Effectiveness of Online Learning in Auditing Course

This study analyzes the differences in the effectiveness of several online learning in the Auditing course. The Auditing course was held in four models include 1). Without class and assignments 2). The class without giving assignments 3). The class with assignments but without discussion 4). The class with assignments and discussions. This study uses primary data obtained by questionnaires to 105 undergraduate students who have taken auditing courses at several universities in Yogyakarta Special Region. The data were analyzed by the analysis of variance and the Bonferroni test. The results showed that students' understanding of auditing courses varied between some online learning models. The highest student understanding occurred in the class with assignments and discussions. The second rank is the class without assignments is in the third level. Meanwhile, the lowest level is the online learning model without classes and assignments. However, the score difference between the class with assignments but without discussion and the class with assignments and discussions is not significant. It exhibits that the discussion of online assignments has no impact on student understanding.

Enablers and barriers of online learning during the COVID-19 pandemic: A case study of an online university course

COVID-19 has affected university students’ learning experiences on a great scale. The aim of this study was to understand the enablers and barriers to the effectiveness of online learning in a university course during the COVID-19 pandemic, using a qualitative case study approach. Participants were 44 first-year university students enrolled in a digital game history and analysis course at a private university. Structured and semi-structured interviews were conducted to collect the data, which were then organized and transcribed into full text. Inductive data analysis was applied with content analysis. The researcher used axial coding to compose themes by considering the commonalities among codes created. Five main themes emerged, namely online content, online assignments, online assessment, instructor behavior and practices, and psychological issues. Based on the findings, taking online courses at home and joining online classes from home positively affected students’ mood during the lockdown. On the other hand, students declared feeling pressure due to many online courses. All themes and codes are reported in detail together with direct quotations from students.

Survei aktivitas fisik mahasiswa prodi Pjkr Universitas Pgri Semarang angkatan 2017 pada masa pandemi covid-19

This research was motivated by the conditions of the covid-19 pandemic in Indonesia and changing the education system from face to face to online. This is coupled with the number of campus activities and online assignments, especially for students of the 2017 PJKR study program at PGRI Semarang University. The purpose of this study was to determine the physical activity of students of the PJKR study program at PGRI Semarang University during the pandemic. This research uses survey research with descriptive analysis method with percentage technique. The sampling technique used is the Simple Random Sampling technique. The results of this study, according to the description of the data and the discussion studied by the researcher, are that the 2017 PJKR PGRI Semarang University students are aware and consider it important to carry out physical sports activities during this pandemic. This is evidenced because on average they do various types of sports, jogging is the most popular choice. Suggestions that can be given are in the form of collaboration between lecturers and students to work together in socializing related to breaking the chain of the spread of Covid-19 through the role of student education in their families and the environment around their respective homes or villages.

Social Media-Based E-learning and Online Assignments on Algebraic Materials

This study aims at evaluating the application of social media-based e-learning and online assignments during Covid-19 pandemic based on: (1) the availability of facilities and infrastructure in implementing social media-based e-learning and online assignments during the Covid-19 pandemic, (2) comprehension and management of e-learning and online assignments by lecturers and students, (3) social media-based e-learning and online assignments. This study is a qualitative descriptive study using the CIPP evaluation by evaluating each component, including context, input, process and product/outcome. The sources of study data involved lecturers and students of Informatics Engineering at Muhammadiyah University Sorong in Matrix Algebra course. The instruments of primary data collection was online assignments and Google Form questionnaires, while secondary data was obtained through observation, literature study, documentation and interviews. The results show that students obtained an overall average score (mean) of 76.4 from the maximum score of 100, and a percentage of assignment collection of 65.78%. This results were categorized as adequate, in meaning it is rather effective for theory comprehension, and was categorized as moderate in terms of boosting students’ motivation in doing social media-based online assignments, depending on the type of assignment. This signifies that the evaluation of CIPP in social media-based e-learning and online assignments in algebra has positive outcome in terms of infrastructure, management, and use.

Students’ View on Using Online Application to Work on Online Assignment

This research aimed to examine students’ views on using online applications, particularly Edmodo to do online assignments (e-assignment). This study was conducted at Universitas Muslim Maros in the English language education department. Eight students joined as the participants voluntarily. This research used qualitative research with a semi-structured interview method. Data were recorded then transcribed. The data then were analyzed using thematic analysis. The result showed that most participants were engaged to work on their assignments online. Positive views were given by the participants as they gained effective learning through the online assignment. However, some students felt the pressure when doing online learning. The big problems are a low internet connection and the use of timer features.

INTERPRETING STUDENT RESPONSES USING SENTIMENT ANALYSIS AND TEXT-ANALYTICS

This paper discusses exploratory research which computationally examines over one and a half million words presented by first-year students as part of weekly online assignments over the Fall 2020 academic term. This work aims to explore whether computational analyses of first-year engineering student vocabulary can be employed to understand the levels of student motivation when learning engineering in an online environment. The investigation uses NVivo 12 Plus (NVivo), a data analysis software, to track the overall sentiment of weekly student discussion board responses and apply text queries to determine the number of responses that include words related to the expectancy-value theory. Applying this theory reveals trends in overall student motivation, with weeks four to six and eight to ten having an overall positive sentiment. This positive sentiment reveals higher levels of student motivation during those weeks.

Implementation of online assignment submission with instant feedback in a pharmacy course

Objective: To implement online assignment submission with instant feedback in a biopharmaceutics course taught to professional pharmacy students, and to evaluate students’ reception of the activity. Method: Online assignments equipped for immediate grading and feedback were administered on Blackboard to second year pharmacy students. A survey assessing students’ reception of the effectiveness of this method was administered at the end of the semester. Results: Almost all the students (99.1%) agreed or strongly agreed that the online assignments and feedback improved their understanding of the basic concepts in the course. Students (98.8%) also felt that the use of computers in the course was worthwhile, and recommended their continued use. Conclusion: Online assignments with instant feedback offers a readily workable technique that students and this author perceive to have great value for enhancing student understanding in biopharmaceutics and related pharmacy courses.

Improving college students’ fact-checking strategies through lateral reading instruction in a general education civics course

College students lack fact-checking skills, which may lead them to accept information at face value. We report findings from an institution participating in the Digital Polarization Initiative (DPI), a national effort to teach students lateral reading strategies used by expert fact-checkers to verify online information. Lateral reading requires users to leave the information (website) to find out whether someone has already fact-checked the claim, identify the original source, or learn more about the individuals or organizations making the claim. Instructor-matched sections of a general education civics course implemented the DPI curriculum (N = 136 students) or provided business-as-usual civics instruction (N = 94 students). At posttest, students in DPI sections were more likely to use lateral reading to fact-check and correctly evaluate the trustworthiness of information than controls. Aligning with the DPI’s emphasis on using Wikipedia to investigate sources, students in DPI sections reported greater use of Wikipedia at posttest than controls, but did not differ significantly in their trust of Wikipedia. In DPI sections, students who failed to read laterally at posttest reported higher trust of Wikipedia at pretest than students who read at least one problem laterally. Responsiveness to the curriculum was also linked to numbers of online assignments attempted, but unrelated to pretest media literacy knowledge, use of lateral reading, or self-reported use of lateral reading. Further research is needed to determine whether improvements in lateral reading are maintained over time and to explore other factors that might distinguish students whose skills improved after instruction from non-responders.