scholarly journals Investigating the Implementation of Online Learning in Remote Learning Context

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Dwi Tahamata Nyudak ◽  
I Nyoman Adi Jaya Putra ◽  
Made Hery Santosa
Keyword(s):  
Online Learning ◽  
Learning Context ◽  
Negative Side ◽  
Teacher's Perception ◽  
Remote Learning

This research aimed at (1) identifying teacher’s cognition towards online learning; (2) identifying the implementation of online learning; (3) identifying the consistency of teacher’s cognition and implementation of online learning; (4) identifying teacher’s perception toward online; (5) identifying students’ perception toward online learning; and (6) identifying parents’ perception toward online learning. In collecting the data, questionnaires, interview and observation checklist analysis were done. The result showed that (1) the teacher had high cognition towards online learning; (2) the teacher did several preparations and there were some procedures applied in online learning in remote learning context; (3) teacher’s cognition and the implementation were consistent; (4) The teacher perceived online learning positively; (5) the students perceived online learning positively with some surprising information from the open-ended questionnaire which was in different side from the closed ended questionnaire; (6) the parents perceived online learning in a balance view at first but the open-ended questionnaire stood on negative side.

scholarly journals Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

2021 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Abdulfattah S. Alqahtani ◽  
Baian A. Baattaiah ◽  
Huda I. Al-Mohammed
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Satisfaction ◽  
High Satisfaction ◽  
E Learning ◽  
Students Satisfaction ◽  
Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

scholarly journals An Exploration of Factors Influencing Self-Efficacy in Online Learning: A Systematic Review

2018 ◽  
Vol 13 (09) ◽  
pp. 64 ◽  
Author(s):  
Chattavut Peechapol ◽  
Jaitip Na-Songkhla ◽  
Siridej Sujiva ◽  
Arthorn Luangsodsai
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Online Learning Environment ◽  
Narrative Synthesis ◽  
Learning Context ◽  
Data Bases ◽  
Online Data ◽  
Online Learning Environments ◽  
Factors Influencing

This review examines 12 years of research by focusing on the following question: What are the factors that influence self-efficacy in an online learning environment? There has been a plethora of research concerning self-efficacy. However, few works have focused on the sources of self-efficacy in online-learning environments. Systematic searches of numerous online data-bases published between 2005 and 2017, which covered factors influencing self-efficacy in online learning context, resulted in the investigation of 25 studies. The data were extracted, organized and analyzed using a narrative synthesis. Results revealed that various factors improved self-efficacy and provided evidence of significant sources of self-efficacy in the context of online learning. Moreover, the investigation provides guidance for further research in designing online learning environments to enhance the self-efficacy of learners.

scholarly journals The Presence of Learner Identity in Online Classes in UTAS-Rustaq

2021 ◽  
Vol 7 (1) ◽  
pp. 53-69
Author(s):  
Munira Said Al Siyabi ◽  
Dalal Abdullah Al Shekaili
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
Virtual World ◽  
English Language ◽  
Virtual Classroom ◽  
Learning Context ◽  
Learner Identity ◽  
University Of Technology ◽  
Virtual Classes ◽  
Group Interviews

Learner identity has always been a crucial aspect in shaping learners’ learning process. However, the unprecedented and inevitable shift to online learning increases the need to invest in learners’ digital identities. Virtual classes are a new learning context for many Omani students, including the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq) students, introducing them to new social norms and relatively new assigned roles. Despite students’ current presence in the virtual classes, they are not new to the virtual world; many are already part of social networks. The present study, therefore, aims to investigate learners’ participation in social media and whether such presence would have an impact on their acceptance and involvement in online learning. There is an urge to examine this area which remains unexplored in UTAS-Rustaq due to its past limited practices. A mixed-method approach was implemented to elicit data; the focus group interviews aimed to seek in-depth insights to illuminate the collected data from the survey. The participants were English language learners who have experienced online learning for almost a year. The results indicated a positive presence in the virtual world in contrast to a negative presence in the virtual classroom. Surprisingly, technical difficulties were not the reason for students’ resentment of online learning; on the contrary, students reported that they elevated their technical skills due to the current situation. Rather, negativity arose from a lack of relational connectedness with the new context, which students kept referring to as a temporary situation and lack of teachers’ support.

scholarly journals SELF-DIRECTED LEARNING IN EFL DURING COVID-19 PANDEMIC: AN ANALYSIS OF TEACHER’S PERCEPTIONS AND STUDENTS’ LEARNING AUTONOMY

2021 ◽  
Vol 5 (2) ◽  
pp. 93
Author(s):  
Gede Setia Wahyudi ◽  
Luh Putu Artini ◽  
Ni Nyoman Padmadewi
Keyword(s):  
Online Learning ◽  
Qualitative Data ◽  
Teacher Perception ◽  
Self Directed Learning ◽  
Tenth Grade ◽  
High Knowledge ◽  
Directed Learning ◽  
The Subject ◽  
Perception Of Self ◽  
Teacher's Perception

The focus of this research was to analyze the teacher's perception of self-directed learning, to observe activities assigned by the teacher in implementing self-directed learning, and to identify self-directed learning components from the activities assigned by the teacher. The embedded mixed-method was used as a design in which the more dominant was qualitative data rather than quantitative data. SMA Negeri 4 Singaraja was chosen as the research setting and one English teacher who teaches in the tenth-grade at this school was chosen as the subject in this study. The researcher, self-rated questionnaire, observation table, and identification table were used as instruments in this research. The self-rated questionnaire showed that the teacher-rated himself to have high knowledge of self-directed learning but in fact, the observation shows that the teacher was not able to implement well that knowledge into online learning. The data showed the mismatch between teacher perception and activities of self-directed learning assigned to students in online learning. 

scholarly journals PROGRAM BIMBINGAN BELAJAR DI PUCANG ARJO, SURABAYA SEBAGAI UPAYA PENINGKATAN KUALITAS PENDIDIKAN UNTUK SISWA TK HINGGA SD (SEKOLAH DASAR)

2021 ◽  
Vol 5 (1) ◽  
pp. 58
Author(s):  
Ivangga Dwiputra Leksono ◽  
Anggara Tirta Kusuma ◽  
Rommy Sigit Fernanda ◽  
Rohmatus Zazilah ◽  
Shindy Septia Dewi ◽  
...  
Keyword(s):  
Online Learning ◽  
Community Service ◽  
Low Income ◽  
Economic Status ◽  
Learning Context ◽  
Tutoring Program ◽  
Global Pandemic ◽  
The People ◽  
The World ◽  
Tutoring Programs

Widespread of Covid-19 throughout the world in a fast rate pushes WHO to declare its status as a global pandemic. In February 2021, the virus have been already infecting 233 nations in the world. The effect of Covid-19 is present in all aspect of society, and one of them is education sector. The most prominent effect of Covid-19 on education is the erasure of traditional learning method through physical class, and the encouraged uses of online learning. Nevertheless, with the usage of e-learning contain several disadvantages, and one of them is the ineffectiveness of student to understand the courses and skills necessary in the education. In fact, according to several sources, student who come from lower social-economi classes in society tend to fail at grasping and understanding lesson from the teachers in the online-learning context,compared to the higher-upper clasess student. From those problems, we tried to provide a solution in the form of tutoring program which will be held at Pucang Arjo, Kelurahan Kertajaya, Kecamatan gubeng, which the majority of the people who live in here come from the lower social-economic status and profession, for instance, market merchant, driver of online transportation, and all other low-income job that makes their children ignored in terms of education aspect. The purpose of this community service is to help the students in terms of knowledge, skills, and understanding towards their courses in their respective grades. Methods used in this community service is by the means of tutoring them while also maintaining healthy protocols to prevent covid-19 spread. The result of this community service, are, the tutoring programs are succesfully held within 1 weeks and being responded by the students positively. This is indicated by the enthusiasm from the participants. Also, the knowledge, understanding, and skills from the students rises significantly after the program was held. With this tutoring programs, the students which mainly composed from kindergarten and elementary grade, gain more knowledge and skills after participating in this program.

scholarly journals Pengaruh Emergency Remote Learning Untuk Melihat Motivasi Belajar Anak Usia Dini

2020 ◽  
Vol 2 (2) ◽  
pp. 68-82
Author(s):  
Mardi Fitri
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Technological Development ◽  
Learning System ◽  
Learning Motivation ◽  
Technology In Education ◽  
Learning Technology ◽  
Early Childhood Learning ◽  
The Impact ◽  
Remote Learning

ABSTRAK : Kepesatan perkembangan teknologi berdampak pada sitem pembelajaran termasuk pada anak usia dini. Penelitian ini bertujuan untuk mengetahui pengaruh emergency remote learning terhadap motivasi belajar anak usia dini. Metode penelitian menggunakan penelitian kajian literatur. Berbagai literatur tentang pembelajaran daring dihimpun dalam penelitian ini. Temuan penilitian ini yaitu, pembelajaran daring sebenarnya  dapat  membangkitkan motivasi  belajar  anak  dengan  syarat adanya dukungan dari orangtua dan pendidik, pemanfaatan media seperti  zoom  dan  lainnya  diperlukan untuk membuat pembelajaran agar lebih menarik dan pemanfaatan teknologi belajar  dalam  pendidikan  tidak  dapat  dilepaskan,  maka  perlu  adaptasi antara orangtua, peserta didik dan pendidik dalam pembelajaran daring. Hasil penelitian ini memberikan kontribusi dalam pengetahuan tentang dampak pembelajaran daring terhadap motivasi belajar anak usia dini. Rekomendasi untuk penelitian selanjutnya adalah agar melakukan penelitian eksperimen dan penelitian tindakan kelas untuk mengetahui dampak langsung dari pembelajaran daring. ABSTRACT : The rapidity of technological development has an impact on the learning system, including early childhood. This study aims to determine the effect of emergency remote learning on early childhood learning motivation. The research method used literature review research. Various literatures on online learning were collected in this study. The findings of this study are, first, online learning can actually arouse children's learning motivation on the condition that there is support from parents and educators. Second, the use of media such as zoom and others is needed to make learning more interesting. Third, the use of learning technology in education cannot be separated, it is necessary to adapt between parents, students and educators in online learning. The results of this study contribute to knowledge about the impact of online learning on early childhood learning motivation. The recommendation for further research is to carry out experimental research and classroom action research to determine the direct impact of online learning.

scholarly journals Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Ni Luh Made Purnia Adi ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Learning Activities ◽  
Self Management ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
The Impact ◽  
Teacher's Perception

Due to the global outbreak of coronavirus disease (COVID-19), new regulations require students to study from home so that students must be able to study independently. This study aimed to analyze teachers' perceptions of self-directed learning (SDL) and SDL components that can be identified from online learning activities assigned by teachers during the COVID-19 pandemic. This research was designed in the form of embedded mixed-method research. An English teacher at a high school was selected as a participant. Furthermore, data were collected through questionnaires, observations, and classification tables. The results showed that: 1) with a score of 4.00, teachers perceive themselves as "knowledgeable" about SDL knowledge, with a score of 3.57, teachers perceive themselves as "expected" or often carry out learning activities that support SDL, with a score of 3.88, teachers assessing the impact of SDL as “influential” on students, 2) components of SDL reflected through online learning activities assigned by the teacher are “developing a sense of belonging to students in learning” and “developing student self-monitoring” and self-management.” Thus, teachers perceive SDL positively, and there are two components of SDL promoted by teachers' online learning activities.

scholarly journals Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Changcheng Wu ◽  
Bin Jing ◽  
Xue Gong ◽  
Ya Mou ◽  
Junyi Li
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Online Teaching ◽  
Value Theory ◽  
Equation Modeling ◽  
Behavioral Engagement ◽  
Learning Context ◽  
Academic Emotions ◽  
Learning Satisfaction ◽  
Learning Platform

Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction.Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data.Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction.Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future.

scholarly journals Examining Teachers’ Roles in Online Learning

2018 ◽  
Vol 26 (2) ◽  
pp. 3
Author(s):  
Qiang Huang
Keyword(s):  
Online Learning ◽  
Descriptive Statistics ◽  
The Other ◽  
Teacher Roles ◽  
Learning Context ◽  
Future Studies ◽  
Managerial Role ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Enhanced Learning

<p>Online learning has been used in the literature to cover diverse learning contexts ranging from blended learning, distance learning, virtual learning and web-enhanced learning. Many aspects of online learning have become the focuses of research and teacher roles are one of them. The present study, therefore, intends to examine how 153 university students perceived the roles of their teachers in online learning of a blended English course by using a 27-item and 5-Likert-scale questionnaire (the STRI). Results of statistical analyses showed that the Cronbach’s Alpha value of the entire questionnaire was .955 and those of the three sub-roles were all above .891, indicating that both the questionnaire and the three factors of sub-roles were reliable and valid. Further analyses revealed that the three sub-roles of teachers, i.e., the cognitive role, the affective role and the managerial role, were significantly different from each other. Among them, the means of the managerial role was significantly higher than that of the cognitive role while the means of the affective role was the lowest. Results of descriptive statistics also revealed that keeping a record of students’ learning in the managerial role was quite notable for students. The findings suggest that the roles of teachers in online learning as a whole were reduced. However, the managerial role was more notable than the other two roles and the affective role was the least impactful in the online learning context in this study. The researcher believes that these findings may offer some insights to classroom implications and provide the basis for future studies of comparing teacher roles across different educational contexts.</p>

scholarly journals The Identification of Key Online Learning Dispositions of College Students Learning in A Blended Learning Course

2020 ◽  
Vol 2 (3) ◽  
pp. 1-11
Author(s):  
Sharon Rolé
Keyword(s):  
College Students ◽  
Online Learning ◽  
Blended Learning ◽  
Epistemological Beliefs ◽  
Tracking System ◽  
Educational Goals ◽  
Online Environment ◽  
Learning Context ◽  
Individual Interviews ◽  
Learning Dispositions

This paper discusses part of a practitioner research case-study which I carried out with a class of thirty-seven college students learning chemistry in a blended learning context. The full two-year study involved a multi-method interpretivist approach using observations, unsolicited meetings, VLE tracking system, students’ reflective journal, online informal discussions, questionnaires, focus groups and individual interviews. The study identified four key student online learning dispositions, i.e., the dispositions of resourcefulness, resilience, reciprocity and responsibility. These dispositions were identified as persona-related enablers for online learning and were found to be crucial for the students to develop a deep approach to learning. They were also instrumental for changes in the students as learners. These included changes in epistemological beliefs, study patterns, study habits and above all, changes in learner roles and learning identities. Notable changes occurred in a group of learners who were initially reluctant to learn from the online environment. This study showed that student learning dispositions may be transferred from one context to another. This includes a transfer of learning dispositions from the online environment to the face-to-face traditional classroom setting. Several educators argue that learning dispositions should be included as educational goals in educational curricula and should serve as practical strategies in creating learning environments. Learning activities should provide students with opportunities to develop and cultivate desirable dispositions for learning.

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