Online Students Research Articles

The effect of digital literacy on operational accounting competencies: The mediating role of online learning engagement

The sudden shift to online remote learning prompted by COVID-19 plunged many Indonesian universities into chaos. They grappled with the daunting task of adjusting to remote teaching and learning, often with little to no prior experience. This was particularly challenging because most universities in Indonesia follow traditional methods, primarily conducting classes in person on campus. This study seeks to empirically explore the indirect effects of digital literacy on operational accounting competencies. Furthermore, it aims to investigate whether student engagement in online learning serves as a mediating variable in the relationship between digital literacy and operational competence among fifth and seventh-semester Accounting Sharia students at Universitas Islam Negeri (UIN) KH Abdurrahman Wahid Pekalongan, Indonesia. The study generates survey data using a predesigned questionnaire completed by 113 students. Data are analyzed using descriptive analyses and PLS-SEM (Partial Least Square- Structural Equation Modeling). The statistical test results indicate that (1) digital literacy has no direct positive significant effect on operational accounting competencies (2) digital literacy has a direct positive significant effect on online student engagement, (3) online student engagement has a direct effect on operational accounting competencies, and (4) digital literacy indirectly influences operational accounting competencies through student engagement in online learning. These findings suggest a full mediation model because digital literacy can enhance operational accounting competencies only if students have high engagement in online learning.

Investigation of the Perspectives of Medical Faculty Students in Different Terms on Anatomy Education

Aim: The science of anatomy, which has a great importance in medical and health sciences, examines the human body, the systems that make up the body, the organs that make up the systems and the relations of organs with each other. As a cornerstone of medical education, students' perspectives on anatomy evolve with technological advancements and their journey to becoming physicians. The aim of this study is to investigate of the perspectives of medical faculty students in different terms on anatomy education. Material and Methods: A total of 557 medical faculty students from Terms I to VI participated in the study.The survey prepared in Google Forms was sent to the students online via the WhatsApp application. Descriptive statistical analyses were used on the data. Results: Analysis revealed that Term I-III students valued anatomy education more, while Term IV-VI students prioritized clinical practices. Term I-III students saw cadaver-based anatomy education as professionally important, whereas Term IV-VI students favored using 3-D anatomy materials in education. Conclusion: We believe the anatomy curriculum should be reviewed and updated to enhance students' professional development. Integrating clinical sciences into a multidisciplinary approach may shift the perspectives of Term IV-VI students. This study will serve as a valuable resource for future research in medical and health sciences education.

The Examination Affecting ICT Self-Efficacy and Online Information Practices via Structural Equation Modeling: PISA 2022 Türkiye Sample

In this study, it is aimed to examine the relationship between ICT self-efficacy perceptions and online information practices in PISA 2022 student questionnaire and ICT related factors A predictive correlational research design was preferred to examine the variables predicting students' self-efficacy perceptions and online information practices towards information and communication technologies. PISA 2022 Türkiye data was used in the study. Research data was obtained from 8 data collection tools that were indexed by OECD and converted into 6 variables. Structural equation model was established with this data and MLR was used as the estimation method. In the tested structural equation model, the RMSEA value was calculated as .04, SRMR as .02, CFI as .99 and TLI as .96. As a result of the analysis, all path coefficients were significant and the values of the fit indices indicated perfect fit.

Navigating the virtual classroom: unveiling the experiences and challenges of Australian psychology educators in online programs

ABSTRACT In the evolving landscape of education, understanding the experiences of Australian psychology educators in online programmes is crucial for enhancing educational strategies. The increased emphasis on psychology education, particularly online, post-COVID-19, highlights the crucial role of the degree meeting rising mental health needs. This is supported by the Australian governmental focus on STEM and employability, as psychology programmes equip students with essential skills for the workforce, necessitating strong tertiary programmes. Therefore, the aim of the current study is to explore the experiences and needs of Australian psychology educators teaching in online programmes in the last five years and to suggest strategies to address their perceived needs. A survey of 75 Australian online psychology educators revealed that while online teaching presented advantages for educators (e.g. autonomy, and motivation to learn new technologies), educators also found online teaching isolating and time-consuming. The challenges of engaging students online also emerged as a dominant theme. Additionally, the study highlighted the need for tailored support, specifically in the psychology discipline, with over 80% of the respondents agreeing that they could be better supported as online teachers. As the demand for online education grows, this study underscores the need for targeted support structures to empower educators, ensuring they continue to create enriched learning experiences for their students in virtual environments.

The Effect of Digitalization of Learning Media on Motivation and Online Learning Style of Office Administration Education Students Universitas Negeri Jakarta

This study aims to determine the influence of digitization of learning media on the motivation and online learning style of Office Administration Education students at the Universitas Negeri Jakarta. In the increasingly developing digital era, the use of digital learning media has become an important element in the educational process. This study uses a quantitative method with a sample of 100 student respondents who have used digital learning media during lectures, both inside and outside the campus. Data was collected through the distribution of questionnaires and analyzed using the SmartPLS (Partial Least Squares) approach. The results of this study show that the influence of digitalization and learning media has a positive and significant value on students' motivation and online learning style, then the online learning style of students also shows a positive and significant value on learning motivation. Meanwhile, digitalization has a significant indirect influence on learning motivation through its role in influencing students' online learning styles and learning media has a significant positive influence on students' learning motivation through online learning styles. These findings show that the influence of digitalization on learning media can provide good continuity to increase the motivation and online learning style of Office Administration Education students, Universitas Negeri Jakarta.

Spiral-curricular blended learning for the mathematics education in physics teacher training courses

A good physics education depends on a good, transferable mathematics education. A concept for a cross-modular blended learning math course developed for the first two semesters of our physics teacher trainee study program is introduced. The course covers the important new mathematics required for the development of the conceptual understanding of the classical experimental physics mechanics and electrodynamics. It is based on three pillars: parallelism of the math topics to the physics lectures, spiral-curricularity to prior knowledge and high quality digitally available interactive materials such as interactive videos, formative tests and exercises to foster a self-regulated learning of the students in online as well as face-to-face learning environments. The blended learning math course and its face-to-face math seminars are integrated into the experimental physics modules. Results of surveys among the first two cohorts of course participants indicate that the design of the math course is well accepted and the interactive videos are very well received by the students. Initial tests on the learning effectiveness indicate a sufficient development of long term knowledge by the students.

Effect of teacher–student relationships on the online learning motivation of secondary school students

The COVID-19 pandemic has had a significant impact on secondary school teaching and learning models and has changed the way students attend classes. This study examined the impact of teacher–student relationships on secondary school students' online learning motivation during the pandemic, using selfdetermination theory. We proposed that basic psychological needs would mediate this relationship, with affective experiences playing a moderating role. Data were collected through an online survey of 1,168 secondary school students during the outbreak containment period in China (October 14–21, 2022). The results indicated that teacher–student relationships positively influenced motivation, with basic psychological needs serving as a partial mediator, highlighting the moderating role of emotional experience in the direct association between teacher–student relationships and online learning motivation. The research enhances understanding of the dynamics between teacher support and student needs in online learning environments, and has implications for promoting student engagement and educational outcomes.

Introduction to Section III

In addition to the two special sections in this third quarterly volume, this issue also contains 10 articles from our regular submission process. These articles cover a broad range of related themes such as online student retention, online faculty effectiveness, developing community, and some of the longer-term effects of the COVID pandemic on online students. This paper provides an integrated overview of these articles.

Parental support challenges for K-12 student online engagement

This research seeks to understand parental support for online students. Using a survey, this study examined perceptions from 567 parents from eight online K-12 programs in a Midwestern state regarding their support for students’ online affective, behavioral, and cognitive engagement. Guided by the Academic Communities of Engagement Framework, our analysis identified eight main challenges parents faced when supporting their online student: (a) focus; (b) keeping on pace; (c) lack of motivation; (d) lack of organization, learning materials, live sessions, and support from online schools; (e) lack of feedback, support, and communication from teachers; (f) parents in need of additional skills in supporting students’ online engagement; (g) schedule issues at home and (h) parents’ unawareness of students’ online learning. Practical recommendations to help parents are shared at the end of the study.

Enhancing online learning quality through digital сompetencies of students

In the era of post-pandemic digitalisation, students' digital skills are increasingly vital for enhancing the quality of online learning. This article aims to analyse the influence of digital competence on the effectiveness of distance education and explores its future development. This article aims to analyse the impact of digital competence on the effectiveness of distance learning and its development prospects. The research aims to study modern approaches to forming students' digital competencies and their impact on the quality of the educational process. The methodology includes scenario analysis of the growth in online students, systematisation of critical skills, and evaluation of the online learning market. The article examines technical skills, digital literacy, critical thinking, self-regulation, and time management. The research results highlight the importance of integrating digital skills into educational programs, which enhances learning effectiveness and prepares students for the modern labour market. A promising direction is the development of innovative educational approaches that consider the rapid development of technologies and the requirements of the digital economy. The obtained results indicate the necessity of investing in the development of digital competencies among both students and teachers.

Challenges Encountered by BSEd-Mathematics Students in the Implementation of Hybrid Learning in Gordon College

The study examines the challenges faced by Bachelor in Secondary Education Major in Mathematics students at Gordon College in implementing hybrid learning for the academic year 2022-2023. The research involved 73 students, primarily in their first year, and found that online students face difficulties with math symbol encoding, connectivity, time management, and financial constraints. Onsite students face learning gaps, commuting and access issues, and require additional financial support. The study found no significant difference in challenges based on profile-variables in online mode, but differences exist based on year level and municipality. Recommendations include enhanced technical support, online tool training, time and stress management programs, financial assistance for low-income students, and improved accessibility in onsite mode.

Hubungan Adiksi Game Online dengan Prokrastinasi Akademik

This study is motivated by the growing problem among students today, namely academic procrastination and one of the factors that influence academic procrastination is the behavior of addiction or online game addiction. This study aims to describe online game addiction and student academic procrastination, and to determine the relationship between online game addiction and student academic procrastination. The research method used in this study is quantitative with a descriptive correlational approach. The sample of this study was 121 students selected using purposive sampling technique. The instruments used in this study are online game addiction instruments and academic procrastination instruments. The data were processed with statistical techniques to determine the percentage value processed in the Microsoft excel program, to find the relationship between the two variables used the Pearson product moment technique. The results of this study show: 1) Online Game Addiction in MTsN 3 Padang students is generally in the moderate category with an average achievement score of 121.41 (55.37%), 2) Academic Procrastination in MTsN 3 Padang students in general is in the moderate category with an average score of 82.05 (76.86%), 3) There is a significant positive relationship between Online Game Addiction and Academic Procrastination of MTsN 3 Padang students with a correlation coefficient of 0.587 and a significance level of 0.000. This means that the higher the student's Online Game Addiction, the higher the Academic Procrastination in students, and vice versa, the lower the student's Online Game Addiction, the lower the Academic Procrastination in students.

Students’ gratitude and engagement in online learning: An experimental study

Engagement is essential in education, particularly in online learning. Many studies have been done to determine various antecedents of student engagement. However, more evidence-based experimental research is still needed to improve student engagement during online learning. This study aims to examine the effect of a gratitude intervention on student engagement in online learning. This study uses an experimental research design with a pre-and post-test control group design. Two online questionnaires were used in this study, a gratitude adjective checklist (GAC) and an online student engagement scale (OSES) which were administered to 47 undergraduate students. The participants were classified randomly into three conditions. In the first group, 20 students had a general gratitude exercise (experimental Group 1). In the second group, 15 students had an Islamic gratitude task (experimental Group 2). The last group consisted of 12 students without any gratitude tasks as a control group. The data were analyzed with Anova repeated measurements based on the pre- and post-test control group design. Results showed no interaction between different types of treatment and increased online engagement. However, it was found that the general gratitude treatment had the most significant effects compared to other treatments. This research proves that students can increase student engagement through the habit of being grateful daily including by writing down what things make them grateful.

Perspectives of educators and students on the efficacy of online teaching and learning strategies employed during COVID-19 in a health sciences institution.

Healthcare education encountered unprecedented challenges during the COVID-19 pandemic, but the necessary responses have also provided learning opportunities for the future. We aimed to evaluate the impact of COVID-19 on teaching and learning strategies and the perceptions of clinical educators and health sciences students on novel methods to improve online student engagement in Ireland's largest medical school. Two separate online surveys designed to gain insights into the perceived efficacy of online teaching strategies were distributed to clinical educators and health sciences students (medical and pharmacy) over 7months via email. A total of 86.4% of educators responded that rapport was more difficult to build online, and 90.5% reported less engagement from students online. The most popular methods that improved student engagement included using polls, a chat box function for questions, small group discussions and having student cameras turned on. Amongst educators surveyed, 81.8% felt a training course focused on teaching strategies at the start of every academic year would be beneficial. From the students' perspective, no difference was noted between the medicine and the pharmacy students. Seventy-five percent reported using quizzes/polls, and 63% reported using game-based platforms as techniques to improve online learning. Sixty-two percent of students described it as a positive outcome of learning during the pandemic. Any pandemic poses unique challenges to the delivery of healthcare education. These surveys report educators' and students' views on online teaching and learning strategies, highlighting novel mechanisms to improve student engagement and ultimately impact on graduate outcomes.

Co-Producing Paws on Campus: A Psychoeducational Dog-Facilitated Programme for University Students Experiencing Mental Health Difficulties.

Declining student mental health is a global public health issue. Campus-based animal-assisted interventions (AAIs) are popular and effective interventions to prevent and alleviate symptoms. How to design, implement and evaluate evidence-based, student-centred interventions that enjoy sustained stakeholder buy-in and support is less known. This paper presents the procedures and results of a three-stage co-production method and the resulting curriculum of a novel AAI aimed at university students experiencing serious mental health problems. Stage 1 shaped the focus and structure of the intervention based on online student surveying (N = 204) and consultations with stakeholders (N = 10), including representatives of Student Well-being Services leadership, veterinarians, animal welfare charities and Therapets volunteers. In Stage 2, we conducted co-production workshops with post-graduate students (N = 6), developing the curriculum based on Stage 1 insights. In Stage 3, through iterative prototyping and student feedback (N = 22) the Paws on Campus programme was finalised, resulting in a series of four, one-hour themed sessions: (1) Thoughts and Feelings, (2) Well-being and Welfare, (3) Care and Compassion and (4) Problem Solving and Help Seeking. We describe the co-production method and resulting programme characteristics and provide considerations for others interested in developing effective and sustainable AAIs for their respective populations and contexts.

Enhancing Professionalism in Nurse Anesthesia Education: A Randomized Controlled Trial of Multi-Source Feedback

Background: Professionalism is defined as a set of knowledge, skills, moral values, and personal and group identity that affect the quality of providing care to patients. Objectives: This study aimed to investigate the effect of Multi-Source Feedback (MSF) on the professionalism level of nurse anesthesia students. Methods: This study was a randomized controlled trial adopting a pre-test/post-test design and involved a sample of 46 third- and fourth-year nurse anesthesia students selected using the census method (27 females and 19 males with a mean age of 20.91). They were divided equally into two groups of 23 each. Students in the intervention group received MSF during the 3-month period of their academic semester. At the end of each month, they were evaluated by 3 external evaluators, including an anesthesiologist, a nurse anesthetist, and a nurse anesthesia instructor, using a researcher-made checklist. In addition to the mentioned evaluators, the students performed self-evaluation using the Professional Self-description Form (PSDF). Based on the scores of the evaluators, the necessary feedback was given to the students online and offline. Meanwhile, the students in the control group received routine training and feedback during the internship. The data were analyzed using the repeated measures MANOVA test. Results: The intervention group consistently scored higher in professionalism than the control group. Over time, the gap between the two groups increased, with the intervention group achieving significantly higher improvement (P < 0.001). In the intervention group, the mean scores obtained from all evaluators including the nurse anesthesia instructor, the nurse anesthetist, the anesthesiologist, and self-evaluation were 62.43 ± 3.86, 63.13 ± 4.67, 61.26 ± 3.94 and 80.91 ± 6.86 at baseline, which rose to 87.52 ± 6.04, 88.69 ± 6.37, 83.00 ± 7.33 and 101.82 ± 5.59, respectively (P < 0.001). Specifically, the two groups experienced an upward trend in terms of the MSF score, yet the control group displayed a slight increase, while the intervention group demonstrated a significantly steeper rise. Intergroup effect tests consistently revealed that across all evaluators, the intervention group outperformed the control group (P < 0.001). Conclusions: The multi-source evaluation process had a statistically significant effect on the level of professionalism of nurse anesthesia students. It is possible to benefit from integrating this method with other evaluation methods in future studies.

Investigating Students’ Perceived Satisfaction and Performance in Online Class: Basis for Online Learning Improvements

The landscape of education has experienced significant changes as a result of the global COVID-19 pandemic. Central to the recent developments is the increasing concerns related to the levels of student satisfaction and performance in Mathematics within the context of online learning. This study seeks to fill the gaps in existing research literature on how mathematics is taught online during the pandemic. In particular, the goal of this research was to investigate the relationship between students' perceived satisfaction and reported academic performance in a Mathematics online class and suggest important satisfaction factors to improve student online learning experiences. The study was a descriptive research design utilizing mixed methods, and the data were collected from a volunteer sample of ???? = 153 respondents, composed of senior high school students from three private schools, through an adapted online survey instrument. Results showed that the association between satisfaction and performance was significant and positively correlated. Furthermore, there was a low but positive significant correlation between satisfaction with their performance. Regardless of their performance levels, students were generally satisfied with online learning. Students, however, pointed out three (3) additional factors that affect their satisfaction – flexible and considerate task management, effective communication and subject mastery in teaching; and accessibility and clarity of educational resources. To improve online learning, these additional factors are essential to have a high level of satisfaction and performance in online learning.

Price transparency in international retailing on digital platforms

PurposeIn the digital era, price transparency—the practice of disclosing cost breakdowns in product manufacturing—has become present on digital platforms. Although its benefits are well-documented and consumers should theoretically desire costless and relevant information for informed decision-making, this paper proposes that consumers may resist overly transparent pricing, particularly when it pertains to premium-priced (vs regular-priced) products from countries with high equity.Design/methodology/approachOur research comprises three experimental studies utilizing both student and representative online Prolific samples, covering various products and countries with different equity levels. Initially, a pilot study identifies an interpersonal should-want conflict induced by price transparency when purchasing premium-priced products, leading to information avoidance. Subsequent studies further explore this phenomenon by examining the moderating role of country equity and the mediating role of price unfairness perceptions.FindingsPrice transparency can backfire when purchasing premium-priced products due to the want-should conflict among consumers—the desire to receive disclosure of cost breakdowns versus the inclination not to view it. This conflict results in increased resistance to receiving transparent price information and decreased brand attitudes and purchase intentions, especially for products originating from high-equity countries. Heightened perceptions of price unfairness explain these dynamics.Research limitations/implicationsThe study primarily relies on experimental designs with limited sample sizes. To enhance the generalizability of the findings, incorporating large-scale real market data across diverse domains and countries would be beneficial.Originality/valueGrounded in the should-want conflict and information avoidance theories, this paper uniquely explores the adverse effects of price transparency on digital platforms. We extend this by demonstrating that this conflict is influenced by country equity, where the perceived value added by the association of a product with a given country name affects whether consumers experience the conflict. Our investigation of perceived price unfairness further deepens our understanding of the nuanced effects of price transparency.

Student engagement and academic achievement: the effect of gamification on case and project-based online learning

Education is a pivotal pillar in modern society, and technology has brought about major changes in how students learn. Online learning is becoming an increasingly popular form of education, especially since the COVID-19 pandemic broke out. However, the challenge of maintaining student engagement and motivation in online learning environments remains a concern for many educators. This is where the concept of gamification erupts as an innovative solution to this problem. This study aimed to examine the effect of case- and project-based gamification models on student engagement and academic achievement in online learning in tertiary institutions. Quasi-experimental post-test only non-equivalent control group design was chosen as the method of this research. The subjects of this study were 117 students from Universitas Pendidikan Ganesha. The instrument used to measure student engagement was a questionnaire developed by researchers with reference to the online student engagement (OSE) indicator; meanwhile, an objective test was to assess student academic achievement. The data were analyzed using a one-way multivariate analysis of variance (MANOVA) technique. The study results show significant differences in student engagement and academic achievement between groups of students taught using case and project-based gamification models and direct e-learning models. Case and project-based gamification models used in online learning were effective in increasing student engagement and student academic achievement.

Mentor Management System

Abstract: This paper introduces the "Mentor Management System," an innovative Java-based Database Management System (DBMS) web application designed to enhance mentor-mentee interactions and administrative oversight in academic institutions. Addressing the growing demand for efficient mentorship collaborations, the system aims to streamline connections between mentors and mentees while optimizing the overall mentorship process for students, mentors, and administrative personnel. The Online Student Mentoring System offers a comprehensive platform facilitating seamless interactions among administrators, mentors, and students. Administrators manage and optimize system operations, ensuring efficiency across all levels. Equipped with specialized tools, mentors engage with students to understand their unique needs, providing personalized guidance that fosters both academic progress and personal development. Students benefit from a user-friendly interface, allowing effortless access to mentorship, query resolution, and tailored insights to enrich their educational experience