Online Learning Situations Research Articles

Symposium 3: Investigating the background – taking a Merleau-Pontian phenomenological approach to Networked Learning

This paper is a theoretical paper on phenomenological methodology. My point of departure is Merleau-Ponty’s concept of figure-background in perception and his view of the role which the body has in establishing figure-background in each specific situation. I argue that Merleau-Ponty’s approach differs from other phenomenological approaches because of this focus: his highlighting of the background as essential for understanding what appears as figure to consciousness (the object of experience). His focus on the background has methodological implications for how to investigate a phenomenon (perform phenomenological analyses). A key Merleau-Pontian methodological strategy is to focus on breakdown situations, that is, situations where ordinary practical activity breaks down, because the breakdowns can provide indications about that which is taken for granted in the usual well-performed practical activity. I illustrate what Merleau-Pontian phenomenological analysis within Networked Learning could be with two examples. One is from synchronous online learning situations: the figure of eye contact via a webcam. The other one concerns contemporary renderings of the networked learners in the figure of hybrid networked learning situations of students today. For both examples, I tease out what relevant backgrounds are and how a focus on those backgrounds highlights other aspects in networked learning than the ones other phenomenological analyses focus on.

Analysis of Factors Influencing Online Learning Using the Decision Tree Method

Objective: With the continuous development of online learning, the analysis of students' online learning has become increasingly important. Understanding which factors can influence students' engagement in online learning plays a crucial role in improving their learning performance. Methods: By utilizing web crawling techniques, students' online learning behavior data was collected from the Chinese University’s massive open online courses (MOOC) platform. To address the imbalance in the dataset, a synthetic minority oversampling technique (SMOTE) was used. Course progress was used to reflect students' online learning status, which was categorized into interruptions and completions. Furthermore, to tackle the issue of low computational efficiency in the C4.5 decision tree algorithm, its calculation formula was improved to develop an improved version of C4.5. Findings: Of the several factors analyzed, the number of course chapters had the greatest impact on students' online learning, followed by the number of course evaluations and overall course scores. The classification of students’ online learning situations based on an improved C4.5 algorithm revealed that the improved method achieved the highest accuracy rate of 0.942 and the shortest classification time of 0.165 s compared to methods such as the naive Bayesian and random forest algorithms. Novelty: This study designed an improved version of C4.5 to analyze the influencing factors in online learning, and its reliability was demonstrated through experiments, providing a new effective method for data analysis in online learning. Doi: 10.28991/HIJ-2024-05-02-018 Full Text: PDF

Evaluation of the learning state of online video courses based on functional near infrared spectroscopy.

Studying brain activity during online learning will help to improve research on brain function based on real online learning situations, and will also promote the scientific evaluation of online education. Existing research focuses on enhancing learning effects and evaluating the learning process associated with online learning from an attentional perspective. We aimed to comparatively analyze the differences in prefrontal cortex (PFC) activity during resting, studying, and question-answering states in online learning and to establish a classification model of the learning state that would be useful for the evaluation of online learning. Nineteen university students performed experiments using functional near-infrared spectroscopy (fNIRS) to monitor the prefrontal lobes. The resting time at the start of the experiment was the resting state, watching 13 videos was the learning state, and answering questions after the video was the answering state. Differences in student activity between these three states were analyzed using a general linear model, 1s fNIRS data clips, and features, including averages from the three states, were classified using machine learning classification models such as support vector machines and k-nearest neighbor. The results show that the resting state is more active than learning in the dorsolateral prefrontal cortex, while answering questions is the most active of the three states in the entire PFC, and k-nearest neighbor achieves 98.5% classification accuracy for 1s fNIRS data. The results clarify the differences in PFC activity between resting, learning, and question-answering states in online learning scenarios and support the feasibility of developing an online learning assessment system using fNIRS and machine learning techniques.

Persepsi Kesiapan, Sikap dan Motivasi Belajar Mandiri terhadap Pembelajaran Matematika secara Kolaboratif Berbasis Online

The research aims to describe the readiness, attitude and motivation of self-learning towards collaborative online based mathematics learning during the covid-19 pandemic. The researcher applies a quantitative descriptive methods in this study. Data collection has been done by giving three kinds of questionnaires including readiness, attitude and self learning motivation during covid-19 pandemic, and has distributed to 80 students in 3 Senior High School and 1 Vacational High School at Nuha district. The result of this research shows that the students are ready for Mathematics learning collaborative online based during covid-19 pandemic. That is supported by their ability to operate the computer and the usage of internet as well as their online learning experience they have been through for 2 years in online learning situation. Students' motivation towards learning mathematics through the implementation of online based collaborative learning is inconsistent even though it is in moderate level of motivation. Some students prefer the face to face learning process to online learning process and think that the previous learning will provide better learning outcomes. This is a challenge for teachers to prepare for the new normal phase with more interesting teaching material, strategies and learning methods by the development of digitalization of learning

Differences in the Improvement of Statistical Reasoning Ability Based on Students' Self-Regulated Learning Level in Online Learning Using LMS

In the literature, studies on technology-supported learning, especially using LMS, have been widely carried out during a pandemic. However, little is known about LMS, which is interesting and helps to develop students' statistical reasoning abilities for online learning by considering the students' Self-Regulated Learning (SRL) levels (High, medium and low). This study aims to examine and analyze the differences in statistical reasoning abilities of students who study using LMS in terms of SRL levels (high, medium and low). This study uses a quantitative method with the type of One-group pre-test post-test design. What took sampled randomly at the University of Pasundan Bandung, totalling 54 third-level students of Pasundan University Bandung, Indonesia. Research data related to statistical reasoning abilities were collected through a test consisting of six questions. In contrast, SRL level data were collected using a questionnaire consisting of 46 question items. Paired t-test and One-way ANOVA analysis were applied to answer the research hypothesis. The results of the study concluded that students studying with LMS with High SRL obtained a higher increase in statistical reasoning ability than students studying with LMS with Medium and low SRL categories, with the criteria for improvement in the three categories being in the high and medium improvement categories. Research findings related to learning using LMS can be used as an alternative learning model in online learning situations.

Design of “Munyer” as a Respons to Social Condition in New Normal

This study aimed to observe social background of “Munyer” masterpiece creation. This study was a qualitative study through library research, observation and interview to elaborate the composition. The finding showed that the design method consisted of initial stimulation, idea generation, exploration, improvisation, formation and presentation or performance. The result of this design was a new musical masterpiece with instruments, pattern and performance in five composition parts. Each part illustrates online learning situation happened in New Normal. Thus, the creation of “munyer” was a response to social condition in new normal where all pedagogical activities were conducted via online. However, there were complex obstacles and problems during online classes such as poor provider network, massive internet data plan, non-updated hardware and software, etc.

The Interactive Multimedia Based on Theo-Centric Approach as Learning Media during the Covid-19 Pandemic

In online learning situation learning media will have an impact on increasing student motivation in participating in the learning process. This study aims to develop interactive multimedia based on the Theo-centric approach as a proper and practical learning media for elementary school students during the Covid-19 pandemic. This research is research and development. The subjects of this research are media experts, linguists, teachers, and students. Determination of research subjects is done by purposive sampling technique. The research data was obtained by using a questionnaire technique. The analysis technique used is descriptive statistics with the help of a score trend table. The results showed that the product developed was feasible and practical to be used as a learning medium for elementary school students during the Covid-19 pandemic. This can be seen from the results of the feasibility test from media experts and linguists who assessed that the product developed was in the very feasible category. On the other hand, the results of the practicality assessment by teachers and students indicate that the product developed is in the very practical category. Therefore, interactive multimedia based on the Theo-centric approach can be used as a learning media for elementary school students during the Covid-19 pandemic.

Drivers and Barriers of Social Sustainable Development and Growth of Online Higher Education: The Roles of Perceived Ease of Use and Perceived Usefulness

Online and distance learning classes have been touted for the last several years as an innovation in higher education that should help improve the entrepreneurial growth mindset of students. However, the reported negative online learning experience of many college students worldwide during the COVID-19 epidemic has shown that many opportunities remain to improve the sustainable development and growth of online visual instruction practices. In this study, we outline and investigate a set of hypotheses related to the perceived usefulness and perceived ease of use (from TAM) of online video instruction in higher education courses during the pandemic. We employ grounded theory using autoethnographic case studies as a data source. We found that (a) synchronous broadcast lectures improve participant attitude (H1) and motivation (H2) toward online instruction, (b) prerecorded video instruction increases participant perceived “ease of use” (H3) and perceived behavioral control (H4) of online instruction, but (c) indicators of recorded dates on pre-recorded video instruction decreases participant perceived “usefulness” (H5) and “certainty” (H6) of online instruction. We enrich the insights of popular motivation models for organizations and the higher education industry by outlining a set of emotional elements originating in neuroscience leadership research (SCARF) that might either amplify or diminish the perceived the ease of use and perceived usefulness to technology usage relationships when participations engage in online learning situations.

An investigation of the relationship between students' self-discipline and their language performance in an online learning context at a Vietnamese university

Having recognized the difference in the implementation of English lessons in physical classrooms and distant classrooms, which possibly influence learners' performance, the authors are interested in examining the impacts of students' self-discipline on language performance in an online learning situation. In this study, the authors employed two main research instruments, including (1) a widely used survey questionnaire aiming at investigating participants' level of self-discipline and (2) a database from English Occupational Purposes, a web-based English learning system to assess learners' language performance. Research results have shown a direct correlation between subjects' level of self-discipline and their English language performance, in which a low level of self-discipline is a partial contributor to poor learning performance and vice versa. Also, the findings of the research showed an inconsiderable difference in the learning outcomes of the high group and the medium group in several aspects.

Learning loss experience and control motive by Zillennial generation in Indonesia

<span lang="EN-US">The development of the COVID-19 situation in Indonesia affected particularly education sector in Indonesia significantly when learning loss occurs. The majority of students forced to attend online learning during the pandemic era are Generation Z (Gen Z). Gen Z is viewed as a digital natives group that can adapt quickly to online learning, but independent online learning situations make Gen Z vulnerable to experiencing learning loss. It will be interesting to find out the process of controlling learning loss done by Gen Z as digital natives. This research used a qualitative method with a phenomenological approach. The main informant consisted of 32 students selected purposively with the criteria of those born in 2000-2008. Few in-depth interviews were conducted offline and the majority of them are conducted online. The finding of research shows particularly that the experience of Zillennial generation group (cohort) with online learning before the pandemic (Because-motives) and during the pandemic can equip them to control learning loss they feel conscious (In-order-to-motive). </span><span lang="EN-US">Another finding leads to the creation of three Gen Z <em>Typication</em>s in online learning during the pandemic time including inconsistent, proactive, learning independence, and desperation <em>Typication</em>. Generation Z group exists as one generation consciously experiencing loss of learning during pandemic incidence. </span>

Effects of goal orientation on online learning: A meta-analysis of differences in Korea and US.

This meta-analysis examines the correlation between goal orientation and related variables in online learning to examine the influence of individual goal orientation on online learning as well as the differences arising from diverse cultural backgrounds. The study analyzed 27 papers from 2000 to 2022, comprising 8 US and 19 Korean studies. The average effect size of goal orientation and related variables, such as learning satisfaction, self-efficacy, and task value, were also analyzed. In addition, moderating effect according to the country and type of goal orientation was examined to evaluate differences arising from cultures. It was found that learning immersion, learning participation, and intention to continue learning, showed a high average effect size with goal orientation, with the other related variables also demonstrating a significant average effect size. There was no moderating effect of the state in the relationship between goal orientation and academic achievement, although a moderating effect existed according to the type of goal orientation. Based on the results of this study, we analyzed the variables that can reinforce learning along with goal orientation in online learning situations. Therefore, our findings will help formulate various educational support directions that can lead students to successfully gain knowledge through online learning, which has been growing expeditiously in the wake of the COVID-19 pandemic.

Interpersonal Communication Of Teacher - Deaf Students In Online Learning

In creating satisfying interactions, it requires interpersonal communication that goes both ways between teachers and deaf students in online learning. This study aims to find out how interpersonal communication occurs between deaf teachers and students in online learning which is studied using symbolic interaction theory in S Public Special Education School Bekasi Regency. This research used a qualitative research method by collecting data through interviews with twelve informants who were divided into key informants and supporting informants, namely six teachers and six deaf students of Public Special Education School Bekasi Regency with data analysis using ATLAS.ti software. The results show that there are three aspects of symbolic interaction in interpersonal communication carried out by deaf teachers and students in online learning, including 1) Mind, resulting in the theme of online learning situations, 2) Self, producing the theme of interaction with children, 3) Society, resulting in the theme of building interaction. These three aspects give rise to four categories, including technical barriers, non-technical barriers, interaction approach strategies, and providing support to children. This research can help provide information about interpersonal communication carried out by deaf teachers and students in online learning.

Key Factors to Foster Academic Performance in Online Learning Environment: Evidence From Indonesia During COVID-19 Pandemic

The unprecedented COVID-19 pandemic has changed many aspects of society, including education. While online learning aims to avoid the transmission of viruses, however, what causes the success or failure of online learning needs to be investigated. This study tries to answer the question by analyzing how self-regulated learning, digital literacy, and the mediation of course satisfaction influence students’ academic performance in online learning situations caused by the COVID-19 pandemic in Indonesia. We employed Partial Least Square Structural Equation Modelling (PLS-SEM) on 358 respondents gathered from an online survey questionnaire completed by undergraduate students during the pandemic. The study finds that self-regulated learning is the key factor, followed by digital literacy. Course satisfaction also proved to mediate self-regulated learning and digital literacy on academic performance.

Online Learning During the Covid Crisis: Student Views

In the spring of 2020, students at all levels of education were suddenly thrown into online learning situations. Higher education institutions reacted without regard or exposure to known best practices for online learning. As a result, student satisfaction levels dropped dramatically. Before Covid, those participating in online courses chose that option. Occasionally, an individual course would only be offered online, but for the majority, students who did not like online courses could avoid them. With the Covid crisis, all students were thrust into an online educational environment with no alternatives and little notice. To examine the learning during this crisis, we developed a 22-item scale on student perspectives of online learning and administered the survey to a large regional university in the southwest US during the Covid crisis (n=1160). We found online students prefer non-quantitative courses, are motivated by many scheduling issues, believe they learn less online and feel online students must be self-motivated and more disciplined, among other findings.

The smartphone and low-cost microcontroller as an AC circuit study kit for high school

This article presents a smartphone and a low-cost microcontroller-based AC circuit educational module focusing on the measurements of alternating voltage, frequency, and phase shift as well as learning about a phasor diagram. A smartphone provides a signal generator as a signal source, the ESP32 microcontroller works for signal acquisition and the beadboard RC series circuit is a test circuit. In-house developed software, based on Microsoft Visual Basic (VB), was used for monitoring the input signal like an oscilloscope. The measured frequency and phase shift agree with the results obtained from the commercial oscilloscope benchtop. This developed module is an apparatus that may be useful in online learning situations with the home experiment during the pandemic situation and used in high school that lacks the instruments, i.e., function generator and oscilloscope.

PERAN ORANG TUA DALAM PENGGUNAAN ALAT KOMUNIKASI ELEKTRONIK PADA JENJANG SEKOLAH DASAR

The purpose of the study is to find out how the role of parents in the use of information and communication technology in online learning situations is carried out by their children who are at the elementary level. Due to the current pandemic conditions, elementary school students are learning at home online. With the assistance of parents, elementary school students must still be given directions in online learning using electronic communication tools. This study adopts a qualitative methodology with five participants who will be given a questionnaire by the researcher. The answers to each of these will then be analyzed as a result of this study. The results of this study reveal that the role of parents is very important in guiding, assisting, and supervising children in the use of electronic communication tools.

The relationship between student engagement and their perception of success in online learning

Online learning during the COVID 19 or post pandemic presents challenges not only for the teachers but also the students. Exploring students’ engagement during their online learning is one way of understanding what might contribute to their success although teaching and learning has to be delivered online. This study tries to investigate the correlation between students’ engagement and their perception of their success during their online learning. This study applies quantitative approach in order to answer the hypothesis of this study whether students’ engagement is positively correlated to their perception of success in online learning situation. This study uses questionnaire distributed to 473 students in two vocational schools in Central Java. The statistical descriptive analysis of both variables being measured in this study shows that students are in the medium category of engagement, with one sub variable indicates a high engagement which is their engagement to the material. Apart from the engagement performed by the students, this study has successfully proved that there is positive relationship between students’ engagement and their perception of success. To conclude, this study provides some recommendations to further examine students’ engagement in vocational education.

The Affecting Factors of Willingness to Communicate of Inside Classroom, Outside Classroom, and Digital Setting on Japanese Language Students

The present study investigates the variables believed to relate to and affect Japanese language students’ willingness to communicate in Japanese in online learning situations. This study was a quantitative study that used questionnaire data as the main data distributed through the Google Form platform. A total of 81 Japanese language students from three universities participated. The findings showed that anxiety negatively correlated with willingness to communicate inside the classroom. Meanwhile, self-rating and virtual intercultural experiences positively correlated with willingness to communicate inside the classroom, outside the classroom, and in digital settings. The regression analysis showed that language anxiety, self-rating, and virtual intercultural experiences variables had a minor effect on willingness to communicate inside the classroom (19%) and digital setting (22.5 %). The results of this study indicate that besides the factors of anxiety, self-rating, and virtual intercultural experience, other variables are considered to be more contributing to how Japanese language students have the will to communicate in the target language.

Analysis of the Status and Influencing Factors of Online Learning

During the COVID-19 prevention and control period, large-scale online education was the largest digital transformation practice in education in human history. This study launched a questionnaire survey on primary and high school students. The survey was conducted from four aspects: demographics, online learning preparation, the online learning situations, and online learning experience. This study thoroughly investigated the status and problems of students’ online learning and analysed the characteristics of students’ online learning and the differences amongst grades. The study found that students have high adaptability and continuance intention to online learning. This study found that students also had some learning difficulties in the process of online learning, mainly manifested by lack of interaction, difficulty in concentration, and lack of learning initiative. There were significant differences among different grades. The overall situation of junior high school students’ online learning is better than that of primary school students and senior high school students.

Pembelajaran Teori Musik Secara Daring Menggunakan Model Pembelajaran Student Team Achievement Division (STAD)

The online learning situation certainly requires special adjustments in the field of education. In Junior High School the learning strategy applied by the teacher must be effective in the learning process, so that it can achieve the expected final results. This study aims to reveal online learning strategies in the Cultural Arts class with Music Theory at Sultan Iskandar Muda Junior High School, Medan. Qualitative research with a descriptive approach in explaining the findings of information in the field. The results of this study are there are 3 strategies used by teachers, namely 1) direct learning strategies, 2) indirect learning strategies, and 3) independent learning strategies, using a student-centered learning approach as the subject of study. This online learning strategy is quite effective, because students are not only able to find one starting sign of one scale, but also various starting signs of one scale. The learning strategy carried out by the supporting teacher also makes it easier for students to understand the concept of early signs.