scholarly journals The Introduction to Accounting Digital Book for Online Course in Responding Learning Activities During Covid-19 Pandemic

Author(s):  
Nurika Restuningdiah ◽  
Hartatiek ◽  
Rr. Poppy Puspitasari
2020 ◽  
Vol 18 (4) ◽  
Author(s):  
Didik Dwi Prasetya ◽  
Aji Prasetya Wibawa ◽  
Tsukasa Hirashima ◽  
Yusuke Hayashi

Blended learning is a hybrid of traditional face‑to‑face and different types of online learning services. Blended learning offers synchronous and asynchronous learning experiences that combine the conveniences of online courses while maintaining in‑person contact. Blended learning addresses the needs of students who are unable to attend classes entirely, but who nonetheless demand opportunities for personal interaction. The appropriate instructional content design becomes one of the crucial components to support the success of blended learning activities. This study proposed the development and practical use of document‑based rich and interactive content in EPUB3 to provide an exciting instructional content model. EPUB3 is a digital publishing standard with prosperous features and flexible implementation that is widely accepted in academic and industry. The EPUB3 digital book content was integrated into a Moodle learning management system to support synchronous and asynchronous blended learning environments. A questionnaire was applied to find out the learners' responses and involved 155 undergraduate students at The State University of Malang, Indonesia. The questionnaire results showed the developed content model was feasible and suitable to be implemented in a blended learning environment. Students seem interested and enthusiastic about being involved in various learning activities that add new experiences.


2021 ◽  
Vol 29 ◽  
Author(s):  
Yuewei Shi ◽  
Xi Lin

Online learning has become a prevailing trend among adult learners. Therefore, this study investigated the learning time preference and the relationship between the course completion and learning activities among adult learners based on data from one online learning platform. Results indicate that a periodical fluctuation of participating online course study exists among adult learners. Additionally, the activity of posting on the discussion board is a main learning activity factor that influences their online course completion. It is expected that this study would help online learning system designers, education administrators and instructors to better understand the characteristics of adult learners and their learning activities to provide better accessibility and flexibility in online learning environments for them.


2018 ◽  
Vol 7 (3.6) ◽  
pp. 438 ◽  
Author(s):  
Muh Barid Nizarudin Wajdi ◽  
Paisal Halim ◽  
Syamsiah Badruddin ◽  
Hartono . ◽  
Hasim A. Abdullah ◽  
...  

Improving quality of learning related to the management of supporting facilities in the learning process cannot be separated from the library facilities implemented by the librarian. It is essential to ensure that the learning activities can be done well. Therefore the librarian is asked to design a system called Library Automation. Instructional design in E-Book development methodology with this library Automation system uses library to study and field study using observation and interview. This system is made to accelerate the typical daily activities. The application of automation gives a great advantage; the students can be able to find the information quickly. Furthermore, this automation system is already based on Online. The existence of the e-book gives the significant benefits in STAI Miftahul Ula Nganjuk. In expanding perusing interest, the presence of the digital book can likewise enhance the administrations institutionally, takes care of its requests advancement, improves the execution, and keeps up a realness of an archive. The understudies are exceptionally happy with this framework. They generally get the data about the books despite the fact that they are not on grounds condition.  


Author(s):  
Alexandros Chavdoulas ◽  
Maria Pavlis Korres ◽  
Piera Leftheriotou

Designers, developers, and educators in an online course, where the risk of learners feeling isolated is of greater concern, should consider including learning activities that engage students with content and with each other in order to promote multiple ways of interaction and communication between learners and higher learners' engagement in the course. Interaction could be developed both in synchronous and asynchronous mode, in a direct or/and indirect (vicarious) way within the e-learning process. This chapter focuses on the development of asynchronous interaction between learners in a MOOC on personal development, provided in 2016 via a popular educational platform and how interaction affected the learning outcomes. The ways that learners asynchronously interact with each other through forum and peer review are identified and research proved that learners interact in a direct and indirect way and that the development of interaction returns multiple benefits to the learning process and outcome.


2021 ◽  
Vol 19 (1) ◽  
pp. 1-16
Author(s):  
Zexuan Chen ◽  
Jianli Jiao ◽  
Kexin Hu

Online education has long been suffering from high dropout rate and low achievement. However, both asynchronous and synchronous online instructions have to become effective to serve as a quick response to maintain undisrupted learning during the COVID-19 outbreak. The purpose of the present study was to examine student engagement, learning outcome, and students' perceptions of an online course featured with frequent tasks, quizzes, and tests as formative assessment. Data were collected from the first five weeks of a course that was temporarily converted from blended learning to be fully online in time of school closure. Analysis of students' learning records and scores indicated that students engaged themselves actively in all of the online learning activities and had gained high scores in all tasks, quizzes, and tests. In addition, students held positive perceptions towards the formative assessment.


Author(s):  
Mario Solarte ◽  
Raúl Ramírez-Velarde ◽  
Carlos Alario-Hoyos ◽  
Gustavo Ramírez-González ◽  
Hugo Ordóñez-Eraso

10.28945/2947 ◽  
2006 ◽  
Author(s):  
Annegret Goold ◽  
Naomi Augar ◽  
James Farmer

In 2005 an undergraduate course in project management was converted from face-to-face mode to wholly online mode. The online course was designed with an underlying problem-based learning (PBL) pedagogy and used a simulated, fictitious telecommunications company, United Enterprises (UE), as a case study learning resource. The students worked in virtual teams to complete online learning activities and to solve authentic project management tasks for UE. This paper reports the findings of three surveys that were completed by students during the semester, to gauge their opinions about their experiences of working in virtual teams within the learning environment. Most students indicated that they valued the opportunity to discuss various aspects of the course with peers and faculty online, and to interact with real-life employees of UE. Overall the findings show that students were satisfied with this style of learning and enjoyed the experience of working collaboratively within a virtual team.


2018 ◽  
Vol 21 (1) ◽  
pp. 16-30
Author(s):  
Rajabalee Yousra Banoor ◽  
Frank Rennie ◽  
Mohammad Issack Santally

Abstract In this research we studied the correlation between the level of students’ online participation and their overall performances. We examined in this study, the participation level in different learning activities assigned to two large cohorts of learners, and compared them with their final grades at the end of the year. We defined the quality of their participation in the online course as being classified into the level of learning activities in which they participated. Learning activities were grouped into four levels which were identified namely at the knowledge, understanding, critical thinking skills and practical competencies. The findings revealed that participation in higher-order online learning activities, that is the higher ability to show critical skills and practical competencies, resulted in better grades of the learners in the module. However, the results also highlighted that overall students had a tendency to score more marks in the knowledge category as the activities required lower order cognitive skills. It was further observed that low performers demonstrated a tendency to obtain lower marks in all the four grouping levels and vice-versa for high performers. Two key elements can be concluded from the findings. The first aspect is about instructional design of such online courses where there is a need for the inclusion of learning activities targeted at the development of different types of skills, and second is the distribution and weighting given to these categories. The recommendation is that for first year students, a greater weighting of marks toward knowledge level activities will generally encourage good performances, and this could be gradually reviewed when they move on to level 2 onwards in their studies.


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