scholarly journals DETERMINING THE ENGLISH PREPARATORY SCHOOL STUDENTS' READINESS FOR ONLINE LEARNING

2020 ◽  
Vol 3 (2) ◽  
pp. 66-78
Author(s):  
Zöhre Serttaş ◽  
Aslı Kasabalı
Keyword(s):  
Online Learning ◽  
Adult Students ◽  
Self Efficacy ◽  
Online Communication ◽  
Self Directed Learning ◽  
School Students ◽  
Preparatory School ◽  
Control Computer ◽  
Directed Learning ◽  
Microsoft Office

The aim of this study is to evaluate students ' readiness for online learning at the Near East University English Preparatory School and to provide suggestions on how they can be further supported to strengthen their online learning.  202 adult students participated in the study were fall semester students of the 2019-2020 Academic year.  As the data collection tool, Online Learning Readiness Scale (OLRS) by Hung et al. (2010) was used.  The  dimensions of the scale are; self-directed learning, motivation, learner control, computer-Internet self-efficacy, and online communication self-efficacy.  The data obtained showed that the participants were ready in all dimensions with some variations within the dimensions.  In the self-directed learning dimension, the participants were observed to lack the ability to manage time in their studies however they were willing to ask for help when they need help. Although the scores were above the average, Computer / Internet self-efficacy was found to have the lowest scores compared to the other dimensions.  Participants stated that they were distracted by other online applications while studying for their online course.  Results for computer / internet self-efficacy dimension showed that participants did not have a very high readiness in using basic Microsoft Office Programs, reaching information easily via online search and using online applications.  Motivation and Online Communication self-efficacy dimensions were found to be the dimensions where all the items received a high score.      Keywords: Online learning, online learning readines, english preparatory school    

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

scholarly journals Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students

2021 ◽  
pp. 19-34
Author(s):  
Joenel D. Coros ◽  
Dennis V. Madrigal
Keyword(s):  
High School ◽  
High School Students ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Family Income ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Senior High School Students

Aims: The absence of data complementing independent learning, which is vital in the pandemic-induced distance learning, propelled the conduct of study. The study aimed to assess Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students, and investigated what demographic variable may influence each. It also sought to determine the correlation between the constructs. Methodology: The study utilized descriptive and correlational design. Respondents were the 332 Grade-12 students from the Schools Division of Cadiz City, School Year 2020-2021, determined using multi-stage random sampling. Data were generated using the Self-Directed Learning Inventory, Self-Efficacy in Learning Form, and Academic Motivation Scale – High School Version. Data were analyzed using mean, standard deviation, chi-square test of association, and Spearman rho rank correlation. Results: There was no significant relationship between demographics and Self-Directed Learning, likewise with Academic Motivation. There was no significant relationship between sex and Self-Efficacy in Learning, however the latter had a significant relationship with family income (P=.05) and track (P=.03). There was a significant relationship between self-directed learning and self-efficacy in learning (P=.000), and between self-directed learning and academic motivation (P=.000). Conclusion: Student demographics do not influence their disposition to engage in learning activities and with their perceived reasons to participate in it. Family income, together with the track where they belong, may influence their belief in their innate capabilities. Students who are internally driven to learn, and who have strong belief in their capabilities, will find all means to master competence on academics, even without the help of other people.

scholarly journals Online Learning as Teaching - Learning Pedagogy in B.ED. Colleges

2021 ◽  
Author(s):  
Yusra Farooqui ◽  
Darshana Shah ◽  
Rabiya Saboowala
Keyword(s):  
Online Learning ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Online Communication ◽  
Self Directed Learning ◽  
Motivation For Learning ◽  
Control Dimension ◽  
The Government ◽  
Teaching Learning

Abstract In the 21st century, the attainment of knowledge and education goes far beyond the boundaries of educational institutions. Learning takes place in many diversified forms, be it in form of location or time or course content. This makes it easy to facilitate learning across the globe with ease so that the learners can pursue what they wish to. Among these various diversified and facilitated forms of learning, the most adopted and acceptable way of promoting academics in reputed educational setup undoubtedly is online learning. The concept of online learning has been implemented in all educational sectors throughout the globe due to the prevailing COVID-19 pandemic. The present action research aimed at examining the attitudes of second year Prospective teachers who are working as well as those who are not working towards online learning during the prevailing pandemic in Mumbai. A questionnaire with 5-point Likert scale was adopted for data collection from a sample of 54 prospective teachers. Findings of the study reveal the working prospective teachers have a higher attitude towards adopting online learning as teaching-learning pedagogy for B.Ed. teachers as compared to non-working Prospective teachers. Also, working Prospective teachers had a higher attitude towards Computer/Internet self-efficacy, Self-directed learning and Online communication self-efficacy dimension of online learning when compared with non-working Prospective teachers. Not-Working B.Ed. Teachers had a higher attitude towards the Learner Control dimension of online learning, whereas both working and non-working Prospective teachers had a similar attitude towards Motivation for learning (in an online context) dimension of online learning. Policy makers should include online learning topics in the B.Ed. curriculum not just theoretically but also practically in order to help learners develop a positive attitude towards adoption of online learning not just for learning but also for teaching. Also, the government and educational institutes need to organize workshops and seminars for teachers and student-teachers in order to equip them with knowledge and application of computers in the academic process which is the need of the hour during the prevailing pandemic.

scholarly journals Online Educational Activities of Students: Readiness and Self-Efficacy

2021 ◽  
Vol 25 (4) ◽  
pp. 661-680
Author(s):  
Natalia A. Lyz
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Survey Method ◽  
Technical Competence ◽  
Self Directed Learning ◽  
Educational Activities ◽  
Online Activity ◽  
Student Readiness ◽  
Directed Learning

Introduction. The widespread use of telelearning raises the issue of ensuring its effectiveness. Researchers consider various factors, but student readiness for such learning has not yet become the subject of systemic research in domestic science. The objectives of the article are: to reveal personality predictors of online learning success, to identify the components of student readiness for such learning (on the basis of foreign works); to characterize the readiness and self-efficacy of students’ online educational activities drawing on empirical data. Materials and Methods The researchers utilized the methods of theoretical analysis of the problem and the survey method. The author’s questionnaire was used to collect the data on the online activity of the students, self-assessment of readiness and effectiveness of online learning. 252 first- and second-year IT-students participated in the survey. Results. Five components of students’ readiness for online learning have been identified: attitude towards online learning, self-directed learning, time management, communicative competence, and technical competence. The students’ attitudes towards online learning are ambivalent. The students understand the importance of such training, but they are not willing to invest enough time and effort into it. Two interrelated components (self-directed learning and time management) contribute most to the overall online learning readiness. Online learning self-efficacy is related to technical competence and attitudes towards online learning. Discussion and Conclusion. The results will be useful for further research of the factors and ways improving online learning effectiveness. The research prospects are the development of psychodiagnostic tools for assessing the online learning experience and readiness of students and the diversification of the sampling by adding students from different programme tracks and with different experiences in online educational activities.

scholarly journals Students’ Readiness in Implementing Mobile Learning for English Language Learning Purposes

2021 ◽  
Vol 6 (1) ◽  
pp. 19-31
Author(s):  
Muhammad Fathur Rahman Khalik ◽  
Nur Hidayanto Pancoro Setyo Putro
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
English Language Learning ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Senior High School Students

Background: The application of mobile learning (m-learning), especially in the area of language learning, has gained interest in the last several years due to the benefits offered by mobile devices. However, to maximize the effectiveness of m-learning, students are required to be ready. Thus, it is crucial to assess students’ readiness before implementing m-learning. By focusing on rural schools, this quantitative study aims to examine students’ readiness in implementing m-learning in their English language learning. Methodology: This study employed a survey design to measure m-learning readiness of senior high school students by investigating three factors, namely mobile self-efficacy, optimism, and self-directed learning. Through an online questionnaire, 140 responses were successfully collected from students in two public senior high schools (one high school and one vocational high school) located in a rural area in Soppeng, Indonesia. The data collected were subsequently analyzed using SPSS Statistics ver. 25. Findings: The results revealed that senior high school students from a rural area in Soppeng, Indonesia, had a high level of self-efficacy and optimism in implementing m-learning in their English language learning. However, their self-directed learning was still at a moderate level. Moreover, further analysis showed that type of school significantly affected students’ mobile self-efficacy and optimism, while self-directed learning was not affected. Conclusion: Students from rural senior high schools in Soppeng, Indonesia, showed readiness in implementing m-learning for English language learning purposes.

scholarly journals Factors related to college students’ self-directed learning with technology

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Evren Sumuer
Keyword(s):  
College Students ◽  
Web 2.0 ◽  
Self Efficacy ◽  
Online Communication ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Web 2.0 Tools ◽  
Directed Learning ◽  
Learning With Technology ◽  
Computer Self Efficacy

This study investigated factors influencing college students’ self-directed learning with technology. A questionnaire was employed to obtain data from 153 college students on their self-directed learning readiness, the use of Web 2.0 tools for learning, online communication self-efficacy, and computer self-efficacy to predict their self-directed learning with technology. The data were analysed using sequential multiple regression and mediation analyses. The results showed that the predictor variables explained 19% of the variation in self-directed learning with technology. Self-directed learning readiness and the use of Web 2.0 tools for learning were found to be significant predictors of students’ self-directed learning with technology. Moreover, the results indicate that the use of Web 2.0 tools for learning significantly mediated the influence of students’ online communication self-efficacy and computer self-efficacy on their self-directed learning with technology. This study suggests that students be provided with scaffolding or assistance, not only for self-directed learning skills and the use of Web 2.0 tools for learning, but also for computer use and online communication in order to enhance their self-directed learning with technology.

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