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The purpose of this study is to evaluate the application of electronic learning systems to the effectiveness of learning with facilitation methods to increase the level of student participation in online discussion forums. Specifically review the effects of facilitation methods and teacher involvement in student participation in online discussion f...
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... testing the existence of atypical values observed in Fig. 2, the results show that there were no outliers in the experimental and control groups, for the level of student participation and also the level of teacher participation. When verifying normality, it shows (Table 2 and Table 3) that the data is not normally distributed. This assumption can be ignored. ...Similar publications
The distributed online algorithms which are based on the Frank-Wolfe method can effectively deal with constrained optimisation problems. However, the calculation of the full (sub)gradient vector in those algorithms leads to a huge computational cost at each iteration. To reduce the computational cost of the algorithms mentioned above, the authors p...
Educational institutions have their budgetary pressures continually increasing and thereby online offerings are considered a viable alternative to traditional training. Online capabilities and the associated technology requires large investments in faculty, time, money, and space that need to be justified to administrators and policy makers. Cost e...
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... Online learning leverages communication and information technology, primarily through web and internet platforms. It has become increasingly popular and serves as an alternative learning method that can reduce costs (Zulfikar et al., 2019). The shift to online learning has brought significant changes in recent decades, enhancing higher-order thinking skills, problem-solving abilities, and overall learning effectiveness. ...
This study explores the substantial advantages of utilizing the Internet as a learning tool, focusing on its integration with self-directed learning strategies to enhance vocabulary acquisition. Employing a quasi-experimental approach, the research involved two groups of students subjected to different treatments. The experimental group utilized internet-based reading materials selected according to their interests, recorded key points in worksheets, and engaged in word wall activities. In contrast, the control group followed traditional vocabulary learning methods. Post-test results indicated a 15% increase in vocabulary mastery for the experimental group compared to the control group. Furthermore, students in the experimental group with higher levels of self-directed learning demonstrated superior outcomes compared to those with lower levels of self-directed learning. The study concludes that reading internet-based short stories selected according to student interests significantly enhances vocabulary acquisition. Students with high self-directed learning tendencies are more likely to explore vocabulary through these stories. Effective use of the internet stimulates student interest and improves vocabulary acquisition through word wall activities, addressing the common issue of boredom in language classrooms. This study contributes to the growing body of evidence supporting the integration of digital resources in language learning curricula, particularly in fostering student autonomy and engagement.
... In this context, a comparison between online and classroom learning is considered beneficial (Hodges et al., 2020). Similarly, Zulfikar et al. (2019) highlighted the need for detailed investigation to assess the effectiveness of online learning systems (Xu & Jaggars, 2013). Therefore, the current study was designed to obtain data from HEIs' students of English language on the effectiveness of previously implemented classroom learning and the recently introduced online learning systems in KPK province of Pakistan. ...
This study assessed the effectiveness of online learning systems introduced in Higher Education Institutions for teaching English language courses in Khyber Pakhtunkhwa province of Pakistan. The objective was to identify the loopholes and issues faced by students of hard-to-reach areas and to assess their level of satisfaction with the online learning system in comparison to traditional classroom learning methods. Cross-sectional data were collected from 270 students from seven randomly selected universities through an online survey, using adapted questionnaires. Data were analyzed using descriptive and comparative analytical techniques. The results indicated that classroom systems were perceived as more effective than online systems for learning English language in Khyber Pakhtunkhwa province of Pakistan, mainly because of ineffective learning technology and unconducive learning environments for online education. This study has important implications for stakeholders and policymakers.
... Several studies have discussed the effectiveness of online facilitation. Zulfikar et al. [53] proved that by increasing the level of student participation in online discussion forums, online learning will be more effective. In their experiment with 5,104 students, they concluded that the students will interact more in a discussion that interests them compared to a topic of discussion provided by the teachers. ...
The facilitation of online learning is crucial to ensure that all the learning outcomes are achieved at the end of the lesson and that the learning process runs smoothly. Learning multimedia subjects online can be difficult for students with no essential background in multimedia. Thus, this study investigates the facilitation of online learning in multimedia animation by using a small online group as an intervention to help with the online facilitation of the subject. The evaluation of the online facilitation showed that most students needed online resources to be constantly accessible, learning outcomes should be provided for each lesson, and support should also be given outside class. The results also showed that the students who had experienced learning with the small group consultation intervention had significantly higher learning achievements than the control group. The students also provided positive reviews of the intervention and wanted the other subjects to apply the method. The results also ranked the most needed item that educators should focus on when planning their online teaching. The results from this study can be used as a guide for future planning of online learning, especially for students with no or limited basic skills in multimedia animation.
... Once students become interested in the topics, the LMS (e.g. discussion forums) elicits facilitating participation, having freedom granted to students to make the topic of discussion of their own [33]. ...
The study examined university students’ acceptance of a Learning Management System (LMS) during the emergency transition to online distance learning (ODL) brought on by the COVID-19 pandemic. The study involved 408 university students and employed a concurrent triangulation mixed methods design and Structural Equation Model (SEM) to investigate the Technology Acceptance Model (TAM) and several external variables, specifically social influence (SI), system characteristics (SC), individual differences (ID), facilitating conditions (FC), and academic performance. Results of SEM revealed that FC, SI, and SC are significant factors in LMS acceptance, with SC having the strongest influence on perceived ease of use (PEU) and perceived usefulness (PU). A significant path coefficient was also observed for actual use (AU) on academic performance. LMS analytics revealed the utility of discussion and assignment features of the LMS are greater over quizzes in ODL. Most students described LMS features as generally effective, particularly the use of modules, announcements, and assignments, and the provision of course materials as the best teaching practice. The quality of the Internet connectivity was determined as a major challenge affecting students’ ODL experience.
... In a virtual learning context, generosity is defined as the teachers' humility in treating the students during the online meeting. Assisting the students is an integral component of the instructor's duty in the online environment (Zulfikar et al., 2019). However, the teacher's ability to provide digital assistance to students in an online learning environment depends on their readiness and competencies in virtual teaching (Martin et al., 2019). ...
Research into social justice in ELT has become increasingly critical. However, social justice in CALL, especially synchronous online EFL teaching, is scarcely investigated. Some lecturers are ignorant of the value of social justice in their Google Meet and Zoom classes. To fill this void, the study examined the lecturers’ perceived fairness, equity, respect, generosity, tolerance, and digital safety in SOLT. This article reports on a virtual case study that showcases the lecturers’ social justice and its transformation into their virtual learning environment. Twelve English lecturers agreed to participate in the study. Data were collected via a self-evaluation survey, virtual observation, and semi-structured interviews. As a result, the study shed light on four critical points: 1) the paucity of lecturers’ social justice knowledge and skills, 2) the call for negotiated pedagogy, 3) the absence of social justice in CALL pedagogy and 4) the need for social justice online community of practice. The study’s implication encourages language teachers to improve their social justice skills and literacies through CPD and CALL pedagogy.
... Instructors' roles as facilitators in the online classroom medium plays a pivotal element in creating a conducive environment for the learners to participate in a meaningful learning experience that relies heavily on the learners' engagement and elements of interactions with the instructor. In contrast, Zulfikar (2019) stated that compared to a strategy that just focused on discussion forums on issues introduced by instructors, this one emphasises the importance of instructors and their presence (teacher-led discussion). Research on student-driven online networks is sparse. ...
... Interestingly, the basis of these findings relies upon whether the overall learning execution is engaging or if the learner has distractions interfering with their online environment. Some opinions from learning blogs weigh in on the latter: Surrounding distractions impact overall learning outcomes [48,49]. Other results show that if the learning professional is not proficient, online users will likely fail the learning objective compared to their physical classrooms [50,51]. ...
Because of today's technology, understanding the components of online learning facilitation also requires an essential understanding to transfer knowledge, skills, and abilities (KSAs), especially within the adult learning classroom. Remote learning has become a way of the world, especially within academic and business environments. From new hire training to corporate leadership concepts, anything and everything with a topic have a premise for the many types of online learning environments. Even early childhood learning is benefiting from online learning. Virtual learning conceptually has many facets of user operation, such as virtual-led learning, eLearning, on-demand, and cohort-style learning environments. Within this scope of one form or another, transferring knowledge, skills, and abilities (KSAs) is vital to learning exchange. Therefore, those responsible for ensuring delivery must become subject matter experts (SMEs) using the online platform to extend a likeness of an actual brick-and-mortar face-to-face classroom. This chapter brings the concepts from principles to the practice of online virtual learning environments.
... The findings supports the research studies that indicate that instructors act as a facilitator of learning and use various facilitation strategies in online courses to engage students (Martin, et al, 2020). In addition, the study of Zulfikar, et al. (2019) reveals that the amount of student participation in online learning discussion forums is initiated by how the teacher facilitates the discussion topic. ...
Understanding the factors that influence students' perceptions may also assist administrators in making informed decisions about course and organizational design, as well as guiding professional development workshops for instructors. The goal of this sentiment analysis was to describe students' opinions about teachers' teaching performance in online classes. It sought to ascertain the most frequently occurring words in relation to their sentiments, as well as the emerging clusters derived from their sentiments. This study used a descriptive qualitative method employing sentiment analysis of Orange text mining software. Sentiment analysis extracts information from positive and negative words in text, from the context of those words, and from the linguistic structure of the text. The 237 college students were the participants of this study. The findings show that the emerging clusters derived from the sentiments of the students were the teachers facilitate learning and motivate students to learn. Teachers act as facilitator and motivator of students to learn in online classes. The teaching performance of the teachers can be manifested in how they facilitate the teaching-learning process and how they give feedbacks and motivations to students. Consequently, the teaching performance of the teachers in online classes is one of the indicators of the students’ sentiments. This implied that, once the teacher performed very well in the class, students become satisfied and perform better in the class.
... Selain itu proses pembelajaran jarak jauh di era pandemi covid-19 mutlak membutuhkan TIK dalam proses pemelajaran pembelajaran (Dax et al., 2017;Zulfikar et al., 2019). Berdasarkan hasil survei awal tentang media pembelajaran guru pada masa pandemi didapatkan data yang menarik bahwa sebagian besar guru masih menggunakan media pembelajaran berbasis PowerPoint. ...
Sebagian besar guru SMK mengalami keterbatasan waktu untuk mengembangkan media pembelajaran secara mandiri sedangkan media pembelajaran merupakan salah satu bagian yang penting dalam pembelajaran jarak jauh dan hal tersebut mutlak harus dipenuhi. Salah satu solusi yang ditawarkan oleh tim pengabdi yaitu memfasilitasi guru SMK khususnya Manajemen Perkantorna dan Layanan Bisnis di Jawa Tengah dalam mengembangkan media pembelajaran berbasis PowerPoint dengan suara. Bentuk kegiatan yang akan diadakan yaitu workshop secara daring. Metode pelaksanaan kegiatan pada pengabdian ini adalah ceramah, demonstrasi, diskusi dan evaluasi. Berdasarkan hasil evaluasi pelaksanaan kegiatan pengabdian kepada masyarakat didapatkan hasil sebagai berikut 1) rerata tingkat partisipasi peserta adalah 58 orang atau sebesar 193,3% dari target yang telah ditetapkan, 2) rerata jumlah peserta yang lulus post-test 51 orang atau 204% dari target yang telah ditetapkan, 3) rerata persentase peserta yang memberikan respon menarik terhadap materi adalah 98,47% 4) Jumlah media pembelajaran dengan kategori baik dann sangat baik sebanyak 22 orang atau 73%. 5) penilaian peserta terhadap kegiatan pengabdian, pembicara, panitia dan fasilitas berada pada kategori sangat baik.
... Pertanyaan dibuat semenyenangkan mungkin sehingga kuis menjadi menarik. Dikusi menjadi metode untuk menarik siswa dalam berpartisipasi pada kegiatan sosialisasi yang dilaksanakan (Zulfikar et al., 2019). ...
. Remaja sebagai penerus bangsa memerlukan karakter yang lengkap untuk menghadapi tantangan global. Paham radikal dapat diminimalisir dan dicegah dengan serangkaian program dan kegiatan. Pengabdian ini bertujuan untuk mencegah paham radikalisme pada remaja sekolah menengah atas (SMA). Metode yang digunakan dalam pengabdaian masyarakat adalah sosialisasi dan postering. Diikuti sebanyak 245 Siswa kelas 10-12. Hasil pengabdian menunjukkan bahwa metode sosilasasi dengan kuis yang menyenangkan dan menggembirakan dapat menanamkan subtansi materi kepada siswa. Postering sebagai media efektif untuk mendukung ingatan siswa terhadap materi yang telah dipelajari. Sekaligus sebagai hidden curriculum pendidikan karakter dilingkungan sekolah. Diharapkan adanya kegiatan yang berkelanjutan untuk mendukung keberhasilan penanaman karakter dalam rangka pencegahan paham radikalime remaja
