding of factors influencing student engagement. This study examines the mediating role of self-regulated online learning in the relationship between five-factor personality traits and student engagement among university students. A sample of 437 university students from educational sciences, social sciences, and health sciences disciplines participated in the study. Data were collected using ‘The Big Five Inventory’ to assess personality traits, the ‘Self-Regulated Online Learning Questionnaire’ to measure self-regulated online learning, and the ‘Student Engagement Scale in the Online Learning Environment’ to evaluate student engagement. Structural equation modeling with bootstrap analysis was employed to analyze the data. The study findings indicate that the five factor personality traits significantly predict self-regulated online learning. Furthermore, self-regulated online learning is a significant predictor of students’ engagement in the online learning environment. Additionally, the five factor personality traits are found to be significant predictors of student engagement in the online learning environment. Lastly, self-regulated online learning plays a partially mediating role in the relationship between the five factor personality traits and student engagement in the online learning environment. This study underscores the importance of considering individual differences in personality traits and fostering self-regulated learning strategies to enhance student engagement in online learning environments. Understanding these dynamics can inform the design of effective interventions aimed at improving student outcomes in online education.

Correlation Between Students’ Perception on English Language Learning and Their English Speaking Performance

The present study is entitled Correlation Between Students’ Perception of English Language Learning and Their English-speaking Performance. The study aimed to investigate whether there is a significant correlation between students’ perception and the speaking performance of the third-semester students in the Faculty of Foreign Languages Mahasaraswati Denpasar. The data were obtained by the quantitative method in correlational design. The study was conducted at the Faculty of Foreign Languages Mahasaraswati Denpasar. The population was 189 Faculty of Foreign Languages students in Mahasaraswati Denpasar, divided into 6 classes.This study applied the purposive sampling method, which took 16 students of the same class. The instruments used in collecting the data of two variables were the perception of the English Language online learning questionnaire and oral test video of speaking performance. The questionnaire used Sugiyono’s perception scale, which contained 32 valid questions, and an oral test video rubric to measure speaking performance based on Harmer. In analyzing the data, SPSS software version 26 and Cronbach's Alpha formula were used to determine the reliability of the questionnaire. The study findings were that the third-semester students in the Faculty of Foreign Languages Mahasaraswati Denpasar had 50% high perception with a mean score of 116.81, and their speaking performance was at a minimal level of 43,75% with a mean score of 82,5. The coefficient relationship (rxy): 0.583. Based on the result of the study, it could be concluded that the perception of English Language online learning had a highlypositive relationship with the speaking ability of the chosen third-semester students in the Faculty of Foreign Languages Mahasaraswati Denpasar.

Online Learning Engagement Factors of Undergraduate Students’ Learning Outcomes

This study aimed to explore the factors influencing the learning experience, using the community of inquiry (CoI) framework, that contribute to students’ satisfaction with online learning and academic performance during the pandemic. Data were collected from 609 undergraduate students at four private universities in Malaysia through an online questionnaire. The questionnaire was derived from the community inquiry survey and the satisfaction with the online learning questionnaire. The empirical results indicated that the primary factors influencing students’ satisfaction with online learning were cognitive presence, social presence, and teaching presence, in that order of importance. The model was further tested with specific measures of online learning satisfaction, including online course interaction, instruction, course management, instructor quality, and satisfaction with the technology used in the course. Factor reduction analysis groups satisfaction into three categories: “interaction, instruction, and course management” were combined into one category, which includes the course instructor and the technology. Stepwise correlation analysis indicated that all the CoI areas had a significant influence on the satisfaction of all three groups, except for the impact of social presence on the satisfaction of online instructors. Among the predictors, cognitive presence consistently played a significant role in all aspects of satisfaction and performance.

The Effectiveness of Online Learning Using Online Media in Basic Programming Subjects

This study aims to determine the effectiveness of online learning using online media during the COVID-19 pandemic in basic programming subjects. This research is descriptive quantitative research that focuses on evaluating learning using online media. The study population is all students of SMK Negeri 2 Bandung who are taught basic programming subjects using online methods. The research sample was students of grade X TKI 1 SMK Negeri 2 Bandung who were selected using a simple random sampling technique by considering population homogeneity. The data collection instrument used an online learning questionnaire. Data analysis using descriptive statistics. The results suggest that learning basic programming using online media is “very effective” (23.3%), most of them rated it “effective” (46.7%), and rated it “mediocre” (20%). There are also learners who consider online learning “ineffective” (10%), and no one rate it “very ineffective” (0%). Finally, to improve the quality of basic programming online learning during the COVID-19 pandemic, educators must fulfill some suggestions from respondents, namely: (1) learning is carried out through online media; (2) provision of concise learning materials; (3) minimize sending materials in the form of files to save quota; (4) The selection of material in the file must be based on easy-to-understand language criteria.

PERCEIVED SUPPORT FROM INSTRUCTOR & PEERS AND STUDENTS’ SELF-REGULATED LEARNING DURING TEMPORARY ONLINE PIVOTED LEARNING

The third wave of the Covid-19 pandemic has made every higher education institution in Taiwan implement online learning. Given the circumstance, supporting students in their online self-regulated learning (SRL) became more critical to enabling students’ learning maintenance and learning success. The present study explores the impact of instructor support and peers support on students’ SRL during temporary online pivoted learning. 123 undergraduate and graduate students in Taiwan were surveyed on two scales The Instructor Support and Peers Support Questionnaire and The Self-Regulated Online Learning Questionnaire (SOL-Q). The descriptive results indicated that students had relatively good perceptions of instructor support, peers support and the online SRL. Additionally, the correlation analysis revealed that both instructor support and peers support had positive and moderate relationships with dimensions of the online SRL. Furthermore, the regression analysis substantiated the importance of instructor support to dimensions of metacognitive skills, persistence, and environmental structuring. In contrast, peer support was essential to metacognitive skills, persistence, and help-seeking. Lastly, there was a negligible impact of provided support on time management behaviors. The research suggested that educators and institutions should provide adequate support for students and facilitate interactive online learning environments for peer-to-peer support.

The Online Learning Process Increases the Learning Motivation of Nursing Students at the University of Indonesia Maju During the Covid-19 Pandemic

Introduction: Due to the spread of the Covid-19 virus which has resulted in the entire teaching and learning system in educational institutions switching to online teaching and learning methods. Disruption of the learning process causes several changes in students which ultimately affect their learning motivation. Learning motivation itself is a driving force or impetus that can make someone interested in learning so that they will learn continuously. Factors that can affect student learning motivation are factors that are within oneself (intrinsic) and factors that are outside oneself (extrinsic). Objectives: To find out the relationship between the online learning process and the learning motivation of Universitas Indonesia Maju nursing students during the Covid-19 pandemic. Methods: Correlational research method. The population in this study was the 7th semester of advanced nursing students at the University of Indonesia as many as 75 people and the sampling in the study used the Total Sampling technique and amounted to 75 respondents. The instruments in this study are the online learning questionnaire and the learning motivation questionnaire using a Likert Scale given to students. The data analysis technique in this research is a Univariate and Bivariate Test using a nonparametric statistical test, namely Spearman Rank (Spearman Correlation). Results: The results of the study found that there was a significant relationship between the online learning process and the learning motivation of the University of Indonesia Maju students during the covid-19 pandemic with a p-value of 0.023 <0.05 with a close level of relationship between variables of 0.262, which means it is sufficient. Conclusion: There is a relationship between the online learning process and the learning motivation of advanced Indonesian university nursing students during the covid-19 pandemic.

Social cognitive theory-assisted learning of Arabic: A study of self-regulated learning strategies, social media usage, and motivation

Social cognitive theory (SCT) has widely been used in second or foreign language learning. Multiple studies have also verified its importance in language learning. This present study examines the role that SCT plays in assisting the learning of Arabic by analysing the relationships among self-regulated learning strategies (SRLS), social media usage (SMU), and motivations of Arabic learners. A total of 317 university-grade Arabic learners participated in the present study. The self-regulated online learning questionnaire (SOL-Q), a social media usage questionnaire, and the motivated strategies for learning questionnaire (MSLQ) were used to understand the current issues that Arabic learners face. A quantitative analysis of the data revealed that most of the Arabic learners had medium levels of SRLS and SMU and high levels of motivation. Furthermore, SRLS and motivation significantly affected the Grade Point Average (GPA)-based academic achievements of these Arabic learners. The findings of this study verify that SRLS, SMU, and motivation have a triadic reciprocal correlation with SCT in the context of learning the Arabic language.

Malaysian nursing students’ satisfaction with structured online learning

ABSTRACT The use of full online learning is projected to continue indefinitely. An instructional design for online learning that incorporates didactic, active learning activities, and health welfare is proposed. A single-subject multiple baseline design with two controls and two experiments was implemented with a class of 30 nursing students. Four weeks of online teaching alternates between control (e.g. didactic lecture with multimedia use) and experiment (e.g. adding active learning activities and health well-being education) phases. The students’ satisfaction was assessed using the Student Satisfaction with Online Learning questionnaire every week. Visual analysis of the plot graph showed that the experiments had higher satisfaction levels when compared with the controls. Statistically significant differences were found between student satisfaction levels in the control and experiment phases but not between the control phase and the experiment phase. Learners are more satisfied when online learning is well-planned and incorporates various learning activities.

Examining Students' Online Learning Satisfaction during COVID-19 to Inform Post-Pandemic Program Planning.

Student satisfaction is one of five pillars of quality online learning and is associated with academic achievement. This study aimed to examine nursing students' satisfaction with online learning during COVID-19, their desire to continue online classes, and associated factors. A cross-sectional survey was completed by 125 nursing students from a public university. The students' satisfaction was measured with the Student's Satisfaction Towards Online Learning Questionnaire. Demographics, stress, and resilience were also measured. Data were analyzed using descriptive statistics and multiple logistic regression. Fewer than half (41.8%) of students were satisfied with online learning. Just over half (51.2%) did not want to continue with online classes. The strongest predictor of satisfaction was course management and coordination. The strongest predictor for a preference to continue with online classes was the instructor's characteristics. Considering the trend of providing more online education to nursing students, instructors should be prepared for excellence in online course management and coordination as the instructors have a fundamental role in students' satisfaction with online learning. Further examination of nursing students' satisfaction with online learning during the pandemic may yield valuable insights for post-pandemic program planning.

A Study of Correlation between Metacognitive Strategy, Self-Efficacy and Arabic Achievements of University Level Students in Malaysian Public Universities

This study investigated the correlation of metacognitive strategies, self-efficacy and academic performance of university-level Arabic learners. A total of 317 university level Arabic learners from Year 1 to Year 4 participated in this study. The quantitative research approach was utilised by using Motivated Strategies for Learning Questionnaire (MSLQ) and the Self-Regulated Online Learning Questionnaire (SOL-Q) as instrument of the study. SPSS analysis of the data indicated a high level of metacognitive skills and self-efficacy. Metacognitive skills and self-efficacy correlated with each other significantly predicted academic performance. Subsequent data analysis also yielded a significant difference in metacognitive strategies and self-efficacy beliefs among Year 1, Year 2, Year 3, and Year 4 learners. The implications of the results for language learning and educational practice are discussed.

Self-regulated Learning Among Undergraduate College Students with Parental Divorce

Background: Parental divorce can cause psychological problem and disturbances in communication that have an impact on the student learning process. Thus, good self-regulation in the learning process is needed to keep students focused on achieving learning goals.Purpose: This study aims to identity the self-regulation of undergraduate college students who experienced parental divorce.Methods: Quantitative descriptive study was conducted in this study by using accidental sampling technique with a response rate of 34.65% (n=113) via online survey. Data was collected using the Self-Regulated in Online Learning Questionnaire (SOL-Q) and analyzed using univariate descriptive analysis.Results: The results showed that 52.2% of students with divorced parents had high self-regulation in learning and 47.8% of students had low self-regulation in learning. On the other hand, some of the students with parental divorce issues were in the low category on several aspects such as metacognitive skills (51.3%), persistence (52.2%), environmental management (49.6%), and seeking help (47.8%); and more than one third of respondents (38.1%) are also in the low category on the time management component.Conclusion: This study shows that respondents with high and low self-regulated learning are almost in equal proportion. The nursing profession can contribute to various collaborative efforts to improve student self-regulation in learning to improve students' psychological well-being and optimize their learning outcomes while studying in college.

Pengaruh Pembelajaran Daring Di Masa Pandemi Covid-19 Terhadap Prestasi Belajar Matematika Siswa SMA

This study aims to determine the effect of the online learning during the Covid-19 pandemic on the Mathematics learning achievement of twelfth grade students of SMA Negeri 2 Kaledupa. This type of study was a quantitative research with ex post facto method, with a research population of 26 students in one class with 12th grade science students at SMA Negeri 2 Kaledupa. This study used the entire sample of class 12 with the number of students 26 students. The instruments were an online learning questionnaire and a form of documentation of even semester final exam results. The results of this data analysis through simple linear regression analysis, it was concluded that online learning during the Covid-19 pandemic had no impact on the mathematics learning achievement of 12th grade science students at SMA Negeri 2 Kaledupa. This could be seen in the calculated F value of 0.569 with a critical value of 0.574 > 0.05, this meant that H0 was accepted. In other words, there was no effect of the online learning process during the Covid-19 pandemic on the mathematics learning achievement of twelfth grade students of SMA Negeri 2 Kaledupa. Keywords: online learning, covid-19 pandemic, math learning achievement

The effect of online learning on student satisfaction in nursing education during the COVID-19 pandemic

Introduction: Online learning is a global trend in higher education in the era of the COVID-19 pandemic. Online learning becomes one of the approaches available to most students and educators, as opposed to face-to-face learning. The aim of this research is to find out the correlation of online learning and satisfaction among nursing students during the COVID-19 pandemic. Methods: This study was a cross-sectional approach involving 177 second-year nursing students randomly selected resulting in 121 students. Students filled out an online learning questionnaire consisting of 14 items and a satisfaction questionnaire consisting of 21 items from Google Forms. Data were analysed using logistic regression with level of significance (p=0.000). Results: The online learning indicator that had the highest average value was relevance (3.12), while the highest average value of student satisfaction indicator was content (3.05). Logistic regression showed that the online learning indicator that greatly affected student satisfaction was attractiveness. Fair attractiveness for online learning increased satisfaction by 7.516 times compared to poor attractiveness (p = 0.000) and good attractiveness for online learning increased satisfaction by 55.538 times compared to poor attractiveness (p = 0.000). Conclusions: Student satisfaction depends heavily on student attractiveness to the online learning process. Lecturers can increase the attractiveness of students toward online learning, whether through the utilized media, learning methods, or the technology of delivering lecture materials.

The The Correlation of Perception About Online Learning With Anxiety Levels In The Internship Program at School of Nursing Jember University

The COVID-19 pandemic has turned virtually all learning activities into online. Stressors experienced during online learning affect the psychological condition of internship nursing students. This research analyzes the correlation between perception about online learning with anxiety levels in the internship program at the school of Nursing Jember University. The method of this Research used an observational analytic with a cross-sectional approach. Respondents in this study were 102 internship nursing students who have had a minimum of two weeks of an online learning experience and using the total sampling technique. The study was conducted through an online survey. Bivariate analysis was performed by Kendal tau b correlation test (p=0,05). The research instrument of perception online learning questionnaire (α Cronbach = 0.847-0.867) and Zung Self Rating Anxiety Scale (α cronbach= 0.887). The Research has passed the research feasibility through the Health Research Ethics Commission the Faculty of Nursing, University of Jember No. 26/UN25.1.14/KEPK/2021. The results showed a total of 55 internship nursing students (53,9%) had a pretty good perception about online learning and (90,2%) stated that a mild level of anxiety. Moreover, there was no relation between perception about online learning with anxiety levels (p>0,05). Experience and knowledge become one factor that influences student perceptions—fairly good perception related to positive feelings to minimize anxiety. Besides that, internship nursing students have a good self-adaptation to the online learning transition period to not relate to anxiety. Further researchers can identify risk factors for causing anxiety in students.

The Relationship between Motivation to Learn Biology and Discipline with Students’ Cognitive Learning Outcomes during Online Learning

<p>Biology learning and teaching process become more challenging during the Covid-19 pandemic since it is done online. The learning outcomes of the biology lesson during online learning are important for students’ academic achievement. Motivation to learn biology and discipline of students are factors that can influence students’ learning outcomes during online learning. This study aims to determine the correlation between motivation to learn biology and discipline with students’ cognitive learning outcomes during online learning. The research was conducted in February to June 2021 using a descriptive quantitative method with correlational study technique. The sample used was 179 students of grade X MIPA who were selected through simple random sampling technique. The data was collected by survey technique using motivation to learn biology questionnaire, discipline in learning biology during online learning questionnaire, and multiple-choice tests of cognitive learning outcomes. The research results showed that there is a positive correlation between motivation to learn biology with students’ cognitive learning outcomes, a positive correlation between discipline in learning biology during online learning with students’ cognitive learning outcomes, and a positive correlation between motivation to learn biology and discipline in learning biology during online learning with students’ cognitive learning outcomes.</p>

EFEKTIVITAS PEMBELAJARAN DARING DENGAN MENGGUNAKAN MEDIA ONLINE GOOGLE CLASSROOM (GCR) PADA MATA KULIAH KAJIAN KURIKULUM BAHASA INDONESIA MAHASISWA PGSD

This study aims to describe the effectiveness of online learning using Google Class Room (GCR) online media during the COVID-19 pandemic for Indonesian language curriculum studies. This research is a descriptive quantitative research using online media, namely google form. The research population was all sixth semester students of PGSD using random sampling technique by considering population homogeneity. The data collection instrument used an online learning questionnaire. Data analysis used descriptive statistics. The results of the study illustrate that students assess learning in Indonesian language curriculum studies using GCR online media, namely students assess learning Indonesian language curriculum studies using effective online media (60%), most of them (37%) are average and very effective ( 3%). Finally, to improve the quality of learning for Indonesian language curriculum studies during the COVID-19 pandemic, lecturers must comply with suggestions from respondents, namely implementing new strategies, conducting more discussions, providing concise and easy-to-understand material and adding more videos. interesting again.

The adjustment to emergency remote teaching during the COVID-19 global crisis among diverse students in higher education

ABSTRACT This study aims to identify the factors that explain undergraduate students’ adjustments to emergency remote teaching (ERT) during the COVID-19 crisis. The participants were 390 undergraduate students from four academic colleges in Israel who responded to the role adjustment to online learning questionnaire and the motivated strategies for learning questionnaire. The quantitative findings showed low adjustment rates to ERT, moderate use of metacognitive strategies, and moderate environmental and personal distractions. Adjusting to ERT was related to gender, age, academic year, environmental and personal distractions, and metacognitive strategies. The findings highlight the different barriers that affected undergraduate students’ adjustments to ERT during the first semester after the COVID-19 pandemic began. The rapid changes to teaching-learning educational platforms are challenging higher education institutes (HEIs) to improve their support for diverse students from different backgrounds and academic experiences.

Students’ Self-Directed Online Learning Skills in Distance Higher Education: Students’ Voice and Faculty Members’ Supports

This study aims to examine self-directed online learning skills of undergraduate students and the ways of support provided by the faculty members. In this mixed-method study, the participants consisted of 399 undergraduate students studying at a state university in Turkey during the 2019-2020 academic-year spring semester, identified using convenient sampling and 12 faculty members, determined by maximum variation sampling method. Data collection tools included Self-Directed Online Learning Questionnaire and a semi-structured interview form. Independent Sample T-test from parametric tests, One-Way Analysis of Variance for multiple comparisons and LSD test were performed for the quantitative data analysis. In addition, the qualitative data were analyzed via content analysis. Some of the findings show the students have the highest mean score at time management dimension and the lowest one at help-seeking dimension. Female students have higher scores in general, metacognitive skills, persistence, and environmental structuring dimensions. The sophomore students have significantly higher scores than the senior students in terms of metacognitive skills dimension. Besides, the faculty members support the students to get the self-directed online learning skills, especially metacognitive skills and help seeking. However, their supports are limited to some kind of encouragement at time management, environmental structuring and persistence dimensions. The results show the necessity to support students to have self-directed online learning skills and assist faculty members in developing their students skills.

EXPLORING SELF REGULATED ONLINE LEARNING SKILLS OF EFL LEARNERS IN DISTANCE EDUCATION

The aim of the current study is to investigate self-regulated learning skills of EFL learners in online English course in distance education. It also aims to explore the relationship between the learners’ self-regulated learning skills, their age and gender. With this aim, the Self-Regulated Online Learning Questionnaire (SOL-Q) was conducted in order to assess learners’ self regulated online learning skills in terms of five sub dimensions including metacognitive skills, time management, environmental structuring, persistence and help seeking. 120 students studying in various departments of a state university participated in the study. Results revealed that the students could manage their environmental structuring skills at ‘good’ level. However, they rated themselves moderately successful in metacognitive skills, persistence, help seeking and time management dimensions. Furthermore, the study indicated that there was not a statistically significant difference between female and male EFL learners and no statistically significant difference was found between the learners’ age and their self-regulated skills. The study suggested that distance education students need to improve their self-regulated online learning skills in order to be more autonomous learners in learning a foreign language.