Students In Online Learning Research Articles

PENDAMPINGAN BIMBINGAN BELAJAR SISWA SEKOLAH MENENGAH PERTAMA SELAMA PANDEMI COVID-19 DI RT 05 KELURAHAN BAJAK PROVINSI BENGKULU

The existence of the Covid-19 pandemic has brought many changes in human life. One area of ​​human life that also feels the impact of this is in the field of education. The Covid-19 pandemic has become one of the obstacles for children who experience difficulties with online learning, such as in making assignments, not understanding the material delivered by the teacher, learning tends to be online assignments, and the difficulty of the internet network, especially for children who exist in the villages. Various efforts have been made to overcome the problems that occur, one of which is through the Tutoring Assistance program. The method used in this service is guidance. The guidance used is tutoring that emphasizes assisting junior high school students. This study assistance is a form of contribution in the field of community service. Community service activities aim as a means to channel the knowledge and concern they have for children who are currently undergoing their school period. In this service research the focus is on junior high school students in RT 05 Bajak Village. Based on the results of the dedication of tutoring activities, it can help parents who cannot accompany their children in participating in online learning for students and also to increase the learning motivation of junior high school students who live in RT 05, Bajak Village, Bengkulu Province

The mediating role of self-efficacy in the relationship between the online learning environment and academic self-regulation

PurposeThe purpose of the study is to explore the interrelation between internal factors of learners and the external environment. The results of this study help to design a learning environment that improves students' self-efficacy and consequently self-regulated learning (SRL) behaviors of students.Design/methodology/approachThe study adopts a quantitative approach to explore the relationship between learner's self-efficacy, self-regulation behavior and three factors in the online learning environment: course design, learning activities and relationship with instructors and peers. Participants of the study are 350 students in two universities in Vietnam.FindingsThe study finds that factors in the learning environment namely course design, learning activities and relationship within class significantly affect students' self-regulation. Moreover, results show that students' self-efficacy plays the mediating role in the relationship between learning environment and self-regulation.Research limitations/implicationsSamples are taken by convenience sampling method, which may lead to sampling bias, and results may, to some extent, be misleading. The study was conducted in only two universities with limited student populations. A larger sample of students from other institutions may contribute to a better explanation of the relationships.Practical implicationsThe study has a practical implication of contributing to the limited understanding of learners in an underdeveloped-research country context. The study also implies necessary changes to the long-standing, prevalent yet ineffective teaching and learning style.Social implicationsThe study calls for a renovation in the nation's traditional educational practices, having a social implication of creating a learning environment beneficial for learners.Originality/valueThis study is the first to investigate the impact of online learning environment and students' internal factors on their learning behaviors in Vietnam. The study is among the very few empirical research studies on the country's education generally and on self-regulation specifically, contributing to better understanding of learning experiences and the improvement of teaching.

Student Online Learning Behavior Characteristics Based on Multidimensional Cognitive Model

Analysis of student learning behavior characteristics is an important means for educators to better understand students and improve the quality and effectiveness of teaching in the field of education. It is necessary to refer to students' cognitive levels for analysis of student learning behavior characteristics. However, existing algorithms only focus on the overall performance and grades of students, ignoring the individual differences in learning cognitive levels among students, which affects the accuracy of the analysis results. Therefore, this paper conducts research on student online learning behavior characteristics based on a multidimensional cognitive model. Firstly, a multidimensional and multilevel model for evaluating students' cognitive levels is constructed, and the process of evaluating students' cognitive levels is sustainable and can be adjusted in real-time as students' cognitive levels change. By considering the differences in evaluation levels and students' cognitive levels, targeted observation and extraction of students' online learning behavior characteristics can be achieved. A new model based on variational autoencoder neural network is proposed to perform decoupled representation of students' implicit preferences. By using a regularization term based on maximum mean difference, the model can learn independent hidden vectors sensitive to dynamic and static factors from students' online learning behavior history data and multidimensional cognitive evaluation history data. The experimental results verify the effectiveness of the constructed model.

Clicking with Confidence: Influence of a Student Co-Designed MOOC on Students' Emotions and Online Learning Self-Efficacy

The COVID-19 pandemic has taught us that being able to learn online is now a crucial life skill and cannot be left to chance. Pedagogical interventions are critical to support students in building their digital skills and confidence, given identified links between online learning readiness and academic success. Based on this premise, the purpose of this study is to investigate the influence of an online learning preparatory MOOC on students’ emotions and levels of online learning self-efficacy (OLSE). The paper begins by illustrating how the design and delivery of the MOOC had the potential to provide participants with the necessary mastery experiences, vicarious experiences, verbal persuasion, and affective regulation opportunities to evaluate and develop their online learning self-efficacy beliefs. Students starting or continuing their higher education online because of COVID-19 were encouraged to take the MOOC as part of their development. Students’ self-reports of their emotion and OLSE were compared pre- and post-MOOC. Paired sample t-tests found significant differences in all four dimensions of OLSE following participation in the MOOC. Participants reported higher levels of Self-Efficacy Navigating Technology, Self-Efficacy Managing Time, Self-Efficacy Learning at a Distance, and Self-Efficacy Communicating Online. Additionally, changes in learners’ emotions were observed post-MOOC. Most participants reported feeling anxious about online learning before the MOOC. This changed, however, post-MOOC, with the majority feeling positive and hopeful about online learning following the two-week course. The paper concludes by discussing the implications for practice.

The role of instructional quality on online learning intentions of university students: The technology acceptance model of Zoom

E-learning technology has a vital role to play in supporting the realization of learning goals during the COVID-19 pandemic. One that is often used is video conferencing technology from Zoom. Many studies have discussed the important role of e-learning technology, but there are still limited studies that examine how the role of Zoom technology in increasing student engagement in online learning. Thus, this study focuses to reveal the impact of online instructional quality using Zoom video conferencing technology on increasing students’ online learning intentions. We use the technology acceptance model (TAM) approach to answer the objectives of this study. This study randomly involved 190 students at Universitas Negeri Jakarta, Indonesia through an online questionnaire. We used structural equation modeling (SEM) analysis to examine the effect on each variable. In addition, we also use a bootstrap confidence interval estimate to investigate the role of mediation. The study results reveal that students' online learning intentions are influenced by perceived usefulness and ease of using Zoom. Also, perceived usefulness and ease of use are proven to mediate the effect of instructional quality on students’ online learning intentions using Zoom video conferencing technology. The results of this study provide important implications for education practitioners to develop engaging online learning for students.

Prediction of student online Learning performance based on Machinelearning

This essay uses machine learning methods to predict students’ online learning performance. The characteristicsof student’s characteristics, learning behavior characteristics, and environmental factors are extracted by featureengineering, and the random forest model is used for prediction. The experimental results show that the predictionaccuracy of the random forest model reaches 0.82, which provides an effective means for the prediction of onlinelearning performance.

Profile of digital literacy of mathematics education students in online learning and its relationship with learning motivation

Profile of digital literacy of mathematics education students in online learning and its relationship with learning motivation

Engaging university students in online learning: a regional comparative study from the perspective of social presence theory

Engaging university students in online learning: a regional comparative study from the perspective of social presence theory

PELATIHAN PEMANFAATAN APLIKASI ONLINE UNTUK BAHAN EVALUASI BELAJAR SISWA PADA MTS NEGERI BATU MERAH AMBON

In 2020 Indonesia was hit by the Covid-19 pandemic which also occurred in various countries so that it had an impact on the world of education. Teaching and learning activities that were previously accustomed to face-to-face learning have changed to online or online learning. Every level of education must be able to adapt to the online learning model, so good cooperation between teachers, parents and students is needed. For the education level of Junior High School or State Madrasah Tsanawiyah (MTsN) Ambon, parents must spend more time than usual accompanying student learning so that they can assist teachers in controlling children. Conversely, teachers are required to be able to provide material as interesting as possible so that students are not bored in the teaching and learning process and the learning evaluation process can run well. The UNPATTI Computer Science Study Program took the initiative to conduct training on the use of online applications for student learning evaluation materials in the city of Ambon addressing the dynamics of online learning for MTsN level students. This activity uses a website-based application that can be used to create learning media such as quizzes, tests, and evaluation of student scores

Online medical education: A student survey.

During COVID-19, medical schools transitioned to online learning as an emergency response to deliver their education programmes. This multi-country study compared the methods by which medical schools worldwide restructured the delivery of medical education during the pandemic. This multi-country, cross-sectional study was performed using an internet-based survey distributed to medical students in multiple languages in November 2020. A total of 1,746 responses were received from 79 countries. Most respondents reported that their institution stopped in-person lectures, ranging from 74% in low-income countries (LICs) to 93% in upper-middle-income countries. While only 36% of respondents reported that their medical school used online learning before the pandemic, 93% reported using online learning after the pandemic started. Of students enrolled in clinical rotations, 89% reported that their rotations were paused during the pandemic. Online learning replaced in-person clinical rotations for 32% of respondents from LICs versus 55% from high-income countries (HICs). Forty-three per cent of students from LICs reported that their internet connection was insufficient for online learning, compared to 11% in HICs. The transition to online learning due to COVID-19 impacted medical education worldwide. However, this impact varied among countries of different income levels, with students from LICs and lower middle income countries facing greater challenges in accessing online medical education opportunities while in-person learning was halted. Specific policies and resources are needed to ensure equitable access to online learning for medical students in all countries, regardless of socioeconomic status.

E-Learning Behavior Categories and Influencing Factors of STEM Courses: A Case Study of the Open University Learning Analysis Dataset (OULAD)

With a focus on enhancing national scientific and technological competitiveness and cultivating innovative talents, STEM education has achieved remarkable results in developing students’ core quality and improving academic achievement. Online courses built for STEM education have attracted many learners. However, as the number of learners continues to grow, online STEM education faces problems such as difficulties in ensuring the quality of teaching and learning in STEM online courses and poor performance of students in online learning. An in-depth exploration of the correlations between learners’ E-learning behavior categories and learning outcomes in STEM education online courses will facilitate teachers’ precise interventions for students who are learning online. This study first predicts the E-learning performance of STEM course learners through machine learning and deep learning algorithms, then uses factor analysis methods to discover correlations between behavioral features, uses the random forest algorithm to explore the vital behavioral features that influence the E-learning performance of STEM courses, and finally performs a category classification of important characteristic behaviors based on the learning behavior category basis. The results show that the learning behavior classifications of learning preparation behavior, knowledge acquisition behavior, and learning consolidation behavior affect the E-learning performance of learners in STEM courses. Moreover, a series of characteristic behaviors strongly affect E-learning performance. In general, teachers can systematically intervene in time for at-risk students from the perspective of learning behavior categories and further improve the construction of STEM online courses.

“It’s a pain, but it’s not like the end of the world”: Students’ experiences of emergency remote teaching

A chasm exists between pre-COVID online learning literature, focusing on teachers and students who have chosen online teaching and learning, and post-COVID literature, in which teaching and learning are forced online. This research focuses on students’ experiences of the move to online learning, the strategies they employed and their overall perceptions of differences between face-to-face and online learning. A single semi-structured interview was conducted with 16 students at the end of the semester in which learning was migrated online. When the learning was moved online, the students were all 3 weeks into their second year of a bachelor’s degree in the humanities and social sciences. The interview data was collected soon after the students completed these courses and analysed using thematic analysis. Generally, the findings of this study support other post-COVID studies, finding that students who were required to study online had more negative experiences than positive ones. Students who are enrolled in full-time face-to-face qualifications also appear to have different needs from those who choose to study online. Students felt that they would have benefited from more structure during emergency remote teaching, such as synchronous learning experiences scheduled at a fixed time. Implications for practice or policy: Lecturers should conduct lectures synchronously in emergency online learning for on-campus students. Teaching staff should include their faces in recorded instruction in asynchronous online modes. Teaching staff should offer tests in alternative formats rather than avoiding them in online learning. Universities should prioritise tutorials, workshops and laboratories in face-to-face mode over lectures in hybrid education.

Strengthening Character Education Based on Online Learning for University Students Pasca Covid-19

This study aimed to strengthen character education based on online learning for university students pasca covid-19. This study applied the qualitative research. This study was carried out at Universitas Bosowa students and lecturers. Results of study showed that character education is implemented pasca Covid-19 epidemic utilizing a distance learning approach (online), which was internet-based. The incorporation of character education based on online learning has an impact on attributes like religiosity, honesty, tolerance, discipline, hard work, creativity, independence, democracy, curiosity, national spirit, peace-loving, social obligation, and responsibility. Character education based on online learning can have an impact on how children develop their moral beliefs, integrity, critical thinking, independence, participation in other activities, and responsibility. It can be concluded that a distant learning method (online) was used to implement character education under the circumstances of the Covid-19 pandemic. Although there are some technical issues with using this system, and overall it can be used successfully.

What we have learned from adult students’ online learning experiences to enhance online learning of other students’ groups?

Adults used to be the largest online student population before the COVID-19 pandemic. However, the number of online students multiplied during the pandemic, and now includes the complete conglomeration of all student groups. Due to their longer experience of online education, adult students continue to provide valuable insights on how to enhance online learning for other higher education students. This article reports the results of phenomenographic research on the qualitative differences in the ways of experiencing learning by fifteen adult students enrolled in two online postgraduate programmes. The analysis on in-depth, participant-led interviews demonstrated that online learning is conceptualised in three ways: as an investment, as a process that brings structure, and as a process that enables and empowers an individual. The results of this study are of particular importance for those who are concerned with introducing online learning to the higher education curricula. The paper argues that the stigma of online education being the second choice, maintained in the educational research literature, should be replaced by a holistic approach to education as a process that organically incorporates the online educational elements into higher education. Focusing on how adult students experience online learning provides a broader and deeper understanding of adopted effective practices and the variety of online learning opportunities and outcomes for other students’ groups. Insights based on the results of this study are summarised.

Research on the Effect of Online Learning and Influencing Factors of University Students Based on Questionnaire Survey

With the development of modern education technology, college students' learning is not only limited to traditional teaching methods, but online learning is rapidly gaining popularity. This study investigated the online learning of Chinese college students using questionnaires and analyzed the collected data with spss modoler data analysis tool to find out the effect of online learning and its influencing factors of Chinese college students. This study found that teachers' teaching, learning strategies, online teaching platforms, and interactive learning all have some influence on the online learning effect. By improving the quality of teachers' online teaching, adopting appropriate learning strategies, and using online teaching platforms comprehensively, the online learning effect can be effectively improved.

THE EFFECT OF SELF EFFICACY ON SELF REGULATED LEARNING AMONG STUDENTS OF STATE ISLAMIC UNIVERSITY DURING ONLINE LEARNING

This study aims to learn the effect of self-efficacy on self-regulated learning during online learning for Islamic students. The sampling technique used was purposive sampling, with a total sample of 410 Raden Fatah State Islamic University (UIN) Palembang students. The results showed that the relationship or the value of the correlation coefficient between the variables of self-efficacy and self-regulated learning was 0.466. The significance value is 0.0019 where (p<0.05') then (sig='0.001<0.05) and the results of hypothesis testing are known that the results of the R-square test of the self-efficacy variable on self-regulated learning are 0.217. These results indicate that 21.7% of self-efficacy affects self-regulated learning variables. Thus, self-efficacy and self-regulated learning have a significant positive effect on Islamic students at the Raden Fatah State Islamic University (UIN) Palembang. In other terms, the higher the self-efficacy, the higher the level of self-regulated learning.

Benefits of Online Learning for Students of the PPKn Study Program Class of 2020 during the Covid 19 Pandemic

Students of the PPKn study program, teacher training faculties and education who during the pandemic used online learning on the one hand have benefits for students but on the other hand there are weaknesses of online learning. Online learning is learning carried out in the network, meaning learning that takes place online using applications that can display a class face-to-face online. Online learning has taken place in the Pancasila and citizenship education study programs since 2020 with the aim of meeting educational standards through the use of information technology.Basically, online learning is a tool or intermediary for the delivery of learning materials, it needs to be used, especially during a pandemic, therefore the use of online applications is one of the most important learning media carried out in learning activities between lecturers and students, teaching and learning activities are a process of forming self-understanding of science, knowledge, Psychic and social, in the implementation of online learning learning applications have an important role in increasing student motivation and interest, Based on the results of the study, researchers found that online learning is independent learning and high interactivity, able to increase memory levels, provide more learning experiences, with text, audio, video and animation all used to convey information, and also provide ease of conveying, updating content, downloading, students can also send emails to other students, send comments on discussion forums, use chat rooms, to videoconference links to communicate directly.

Zoomification of medical education: can the rapid online educational responses to COVID-19 prepare us for another educational disruption? A scoping review.

In response to the COVID-19 pandemic, educators have increasingly shifted delivery of medical education to online/distance learning. Given the rapid and heterogeneous nature of adaptations; it is unclear what interventions have been developed, which strategies and technologies have been leveraged, or, more importantly, the rationales given for designs. Capturing the content and skills that were shifted to online, the type of platforms used for the adaptations, as well as the pedagogies, theories, or conceptual frameworks used to inform the adapted educational deliveries can bolster continued improvement and sustainability of distance/online education while preparing medical education for future large-scale disruptions. We conducted a scoping review to map the rapid medical educational interventions that have been adapted or transitioned to online between December 2019 and August 2020. We searched MEDLINE, EMBASE, Education Source, CINAHL, and Web of Science for articles pertaining to COVID-19, online (distance) learning, and education for medical students, residents, and staff. We included primary research articles and reports describing adaptations of previous educational content to online learning. From an initial 980 articles, we identified 208 studies for full-text screening and 100 articles for data extraction. The majority of the reported scholarship came from Western Countries and was published in clinical science journals. Cognitive content was the main type of content adapted (over psychomotor, or affective). More than half of the articles used a video-conferencing software as the platform to pivot their educational intervention into virtual. Unfortunately, most of the reported work did not disclose their rationale for choosing a platform. Of those that did, the majority chose technological solutions based on availability within their institutions. Similarly, most of the articles did not report the use of any pedagogy, theory, or framework to inform the educational adaptations.

Teachers' Efforts to Overcome Delays in Learning Arabic as an Impact of During Learning for Slow Learner Students in Junior High Schools

The purpose of this study was to describe the teacher's efforts to overcome delays in learning Arabic as an impact of online learning for Slow Learner students at SMP IT Ad-Durrah Medan. This study used a qualitative approach with a case study type of research. Primary data were obtained from Arabic teachers. At the same time, secondary data was slow learner students and Arabic language textbooks for class VII SMP IT Ad-Durah Medan. The data collection techniques that the researchers used were observation, documentation, and interviews. After collecting the results in the field, the researcher will select and organize the data. Furthermore, the researcher classified the data, organized the data, selected the significance of the data, analyzed the data, and drew conclusions. The results of the study showed that efforts to overcome delays in learning Arabic for students at SMP IT Ad-Durrah Medan due to the impact of during learning which had been running for two years, are as follows: 1) Motivate Students who are slow to learn Arabic, 2) Developing Learning Strategies Towards Effective Arabic Learning, 3) Developing Materials about Things that Happen among Learners, 4) Using Learning Media, Applying Multimethods and Learning Strategies, 5) Evaluating Authentic. From the final results of learning Arabic, it was found that 97-99% of students were declared complete in Arabic lessons. In the odd semester of the 2022/2023 academic year, the results of learning Arabic were yet to be discovered because learning was still ongoing. However, based on the results achieved in previous years, the success rate of students' Arabic was very high.

Pengalaman Peran Orang Tua Siswa Kelas 1 dalam Pembelajaran Daring pada Saat Pandemi Covid-19 di Sekolah Madrasah Ibtidaiyah Hidayatul Mubtadiin Desa Kapur

Since the Covid-19 pandemic, children's education has been carried out remotely. Learning done at home makes the role of parents very important, learning done at home makes the role of parents very important, parents must be able to facilitate learning activities carried out by children, that education should be done as early as possible at home, roles and responsibilities The responsibility lies on the shoulders of parents because parents are the main educators in the family, not only intellectual matters but education for the formation of a noble personality. This role is often referred to as the education of children in the family. The research design used in this study is a qualitative descriptive study, which describes, describes the experience of the role of parents towards children in online learning during the Covid-19 pandemic for grade 1 students of MI (Madrasah Ibtidaiyah) Hidayatul Mubtadiin Kapur Village. The results of this study indicate that the experience of the role of parents of grade 1 students in online learning during the Covid-19 pandemic at the Hidayatul Mubtadiin Madrasah Ibtidaiyah (MI) school in the village of lime. That is, parents carry out two roles at once, first as parents and second as teachers at home; provide facilities and infrastructure for children, and parents as facilitators, motivators, influencers and mentors. And the difficulty of the role of parents of grade 1 students in online learning during the Covid-19 pandemic at the Hidayatul Mubtadiin Madrasah Ibtidaiyah (MI) school, Kapur Village. namely the educational background of parents affects the level of ease and difficulty of parents in educating children, parents who have jobs and the time available.