Analysing students’ cognitive engagement in e-learning discussion forums through content analysis

Discussion forums provide students with accessible platforms for group discussions in e-learning environments. They also help lecturers to track and check student discussions. To improve student learning, it is important for lecturers to identify students’ cognitive engagement in discussion forums. Therefore, this study aims to investigate students’ cognitive engagement in e-learning through content analysis of forum posts. A total of 267 forum posts created by students during one semester were collected for analysis. Inferential statistics were applied to explore the relationship between students’ cognitive engagement and their gender and the number of posts in forums. The results revealed that about half of the students gave their posts without any explanations, which reflected a low level of cognitive engagement. A large number of posts made little contribution to a high level of cognitive engagement. The results also showed no relationship between gender and the level of cognitive engagement. The limitations and implications of this study are also discussed.

The Issue of Student Achievement of Primary Teacher Education (PGSD) in Group Discussion

KnE Social Sciences ◽

10.18502/kss.v3i17.4653 ◽

2019 ◽

Author(s):

Dewingga Fizzy Keni Pratama ◽

Muhammad Nur Wangid

Keyword(s):

Teacher Education ◽

Student Learning ◽

Mastery Learning ◽

Group Discussion ◽

Primary Teacher ◽

Group Discussions ◽

Learning Achievement ◽

Primary Teacher Education ◽

The Relationship ◽

This article considers the relationship between group discussion and student achievement of PGSD University PGRI Wates. The results showed there group discussion can increase student learning achievement. Students achieve minimal mastery learning. Based on empirical evidence from group discussions and learning achievements, it explores the extent to which forms of group discussion can contribute to learning achievement. This article argues that group discussions offer new and important things in the practice of learning. The results showed that group discussion can improve students learning achievement. In other words the use of group discussion in student learning can improve student learning achievement.

Improving Student Learning Outcomes During The Covid-19 Pandemic Using Learning Videos and E-Learning

eL Bidayah: Journal of Islamic Elementary Education ◽

10.33367/jiee.v3i2.1876 ◽

2021 ◽

Vol 3 (2) ◽

pp. 102-114

Author(s):

A. Jauhar Fuad ◽

Pranita Andhinasari

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Action Planning ◽

Learning Centered ◽

E Learning ◽

Improving Student Learning ◽

Result Analysis ◽

Improve Student Learning ◽

Planning Action

The problem that arises in learning in the Covid-19 era is unilateral learning centered on teacher activities, by giving assignments. Students only work on assignments and then the work is photographed and sent via whatsapp, causing students to lack understanding of the material and reluctant to do assignments. The solution to the problems above is the use of video for learning and e-learning. This research phase begins with action planning, action implementation, observation and reflection. This stage is repeated until the expected increase in learning outcomes is achieved, and does not require further improvement. The final result analysis showed that in the pre-learning cycle the percentage of classical completeness was 27.28%. In the first cycle there was an increase in classical completeness reaching 54.5%. In the second cycle there was an increase in classical completeness reaching 91%. Thus, it can be concluded that the use of video for learning and e-learning during the covid-19 pandemic is able to improve student learning outcomes. [Permasalahan yang muncul dalam pembelajaran di era Covid-19 adalah pembelajaran sepihak yang dipusatkan pada kegiatan guru. Dengan pemberian tugas siswa hanya mengerjakan tugas kemudian karya tersebut difoto dan dikirim melalui whatsapp sehingga menyebabkan siswa kurang memahami materi dan enggan mengerjakan tugas. Solusi dari permasalahan di atas adalah pemanfaatan video untuk pembelajaran dan e-learning. Tahap penelitian ini dimulai dengan perencanaan tindakan, pelaksanaan tindakan, observasi dan refleksi. Tahap ini diulangi sampai tercapai peningkatan hasil belajar yang diharapkan, dan tidak memerlukan perbaikan lebih lanjut. Analisis hasil akhir menunjukkan bahwa pada siklus pra pembelajaran persentase ketuntasan klasikal sebesar 27,28%. Pada siklus I terjadi peningkatan ketuntasan klasikal mencapai 54,5%. Pada siklus II terjadi peningkatan ketuntasan klasikal mencapai 91%. Dengan demikian, dapat disimpulkan bahwa pemanfaatan video untuk pembelajaran dan e-learning di masa pandemi covid-19 mampu meningkatkan hasil belajar siswa]

From Social Ties to Network Processes: Do Tie Definitions Matter?

Journal of Learning Analytics ◽

10.18608/jla.2018.52.2 ◽

2018 ◽

Vol 5 (2) ◽

Cited By ~ 4

Author(s):

Ed Fincham ◽

Dragan Gašević ◽

Abelardo Pardo

Keyword(s):

Learning Environments ◽

Social Ties ◽

Large Body ◽

Extraction Methods ◽

Future Research ◽

Learning Technology ◽

Discussion Forums ◽

Methodological Choices ◽

E Learning ◽

Definition Of

The widespread adoption of digital e-learning environments and other learning technology has provided researchers with ready access to large quantities of data. Much of this data comes from discussion forums and has been studied with analytical methods drawn from social network analysis. However, within this large body of research there exists considerable variation in the definition of what constitutes a social tie, and the consequences of this choice are rarely described or examined. This paper presents findings from two distinct learning environments regarding different social tie extraction methods and their influence on the structural and statistical properties of the induced networks, and the association between measures of centrality and academic performance. Our findings indicate that social tie definitions play an important role in shaping the results of our analyses. The primary purpose of this paper is to raise awareness of the consequences that such methodological choices may have, and to promote transparency in future research.

The relationship between social presence and cognitive load

Interactive Technology and Smart Education ◽

10.1108/itse-12-2018-0107 ◽

2019 ◽

Vol 16 (2) ◽

pp. 172-182

Author(s):

Jamie Costley

Keyword(s):

Online Learning ◽

Cognitive Load ◽

Learning Environments ◽

Social Presence ◽

Online Learning Environments ◽

Content Type ◽

Germane Cognitive Load ◽

High Level ◽

The Relationship ◽

Spearman’S Correlation

Purpose As online learning has become more prevalent, how learners interact with each other in those learning environments has become more salient. To develop effective levels of interaction, students must feel comfortable to express their ideas and views. For this reason, this paper aims to look at how individual students’ levels of social presence affect germane cognitive load. Germane cognitive load is the amount that students are able to construct schema and can be seen as analogous to learning. Design/methodology/approach This study looks at the results of survey data (n = 433) that investigate the relationship between social presence and germane cognitive load. The students were surveyed from the Open Cyber University of Korea in the fall semester of 2018. Findings The present study found a statistically significant positive relationship between social presence and germane cognitive load. The study found a Spearman’s correlation coefficient of 0.595. Furthermore, the sample was divided into a high, medium and low grouping of social presence. Among these groupings, the high level social presence had the highest level of germane cognitive load, and the low level social presence had the lowest level of germane cognitive load. Originality/value This result shows the importance and value of developing levels of social presence in online environments. Some research has shown relationships between student interaction and learning, but the present study looks directly at social presence and germane cognitive load. From this research, the authors can see the value of encouraging higher levels of social interaction in online learning environments.

Hubungan stres akademik siswa dengan hasil belajar

Jurnal EDUCATIO Jurnal Pendidikan Indonesia ◽

10.29210/120182136 ◽

2018 ◽

Vol 4 (1) ◽

pp. 40 ◽

Cited By ~ 2

Author(s):

Mufadhal Barseli ◽

Riska Ahmad ◽

Ifdil Ifdil

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Significant Relationship ◽

Academic Stress ◽

Counseling Services ◽

Guidance And Counseling ◽

Teacher Guidance ◽

The Relationship ◽

<p><em>This research is based on the lack of students’ learning outcomes, which is influenced by the academic stress. The purpose of the study is to describe the academic stress, students’ learning outcomes, and the identification of the relationship between academic stress with students’ learning outcomes. The study showed that the students’ in general academic stress are in middle category, and generally students’ learning outcomes are in the sufficient category, there is a significant relationship between academic stress with student learning outcomes. The implications of the study are expected to provide counseling teacher guidance and counseling services that are preventive against academic stress and improve student learning outcomes.</em></p>

Interpersonal Intelligence: A Strengthening in Efforts to Improve Student Learning Achievement

10.31235/osf.io/zn42c ◽

2021 ◽

Author(s):

Eva Istapra ◽

Rambat Nur Sasongko ◽

Muhammad Kristiawan ◽

Raden Gamal Tamrin Kusumah ◽

Rambat Nur Sasongko

Keyword(s):

Student Achievement ◽

Student Learning ◽

Learning Outcomes ◽

Significant Relationship ◽

Alternative Hypothesis ◽

Field Research ◽

Significant Stage ◽

The Relationship ◽

The purpose of this study was to determine the relationship between interpersonal intelligence and student learning outcomes so that there is an increase and strengthening of student achievement. The method used in this research is field research with a correlational quantitative approach which aims to analyze the relationship between interpersonal intelligence and student achievement. The results of this study found that there is a significant relationship between interpersonal intelligence and student achievement. This can be proven from statistical calculations, namely r count is greater than r table (0.995> 0.347) with a significant stage of 5%. Thus the alternative hypothesis (Ha) in this study is accepted and the hypothesis (H0) in this study is rejected.

Penerapan E-Learning Menggunakan Media Edmodo dalam Pembelajaran Fisika Berbasis Nilai Karakter untuk Meningkatkan Hasil Belajar pada Konsep Usaha dan Energi

Physics Education Research Journal ◽

10.21580/perj.2021.3.1.6737 ◽

2021 ◽

Vol 3 (1) ◽

pp. 65-74

Author(s):

Nismawati A Haruna ◽

Dewa Gede Eka Setiawan ◽

Abdul Haris Odja

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Hypothesis Test ◽

Energy Materials ◽

Normality Test ◽

E Learning ◽

Kolmogorov Smirnov ◽

The One ◽

This study aims to test the application of e-learning using edmodo media in learning physics based on character values to improve student learning outcomes in work and energy materials. This type of research is an experiment, using the One Group Pretest-Posttest Design design. The instrument used in this study was a pretest and posttest questions consisting of 12 question numbers to test the improvement of student learning outcomes using e-learning using edmodo media. The pretest value data normality test using the Kolmogorov-Smirnov test resulted in 0.035, and for the posttest value obtained 0.457. The results showed an increase in student learning outcomes with an average gain value of 0.82 which is included in the high criteria. The results of the data hypothesis analysis were obtained from the pretest and posttest values based on the output "statistical test" known to Asymp. Sig (2-tailed) is 0.00. (0.05). Based on the results of the hypothesis test, it can be concluded that there is an increase in student learning outcomes by using e-learning using edmodo media in physics learning based on character values on business and energy materials.