scholarly journals Guidelines for online learning

2020 ◽  
Author(s):  
Nicola Pallitt
Keyword(s):  
Online Learning ◽  
Internet Access ◽  
Learning Journey ◽  
Course Material

<div>Here are some guidelines to prepare us for our online learning journey together! </div><div> </div><div>These guidelines help us to think through the following questions: </div><div> </div><div>1. How can we best prepare ourselves and our surroundings for online learning? </div><div>2. How can we stay on track – even if we don’t have reliable Internet access all of the time? </div><div>3. Will we have access to course material and notes? </div><div>4. How will we know what to do, and by when? </div><div>5. What kinds of support is available to us when we may want to ask for help? </div>

scholarly journals Guidelines for online learning

2020 ◽  
Author(s):  
Nicola Pallitt
Keyword(s):  
Online Learning ◽  
Internet Access ◽  
Learning Journey ◽  
Course Material

<div>Here are some guidelines to prepare us for our online learning journey together! </div><div> </div><div>These guidelines help us to think through the following questions: </div><div> </div><div>1. How can we best prepare ourselves and our surroundings for online learning? </div><div>2. How can we stay on track – even if we don’t have reliable Internet access all of the time? </div><div>3. Will we have access to course material and notes? </div><div>4. How will we know what to do, and by when? </div><div>5. What kinds of support is available to us when we may want to ask for help? </div>

Online learning perception among college students during COVID-19 pandemic around the world: Review

2021 ◽  
Vol 9 (3) ◽  
pp. 790-799
Author(s):  
Christine Ouma ◽  
Keyword(s):  
College Students ◽  
Systematic Review ◽  
Online Learning ◽  
United Arab Emirates ◽  
Home Environment ◽  
Learning Difficulties ◽  
Internet Access ◽  
High Volume ◽  
The Philippines ◽  
Course Material

The author conducted a systematic review of the perception of online learning among college students during the COVID-19 pandemic. The review included 21 studies from institutions in Asia (Saudi Arabia, United Arab Emirates, Pakistan, India, Sri Lanka, Nepal, Indonesia, and The Philippines), Europe (Romania and Poland), Africa (Ghana and Algeria), and South America (Chile). The results indicated that students from Asia and Africa overwhelmingly had an unfavorable view of online learning during the pandemic. More than 75% of students in Nepal, India, Indonesia, Pakistan, Algeria, and Ghana used mobile phones to access course material which brought challenges, such as the high cost of data bundles, unreliable network, and lack of adequate cellphone space to download the materials needed for class. Other than Poland, Romania, and United Arab Emirates, students from the rest of the countries reported unreliable internet access. Additional challenges reported include lack of prior experience with online learning, technical difficulties accessing materials online, high volume of assignments, poor communication between learners and educators, distractions from home environment, and lack of practical and clinical experience for students in medical schools. The findings from this systematic review could help administrators of higher education institutions acknowledge the online learning difficulties experienced by college students and prepare for future disruptions.

scholarly journals Zoom As A Tool For Online Learning

2020 ◽  
Author(s):  
Indriati Retno Palupi ◽  
Wiji Raharjo
Keyword(s):  
College Students ◽  
Online Learning ◽  
Internet Access ◽  
The Internet ◽  
Learning Needs ◽  
Virtual Communication ◽  
Face To Face ◽  
Advantages And Disadvantages

There Change the design of the studying process in University during the covid-19 pandemic from face to face to online learning needs some tools to support it. Some tools coming with their own advantages and disadvantages. One of them is Zoom. It becoming tools liked by many lecturers and college students because easy installation process and complete features although it is not free and easy to hack. Nevertheless, internet access is still becoming a big problem in online learning. A mix between two tools of online learning is one of the solutions, for example, zoom and google classroom application. Zoom is used for virtual communication in online learning but it does not provide features for sending the assignment. Otherwise, google classroom provides features to send and receipt some assignments, and it can save the quote on the internet. Both of them will complete each other to support all needs in online learning.

scholarly journals Mobile learning application berbasis sublime text pada mata pelajaran kearsipan

2021 ◽  
Vol 1 (9) ◽  
pp. 914-921
Author(s):  
Binti Itsnania ◽  
I Nyoman Suputra
Keyword(s):  
High School ◽  
Online Learning ◽  
Mobile Learning ◽  
Internet Access ◽  
Learning Activities ◽  
Vocational High School ◽  
Face To Face ◽  
Tenth Grade ◽  
Face To Face Learning ◽  
User Friendly

Abstract As the effects of Covid-19 pandemic, Indonesia’s education experienced numerous changes. The previously face-to-face learning activities have been replaced by the online learning that relies on Internet access. Meanwhile, during a learning process, teachers use media to facilitate students learning. Therefore, the implementation of online learning rises the need for learning media in online learning. Mobile learning is invented as a learning media that can be implemented in this situation. It is developed using a number of programing applications, such as Sublime Text, to generate user friendly media. This study developed a Sublime Text based mobile learning application that can be accessed through android smartphones. This media has been confirmed to help teachers deliver learning materials, learning videos, and exercises accessible at anytime and anywhere. This Sublime Text based mobile learning application is called Study Fill. The learning media has been tried out to the students in tenth grade of State Vocational High School 2 Kediri, while the result suggest that the learning media is feasible and valid. Abstrak Pendidikan di Indonesia saat ini mengalami perubahan karena dampak dari pandemi Covid-19. Kegiatan belajar mengajar yang sebelumnya dapat dilakukan secara tatap muka di sekolah, saat ini ditiadakan dan diganti dengan kegiatan pembelajaran secara jarak jauh. Pembelajaran jarak jauh mengandalkan akses internet sebagai sarana pembelajaran. Pada kegiatan belajar mengajar, guru biasanya memanfaatkan media yang dapat digunakan untuk membantu berlangsungnya proses pembelajaran. Berkaitan dengan hal tersebut, dibutuhkan media pembelajaran yang tepat sehingga dapat membantu guru dalam pembelajaran daring. Mobile learning merupakan salah satu media yang tepat untuk mengatasi masalah tersebut. Mobile learning dapat dikembangkan dengan menggunakan beberapa aplikasi pemrograman, seperti Sublime Text, sehingga dapat menghasilkan aplikasi yang bersifat user friendly. Hasil penelitian ini berupa Mobile Learning Application berbasis Sublime Text yang dapat diakses melalui smartphone android. berupa Mobile Learning Application berbasis Sublime Text terbukti mempermudah guru membagikan materi, video pembelajaran maupun soal-soal dan peserta didik dapat mengaksesnya dimanapun dan kapanpun. Mobile Learning Application berbasis Sublime Text yang diberi nama StudyFill ini layak digunakan untuk siswa kelas X OTKP SMK Negeri 2 Kediri karena memperoleh hasil validasi sangat valid.

scholarly journals Efektivitas Layanan Bimbingan Belajar dalam Membantu Kegiatan Pembelajaran Daring dari Sekolah

2020 ◽  
Vol 3 (4) ◽  
pp. 815
Author(s):  
Rian Sugianto
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Learning Difficulties ◽  
Internet Access ◽  
Learning System ◽  
Learning Activities ◽  
Face To Face ◽  
Pros And Cons ◽  
School Learning ◽  
Media Systems

<p><em>The implementation of learning activities in schools has undergone a very big change with the covid-19 pandemic in Indonesia, learning activities that were initially carried out face-to-face in schools were replaced with online learning or commonly known as online learning. This change certainly has a serious impact on the systems and techniques of implementing educational activities in Indonesia, especially in school learning activities. The pros and cons of course become a natural thing when there is a change in policy. Online learning is not only technically problematic, but the essence or purpose of learning has not really been tested for its effectiveness in the online learning system. This study uses descriptive qualitative research that describes tutoring services in reducing students' learning difficulties during the COVID-19 pandemic. The results showed that the barriers to online learning were parents of ignorant students, internet access, difficulty understanding the material, feeling lazy and having difficulty concentrating. The solutions are: making online learning media systems, communicating with parents, making learning summaries, giving assignments that encourage students to be active.</em></p>

scholarly journals Students’ Speaking Experience toward the Use of Role Play Technique in Online-Mediated Learning

2021 ◽  
Vol 8 (2) ◽  
pp. 197-207
Author(s):  
Mutiara Wulandewi ◽  
Kusrin Kusrin ◽  
Putri Kamalia Hakim
Keyword(s):  
Online Learning ◽  
Language Skills ◽  
Role Play ◽  
Internet Access ◽  
Limited Feedback ◽  
Mediated Learning ◽  
Descriptive Case Study ◽  
Students Attitudes ◽  
Data Collections

The researcher aimed to find out students’ speaking experience toward role-play techniques in online learning. The researcher used a descriptive case study to describe and interpret students' attitudes toward speaking online learning. The data collections were interview through Whatsapp and questionnaires on Google form. The researcher observed 5 students for the Interview and 34 eleventh grade students for the Questionnaire. The results showed that the participant's experience toward the implementation of role-play technique in online speaking class was good and positive. The most of participants claimed that they had an interesting experience. However, this research still had several obstacles such as limited internet access, lack of participants' language skills, and limited feedback from the researcher.

scholarly journals Visualizing Student Behavior and Performance in an Online Course

2021 ◽  
Author(s):  
Michael J Parker
Keyword(s):  
Online Learning ◽  
Student Behavior ◽  
Online Course ◽  
Course Structure ◽  
Course Material ◽  
Potential Benefits ◽  
And Performance ◽  
The Impact ◽  
The Relationship

Online learning has been an area of tremendous growth in recent years [1], further accelerated by necessity during the coronavirus pandemic [2]. Without the feedback provided by synchronous sessions, however, instructors may lack ongoing insight into students’ progress and performance in fully asynchronous online offerings. Providing greater visibility into students’ online learning behavior has several potential benefits: 1) teachers who seek to provide live sessions that depend on knowledge from asynchronous resources will have a better gauge of students’ preparation; 2) enhanced understanding of the relationship between student pacing and performance can help teachers and researchers characterize the impact of timely engagement with online course material; 3) providing a means of monitoring the effect of changes in course structure or incentives may guide course designers/planners in continuous improvement; and 4) visualizations that illustrate the relationship between students’ course progress and performance have the promise of allowing teachers to take steps early to positively affect students’ outcomes. In this visual case study, visualizations are provided for exploration of the relationship between student progress and performance in an online medicine-related course.

scholarly journals Practices, Challenges, and Prospects of Online Learning during Covid-19 Pandemic in Higher Education: Lecturer Perspectives

2020 ◽  
Vol 1 (3) ◽  
pp. 185-208
Author(s):  
Roy Martin Simamora ◽  
Daniel De Fretes ◽  
Ezra Deardo Purba ◽  
Daniel Pasaribu
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Narrative Analysis ◽  
Internet Access ◽  
Research Approach ◽  
Face To Face ◽  
Lecture Material ◽  
Technological Developments ◽  
E Learning ◽  
Changing Times

This study aimed to investigate the lecturer' perspectives during COVID-19 pandemic in higher education. The participants have consisted of 8 from various universities in Indonesia. In this study, researchers chose narrative analysis as a research approach. A narrative analysis was used to explore lecturer perspectives or views on e-learning based on the practices, challenges, and prospects during COVID-19 pandemic. Based on the lecturers' perspective, the researchers concluded that online learning applications are beneficial for some lecturers to deliver lecture material without face to face, although there are some obstacles such as inadequate internet access. Some campuses provide self-developed applications to facilitate teaching lecturers and provide access to students to study lecture material. Some teachers also used online learning service provider applications or third parties such as Youtube, Zoom, Google Meet, Google Classroom and other online applications. Overall lecturers in universities can use existing learning applications. Efforts are needed to develop further, train, and improve infrastructure facilities to support online learning in the future. Online learning has high prospects and potential to be applied due to its extremely related to technological developments and ever-changing times wherever everything is quick and economical.

scholarly journals Impeding Factors Towards the Effectiveness of Online Learning During Covid-19 Pandemic among Social Sciences Students

2020 ◽  
Vol 10 (4) ◽  
pp. 37
Author(s):  
Mohamad Faizal Ramli ◽  
Muhammad Majid ◽  
Basri Badyalina
Keyword(s):  
Social Sciences ◽  
Mental Health ◽  
Online Learning ◽  
Mental Health Problems ◽  
Teaching Method ◽  
Internet Access ◽  
Higher Learning ◽  
Face To Face ◽  
And Performance ◽  
Learning Institutions

During the COVID-19 pandemic, higher learning institutions switched from the traditional face-to-face teaching method to online based teaching. Even though the country is facing crisis due to the pandemic, teaching can still be conducted through online platform. It offers flexibility to both students and academicians. However, online learning is believed to reduce the students’ motivation, performance and lead to mental health problems. To reduce these issues, this study was conducted to determine the impeding factors towards the effectiveness of online learning. The respondents consists of 267 social sciences students. Three impeding factors were discussed which are accessibility, social and academician capability factor. The descriptive findings determined that accessibility factor was the main impeding factor towards the effectiveness of online learning. Thus, the roles of government, university and telecommunication firm are important to reduce the issues of internet access, internet data cost and lack of technology devices. Consequently, the students’ motivation and performance during online learning can be enhanced.

Screencasting for Mathematics Online Learning

2012 ◽  
pp. 43-59 ◽  
Author(s):  
Birgit Loch
Keyword(s):  
Online Learning ◽  
Management System ◽  
Good Practice ◽  
First Year ◽  
Delivery Mode ◽  
Technology Enhanced Learning ◽  
Face To Face ◽  
Course Material ◽  
Enhanced Learning

This chapter presents a case study of technology integration to support student learning in a first year operations research course at a dual delivery mode university. The course is taken by on-campus and distance students at the same time. It is shown how both groups are treated the same in this course in terms of provision of course material, access to the course learning management system, and to screencasts of live classes and additional explanations. The only difference between the two groups is the on-campus students’ ability to attend live face-to-face classes and to interact with the lecturer. The chapter demonstrates how screencasting is used effectively in online learning. Its objective is to share good practice of technology enhanced learning.

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