Online Learning Situations Research Articles

Task Commitment, Learning Creativity, and Learning Outcome During Online Learning: The Study on Taxation Course

The spread of covid-19 has changed the learning situation from face-to-face to online learning. As a developing country, Indonesia faces many challenges in online learning, such as a lack of infrastructure (both internet connection and hardware/device) and inadequate experience with e-learning. Therefore, exploring the additional factor that can help students promote the learning outcome during online learning situations is necessary. This study aims to examine the task commitment and learning creativity on students' learning outcomes during online learning. This study used 61 participants that were taken randomly and multiple regression to examine the research hypotheses. The result shows that task commitment and learning creativity positively predict student learning outcomes. Task commitment and learning creativity are critical in promoting students' learning outcomes during online learning. The result provided an understanding, especially how to help students to promote the learning outcome during online learning in the developing country.

The Implementation of Substitution Drill in Teaching Simple Present Tense

The study aimed to find out the effectiveness of substitution drill in teaching simple present tense. This study discussed about the treatment given for the language ability especially in Simple Present Tense. The method is used quantitative research. The data collection technique in this study used pre - test and post - test. The subject is 32 eighth grade students. In the process of English learning, the problem came up in grammar part, especially for simple present tense. Students have difficulty in this teaching learning process. It was caused many students are studying at home due to the COVID-19 disease. These teaching and learning activities have been carried out online, making the activities indirectly felt monotonous, getting bored and even stressed by the online learning situation. Students are increasingly lacking enthusiasm for learning because they found difficulties to understand the material explained by the teacher. Then, students may experience decreased motivation to study at home, because it is difficult to focus while studying online. As the result and conclusion of this study, that substitution drill was an effective technique, it could improve students’ ability in learning simple present tense.

Pengaruh self-efficacy matematis terhadap kemampuan penalaran matematis siswa dalam situasi online learning

The purpose of the study was to determine the effect of mathematical self-efficacy on mathematical reasoning abilities in online learning situations. The research design is quantitative descriptive on 75 students of class XI SMA Negeri in one of Mataram City State. The data collection is in the form of a mathematical reasoning ability test score consisting of 5 items, and a 20-point SEM questionnaire. Data analysis using simple regression. The results showed that there was a significant positive relationship between mathematical self-efficacy and students' mathematical reasoning abilities. The simple regression equation, namely: Y = 38.075 + 0.483X explains how students' mathematical reasoning abilities can be improved by increasing mathematical self-efficacy. Observation of other factors in the formulation of the regression equation is important for further research, considering that the results of these findings show that the correlation between mathematical self-efficacy and mathematical reasoning ability is only 14.8%.

Improving Students’ Mathematical Reasoning Abilities Through Social Cognitive Learning Using GeoGebra

Abstract— There have been many studies on technology-supported learning based on cognitive theory in the literature. However, little is known about GeoGebra-assisted social cognitive learning in supporting students' reasoning abilities for online learning during the COVID-19 pandemic. This study aims to examine and analyze the differences in the improvement of students' mathematical reasoning abilities who follow GeoGebra-assisted social cognitive learning (Geo-SCL) and GeoGebra-assisted problem-based learning (Geo-PBL). This study used a quantitative method with a quasi-experimental nonequivalent pre-test post-test control-group design. The sample consisted of 70 students from XI SMA Negeri 8 in Bandung, Indonesia. Before and after therapy, research data were collected using a mathematical reasoning test consisting of 5 essay questions. Paired sample t-test analysis and independent t-test were used to answer the research hypothesis. The results of the study concluded that students who studied with Geo-SCL obtained a higher increase in mathematical reasoning abilities than students who studied with Geo-PBL, with the criteria for improving abilities in both classes being in the moderate category. Research findings related to the application of Geo-SCL can be an alternative learning model in online learning situations.

TEACHING DURING PANDEMIC; IMPACT ON STUDENTS’ ENGLISH SKILLS OF JUNIOR HIGH SCHOOL IN KOTO TANGAH PADANG

This paper investigates the impact of online teaching and learning undertaken during pandemic of Covid-19 on students’ English skills. The skills include speaking, listening, reading, and writing skills. This study used a qualitative method with a descriptive approach exploring what skills got impacted of 2 years online learning situation. Students' English skill, in particular, speaking and listening skills were negatively affected by the application of online learning that they had been done in prior. While, reading and writing skills had a positive impact on students' English skills as it used Geschool application therefore reading skills were more taught. This learning also made students do writing activities such as writing material from learning videos. The observation activities showed students were better able to participate in reading and writing lessons. The resdult of this studi was also indicated that in general English skills were badly affected which was showed by the average value of students was 50. Mpreover, all of those skills were impacted due to inadequate of facilities, motivation, and affectiveness of online teaching itself.

Implementation of Responsibility Character Education Through Online Learning for Class 2 Elementary School Students

Character education is very important to be instilled from an early age. Character education is the cultivation of values ​​to students to develop their potential and personality for the better. The purpose of this research is to implement responsible character education through online learning. This research was conducted because there is still a lack of students who are less responsible in collecting assignments, understanding the material especially in online learning situations. This research uses qualitative methods. The subjects in this study were primary and secondary. Collecting data in the form of observation, interviews, and documentation. The results showed that the implementation of the character of responsibility through online learning was good. although there are some obstacles in the collection of tasks. Therefore, the implementation of character education through online learning is very important because it is to develop the potential and personality of students for the better.

Research on the Mechanism of Influence of Game Competition Mode on Online Learning Performance.

With the rapid development of information technology and the influence of the COVID-19 pandemic, online learning has become an important supplement to the teaching organization form of basic education and higher education. In order to increase user stickiness and improve learning performance, gamification elements are widely introduced into online learning situations. However, scholars have drawn different conclusions on the impact of game-based competition on online learning performance. This study is based on field theory and constructivist learning theory. Taking the online interaction of the curriculum platform as the situation, psychological capital as the intermediary variable and connected classroom atmosphere as the adjustment variable, this paper constructs an interaction model between game competition and online learning performance and discusses in depth the intermediary effect of psychological capital and the adjustment effect of a connected classroom atmosphere. The results show that game-based competition has a significant positive effect on learning performance, and the effect of direct competition is better than that of indirect competition; the self-efficacy dimension of psychological capital plays an intermediary role between direct competition and learning performance, and the resilience dimension plays an intermediary role between competition and learning performance; and a connected classroom atmosphere plays a regulating role in the dimensions of game competition, knowledge mastery and knowledge innovation.

Students’ Perception on The Use of Canvas-Based Learning Activities in Online Classroom: Focusing on Its Benefits

Canvas, a web-based learning management system, has been recently used to assist the students’ language learning and help teachers to manage digital classroom activities. In online learning situations, this software is valuable to support teacher and students’ interaction with the help of an internet connection. This learning management system provides a systematic review that effortlessly presents online learning materials, assesses students’ learning progress, and encourages students to engage in courses. In this study, the student's perception of the use of canvas as a learning platform in the online classroom was investigated. To gather the data, semi-structured interviews were given to three English Education Department students having Technology Enhanced Language Learning Class. Data were analyzed using thematic analysis. The results of this study indicate that students give positive perceptions of the use of canvas in TELL class. Students claimed that the usage of Canvas in learning activities has several benefits. Those benefits are (1) Various features of Canvas that help in learning, (2) Developing students’ engagement, and (3) Promoting students’ self-regulated learning.

STUDENTS’ LEARNING APPROACH IN THE EFL ONLINE LEARNING CONTEXT

The switching between conventional learning to online learning during this pandemic quite affected the learning approach adopted by students. This study aims to determine the learning approach of the eighth-grade students at one of public schools in Bali during online learning. The mixed-method was used in this study with two instruments for data collection: the R-SPQ-2F questionnaire and semi-structured interviews. This study involved 168 eighth grade students of one public junior high school in Bali. The analysis of the mean score of R-SPQ-2F was used to evaluate the data from questionnaire, while the interactive model analysis was used to analyze the interview data. Based on the findings, the learning method of the eight-grade students in the context of online learning tends to be of deep approach. The results of the interview revealed that the student learning approach was influenced by several supporting and inhibiting factors. This shows that student learning approaches can adapt and be influenced by various factors faced by students during the learning process. These factors can come from within students and students’ learning environment. Therefore, teachers should have a better understanding of learning approaches adopted by students during online learning situations to assist students in achieving learning success.Keywords: EFL, online learning, students’ learning approach

Research on the Development Status of Adult Piano Based on Online Education—Take Wucheng District, Jinhua City, Zhejiang Province as An Example

The research in Wucheng District, Jinhua, Zhejiang, China, for example, online education for adult piano development survey of investigation and study, and in-depth analysis from multiple angles, multiple aspects: conditions for the development of adult piano education both at home and abroad research status at home and abroad, adult piano learning platform of mobile learning the importance of the status quo of the research background, in order to understand the adult piano online learning situation, In order to improve the efficiency of adult piano online learning, three different research methods were used, namely, field observation, interview and questionnaire. This study combined with the results of the questionnaire survey for overall analysis, the final results and put forward the corresponding countermeasures and suggestions.

The Development of a Behavior-based Measurement Tool for Undergraduate Students’ Communication Competency in Online Learning Situations

본 연구의 목적은 실시간 비대면 학습상황에서 대학생의 의사소통역량을 평가하는 행동관찰 평가도구를 개발하고 타당화하는 것이다. 이를 위해 기존의 의사소통역량 관련 검사도구들을 수집하고 분석하여 평가차원과 평가요소를 도출하였다. 평가차원은 기능, 태도, 기술, 세 가지로 구성되었다. 평가요소로는 기능 차원에서는 자기의견표현, 타인의견이해, 의사진행이 포함되었고, 태도 차원에서는 적극성, 타인존중, 개방성이 포함되었다. 기술 차원은 기술 요소 하나로 구성되었다. 평가요소 하에 총23개의 행동지표를 개발하고 이 지표를 적용, 평가하기 위해서 실시간 비대면 형태의 학부 수업에 참여한 대학생 154명의 영상데이터를 수집하였다. 11명의 평가자가 개발된 행동지표를 기반으로 대학생의 의사소통역량을 평정하고 평가자 간 신뢰도를 산출하였다. 원채점, 재채점 과정을 거쳐 23개의 행동지표에 대해 기준에 적합한 평가자 간 신뢰도 및 문항내적일관성을 확보하였다. 본 검사도구의 개발은 온라인 수업이 보편화되고 있는 현 시점에서 비대면 상황에서의 의사소통역량을 측정한다는 점, 그리고 행동지표를 기반으로 의사소통역량을 측정한다는 점에서 의의가 있다.

Grade Prediction Modeling in Hybrid Learning Environments for Sustainable Engineering Education

Since mid-March 2020, due to the COVID-19 pandemic, higher education has been facing a very uncertain situation, despite the hasty implementation of information and communication technologies for distance and online learning. Hybrid learning, i.e., the mixing of distance and face-to-face learning, seems to be the rule in most universities today. In order to build a post-COVID-19 university education, i.e., one that is increasingly digital and sustainable, it is essential to learn from these years of health crisis. In this context, this paper aims to identify and quantify the main factors affecting mechanical engineering student performance in order to build a generalized linear autoregressive (GLAR) model. This model, which is distinguished by its simplicity and ease of implementation, is responsible for predicting student grades in online learning situations in hybrid environments. The thirty or so variables identified by a previously tested model in 2020–2021, in which distance learning was the exclusive mode of learning, were evaluated in blended learning spaces. Given the low predictive power of the original model, about ten new factors, specific to blended learning, were then identified and tested. The refined version of the GLAR model predicts student grades to within ±1 with a success rate of 63.70%, making it 28.08% more accurate than the model originally created in 2020–2021. Special attention was also given to students whose grade predictions were underestimated and who failed. The methodology presented is applicable to all aspects of the academic process, including students, instructors, and decisionmakers.

Exploring Connectedness in Online Learning

Online learning is meaning the delivery of individualized, comprehensive, dynamic learning content in real-time to aid the development of communities of knowledge as well as linking learners and practitioners with experts. In Malaysia, online learning is introduced during the movement control order where, many academic institutions were closed and shifted entirely to online. Thus, the paper explores connectedness in an online learning situation within the theory of connectivism and online learning. To obtain the data, a survey was done using a questionnaire as an instrument among 367 respondents. The data were analyzed with SPSS. Findings showed that connectivity during online learning is formed through three directions namely teachers, students, and peers or friends. It is suggested teachers who perform online learning classes apply to teach pedagogy such as synchronized and asynchronous sessions using various ICT technologies to ensure the connectivity among students and teachers is similar to face-to-face learning sessions.

Techniques Self-Regulated Learning To Improve Self-Regulated Learning And Students' Learning Independence In Online Learning Situations Covid The -19

Ability Self-regulated learning and independent learning are needed for humans throughout their life. However, the students of SMP Sunan Ampel Porong do not yet have optimal learning independence. the study aims to improve self-regulated learning and increase the learning independence of Sunan Ampel Porong Junior High School students in online learning situations during the Covid-19, through the application of Self-Regulated Learning. This research uses experimental research, the method used is quasi-experimental research design with non-equivalent control group design. The research sample consisted of sixty-nine students of SMP Sunan Ampel Porong with two classes, the experimental class, and the control class. Data on self-regulated learning and learning independence of students were collected using observation, interviews, questionnaires, and document scrutiny techniques guidance instruments self-regulated learning. Furthermore, the data were analyzed quantitatively. Based on the post-test t-test of the ability Self Regulated Learning, it is known that the average learning outcomes of the experimental class are greater than that of the control class. From the table, it is known that the value of t count > t table. achievement scores' self-regulated learning in the experimental class and the control class. While the post-test t-test of learning independence of the experimental class is known to have an average learning outcome of the experimental class is greater than that of the control class. From the table, it is known that the value of t count > t table. It can be concluded that there are significant differences in the scores of students' independent learning outcomes in the experimental class and the control class.

Supportive communication climate in the self-development of Generation Z

<em><span lang="EN-US">Generation-Z has become a popular topic in mass media, due to their development amidst the growing online lifestyle of our society. Born between 1996-2010, the internet has become part of their development, as it slowly grew into our society. Generation-Z are the true digital native. They have grown accustomed to using their handphone all day long, doing various activities with it. Such custom is enhanced by the Covid-19 pandemic which reduced, significantly, the possibility of a direct physical contact with other members of the society since March 2020. The contact also includes their learning and working process—where schools and offices alike were forced to take their operations online. This research used the qualitative-descriptive approach to get a natural depiction of the informants, and a study case to get a holistic data from the respondents, a group of Generation-Z. The purpose of this research is to find out how Generation-Z interprets the online learning situation. Using Modern Theories of Learning and symbolic interactionism, it was found that informants grew up in a supportive communication climate while learning from home. Informants are also more productive as they could study while working, interning in several places. This finding concluded that Gen-Z could use their online situation to develop themselves.</span></em>

Language Anxiety in Online Japanese Speaking Learning: Study on Beginner Level of Japanese Language Students

Anxiety in the language classroom is an affective filter that interferes with input from being used for language acquisition (Krashen, 1982). Moreover, Ellis (2015) stated that anxiety could cause poor learning outcomes. This study aims to investigate 1) level of language anxiety in beginner level of Japanese language students in online learning situations; 2) relation between language anxiety and self-perception; 3) relation between language anxiety and speaking-based learning outcomes; 4) relation between self-perception and speaking-based learning outcomes, and 5) the sources of language anxiety. A survey was administered to 149 Japanese language students from two state universities in Sumatra. There were 67 students in their first year and 82 in the second year. About 20 students participated in the interview. This study adopted the Japanese language anxiety scale developed by Motoda (2000) to measure anxiety level and used the self-perception scale developed by Kitano (2001) to measure students’ perception of speaking ability. The study found that language anxiety in online learning situations was high. Correlation analyses showed a negative correlation between language anxiety and self-perception. If the level of anxiety rises, self-perception will decrease. Meanwhile, there was a positive correlation between self-perception and student speaking-based learning outcomes. Then, if self-perception increases, student outcomes will increase. There was no correlation between anxiety and speaking-based learning outcomes. The study identified that anxiety in online learning activities stems from personal and interpersonal anxiety, beliefs about teachers, classroom procedures, interaction activities, aspects of infrastructures, and aspects of the language test.

PROFILE OF STUDENT SELF-REGULATION LEARNING IN APPLYING TEACHING SKILLS IN ONLINE LEARNING.

The conceptual framework for understanding cognitive, motivational, and self-regulated learning determines the emotional aspects of the learning process. This study aims to investigate student self-regulation learning in applying teaching skills in online learning situations. The survey method is used to find out whether students really plan, organize, and help their own learning. We have asked questions according to the indicators of the Motivated Strategies for Learning Questionnaire instrument. The participants of this study were students of the Economics Education Study Program, Counseling Guidance, History, Pancasila and Civic Education, Mathematics, Indonesian Literature, and English Literature. The total participants were 116, with a composition of 25.86% male and 74.14% female. The results showed that students' self-regulation was in the medium group as many as 20 people (17.24%), the high group as many as 84 people (72.42%) and the very high group as many as 12 people (10.34%). Meanwhile, student self-regulation for each indicator achieved consists of a reherseal indicator of 31.96% in a poor group, an elaboration indicator of 57.73% in a good group, an organization indicator of 0% in a very poor group, an effort regulation indicator of 0% in a very poor group, and metacognitive indicators of 28.87% in a poor group. Based on the self-regulation group of each student and the percentage of achievement in self-regulation for each indicator, it is said that the participants already have good rehearsal and elaboration abilities, but need to improve their self-regulation skills, and independence to learn and solve problems.

Providing Online Learning Situations for In-Service Mathematics Teachers' External Transposition Knowledge During COVID-19 Pandemic: Case of Indonesia

Updating mastery of mathematics scholarly knowledge is vital for mathematics teachers' professional development in Indonesia. External transposition refers to the transposition of mathematics scholarly knowledge to the school curriculum. During the COVID-19 pandemic, online learning becomes the primary strategy for strengthening the external transposition knowledge of mathematics teachers in Indonesia. This study aims to describe the process of providing online learning situations in lifting the in-service mathematics teachers' external transposition knowledge during the COVID-19 pandemic. The online learning involved 57 in-service high school mathematics teachers in Indonesia as participants. The scholarly knowledge to be delivered was the visualization of matrix multiplication. This qualitative study is a didactical design research that includes a prospective learning situation analysis, a meta-technopedadidactic analysis, and a retrospective analysis. In the prospective learning situation, the solutions for re-situating face-to-face learning to online learning were disclosed. Moodle was used as the Learning Management System, and GeoGebra Classroom was used as the Task Response System. A meta-technopedadidactic is an educator's ability to comprehensively analyze pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in using technology in a learning situation. The finding in the meta-technopedadidactic analysis showed the role of technology as a visualization tool in online learning, evidence of participants' external didactic transposition, constraints, and collaboration in learning. Finally, the retrospective analysis suggested some future improvements for better online learning situations. This study contributes to the comprehensive organization of e-learning courses in Indonesia for mathematics teachers' professional development based on pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in the use of technology. Despite some of the study's limitations, the findings have the potential to be an advantage for the long-term sustainability of e-learning as a new norm for teachers' professional development programs, rather than just a foreshadowing of the pandemic.

Online Learning in the COVID-19 Pandemic: Catastrophe or Opportunity?

Now the global pandemic has forced most of higher education institutions in the world to adopt online teaching. This paper uses the dual perspectives of teachers and students and uses qualitative research methods to investigate the online learning situation of higher education institutions in Hungary under the pandemic. Research questions are mainly focused on challenges, to what extent online courses can circumvent the weaknesses of traditional classroom teaching and opportunities in paradigm shift. The result depends on the opinions collected, to know the changes that can be expected in the future.

“Are You Ready?” Revisiting Needs Analysis for ESP Online Conversation Course

It is common to be found in an ESP class where the students are not fully engaged in the learning activities due to their lack of interests toward English. To attract the ESP students’ interests, authentic materials and meaningful activities need to be provided. Online learning can bring authentic materials to ESP students and give them meaningful activities as they can interact with native speakers of English through many online platforms. To fit the students’ online learning situations to their learning experiences, as well as the materials and activities to be given, a needs analysis should be carried out. The study focuses on discovering the ESP students’ preparedness in performing an online English conversation course by conducting a needs analysis. Questionnaires were given to 82 students and an interview was performed with 17 students to gain the data. The data collected in the form of percentages were analyzed by describing them qualitatively. From the analysis, it can be concluded that the ESP students were prepared to join the online English conversation course.