scholarly journals Efektifitas Pembelajaran Online : Kepercayaan Diri, Kepuasan Pembelajaran Online Terhadap Performa Pembelajaran untuk Meningkatkan Kualitas Pendidikan

2021 ◽  
Vol 3 (1) ◽  
pp. 117-121
Author(s):  
Abu Bakar Akbar ◽  
Yudis Cipta Prayoga
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Study Skills ◽  
Learning Performance ◽  
Effective Learning ◽  
Self Confidence ◽  
Self Study ◽  
Improve Student Achievement ◽  
E Learning ◽  
Study Performance

Abstrak Tujuan dari penelitian ini adalah untuk mengetahui kepuasaan mahasiswa dalam melaksanakan pembelajaran secara online dan efektifitas pembelajaran online (E-Learning). Penelitian ini juga bertujuan agar pembelajaran E-Learning dapat menjadi solusi yang terbaik, dengan memberikan pembelajaran yang efektif demi meningkatkan prestasi peserta didik. Ini juga membantu untuk mencari solusi untuk meningkatkan keterampilan belajar mandiri siswa. Metode pengambilan sampel bertingkat telah diadopsi dalam penelitian ini dan jumlah sampelnya 134 di Universitas Slamet Riyadi (Unisri) Fakultas Managemen. Temuan penelitian ini menunjukkan bahwa variabel kepercayaan diri dan kepuasaan pembelajaran online berpengaruh signifikan terhadap kinerja pembelajaran, keduanya bersama-sama mempunyai pengaruh yang positif dan signifikan terhadap kinerja pembelajaran. Kata Kunci : Kepercayaan Diri; Kepuasaan; Hasil Pembelajaran. Abstract The purpose of this study is to determine student satisfaction in implementing online learning and the effectiveness of online learning (E-Learning). This study also aims that E-Learning learning can be the best solution, by providing effective learning to improve student achievement. It also helps to find solutions to improve students' self-study skills. The stratified sampling method has been adopted in this study and the sample size is 134 at the Slamet Riyadi University (Unisri) Faculty of Management. The findings of this study are students while the variable self-confidence have a significant effect on learning performance, and online learning satisfaction has a significant effect on learning performance, while self-confidence and satisfaction with online learning together have a positive and significant effect on learning performance. Keywords : Self Efficacy; Satisfaction, Study Performance

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 Determinants and Consequences of Students Learning Satisfaction During Covid-19 Pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Arfah Habib Saragih ◽  
Joansyah Adwie ◽  
Adang Hendrawan
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Student Performance ◽  
Student Perception ◽  
Learning Performance ◽  
Intention To Use ◽  
Learning Satisfaction ◽  
Survey Results ◽  
Positive Effect

This study examines the effect of student perception in online learning on student satisfaction and its impact on student learning performance and intention to use in the future. The regression analysis method was used based on the survey results from 157 students. Results indicate that students' perceptions of online learning had a positive effect on student satisfaction, intention to use, and student learning performance. Further, student satisfaction has a positive effect on student learning performance but does not affect the intention to use. The implications for lecturers, students, and faculties are also discussed. Keywords:  student perception, online learning, student satisfaction,   student performance, intention to use, covid-19 pandemic

scholarly journals Improving the Usability and Effectiveness of Online Learning: How Can Avatars help?

2005 ◽  
Vol 49 (7) ◽  
pp. 769-773 ◽  
Author(s):  
Hua Wang ◽  
Mark Chignell ◽  
Mitsuru Ishizuka
Keyword(s):  
Online Learning ◽  
Eye Gaze ◽  
Prototype System ◽  
Physiological Measures ◽  
Instructional Behaviors ◽  
Effective Learning ◽  
Learning Content ◽  
Generalized System ◽  
Eye Movement Tracking ◽  
E Learning

This paper describes Empathic Tutoring System (ETS) which uses character agents for online learning. Eye movement tracking and other physiological measures are used to personalize character agent behaviors (affective and instruction) in an e-learning environment. A prototype system reacts to learner's eye information in real-time, recording eye gaze and pupil dilation data (plus heart rate and skin conductance) during learning. Based on these measures, character agents inferred the attentional and motivational status of the learner and responded accordingly with affective and instructional behaviors. Character agents engage and direct the learner's attention while providing both generalized system help and personalized advice about the learning content. Feedbacks from preliminary usability studies may suggest that e-learning character agents reacting to eye gaze and physiological measures may heighten l earner concentration and lead to more effective learning.

scholarly journals Perancangan Forum Diskusi Mobile Online Learning

2012 ◽  
Vol 3 (2) ◽  
pp. 860
Author(s):  
Agus Putranto
Keyword(s):  
Online Learning ◽  
User Interface ◽  
Discussion Forum ◽  
Requirement Analysis ◽  
Literature Study ◽  
Online Study ◽  
Rich Picture ◽  
Self Study ◽  
E Learning ◽  
Current Systems

The utilization of e-learning can improve effectiveness and flexibility of learning. One important activities e-learning feature is a discussion forum. Communication between educators and students in class will be more effective if combined with communication through a discussion forum. Binus Online Learning is selected as a place of research. Binus Online Learning is a program of Bina Nusantara University that offers online study activities, which most of the students are invited to have self study activities. The aim of this research is to do requirement analysis and then to design a forum discussion called M-learning for Binus Online Learning so that it will be beneficial for the students that they can easily use the faster access. In this research, used are data collection through surveis, and analysis based on are literature study and the current systems, while rich picture and user interface are used for design. The results obtained are some features for the mobile learning discussion forum.

scholarly journals A Reflection on Teachers' Experience as E-Learners

2009 ◽  
pp. 56-84 ◽  
Author(s):  
Tony Cunningham ◽  
Claire McDonnell ◽  
Barry McIntyre ◽  
Theresa McKenna
Keyword(s):  
Online Learning ◽  
Lived Experience ◽  
Time Management ◽  
Online Courses ◽  
Online Collaboration ◽  
Student Perspective ◽  
Online Learners ◽  
Effective Learning ◽  
E Learning ◽  
Scaffolding Learning

This chapter explores the insights gained by a group of teachers from their lived experience as e-learners participating in a blended module on designing e-learning. An understanding of the student perspective on online learning was obtained, but we were also able to reflect on our participation in the module on the basis of our other roles: as teachers and potential e-tutors, and as course designers. As a result, important considerations were identified for the design and facilitation of online courses. These include the support provided to online learners, particularly over the first few weeks; appropriate assessment methods; the facilitation of online collaboration; access to the Internet; time management; and contextualising and scaffolding learning activities. Some issues relating to the implementation of effective e-learning in higher education institutions were also considered. Our lived experience as e-learners was invaluable to our development as e-tutors and module designers, and this approach is strongly recommended to achieve effective learning on how to be an effective online tutor and facilitator and how to design and develop online programmes and activities that make full use of the strengths of online learning.

scholarly journals Creating Digital Question Databases: Use of Self-Tests in Teaching Medical Subjects

2015 ◽  
Vol 43 (1) ◽  
pp. 211-227 ◽  
Author(s):  
Barbara Kołodziejczak ◽  
Magdalena Roszak ◽  
Anna Ren-Kurc ◽  
Andrzej Bręborowicz ◽  
Wojciech Kowalewski
Keyword(s):  
Online Learning ◽  
New Technologies ◽  
Use Of Self ◽  
Medical Sciences ◽  
University Teachers ◽  
Learning Platform ◽  
Positive Attitudes ◽  
Self Study ◽  
E Learning ◽  
Medical Faculties

Abstract Enhancement of teaching using digital materials is rapidly entering the world of medical studies. Creation of a self-learning environment supported with self-tests is received well, or even enthusiastically, among students. On the other hand, there is a relatively large group of opponents among university teachers, who do not see the need for changes in teaching and testing methodology to be made. This attitude may be surfacing as a result of anxiety connected with implementing new technologies in teaching medical subjects, as well as the belief that implementing new technologies does not have an immediate effect on learning quality. The authors of this article attempt to demonstrate that a thoughtful choice of e-learning platform facilitates the process of implementing online learning and testing aids in medical faculties. The second part of the article presents initial results of studies concerning the efficiency of learning enhanced with self-tests. Our analysis details the results of exams in pathophysiology taken by students of the medical faculty at the Poznan University of Medical Sciences. After the course, an evaluation survey was completed by 195 students concerning the quality of teaching with the use of the OLAT (Online Learning and Training) e-learning portal. It showed that students had positive attitudes toward learning with the use of online materials, particularly with regard to the use of self-tests, which allowed students to check their knowledge independently in exam-like conditions. The article that follows is targeted at those teachers who are interested in implementing a self-study and electronic knowledge evaluation environment for their courses, not necessarily in medical subjects.

scholarly journals Online learning: Implications for effective learning for higher education in South Africa

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Maylene Y Damoense
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
The Internet ◽  
Effective Learning ◽  
Engagement Theory ◽  
Use Of Technology ◽  
E Learning ◽  
South African Higher Education

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Over the last decade there has been an augmenting shift away from the conventional teaching and learning to modes where the Internet now plays a key role. E-learning is increasingly forming an integral part of course delivery and instruction, and is reshaping traditional learning world wide. </span></p> <p><span>This paper outlines the shift from traditional learning to online learning practices. Then it discusses the use of technology, particularly the Internet, to support and enhance effective learning based on the principles of engagement theory. It considers relevant studies within the context of technology based learning, and highlights important experiences and findings. The paper indicates that technology based pedagogy and an effective online learning environment are crucial to support and enrich effective learning outcomes. The paper considers implications for South African higher education in the 21st century. Integrating the Internet as part of a curriculum is proposed, to instil our learners with lifelong skills.</span></p></div></div></div>

scholarly journals E-LEARNING AS A LEADING COMPONENT OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS

2021 ◽  
Vol 1 (194) ◽  
pp. 84-88
Author(s):  
Sergii Galetskyi ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Study Skills ◽  
Communication Technologies ◽  
Economic Transformation ◽  
Educational Process ◽  
Learning System ◽  
Self Study ◽  
Information And Communication ◽  
E Learning ◽  
The University

The evolution of E-learning has been investigated in this article. In all historical epochs, education played an important role in a society. In the conditions of dynamic and ambitious socio-economic transformation of Ukrainian society education becomes the object of new growing requirements of the individual, society and state. These requirements are a major factor of the driving force behind the development of the education system. In this article we outlined new challenges to the qualification of the working force in information society and E-learning, among which are: the need for dynamic adaptation to rapidly changing knowledge and technologies, the acquisition of new skills. The last two decades have been marked by a significant increase in the emphasis on teaching on the basis of information and computer technology. A withdrawal from traditional training was based on the rapid development of the Internet and Covid-19 pandemic. The use of information and communication technologies in education makes it possible to increase its efficiency and accessibility. In addition, some aspects of the implementation of E-learning in the university have been reviwed. Many universities are actively developing a range of technologies, including mixed learning, with the aim of implementing E-learning at the university. Main features of E-learning, as a method for increasing motivation and self-study skills and as a way to improve an access to education, were investigated in the article. It is pointed out that in the structure of E-learning in educational establishments it is necessary to have such elements as: 1) E-learning system environment with the necessary means for communication of participants of E-learning; 2) electronic database of educational material; 3) virtual laboratory; 4) E-learning participants (teachers, students) and technicians (programmers, system administrators, web designers, animators). E-Learning supports self-directed types of learning. High motivation and self-study skills are prerequisites and must be complemented by an appropriately structured didactic learning environment. Self-organization and self-responsibility are important skills within flexible working and learning cultures. An important condition for E-learning: in the E- learning system can learn only highly motivated, focused and organized persons.

scholarly journals ESP Students’ Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine

2021 ◽  
Author(s):  
Nataliia Avsheniuk ◽  
Nataliya Seminikhyna ◽  
Tetiana Svyrydiuk ◽  
Olena Lutsenko
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Student Satisfaction ◽  
Learning Performance ◽  
Valuable Insight ◽  
Learning Material ◽  
Study Results ◽  
National University ◽  
Communication Challenges ◽  
Students Satisfaction

This study aims to determine the level of ESP students’ satisfaction with online ESP learning courses at three faculties of Taras Shevchenko National University of Kyiv. The current study examines students’ answers to identify their satisfaction in ESP online courses. The study’s research questions were divided into four categories: the effectiveness of online ESP learning, the availability of learning material used by ESP instructors, the evaluation of ESP teachers’ results, the effectiveness of online testing, and students’ difficulties with ESP distance learning. A descriptive statistical method was used to validate the study. The statistics package JASP was used for data analysis. The authors chose observation, literature analysis, a questionnaire provision, and descriptive data analysis as the research tools. The study results show that students are primarily pleased with ESP courses taught online, students fulfil the expected progress in ESP learning performance. It is revealed that the main problems that influence and impact online ESP learning during COVID-19 are related to technical, academic, and communication challenges. Student satisfaction surveys may lead to changes in ESP online learning activities that may, in turn, boost students’ outcomes. The results provide valuable insight into students’ satisfaction with online learning and pose practical questions for its implementation. As a result, this study is just a preliminary attempt at offering considerate analysis to Ukraine’s policymakers.

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