Use Of Online Learning Resources Research Articles

The Difficulty of Students in Utilizing Online Learning Resources to Apply Creative Thinking

Creative thinking skills can create creative ways and harmonize knowledge with time. However, the analysis of the difficulties of mathematics education students has not been widely discussed, especially in the use of online learning resources. This study analyzes 15 fourth-semester mathematics education students’ difficulties in using online learning resources to apply creative thinking in solving math problems. Instruments consist of creative thinking skills test and a scale of online learning difficulties. The study results found that all subjects were familiar with online learning resources. However, its utilization was still minimal due to various difficulties, such as unstable signals, high quota costs, confusion about choosing an abundance of information, and uncertainty about the correctness of the information. These difficulties have an impact on the limited knowledge of the subject and the ability to generate ideas. Fluency in creative thinking was low. Subject ideas tend to be limited and routine. Subjects prefer to present an idea and immediately apply it to problem-solving. Flexibility is not visible, and errors in responding to ideas still occur. As a result, when the idea is executed incorrectly, the problem-solving is also wrong.
 Keywords: difficulty of student, online learning resource, creative thinking

KEBERTERIMAAN GURU SEKOLAH DASAR TERHADAP MEDIA PEMBELAJARAN BERBASIS WEB PADA MATERI PERKEMBANGAN TEKNOLOGI KELAS 3 SEKOLAH DASAR

This study aims to determine whether elementary school teachers are amenable to incorporating online learning materials into the class 3 technology development curriculum. In web-based learning resources, information and communication technology is utilized to support teaching and learning. This study will identify the factors that affect teachers' acceptability of using online learning resources. Additionally, the advantages of media use for educators and students will be examined. The use of online learning resources in elementary schools for class III is anticipated to present challenges and opportunities, which this study will help to clarify.

Utilizing Online History Learning Resources (Kitlv, Delpher Kranten and Beeldbank) in History Learning Class X SMA Negeri 3 Palu

The use of online learning resources has a significant influence on student learning needs, especially with the distance learning system implemented at SMA Negeri 3 Palu, including the selection of student learning resources. The implementation of community service aims to provide knowledge to students in the context of utilizing online history learning resources KITLV, Delpher Kranten and Beeldbank in history learning class X SMA Negeri 3 Palu. This service activity was attended by history teachers and students, they were very enthusiastic in participating in the service activities. The resulting output is the knowledge of students and teachers regarding online learning resources that can be used for further learning activities.

English Education Students' Attitude toward Autonomous Learning Amidst the Abundant Online Learning Sources

The development of information and communication technology has provided various learning resources that can be accessed by students anytime and anywhere, including for learning languages. This should provide benefits for improving students’ language skills. This article explored several things related to the use of online learning resources by students majoring in English Education, including three problem statements, namely: (1) what kind of online learning activities did the students do for autonomous learning purposes? ; (2) what kind of improvement did they obtain from autonomous online learning activities? ; (3) what were the challenges they found in using online learning sources for autonomous learning activities? This study utilized quantitative and qualitative data to provide detailed description. Furthermore, the data was analyzed thematically. This study revealed that students tended to use social media, Youtube, and university LMS for their autonomous learning. Their reported that their autonomous learning improved their English skills, especially in listening, speaking and vocabulary mastery. It was influenced by their interest in certain skills and the learning resources they accessed. The challenges associated with online autonomous learning were unstable connections, lack of clear learning goals, and low student motivation. Several implications and recommendations are also discussed in this study.

Optimization of the use of online learning resources for the development of students’ communicative competence

Introduction. The forced switching of universities to distance learning required a change in approaches, technologies and teaching methods. Learning a foreign language is impossible without the practice of oral communication: for the most part, it is in the process of it that the development of communicative competence takes place. We tried not only to bring the new-format learning closer to learning in the traditional format, but also, to a certain extent, to expand the educational potential for the formation of communicative competence through the maximum possible involvement of online learning resources and a well-designed methodological organization. The purpose of the article: to describe the pedagogical technology of the optimal use of online learning resources for the development of students' communicative competence, to evaluate its effectiveness. Materials and methods. The methodological basis of the study was a competence-based approach to teaching a foreign language. The work in the experimental group of students of Tula State University, studying in the section of Linguistics, was aimed at the optimal use of online learning resources for the development of students' communicative competence in its four components: language, speech, socio-cultural, motivational-reflexive. In the process of the study, methods of theoretical knowledge were used: analysis, synthesis, generalization, as well as methods of empirical knowledge: questioning, interviewing, the method of pedagogical observation, the method of expert evaluation, the method of mathematical data processing. Results of the study. At the end of the work carried out in the experimental group, an increase in the indicators of the formation of the components of communicative competence was recorded: in regard to the language component t-statistic = 8.3 (p < 0,001), the speech component t-statistic = 6.7 (p < 0,001), the socio-cultural component t-statistic = 5.4 (p < 0,001). Discussion and conclusion. The efficiency of the technology was proven through comparative diagnostics of the formation of the components of communicative competence among students before the start of the experimental work and at the end of it. In the distance format, there are opportunities for the effective implementation of the didactic principles of individualization, differentiation of learning. There are sources for increasing of students’ motivation to learn a foreign language, for activating their cognitive interest and developing skills of self-control, self-correction.

A national survey investigating the impact of the COVID-19 pandemic on core and higher breast radiology training in the UK

AIMTo investigate the impact of the COVID-19 pandemic on core and higher breast radiology training in the UK from the perspective of trainees and new consultants.MATERIALS AND METHODSA survey comprising 25 questions was distributed to UK radiology trainees via the regional Junior Radiologists Forum representatives under the auspices of the British Society of Breast Radiology (BSBR).RESULTSSixty-nine eligible responses were received representing all UK training regions. Fifty-five per cent of respondents completing either a core or higher breast rotation felt that the pandemic had a negative effect on their breast training. There was an overall reduction in exposure to the key breast imaging methods when rotations took place during the pandemic. Completing a core breast rotation during the pandemic was less likely to attract trainees to higher breast training. Three out of four breast radiology consultants in their first year after receiving their Certificate of Completion of Training (CCT) felt the pandemic reduced their preparedness for becoming consultants. Positive outcomes included the increased use of online educational resources and remote multidisciplinary meetings.CONCLUSIONSAs well as having a negative impact on breast radiology training overall, the pandemic has had a detrimental effect on attracting trainees to breast radiology as a future career. It is of key importance that trainees have a positive core breast rotation as this experience appears central to many trainees' decisions to pursue higher breast training. Increased use of online learning resources has also been positively received and is a valuable approach to learning that can be maintained in the longer term.

Persepsi dan Penggunaan Buku Teks dan Sumber Belajar Online Mahasiswa Universitas Sulawesi Barat pada Mata Kuliah Fisika Dasar

This research is done to (1) know the percentage of use of textbooks by students in the Basic Physics course; (2) to know the percentage of students using online learning resources in Basic Physics courses; (3) find out the tendency of students to use both learning sources while undergoing Basic Physics course activities in 2020/2021 even semester. This research is a quantitative descriptive study and applies incidental sampling. The population and sample are 259 and 50 students. The results showed that (1) the percentage of students using textbooks in the Basic Physics course was 54% stating often, 32% saying sometimes and 14% saying rarely; (2) the percentage of students using online learning resources in Basic Physics courses is 92% stating often, 6% stating sometimes, and 2% stating rarely; (3) the tendency of students to use both learning resources during their Even Semester 2020/2021 Basic Physics course shows that the use of online learning resources is greater than the use of textbooks.

Students’ Perceptions of the Sustainability of Distance Learning Systems in the Post-COVID-19: A Qualitative Perspective

The new Sustainable Learning and Education (SLE) concept was formulated in line with the Sustainable Development Goals (SDGs) announced by the United Nations. In order to achieve SLE, educational bodies need to utilize new technologies. Notably, the outbreak of the coronavirus (COVID-19) has forced educational institutions to utilize more innovative technological approaches to meet the objectives while still being in compliance with the doctrines of SLE. This research was conducted to explore the role of e-learning in transforming the academic industry in the post-COVID-19 time. The qualitative technique for interpretive phenomenological analysis (IPA) was applied to closely examine the participants’ lived experiences. The respondents were chosen from a private university in Jordan, and data were acquired through semi-structured interviews. Quality education, ease of technology, instructor accessibility and the use of online learning resources were the dimensions used for e-learning adoption. The findings highlighted that the students were truly overwhelmed by joining online platforms, but a lack of immediate feedback discouraged them. Besides this, the study will be useful to educational institutions in Jordan and other developing nations in gaining a better understanding of students’ attitudes about e-learning adoption.

Access and Utilization of Online Learning Resources Among Undergraduate Students

Online learning resources have made a significant contribution to teaching and learning. It has been felt that many students are underutilizing online learning resources for various reasons. This study aimed to analyze the online learning resources available to undergraduate students, the level of use of online learning resources by undergraduate students, and examine the challenges faced when accessing and using online learning resources. This research is descriptive research with the type of survey research. 200 students were selected as the sample. Three questions were asked and answered. The research findings revealed that the respondents had heard of web tools for teaching and were familiar with web tools for learning. The institution provided free tablets and internet for students as well. There were enough computers in the school's electronic library with free internet. There were internet cafes in the school environment as well as Students used Smartphones to access and use online learning resources. The study results concluded that online learning resources encourage students in the academic field and assist students in future learning. Based on and conclusions, it is recommended that; Universities must support the distribution of mobile learning devices, the government must provide funds for the provision of bandwidth and e-libraries, and teachers must be involved in the use of online learning resources because this will facilitate the teaching process and encourage students.

Learning and individual differences in skilled competency‐based performance: Using a course planning and learning tool as an indicator for student success

AbstractCompetency‐based institutions eager to improve student outcomes would be wise to consider research‐based measures, such as a course planning and learning tool (CPLT), as one step in the student life cycle. Recent research has indicated which assessment practices tend to be most successful in an online competency‐based environment while hinting at which specific study characteristics are likely to lead to superior performance. Our objective was to develop a more successful and scientifically measurable process than any other method that currently exists by reducing the gap between the uncertainty and subjective randomness that currently detracts from educating students and increasing institutions' ability to engage with students in a meaningful manner. We investigated students' prior Knowledge, Confidence level in completing the course, and Experience with course content, and their relationship to the use of online Learning Resources, frequency of Formative Assessment Practice, Formative Assessment Performance, frequency of Course Mentor interactions, and Course Pace. Results showed that students' Knowledge, Confidence, and Experience have notably different impacts on study behavior and performance outcomes. Specifically, students with higher Knowledge perform well despite less studying, students with higher Confidence also perform well, but students with high Experience struggle more with the course material and performance. Implications for academic planning in an asynchronous environment are discussed.

RETRACTED: Creative approaches in music teaching: Possibilities of Web 2.0 technologies

Abstract The study aims to experimentally reveal the potential of the use of online learning resources, namely SmartMusic, eMusicTheory, and Dolmetsch Music Theory, to improve qualitative music learning indicators in such skills as sight-singing, ear training, rhythmic reading, musical notation and performing skills. Much of the research is based on the direct experimental research in the music classroom. Google Forms were used to create an online questionnaire containing questions to be rated based on the Likert scale. The evaluators were music teachers from Lishui University (China). The research sample involves a group of students enrolled in the 2018/2019 and 2019/2020 choir singing classes. The sample consists of 56 students (64 % men and 36 % women). The participants were randomly divided into experimental and control groups. A survey of students suggests that the use of SmartMusic, eMusicTheory, and Dolmetsch Music Theory is perceived positively. Pre- and post-assessments showed that when using SmartMusic to train sight-singing, the gap between the mean improvement score of the experimental and control groups was 14 points. The use of eMusicTheory and Dolmetsch Music Theory for ear training led to the gap of 6.7 points, and the use of SmartMusic, eMusicTheory, and Dolmetsch Music Theory to train rhythmic reading, performance and musical notation skills resulted in the gap of 6.2 points, 3.3 points, and 2.4 points, respectively. The study can be of interest to music educators, education administrators, and researchers who are seeking to improve the quality of music teaching and learning by leveraging the power of Internet platforms.

Fostering the use of online learning resources: results of using a mobile collaboration tool based on gamification in a blended course

ABSTRACT Over the past years, higher education institutions have been exploring different mechanisms to adapt their learning and teaching practices to increase students’ engagement. One of the proposals has been to reuse Massive Online Open Courses (MOOCs) as Small Online Private Courses (SPOCs), or as complementary resources in traditional courses through blended learning practices, such as flipped classroom. However, the integration of online courses as a complement to face-to-face courses poses some challenges. First, students are not used to such blended learning approaches and it is generally difficult for teachers to motivate them to access online resources for the preparation of face-to-face sessions. Second, students are not used to the dynamics of blended learning scenarios, which are less teacher-centered and require their active participation. We propose the use of the mobile application MyMOOCSpace (MMS) to meet these challenges and increase students’ motivation and use of learning resources in blended learning courses that use SPOCs as a complement. MMS is a mobile learning application based on gamification mechanisms to promote collaboration and motivation of students in the use of digital resources as a complement to blended learning courses. In this paper, we present the results of a quasi-experiment in a blended course with 294 students that uses a SPOC as a complement, with the aim to assess the effect of MMS on students’ motivation and learning resources consumption. In particular, the behavior of two groups of students with the main digital resources of the SPOC (videos and formative assessments) was analyzed: one using the MMS (GTest group), and the other not using MMS (GTrad group). The results suggest that the use of MMS had a positive correlation with the videos consumption, besides increasing student’ interaction with assessment exercises in the SPOC.

Exploring the Impacts of COVID-19 Pandemic on Education Divide in Pakistan

Background: The education sector is badly shaken in the wake of COVID-19 pandemic as nationwide closures have impacted 89% of the world’s student population.
 Aims and Methodology: This qualitative, exploratory study investigated the impacts of COVID-19 on the prevailing education divide through focus group discussion. Focus group included purposefully selected two teachers (one male & one female), two senior headteachers (one male & one female), two Taluka Education Officers (one male & one female), two Assistant District Education Officers (One male & one female) and two Assistant professors of Education (one male one female). The focus group interviews were conducted from the participants through conference calls.
 Results: Focus group discussion results showed that there could be variable impacts of COVID-19 across society, parents, input that students could receive from families during this pandemic, assessment, gender, and schools. These variable impacts could result in further widening of the existing education divide in Pakistan. The major reasons, as highlighted by the participants, are the weak education system and the prevalent digital divide in Pakistan due to the use of online learning resources. It is recommended that the authorities should engage economically sound local elders, Non-Government Organizations and volunteer educated persons to meet the technology-based needs.

Conventional to online education during COVID-19 pandemic: Do develop and underdeveloped nations cope alike.

Educational institutes around the globe are facing challenges of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Online learning is being carried out to avoid face to face contact in emergency scenarios such as coronavirus infectious disease 2019 (COVID-19) pandemic. Students need to adapt to new roles of learning through information technology to succeed in academics amid COVID-19. However, access and use of online learning resources and its link with satisfaction of students amid COVID-19 are critical to explore. Therefore, in this paper, we aimed to assess and compare the access & use of online learning of Bruneians and Pakistanis amid enforced lockdown using a five-items satisfaction scale underlying existing literature. For this, a cross-sectional study was done in the first half of June 2020 after the pandemic situation among 320 students' across Pakistan and Brunei with a pre-defined questionnaire. Data were analyzed with statistical software package for social sciences (SPSS) 2.0. The finding showed that there is a relationship between students' satisfaction and access & use of online learning. Outcomes of the survey suggest that Bruneian are more satisfied (50%) with the use of online learning amid lockdown as compared to Pakistanis (35.9%). Living in the Urban area as compared to a rural area is also a major factor contributing to satisfaction with the access and use of online learning for both Bruneian and Pakistanis. Moreover, previous experience with the use of online learning is observed prevalent among Bruneians (P=.000), while among friends and family is using online learning (P= .000) were encouraging factors contributed to satisfaction with the use of online learning among Pakistanis amid COVID-19. Correlation results suggest that access and use factors of online learning amid COVID-19 were positively associated with satisfaction among both populations amid COVID-19 pandemic. However, Bruneian is more satisfied with internet access (r=0.437, P<.000) and affordability of gadgets (r=0.577, P <.000) as compare to Pakistanis (r=0.176, P< .050) and (r=0.152, P<.050). The study suggested that it is crucial for the government and other policymakers worldwide to address access and use of online learning resources of their populace amid pandemic.

Examining the contemporary digital divide of university students with specific reference to students with special educational needs

AbstractThe contemporary digital divide is characterised by the uneven distribution of access to information communication technology (ICT), originating in the different motivation, physical access and skills of users. We synthesised existing theories and frameworks to develop and then empirically validate a theoretical model to predict university students' use of online learning resources (OLRs) at the crossroads of formal and informal learning. Because access to digital content may be a bigger issue for students with special educational needs (SEN), we also examined OLR use among this group. Fifty‐six students with SEN and 1642 mainstream students participated in the survey. Our main conclusions are as follows. In the whole sample, personal socio‐cognitive factors (beliefs, self‐efficacy) are the only significant predictors of OLR use. The results suggest that motivational and skills‐related differences between students contribute more to the digital divide than do either differences related to unpleasant environmental conditions (eg, inaccessibility, high prices, etc.) or personal context (eg, study‐fit, learning preferences, etc.). Separate regressions show that beliefs were significant predictors for both SEN students and their peers, while self‐efficacy was a significant predictor for the mainstream students only. Measuring unpleasant environmental factors as a continuum (environmental and contextual barriers) explained OLRs better than solely differentiating between SEN and mainstream students. Practitioner NotesWhat is already known about the topic The use of online educational resources (OLRs) is student‐driven and needs to be examined through the lens of the digital divide. There is currently no established theoretical or empirical model that can predict the use of OLRs, especially in informal learning settings. Inaccessibility of OLRs for students with special educational needs (SEN) is a result of socially constructed barriers such as designing inaccessible technical environments. What this paper adds A research model designed to predict the use of OLRs, combining psychological and ICT theories and frameworks. Application of the concept of environmental and contextual barriers to measure the effect of imposed and selected environments on OLRs. Identification of environmental barriers as a measure of diverse access and accessibility needs of mainstream and SEN students. Implications for practice and policy The findings suggest that the secondary digital divide is more related to cognitive and motivational aspects than to the lack of access to ICT and accessible online content for both groups. The developers of university learning environments should focus on the central role of cognitions in students' actual behaviour. The role of personal context and the identification of “pure” environmental factors in informal learning settings should be further explored.

Investigating the Use of Online Learning Resources by the EAP Students in a UK University

This study was undertaken to examine English for Academic Purposes (EAP) students’ perceptions and use of online learning resources (OLR), which are freely and openly available digital materials. The study utilized both quantitative and qualitative research instruments to collect data. EAP students who came to the UK to improve their language and then wished to undertake a postgraduate study there completed pre- and post-questionnaires during the first academic semester. They also replied to semi-structured interview questions after each questionnaire. The findings gave insights into both the students’ awareness to use OLR outside the classroom, and the students’ exercise of learner autonomy through scaffolding from OLR. However, they seemed still dependent on their teacher. The reason of this dependence might be the challenges they faced whilst learning. This study made some recommendations for the design of a scaffolded autonomous e-learning environment in order to benefit from OLR. Keywords: online learning resources, English for academic purposes, e-learning, scaffolding, learner autonomy DOI : 10.7176/JEP/10-15-14 Publication date :May 31 st 2019

Professional Self-Development Based on Informal Learning: A Case Study of Foreign Language Teachers in a University of China

Teachers at all stages of their careers need to engage in lifelong learning to keep abreast with the changing and challenging pedagogical environment. The purpose of the study is to find out how informal learning helps experienced English teachers teaching non-English majors in a Chinese university to keep professional development in an age of web 2.0. A survey was conducted firstly to find out the status quo and the need of foreign language teachers’ professional development followed by in-depth interviews to elicit informal learning activities from three experienced English teachers. The study points to the changes in teachers’ informal learning activities in the new era of Internet and emerging technologies, characterized by the wide use of online learning resources, online learning communities and mobile phones in addition to seeking help from colleagues. Teachers’ awareness and belief of autonomy play a crucial role in their learning to achieve professional development.

Innovating Selection and Use of Online Writing Resources for EFL Students: A Systemic Functional Linguistic Perspective

This study reports on how teachers’ systemic functional linguistics (SFL)-based selection and use of on-line writing resources impacted students’ perceptions of on-line resources and their writing performance. Through a case study of students from one academic writing course in an urban university in China and primarily qualitative analysis of interviews with students, written artifacts, and students’ reflections, it was found that the selection and use of on-line learning resources, guided by the teacher’s SFL perspective on writing as a meaning-making process, facilitated students’ transition. That is, students gained a principled perspective on the use of on-line resources and were able to use pertinent knowledge in producing effective academic writing. The study concludes that the pedagogical use of on-line resources, when supported by SFL, could transform students’ perception of the value of on-line materials and improve their self-efficacy as academic writers.

Selection and Use of Online Learning Resources by First-Year Medical Students: Cross-Sectional Study.

BackgroundMedical students have access to a wide range of learning resources, many of which have been specifically developed for or identified and recommended to them by curriculum developers or teaching staff. There is an expectation that students will access and use these resources to support their self-directed learning. However, medical educators lack detailed and reliable data about which of these resources students use to support their learning and how this use relates to key learning events or activities.ObjectiveThe purpose of this study was to comprehensively document first-year medical student selection and use of online learning resources to support their bioscience learning within a case-based curriculum and assess these data in relation to our expectations of student learning resource requirements and use.MethodsStudy data were drawn from 2 sources: a survey of student learning resource selection and use (2013 cohort; n=326) and access logs from the medical school learning platform (2012 cohort; n=337). The paper-based survey, which was distributed to all first-year students, was designed to assess the frequency and types of online learning resources accessed by students and included items about their perceptions of the usefulness, quality, and reliability of various resource types and sources. Of 237 surveys returned, 118 complete responses were analyzed (36.2% response rate). Usage logs from the learning platform for an entire semester were processed to provide estimates of first-year student resource use on an individual and cohort-wide basis according to method of access, resource type, and learning event.ResultsAccording to the survey data, students accessed learning resources via the learning platform several times per week on average, slightly more often than they did for resources from other online sources. Google and Wikipedia were the most frequently used nonuniversity sites, while scholarly information sites (eg, online journals and scholarly databases) were accessed relatively infrequently. Students were more likely to select learning resources based on the recommendation of peers than of teaching staff. The overwhelming majority of the approximately 70,000 resources accessed by students via the learning platform were lecture notes, with each accessed an average of 167 times. By comparison, recommended journal articles and (online) textbook chapters were accessed only 49 and 31 times, respectively. The number and type of learning resources accessed by students through the learning platform was highly variable, with a cluster analysis revealing that a quarter of students accessed very few resources in this way.ConclusionsMedical students have easy access to a wide range of quality learning resources, and while some make good use of the learning resources recommended to them, many ignore most and access the remaining ones infrequently. Learning analytics can provide useful measures of student resource access through university learning platforms but fails to account for resources accessed via external online sources or sharing of resources using social media.

An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources.

Today's veterinary students have access to a wide range of online resources that support self-directed learning. To develop a benchmark of current global student practice in e-learning, this study measured self-reported access to, and use of, these resources by students internationally. An online survey was designed and promoted via veterinary student mailing lists and international organizations, resulting in 1,070 responses. Analysis of survey data indicated that students now use online resources in a wide range of ways to support their learning. Students reported that access to online veterinary learning resources was now integral to their studies. Almost all students reported using open educational resources (OERs). Ownership of smartphones was widespread, and the majority of respondents agreed that the use of mobile devices, or m-learning, was essential. Social media were highlighted as important for collaborating with peers and sharing knowledge. Constraints to e-learning principally related to poor or absent Internet access and limited institutional provision of computer facilities. There was significant geographical variation, with students from less developed countries disadvantaged by limited access to technology and networks. In conclusion, the survey provides an international benchmark on the range and diversity in terms of access to, and use of, online learning resources by veterinary students globally. It also highlights the inequalities of access among students in different parts of the world.