scholarly journals Analysis of Students Learning Difficulties in Advanced Differential Equation Courses Reviewed from the Use of Learning Media During the Covid-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 114
Author(s):  
Inayah Rizki Khaesarani
Keyword(s):  
Differential Equation ◽  
Online Learning ◽  
Learning Difficulties ◽  
Great Difficulty ◽  
Math Learning ◽  
Offline Learning ◽  
E Learning ◽  
Descriptive Approach ◽  
Internal And External Factors ◽  
Effective Use

The inability of students to master the material concept of the advanced differential equation gives rise to internal and external factors that are formed in them so that it needs to require encouragement as effective use of learning media so that learning in the classroom becomes increasingly attractive to students. We used online learning media as zoom, offline or online learning videos, E-learning, and others. This research aimed to identify and describe students learning difficulties in advanced differential equation courses in terms of the use of learning media during the Covid-19 pandemic. The type of research used is qualitative research, with a descriptive approach. Results showed that students have great difficulty learning numerical methods to solve first-order differential equations from all three sub-chapters of matter. In this material, students are still less careful in answering questions (58,1%). Because students could not identify the type of methods used to solve problems, students need online learning media that are effective for math learning, such as offline learning videos (71%), as a solution to save internet quotas. So, this research is useful for educators/lecturers in observing the condition of student learning difficulties given the use of learning media used to motivate students to be active in learning advanced differential equation courses during the Covid-19 pandemic.

scholarly journals Pengaruh Personal Attitude dan E-learning terhadap Minat Berwirausaha pada Era Pandemi Covid-19

2021 ◽  
Vol 11 (1) ◽  
pp. 90
Author(s):  
Shita Lusi Wardhani ◽  
Manggar Wulan Kusuma
Keyword(s):  
Online Learning ◽  
Online Survey ◽  
Partial Least Square ◽  
Least Square ◽  
Business Practices ◽  
Community Activities ◽  
Personal Attitude ◽  
Offline Learning ◽  
E Learning ◽  
The Impact

<em>The Covid-19 outbreak and the enactment of restrictions on community activities have had many impacts, one of which is the change in teaching methods from offline learning or face-to-face activities to online learning or distance learning</em><em>. These changes can affect the learning process, especially subjects related to business practices, such as entrepreneurship. In online learning, several factors contribute to the successful delivery of online courses. However, little is known about the impact of these factors on Indonesian students' interest in entrepreneurship. Therefore, the purpose of this study was to examine the effect of personal attitude and e-learning on interest in entrepreneurship in the Covid-19 pandemic era. Data was collected through an online survey of 190 students who were taking entrepreneurship courses at selected universities in Yogyakarta. Data collected through online surveys were analyzed using Smart Partial Least Square (SmartPLS) 3.0. The results of this study found that interest in entrepreneurship is significantly influenced by personal attitude and e-learning. This study also found that perceived learning was not able to moderate the effect of e-learning on entrepreneurial interest.</em>

scholarly journals Persepsi Penggunaan Media Pembelajaran Berbasis Online Mahasiswa Pendidikan Geografi Universitas Negeri Semarang Menjelang Pandemi Covid-19/ Perception of the Use of Online-Based Learning Media by Geography Education Students, Semarang State University Ahead of the Covid-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 117-132
Author(s):  
Pradika Adi Wijayanto ◽  
Khoirima Nafi’ah ◽  
Vitho Pratomo
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Geography Education ◽  
Learning System ◽  
Education Student ◽  
State University ◽  
Education Students ◽  
Face To Face ◽  
Offline Learning ◽  
Effective Use

The occurrence of the COVID-19 outbreak caused a change in the learning system from face-to-face (offline) learning to online-based learning using various types of learning media based on modern and up-to-date technology so that with this occurrence students must try to adapt. The objectives of this study are (1) to describe the types of online learning media used to support the implementation of geography education student lectures, (2) to analyze the strengths and weaknesses of students' favorite online based media based on their perceptions, (3) to formulate appropriate strategies to make effective use of media. online based on the students' perceptions. This research method is a survey with qualitative descriptive data analysis techniques obtained from filling out a closed questionnaire and an open questionnaire using a purposive sample. The questionnaire was filled in by geography education students who experienced the learning process in the even semester (semester 2-6) Semarang State University in 2020 and then described it. Based on the research results, it can be concluded that (1) the online learning media used are WhatsApp Group, Facebook Group, Facebook Live, Website, Zoom, Skype, Discord, Youtube Live, Instagram Live, Google Classroom, Quiz, Telegram Group, Elena, Hangout ( 2) favorite online learning media for geography education students in the even semester of 2020 are Discord, WhatsApp Group, Zoom, Elena, Google Classroom and Instagram live, and 3) strategies to make effective use of online learning media are 1) complementing other potential online learning media and can cover the weaknesses that are owned, 2) first assess and analyze whether the use of the selected online learning media can be implemented with the method or learning model according to the plan. 3) collect data and analyze the dominance of student learning styles as a basis for determining the selection of online learning media.Keywords: Perception; Learning Media; Geography; COVID-19

scholarly journals Difficulty Analysis Factor of Online Learning Biology Subject in Grade XI MIPA

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Zakiyati Salma ◽  
Rahmawati Darusyamsu
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Research Method ◽  
Learning Difficulties ◽  
External Factors ◽  
Internal Factors ◽  
Face To Face ◽  
Biology Learning ◽  
Internal And External Factors ◽  
Descriptive Method

In the implementation of learning online is encountered the problem that students are experiencing learning difficulties, one of them on the subjects of Biology. Learning difficulties of students are seen from the results of learning online tend to be lower than face-to-face. The purpose of this study was to determine the factors that cause the difficulty of students to learn Biology online in grade XI MIPA SMAN 1 Kecamatan Payakumbuh. The Population and sample in this research are all students of grade XI MIPA SMAN 1 Kecamatan Payakumbuh. The research method used is the descriptive method with the instrument data collection in the form of a questionnaire. The results showed that the factor of difficulty to learn Biology online in SMAN 1 Kecamatan Payakumbuh consists of internal and external factors. Internal factors affect the 61,18% dominate by psychological (62,17%). While external factors that 65,43%, dominate by infrastructure learning online (70,79%).

scholarly journals Financial Analysis Of Students With The Application Of E-Learning

2021 ◽  
Vol 4 (1) ◽  
pp. 84
Author(s):  
Yulyanah Yulyanah ◽  
Desi Kurniawati
Keyword(s):  
Online Learning ◽  
Research Method ◽  
Financial Analysis ◽  
Transportation Costs ◽  
Accounting Students ◽  
Research Subject ◽  
School Year ◽  
Offline Learning ◽  
E Learning ◽  
Qualitative Descriptive

This study aims to find out the views of students with the application of E-Learning learning during the pandemic. This research method is qualitative descriptive with the research subject of D3 Accounting students of the Faculty of Economics, Pamulang University in the 2020-2021 school year. The data was obtained from a questionnaire in the form of a goggle form given to respondents. The number of respondents who filled as many as 123 respondents.. The results of the study concluded that for online learning income there was a 6% decrease in > from Rp. 1,000,000 when offline 38% to 24% when online. As for expenses - expenses that increase are utility costs, internet quota costs and consumption costs for costs that decrease when online learning is for transportation costs. From the results of the analysis of income and expenditure dominant reponden tend to choose offline or offline learning as much as 59% of respondents.

scholarly journals A Review on Transition from Face-to-Face to Online Learning During COVID-19 Pandemic

2021 ◽  
pp. 449-454
Author(s):  
Veena G ◽  
Kavya N ◽  
Puneeth B M
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Best Practice ◽  
Indian Education ◽  
State Governments ◽  
Teaching Online ◽  
Face To Face ◽  
E Learning ◽  
Practice Framework ◽  
Effective Use

As a result of the COVID-19 pandemic crisis, Online-learning has become a necessary feature in all educational establishments such as schools, colleges and universities. The educations sector in India is deeply affected by this. To fight back the disruption and damage, educational institutes across the country embraced the digital mode of education as a solution to fill the void left by classroom teaching. Online education is conducted in two ways. The first is through the use of recorded classes, which, when opened out to public, are referred to as Massive Open Online Course (MOOCs). The second one is via live online classes conducted as webinars, or zoom sessions. This review has identified five important strategies that could be incorporated into a best practice framework for online education.1) As e-learning becomes the "new normal", the authorities have been taking steps to make digitisation of education accessible and affordable for all. 2) Training in educational technologies and their effective use should be available to faculty and students who need it.3)The Indian education system has to transit to online learning without creating a digital divide, the Centre and state governments must raise the spending on education.

scholarly journals The Quality of Selected Online Learning Platforms and Their Effect on Education in the Sultanate of Oman

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Ghaith Abdulsattar A. Jabbar Alkubaisi ◽  
Nura Said Al-Saifi ◽  
Arwa Rashid Al-Shidi ◽  
Zaid Said Al-Shukaili
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Faculty Members ◽  
Sultanate Of Oman ◽  
Learning Programs ◽  
E Learning ◽  
Learning Platforms ◽  
Descriptive Approach ◽  
Classroom Education

The COVID-19 pandemic has led to the largest interruption in education around the world, affecting some 1.6 billion students. Classroom education stopped, to be replaced by online e-learning platforms. In higher education, e-learning is made available through recorded lectures, with online platforms becoming a significant part of the overall system. This study aims to identify the quality of online learning platforms, applying a set of criteria from the perspective of faculty members and students in higher education institutions in the Sultanate of Oman. The descriptive approach is used and the researchers collected data through a questionnaire directed at 32 faculty members and 104 students. The results show that e-learning programs are generally of high quality, from the perspective of the participants, but with statistically significant differences according to the type of program.

Culturally-Sensitive E-Learning Practices for Library Education

2013 ◽  
Author(s):  
Leslie Farmer
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Culturally Sensitive ◽  
Cultural Dimensions ◽  
Educational Model ◽  
Cultural Impact ◽  
Online Learning Environments ◽  
Library Education ◽  
Learning Practices ◽  
E Learning

With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues.Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne.

Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Oluyinka Titilope Afolayan
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Virtual Classroom ◽  
Learning Resources ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
E Learning ◽  
Main Instrument ◽  
Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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.

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