Online Learning System Research Articles

Research on Integrating Forgetting Behavior into Student Models for Online Learning Systems

Research on Integrating Forgetting Behavior into Student Models for Online Learning Systems

An Online Course Recommender System in e-Learning Using Learners’ Profile and Learning Behavior-Based Mechanism

The advent of online learning platforms, such as Coursera and Udemy, has facilitated global access to diverse educational opportunities. However, integrating recommender algorithms into these online learning systems presents a notable challenge. To address this challenge, this research paper proposes an architecture for online course recommender systems that leverages learners’ profiles and learning behavior. The proposed architecture comprises six core components: 1) User Management Engine, 2) Online Course Content Management Engine, 3) Learning Behavior Observer and Recorder, 4) Profile and Learning Behavior Builder Engine, 5) Course Recommendation and Filtering Engine, and 6) Feedback Engine. These components collectively form the foundation of the online course recommender system. In order to facilitate practical implementation, a prototype of the online course recommender system has been developed. To evaluate the system’s performance, a comparative analysis was conducted, to compare the personalized recommended list with the non-personalized recommended list. The analysis revealed an average precision of 77.60% for the personalized recommended list, while the non-personalized recommended list achieved an average precision of 65.60%. These findings highlight the superiority of the personalized approach in generating more accurate and relevant online course recommendations.

Android-Based Learning Media Using MIT App Inventor on Algebra Materials for Junior High School Student

During the Covid-19 pandemic, the learning system in Indonesia was carried out online. In the context of learning mathematics for junior high school students, especially algebra material, this online learning system makes students confused and do not focus on the learning material. As a result, students are unable to answer or complete or solve the algebra problems given. This situation then has a big impact on learning outcomes. For that reason, this research propose Android-Based Learning Media using MIT App Inventor on Algebra Materials. This research designed as part of development which conducted the assessment phase. Based on data analysis, it can be concluded that Android-Based Learning Media using MIT App Inventor on Algebra Materials obtained a value of 89.67% with the valid category from the expert, practicality test results scored 82.44% students with very practical categories. As the conclusion the android-based MIT App Inventor learning media on algebra material is appropriate for use in the learning process.

Basic Life Support Training Method in Undergraduate Nursing Students: a Comparative Research

Background: Basic life support (BLS) is one of the skills in Emergency Nursing that is a mandatory achievement for undergraduate nursing students. During the past COVID-19 pandemic, the training method changed to an online learning system. This study aimed to determine differences in increasing students' knowledge and skills in carrying out BHD procedures according to the American Heart Association (AHA) 2020 guidelines Methods: This research was a quantitative-experimental pre and post-test design. The population in this study were undergraduate nursing students at the Faculty of Health Sciences, Wiraraja University, in July 2021. Sampling used a simple random sampling technique (n=74), then divided randomly into two groups, the learning group using the offline method (K1; n= 36) and the learning group using the online method (K2; n=38). In this study, the independent variables were BLS knowledge and skill. Data analysis used the Mann-Whitney and Wilcoxon Sign Rank Test because the research data was homogeneous but not normally distributed (α=0.05). Results: The results of the difference test between the two paired groups were p<α; knowledge K1 (0.000), knowledge K2 (0.001), skill K1 (0.002), skill K2 (0.003). Conclusion: The research results showed no difference in knowledge and skills in BHD according to the 2020 AHA guidelines between offline and online learning groups using the simulation method

Comparison of distance and blended learning models on UIN Saizu Purwokerto students' learning outcomes

The case of the Covid-19 pandemic led to a government policy to enforce online learning with distance learning and blended learning models. Lecturers are required to present learning innovations using these two models to continue to achieve maximum learning outcomes and student learning outcomes. It is through the implementation of distance learning that students can study anywhere. The blended learning model is innovative and collaborates offline/face-to-face lectures with online lectures. With the implementation of this online learning system, both distance learning and blended learning have differences in student learning outcomes. This study aims to determine the differences in student learning outcomes using distance learning and blended learning models regarding cognitive, affective, and psychomotor aspects. The research method used in this study is quantitative, with a research design using a comparative test to compare learning outcomes between two groups with different treatments. One group uses distance learning, and one group uses blended learning. The data analysis technique used to answer the hypothesis of this research is a statistic with different/comparative test, the t-test with statistical test Kolmogorov Test and Shapiro-Wilks Test to determine normality test and homogeneity test, and a nonparametric test using the Mann-Whitney test. The results showed no significant difference in cognitive, affective (activeness), and psychomotor learning achievement between students who learned to use the distance learning and blended learning models. Significant differences in learning achievement only occur in the affective aspect, particularly in student discipline in learning. Students who learn to use blended learning have better discipline than those who use distance learning.

Formulation of Teaching Materials for Environmental Pollution Based on Hybrid Learning to Develop Student Environmental Literacy

<p>Environmental literacy is a learning approach that utilizes the environment as a learning resource. This approach connects the environment in teaching and learning activities where the environment acts as a learning resource. Based on the results of the analysis in previous research, the researcher knows that the condition of the ability or literacy level of the student's environment is still classified as medium and low. There is still a low and moderate level of student environmental literacy, so efforts are needed to develop environmental literacy. Researchers assume that the development of these abilities can be built with teaching materials based on environmental literacy. This teaching material is used in Hybrid environmental pollution courses using MOLS (Mulawarman Online Learning System). This research is a type of development research with the ADDIE procedure or model (Analysis, Design, Development, Implementation, and Evaluation). This research was conducted at FKIP Mulawarman University for approximately 7 months. Starting from conducting environmental literacy tests to developing teaching materials in the environmental literacy domain. Based on the results of the material expert validation it is known that teaching materials get a feasibility score of 92.10%, and from the validation results the media experts get a score93.75%. So it can be concluded that the teaching materials developed in the domain of environmental literacy are very worth it to be used as a learning media.</p><p><strong>Keywords: </strong>Hybrid Teaching Materials, Environmental Pollution, Environmental Literacy, the ADDIE model.</p>

Exploring the Impact of Artificial Intelligence (AI) on Learner-Instructor Interaction in Online Learning (Literature Review)

The utilisation of Artificial Intelligence (AI) technology has caused remarkable changes that have taken place in the educational landscape. Through the integration of AI in online learning systems, an entirely new educational experience has been introduced, altering the ways learners and educators can interact. The emergence and evolution of AI technology have increased efficiency and productivity, enhancing teaching and learning outcomes. AI in online learning provides a distinct advantage by providing real-time feedback to learners. Traditional learning environments often suffer from the limitation of delayed feedback, impeding learners’ progress and demotivating them. However, AI-powered online learning systems excel in delivering immediate feedback to learners, enabling them to promptly identify and rectify mistakes and enhance their performance in real-time. This timely feedback fosters a supportive learning environment that encourages learners to engage in the learning process actively. The research by Vanlehn, Lynch, Schulze, Shapiro, Shelby, Taylor et al. (2005) on the Andes physics tutoring system serves as a valuable resource for understanding the lessons learned from utilising AI to support learner-instructor interaction. In contrast to traditional learning environments that offer delayed feedback, impeding the progress of learners and possibly dampening their motivation, AI-powered online learning systems provide real-time feedback. With real-time feedback, learners can instantly correct mistakes and improve their performance, thereby advancing their learning outcomes (Zhou & Mei, 2021). This literature review explores the impact of AI on learner-instructor interaction in online learning environments. The review considers how AI technology enhances and diversifies the learning process, focusing on personalised learning, real-time feedback provision, and content delivery.

An Analysis of Challenges Faced by Academics During the Transition from Contact to Online Learning

The Coronavirus (Covid-19) pandemic affected many lives and sectors across the world. In the higher education sector, Covid-19 caused a drastic shift from contact learning to multiple forms of online learning. It is in this context that the paper undertook a critical analysis of the challenges experienced by academics because of Covid-19. A comprehensive literature search was conducted on 6 databases (Google Scholar, ScienceDirect, Jstor, Academic Search Complete, SpringerLink, and SAGE Journals) for relevant studies published from the year 2019 to 2022. Moreover, further relevant studies were retrieved from the reference list of studies identified from the initial search. The search terms employed by the researchers were COVID-19, remote learning, e-learning, online learning, higher education, information technology and asynchronous learning systems. For the selection of the most relevant articles for the final review, the researchers employed inclusion and exclusion criteria. Studies that addressed higher education online learning and the challenges encountered by higher education due to Covid-19 were eligible for inclusion. The findings revealed that academics encountered multiple challenges during the transition from contact learning to online learning, these include the academic’s limited experience and lack of training in the pedagogy of online learning, challenges related to planning and adaptability, issues of network and connectivity, insufficient teaching and learning resources, workload, and stress along with the unconducive physical spaces and environment. Based on the findings presented, this study recommended that the pedagogical strategies must be revised. Furthermore, necessary adjustments in infrastructure in higher education institutions must also be made. This will ensure the smooth running of the teaching and learning process. Moreover, the systematic flaws and transformation gaps in higher education institutions have been made clear by the shift from contact learning to online learning. Thus, this study concludes that blended learning may emerge as the default teaching mode in higher learning institutions, this ensures the maximisation of efficiency. Keywords: Covid-19, Online Teaching, Contact Or Face-To-Face Education, Higher Education, Technology.

Knowledge Management and Assessment of the Online Learning System of Romanian Emergency Call Center Employees

Knowledge Management and Assessment of the Online Learning System of Romanian Emergency Call Center Employees

Development of flipped learning model learning assisted with spada learning management system

This research aims to develop flipped learning model learning tools in Advanced Calculus courses through Online Learning Systems (SPADA). This research is development research with the research subjects being 26 Mathematics Education students. The learning tools developed were in the form of teaching materials and learning videos were validated by two material expert validators and two media expert validators. The research instruments used were teaching material validation sheets, learning video validation sheets, teaching material readability test sheets and student response questionnaires to learning videos. The results of the validation show that the learning tools developed are in the valid category and the student response questionnaire to the learning tools developed shows a good response, so it can be concluded that the learning tools developed in the form of textbooks and learning videos using the Flipped Learning model assisted by the SPADA Learning Management System have met validity, practicality, and effectiveness so that they can be used in the learning process.

The Teaching Demonstration in the Transitioned Times: Pedagogical Practices in New Normal Classrooms

College Graduating Students Batch 2022 of the Philippine Education is tagged as the experimental batch since they were the first recipients of the full K-12 implementation and a COVID-19-caught transition of education from the full face-to-face classroom to flexible learning. In the City College of Calamba, March 2020 shifted their instruction to full modular distance learning and it took the college two semesters to implement an online learning system, hence the first batch of students with this transition did their practice teaching internship in a new normal class where three-fourths of their learning came from the transitioned education set-up. Now, the study’s focus was to assess their performance as evaluated by the cooperating teacher, cooperating school head, and practice teaching supervisor despite the minimal guidance during the learning of academic and pedagogical principles years. The hypothesis is tested if significant differences can be found in the areas of teaching pedagogies when grouped according to specialization. The study used a simple random sampling technique, 432 evaluations were noted from the observers accumulated for each specialization including secondary education including English education, mathematics education, and science education practice teachers’ assessment constituting a total of 108 respondents. Due to the test of normality and homogeneity failure, the Kruskal-Wallis test was used. Based on the findings, areas in lesson planning, teaching method, classroom management, communication skills, and teacher’s personality had significant differences among all specializations except content mastery. Although there were weak indicators per area, it implied that teaching pedagogical practices were different depending on the specialization orientation of the practice teacher, but they have equal content mastery levels. Therefore, despite the transition of the educational system of these students and now practice teachers, it was comprehensively understood that they are well-equipped in terms of pedagogical practices. Keywords: Lesson Planning, Content Mastery, Teaching Method, Classroom Management, Communication Skill, Teacher’s Personality, Pedagogical Practices, Transitioned Practice Teachers, Teaching Demonstration, New Normal.

Student’s Perception and Online Learning Outcome During COVID-19 Pandemic: An Academic Analysis in Wave 1 And Wave 2

The purpose of this paper is to understand and explore the perception of students regarding the online learning system during COVID-19 pandemic as the educational system covering the entire world was severely affected. COVID-19 demanded containment and enforced isolation that tremendously affected personal interaction of teachers and students. In theabsence of traditional classroom teaching and one-to-one interaction, computer-based learning has emerged as closest substitute for off-line teaching. The present study adopted quantitative approach for receiving responses using questionnaire method taking a sample of 230 responses using simple random sampling technique. Undergraduate students were targeted for selecting the samples that were using e-learning sources to complete their courses during lockdown. This research was conducted during May-July 2021. Data were analysed using SPSS software. The findings of the study reveal that online learning has significant effect on student interest during wave-1 (2020) and wave-2 (2021). It was found that there is a significant relation between online learning and student’s interest in both wave-1 and wave-2. Based on the data analysis results, the study stated that student interest on online learning has significant impact in the time of COVID-19 crisis. In fact, online learning has emerged as a new way of improving the learning process. The findings of the study suggested that educational institution and policy makers should take initiatives regarding online learning process to enhance and make it better.

VIDEO PENGAYAAN E- LEARNING POLIBATAM DALAM BENTUK ANIMASI

The development of technology today has taken many roles from various fields, one of which is in the field of education. At this time many educational institutions use internet technology to facilitate the learning process. The application of internet technology is implemented in the form of an online learning system or based on e-learning. With the development of this technology, it is necessary to have an information media that can make it easier for users to obtain information about how to use each feature in the learning system. One of the information media that is currently widely used is information media in the form of video in the form of animation. Submission of information in the form of animated videos will be more interesting and easy for users to understand. The purpose of this study is to create several 3D animated videos as information media regarding the use of features in the Politeknik Negeri Batam e-learning system. The research uses the method of designing or creating products consisting of several stages, namely pre-production, production, and post-production. The results of the research are in the form of four animated videos that contain the use of features in Politeknik Negeri Batam e-learning, each video lasting between 2-3 minutes. The results of this study are expected to provide information about the use of the learning features of Politeknik Negeri Batam so that the use of e-learning can make it easier for students and lecturers to carry out the learning process.

Pemanfaatan Teknologi Komunikasi SPADA UNTIRTA Dalam Meningkatkan Aktivitas Belajar

This research discusses the use of SPADA Untirta communication technology in increasing learning activities. SPADA Untirta is an online learning system implemented at Sultan Ageng Tirtayasa University (UNTIRTA) to make it easier for Untirta students to learn both face to-face and online. SPADA Untirta has many benefits in increasing student learning activities. However, despite the many benefits that SPADA has, there are several things that can hinder the use of SPADA. The aim of this research is to determine the use of SPADA Untirta communication technology in improving learning activities and to find out what obstacles and things cause the use of SPADA Untirta to be hampered. The method that researchers used in this research is a qualitative research method. The technique that the researcher uses in this research is a phenomenological study research technique where the researcher wants to understand the direct experience of the person being studied. Phenomenological studies focus on in-depth descriptions of how individuals experience a phenomenon or event. In this research, researchers used phenomenological theory. This theory emphasizes a deeper understanding of the life experiences of individuals or groups and observing the meaning of the phenomena they experience.

Efektivitas Pembelajaran Luring dan Daring Bagi Mahasiswa Pendidikan Fisika Angkatan 2023

Education is comprehensive and has been going on continuously from generation to generation. Education in the era of revolution 4.0 is influenced by advances in technology (Chieng & Tan, 2021). Learning and teaching activities are no longer limited by time and space, such as online learning systems (Prasojo et al., 2017). The purpose of this study is to present the results of research on the comparison of the effectiveness of offline and online learning in Physics Education students class of 2023 at Yogyakarta State University.

Confirmatory Factor Analysis (CFA) Interaksi dalam Pembelajaran Online pada Mahasiswa

Online learning systems have become a trend in university. Interaction between lecturers and students is carried out online, but as online learning progresses, there are concerns about whether it can support students' academic abilities. The effectiveness of interaction is a concern in online learning systems. This research aims to analyze and understand the interactions that occur in online learning. This research uses a descriptive method that explains the condition of the population studied and uses a quantitative approach in the form of collecting data that can be measured using statistical analysis. The population in this study were students in Padang City with a research sample of 398 respondents. The sampling technique uses multistage random sampling, which is a sampling technique that combines two or more sampling techniques. The analysis used in this research is Confirmatory Factor Analysis (CFA) using Amos software version 22. From the research that has been carried out, it was found that interactions in online learning have an influence on students.

Utilization of Chamilo LMS in Learning Media Courses as an Effort to Digitalize Education

The number of online learning platforms available for free makes it easier for lecturers to deliver teaching materials but difficult for students. The use of different LMS by each lecturer causes almost all LMS on students' mobile devices. In order to make the learning process easier to organize, educational institutions should have one LMS that is the choice to be used together. Only now, Universitas Sembilanbelas November Kolaka has no LMS, especially the Indonesian Language Education study program. Therefore, this research will produce a Learning Management System that can support online learning systems synchronously, asynchronously, and mixed learning in the Indonesian Language Education study program at Universitas Sembilanbelas November Kolaka. The LMS that will be created is open-source-based so that it can be developed according to user needs. Specifically, the subjects included in the system are Educational media subjects at the college level. However, this LMS will be developed into a Faculty LMS that can be used to support learning management in all study programs. Five interrelated stages are needed to develop this LMS: Analysis, Design, Development, Implementation, and Evaluation. These development stages are known as the ADDIE model. An LMS meets the standard criteria for use in Learning Media courses through these stages. The resulting prototype is very useful for learning management, so its use can be expanded and developed to improve learning management within the faculty.

OPPORTUNITIES OF THE ONLINE LEARNING FROM STUDENTS’ PERSPECTIVES: CASE STUDY IIUM STUDENTS

The Covid-19 pandemic spread rapidly and had negative consequences on the most of the sectors in Malaysia. As a result of the enforcement of Movement Control Order (MCO) and the need to maintain a certain physical distance in order to combat the pandemic, universities and schools have temporarily closed. Online learning has completely replaced in-person learning in order to keep the educational process running as usual. This paper aims to discover the opportunities of online learning system from the perspective of students in International Islamic University of Malaysia (IIUM) during pandemic via online survey. Based on previous literatures, a few factors that significantly contributed to the opportunities of online learning gained by the students, which are: 1) Course Content, 2) Course Assessment, 3) Social Interaction, 4) Instructor Characteristics, 5) Technological Skills and 6) Time Management. In this article, a research model and hypotheses also were developed prior to data analysis. The collected data were then analysed using SPSS to gain the results. The descriptive statistics, correlation analysis using Pearson Correlation Coefficients, and multiple regression analysis was conducted. The result of correlation and multiple regression analysis revealed a significant relationship between the independent variables and dependent variable. Besides, two hypotheses were supported with the dependent variable which are Course Content and Course Assessment. The study also found that the best factor that has the highest influence on the opportunities of online learning in IIUM, which is Course Content. The results of the study contribute to the body of knowledge about the prospects of online learning by looking at the factors and their findings, which may be an important step to understand and improve the online learning system in the future.

Exploring students’ acceptance of an artificial intelligence speech evaluation program for EFL speaking practice: an application of the Integrated Model of Technology Acceptance

Adapted from the Technology Acceptance Model (TAM), the Integrated Model of Technology Acceptance (IMTA) has been used to examine the perceptions and acceptance of computer-assisted language learning (CALL), such as online learning, mobile learning, and learning management systems. However, whether IMTA can be applied to empirical research on AI-assisted language learning remains unexplored. Therefore, this article intends to analyze an AI speech evaluation system for English speaking practice, in the context of higher education through the IMTA. Research instruments encompassed questionnaires (n = 218) and semi-structured interviews (n = 21). The participants were English as a foreign language (EFL) learners who had used an AI speech evaluation program to practice their speaking skills. The results suggested that (1) most participants found the AI program useful, pleasant, and easy to use. They also had a strong intention to continue using it; (2) perceived usefulness (PU) and perceived enjoyment (PE) are significant predictors of behavioural intention to use (BI). Meanwhile, problems related to user interface design, the accuracy of automatic feedback and especially the lack of face-to-face interaction were reported. This study demonstrates how IMTA could be applied to examine users’ acceptance of AI programs for EFL speaking practice. The findings also offer insights into further research and development in AI tools for EFL speaking practice.

Few-Shot Cross-Domain-Based WiFi Sensing System for Online Learning in IoT

Few-Shot Cross-Domain-Based WiFi Sensing System for Online Learning in IoT