Use Of Online Learning Research Articles

Medical education in post-pandemic times: Online or offline mode of learning?

With the advent of the COVID-19 pandemic, face-to-face training was suspended considering social-distancing norms. The training needs of the healthcare workers (HCWs) were being met by the online mode. Initially, the use of the online mode was limited but was eventually popularized with increased use. This would have led to a change in the perception toward the online mode. However, the use of online learning has financial and temporal obstacles. With this objective, a study was conducted among the HCWs to assess the perception, satisfaction, and preference associated with the modes of learning. A cross-sectional study was conducted from February to April 2021 among the HCWs. An online link to the survey was circulated among the HCWs who attended online or/and offline training. The questionnaire had 38 questions assessing the sociodemographic details, perception, satisfaction level, and preferences of the participants. Univariable and multivariate logistic regression were performed using SPSS v-22. A total of 1,113 responses were received with the mean age of 33.17 ± 8.13 years and approximately 63% of the participants were females. Approximately 54% perceived the online mode of learning as a better mode of learning. Also, 67% preferred and 80.5% recommended the online mode whereas mean satisfaction was found to be more for the offline mode as compared to the online mode. The study concludes that the online mode of learning is the most preferred and recommended mode among the HCWs, whereas there is more dissatisfaction with respect to the online mode. The study also emphasizes that the instructors need to improve the practical knowledge of the learners by integrating technical modalities.

Gadget Use and Eye Fatigue on Students During COVID-19 Pandemic

The increasing intensity of gadget use in online learning during the COVID-19 pandemic impacts increasing eye fatigue complaints in students. This study analyzes the relationship between gadget use and eye fatigue complaints in college students during the COVID-19 pandemic. This study is a quantitative study using a cross-sectional design involving a sample of 171 students of the Public Health Study Program of the University of Prima Indonesia. The sampling technique used purposive sampling with inclusion criteria, namely, students in semester 2 to semester 8. The data were analyzed using the Chi-Square test and multiple logistic regression tests. The results of statistical tests using the Chi-Square test showed that a history of eye disease (0.000), the type of gadget used (0.000), the position of using the gadget (0.020), the distance of using the gadget (0.000), and the duration of using the gadget (0.000) were associated with complaints of fatigue. eye. Age (0.325) and gender (0.973) had no significant effect. This study concludes that a history of eye disease, more than 1 type of gadget use, long-term use of gadgets, poor body position, and too close a distance are triggers for eye fatigue complaints. The most dominant factor in this study was the use of more than 1 type of gadget (p= 0.001; PR= 0.098, 95%CI = 0.025 – 0.381). To reduce the negative effects of using gadgets for a long time, students are expected to rest regularly and adjust the position and distance of the gadget screen.

Readiness of Parents in Utilizing Information and Communication Technology (ICT) in Children's Learning during the Covid-19 Pandemic

This study aims to determine parents' readiness to use ICT in children's learning during the Covid-19 pandemic. This study used quantitative research. The population in this study amounted to 571 respondents, while the sample in this study obtained many 230 respondents with research subjects, namely parents who have school-age children (students from PAUD/SD/SMP/SMA levels and currently implementing online learning). The sampling technique used is the purposive sampling technique. The data analysis technique in this study used descriptive statistical techniques. The study's overall results show that the readiness of parents in the use of ICT in children's learning during the Covid-19 pandemic shows good results with a percentage of 76.09%. These results are supported by the suitability of the results for each sub-variable, namely the sub-variables of parental readiness and ICT use in online learning. In this case, it can be interpreted that an educator must have readiness and understanding of the online learning system, but parents must also understand and master the technical implementation of online learning.

Effectiveness of Digital Heat Teaching Materials Based on Science, Environment, Technology, Society (SETS) to Improve Science Literacy of Junior High School Students

Nowadays, students need scientific literacy to develop skills to deal with technological developments in the industrial era 4.0. According to several studies, the scientific literacy of Junior High School and Islamic Junior High School students in various regions in Indonesia is in the medium and low categories. Innovative teaching materials appropriate for use in online learning are digital teaching materials. The development of SETS-based digital teaching materials is one of the efforts to improve students' scientific literacy in an online learning. The purpose of this research is to analyze how the validity, readability, and effectiveness of SETS based digital heat teaching materials improve the scientific literacy of Junior High School students. The method employed in this research was the Research and Development (R&D. It took the research sample from seventh-grade students of State Junior High School 3 Juwana by selecting three classes totalling 90 students. The expert validation of teaching materials using expert judgment obtained a score of 93.18% and the proof of media experts received 92.65%, indicating that teaching materials were suitable for learning media. The readability test results to the teaching materials using the gap test showed that the teaching materials were easy to understand. The results of the N-gain test from the pretest and posttest scores obtained a score of 0.706, which indicated that the enhancement of student’s scientific literacy was in the high category. Based on these result, it can be concluded that SETS-based digital teaching materials were effective in improving the scientific literacy of Junior High School students.

Students’ experiences in relation to the use of online learning and collaborative technologies during COVID-19 outbreak in South African Universities

Students’ experiences in relation to the use of online learning and collaborative technologies during COVID-19 outbreak in South African Universities

Undergraduate medical students’ readiness for online learning at a South African university: Implications for decentralised training


 Background. Decentralised teaching has the potential to transform medical education but requires greater use of online learning to address some of the challenges of decentralised teaching in low- and middle-income countries. Given the digital divide that exists in South Africa (SA), it is necessary to establish the extent of student readiness for the broader implementation of online learning. 
 Objectives. To determine medical students’ device ownership, usage and attitudes towards online learning at the University of the Witwatersrand, Johannesburg. 
 Methods. A cross-sectional survey of first-, third- and sixth-year students was conducted in 2017. The questionnaire included open- and closed-ended questions. Quantitative data were analysed using frequency and custom tables and Kruskal-Wallis one-way analysis of variance (ANOVA) tests. Open-ended responses were analysed using content analysis. 
 Results. The survey response rate was 48.5% (448/924). No significant differences in device usage and attitudes towards online learning were observed across the 3 years of study. Most respondents (99%) owned internet-capable devices, and >90% wanted some degree of online learning. The perceived barriers included poor internet connectivity on university campuses and the high cost of data in SA. 
 Conclusion. The majority of respondents owned internet-capable devices and requested more online learning, but the socioeconomic disparities in the country raise concerns about students’ readiness. Wider online learning requires policy decisions to ensure not only access to devices and data but also the implementation of online learning in ways that avoid further disadvantaging already disadvantaged students. Institutional barriers must be addressed before an expanded online learning environment can be considered.

Online learning: an effective option for teaching ENT to medical students?

ENT is underrepresented in the curriculum, and this has been compounded by coronavirus disease 2019. Recent restructures have removed ENT placements from the curriculum. This lack of exposure needs to be addressed, and increased use of online learning represents an opportunity to facilitate this. This study aimed to evaluate whether online learning can effectively deliver undergraduate ENT teaching. An online ENT module was created; content was structured on the Sheffield Medical School curriculum. Pre- and post-module tests and 5-point Likert scales were used to assess student knowledge and confidence, respectively. A total of 115 participants were recruited. Test scores improved by 29 per cent (p < 0.001) and confidence by 66 per cent. Anatomy and ENT conditions demonstrated significant improvement in confidence, with a lower confidence score for examination. This study showed improved knowledge and confidence, whilst highlighting greater efficacy in content over practical skills teaching. Online learning is a validated educational tool; however, it should not be used as a replacement but as an adjunct to supplement learning.

AN ANALYSIS ON THE STUDENTS’ ATTITUDE TOWARDS THE USE OF GOOGLE CLASSROOM IN ENGLISH LEARNING

This research aimed to find out the students’ attitude towards the use of Google Classroom in English learning at the Eighth Grade of SMPN 27 Surakarta 2022 / 2023 Academic Year. This study was conducted in the eighth grade of SMPN 27 Surakarta 2022 / 2023 Academic Year. The researchers utilize descriptive research which was conducted from June until July. The students of VIII-E were the subject of this research with totally of 30 students. Questionnaires to the students, interviewing the English teacher, and observing the class were the data collected by the researchers. To analyze the data, the researchers used qualitative data. The result of the research showed that the use of Google Classroom in learning English provides advantages and disadvantages for students. Using Google Classroom is quite effective for use in online learning. However, the use of Google Classroom in learning English is not good if it is applied continuously because it will make students difficult to learn English and improve their English skills. Most of the students also disagree that using Google Classroom is more flexible than face-to-face learning. Could be concluded that learning English using Google Classroom is quite helpful in learning during the pandemic, but the use of Google Classroom is not recommended to be used continuously in learning English. Keywords: Students’ Attitude, Google Classroom, English Learning

Saudi Teachers’ Attitudes towards using Online Learning for Young Children during the Covid-19 Pandemic

The outbreak of Covid-19 and consequent school closures created a considerable challenge for educational systems around the world. Many countries have shifted to online learning and other digital alternatives to ensure continuity in education. Within this global and historical context of the Covid 19 pandemic, the present study aimed to explore teachers’ attitudes towards the use of online learning for young children in Saudi Arabia. A total of 346 early childhood teachers were surveyed during school closures and the concomitant shift to online learning and teaching. The teachers who participated were recruited from public and private kindergartens and early childhood centers. The respondents completed a survey consisting of two scales developed for the purposes of this study. The first scale explored teachers’ general attitudes towards using online learning strategies with young children (10 items). The second scale explored teachers’ attitudes towards using online learning with young children based on their professional experience during the Covid-19 pandemic (10 items). The findings indicated that the majority of the respondents held positive attitudes about the use of online learning as an alternative to regular schooling. However, some beliefs varied among respondents, for example, whether online learning is developmentally and educationally appropriate for young children, and whether it creates or lacks a learning atmosphere. In addition, chi-square test results for both scales indicated statistically significant associations between teacher attitudes towards using online learning and years of teaching experience. However, no statistically significant associations were found for both scales between teacher attitudes and geographic area (urban/rural) or school type (public/private). Implications for teaching during and beyond the pandemic are discussed.

The Use of Images in Online Learning

Images can improve learning and performance. However, research suggests that many online educators and instructional designers lack the knowledge, skills, and abilities to effectively create and use images when designing online courses and instructional materials. Given this problem, we conducted a qualitative content analysis of images used within 20 different college courses to better understand how images are used in online courses. After creating a new image categorization, we coded 232 images. Results found that while only 27% of images in online courses were educational, other types of images can still serve important roles in online courses. The results were used to create a new framework for image use in online learning. We conclude the paper with recommendations that can help online educators and instructional designers select images for the online courses they design and teach.

Understanding Students’ Acceptance and Usage Behaviors of Online Learning in Mandatory Contexts: A Three-Wave Longitudinal Study during the COVID-19 Pandemic

Online learning has been mandatorily adopted in many countries due to the closure of educational institutions caused by the COVID-19 pandemic. However, antecedents of the acceptance and continuance of online learning in such a situation and their changing role over time have not been well understood. This study proposed and empirically tested a longitudinal acceptance model of online learning by integrating the technology acceptance model (TAM) with the task–technology fit (TTF). Data were collected using a three-wave longitudinal survey from 251 Chinese college students after the outbreak of the COVID-19 pandemic. The results showed that most hypothesized relationships in the proposed model were supported and remained across the three-time stages, while the effects of perceived ease of use on perceived usefulness and behavioral intention changed over time. In addition, students’ perceptions at previous stages had little impact on perceptions at subsequent stages, except for perceived usefulness and behavioral intention. Our study demonstrates that the integrated model of TAM and TTF could be an effective tool to understand students’ acceptance of online learning across different time stages in a mandatory setting and that longitudinal design could be applicable to examine the changing mechanism of the acceptance and continuance use of online learning over time.

Investigating Students' Perceptions of Online Learning Use as a Digital Tool for Educational Sustainability During the COVID-19 Pandemic.

Previous research on e-learning in underdeveloped countries has seldom taken a comprehensive approach. A literature review of recent published research in the field of e-learning use during the COVID-19 epidemic is also included in this study. Therefore, the aim of this study is to look at the technology acceptance model (TAM) and information systems (IS) performance models to see how system quality (SYQ), service quality (SEQ), and quality of life (QoL) are related, as well as the mediating impact of perceived ease of use (PEU) and perceived usefulness (PU), affect students' behavioral intention to use (BIU), and actual use of an e-learning system (AUE) as sustainability for education during the COVID-19 pandemic. Path analysis and structural equation modeling (SEM) were used to evaluate the research model, using the data from e-learning users obtained through a survey. Participants were e-learning users from two Saudi Arabian public universities. The findings revealed that PU and ease of use were positively correlated and influenced by SYQ, SEQ, and QoL in education, and that PEU and PU were positively influenced by students' BIU and AUE system. In the sense of e-learning in developing countries, previous studies rarely looked at an integrated model. This paper also attempts to provide a recently published study in the area of the use of an e-learning system as sustainability for education during the COVID-19 pandemic. There is a lot of ongoing research.

Online learning

The use of online learning in teaching Technical Vocational in the Senior High during this pandemic is a challenge. This study examines the impact of online learning in the Senior High School exit assessment in the Technical Vocational specializations in Alejo M Pacalso Memorial National High School. The use of phenomenological approach and thematic analysis, face-to-face talks, online interviews and observations were applied to synthesize, identify and come out with the findings. Findings confirm that education using online learning significantly impacts the exit assessment of the technical vocational learners as respondents has issues in technical, technological, physical, environmental, personal and psychological difficulties while using the said platform. Further, the research reflects that the knowledge domain can be highly met using online learning using discussion, video and learning materials as strategies but psychomotor and affective domain does not. Although some acknowledge that online learning benefits them because its self-paced, respondents clamor to be more confident when they learn the competency skills using hands-on than in online platform. Strengthening parent-teacher-stakeholders in partnership with the Department of Education will guarantee innovations, interventions and continuity of online learning to ensure high exit assessment results of senior high school technical vocational learners.

TECHNOLOGY USE IN TEACHING LITERATURE AMID AND POST-PANDEMIC: TEACHERS’ PERCEPTIONS

The impact of the COVID-19 pandemic caused the teaching-learning process to be done online. The online learning environment required EFL teachers to increase their technology use, including teaching literature classes. This influenced the teachers’ technology use in the long run, especially in post-pandemic teaching. To the best of researchers’ knowledge, only a few studied teachers’ perceptions of their technology use in EFL teaching and the post-pandemic era, especially for teaching literature. Therefore, this study aimed to investigate EFL teachers’ perceptions of their technology use for teaching literature and the technology use for teaching literature in the post-pandemic era. This study used a narrative inquiry design and a semi-structured interview to gather data from six senior high school teachers and analyzed using thematic analysis. The results showed that teachers had challenges in using technology for teaching literature at first because of low experience, but they had positive views on their current technology use for teaching literature, had positive perceptions on hybrid learning, and perceived that they had to make more adjustments for teaching literature in the post-pandemic era. This study may help teachers reflect on their technology use and adjust their technology use in online learning to meet the needs of the teachers and students.

The Costs, Quality, and Scalability of Blended Learning in Postgraduate Management Education

With its combination of online and face-to-face interaction, blended learning is increasingly being employed in postgraduate education. To date, most empirical research on the topic has focused on the design and relative effectiveness of online versus in-person learning. Meanwhile, any exploration of the costs of its delivery has often been neglected. In this study, we propose a framework to assess the costs and cost-effectiveness of alternative designs of blended postgraduate programs, and then empirically apply it to an innovative blended Master of Business Administration (MBA) course as compared with similar MBAs taught at the same institution, with the differences lying in their proportions of online content and the intensity of their use. We applied the Community of Inquiry framework to show that the program with the most intensive use of online learning is also the most effective in terms of student cognitive gain. However, it is not the most cost-effective when compared to other, less online-intensive alternatives. We also found that this result depends on the scalability constraints imposed by the design of the programs. The implications of the scalability versus the quality versus the costs of blended education are then discussed.

The mediating effect of knowledge sharing in the relationship between factors affecting knowledge sharing and reflective thinking: the case of English literature students during the COVID-19 crisis

The COVID-19 pandemic has had serious implications on educational systems worldwide and, hence, online courses have been organized. It is expected that the use of online learning in higher education promote knowledge sharing among students and the sharing of knowledge result in the improvement of reflective thinking among them. As such, we examined the knowledge sharing behavior among the undergraduate students in online learning English literature courses, the student’ perceptions towards reflective thinking, the relationship between the students’ knowledge sharing and reflective thinking, and finally, we tested a structural model of factors affecting knowledge sharing components, knowledge sharing, and reflective thinking. The data were collected through two surveys of 104 Iranian English literature students. A Pearson’s correlation coefficient and path analysis were used to analyze the data and to generate a model. The results showed that the students’ online knowledge sharing behavior and their perceptions towards reflective thinking are at unacceptable levels. Furthermore, a significant relationship was found between factors affecting knowledge sharing with the students’ knowledge sharing behavior, and between knowledge sharing and reflective thinking. The results also confirmed the mediator role of knowledge sharing and supported the hypothesized model of the relationships among the variables. Pedagogical implications of the study are finally discussed.

Memanfaatkan Peran Umpan Balik pada Kelas Online Matematika di Era Kenormalan Baru

In this era of The New Normal where students, teachers, and even parents are ‘forced’ to get accustomed to distance learning, we cannot simply overlook the importance of feedback on students’ work especially in mathematics teaching and learning, since feedback will provide information about the level of students' understanding of the material provided and also encourage them because their work is valued. This is a descriptive qualitative article about the overview of online mathematics classes and also how to utilize the role of feedback in them. The data in this article was enriched with the results of a questionnaire for 83 respondents from higher education in West Borneo. The results of the questionnaire revealed that 64.5% of respondents thought that online discussion groups were the most convenient platform to use in online learning, while video conference (90,3%) recorded the least. Regarding feedback, 53.8% of respondents chose corrective information on the work of the learner as the preferred form of feedback compared to the other two. At the end of this article, also suggested some ways for teachers to provide feedbacks based on the distance learning platform used in The New Normal Era. Keywords: feedback, online class, new normal era

PEMBELAJARAN ONLINE MENGGUNAKAN APLIKASI WHATSAPP (WA) MATA PELAJARAN BAHASA INDONESIA PADA MATERI MENYAJIKAN RINGKASAN TEKS EKSPLANASI DI KELAS 5 SD DALAM MASA PANDEMI COVID 19

In online learning there are problems including problems with teachers, students, and parents of students. The objectives of this study include knowing the online learning scenario using the WhatsApp (WA) application, knowing the difficulties and obstacles faced by teachers and students, knowing the responses of teachers and students, knowing the teaching materials, lks, and assignments given, knowing what efforts the teacher should do so that online learning using the WhatsApp (WA) application can run more effectively. The WhatsApp (WA) application is a social media application for communicating, users can receive and send messages, photos, videos and files. During the Covid 19 pandemic, the WhatsApp (WA) application is very suitable for use in online learning. The subjects of this study were 12 grade students from 2 schools. The first school is at SDN 065 Cihampelas in Bandung City and the second is at SDN 031 Pelesiran Kota Bandung. The results of the problems found in online-based learning on explanatory text learning materials, students find it difficult to consult with the teacher, because the explanatory text requires clear explanations to find out the parts of the structure and the kinds of linguistic rules contained in the explanatory text. The conclusion of the success of this online learning requires full help and support from parents. The solution that can be done with online learning is collaboration between teachers, parents, and students. keywords: online learningusing the WhatsApp (WA) application, presents a summary of the explanatory text

An Analysis of Self-Directed Learning in Speaking Class During Pandemic Covid-19

The COVID-19 pandemic is a situation where students are responsible and independent in their learning. During the COVID-19 pandemic, the Minister of Education and Culture decided to switch teaching and learning activities in the classroom to an online system. This study aims to determine the level of self-directed learning independence in speaking class and the influencing factors. This study was designed as descriptive quantitative research using Likert scale questionnaires and interviews. The subjects of this study were students of SMAN 06 Bengkulu Tengah. Data analysis was carried out using the formula proposed by Sudjana to determine the percentage of students' scores. The results show that more than 64%, or half of the students, have fairly high levels of self-directed learning in the speaking class. Based on the findings and discussions, as a result of the COVID-19 epidemic, the use of online learning in educational practice has gone well because students already have a fairly high level of independence.

The Relationship between Online Learning Acceptance and Emotional Well-Being among Undergraduates

Although online learning promotes many advantages, especially in adapting to the spread of the COVID-19 pandemic, minimal studies have examined the influence of online learning on undergraduates' emotional well-being. This study is crucial to prevent the adverse effects on emotional well-being such as depression, low self-esteem, and lack of self-efficacy, contributing to suicidal thoughts. In attempting to examine the factors that affect students' emotional well-being, this study utilized and extended Technology Acceptance Model (TAM) by adding emotional well-being as a new variable. This study aims to 1) investigate the predicting factors that contribute to online learning acceptance among undergraduates, and 2) examine the relationship between the actual use of online learning and emotional well-being among undergraduates. Online survey research and cross-sectional data were employed to test the conceptual framework and developed hypotheses. The respondents consisted of undergraduates from Universiti Teknologi MARA Pahang who underwent online learning. Structural equation modeling (SEM) was performed in this analysis to test the measurement model and to evaluate the hypotheses. The study found that all the predicting factors had a significant relationship with online learning acceptance except for perceived usefulness. Furthermore, the use of online learning has a significant relationship with emotional well-being whereby the students are able to adapt and feel convenient with the new learning method. The findings of this study are expected to assist educators or instructors in understanding the factors that contribute to online learning acceptance among undergraduate students and conducting their online learning in a way that may not be harmful to students’ emotional well-being.