Understanding the Effects of Structured Note-taking Systems for Video-based Learners in Individual and Social Learning Contexts

Video-based learning is widely adopted by online learners, yet, learning experience and quality may be negatively affected by asynchronous and remote natures of video-based learning. As note-taking is a common practice employed by video-based learners and is known to be an effective way to trigger active construction and processing of knowledge, yet as a meta-skill, it is challenging to most learners. In this study, we aim to approach the goal of providing cognitive and social scaffolds to video-based learners by structuring their note-taking process. We presented and evaluated structured note-taking systems designed for learners in two contexts, namely, individual learning context and social learning context. With an online controlled study involving 43 participants, we compared the structured note-taking systems with two baseline systems (for individual learning and social learning contexts respectively) and found that structured note-taking significantly improved certain aspects of video-based learning such as and higher cognitive engagement and lower distraction. We discussed our results to inform the design, iteration, and adoption of note-taking tools in video-based learning.

Academic Motivation and Self-Discipline Strategies for Online Learners

The purpose of this chapter is to examine the academic motivation and self-discipline of online learners and how online academic strategies can translate to the modern-day workforce in the post-pandemic world. The chapter examines digital learning trends and skills students need to prepare them for online learning, such as self-directedness. It discusses the difference between motivation and self-discipline. It also covers strategies specific for different types of learners, such as undergraduate students, graduate students, first-generation students, students with disabilities, and students from underrepresented populations. It provides tips for various levels of educators to support student motivation and self-discipline in the online environment. It also provides tips for students themselves to address their own motivation and self-discipline strategies, such as eliminating distractions, setting goals, using technology effectively, and developing a routine. The chapter concludes with suggestions of how to implement these online academic skills into the workplace.

Learners’ Perceptions towards Online Learning during the Covid-19 Pandemic: A Study at a Center of Foreign Languages in Vietnam

Online learning is a revolutionary trend of educational technology today. Particularly, online learning has become the donminent alternative to traditional learning during the Covid-19 pandemic and in the new normal. Various studies have shown that online learning has varying effectiveness at all levels and types of education; however, it is worth noting that many learners are still struggling to accept the mode of online learning, and learner retention has been suggested as one of the greatest weaknesses in online education. The current study used a questionnaire with open-ended questions to examine online learners’ perceptions of online learning as well as to understand reasons for their retention in online courses. The results revealed that most of the learners, especially young learners still preferred traditional face-to-face learning to online learning due to various problems they experienced while doing online learning, such as lack of facilities and necessary interactions. However, the retention rates are relatively modest, indicating the perceived quality of online programs at a center of foreign languages in Vietnam.

Predictive Group Learning Behavior Approach and Inquiry Learning For Higher Education

Group work can inspire students, encourage constructive learning, and improve essential critical thinking, communication, and decision-making in the present competitive world. The risk factors in group learning include students who prefer working alone and strongly despise dealing with things created by gathering in teams. Online learners often have problems locating lasting peace times for group therapy sessions are considered an essential factor. A predictive Group Learning Behavior Approach (PGLBA) has been proposed. Students who commute to college agree to group conferences and workgroup learning and Inquiry learning for higher education. The grounded Inquiry Learning Approach is invented to strengthen students’ enjoyment of active group learning, and the students find times for group meetings that are often mutually advantageous. The simulation analysis is performed based on performance, accuracy, and efficiency proves the proposed framework’s reliability. The experimental results show that the proposed PGLBA-IL model enhances the accuracy ratio of 81.2%, an efficiency ratio of the number of students 86.4%, and the overall performance analysis ratio of 85.1% compared to others existing approaches.

Online Self-Regulated Learning Profiles: A Study of Chinese as a Foreign Language Learners

The role of self-regulated learning (SRL) in achieving academic success has been widely investigated for campus-based college students. However, research on online learners’ SRL is limited, while the number of online learners has been increasing tremendously in recent years, especially after the COVID-19 pandemic worldwide. As SRL is context-bound, differences caused by classroom and home environments may be expected. This study investigated the factor structures of online learners’ SRL in Chinese as a foreign language education and the existence of SRL profiles in online learners. Data were collected from 378 international students enrolled in online Chinese language courses in 2020. Ten latent factors were revealed by exploratory factor analysis with motivation and learning strategies scales of the Motivated Strategies for Learning Questionnaire (MSLQ). A follow-up latent profile analysis showed three profiles of low, moderate, and high self-regulated learners. The study supports the context-bound nature of SRL and calls for developing adaptive training programs according to SRL profiles of Chinese language learners.

Dampak Metode Pembelajaran Dari bagi Ketuntasan Belajar Siswa

­Abstrak: Tulisan ini secara spesifik memaparkan dampak metode pembelajaran daring bagi ketuntasan belajar siswa. Peristiwa Covid-19 yang terjadi awal tahun 2020 hingga sampai sekarang, masih menyebakan kesulitan bagi semua element. Imbas dari pandemi ini di sektor Pendidikan mengharuskan pembelajaran online dilaksanakan. Akibat dari penerapan pembelajaran daring ini, masih menyebabkan kesulitan bagi sebagai indvidu bahkan institusi karena masih belum lengkapnya pra-sarana dalam kegiatan pembelajara daring. Topik ini ditulis dengan menggunakan metode kualitatif deskriftif dengan pendekatan studi literatur. Hasil pada uraian ini mengemukakan bahwa pengertian ketuntasan belajar menurut Permendikbud adalah pencapaian kompetensi sikap, pengetahuan, dan keterampilan meliputi ketuntasan penguasaan substansi dan ketuntasan belajar dalam konteks kurun waktu belajar. Ketuntasan belajar peserta didik merupakan komponen keluaran yang diperoleh dari hasil suatu proses pembelajaran yang didukung oleh orang tua, guru dan lingkungan. Berhasil tidaknya pembelajaran daring bagi ketuntasan pembelajaran, diperlukan kerja sama semua komponen Pendidikan itu sendiri.Abstract: This paper specifically describes the impact of online learning methods on the completion of student learning. The Covid-19 event that occurred in early 2020 until now, still makes it difficult for all elements. The impact of this pandemic in the Education sector requires that online learning be implemented. As a result of the application of online learning in, still causes difficulties for as an individual even an institution because it is still incomplete pre-facilities in the activities of online learners. This topic is written using qualitative methods with a literature study approach. The results in this description suggest that the understanding of the completion of learning according to Permendikbud is the achievement of attitude competence. Knowledge, and skills include the completion of the mastery of substance and the completion of learning in the context of the study period. The completion of learning of learners is a component of the output obtained from the results of a learning process supported by parents, teachers and the environment. The success of online learning for the completion of learning, requires the cooperation of all components of Education itself.

“We Overwhelm Them with Hope”: How Online Mentors Can Support Online Learners

This survey research study analyzed responses from 143 mentors from around the world participating in a global higher education initiative. Results confirmed the effectiveness of four mentoring domains identified in the literature, reporting the most success from providing emotional and psychological support for students. This article provides mentoring strategies including student goal setting, identifies characteristics of an online role model, and shows the importance of online mentors’ confidence in students gaining technology skills. The study has additionally contributed to the literature supporting (a) benefits of online mentoring for nontraditional students, (b) influence of technology on mentoring challenges, and (c) role assumption in online mentoring. Additionally, the study provided a literature review of the background of online mentoring and mentoring practices, the benefits and challenges of online mentoring, and lessons learned from research. This work presents a comprehensive understanding of online mentoring, providing support for mentors seeking to improve their performance as well as recommendations for creating mentoring programs to improve organizations.

Paris Message: One University’s Response

This article looks at the projections on the current state of the world’s post-secondary education and a prediction of what will need to be addressed and in place by 2030, in order to prepare for a significant rise in student enrollment. UNESCO presented governments and higher education institutions with a call to action to implement policies and procedures to provide accessible, equitable, and quality education via digital technology. This paper discusses the various actions the University of Miami put in place as a global provider of education and training to all learners including transitioning to micro-credentials, cultural understanding workshops, course design for academic disciplines, and engaging adult online learners.