scholarly journals The Most Influential Factor to Pass Rate of Modified OSCE Exam on Student Batch 2 during Pandemic Period

2021 ◽  
Vol 1 (1) ◽  
pp. 79-84
Author(s):  
Mia Kusmiati ◽  
Rika Nilapsari ◽  
Annisa R Furqaani ◽  
Miranti Kania Dewi
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Influential Factor ◽  
Pass Rate ◽  
Equation Modeling ◽  
P Value ◽  
Access To Resources ◽  
Self Reflection ◽  
Learning Platform ◽  
Student Access

The Objective structure clinical examination is an assessment tool to evaluate clinical skills. There are many factors that influence to pass rate of modified OSCE. Moreover, during online learning implementation, there are some barriers. The aim of the study is to determine the most influential factor that contributing to achieving the learning outcome in terms of passing rate modified online OSCE. An observational study was chosen involving 87 medical students batch 2.  Sample size calculation used the formulation of an estimated proportion population with a simple random strategy. This study employed a questionnaire of online skill learning that was made by the researcher through analysis of factor exploratory. The participants were asked to score their agreement on the five-Likert scale. Using SPSS version 24 and software of AMOS 26, we analyzed the data for simple linear regression and structural equation modeling (SEM). Results were summarized following 2 factors that influencing pass rate of modified OSCE online, in terms of transactional distance (p value=0.001, r=0.235) and learning platform availability ((p value=0.013, r=0.087). Our finding highlights that self-reflection and student access to resources have significant contributions toward independent learner characteristics. This study has contributed to solving the problem regarding the foundational concept for the requirement of online learning. The theoretical concept of a learning platform also enhances online teaching. Foremost and utmost that self-reflection and student access to resources have become two important factors to autonomy learning. The major strength of this study is the systematic manner in which it was conducted.

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 FAKTOR-FAKTOR PENENTU PERILAKU GURU SMP MENGGUNAKAN TEKNOLOGI DALAM PEMBELAJARAN ONLINE: STUDI KASUS DI PROVINSI RIAU

2021 ◽  
Vol 22 (2) ◽  
pp. 123-133
Author(s):  
Defrizal Hamka ◽  
Neng Sholihat
Keyword(s):  
Online Learning ◽  
Latent Variables ◽  
Latent Variable ◽  
Structural Equation ◽  
Partial Least Square ◽  
Least Square ◽  
Influential Factor ◽  
Equation Modeling ◽  
Purposive Sampling ◽  
Facility Conditions

The purpose of this research is to investigate factors that influence the intent of behavior using technology in online learning. The study uses structural equation modeling using a partial least square approach to test the hypotheses. Respondents selected using purposive sampling, and the questionnaires were distributed through online surveys and received a response of 96 respondents. Results show that latent variables, performance expectations, business expectations, and facility conditions have a positive and significant relationship with the intent of individual behaviour in the use of technology in online learning. The latent variable "condition facility" is the most influential factor. This research provides an important overview and understanding for policymakers in designing frameworks to pay attention to facility conditions. Further research is suggested in the future covering samples from various provinces in Indonesia. This study adds to the literature primarily on factors affecting behavioral intent to use technology in online learning. Tujuan dari penelitian ini adalah untuk menganalisis faktor-faktor yang mempengaruhi niat perilaku guru menggunakan teknologi dalam pembelajaran online. Penelitian ini menggunakan pemodelan persamaan struktural dengan menggunakan pendekatan partial least square untuk menguji hipotesis. Berdasarkan purposive sampling, kuesioner disebarkan melalui survei online dan mendapat tanggapan dari 96 responden. Hasil penelitian menunjukkan bahwa variabel laten, ekspektasi kinerja, ekspektasi usaha, dan kondisi fasilitas memiliki hubungan positif dan signifikan dengan niat perilaku individu dalam penggunaan teknologi dalam pembelajaran online. Variabel laten “fasilitas kondisi” merupakan faktor yang paling berpengaruh. Penelitian ini memberikan gambaran dan pemahaman penting bagi pembuat kebijakan dalam merancang kerangka kerja untuk memperhatikan kondisi fasilitas. Penelitian lebih lanjut disarankan di masa depan mencakup sampel dari berbagai provinsi di Indonesia. Studi ini menambah literatur terutama pada faktor-faktor yang mempengaruhi niat perilaku untuk menggunakan teknologi dalam pembelajaran online.

Perception of medical students about online learning in the COVID-19 era

Biomedicine ◽  
2021 ◽  
Vol 41 (1) ◽  
pp. 139-145
Author(s):  
Kalpana Ramachandran ◽  
Robert Dinesh Kumar
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
P Value ◽  
First Year ◽  
Cross Sectional ◽  
Internet Connectivity ◽  
First Year Medical Students

Introduction and Aim: The COVID-19 pandemic has caused a disruption in the academic schedule. As UNESCO observes an 87% interruption in student learning across the globe, it is undeniable that e-learning would have a major role to play in the future and both teachers and learners are getting accustomed to this ‘New Normalcy’. This survey analyses the perception of medical first-year students about online learning in the COVID-19 era.   Materials and Methods: A cross-sectional descriptive questionnaire based study was done and first year medical students were asked to respond. The respondents were asked to answer the questions in Likert-scale, from 1-5. Statistical analysis was done and Test for one proportion was calculated using ‘z’ test. A p-value of <0.05 was considered significant.   Results: A total of 122 first year medical students responded to the survey. More than two-thirds of the respondents were females (67%). About 78% of respondents find online learning interesting and enjoyable. More than 80% of students found online education very satisfactory in all aspects. Problems with internet connectivity was the principal challenge faced by the students during online learning. An overwhelming 70% of students felt online teaching to be very beneficial.   Conclusion: The pandemic has posed an unprecedented challenge to the academic schedule. Although many challenges were faced by the teachers and learners, internet connectivity continued to be a major problem in online education. It is the duty of every educationist to ensure an uninterrupted, continuous and an effective process of teaching and learning.  

scholarly journals Teacher Constraints in Preparing Lesson Plan through Google Classroom at SMA Negeri 1 Kediri: A Qualitative Study

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Dian Yurista Ningsih
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Learning Assessment ◽  
Learning Situation ◽  
Online Teaching And Learning ◽  
Learning Platform ◽  
Effective Teaching And Learning ◽  
11Th Grade

Implementing an effective teaching and learning process with the integration of online learning platform is important for the teachers, in order to maximize the online teaching and learning situation. In this case, this study aimed at investigating the constraints found in SMA Negeri 1 Kediri in preparing lesson plan through Google Classroom. The researcher chosen SMA Negeri 1 Kediri in Tabanan Regency, Bali. In SMA Negeri 1 Kediri, Google Classroom is one of the most frequently used platforms based on the result of the pre-observation stage. Based on the pre-observation, it was found that a lot of the student have used smartphone, especially 11th grade students, which is related to the current situation (online learning). This study uses qualitative design as the design of the study, with the qualitative data as the results. The data of teachers’ constraints in preparing lesson plan are collected by using questionnaire consisted of 20 items, in which the questionnaire related to the 5 aspects of lesson plan, such as: 1) constraints in the aspect of learning objectives, 2) constraints in the aspect of learning materials, 3) constraints in the aspect of learning activities, 4) constraints in the aspect of learning media and sources, and 5) constraints in the aspect of learning assessment. As the result, it was found that there are some constraints found, such as: 1) the online learning media is only an intermediary for students in collecting their work, 2) the online learning media that only used to submit assignments, 3) the difficulties in judging the actual work of students from these activities, 4) the online learning platform which is only used to convey material, and 5) the assessment types and techniques cannot be clearly assessed from these activities. Thus, the observable problems found has to be solved by the teacher through mastering the five aspects of lesson plan, in order to be adapted with the dynamic teaching and learning situation.

scholarly journals Genre-based visualization through an online teaching platform: A strategy to engage with academic texts during the Covid-19 outbreak

XLinguae ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 270-288
Author(s):  
Siti Sarah Fitriani ◽  
Sukardi Weda ◽  
Iskandar Abdul Samad ◽  
Rizki Ananda
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
English Education ◽  
Online Intervention ◽  
Online Discussions ◽  
Action Research Project ◽  
Academic Texts ◽  
Learning Platform ◽  
Banda Aceh

During the Covid-19 outbreak in 2020, students of all education levels are pushed to study at home via online classes. Schools, universities and other educational institutes have to make sure that their students can keep receiving knowledge and information based on the indicators set by the curriculum. The same thing also occurs at the English Education Department of Syiah Kuala University in Banda Aceh, Indonesia. This article presents the results of a two-cycle action research project conducted in Banda Aceh, Indonesia, through an online learning platform using Zoom meeting. In this study, eight undergraduate students participated in the online intervention class to apply genre-based visualization metacognitive strategy. A total of six academic texts of the explanation genre were taken from TOEFL tests and used in both cycles. In the online intervention class, students generated visual imagery of the academic texts, built up their knowledge of the text genres in the online discussions, and individually drew visual representations of the explanatory texts. The images drawn by the students were taken for the qualitative analysis, and the tests given to the students were analyzed quantitatively. Both data are used to find out their improvement in reading comprehension. The findings of this study revealed a remarkable contribution of genre-based visualization for improving students' comprehension of academic texts of the explanation genre at TOEFL level, particularly through online learning during the pandemic.

scholarly journals Online versus Traditional Learning: Outcomes of First Online Learning Experience

2021 ◽  
Vol 15 (9) ◽  
pp. 2248-2250
Author(s):  
Uzair Abbas ◽  
Memoona Parveen ◽  
Ambreen Ashfaque ◽  
Ramlah Naz ◽  
Sidra Zaheer ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Traditional Method ◽  
Online Teaching ◽  
Learning Experience ◽  
Traditional Learning ◽  
P Value ◽  
Cross Sectional ◽  
Group A ◽  
Group B

Aim: To evaluate the learning outcomes of first experience with online learning in a medical college in Pakistan. Study design: Retrospective cross-sectional study Place and duration of study: Dow University of Health Sciences, Karachi, Pakistan from 1stJanuary 2021 to 30th May 2021. Methodology: This study compared the module exam scores of pre-clinical first-year MBBS students of the year 2019 (group A) and year 2020 (group B). Group A was taught in 2019 through the traditional method of teaching while group B was taught online in 2020. Results: The mean score of group B online teaching was significantly higher than that of group A, studied through the traditional method in all three modules, foundation module, locomotor module, and blood module. Group B secured a significantly higher mean score than that of group A with a significant p-value of <0.001, 0.043, and 0.001respectively. Conclusion: The score gained by online learners using virtual teaching methods was significantly higher than those who were taught by traditional method. The results of this study imply that using online educational teaching and learning can lead to the promotion of educational level and enhancement of score levels in students. Keywords: Online learning, Traditional learning, Medical education

scholarly journals EFL Teachers’ Challenges and Insights of Online Teaching amidst Global Pandemic

2021 ◽  
Vol 4 (3) ◽  
pp. 277
Author(s):  
Arif Nugroho ◽  
Dwi Ilmiani ◽  
Agnira Rekha
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching Method ◽  
Classroom Interaction ◽  
English Teachers ◽  
Learning Activities ◽  
Learning Materials ◽  
Learning Platform ◽  
Global Pandemic ◽  
Efl Teachers

<p class="AbstractText">The unexpected shift of English language teaching from face-to-face classroom interaction to online learning activities using digital platforms has resulted in a number of challenges for English teachers and students. Hence, examining the teachers’ challenges and their insights of the online learning activities is highly required. The present study sheds some light on university EFL teachers’ challenges and insights of online learning activities amidst global pandemic. Drawing on the data collected using self-written reflections and semi-structured interviews from 17 Indonesian EFL teachers, the results revealed that the absence of an e-learning platform, lack of students’ motivation and engagement, and time consuming to prepare online learning materials became the primary challenges of the teachers. The results further portrayed that developing a representative digital platform, designing online learning materials, and improving the quality of teaching method were several valuable insights from the teachers. The results of this study contribute to providing fruitful advices for English teachers, students, and school authorities to enhance the efficacy of online teaching and learning activities, particularly during the global pandemic.</p>

scholarly journals A Study on Traditional Teaching Method Transferring to E-Learning Under the Covid-19 Pandemic: From Chinese Students' Perspectives

2021 ◽  
Vol 12 ◽  
Author(s):  
Yuan Qing Jin ◽  
Chien-Liang Lin ◽  
Qun Zhao ◽  
Sung-Wen Yu ◽  
Yu-Sheng Su
Keyword(s):  
Online Learning ◽  
Structural Equation ◽  
Online Survey ◽  
Teaching Method ◽  
Ease Of Use ◽  
Equation Modeling ◽  
Security Risk ◽  
Learning Platform ◽  
Education Environment ◽  
Perceived Security

In response to the Covid-19 pandemic, online learning has been carried out in many countries with different types of online learning models being promoted and implemented. In the global pandemic continues, the education environment is forced to change from traditional classroom or blended teaching mode to online learning teaching model. With the outbreak of COVID-19, China was the first to announce that online courses are to be implemented in February 2020. In China, whether online learning can replace traditional offline teaching has become a topic worth discussing. Therefore, this study investigates university students in China by questionnaires and discussions of this topic. The study is based on the Push–Pull Mooring model. Based on 854 valid responses collected from an online survey questionnaire, structural equation modeling was employed to examine the research model. The results show that push effects (Perceived security risk, Learning convenience, and Service quality), pull effects (Usefulness, Ease of use, Teacher's Teaching Attitude, Task-technology Fit), and mooring effects (habit) all significantly influence users' switching intentions from offline to online learning platform. Finally, this study explores whether push–pull–mooring can be a reference for promoting and implementing online learning courses in Chinese colleges and universities in the future after the pandemic.

scholarly journals Enhancing Math Learning Using Synchronous Online Teaching

2015 ◽  
Vol 14 (1) ◽  
pp. 27
Author(s):  
Anu Divakaran
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Mathematics Learning ◽  
Human Interaction ◽  
Digital Learning ◽  
Distant Learning ◽  
Learning Platform ◽  
Synchronous Learning ◽  
Synchronous Online

In today’s world, digital technology enables us to access knowledge from anywhere, anytime and learn at our pace. This online learning process when made interactive and collaborative can lead to effective learning. Synchronous online learning satisfies these requirements of online and distant learning with focus on the quality of instruction and how effectively learners are engaged. As the name implies, synchronous learning allows instruction and learning to happen in real-time, but not necessarily in the same place. It provides all the advantages of digital, online and distant learning with an added benefit of bringing human interaction to the learning environment which is not available in an asynchronous learning platform. This paper focuses on using synchronous learning environment to enhance mathematics learning. While an abundant source of materials are available online related to mathematics, support from the teacher is always an added advantage especially since mathematics includes problem-solving and logical reasoning. The students will remain engaged and motivated in a synchronous learning environment than in an asynchronous one since immediate feedback is highly appreciated by the students when faced with a critical and challenging concept. If both the teacher and the students are familiar with the use of the synchronous technology tools, synchronous learning can combine the benefits of both face-to-face and online digital learning while bringing the learners together through collaborative learning. Collaboration brings in new ideas and methods of learning. Hence it is inevitable that the present educators make use of this opportunity to humanize online and distant learning by familiarizing themselves with efficient tools and making use of the discoveries and inventions in the field of education, computer science, anthropology, and psychology. There are many tools and software packages available for implementing synchronous learning, and the choice depends on the type of interactions and the pedagogy preferred by the teacher.

scholarly journals Faculty Engagement in Online Education: Applying the Perceived Characteristics of Innovation to Explain Online Teaching Intention

2021 ◽  
Vol 19 (5) ◽  
pp. pp388-400
Author(s):  
Colleen Carraher-Wolverton ◽  
Zhiwei Zhu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Faculty Engagement ◽  
Relative Advantage ◽  
Equation Modeling ◽  
Learning Context ◽  
Perceived Characteristics Of Innovation ◽  
The Impact

There exists an increasing demand for online education; however, faculty may question the value of online courses as they grapple with making a connection between the face-to-face classroom and the online learning experience. Much research has focused on factors relating to student engagement, although we posit that faculty engagement represents an important aspect in the online learning context that has been fairly overlooked in the engagement research stream. Therefore, understanding the factors that influence a faculty’s intention to teach an OL course in addition to their level of engagement in teaching an online learning course is vital to the growth and success of an OL program. Therefore, in this study, we seek to not only understand the factors that influence faculty’s intention to teach online learning courses but also an instructor’s level of faculty engagement in online learning courses. We sought a novel lens with which to examine this phenomenon, so this study utilizes the perceived characteristics of innovation (PCI) to examine the relationships between faculty engagement and intention to teach online learning courses. We conducted a survey of 99 instructors from a large public university in order to assess the impact of PCI on faculty engagement and intention to teach online courses. Structural equation modeling (SEM) was employed to analyze the data, concluding that result demonstration, relative advantage, and compatibility influence a faculty’s level of engagement in an online learning course, which in turn influences their intention to teach an OL course. We discuss how this research can be utilized in order to more effectively allocate scarce resources by focusing on the relative advantage of online learning, the measurability of online learning, and the way in which it can be compatible with instructors teaching preferences. We present this study to enable the beginning of a new stream of research into faculty engagement.   

Sign in / Sign up

Export Citation Format

Share Document