What Matters in Online Education: Exploring the Impacts of Instructional Interactions on Learning Outcomes

Instructional interactions, which includes student–student interaction (SS), student–teacher interaction (ST), and student–content interaction (SC), are crucial factors affecting the learning outcomes in online education. The current study aims to explore the effects of instructional interactions on individuals’ learning outcomes (i.e., academic performance and learning satisfaction) based on the Interactive Equivalence Theory by conducting two empirical studies. In Study 1, we explored the direct relationships between instructional interactions and learning outcomes. A quasi-experimental design was used to manipulate the two groups of subjects (n1 = 192; n2 = 195), and the results show that not all of the three types of interaction can significantly positively predict learning satisfaction, among which ST cannot significantly predict learning satisfaction. When the total amount of instructional interactions is constant, adjusting the relative level of the three types of instructional interactions can effectively improve the learning outcomes to some extent. We further probed into the mediating effects of task value and self-regulated learning on the relationships between instructional interactions and learning outcomes in Study 2. We conducted an online survey and collected 374 valid data. The results showed that task values mediated the relationship between SS and learning satisfaction. In addition, SC can not only directly affect learning satisfaction, but also affect it through task value and self-regulated learning respectively, or via chain mediations of both task value and self-regulated learning. Our findings enrich the previous instructional interactions research and provide reference for online education curriculum design.

The Impact of the Coronavirus (COVID-19) Pandemic on Education

During the COVID-19 pandemic, many universities have moved a large portion of their classes online. To better support students’ online learning activities and to best resemble the face-to-face setting, the technology-supported, synchronous remote learning platform was adopted in most cases. In this study, we aim to investigate factors that could influence students’ learning in this new environment during the COVID-19 pandemic. Specifically, a research model was developed and tested with 428 students. The result showed that students’ IT competence had a significant impact on their learning satisfaction, while social influence had a significant impact on their intention to use the remote learning technology in future classes. As to technology facilitating conditions, significant impacts were found from it (at both institution and student levels) to learning satisfaction. We also found that COVID-19 related mental impacts could influence students’ satisfaction on and intention to use the remote learning technology.

SUSTAINABLE E-LEARNING ENGAGEMENT AND LEARNING SATISFACTION IN ONLINE BIOLOGY EDUCATION

This study was set out to determine the sustainable e-learning engagement and the level of learning satisfaction of science, technology, engineering, and mathematics (STEM) students at The Rizal Memorial Colleges, Inc. This study employed a descriptive-correlational research method and used Mean and Pearson r for the data analysis. This study was conducted in the Integrated Basic Education Department of The Rizal Memorial Colleges, Inc., with a non-probability purposive sampling technique to identify the respondents. The respondents of this study were Grade 11 and Grade 12 STEM students who are currently enrolled in this academic year to answer the set questions about their sustainable e-learning engagement and the level of learning management. On the other hand, the questionnaire was validated by three experts to ensure the validity and reliability of the questions. Furthermore, the study revealed that sustainable e-learning engagement and learning satisfaction have a positive relationship. KEYWORDS: charismatic leadership, ethical practices, working relationships, engaging environment.

HUBUNGAN TINGKAT KEPUASAN PEMBELAJARAN ONLINE DENGAN PRESTASI AKADEMIK MATA KULIAH NURSING THEORY AND PRACTICE MAHASISWA KEPERAWATAN [RELATIONSHIP BETWEEN ONLINE LEARNING SATISFACTIONAL LEVEL AND NURSING STUDENT ACADEMIC ACHIEVEMENT ON NURSING THEORY AND PRACTICE COURSE]

<p><em>These days, things are developing rapidly, especially in the field of education. One of developments is in the </em><em>use of technology in education. Online learning is one of important technology-based learning methods in </em><em>today's world that requires people to do learning activities from home through online learning. The Covid-19 </em><em>pandemic requires all fields including Education to implement online learning to prevent transmission. The </em><em>objective of the study was to determine the relationship between online learning satisfaction level on Nursing </em><em>Theory and Practice course and nursing student academic achievement. This study employed quantitative </em><em>correlation. The research population is 335 active students Faculty of Nursing Universitas Pelita Harapan </em><em>batch 2019. Purposive sampling technique and Solvin’s formula were used in this study which involved 185 </em><em>students. The results show that there is a significant and unidirectional relationship between the level of online </em><em>learning satisfaction and student learning outcomes (p=0,001). Most students have a level of satisfaction of </em><em>Nursing Theory and Practice online subjects (68%), with an average learning achievement (final grade) of </em><em>81.40. Student satisfaction with online learning methods is related to academic achievement, the higher the </em><em>level of student learning satisfaction the better students’ academic achievement.</em></p><p><strong><em></em>BAHASA INDONESIA ABSTRAK: </strong>Belakangan ini, banyak hal berkembang dengan pesat, terutama di bidang pendidikan. Salah satu perkembangan tersebut adalah dalam hal penggunaan teknologi dalam pendidikan. Online learning merupakan salah satu metode belajar berbasis teknologi yang penting dalam keadaan dunia sekarang yang mengharuskan kegiatan pembelajaran dilakukan dari rumah melalui pembelajaran online. Pandemi Covid-19 menuntut semua bidang termasuk pendidikan untuk menerapkan pembelajaran online untuk mencegah penularan. Tujuan penelitian ini adalah untuk mengetahui hubungan tingkat kepuasaan pembelajaran online pada mata kuliah<span class="Apple-converted-space"> </span><em>Nursing Theory and Practice</em><span class="Apple-converted-space"> </span>dengan prestasi akademik mahasiswa keperawatan. Metode penelitian ini menggunakan desain kuantitatif korelasional. Populasi penelitian adalah mahasiswa aktif Fakultas Keperawatan Universitas Pelita Harapan angkatan 2019 berjumlah 335 mahasiswa. Tehnik<span class="Apple-converted-space"> </span><em>purposive sampling</em><span class="Apple-converted-space"> </span>dan rumus Slovin diterapkan dalam penelitian ini dengan jumlah sampel sebanyak 185 mahasiswa. Hasil dari penelitian menunjukkan adanya hubungan yang signifikan dan searah antara tingkat kepuasan pembelajaran online dengan hasil belajar mahasiswa (p=0,001). Sebagian besar mahasiswa memiliki tingkat kepuasan terhadap pembelajaran<span class="Apple-converted-space"> </span><em>Nursing Theory and Practice online</em><span class="Apple-converted-space"> </span>(68%), dengan rata-rata prestasi belajar (nilai akhir) 81,40. Kepuasan mahasiswa akan metode pembelajaran online berhubungan dengan prestasi akademik, semakin tinggi tingkat kepuasan mahasiswa terhadap pembelajaran menunjukkan semakin baik prestasi akademik yang dicapai mahasiswa.</p>