Online Learning Mode Research Articles

In the “Post-epidemic” Era, the Idea of the Construction of an International Chinese Online Platform

In the “post-epidemic” era, online learning mode has become the mainstream form or even the only form of international 
 Chinese language education.At present, the existing international Chinese online education platform has its own characteristics 
 and shortcomings, so it is imperative to design an integrated international Chinese online education comprehensive platform.This 
 paper puts forward the development and construction, function setting and technical support of this platform.

On the Use of Blockchain Technology for Education During Pandemics

During the recent pandemic events and lockdown, most educational institutions have moved into online and distance learning. Certain institutions have been more ready than others to shift into full online learning and teaching mode. However, many technical and security challenges and issues related to the learning management system have been encountered. In this article, we investigate the technical benefits of blockchain, and we propose a secured and trusted online-leaning framework based on blockchain. Our proposal takes advantage of blockchain technology to ensure the expected standard of teaching and fairness of assessment while respecting the schedule of courses and exams. Through blockchain’s reward methods, it also motivates both students and teachers to persist in their efforts, even from home.

Indonesian College Students’ Perception toward Language Online Learning Before and During COVID-19 Pandemic

Integration of technology in the teaching and learning process brings innovation where a learning process can be conducted virtually despite time and place boundaries. Online learning as the integration of learning and technology is used as the primary strategy to continue the teaching and learning process due to the Covid-19 outbreak. This study aims to analyze student perceptions of online learning before and during the COVID-19 pandemic. This research is a descriptive research with a qualitative approach. The results showed that the students had negative and positive perceptions of online learning before and during the pandemic. Before the pandemic, the students emphasized exploring the materials, while the students emphasized flexibility in learning during the pandemic. Meanwhile, negative perceptions are shown through the loss of direct communication between teachers and students. During the pandemic, students emphasized the flexibility aspect of the online learning mode. However, negative perceptions also emerged, namely the abundance of online tasks and the difficulties of using e-learning. Various challenges of online learning were also found during the pandemic compared to before the outbreak. For example in addition to inadequate internet connections and gadgets, anxiety problems due to the workload and less appropriate learning plan also arose. It can be seen that online learning before and during the outbreak experienced dynamics, so teachers and students must be encouraged to be more adaptive in dealing with changes in their learning.

COVID-19 as an enabler for enhancing online learning and teaching skills for nurse educators at the University of Namibia: Prospects and challenges.

BackgroundThe coronavirus disease 2019 (COVID-19) pandemic has caused instability in the education system and has compelled higher education institutions (HEIs) to find alternative ways of teaching and learning by making use of the latest online teaching approaches.AimThe purpose of the study was to explore how COVID-19 could serve as an enabler for the enhancement of online learning and teaching skills for nurse educators at the University of Namibia with specific emphasis on prospects and challenges.SettingSemi-structured interviews were conducted in English at a public nursing education institution located in the northeast of Namibia.MethodsA qualitative explorative, descriptive and contextual research design was used. Data were collected by means of in-depth semi-structured interviews with 18 nurse educators from the School of Nursing. Data were analysed using thematic analysis. Field notes were simultaneously taken to enrich the data.ResultsThe study revealed three themes: nurse educators’ experiences of the use of online learning and teaching skills, COVID-19 as an enabler for enhancing online learning and teaching skills and strategies to sustain online teaching and learning.ConclusionInternet technology has generated a surge in demand for web-based teaching and learning. The online learning mode was not effectively utilised during the COVID-19 era because of inadequate technological skills on the part of nurse educators.ContributionThese findings can be used by universities to equip students and academic staff with skills to adapt to e-learning as the new modus operandi in learning and teaching in the post-COVID-19 era.

Virtual Chemistry Laboratory in Blended Online Learning Mode: The Influence on Students’ Motivation and Achievement

This study aimed to seek the influence of ViChem-Lab in blended online learning mode towards students’ motivation and achievement in chemistry. A quasi-experiment with prie and post-test non-equivalent control group design was implemented. The findings illustrate that the use of ViChem-Lab in blended online learning gives the strongest influence on self-efficacy, curiosity, attention, and satisfaction, respectively, as part of students’ motivation. It implied the rise of students’ achievement.

Tracking public opinion about online education over COVID-19 in China.

Due to the novel coronavirus disease (COVID-19) outbreak in China, a large number of Chinese students resorted to online learning resources. The increasingly widespread online education enables the investigation of public opinion about this large-scale untraditional mode of learning during this critical period. Sina Weibo Microblogs (the Chinese equivalent of Twitter) related to online education were collected in three distinctive phases: from July 01, 2019 to January 09, 2020 (pre-pandemic); from January 10, 2020 to April 30, 2020 (amid-pandemic); and from May 01, 2020 to Nov 30, 2020 (post-pandemic), respectively. The aim was to obtain broad insight into how online learning was viewed by the public in the Chinese educational landscape. The public opinion during these three periods were analysed and compared. The findings facilitated a better understanding of what the Chinese public perceived about this online learning mode in becoming the dominant channel for teaching and learning during critical periods.

Improving Non-Majored Freshmen's Speaking Fluency in the E-learning Environment through the MS-Teams

Although online learning is a must in EFL teaching contexts nowadays, not all freshmen can make progress from it, especially in the English speaking skill. Therefore, this study aims to explore freshmen's online learning difficulties in English speaking skills and find out the solutions. The study involved about 120 non-English majors at some universities, including Nong Lam University, Banking University of Ho Chi Minh City, Industrial University of Ho Chi Minh City, Ho Chi Minh City University of Social Sciences and Humanities, Vietnamese National University - School of Medicine, International University, and Van Lang University in answering a questionnaire. The results showed that learning online does not bring more progress in English speaking skills than the offline learning mode. The results further indicated that although the students are familiar with the online learning mode, they still have problems during their learning, especially with their concentration and interaction. Findings are hoped to contribute to a better understanding of non-English majors' difficulties in the online environment. Then, a solution of adopting Miro integrated into Microsoft Teams is suggested to partly help enhance the students- students' interaction to increase the students' progress in speaking skills when learning online.

IMPACT OF PANDEMIC ON THE MODEL OF ENGLISH LEARNING BY TEACHERS

Today the study of English by students and teachers of the Azerbaijan University of Architecture and Construction (AzUAC) is an important challenge. For that reason educational sector with English as the language of Instruction was opened for students, and to meet teachers’ needs English language courses that cover the levels of Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate, Advanced were organized. It was noted that during the pandemic, the activities of the courses were temporarily suspended. Thus the teachers had the opportunity not only to conduct their classes, but also quite often visit the classes of colleagues through the ZOOM program. It is shown that this was the reason for a great exchange of experience between teachers conducting classes in English. At the same time, the concept to continue the activities of the courses online also arose. It is noted that the model of English language learning by teachers during the pandemic differs from the model of the "pre-pandemic" period. Moreover, there is a positive trend in the quality and speed of learning assessed by such indicators of informative features as listening, speech (speaking), reading and writing. In this regard, it is proposed to use the online learning mode also in the "postpandemic" period.

Improving Quality of Educational Institutes using Online Mode of Learning

Improving Quality of Educational Institutes using Online Mode of Learning

Critical Thinking Skills and Self-Regulated Learning Of Students during the Covid-19 Pandemic

This study aims to analyze critical thinking skills and self-regulated learning of Junior High School Students on Change States of Matter material during online learning during Pandemic Covid 19. The research subjects were 200 junior high school students in the city and district of Bogor who had received the material for Change States of Matter. Data were collected using a test of critical thinking skills with multiple choice types and a questionnaire to measure students' self-regulated learning. The indicators used to measure critical thinking skills refer to FRISCO (Focus. Reason, Inference, Situation, Clarity, Overview), and indicators of learning independence include 3 phases, namely, planning, implementation, and evaluation. The data obtained were then analyzed descriptively and quantitatively. The results of this study indicate that the average level of students' critical thinking skills is still low, namely 33.34%, and the level of learning independence is quite good at 52.45%. There is a significant relationship between students' self-regulated learning and critical thinking skills (Sig = 0.000) in online learning mode.

Learners’ Autonomy in The Midst Of Covid-19 Pandemic

This study aims to analyze the students’ perception on the learning autonomy in the midst of Covid-19 Pandemic. The outbreak of this pandemic has switched the learning activities from face-to-face mode into online one. The students in all level of education institution, from kindergarten to university, have learnt from home since March 2020. This condition yields some challenges among students. Thus, the students’ voice dealing with learning autonomy is one of the essential sources to evaluate and redesign Self-Directed Learning during the pandemic. The questionnaire included 30 items was developed. It covered three aspects of learning autonomy, namely, planning of learning, monitoring and organizing of learning, and evaluation of learning. 78 students of English Department participated in this cross sectional survey. The results reveal that most of students have inadequate learning autonomy during online learning mode. The dependency on the lecturers’ role is still found as they are not used to have online learning before.

COVID-19 PANDEMICS AND UNCOVENTIONAL, ALTERNATIVE FORMS OF TEACHING – A NEW EDUCATIONAL REALITY

As a result of the COVID-19 pandemic, most public and private educational institutions have fully switched to online learning mode. This teaching system has some advantages and disadvantages, which should be considered by the training organizers and, if necessary, to adjust the learning process and develop appropriate recommendations. It is very important to study the experience of other countries, to protect the fundamental rights of all groups and to develop the digital skills of stakeholders.

Exploring Learning Avenues Amidst Pandemic and Future Prospects in Higher Education

Globally, teaching-learning has been in a severe transition due to COVID-19. Amid pandemic, education in universities had to shift from physical boundaries to online mode. The purpose of the study was to examine online learning mode particularly with respect to learner’s readiness, their involvement, fair assessment and satisfaction at university level. The objectives of the study were; to explore the perceived level of readiness of students for online learning, find out their involvement and participation in online mode while performing various educational tasks; to explore to what extent online assessment is fair, and finally to determine satisfaction of students of online learning experiences during COVID-19 era. The sample of the study was drawn from all social sciences departments. The questionnaire’s link was disseminated to 550 students and 293 respondents filled out the google form. Learners’ readiness was divided into three subfactors, namely, physical & environmental factors, learners’ personal skills and learners’ familiarity with necessary apps and websites. The inferences drawn from the study showed that although majority of students were equipped with devices yet they were not possessing good skills required for virtual learning. The online conditions and environment were not contributing positively in favour of learners’ readiness and also learners were not well aware of apps & websites required for online learning. Moreover, students remained passive during online classes and were found less interested in completion of the assigned tasks. The online assessment had been embedded with manifold flaws that further multiplied unfairness in education. Although, the study informs overall satisfaction of learners which found to be low for addressing the issues, it is recommended that educational institutions may continue to offer hybrid mode of learning even in post-pandemic era for continuously equipping both students and teachers with requisite skills, relevant apps and software necessary for making learning teaching process smooth in future. In addition, it is recommended that higher educational institutions and relevant authorities should design software to improve involvement of the students while keeping the assessments as fair as possible during online learning.

Psychological distress among first-year medical students amidst COVID-19-related uncertainty at a medical college in Western India: A cross-sectional study.

The sudden and rapid spread of the COVID-19 pandemic has created fear, worry and uncertainty in the student community. First-year medical students are likely to be doubly affected, for in addition to the stress of adapting to new learning processes, they are also now faced with uncertainties due to the COVID-19 pandemic. It was therefore decided to estimate psychological distress among the 1st-year medical students among the COVID-19 pandemic-related uncertainty. A cross-sectional study was conducted on 1st-year medical students studying at a Medical College in western India. Demographic and COVID-19 related data was collected from the students through Google Forms and psychological distress was measured by using the 20 point World Health Organization-Self Reporting Questionnaire (WHO-SRQ 20). The study was approved by the Institutional ethics committee. Informed consent was taken before administering the questionnaire to the study participants. Statistical analysis was conducted using the SPSS statistical software. Prevalence of Psychological distress among the study participants by WHO-SRQ 20 Scale with cut off 7/8 as found to be 25.5%. Worried about themselves contracting COVID-19 Infection (odds ratio [OR]: 3.44; 95% confidence interval [CI]: 1.25-9.42), worried of the adverse financial effect on self and family due to COVID-19 pandemic (OR: 3.01; 95% CI: 1.29-7.04), worried that online mode of learning was putting them at disadvantage compared to traditional Teaching-Learning method (OR: 3.44; 95% CI: 1.25-9.42), and worried about adverse effects on social support due to COVID-19 pandemic (OR: 2.63; 95% CI: 1.27-5.43), were the factors significantly associated with psychological distress among the medical students. There is an urgent need to develop a system to render counseling/professional help to all the students in need. This would ensure better mental health and would minimize any adverse academic outcomes among the students due to the COVID-19 Pandemic.

Investigating Online Learning Process in Business School: Case Study from Business School in Jakarta, Indonesia

The education system from elementary to higher education has undergone drastic changes during the 2019 coronavirus (COVID-19) pandemic, not only in Indonesia but around the world. This study seeks to describe online learning conditions at Binus Business School, Binus University, especially for the Master’s Program, in Leadership and Ethics courses. This study aims to discuss the platforms used in this online learning condition, the advantages and disadvantages of online learning, and the suggestions to improve the online learning conditions. This research uses mixed-methods approaches to study lecturers’ and students’ perceptions about online teaching and learning modes and highlights the implementation of online teaching and learning modes. The respondents were graduate students and lecturers of Binus Business School. Data were analyzed descriptively, using percentages and content analysis. This research emphasizes the importance of technological innovation and interaction to support students’ experience in online learning conditions.

Investigation Report on the Application of Online and Offline Seamless Learning Mode in Obstetrics and Gynecology

To assess the effectiveness of an integrated online and offline learning paradigm for obstetrics and gynecology instruction, 80 clinical medical students were polled using a questionnaire. As a consequence, the majority of students are capable of mastering the online-offline seamless learning mode; half of students prefer the online-offline seamless learning mode, and a small percentage of students accept it. The use of online and offline seamless learning modalities in obstetrics and gynecology education can help students develop their capacity for active learning, train their clinical thinking and operating abilities, and enhance learning effects. The mix of online and offline seamless learning modes, as well as conventional mode, produces an atmosphere and circumstances for learning at any time in obstetrics and gynecology. "Clinical" learning maximizes students' primary involvement, develops their capacity for active learning, improves students' clinical thinking and clinical operating abilities, considerably increases the learning effect, and creates a solid basis for future clinical work.

Knowledge Management Applied to Learning English as a Second Language Through Asynchronous Online Instructional Videos

Aim/Purpose: The purpose of this research is to determine whether ESL teaching videos as a form of asynchronous online knowledge sharing can act as an aid to ESL learners internalizing knowledge in language acquisition. In this context, internalizing knowledge carries the meaning of being able to remember language, and purposefully and accurately use it context, including appropriacy of language, and aspects of correct pronunciation, intonation, stress patterns and connected speech, these being the elements of teaching and practice that are very often lacking in asynchronous, online, instructional video. Background: Knowledge Management is the field of study, and the practice, of discovering, capturing, sharing, and applying knowledge, typically with a view to translating individuals’ knowledge into organizational knowledge. In the field of education, it is the sharing of instructors’ knowledge for students to be able to learn and usefully apply that knowledge. In recent pandemic times, however, the mode of instruction has, of necessity, transitioned from face-to-face learning to an online environment, transforming the face of education as we know it. While this mode of instruction and knowledge sharing has many advantages for the online learner, in both synchronous and asynchronous learning environments, it presents certain challenges for language learners due to the absence of interaction and corrective feedback that needs to take place for learners of English as a Second Language (ESL) to master language acquisition. Unlike other subjects where the learner has recourse to online resources to reinforce learning through referencing external information, such as facts, figures, or theories, to be successful in learning a second language, the ESL learner needs to be able to learn to process thought and speech in that language; essentially, they need to learn to think in another language, which takes time and practice. Methodology: The research employs a systematic literature review (SLR) to determine the scope and extent to which the subject is covered by existing research in this field, and the findings thereof. Contribution: Whilst inconclusive in relation to internalizing language through online, asynchronous instructional video, through its exploratory nature, the research contributes towards the body of knowledge in online learning through the drawing together of various studies in the field of learning through asynchronous video through improving video and instructional quality. Findings: The findings of the systematic literature review revealed that there is negligible research in this area, and while information exists on blended and flipped modes of online learning, and ways to improve the quality and delivery of instructional video generally, no prior research on the exclusive use of asynchronous videos as an aid to internalizing English as a second language were found. Recommendations for Practitioners: From this research, it is apparent that there is considerably more that practitioners can do to improve the quality of instructional videos that can help students engage with the learning, from which students stand a much better chance of internalizing the learning. Recommendation for Researchers: For researchers, the absence of existing research is an exciting opportunity to further explore this field. Impact on Society: Online learning is now globally endemic, but it poses specific challenges in the field of second language learning, so the development of instructional videos that can facilitate this represents a clear benefit to all ESL learners in society as a whole. Future Research: Clearly the absence of existing research into whether online asynchronous instructional videos can act as an aid to internalizing the acquisition of English as a second language would indicate that this very specific field is one that merits future research. Indeed, it is one that the author intends to exploit through primary data collection from the production of a series of asynchronous, online, instructional videos.

Effective Collaborative Learning through Online Flipped Laboratory amid the COVID-19 Pandemic

The novel coronavirus (COVID-19) pandemic has a great impact on pharmacy education. Laboratories needed to shift from traditional learning to full online-learning mode. As a result, the flipped online model has been developed as an online tool to accommodate with this online laboratory requirement. Laboratory experiences in an online collaborative format were conducted in pharmaceutical analysis laboratory course in 2020, and 2021. The students learned in online flipped laboratory can use digital technology quite well. They have been able to perform online laboratory effectively. The perspective of student engagement to collaborative learning was developing among group working. Besides, students showed strong positive-attitude to collaborative learning and teamwork. Nonetheless, in comparison with experiment-practice learning, students reflected negative perception of online learning. Thus, virtual facilitation in pre-class learning material is a key of improvement to strengthen students’ engagement and improve psychomotor skills.

The Impact of Covid-19 on the Teaching of English to Undergraduates in Sri Lanka

The COVID-19 pandemic, which has paralysed the world for almost two years, has had disastrous effects on many sectors of society. Across the globe the educational system has plummeted due to the COVID-19 pandemic [1]. In Sri Lanka, a large population comprising school going children and university undergraduates are facing disruption to their studies due to the devastating effects in the education systems brought about by of the pandemic. The hasty transition from the traditional face-to-face classroom methodology adopted in the teaching of English to undergraduates into online learning and blended learning modes has created a plethora of problems ranging from internet connectivity issues to inability to possess devices for learning due to economic crises. Teaching English to undergraduates entails equipping them with the four language skills, namely reading, writing, listening and speaking. However, the online teaching method has to some extent curtailed the freedom that the face-to-face language classroom provides. This paper attempts to briefly explore the impact of the current COVID-19 pandemic and the challenges faced, on the teaching of English to undergraduates in Sri Lanka

Benefits and Challenges of Online Teaching During the COVID-19 Pandemic at Rundu Campus of the University of Namibia

This paper presents the benefits and challenges of online teaching during the COVID-19 pandemic experienced by educators at the Rundu Campus of the University of Namibia. Researchers used a structured interview guide to collect data from 14 conveniently selected lecturers from a population of 65. Findings of the study indicate that the benefits of using online teaching and learning include flexibility, ability to teach large classes; increased interaction and engagement between lecturers and students; and increased learning opportunities for lecturers. The study further found that some of the significant challenges lecturers experienced with online teaching and learning include lack of information and technology skills, internet connectivity and availability; poor student attendance; and loneliness. The study provided crucial information on lecturers' progress within the framework of online teaching and learning mode. The paper recommends that lecturers receive formal training on online teaching and learning tools to minimise the limitations. The study also suggests increased psychosocial support for lecturers to curb feelings of isolation and loneness during this time.