scholarly journals Educational Engineering for Models of Academic Success in Thai Universities During the COVID-19 Pandemic: Learning Strategies for Lifelong Learning

2021 ◽  
Vol 11 (4) ◽  
pp. 96
Author(s):  
Wongpanya Nuankaew ◽  
Pratya Nuankaew
Keyword(s):  
Higher Education ◽  
Data Mining ◽  
Academic Achievement ◽  
Academic Success ◽  
Learning Strategies ◽  
Online Teaching ◽  
Virus Disease ◽  
Educational Engineering ◽  
Learning Management ◽  
Academic Year

The Coronavirus epidemic 2019 has a serious impact on the education system of Thailand. Therefore, the research aims (1) to study and compare the academic achievement of higher education students affected by the situation of Corona Virus Disease 2019 (COVID-19) epidemic, (2) to construct an academic achievement model with educational engineering technology to support the learning management process of higher education institutions, and (3) to evaluate the academic achievement model. The research approaches were carried out according to the theory of data mining development using the CRISP-DM methodology (Cross-Industry Standard Process for Data Mining). The data collection was divided into two main parts according to the educational situation. The first part is a normal situation with data collected from 506 students form four courses during the second semester in the academic year of 2019. On the other hand, the second part is an abnormal situation with data collected from 475 students from four courses during the first semester in the academic year of 2020. From the research results and findings, the researchers believe that both of the traditional and online teaching and learning management enabled learners to make an academic achievement. It is imperative that the teacher is aware of the learner’s importance to graduate on time. For the future, the researcher needs to present the findings to the stakeholders in order to prepare for the unexpected situation.

scholarly journals The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 1425-1431
Author(s):  
Andi Rahman
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Human Life ◽  
Cross Sectional ◽  
Study Results ◽  
Institute Of Technology ◽  
The Impact ◽  
Academic Year

The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.

Kahoot!

2019 ◽  
pp. 191-208
Author(s):  
Dini Turipanam Alamanda ◽  
Grisna Anggadwita ◽  
Abdullah Ramdhani ◽  
Mediany Kriseka Putri ◽  
Wati Susilawati
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Open Access ◽  
Learning Strategies ◽  
The Internet ◽  
Learning Tools ◽  
Learning Tool ◽  
Teaching Process ◽  
New Learning ◽  
Teaching Learning

Learning strategies in the digitalization era are vastly expanding. Students are comprised of the millennials for whom life cannot be separated from technology and the internet. The ever-expanding technology has posed new challenge on the teaching process of millennials, and one of which is the growing importance and increased involvement of technology that empower a host of new learning tools. One of the most prominent open-access teaching/learning tool is Kahoot! This chapter aims to complement studies about the use of game-based methods at higher education. The survey was conducted for 1 year at a university located in a small city in Indonesia. A total of 415 students were actively involved in measuring their perceptions of games-based learning tools called Kahoot! Furthermore, this study also measured differences in outcomes between faculties, types of subjects, and commonly used research methods. The result shows that Kahoot! positively impacts student academic achievement as measured by student motivation, enjoyment, engagement, and concentration.

Student's Psychological Factors and Metacognitive Skills in Higher Education

2017 ◽  
pp. 153-176
Author(s):  
Adela Moraru
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Metacognitive Skills ◽  
Cross Sectional ◽  
Psychological Conditions ◽  
Knowledge Based ◽  
Control Functions ◽  
Theoretical Perspectives ◽  
Information Dynamic

Metacognitive skills are a fundamental condition for the academic success of contemporary higher education students living in a knowledge-based society with abundant information, dynamic changes, and instant communication technologies. Although a student might have these skills in their repertoire, there are particular factors that might influence applying them during learning process, like: intrinsic motivation for the task, deeper processing learning strategies or having high executive control functions. The present chapter focuses on a few relevant psychological conditions of the student that might influence usage of metacognitive skills during learning in higher education. The author uses an interdisciplinary conceptual lens that brings together constructs from different theoretical perspectives in cognitive and educational psychology. A cross-sectional study was conducted to test the correlations and predictive power of the following constructs: learning strategies, motivation and executive functions on metacognitive skills, using a sample of 135 Romanian students.

scholarly journals Academic success is about self-efficacy rather than frequency of use of the learning management system

2016 ◽  
Author(s):  
Jaclyn Broadbent
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Student Performance ◽  
Self Efficacy ◽  
Management System ◽  
Learning Management System ◽  
Discussion Board ◽  
Future Research ◽  
Online Activity ◽  
Learning Management

<p>Previous studies have investigated the association between the frequency of student learning management system (LMS) use (logins, discussion board use, resources used, etc.) and academic achievement. These studies indicate that low LMS use by students is likely to result in less academic success. However, these models fail to take into account self-beliefs that may also increase the explanatory value of learning analytics from the LMS. This study surveyed 310 students (<em>M </em>= 22.10 years, <em>SD </em>= 6.30 years) undertaking a first year health psychology subject. Results show the central role of self-efficacy in predicting student performance. Online activity was not predictive of performance, suggesting the primacy of psychological factors more so than online engagement in determining outcome. Of the motivational factors, <em>amotivation</em> was the single significant predictor of academic achievement. Proposed future research directions include the need to evaluate whether these results are sustained over time.</p>

scholarly journals Predicting freshmen’s academic adjustment and subsequent achievement: differences between academic and professional higher education contexts

2021 ◽  
Vol 9 (2) ◽  
pp. 28-49
Author(s):  
Jonas Willems ◽  
Tine Van Daal ◽  
Peter Van Petegem ◽  
Liesje Coertjens ◽  
Vincent Donche
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Secondary Education ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Predictive Power ◽  
Academic Adjustment ◽  
Integrative Model ◽  
First Semester ◽  
Processing Strategies

This study tests an integrative model, which delineates how students’ academic motivation, academic self-efficacy and learning strategies (processing strategies and regulation strategies) at the end of secondary education impact academic adjustment in the first semester of the first year of higher education (FYHE) and subsequent academic achievement at the end of the FYHE, in two types of HE programmes. More precisely, the present study explores the extent to which the explanatory values of aforementioned determinants of academic adjustment and academic achievement differ across academic (providing more theoretical and scientific education) and professional (offering more vocational education that prepares students for a particular occupation, such as nursing) programmes. Hereto, multiple-group SEM analyses were carried out on a longitudinal dataset containing 1987 respondents (Academic programmes: N=1080, 54.4%; Professional programmes: N=907, 45.6%), using Mplus 8.3. Results indicate differences in the predictive power of determinants under scrutiny between professional and academic contexts. Firstly, learning strategies and motivational variables at the end of secondary education have more predictive power in the prediction of FYHE academic adjustment in the academic programmes than in professional programmes. Secondly, our results indicate that academic adjustment in the first semester of the FYHE influences academic achievement to a bigger extent in professional programmes than in academic programmes. Moreover, these differences across HE contexts were found after controlling for prior education. Implications of the findings are discussed.

Impact of the COVID-19 on Higher Education

2021 ◽  
pp. 1-18
Author(s):  
Francisco José García-Peñalvo ◽  
Alfredo Corell ◽  
Ricardo Rivero-Ortega ◽  
María J. Rodríguez-Conde ◽  
Nicolás Rodríguez-García
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Higher Education Institutions ◽  
Digital Transformation ◽  
Negative Consequences ◽  
Face To Face ◽  
Considerable Impact ◽  
Academic Year

The COVID-19 outbreak has a considerable impact on all business domains worldwide, almost with negative consequences. The digital transformation was already a requirement for all governments and institutions that this pandemic has accelerated to solve the confinement and the limitations to work and share the same spaces. Face-to-face higher education institutions moved towards an urgent and unplanned online teaching. After having closed one of the processes that has had the most significant impact on universities, the time has come to reflect and draw conclusions that will serve to face these institutions' future. A crisis always represents risks but also opportunities to change from a disruptive situation. This chapter reflects universities' futures from a strengths-weaknesses-opportunities-threats approach with the perspective of the experiences lived during the end of the 2019-2020 academic year by some face-to-face universities in Spain.

scholarly journals Learning Management Strategy of Communication Studies through Blended Learning in Higher Education

2020 ◽  
Vol 14 (16) ◽  
pp. 117
Author(s):  
K. Y. S. Putri ◽  
Zulhamri Bin Abdullah ◽  
Elisabeth Nugrahaeni ◽  
Rachmat Darmawan ◽  
Latifa Latifa
Keyword(s):  
Higher Education ◽  
New Media ◽  
Blended Learning ◽  
Learning Strategies ◽  
Management Strategies ◽  
Control Group ◽  
Communication Studies ◽  
Average Value ◽  
Learning Management ◽  
Ethical Communication

<p>This study aims to identify learning management strategies on communication studies through Blended Learning in Higher Education. This study uses a quasi-experimental method with a non-equivalent control group research design. This design uses two groups, namely the experimental group and the control group. Data collection was conducted with 82 Communication Studies students in 2019, Faculty of Social Sciences, Jakarta State University. Researchers also work with ethics communication lecturers and new media lecturers. The results of this study indicate that blended learning can increase students' knowledge of ethical communication. The average pretest value of the experimental class was 55.93, and the posttest value was 81.85. The average N-Gain in both the experimental class and the control class falls into the medium category. The average results of the N-Gain experimental class were higher at 0.56 compared to the control class at 0.36. Student learning attitudes in handling hoaxes get an average value of 2.99 while the control class is only 2.61. Although both of them have proper criteria, blended learning can also encourage participants to make the best use of face-to-face contact in developing knowledge. Thus, students are able to identify hoax news and implement it by providing information through social media to the public. The implications of this study provide convenience for lecturers in conducting learning strategies on learning ethical communication and new media for handling hoaxes.</p>

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