No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students
Abstract
This study was designed to determine the perceived online learning readiness (OLR) of LIS (Library and Information Sciences) / IM (Information Management) students in Pakistan during COVID-19 pandemic. A quantitative approach based on survey method was used to collect data from 340 LIS students from nine public sector universities of Pakistan through an online questionnaire. The collected data was analyzed using the SPSS and AMOS. The findings revealed that LIS students were not fully personalized and successful in decisions about their online educational activities during COVID-19 pandemic. However, they were motivated to learn through online learning and felt confident in performing basic functions of computers and internet. A significant difference of opinion was observed on ‘computer/internet self-efficacy’ and ‘online communication self-efficacy’ based on respondents' gender. Similarly, students from different levels of degree programs reported significantly different computer, internet, and online communication self-efficacy and learning motivation. Moreover, the age and grades of respondents were noted to be strong predictors of their OLR. These findings would be helpful for library schools, universities, and faculty members in Pakistan to improve the quality of online education and implement clear policies and guidelines. This study provides some theoretical and practical implications based on the findings.
... In addition, students may connect and their professors using various communication technologies, allowing them to exchange information and expertise quickly. As well as being widely available and very user-friendly, these technologies are both asynchronous (threaded discussion, emailing) and synchronous (live chat, audio/video calls, instant messaging) (Rafique et al., 2021). It means that online learning allows communicating with others securely and efficiently. ...
... As a result, online learning offers a computer-mediated environment where one may safely and efficiently share one's opinion with others. It does, however, need that users have some technical training and virtual learning ability (Rafique et al., 2021). These circumstances have led to a debate on whether Bangladeshi students are ready or equipped to readily accept electronic learning and successfully meet the obstacles that come with it. ...
... Researchers worked to build new dimensions that would comprehensively encompass all crucial characteristics of online learning to gain a more comprehensive understanding of the core of online learning readiness (Rafique et al., 2021). Previous research has revealed that the technical abilities required to accomplish computer-based tasks are also important determinants of students' success in webbased learning (Peng et al., 2006). ...
People deserve credible information from responsible government units and authentic news from various sources, including online, social media and other networks, to learn and prepare for any epidemic and pandemic. Social media and online news portals are the main sources for the public to explore news on the coronavirus disease (COVID-19). This research aims to investigate the relationship between news and social media, awareness about, attitude and the action of the youths towards the spread of COVID-19 in Bangladesh. This research followed a structured survey method to investigate responses towards COVID-19 of Bangladeshi tertiary-level students of different disciplines. The study analysed students’ access to information through electronic and paper versions of Facebook and newspapers. Factor analysis was conducted for a sample of 705. A five-factor solution has been proposed. Access to information is critical in developing a diverse and effective strategy for combating COVID-19. Besides, awareness about the disease, Facebook access, attitude and reliance on local media were identified as key factors.
... In literature, surveys are usually conducted in order to get quantitative results whereas interviews are conducted to perform qualitative social analysis [85][86][87]. The quantitative social analysis is performed by Radun et al. [88] and Rafique et al [89] while the qualitative social analysis is performed by Abu-Salma et al. [90] and Hinrichs et al. [91]. The social impact assessment of wind farms is very limited and only a little research has been done in this field. ...
... Google form provides the facility to perform online surveys with ease, especially when limited resources are available. In the following section, google forms service is utilized to conduct surveys and get quantitative aspect of the social impacts of wind farms [85,89,94]. The survey was conducted within a time frame of 30 days and 151 participants responded to the questions. ...
... As the total number of questionnaires in the survey are 19 and according to the rule, the number of respondents should be equal to or more than 57 to provide statistical validity. In addition, the greater the number of respondents, greater will be the accuracy of the survey [89]. ...
... Like many other countries, Pakistan Higher Education Commission (HEC) also mandated that all public and private sector educational institutes should conduct their teaching and learning activities through online resources until the curve of COVID-19 is flattened in the country. 4,5 https://doi.org/10.29309/TPMJ/2023.30.02.7314 2 Online teaching and learning is not a novel platform but the shifting of patient-based education of medical schools to online learning system was quite challenging. 6 Technology played a key role in this e-learning process and the medical faculty started using online teaching platforms like learning management systems (LMS) and Microsoft teams for live audio-visual lectures, small group discussions on Zoom and Google Meet classrooms. ...
... 6 Technology played a key role in this e-learning process and the medical faculty started using online teaching platforms like learning management systems (LMS) and Microsoft teams for live audio-visual lectures, small group discussions on Zoom and Google Meet classrooms. 5,6 Although the institutions, faculty members and even students were not prepared for this transition from classroom-based education to online platforms but this was the only best solution in this challenging situation. This transformation was not very smooth both for students and teachers. ...
Objective: To find the effectiveness of online teaching and its reflection on their academics during COVID19 pandemic in basic medical science. Study Design: Cross Sectional Descriptive study. Setting: University Medical and Dental College, Faisalabad. Period: March 2019 to November 2021. Material & Methods: A total of 531 undergraduate MBBS & BDS (1st & 2nd year) students were included. A questionnaire was designed and shared online in Google classroom to get students’ feedback. The data obtained was analyzed on SPSS 25 by using ANOVA and Chi-Square Tests. Results: 62.76% students declared that learning in physical classrooms is more understandable than e-learning, while 58% students were satisfied with this transformation of online teaching and secured better grades in e- assessments, while 69% students agreed with the fact that on campus assessment is more productive. According to our results 68.24% students preferred physical teaching and assessment methodology and 67.11% students agreed that team work with peers is more productive in on campus classes than e-classes. Conclusion: We investigated various aspects of e-learning experience of medical students and found a mixed opinion. By improving our infrastructure and using modern techniques we can make online medical education system more effective and productive for our students in future.
... Generally, terms such as an electronic library, digital library, and virtual library are interchangeable in a sense. [33][34][35][36][37] Elibrary is an essential source for gathering valuable information on preferred topics [38][39][40] . Besides, the users can access an e-library with some resources such as e-books, e-journals, and educational websites. ...
... In 2003, the higher education commission initiated corporate social responsibility with the National Digital Library Program established the rst national e-library of Pakistan to contribute to society [34,[65][66][67][68] . It provides enormous opportunities for all students to access almost 75,000 e-books and 20,000 e-journals. ...
Background
The advent of the pandemic COVID-19 has resulted in a global crisis that resulted in the closure of universities and educational institutions worldwide. This study aims to explore the determinants of students’ intention towards e-library services usage amid the challenging time of the COVID-19 pandemic. This paper reviews the technology-oriented individual attitude based on four dimensions of the technology readiness 2.0 index factors, which affect medical students’ perspectives.
Materials and methods
The authors provided a self-administered questionnaire to medical students to investigate their e-library adoption attitude during the COVID-19 crisis. The authors distributed 542 questionnaires, received 361 complete responses and analyzed the data through path modeling/partial least squares structural equations modeling technique (PLS-SEM) with the smart PLS software version 3.3.3. The structural equation-modelling tool permits the estimation of results.
Results
The main finding revealed that medical students have a positive and explicit approach to use the services available at the e-library. Technology use and online services helped students continue their educational needs in the advent of the current pandemic COVID-19. Attitude and subjective norms have significant influence and are strong predictors of intention. However, due to inadequate support for the government side, the perceived behavioural control has an insignificant impact on intention. This paper indicated one of the pioneers investigating the determinants of e-library adoption among medical students based on technology-oriented personality traits, employing the four dimensions of the technology readiness 2.0 index during the challenges of the COVID-19 outbreak.
Conclusion
The study’s findings provide useful insight that offers valuable insights to implement specific strategies from the government officials to address medical students’ uncertainties and increase the technology adoption amid the COVID-19 pandemic in medical education for developing nations.
... The phenomenon of the Covid-19 outbreak in 2020 led the government to issue several policies including social distancing, physical distancing, to large-scale social restrictions (PSBB) (Ali et al., 2021;Rafique et al., 2021). The covid-19 phenomenon requires teachers to have adequate digital literacy to teach online and apply the latest and innovative educational models (Beck et al., 2021;Sánchez-Cruzado et al., 2021). ...
... So that online learning can be done anywhere and anytime. Digital literacy does not only add technology to the learning process but also to improve the quality of learning (Rafique et al., 2021;Tang et al., 2021). ...
This study aims to analyze the digital literacy skills of elementary school teachers. This study used quantitative research. The research subjects were 76 elementary school teachers. The research instruments used were observation sheets, interview guides, and questionnaires. The data analysis technique used in this research is a descriptive statistical analysis which is carried out by providing an overview of the data that has been collected and then making conclusions or descriptions related to the data. Based on the results of this study, it can be seen that the digital literacy skills of elementary school teachers need to be improved. This is done so that elementary school teachers can have good literacy skills in using and utilizing existing technology tools and digital media to design or design learning processes that are creative, innovative, and fun and can make students think critically. Also, good digital literacy skills can help teachers respond to the challenges of the times related to the application of mixed learning models in the world of education. A good teacher's digital literacy skills can help teachers transform learning so that it is more creative, innovative. Also, teachers can answer the challenges of the times related to the application of blended learning. A teacher who has good digital literacy skills shows that the teacher has a desire to continue to learn and develop his professional teaching.
... Similar results were found by Bunz et al. [74], Chung et al. [75], and Hung et al. [2], who found that there didn't seem to be a gender difference in computer proficiency or willingness to learn with digital tools. The results of the current study, however, differ from those of Rafique et al. [76], who depicted that, based on the gender of the students, relationship analyses revealed a substantial difference in opinion on aspects of online learning preparedness. Male students were perceived more favourably than female students on some criteria. ...
... Students reported feeling helpless to make changes to their learning environment and struggled with study management; therefore, the TVET teachers should make an extra effort to involve all students in task-based, online group discussions [76]. Thus, students would be better prepared for a mixed learning setting and more likely to participate actively in class. ...
In collaboration with Technical and Vocational Education and Training educators and academic librarians, this study attempts to develop and validate a blended learning readiness scale for Bangladeshi TVET students. This study also attempts to investigate the reliability of this validated scale by measuring six blended learning readiness dimensions. In this research, the Content Validity Index, Exploratory Factor Analysis, and Confirmatory Factor Analysis were used to establish the construct validity of the blended learning readiness scale. Questionnaires were circulated to the students of six Institutes of Marine Technology (N = 235) who went for an blended learning session for an entire semester. This study's result suggests a strong positive association between Bangladeshi polytechnic students' preparedness for blended learning and attitudes toward online learning, openness to new technology, and attitudes toward the face-to-face classroom. In contrast, significant negative correlations were found between blended learning readiness and basic skills in using technology, learning flexibility, and study management. This study also implied that gender and previous academic achievement is not strong predictor of measuring blended learning readiness in Bangladeshi Technical and Vocational Education and Training context. This blended learning readiness scale would help course designers, educators, librarians, and policymakers of Bangladesh to improve the quality of the blended learning environment by addressing the students' concerns about various blended learning components.
... This temporary shift of instructional delivery happened suddenly due to the pandemic situation. Various studies have been put forward to quantify the problems and challenges (Rafique et al., 2021). For example, a detailed survey on the impact of the COVID-19 pandemic on final year medical students in the United Kingdom was undertaken by Choi et al. (2020). ...
... As a result, they estimated that overall impacts could be minimised by 57% (Silva et al., 2021). Rafique et al. (2021) pointed out that the new pedagogy of teaching methods also inspired and motivated students to learn through computers and the internet. On the other hand, Ghasen and Ghannam (2021) concentrated on student interactions with their academics and articulated that limited student interaction occurred during online lectures. ...
... In terms of specificity and direct relationship with performance tasks, self-efficacy differs from motivational concepts, such result expectancies, self-control, and control beliefs, and is a better predictor of academic accomplishment [58]. In a number of studies, self-efficacy has been identified as one of the most significant indicators of student involvement, education, and accomplishment [59]. Furthermore, self-efficacy is drawn from four major sources of data: performance achievement, emotional arousal, motivation, and physiological conditions [56,60]. ...
... A five-point Likert scale was used to gather data, and the preexisting constructs of this research were used with the following adjustments to meet the context of this study: subjective norm (SN) was adapted from the sample questionnaire from [55,103], self-efficacy was adapted from the sample questionnaire from [57,59,89], perceived enjoyment was adapted from [11,68], task-technology fit was adapted from the sample questionnaire from [66,68], information quality was considered [89], and perceived ease of use and perceived usefulness were adapted from the sample questionnaire from [55,66,104], Attitude with regards to using GM was adapted from [68,89]. Effectiveness was adapted from the sample questionnaire from [9]. ...
The use of online meeting programs, such as Google Meet (GM), provides several benefits for teachers and students in terms of achieving learning goals outside of the classroom. Depending on the requirements and goals of the students, a variety of apps might be employed. The point of the study was to address a vacuum in the knowledge with regard to the acceptability of online meeting apps, such as GM and their role. Effectiveness in terms of utilizing GM and attitudes towards using GM are two factors that impact learners’ use of this app for educational purposes. While researchers have examined google meet application acceptance in a variety of contexts, perceived ease of use, perceived usefulness, effectiveness to utilize google meet and attitude towards using Google Meet as a mediating variable in measuring education has not been explored using the technology acceptance model (TAM). As a result, the study’s purpose was to create a new paradigm by merging TAM with external elements including subjective norms, task-technology fit, and quality of information. This study involved a total of 208 postgraduate students at College of Education at King Saud University. Students were polled using the structural equation modeling (SEM) approach to determine their approximate expectations with regard to online meeting adoption. According to the findings, subjective norms, perceived enjoyment, task-technology fit, and quality of information have a positive impact on perceived usefulness and perceived ease of use, which in turn has a positive impact on perceived usefulness and perceived ease of use, which finally leads to a positive effect on effectiveness to utilize GM and attitude towards using Google Meet towards adoption of GM during COVID-19. As a result, higher education institutions should promote the usage of online meeting tools, such as GM, as part of learning processes as a long-term strategy.
... Computers, videos, tape recorders, Powerpoint presentations, and mobile phones are only some of the technological tools included in the English language education system at all levels. Some research has shown that using vlogs as a tool for language learning may help college students become better writers (Rafique et al., 2021). While this user-friendly technology has yet to catch on in the United States, many international instructors have included it in their classrooms and language education (Coombs et al., 2018). ...
Utilizing technology to enhance students' writing skills at the higher education level is now the focus of scholars. One of the most effective nontraditional approaches to enhancing pupils' writing abilities is vlog-assisted language learning (VALL). The university professors who instruct pupils on writing skills never use this VALL. Therefore, the purpose of this study is to compare the academic writing skills of first-year university students taught utilizing the methodology of Bog-Assisted Language Learning (VALL) with those who were not. In addition, this research analyzes how students react to using VALL in teaching and learning writing skills. Thirty university English majors in their third year participated in the research. The research took a quantitative approach to data collection by administering pre-and post-writing examinations and a series of questionnaires to both the experimental and control groups. Evaluation of the gathered data was carried out with the use of descriptive statistics. The findings indicated that pupils who were taught writing utilizing VALL improved substantially more than those that were not. In addition, most student responses on using VALL to teach writing skills were favorable. Since this is the case, the English Department at a university might benefit from implementing VALL into their teaching and learning of writing.
... When any disaster comes and disturbs the education system, it is the teachers who come to the ground and fight against the disaster and saves the education. When the Covid-19 the contagious disease which affects the health of people without any discrimination of creed, religion, or region, social or economic group, somehow come into existence, the skilled teachers have shown active performance in maintaining continuity in the education (Bettayeb et al., 2020;Rafique et al., 2021;Taryam et al., 2020). The more effective way to cope with the disastrous influences of a covid-19 pandemic on education is to keep online contact with the students and provide them online education. ...
The covid-19 pandemic has severely affected the economy all around the globe and also dramatic effects on the education sector worldwide. This situation needs to be examined and capture the attention of recent studies and regulators. Thus, the present study aim is to examine the impact of student readiness, faculty readiness, and information technology readiness on the management of the Covid-19 disaster in higher education institutions in UAE. This article has followed the quantitative approach of data collection and taken the questionnaires for this purpose. The current study has executed the smart-PLS to analyze the nexus among the constructs. The results indicated that student readiness, faculty readiness, and information technology readiness have a positive linkage with the management of the Covid-19 disaster in higher education institutions in the UAE. This study has guided the policymakers that they should enhance their focus towards the management of the Covid-19 disaster in the education sector and develop effective policies that improve the education sector's ability to manage the effects of the Covid-19 disaster.
... The LMS also allows educators to monitor and manage their classes by providing online materials, discussions, task evaluations, and other online activities (Saidi et al., 2021). In Pakistan, the readiness of students to engage with online learning through information manager or library and information sciences showed that the students were not fully personalized and successful in the decisions about their online educational activities during the COVID-19 pandemic (Rafique et al., 2021), showing that IJAE Page 360 students' skill on computer/internet self-efficacy and online communication self-efficacy relied on gender, age, and levels of degree programs. ...
Open and distance learning (ODL) has become an alternative in teaching and learning (T&L) while the COVID-19 pandemic crisis struck the world globally in December 2019. However, the preferred tool and platform to be chosen in the transition period among students remain uncertain. The purpose of this study was to assess and investigate the effect of T&L preference techniques and technologies chosen by employing ODL in universities during the pandemic. This research adopted a descriptive approach and a quantitative survey was used to collect the necessary data. The questionnaire consisted of 14 questions and was separated into two parts: demographic information and undergraduate students' preference towards online class technology during the COVID-19 pandemic. Four themes and 16 sub-themes were identified in the set of questions in the survey. The results of the analysis revealed that ODL is the preferred method with WhatsApp social media platform as the medium for communication between educators and learners. Educators might consider devoting additional attention to improving teaching and learning practices in open and distance learning in choosing the right approaches and platform to be used through online and offline classes.
... Studying in a face-to-face educational institution (such as a college or school) does bring more benefits. Learners can use the tools and learning media available to learn to awaken and encourage higher learning motivation (Rafique et al., 2021). ...
The covid-19 disease has become a scourge of international life. All aspects of life are affected by it, from economic, social, religious, political, and environmental elements. There is no exception in Indonesia. One way to break the spread of the covid-19 chain is by transforming the education system into a virtual and carried out in their own homes. The purpose of this research is to know the impact of distance learning media on the education process of learners. The approach used in this study is qualitative data collection techniques with literature studies. From the search results, the author divides into three major themes, namely (1) inefficiency in online learners (2). The provision of materials submitted by lecturers is not fully understood (3). The lecturer only listened and did not respond.Keywords: Covid-19, Impact, Online learning. AbstrakPenyakit covid-19 telah menjadi momok kehidupan internasional. Semua aspek kehidupan dipengaruhi olehnya, mulai dari elemen ekonomi, sosial, agama, politik, dan lingkungan. Tak terkecuali di Indonesia. Salah satu cara memutus mata rantai penyebaran covid-19 adalah dengan mentransformasikan sistem pendidikan menjadi virtual dan dilaksanakan di rumah masing-masing. Tujuan penelitian ini adalah untuk mengetahui pengaruh media pembelajaran jarak jauh terhadap proses pendidikan peserta didik. Pendekatan yang digunakan dalam penelitian ini adalah teknik pengumpulan data kualitatif dengan studi kepustakaan. Dari hasil penelusuran, penulis membagi menjadi tiga tema besar, yaitu (1) inefisiensi dalam pembelajar online (2). Pemberian materi yang disampaikan oleh dosen belum sepenuhnya dipahami (3). Dosen hanya mendengarkan dan tidak menanggapi.Kata kunci: Covid-19, Dampak, Pembelajaran daring.
... These results provide some implications for practice. Online learning has long been considered a vital move toward sustainability in education (Horzum et al., 2015) that may lead to changes in student's behaviour (Cobanoglu & Cobanoglu, 2021;Cabi & Kalelioglu, 2019;Fisher et al., 2017;Huidrom, 2021;Hung et al., 2010;Rafique et al., 2021). Therefore, the university should carefully consider the benefits of investing in online teaching and learning (e.g., policy, strategy, training, resources, etc.) since such investments would likely boost pro-readiness behaviour among students and academicians in a university. ...
... Low selfefficacy as part of the readiness in online learning implied poor academic performance as reflected in the study of Rafique et al. [28], also inadequate facilities for online learning appears to be an obstacle in online learning during COVID -19 pandemic [29]. It can be perceived that readiness in online learning is a crucial factor which encourages learners to be involved in online learning activities. ...
Online distance learning (ODL) is one extension of the distance learning approach introduced by the Department of Education (DepEd) as part of its learning continuity in the new normal (COVID - 19 times). Despite the advantages brought by online learning in continuing learners' learning experiences and improving learners' academic performance during the pandemic, it is still of vital importance to examine what factors are sensitive to changes in learner's online academic performance. In this study, sensitive factors affecting online academic performance are examined through the lens of machine learning (ML) methods: Boruta algorithm (BA) for feature selection; multilayer perceptron neural network (MLP NN) for model formulation; and partial derivatives method (PDM) for sensitivity analysis. Data used in the analysis are responses in the survey participated by N = 978 senior high and junior school students of a private high school institution in the Philippines. Out of eighteen factors considered in the analysis, BA revealed only six relevant factors that contributes greater information to changes in student's online academic performance. Formulated MLP NN model achieved a high testing accuracy of 0.932 with a kappa coefficient of 0.891 and an f - measure of 0.924, that aided the sensitivity analysis using PDM to have better results. Sensitivity analysis showed that motivation and mental well- being are the most sensitive factors affecting both below average and above average online academic performance.
... After testing the validity and reliability, the number of questions became 34 questions. The question items used in this questionnaire refer to the questionnaire developed by Martinez-Lopez et al. (24) and Rafique et al. (25). The sample collection technique uses snowball sampling. ...
The Covid-19 pandemic in Indonesia since early March 2020 has impacted various sectors, one of which is the education sector. Many studies have examined the readiness of teachers, schools, and the government in implementing online learning. However, few studies still discuss the implementation of online learning by students. This study aimed to determine the response and readiness of students in carrying out online learning. This study uses a survey. The survey consists of 34 questions. Before being given to the survey participants, the validity and reliability were tested. Sample collection is done by snowball throwing. The number of participants involved in this survey was 513 students (384 Senior High School Students and 129 Junior High School Students). The learning processes referred to in this study are Readiness to Learning (RL), Self-Directed Learning (SDL), Learning Control (LC), Environment Structuring (ES), Motivation for Learning (MfL), Online Communication Self-efficacy (OCS), Task Strategies (TS), and Self Evaluation (SE). The results showed that gadget ownership (privately owned/owned by parents) did not relate to students’ online learning processes. Internet access (mobile data/wifi) also did not affect students’ learning processes. Gender has a relationship with SDL (female students have a higher SDL than male students), TS (female students have higher TS than male students), and SE (female students have higher SE than male students). Another exciting thing is that the school level (senior/junior high school) has a relationship with LC (junior students have a higher LC than senior students). This survey concludes that gadget ownership and internet access don’t relate to students’ online learning processes. In contrast, gender and school level have a relationship with students’ online learning processes. This study implies that the public perception that when online schooling children must buy gadgets independently is wrong. Children still need parental assistance in using gadgets, even if it’s for online school reasons.
... Para ahli mendefinisikan pembelajaran daring sebagai bentuk pembelajaran jarak jauh dengan memanfaatkan teknologi (Alawamleh, Al-Twait, & Al-Saht, 2020;Bond, 2021;Ewing & Cooper, 2021;Misra & Mazelfi, 2021;Rafique, Mahmood, Warraich, & Rehman, 2021). Sedangkan pembelajaran tatap muka adalah pembelajaran dimana dosen dan mahasiswanya bertemu secara bersamaan dan di lokasi yang sama. ...
Pandemi covid 19 memaksa pemerintah membuat kebijakan sekolah dan kampus untuk menyelenggarakan pembelajaran jarak jauh darurat. Tujuan dari penelitian ini adalah untuk menganalisis persepsi mahasiswa tentang efektivitas komunikasi pengajaran jarak jauh darurat di masa pandemi. Penelitian ini menggunakan metode deskriptif kuantitatif. Data penelitian ini adalah persepsi mahasiswa terhadap efektivitas komunikasi pengajaran jarak jauh darurat yang tercermin dalam angket kuesioner yang mereka isi. Untuk mendapatkan data penelitian, kuesioner disebar kepada 100 mahasiswa DKV Unindra yang dipilih secara acak. Hasil penelitian ini menunjukkan mayoritas mahasiswa tidak puas dengan pengajaran jarak jauh darurat yaitu 13% menjawab sangat tidak puas dan 43% menjawab tidak puas. Dari sisi efektivitas komunikasi, mahasiswa tidak setuju pengajaran jarak jauh darurat berdampak postitif terhadap komunikasi antara dosen dan mahasiswa dengan presentase 50% menjawab tidak setuju dan 4% sangat tidak setuju. Dalam hal partisipasi, mahasiswa setuju bahwa pembelajaran jarak jauh darurat mendorong mereka untuk lebih terlibat dalam kelas dengan presentase 6% sangat setuju dan 64% setuju. Dalam hal penguasaan keahlian berbahasa mahasiswa, mahasiswa setuju pembelajaran jarak jauh darurat membuat pelajaran membaca (reading) Bahasa Inggris menjadi lebih menarik yaitu dengan presentase sangat setuju 3% dan setuju 52%. Begitu juga untuk menyimak (listening), mayoritas responden setuju bahwa pembelajaran jarak jauh darurat membuat pelajaran menyimak (listening) Bahasa Inggris menjadi lebih menarik dengan presentase sangat setuju 5%, setuju 49%. Untuk keterampilan berbicara (speaking), kebanyakan mahasiswa tidak setuju terhadap pernyataan bahwa pembelajaran jarak jauh darurat meningkatkan kemampuan berbicara mereka dengan presentase tidak setuju 54%, dan sangat tidak setuju 5%. Selain itu mereka juga tidak setuju bahwa pembelajaran jarak jauh darurat membuat pelajaran menulis (writing) menjadi lebih menarik dengan presentase tidak setuju 43%, dan sangat tidak setuju 4%. Untuk hal kepercayaan diri, mahasiswa setuju pengajaran jarak jauh darurat membuat mereka lebih percaya diri dalam komunikasi di kelas, dengan presentase sangat setuju 10%, dan setuju 47%.
... This is similar with study done by Chung et al (2020) and Lee, Yeung and Ip (2016), which stated that older students tended to show better readiness than the younger students. Furthermore, online readiness found to be strongly predicted by age (Rafique et al., 2021). This study also found that most students have an average readiness regardless of the strength of their internet connection. ...
... Students from Austria, on the other hand, believed that the online learning environment negatively impacted their performance (Talsma et al., 2021). High-achieving (Amri & Alasmari, 2021), older (Rafique et al., 2021), proactive (Zheng et al., 2020) and extrovert (Hong et al., 2021) students seemed to demonstrate higher OLSE and readiness for online learning. Moreover, in a study from Taiwan, in which some universities suspended face-to-face learning as a precautionary measure, no differences in OLSE between students in these universities and other universities were identified. ...
Background & objective:
The use of online learning systems during COVID-19 pandemic created concerns about students' ability to successfully navigate the online learning environment. This study aims to capture the experience and changes in self-efficacy of physiotherapy students in Jordan.
Methods:
A mixed methods online survey was used. Physiotherapy entry-level students in public universities completed the online learning self-efficacy (OLSE) and the academic self-efficacy (ASE) scales. A free-entry text box was used to document the factors that augmented or reduced the perceived level of self-efficacy.
Results:
A statistically significant decrease in OLSE (t = 6.043, p < 0.001) and in ASE (t = 3.960, p < 0.001) was identified. Four main qualitative themes were identified, namely: availability of time, resources and learning skills; social and psychological stress; educators' skills and access; and accepting the need for a change.
Conclusion:
Contrary to expectations, the findings indicated a decrease in self-efficacy. This has implications in light of the new direction to formalise online learning in Jordanian higher education institutes post COVID-19 pandemic. Training educators as well as students on best online learning practices could increase students' perceived efficacy.
... The existence of Covid 19 caused facial learning to change instantly to online learning (Penrod, Shaw, Nash, Dierkes, & Collins, 2022;Rafique, Mahmood, Warraich, & Rehman, 2021). Any mode of online learning is done to overcome online learning that is not done in a structured manner with an ideal design. ...
This study aims to find out whether online learning contributes to student learning satisfaction, whether online learning has a positive influence on students' learning motivation, whether online learning has a significant influence on the quality of the learning process, and whether online learning has a positive impact on student learning outcomes. The research method used is a survey method, which collects respondent data as a research sample and is processed with statistical data and presentation in the form of graphs and percentage figures. The instruments used in this study are questionnaires to find out or measure the level of satisfaction, motivation, and quality of the learning process and documents in the form of student learning outcome scores (midterm test scores). The instrument used is created in the form of a Google form (GF) to reach student data online. The population of this study is all students of the Faculty of Teacher Training and Education UHAMKA in semesters 2, 4, and 6. While the research sample was 1007 out of the total number of active students as many as 4042. The results showed that (1) the level of satisfaction of FKIP UHAMKA students to online learning was 52.53%, (2) student motivation for online learning by 54.51%, (3) the quality of the online learning process by 56.10, and (4) student learning outcomes through online learning increased by 96.21%. Therefore, it was concluded that online learning has a positive impact on learning motivation, the quality of the learning process and student learning outcomes.
... Jadi, ia memerlukan seseorang pelajar itu berdikari dan sentiasa bermotivasi (Wlodkowski, 2005). Rafique et al. (2021) telah menjalankan kajian tentang kesediaan pelajar di beberapa universiti di Pakistan terhadap pembelajaran secara atas talian. Mereka mendapati responden mempunyai motivasi untuk mengikuti pengajaran dan pembelajaran secara atas talian dan merasa yakin untuk menggunakan kemahiran asas komputer dan internet. ...
Malaysia bertindak melaksanakan Perintah Kawalan Pergerakan apabila Pertubuhan Kesihatan dunia mengisytiharkan pandemikCOVID-19 pada Mac 2020. Lantaran, pembelajaran kaedah tradisional iaitu secara bersemuka tidak dapat dilakukan, maka, pembelajaran atas talian atau e-pembelajaran menjadi satu kemestian di semua institusi pendidikan termasuk peringkat rendah, menengah dan tertiari. Oleh itu, satu kajian telah dilakukan dalam kalangan pelajar Politeknik Sultan Abdul Halim Mu’adzam Shah. Objektif kajian adalah untuk mengenalpasti kesediaan pelajar mengikuti sesi pengajaran dan pembelajaran secara atas talian semasa PKP, mengkaji tahap persepsi dan motivasi pelajar serta mengkaji pencapaian akademik pelajar yang mengikuti sesi pengajaran dan pembelajaran secara atas talian semasa PKP. Seramai 423 orang responden telah menjawab soal selidik secara atas talian. Data telah dianalisis menggunakan perisian Statistical Package for Social Science (SPSS) versi 28. Hasil kajian mendapati majoriti responden melaporkan bahawa mereka mempunyai kesediaan untuk mengikuti sesi pengajaran dan pembelajaran secara atas talian. Responden juga mempunyai persepsi yang positif terhadap sesi pengajaran dan pembelajaran secar atas talian. Majoriti responden melaporkan bahawa mereka bermotivasi tinggi untuk mengikuti kelas secara atas talian. Kebanyakan responden mencapai prestasi akademikyang diukur melalui PMK adalah memuaskan. Dapatan kajian ini diharapkan dapat membantu pihak yang terlibat terutamanya pendidik dan institusi pengajian dalam merangka modul dan polisi pengajaran dan pembelajaran secara atas talian. ABSTRACTMalaysia prompted to execute the Movement Controlled Order (MCO) once the World Health Organization declared the COVID-19as a pandemic in Mac 2020. As a result, traditional learning method of face-to-face classes ceased to operate in all primary, secondaryand tertiary learning institutions. Therefore, a study was conducted among students of the Politeknik Sultan Abdul Halim Mu’adzam Shah in Jitra, Kedah. The objectives of the study are to identify the students’ readiness for the online teaching and learning session during MCO, to study the students’ levels of perception and motivation, and to study the students’ academic performances who are involved with the online teaching and learning during MCO. A total of 423 respondents had answered an online survey. Data were analysed using the Statistical Package for Social Science (SPSS) version 28. The result of the study found that the majority of respondents reported that they were ready to participate in online teaching and learning sessions. Respondents also have a positive perception of online teaching and learning sessions. The majority of respondents reported that they were highly motivated to take online classes. Most respondents achieved satisfactory academic performance measured through CGPA. It is hoped that the findings of this study will be able to help the parties concerned especially educators and learning institutions in designing online learning modules and policy.
... Likewise, Casinillo (2020b) has stated that younger students have difficulty coping with the challenges of the new normal. Moreover, older age is a significant predictor of readiness for learning (Rafique et al., 2021). ...
In any school, creative learning as an enjoyable experience for students signals effective cognitive thinking in the teaching-learning environment. This study targets to explain the level of how creative and enjoyable learning statistics and determine its cognitive factors among students amid the COVID-19 pandemic. The study exploited secondary data from an existing study and analyzed it using descriptive statistics and regression modeling. Results showed that learning statistics during the pandemic is "moderately" creative (M=6.07, SD=1.86) and "moderately" enjoyable (M=5.78, SD=1.98). Based on Pearson correlation and simple regression, if the level of creativity increases, it is more enjoyable to learn statistics online. The regression model reveals that internet signal, students using cell phones, and how rewarding learning statistics is as significant predictors of creativity. Additionally, for older students, how rewarding learning statistics, physical health, and lower statistics anxiety are the significant determinants of enjoyment level in learning statistics online. In that case, to maintain creativity and enjoyment in learning statistics amid the pandemic, it is suggested that teachers must encourage and show a positive attitude to the students to lower their anxiety levels. Furthermore, teachers must consider interesting and healthy learning activities to step up the creative ideas of students and enjoy learning despite the adverse effect of the pandemic.
... Many instructors and students can still not participate in online learning (Baety & Munandar, 2021;Sari et al., 2021;Tafanao & Saputra, 2021). In addition, the availability of teaching materials and the limited knowledge of educators and students in using online learning applications are challenges in implementing this policy (Efriana, 2021;Purandina, 2021;Rafique et al., 2021). This condition is further exacerbated by the unequal access and availability of internet networks in each region. ...
This study aims to produce an android e-module in the form of a flip book based on Balinese local wisdom on the course of early childhood language development methods that meet the feasibility in terms of content and construct validity as well as practical use in the classroom. This is a research and development (R&D) method with the Borg & Gall model. This study collected data using interview guidelines, questionnaires, and observation sheets. The data analysis technique used is descriptive statistics. The obtained data are then examined to determine the validity and practicability of the produced product. According to the testing findings, the android e-module in the form of a Flip Book based on Balinese local knowledge has fulfilled the feasibility in terms of content validity in the very excellent category with a score of 4.63 out of a possible score of 5.00. Meanwhile, students' ratings in terms of practicality in terms of time usage, which is classed as efficient, are in the good category, totaling 3.76 out of a maximum score of 5.00. The results of this study have implications for the use of e-modules which can be used as an alternative in teaching effective, efficient, and interesting language development methods courses because they are packaged in digital form.
... In addition to technological capabilities, there are many other factors that affect the readiness of teachers in online learning. Previous research stated that OL readiness by teachers is influenced by confidence in using computers/Internet, motivation to learn (Setiaji & Dinata, 2020), self-efficacy (Alqurashi, 2016), online communication and independent learning (Murtaza et al., 2021), expected outcomes in technology use (Chou & Ph, 2012), and TPACK (Sum & Taran, 2020). Among these several factors, selfefficacy is one of the factors that greatly influence the readiness of teachers in OL. ...
This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE). Keywords: TROL, TPACK, TISE, Early Childhood Education References: Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180 Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309 Alqurashi, E. (2016). Self-Efficacy in Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549 Amir, H. (2016). Korelasi Pengaruh Faktor Efikasi Diri Dan Manajemen Diri Terhadap Motivasi Berprestasi Pada Mahasiswa Pendidikan Kimia Unversitas Bengkulu. Manajer Pendidikan, 10(4). Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press. Anggraeni, N., Ridlo, S., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Ariani, D. N. (2015). Hubungan antara Technological Pedagogical Content Knowledge dengan Technology Integration Self Efficacy Guru Matematika di Sekolah Dasar. Muallimuna: Jurnal Madrasah Ibtidaiyah, 1(1), 79–91. Birisci, S., & Kul, E. (2019). Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. Contemporary Educational Technology, 10(1). https://doi.org/10.30935/cet.512537 Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-freih, M., Pete, J., Olcott, D., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. V, Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., Coëtlogon, P. De, … Paskevicius, M. (2020). UVicSPACE: Research & Learning Repository Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28–35. https://doi.org/10.1016/j.iheduc.2018.04.004 Butnaru, G. I., Niță, V., Anichiti, A., & Brînză, G. (2021). The effectiveness of online education during covid 19 pandemic—A comparative analysis between the perceptions of academic students and high school students from romania. Sustainability (Switzerland), 13(9). https://doi.org/10.3390/su13095311 Carliner, S. (2003). Modeling information for three-dimensional space: Lessons learned from museum exhibit design. Technical Communication, 50(4), 554–570. Cengiz, C. (2015). The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411–422. https://doi.org/10.1080/1359866X.2014.932332 Chou, P., & Ph, D. (2012). Effect of Students ’ Self -Directed Learning Abilities on Online Learning Outcomes: Two Exploratory Experiments in Electronic Engineering Department of Education. 2(6), 172–179. Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Burton, R., Glowatz, M., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1). https://doi.org/10.37074/jalt.2020.3.1.7 Dolighan, T., & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95. https://doi.org/10.26522/brocked.v30i1.851 Dong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the Profiles and Interplays of Pre-service and In-service Teachers’ Technological Pedagogical Content Knowledge (TPACK) in China. International Forum of Educational Technology & Society, 18(1), 158–169. Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: Teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586–595. https://doi.org/10.1080/02607476.2020.1799708 Elas, N. I. B., Majid, F. B. A., & Narasuman, S. A. (2019). Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability. International Journal of Emerging Technologies in Learning (IJET), 14(20), 18. https://doi.org/10.3991/ijet.v14i20.11456 Ghozali, I. (2011). Aplikasi multivariate dengan program IBM SPSS 19. Badan Penerbit Universitas Diponegoro. Giles, R. M., & Kent, A. M. (2016). An Investigation of Preservice Teachers ’ Self-Efficacy for Teaching with Technology. 1(1), 32–40. https://doi.org/10.20849/aes.v1i1.19 Gil-flores, J., & Rodríguez-santero, J. (2017). Computers in Human Behavior Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441–449. https://doi.org/10.1016/j.chb.2016.11.057 Habibi, A., Yusop, F. D., & Razak, R. A. (2019). The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context. Education and Information Technologies. https://doi.org/10.1007/s10639-019-10040-2 Harris, J. B., & Hofer, M. J. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9(JUN), 1–8. https://doi.org/10.3389/fpsyg.2018.00935 Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers and Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012 Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004 Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachers’ TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499 Karatas, M. A.-K. (2020). COVID - 19 Pandemisinin Toplum Psikolojisine Etkileri ve Eğitime Yansımaları. Journal of Turkish Studies, Volume 15(Volume 15 Issue 4), 1–13. https://doi.org/10.7827/TurkishStudies.44336 Kaymak, Z. D., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1792–1797. https://doi.org/10.12738/estp.2013.3.1580 Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193–1207. https://doi.org/10.17051/io.2015.65067 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers and Education, 73, 121–128. https://doi.org/10.1016/j.compedu.2014.01.001 Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and Readiness of Online Learning Pedagogy: A Transition To Covid 19 Pandemic. European Journal of Open Education and E-Learning Studies, 5(2), 71–90. https://doi.org/10.46827/ejoe.v5i2.3321 Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611 Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205 Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format. International Journal of Emerging Technologies in Learning (IJET), 15(06), 124. https://doi.org/10.3991/ijet.v15i06.11490 Murtaza, G., Mahmood, K., & Fatima, N. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students The Journal of Academic Librarianship Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346 Mustika, M., & Sapriya. (2019). Kesiapan Guru IPS dalam E-learning Berdasarkan: Survei melalui Pendekatan TPACK. 32–35. https://doi.org/10.1145/3306500.3306566 Niess, M. L. (2011). Investigating TPACK: Knowledge Growth in Teaching with Technology. Journal of Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c Oketch, & Otchieng, H. (2013). University of Nairobi, H. A. (2013). E-Learning Readiness Assessment Model in Kenyas’ Higher Education Institutions: A Case Study of University of Nairobi by: Oketch, Hada Achieng a Research Project Submitted in Partial Fulfillment of the Requirement of M. October. Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241–263. https://doi.org/10.1007/s10639-013-9278-4 Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers and Education, 50(3), 1084–1091. https://doi.org/10.1016/j.compedu.2006.10.006 Putro, S. T., Widyastuti, M., & Hastuti, H. (2020). Problematika Pembelajaran di Era Pandemi COVID-19 Stud Kasus: Indonesia, Filipina, Nigeria, Ethiopia, Finlandia, dan Jerman. Geomedia Majalah Ilmiah Dan Informasi Kegeografian, 18(2), 50–64. Qudsiya, R., Widiyaningrum, P., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Reflianto, & Syamsuar. (2018). Pendidikan dan Tantangan Pembelajaran Berbasis Teknologi Informasi di Era Revolusi Industri 4.0. Jurnal Ilmiah Teknologi Pendidikan, 6(2), 1–13. Reski, A., & Sari, K. (2020). Analisis Kemampuan TPACK Guru Fisika Se-Distrik Merauke. Jurnla Kreatif Online, 8(1), 1–8. Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education, 14. Santika, V., Indriayu, M., & Sangka, K. B. (2021). Profil TPACK Guru Ekonomi di Indonesia sebagai Pendekatan Integrasi TIK selama Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19. Duconomics Sci-Meet (Education & Economics Science Meet), 1, 356–369. https://doi.org/10.37010/duconomics.v1.5470 Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7). https://doi.org/10.14742/ajet.800 Senthilkumar, Sivapragasam, & Senthamaraikannan. (2014). Role of ICT in Teaching Biology. International Journal of Research, 1(9), 780–788. Setiaji, B., & Dinata, P. A. C. (2020). Analisis kesiapan mahasiswa jurusan pendidikan fisika menggunakan e-learning dalam situasi pandemi Covid-19 Analysis of e-learning readiness on physics education students during Covid-19 pandemic. 6(1), 59–70. Siagian, H. S., Ritonga, T., & Lubis, R. (2021). Analisis Kesiapan Belajar Daring Siswa Kelas Vii Pada Masa Pandemi Covid-19 Di Desa Simpang. JURNAL MathEdu (Mathematic Education Journal), 4(2), 194–201. Sintawati, M., & Indriani, F. (2019). Pentingnya Technological Pedagogical Content Knowledge (TPACK) Guru di Era Revolusi Industri 4.0. Seminar Nasional Pagelaran Pendidikan Dasar Nasional (PPDN), 1(1), 417–422. Sojanah, J., Suwatno, Kodri, & Machmud, A. (2021). Factors affecting teachers’ technological pedagogical and content knowledge (A survey on economics teacher knowledge). Cakrawala Pendidikan, 40(1), 1–16. https://doi.org/10.21831/cp.v40i1.31035 Subhan, M. (2020). Analisis Penerapan Technological Pedagogical Content Knowledge Pada Proses Pembelajaran Kurikulum 2013 di Kelas V. International Journal of Technology Vocational Education and Training, 1(2), 174–179. Sum, T. A., & Taran, E. G. M. (2020). Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 543. https://doi.org/10.31004/obsesi.v4i2.287 Suryawati, E., Firdaus, L. N., & Yosua, H. (2014). Analisis keterampilan technological pedagogical content knowledge (TPCK) guru biologi SMA negeri kota Pekanbaru. Jurnal Biogenesis, 11(1), 67-72. Suyamto, J., Masykuri, M., & Sarwanto, S. (2020). Analisis Kemampuan Tpack (Technolgical, Pedagogical, and Content, Knowledge) Guru Biologi Sma Dalam Menyusun Perangkat Pembelajaran Materi Sistem Peredaran Darah. INKUIRI: Jurnal Pendidikan IPA, 9(1), 46. https://doi.org/10.20961/inkuiri.v9i1.41381 Tiara, D. R., & Pratiwi, E. (2020). Pentingnya Mengukur Kesiapan Guru Sebagai Dasar Pembelajaran Daring. Jurnal Golden Age, 04(2), 362–368. Trionanda, S. (2021). Analisis kesiapan dan pelaksanaan pembelajaran matematika jarak jauh berdasarkan profil TPACK di SD Katolik Tanjungpinang tahun ajaran 2020 / 2021. In Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika, 6, 69–76. Tsai, C.-C., & Chai, C. S. (2012). The ‘third’-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6). https://doi.org/10.14742/ajet.810 Wahyuni, F. T. (2019). Hubungan Antara Technological Pedagogical Content Knowledge (Tpack) Dengan Technology Integration Self Efficacy (Tise) Guru Matematika Di Madrasah Ibtidaiyah. Jurnal Pendidikan Matematika (Kudus), 2(2), 109–122. https://doi.org/10.21043/jpm.v2i2.6358 Wang, L., Ertmer, P. A., & Newby, T. J. (2014). Journal of Research on Technology in Education Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration. Journal of Research on Technology in Education, 36(3), 37–41. https://doi.org/10.1080/15391523.2004.10782414 Warden, C. A., Yi-Shun, W., Stanworth, J. O., & Chen, J. F. (2020). Millennials’ technology readiness and self-efficacy in online classes. Innovations in Education and Teaching International, 00(00), 1–11. https://doi.org/10.1080/14703297.2020.1798269 Widarjono, A. (2015). Analisis Multivariat Terapan edisi kedua. UPP STIM YKPN. Wiresti, R. D. (2021). Analisis Dampak Work from Home pada Anak Usia Dini di Masa Pandemi Covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 641653. https://doi.org/10.31004/obsesi.v5i1.563 Yildiz Durak, H. (2019). Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, 1–27. https://doi.org/10.1080/10494820.2019.1619591 Yudha, F., Aziz, A., & Tohir, M. (2021). Pendampingan Siswa Terdampak Covid-19 Melalui Media Animasi Sebagai Inovasi Pembelajaran Online. JMM (Jurnal Masyarakat Mandiri), 5(3), 964–978. Yurdugül, H., & Demir, Ö. (2017). An investigation of Pre-service Teachers’ Readiness for E-learning at Undergraduate Level Teacher Training Programs: The Case of Hacettepe University. The Case of Hacettepe University.
... Several psychological factors that have an impact on online learning that will be highlighted are self-effi cacy, motivation, and learning environment (Chamorro-Koc, Peake, Meek, & Manimont, 2021; Wang & Zhan, 2020; Zapata-Cuervo, Montes-Guerra, Shin, Jeong, & Cho, 2021). Higher online learning with self-effi cacy was found to have higher learning satisfaction and expect better grades (Jaradat & Ajlouni, 2020;Rafi que, Mahmood, Warraich, & Rehman, 2021;Tsai, Cho, Marra, & Shen, 2020). Student motivation can be the main indicator of their learning success (Clayton, Blumberg, & Auld, 2010), especially in online learning. ...
This study aimed to analyze e students’ psychological factor, namely self-efficacy, learning motivation and learning environments on the results of online physical education learning during Covid-19 at Senior High School in Padang, West Sumatera. This study used a quantitative method using a path analysis approach, with structural equations to find out the causality of the dimensions of self-efficacy, motivation, directly on learning outcomes of physical education, or indirectly through the learning environment. The data collection was carried out using a survey technique to 160 high school students in Padang and analyzed using descriptive statistics. The results show that the power of direct influence the self-efficacy and learning motivation and significantly effect their online learning through the learning environment. It also has an impact on learning outcomes. When the teaching and learning process must be carried out through an online system, it is necessary to make improvements to various models and learning designs, so that the learning process is avoided from negative influences that can reduce student learning outcomes
... It has a great impact on the teachinglearning activity and academic environment (Bozkurt et al., 2022;Crawford & Cifuentes-Faura, 2022), including in Pakistan, where this study was conducted. Responding to the COVID-19 outbreak, Pakistani government ensures the closure of schools and universities, and moves the education activities to digital spaces (Khan & Abid, 2021;Rafique et al., 2021). Federal and provincial governments in Pakistan, including Wah Cantt in Punjab province have acted quickly to start airing curricular content for K-12 via television channels and other digital media (Khawar et al., 2021). ...
The COVID-19 outbreak has affected educational system and left some implications for the world of education, one of which is online learning activity. However, as a new habit of learning in post COVID-19 era nowadays, online learning should be taken as a serious consideration for conducting an effective learning environment, particularly in the context of secondary schools in Pakistan. Addressing this issue, the present study aims to explore Pakistani secondary students’ performance and satisfaction toward the practice of online learning activity in post COVID-19 era. Creswell’s Sequential explanatory research, in which qualitative data were gathered to support the finding of quantitative data, was adopted in this study. A set of questionnaires measured using five-point Likert scale and three open-ended questions were employed to collect the data from 335 secondary students in Federal Government Schools of Wah Cantt, a district in Punjab province Pakistan. The data were further analyzed using descriptive statistics by means of SPSS version 24 and thematic analysis. The results depicted that the outbreak of COVID-19 has extremely affected the students’ academic performance during the online learning activity. In terms of satisfaction, the results further demonstrated that the students possessed low level of satisfaction toward the online learning activity. Notwithstanding this fact, a strong positive correlation was proven between students’ academic performance and the level of learning satisfaction toward online learning in post COVID-19 era. Drawing on the results, this study provides implication that teachers and education stakeholders should offer dynamic and comprehensive online services, as well as supportive assistance and offensive feedback to enhance students’ performance and satisfaction toward online learning activity.
... During the ICT-based teaching and learning process, technology plays a significant role. There are a variety of gadgets, including desktops, laptops, mobile phones, smart devices, internet connections, and online learning platforms (Rafique et al., 2021). With the university's comprehensive and cutting-edge ICT facilities, instructors can not only deliver, receive, access, and share information in a variety of formats, but also provide students with a satisfying and conducive learning environment that can broaden their perspectives and make collaborative learning sessions more effective. ...
We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
... As seen from the lockdown due to the pandemic outbreak, it is important to maintain extensive online training and provide teachers with continuous technical support and how to address challenges faced by students and parents on the academic, social, emotional, and psychological aspects. Rafique et al. (2021) found that the unexpected sudden shift of teachers to online learning involves the readiness of using platforms, organising workflows, and resources, however, many teachers do not have adequate expertise in online learning. Another finding in this study is related to the teachers' online practices in international and private schools are outperforming those in governmental schools. ...
The purpose of this study was to examine preschool teachers’ practices of online learning during the COVID-19 pandemic. A total of 389 preschool teachers from 48 preschools (governmental, experimental, private, and international) in greater Cairo, Egypt responded to a survey in the Fall semester of 2021/2022. The survey was comprised of seven subscales (45 items) that represented teachers’ online practices during the pandemic. The multiple linear regression analysis showed that teachers’ online learning practices in private and international schools outperformed those in other schools. Teachers who have a teaching experience (11–20 years) outperformed other teachers. Teachers who had training related to online learning showed better practices than other teachers who had not. The multivariate analysis of variance showed that there are statistically significant differences according to the type of school. The study results highlight the need to enhance teachers’ online practices during the pandemic to maximize preschool students’ learning gains.
... Namun, pengguna perlu memiliki tingkat pelatihan teknis dan bakat tertentu untuk pembelajaran virtual. Tingkat kesiapan tertentu sangat penting jika pengguna ingin mendapatkan manfaat maksimal dari model pembelajaran virtual ini(Rafique et al., 2021).Pembelajaran online muncul sebagai salah satu metode alternatif belajar yang tidak mengharuskan mereka untuk hadir di kelas. Bagi dosen metode pembelajaran daring hadir untuk mengubah gaya mengajar konvensional yang secara tidak langsung akan berdampak pada profesionalitas kerja. ...
Many impacts occurred when the COVID-19 pandemic occurred to disturb all humans on earth. The unrest came from students. One of the student concerns was that learning was carried out online. This case is the basis of the research. The research objective was to explore student difficulties during online learning during the COVID-19 period, the application used during online learning during the COVID-19 period, and the student's response to online learning during COVID-19. This study uses a qualitative method through a case study approach. The research was conducted at IAIN Padangsidimpuan. The informants in this study were 37 PGMI students from 2016-2019. Data collection using unstructured-planned interviews. The research procedure refers to the Creswell model. Data analysis used ATLAS.ti version 8 software. The results of this study obtained information from informants that students experienced many difficulties during online learning during the COVID-19 period, such as the high cost of buying data packages, the problem of internet signals and the exposure of less understood lecturers' material. During online learning, the teleconference application often used is google meet, while the social media that is always used is WhatsApp. So, from the conscience of each informant, they hoped that the learning process would not be thoroughly carried out online to reduce costs for buying internet packages or learning to be carried out face-to-face again on the condition that they adhere to health protocols.
... It also helps as the education system is simple and inexpensive (Basiri et al., 2021). The information created by the online learning principle helps check and verify the students' information (Rafique et al., 2021). The instructors can understand and record student learning details (Venton & Pompano, 2021). ...
Data mining approaches have been widely used to estimate student performance in online education. Various Machine Learning (ML) based data mining techniques have been developed to evaluate student performance accurately. However, they face specific issues in implementation. Hence, a novel hybrid Elman Neural with Apriori Mining (ENAM) approach was presented in this article to predict student performance in online education. The designed model was validated with the student's performance dataset. Incorporating the Elman neural system eliminates the noise data present in the dataset. Moreover, meaningful features are extracted in feature analysis and trained in the system. Then, the student's performances are sorted based on their average score and classified as good, bad, or average. In addition, a case study was developed to describe the working of the designed model. The presented approach was executed in python software, and performance metrics were estimated. Moreover, a comparative analysis was performed to prove that the proposed system earned better outcomes than existing approaches.
... During the ICT-based teaching and learning process, technology plays a significant role. There are a variety of gadgets, including desktops, laptops, mobile phones, smart devices, internet connections, and online learning platforms (Rafique et al., 2021). With the university's comprehensive and cutting-edge ICT facilities, instructors can not only deliver, receive, access, and share information in a variety of formats, but also provide students with a satisfying and conducive learning environment that can broaden their perspectives and make collaborative learning sessions more effective. ...
Students and academics in higher education institutions (HEIs) were perilously hit by the unparalleled changes due to the COVID-19 pandemic. Within a span of less than a month, teaching and learning activities were shifted online to warrant continuity. This study intends to probe the online learning readiness and satisfaction among university students within the scope of students' prior ICT knowledge and the university's ICT infrastructure. This study employs a quantitative approach with a questionnaire as the research instrument. A sample size of 1,692 Sunway University students in the Ministry of Education (MOE) General Studies subjects were chosen. The data were analysed descriptively, and the results revealed that students are generally ready for online learning, and they are satisfied with the ICT amenities provided. As a result, both students and Sunway University are well-prepared, with the major implication that student preparation and satisfaction, as well as infrastructures, are critical to scaffold the accelerated transition in the use of online learning.
... Study 1 used an open questionnaire consisting of 5 general questions about aspects of the learning process carried out during the pandemic. The questions raised were formulated based on previous research related to online learning [25], changalles and advanteges of online learning [27] and research by G. Murtaza et al [29] and E. Hussein et al [30] about the personality attributes in students during online learning. The five questions included (1) what the respondent felt when the pandemic occurred; (2) what has changed in the learning process during the pandemic; (3) strategies undertaken by respondents to deal with the impact of the pandemic on the learning process; (4) obstacles faced by respondents when learning during the pandemic; and (5) an overview of effective learning models for students in elementary schools during the pandemic. ...
Introduction. The significant changes caused by the COVID-19 pandemic have forced teachers to provide adaptive learning for their students. This situation needs to be supported by psychological factors that are present and attached to a teacher. The limited knowledge and readiness of teachers in preparing for existing learning changes are a major obstacle in implementing learning during a pandemic, especially at the elementary school level. The aim of the study is to explore the perceptions, attitudes, and knowledge of elementary school teachers in a teacher training program during the pandemic. Research methods. Two studies were applied, study 1 used thematic content analysis to determine the perceptions of effective online learning models during the pandemic. Furthermore, study 2 was conducted to ascertain the readiness of teachers based on their attitudes and knowledge in applying effective online learning models during teacher training programs. A total of 203 elementary school teachers were involved in this study and were selected using purposive sampling in the province of Banten, Indonesia. Results. The results of the study provide information that there are variations in respondents' perceptions in doing online learning and they assume that online learning causes many problems in various aspects of life. This is indicated by the answers given by respondents when filling out the instrument in the form of open questions. Specifically, the answers given refer to the perceived negative situation compared to direct learning at school. Meanwhile, 85% of respondents perceive that face-to-face learning is the most effective learning model. Other results are also supported by the correlation between the attitude and knowledge of respondents which shows a positive and significant relationship. The correlation results show a value of 0.254 with a significance level below 1%. Conclusion. The results of this study indicate new and comprehensive information regarding the importance of paying attention to teachers' psychological factors, including their perceptions, attitudes and knowledge, especially in preparing for online learning. In general, the research also provides a clear picture of the right mechanism for a teacher at the elementary school level to carry out online learning that matches the characteristics of elementary school students. Of course, the usefulness of the results of this study can be used as a benchmark not only for teachers themselves, but also for schools and related policy makers to create adaptive learning.
... It can be seen that both gender and socioeconomic status may affect parents' attitudes towards online learning. Prior studies have highlighted the association between online learning outcomes and demographic characteristics that have been found to be important for online learning process and age (Rafique et al., 2021). One study found region and the level of economic development to be predictors of online learning outcomes. ...
In response to the wide-ranging concern of online academic futility, the current study aimed to explore the independent variables and mediating variable from a novel perspective of parents during COVID-19. Based on the social comparison theory and the control-value theory of achievement emotions, social comparison and tutoring anxiety were incorporated into an integrated model as predictors and mediator, respectively. A total of 300 parents completed an online survey. The results of the structural equation modeling indicated that upward social comparison and downward social comparison were both positively related to tutoring anxiety, which in turn positively predicted perceived online academic futility. Notably, tutoring anxiety played a significant mediating role in the association between different social comparison and perceived online academic futility. These results highlight the consistent predictive effect of upward social comparison and downward social comparison on perceived online academic futility, shedding light on the roles of tutoring anxiety in explaining the relationship from parental perspectives.
... The student's readiness and motivation to learn online was a major concern of the online learning era. Student's motivation during online classes was studied concerning different subjects, like motivation in the English language higher education students (Avila & Genio, 2020;Putra, 2021), readiness to study through online classes in Pakistani medical students (Ra ique et al., 2021), and mathematics (Hwang, Wang, & Lai, 2021). But more literature was needed on the motivation level of Pakistani engineering students during online classes and rigorous analysis of their socio-demographic pro ile to highlight the signi icant demographic characteristics. ...
... Banyak peserta yang tidak memiliki android sendiri karena keadaan ekonomi keluarga, sehingga peserta didik harus meminjam atau memakai android orang tua untuk belajar (Daheri et al., 2020;Susmiati, 2020;Wijayanti & Fauziah, 2021). Selain itu, orang tua setiap hari harus bekerja dan andoid dibawa orang tua membuat peserta didik memiliki waktu yang terbatas untuk mengakses pembelajaran yang diberikan guru secara online (Asrul & Hardianto, 2020;Rafique et al., 2021;Robandi & Mudjiran, 2020). Keterbatas waktu tersebut membuat jam belajar peserta didik menjadi berkurang serta peserta didik menjadi terlambat dalam pengiriman tugas. ...
Kurangnya penggunaan media pembelajaran yang digunakan guru pada saat proses pembelajaran. Hal ini tentu memberikan dampak bagi guru maupun hasil belajar siswa. Penelitian ini bertujuan untuk menciptakan media mind mapping berbasis problem based learning (PBL). Penellitian menggunakan model pengembangan ADDIE. Subjek yang digunakan dalam penellitian yaitu diantaranya ahli isi mata pelajaran, ahli desain pembelajaran, ahli media pembelajaran dan siswa kelas V SD. Metode pengumpulan data yaitu metode kuesioner dan wawancara dengan menggunakan lembar kuesioner dan lembar wawancara. Analisis data yang digunakan yaitu teknik analisis deskriptif kuantitatif dan kualitatif. Hasil penelitian media mind mapping dinyatakan layak digunakan berdasarkan hasil review ahli isi mata pelajaran memperoleh persentase 90,9% dengan kualifikasi sangat baik, ahli desain pembelajaran dengan perolehan persentase 84,61% kualifikasi baik, ahli media pembelajaran memperoleh persentase 86,67% dengan kualifikasi baik, dan uji coba perorangan memperoleh persentase 88,54% dengan kualifikasi baik. Maka, media mind mapping berbasis problem based learning layak digunakan di kelas V sekolah dasar. Implikasi penelitian ini diharapkan guru dapat menggunakan media ini dapat proses pembelajaran sehingga pembelajaran menjadi lebih efektif.
... During the pandemic, though the academic performance of the learners was affected but this did not hinder them to continue with their quest for higher learning [9]. In the same manner, with the help of teachers their dedication contributed to the higher performance because the health predicaments did not hinder them to deliver quality and relevant education to their learners [10]. ...
The study was conducted to determine the teachers competence ,learning support mechanism and students outcome on modular approach. It used a research design employing descriptive-correlational in determining the teachers΄ competence, learning support mechanism and leaners΄ progress in the new normal environment. The findings revealed that respondents strongly agreed on pedagogical, technical, and professional dimensions of teachers' competencies. They are extremely helpful in learning support mechanisms such as instructional, evaluation, coaching, and facilitating. In terms of learner progress, they were extremely supportive of their students' study habits and learning abilities. The students obtained a rated 75 % MPS. The correlation analysis revealed that there is a significant relationship between teachers' competence, learning supports' is significantly influenced learners progress but not to MPS. The analysis of qualitative data on teachers' experiences reveals that they have difficulty with module distribution and retrieval, as well as the availability of printing materials. They coped by conducting home visits and collaborating with the BLGU. Schools were advised to implement an intervention to improve adaptability and usability. The teachers are highly competent in responding to the needs of their learners even in the midst of the pandemic. Teachers have supported their learners to strengthen the study habits and learning skills of the pupils.
... The majority of studies attempt to identify psychological factors to then understand an individual's entrepreneurship intention (Karyaningsih et al., 2020;Bhatti et al., 2021). Additionally, the studies on e-learning are more focused on the correlation between educational achievements and the Covid-19 pandemic (Siron et al., 2020;Rafique et al., 2021), and their authors overlook the specific studies in the entrepreneurship field that require both theoretical and practical settings. Second, the focus in Indonesia is unique as it experiences an unsettled in the technological adoption for education purposes, including teaching and learning activities (Wardoyo et al., 2021). ...
... Currently, since online learning in higher education means having excellent technical infrastructure, preparing students to be ready for online learning is critical (Küsel et al., 2020). Therefore, studies have been conducted in many countries such as Ghana (Forson & Vuopala 2019), Hong Kong (Tang et al., 2021), Malaysia (Chung et al., 2020), Pakistan (Rafique et al., 2021), the Philippines (Reyes et al., 2021), andTurkey (Herguner et al., 2020) to determine student readiness for online learning. However, lack of instrument has been developed and validated for measuring online learning readiness in the Mongolian higher education context. ...
This study examines the reliability and validity of a Mongolian version of the Student Online Learning Readiness (SOLR) instrument in the Mongolian context. The instrument consists of 20 items used to evaluate technical competencies, social competencies with instructor, social competencies with classmates, and communication competencies. One thousand seven hundred and eight-six undergraduate students at the National University of Mongolia in Ulaanbaatar, Mongolia, participated in this study. Data were randomly split into two groups. The four-factor structure of the SOLR instrument explained 69.355% of the variance in the pattern of relationships among the items in the first half-sample. All four competencies had high reliabilities (all Cronbach’s alpha values were .84 or higher). The validity of the four-factor structure of the Mongolian-language version of the SOLR model was confirmed with the deletion of one item that cross-loaded on multiple factors. Confirmatory factor analysis confirmed the validity of the hypothesised model of the 19-item structure of the Mongolian-language version of the SOLR instrument using the second half-sample.
The academic institutions in Bangladesh have been forced to close for an extended period during this pandemic. Although academic institutions worldwide use online learning management systems (OLMS), the readiness of public institutions in Bangladesh for online education has been a concern. The present study aims to establish a relationship between OLMS and readiness indicators to determine whether the University of Rajshahi is ready-to-use OLMS. The conceptual model assesses the university’s readiness from the viewpoints of computer and Internet self-efficacy, self-directed learning, learner control, online learning motivation, and online communication self-efficacy. Survey data were collected online using Google. A convenience sampling of 250 students was considered. The Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to assess the relationship between OLMS and readiness parameters. Results showed that most students had a favorable attitude toward online learning and a significant association between readiness variables and the OLMS. Nevertheless, the cultural readiness, cognitive readiness, strategic readiness, and innovative valence characteristics are all below average at the University of Rajshahi. Therefore, this study provides policy suggestions for future improvements as quickly as feasible to generalize OLMS in a pandemic or postpandemic situation.
Recently, the education system faced an unpredicted health pandemic (COVID-19) that led to quick actions by governments to transform education from traditional face-to-face learning to modern virtual/distance learning. Due to the transition to a new education environment, learners needed special social care to improve their concentration and motivation for online learning in such a crucial crisis. In the current study, virtual learning is investigated to determine its impact on student’s motivation from teachers' perception. The influence of teachers on students’ motivation is examined by measuring the effects of teachers` gender, age, experiences, and levels of education. The current study also reflects on the influence of obstacles that face virtual education and their impact on student’s motivation. The current study is conducted at the Department of Education in Jeddah Region for teachers in middle and secondary schools. To answer the research questions and discuss their results, the current study followed the descriptive analytical methodology and deployed the social survey method. Afterwards, statistical anis were utilized to analyze the responses to the survey. The results revealed that the motivation of students is directly affected by determinants, such as the age of teachers and the practical experience they possess, since there is a statistically significant relationship between the two variables of virtual learning. Research results also indicate a strong relationship between the obstacles of online learning and the motivation of students.
As a result of the COVID-19 pandemic, many schools have adopted distance learning and blended learning. However, research into remote teaching and learning has suggested several components that impact learning at distance. This study focused on identifying the attributes of remote teaching and learning; readiness and understanding of teachers - student - parents, instructional redesign using varied teaching pedagogy to avoid a didactic approach, facilitate student learning and provide a seamless structure, and understanding teachers’ perceptions regarding their readiness to support student learning in the unprecedented context of the COVID-19 pandemic. A sample of kindergarten, primary and secondary school teachers from six different regions of Thailand participated in this study. The proposed attributes are hoped to be useful for educators to improve teaching and learning during the COVID-19 pandemic to prevent long-lasting educational defects.
The COVID-19 pandemic has brought some changes to various public policies, including in higher education. Universities change face-to-face learning methods into online learning. The purpose of this study was to describe the condition of college students participating in online learning. This exploratory qualitative research involved 430 college students who took part in online learning at Universitas X Semarang. This study used a questionnaire with open-ended questions. Data analysis uses content analysis starting from open coding, axial coding, and selective coding. The results showed that college students reported more negative conditions (79.49%) such as boredom, stress, difficulty understanding the material, difficulty concentrating, tiredness, and laziness, than positive conditions (20.51%) such as comfortable and enthusiastic. A number of situational and personal obstacles are still often experienced by students even though online learning has been going on for more than a year. They apply some adaptation and adjustment in learning strategies (30.77%), technology (25.43%), psychological conditions (19.66%), environment (12.82%), social relations (6.20%), and physical condition (5.13%). This research has implications for the urgency of negotiating students with the surrounding environment to ensure a conducive environment during online learning. Public policies from relevant ministries and universities that support connectivity and accessibility need to be optimized if online learning is still an option during the COVID-19 pandemic.
Keywords: college student; environment; online learning; the COVID-19 pandemic
Pandemi COVID-19 telah membawa perubahan bagi berbagai kebijakan publik, termasuk dalam ranah pendidikan tinggi. Perguruan tinggi mengubah metode pembelajaran tatap muka menjadi pembelajaran daring. Tujuan penelitian ini adalah untuk menggambarkan kondisi mahasiswa yang mengikuti pembelajaran daring. Penelitian kualitatif eksploratif ini melibatkan 430 mahasiswa yang mengikuti pembelajaran daring di Universitas X Semarang. Penelitian menggunakan kuesioner dengan pertanyaan open-ended. Analisis data menggunakan analisis konten mulai dari open coding, axial coding, hingga selective coding. Hasil penelitian menunjukkan bahwa mahasiswa melaporkan lebih banyak kondisi negatif (79,49%) seperti bosan, tertekan, sulit paham materi, sulit berkonsentrasi, lelah, dan malas, daripada kondisi positif (20,51%) seperti nyaman dan semangat. Sejumlah kendala berupa konektivitas, personal, lingkungan, sistem belajar-mengajar, dan interaksi
sosial masih kerap dialami mahasiswa meskipun pembelajaran daring telah berlangsung lebih dari satu tahun. Mahasiswa menerapkan adaptasi (adaptation) dalam hal strategi belajar (30,77%), teknologi (25,43%), kondisi psikologis (19,66%), lingkungan (12,82%), relasi sosial (6,20%), dan kondisi fisik (5,13%). Penelitian ini berimplikasi pada urgensi negosiasi mahasiswa dengan lingkungan sekitar untuk memastikan kondusivitas lingkungan selama pembelajaran daring. Kebijakan publik dari kementerian terkait maupun perguruan tinggi yang mendukung konektivitas
dan aksesibilitas perlu lebih dioptimalkan apabila pembelajaran daring masih menjadi pilihan dalam kondisi pandemi COVID-19.
Kata kunci: lingkungan; mahasiswa; pandemi COVID-19; pembelajaran daring
The purpose of this study was to identify the online learning readiness profiles of university students during the COVID-19 pandemic and to explain their profile membership through their background characteristics. For this purpose, data were collected from a total of 330 university students studying at a state university, and latent profile analysis (LPA) was conducted on these data. As a result of the analyses, two student profiles were identified as “high e-learning readiness” and “low e-learning readiness.” Other findings obtained in the study revealed that student family income level, mother's education level, time and purpose of the internet use, having a computer or not, and their views on whether e-learning compensated for face-to-face education during the COVID-19 pandemic process explained the differences in the probabilities profile membership. On the other hand, gender and father's education level were found to have no relationship with profile membership. The findings were discussed in line with the related literature.
Online learning has been a challenge for the students in times of the pandemic. In this context, academic self-concept (ASC) is an important aspect that has been under-researched. We develop a research model in this work based upon the Stimulus Organism Response (SOR) framework for explaining student’s ASC, and how it is formed from four unique engagement types and the quality of the online learning systems. Data is collected from a two country study (India and Thailand) across two big public universities specializing in STEM education. A Partial Least Squares Structural Equation Modeling (PLS-SEM) approach is used for the purpose of model building and validation. Results indicate that online system quality affects behavioral, cognitive, and affective engagement dimensions of students, while these three engagement dimensions further significantly affect the student’s ASC. Agentic engagement does not have any role in the entire online teaching–learning process. Based on the results, the theoretical and practical implications are discussed.
The global pandemic has fundamentally changed the way that people work and learn, and has had a disproportionate impact on Black, Indigenous, and other people of color (BIPOC) (Marcelin, et al., 2021). Throughout the pandemic, all work (including higher education) moved to a fully remote work model. The goal of this panel is to explore the idea of remote work for library and information science (LIS) faculty in the long-term, and particularly discuss the positive implications that this work model could have for those who are BIPOC and/or otherwise marginalized. This is a critical discussion for LIS programs to engage in as the information professions currently face a moment of reckoning and they must work to bring equity for BIPOC colleagues and address the needs of LIS faculty.
The elderly population in most of the countries has risen from year to
year. Number of elderlies that staying alone at home also increase accordingly since
the number of children in one family is decreasing. The cost of hiring caregivers
is normally expensive and might cause financial burden to a family in the longterm.
Fortunately, with advance technology, alternative approaches such as Global
Monitoring System, smart clothing as well as embedded health care system in smart
phone and smart watch could be the alternative approaches to monitor the health of
some elderly that is able to live alone. The most feasible and cost-saving approach
for in-house monitoring should be setting up sensors at different locations in a smart
home for independent elderly that stay alone. Daily activities recorded through the
sensors can be collected and analyzed to detect if there is any anomaly found. In this
paper, analysis of staying alone elderly’s daily activities and behaviors are performed.
This analysis is important to further developing suitable model that can be used to
detect the anomalies in their routine home activity patterns.
Due to the outbreak of Covid-19 pandemic, most schools in Mizoram shifted to online learning platforms to continue with their academic activities. A survey was carried out using a questionnaire to identify the effectiveness of online learning. 356 students and 60 teachers from different secondary and higher secondary schools in Mizoram responded to this survey. To find the effectiveness of online learning, percentages were calculated to analyze the data and the mathematical consensus (Cns) were calculated. Students’ preferences and perceptions on various attributes of online classes were analyzed. The results indicated that most of the students and teachers were not quite ready to shift to online learning platforms. Bad internet connectivity, low data limits, slow data speed, demand for costly devices such as smart phones and related software and connectivity were problems faced in conducting online classes. It was found that the students preferred using smart phones to follow online classes, and mathematics was the most difficult subject to learn or teach in online classes.
The Covid-19 (acronym for the coronavirus disease of 2019) pandemic has signalled significance for online teaching and learning in higher education institutions (HEIs) both locally and internationally. This article reports on an empirically approved study that aimed to assess students’ digital readiness for online learning at the University of KwaZulu-Natal (UKZN), South Africa. The article presents the main areas examined to assess intrinsic and extrinsic factors influencing students’ online readiness with respect to their technical requirements; engagement with learning tools and resources; digital readiness; and satisfaction with the Moodle (acronym for Modular Object-Oriented Dynamic Learning Environment) online learning tool. Understanding students’ online learning readiness was deemed necessary for assisting UKZN in understanding such interventions and making improvements. The study drew on 400 students’ responses to a descriptive research design questionnaire to collect data from convenience-based purposive sampling. The constructs under study were measured for reliability using Cronbach’s alpha. The results indicated that most of the students used laptops to access learning resources, followed by smartphones. Technically, the students did not express difficulties with reliable electricity supply access and university data packages, but the noted deficiencies of network coverage, internet connectivity and provision of specialised software. While the students seemed ready to engage learning tools, nevertheless improvements could be made in participating in discussion forums and working in groups. Moodle received strong support, particularly for its continuous availability and flexibility. Interestingly, the study showed that the students were digitally ready for online learning, barring some improvement areas for readiness, although wider perspectives in tracking online learning are envisaged.
Introduction
The COVID-19 pandemic imposed dramatic changes on educational practices worldwide. Many universities and schools have moved into the delivery of their courses and educational programs utilizing fully electronic online modes. This study aims to evaluate the pharmacy student distance online learning experience during the COVID-19 pandemic.
Methods
A cross-sectional survey was utilized where a 3-domain survey questionnaire focused on preparedness, attitude and barriers was distributed to students at the time of conclusion of the semester. Each domain consists of multiple questions that made up a score that reflects their preparedness, attitude as well as barriers relevant to distance online learning experience. The survey was voluntarily, and all data were collected and recorded via google forms with maintaining anonymity.
Results
The response rate was about 75% (n = 309). The results’ analysis revealed no gender differences in any of these domains. However, there were some variable responses among different educational levels. The average preparedness score was 32.8 ± 7.2 (Max 45), the average attitude score was 66.8 ± 16.6 (Max 105), and the average barrier score was 43.6 ± 12.0 (Max 75). There was statistical significance difference in both preparedness score and attitude scores between different professional years ( P-value <.05). However, there was no difference in barrier scores among all professional years. The results indicated that about 61.4% of the students agreed on that college of pharmacy was well-prepared and ready for the online education during the emerging COVID-19 pandemic with complete transition into online education. The results also indicated that 49.2% of the students showed positive attitude toward the provided online learning. The results indicated that about 34% of the students identify some barriers toward the provided online learning. Finally, there were strong association between the need for training on how to receive online courses and preparedness and barriers scores.
Discussion and conclusion
E-learning experience pose challenges and presents opportunities during emergency situations. The need for training for students and faculty was highly associated with the preparedness and barriers domains rather than the infrastructure or computer literacy, so the school can improve their experience by addressing these needs.
pandemic enforced all the academic institutions to start online classes for the students. But the students' readiness for the adoption of online learning remains unknown. Hence, this study aimed to assess the readiness of online classes among students. Descriptive cross-sectional web based survey was carried out among 704 students who have enrolled in various streams of Bachelor level programs in Chitwan Medical College. The finding of this study revealed that 87.1% of students from various faculties were ready for online classes during COVID pandemic and 88.8% had internet facility in their home setting. Furthermore, this study found that readiness for online classes was significantly higher among female than male students (89.7% vs.83.5%, p=0.016) and students who had internet accessibility in their residence than those who did not have it (83.8% vs.34.2%, p=<0.001) but there was no significant association between readiness for online classes with academic programs (p=0.062) and years (p=0.905). Therefore, online learning can be considered as a viable alternative method in the academic institutions for the students.
The Laguna State Polytechnic University (LSPU) joins the Philippine government with all its actions by launching an initiative to take care of its students and employees, and the academic community amid the spread of the COVID-19 disease. This descriptive-correlational study investigated the factors influencing the readiness in online teaching and learning as an alternative delivery mode to continue the teaching-learning process, even the absence of face-to-face interactions between teachers and students. The content-validated and researchers-made online survey instrument, which reported an excellent reliability index of Cronbach α = 0.95, was administered via a google form. Responses from 348 faculty and 7,205 students at the university were analyzed using descriptive statistics such as frequency count, percent, mean, and standard deviation. Multiple linear regression analysis was employed to determine the significant predictors of respondent readiness. The results revealed that respondent familiarity and capability, preparation, device and access connectivity, self-efficacy, and experience with technology significantly influence their readiness on the conduct of online teaching and learning modality. It is concluded that faculty and student readiness on online teaching and learning is determined by their competence, accessibility of ICT tool, preparedness, confidence in their ability to use technology, and exposure to e-learning materials. Hence, the university and in the broader scope, the Commission on Higher Education (CHEd), may conduct series of training for teachers as a capacity building to equip them with knowledge and competencies on the use of flexible or blended learning. Further, a university-wide learning system may be designed, adopted, and implemented in case the Enhanced Community Quarantine will not be lifted for a longer period.
Keywords Readiness on Online Teaching and Learning, Familiarity and Capability, Device Access and Connectivity, Preparedness, Self-efficacy, Experience with Technology
This study aimed at analyzing students’ readiness to learn online in a Lebanese higher education institution and factors that contribute to the readiness of students in this context. Penn State University’s Online Learning Readiness Survey was used to gather data from 328 students at a private higher education institution in Lebanon. Through descriptive sta- tistics and an exploratory factor analysis (EFA), the online learning readiness scale resulted in four reliable factors that contribute to the readiness of Lebanese students to learn on- line: technology skills, access to technology infrastructure, online communication and social interaction, and persistence and motivation. Also the results showed that while students in Lebanon seem to be tech savvy, and possess self-directed learning and social communication skills, yet a low percent- age (31.5%) is willing to spend 3-6 hours per week learning autonomously online.
The primary purpose of this study is to determine the extent of students’ readiness on e-learning and to determine the significant difference on their e-learning readiness to the profile of students of different departments. The population of the study was comprised of three hundred seventy-two students with a total age average of 21.57±2.50; 160 men, 212 women (N= 372) from University’s Sport Sciences, History, Literature, and English Language and Literature faculties were selected randomly to participate in the study. Participants were surveyed using the researcher-made demographic questionnaire and the adapted'The Scale of E-Learning Readiness' instrument developed by Yurdugül and Demir (2017). According to the findings, a significant difference was found within the Computer Self-Efficacy','Online Communication Self-Efficacy', and'Learner Control'the Tukey HSD multiple comparison tests was further conducted to determine between which groups/department is the source of the significant differences, which was caused by the English Language and Literature departments. In the study, it was concluded that students who are studying in English Language and Literature department students have higher levels of elearning readiness compared to other department students since they utilize e-learning modalities compared to the other students from other departments.
Universities around the world have been directly and indirectly affected due to the Covid-19 pandemic. Within the span of less than one month, the traditional face-to-face learning has been replaced by online learning to ensure education continuity. This paper sets out to examine online learning readiness among university students who have been thrown in at the deep end. It aims to investigate if demographic factors make any difference in their readiness to learn, online learning experiences and intention to continue using online learning. It also examines their preferred methods of online learning and challenges they face. Data collected from 399 students in two different online learning courses in Malaysia showed that respondents are generally ready for online learning. However, females are found to be more ready than male, degree students are more ready than diploma students while female students and degree students are more satisfied with online learning and have better learning experiences compared to male and diploma students. More than half of the respondents indicated that if given a choice, they do not want to continue with online learning in the future. Most respondents preferred online learning via pre-recorded lectures uploaded to Google Classroom and YouTube. While the biggest challenge for degree students is internet connectivity, for diploma students, it is the difficulty in understanding the content of the subject. Moving forward, government, telecommunication companies and universities should invest in developing internet infrastructure across the country as online learning will be the new norm in the foreseeable future. University also needs to provide further training to enhance academics’ online teaching skills to ensure lessons are delivered more effectively
Online learning practices have gained momentum as a result of the developments in network technologies and an increase in the capacity of current technological devices that are used to deliver learning. While up-to-date studies have examined the online learning readiness of traditional higher education learners, there remains a need to examine it in a large scale open and distance learning university. Therefore, the purpose of this study is to examine online learning readiness through quantitative cross-sectional and explanatory correlational research designs. The study included 6,507 open and distance learners enrolled in a giga university. By employing the valid and reliable Online Learning Readiness Scale (OLRS), multivariate and correlational analysis were used to interpret research findings. The findings revealed that the demographics of Open and Distance Learning (ODL) learners can be used as an indicator of online learning readiness and that there is a need for adaptive, personalized online learning systems. Moreover, there is a statistical significance between the time spent online and online learning readiness. The research further revealed that there is a correlation between online learning readiness and ODL learners’ preferred technological devices.
In Malaysia, the COVID-19 outbreak reported day-by-day positive carrier statistic increasing that force government action to impose movement control order (MCO); Malaysian stay at home to stop
the virus from spreading fast. The MCO affects the Faculty of Communication and Media Studies undergraduate students who are just starting a new semester in the week fourth to stay at home
while learning activities continue using Online Distance Learning (ODL) mode. The implications of online learning are the concern of university as a teaching method that is expected to improve students’ academic performance by enhancing computer/Internet literacy competency (CIL), selfdirected learning (SDL), and motivation for learning (MOL) level. Does during the COVID-19 outbreak that spark anxiety and panic are suits for ODL activities? A survey conducted (n= 631) among undergraduate students to measure the level of ODL readiness. By using descriptive statistical analysis, this study found that CIL among undergraduate students is at a high level, while SDL and MOL reported at a low level. This study suggests the ARP initiative taken by the lecturer. The ARP refers to attention, recognition, and pressure less. The ODL seems new norms that should not hinder potential interactive learning for best academic performance and to drive excellent achievement. This study highly contributes a new idea to the lecturer, faculty management, the university and HEI as the best practice of ODL in the future.
Araştırmada üniversite öğrencilerinin çevrimiçi öğrenmeye hazırbulunuşluk düzeyleri, cinsiyet, devam edilen fakülte ve bölüm ile yaşadığı bölge gibi demografik özelliklere göre incelenmiştir. Tarama modeli temel alınarak gerçekleştirilen çalışma, Muğla Sıtkı Koçman Üniversitesi'nde lisans düzeyinde eğitim gören 809 öğrenciyle yürütülmüştür. Öğrencilerin çevrimiçi derse ilişkin hazırbulunuşluklarını ortaya çıkarmak amacıyla, Çevrimiçi Öğrenme İçin Hazır Bulunuşluluk Ölçeği uygulanmıştır. Çalışma, demografik sorularla desteklenmiştir. Demografik soruların analizinde t testi ve ANOVA testi kullanılmış, ölçeğe ilişkin boyutlar faktör analizi ile bulunmuştur. Çalışmanın sonunda hazırbulunuşluğa ilişkin dört boyut bulunmuştur. Demografik sorulardan fakülte ve cinsiyete ilişkin soruların analizlerinin anlamlı çıktığı görülmüştür. Eğitmenlerin ve öğrencilerin çevrimiçi derslere ilişkin hazırbulunuşluk düzeylerinin artırılması için kurumsal düzeyde çalışmalar yapma zorunluluğu olduğu görülmüştür.
-Studies establish that the individual’ beliefs on their own capacity and attitude in blended learning practice, results in positive learning outcomes. This study examines how the personal factors affecting the success of e-learning system to improve better results. Structural equation models on data of 305 targeted respondents from the selected public university demonstrates online communication self-efficacy, attitude and online media as multiple mediators between the technology access and technical usage self- efficacy and leads to increased blended learning readiness among students. It appears that despite technological factors, students with high belief in their ability and attitude makes themselves prepared towards new way of learning as they gain expanded learning experience.
Keywords: Technology access; technical usage self-efficacy; communication self-efficacy; attitude; online media
While various researchers have conducted work supporting the validity of self-determination theory (SDT) in the conventional learning setting, few attempts have been made to explore its application in the online learning context. In a recent study using structural equation modeling (SEM), Chen and Jang (2010) concluded that the SDT-based model was unable to predict the learning outcomes in online programs. After analyzing the model employed in their study, the researchers of the current study identified possible measurement issues and aimed to further examine the SDT-based model after modifications. More than 300 undergraduate students from seven online courses completed the SDT surveys. The results indicated that the satisfaction of basic psychological needs enhanced self-regulated motivation, which was associated with higher perceived knowledge transfer and increased achievement of course objectives in online courses. This study provides empirical evidence for the application of the SDT-based model in the online learning environment.
Virtual Reality (VR) has been rapidly recognized and implemented in construction engineering education and training (CEET) in recent years due to its benefits of providing an engaging and immersive environment. The objective of this review is to critically collect and analyze the VR applications in CEET, aiming at all VR-related journal papers published from 1997 to 2017. The review follows a three-stage analysis on VR technologies, applications and future directions through a systematic analysis. It is found that the VR technologies adopted for CEET evolve over time, from desktop-based VR, immersive VR, 3D game-based VR, to Building Information Modelling (BIM)-enabled VR. A sibling technology, Augmented Reality (AR), for CEET adoptions has also emerged in recent years. These technologies have been applied in architecture and design visualization, construction health and safety training, equipment and operational task training, as well as structural analysis. Future research directions, including the integration of VR with emerging education paradigms and visualization technologies, have also been provided. The findings are useful for both researchers and educators to usefully integrate VR in their education and training programs to improve the training performance.
E-öğrenmede en önemli değişkenlerden biri e-öğrenmeye hazır bulunuşluktur çünkü e-öğrenmeye hazır bulunuşluk e-öğrenme girişimlerinin başarısını doğrudan etkilemektedir. Bu nedenle öğretmen yetiştiren lisans programlarını e-öğrenmeye daha hazır hale getirebilmek için e-öğrenmeye hazır bulunuşluğa ilişkin daha fazla çalışma gerekmektedir. Bu bağlamda bu çalışma kapsamında e-öğrenmeye hazır bulunuşluk yapısının bileşenlerinin birbirleriyle olan ilişkileri incelenmiştir. Bunun yanı sıra, eğitim fakültesi 1. sınıf ve 4. sınıf öğrencileri, e-öğrenmeye hazır bulunuşluk düzeyleri açısından karşılaştırılmıştır. Son olarak, eğitim fakültesi lisans programlarının, öğrencilerinin e-öğrenmeye hazır bulunuşluk düzeyine göre nasıl kümelendikleri incelenmiştir. Araştırmaya Hacettepe Üniversitesi Eğitim Fakültesinin herhangi bir lisans programına kayıtlı olan 1802 lisans öğrencisi katılmıştır. Araştırmada kullanılan ölçek; bilgisayar öz-yeterliği, internet öz-yeterliği, çevrimiçi iletişim öz-yeterliği, kendi kendine öğrenme, öğrenen kontrolü ve e-öğrenmeye yönelik motivasyon olmak üzere 6 faktörden ve 33 maddeden oluşmaktadır. Ölçeğin genel Cronbach Alfa güvenirlik katsayısı 0,93 olarak hesaplanmıştır. Araştırma sonucunda e-öğrenmeye hazır bulunuşluk yapısının özerk öğrenme ve teknoloji kullanım öz-yeterliği olmak üzere iki alt-yapıdan oluştuğu sonucuna ulaşılmıştır. Ayrıca 4. sınıf öğrencilerin e-öğrenmeye hazır bulunuşluk düzeylerinin 1. sınıf öğrencilere göre daha yüksek olduğu belirlenmiştir. Son olarak, ADÖ, BÖTE, FBÖ, FİÖ, FDÖ, İDÖ ve KİÖ programlarının e-öğrenmeye daha hazır; İMÖ, MTÖ, OKL, PDR ve İSÖ programlarının ise e-öğrenmeye daha az hazır oldukları bulunmuştur.
E-learning readiness is one of the most important variables in e-learning because e-learning readiness directly affects the success of e-learning initiatives. Therefore, more studies about e-learning readiness are needed to make teacher training undergraduate programs readier for e-learning. In this study, in this respect, the correlations of the components of e-learning readiness construct with each other were investigated. Besides, senior and freshman students of faculty of education were compared in terms of their e-learning readiness levels. Finally, how the divisions of faculty of education clustered according to pre-service teachers’ e-learning readiness levels was investigated. A total of 1802 undergraduate students enrolled in any division of Faculty of Education of Hacettepe University participated in the study. The scale used in the study consisted of 33 items and 6 factors, which were computer self-efficacy, internet self-efficacy, online communication self-efficacy, self-directed learning, learner control and motivation towards e-learning. Overall Cronbach Alpha reliability coefficient of the scale was calculated as 0.93. In conclusion, it was found the construct of e-learning readiness consisted of two sub-constructs, autonomous learning and technology usage self-efficacy. In addition, it was revealed senior students had higher e-learning readiness levels than freshman students did. Finally, the divisions of Primary Mathematics Education, Mathematics Education, Preschool Education, Psychological Counseling and Guidance, and Primary Education were found to be less ready for e-learning, whereas the divisions of German Language Teaching, Computer Education and Instructional Technology, Science Education, Physics Education, French Language Teaching, English Language Teaching, and Chemistry Education were found to be readier for it.
The purpose of this paper was to examine the relationship between self-efficacy and online learning environments. Self-efficacy refers to “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). This paper reviews studies on self-efficacy in online learning environments from 1997 to 2015. Three main categories were discussed: computer self-efficacy, Internet and information-seeking self-efficacy and LMS (Learning Management Systems) self-efficacy. Possible areas of research on self-efficacy in online learning environments were suggested.
Educational institutions rapidly adopt concepts and practices of online learning systems for students. But many institutions' online learning programs face enormous difficulty in achieving successful strategies. It is essential to evaluate its different aspects and understand factors which influence its effectiveness. Readiness stands out among the variables that influence online learning effectiveness. Therefore, it is important to examine online learning readiness (OLR) and students' characteristics that affect OLR. This paper reports relationship between student characteristics and OLR at vocational college. Quantitative method was used to collect relevant data in this study. Hung et al.'s Online Learning Readiness Scale (OLRS) was administered to 725 vocational college students, in Balıkesir. OLRS has 18 items grouped into five factors; computer/Internet self-efficacy (CIS), self-directed learning (SDL), learner control (LC), motivation for learning (ML), and online communication self-efficacy (OCS). t-test and multivariate analysis of variance (MANOVA) were used to determine if there were significant differences in online learning readiness across the students' characteristics. The study revealed that students surveyed overall ready for online learning but they need to improve themselves especially in CIS and OCS in order to be successful at online learning. Students' characteristics (PC ownership, department, type of high school graduation) significantly affect learners' in some dimensions of OLRS especially CIS dimension. The research findings were discussed in line with the literature and some suggestions were presented for further research and researchers.
Self-directed learning is a core theoretical construct distinguishing adult education as a field of study. Most of the concept's emphasis has been on the external control and management of learning tasks. In an attempt to expand the scope of self-directed learning, this paper presents a comprehensive theoretical model. The proposed model integrates self-management (contextual control), self-monitoring (cognitive responsibility), and motivational (entering and task) dimensions to reflect a meaningful and worthwhile approach to self-directed learning. Explicating the cognitive and motivational dimensions of self-directed learning is identified as an area requiring further research.
The purpose of this study was to explore students' information searching strategies in Web-based science learning activities and further examine the influence of students' Internet self-efficacy on these strategies. Eight subjects were randomly selected from a pool of 73 college freshmen based on mixed genders and Internet self-efficacy levels. In-depth case studies and comparisons were used to analyse subjects' Web-based searching and learning achievement, online searching strategies and the role of Internet self-efficacy. The results showed evidence that high Internet self-efficacy students had better information searching strategies and learned better than those with low Internet self-efficacy in a Web-based learning task. This study further proposed a framework for analysing Web-based searching strategies. This study also reflected the importance of explicitly helping students acquire better metacognitive Web searching strategies.
Discussion of learner-controlled instruction focuses on a study of undergraduates that compared learner control with program control in interactive videodisc instruction for making an origami crane. Student performance, self-efficacy concerning the instructional task, time on task, and student attitudes toward the instruction are examined. (32 references) (LRW)
This study explored how social networking technology can be used to supplement face-to-face courses as a means of enhancing students' sense of community and, thus, to promote classroom communities of practice in the context of higher education. Data were collected from 67 students who enrolled in four face-to-face courses at two public universities in Taiwan. Findings indicated that the majority of participants developed strong feelings of social connectedness and expressed favorable feelings regarding their learning experiences in the classes where social networking sites were used as a supplementary tool. Learner difficulties and concerns of instructors about the educational use of social media are addressed with recommendations for future research and practice.
The study presented in this paper sought to explore several dimensions to online learning. Identifying the dimensions to online learning entails important basic issues which are of great relevance to educators today. The primary question is “what are the factors that contribute to the success/failure of online learning?” In order to answer this question, we need to identify the important variables that: (1) measure the learning outcome and (2) help us understand the learning experience of students using specific learning tools. In this study, the dimensions we explored are student’s attitude, affect, motivation and perception of an Online Learning Tool usage. A survey methodology was used such that validated items from previous relevant research work were adopted. 105 students completed the questionnaire. An exploratory factor analysis (EFA) was implemented on the data captured. Results of the EFA identified the items that are relevant to the present context and the items that can be used to measure the dimension to online learning. Affect and perception were found to have strong measurement capabilities with the adopted items while motivation was measured the weakest.
The current study evaluates existing and new validity evidence for the Academic Motivation Scale (AMS; Vallerand et al., 1992). We first provide a narrative review synthesizing past research, and then conduct a validity investigation of the scores from the measure. Data analysis using a sample of 1406 American college students provided construct validity evidence in the form of a well-fitting seven-factor model and adequate internal consistency of the item responses. Convergent and discriminant validity evidence provided insight into the distinctiveness of the seven subscales. However, support for the scale’s simplex structure, which would represent the self-determination theory continuum, was not fully substantiated. Implications for theory and the scale’s use in the current form are discussed.
An interactive classroom communication system (ICCS) involves the use of remote devices that permit all students in a class to respond to multiple choice questions displayed on a LCD projector. After responses are clicked in, the results are instantly aggregated and displayed in chart form. The purpose of this study was to examine gender differences in attitudes toward ICCSs for 659 secondary school students. The initial results suggested that male students had significantly more positive attitudes than female students with respect to student involvement, assessment, and perceived learning. However, a number of these differences disappeared when computer comfort level and type of use were added as covariates. Male students still perceived that ICCSs improved the overall learning process more than female students regardless of computer comfort level or type of use.
The purpose of this study was to examine the psychometric properties of the Self-Efficacy Questionnaire for Online Learning (SeQoL; Shen et al., 2013). Using two samples of college students, this study examined evidence of construct validity, concurrent validity, convergent validity, and reliability for the SeQoL. Confirmatory factor analysis and latent profiles analysis were conducted to provide different aspects of construct validity evidence. Our results suggest the SeQoL consistently measures the five dimensions of online learning self-efficacy found in Shen et al.’s original study. We flagged five items from the original scale for further examination. In the current study, strong construct validity and reliability evidence were observed across two different samples, analytical approaches, and related measures. Online learners with higher online learning self-efficacy were found to have higher learning satisfaction and expect better grades. Interpretations and implications of the findings are discussed.
The Covid-19 pandemic has affected all aspects, especially in the field of education. Schools have been required to do online learning, while not all schools are ready to implement it. This study aims to determine the readiness of online learning for students at MTs Manunggal Sagara Ilmi in terms of parents' occupation, ownership of cellphones, laptops, tablets, internet costs incurred, and sources of the internet access used for online learning. The sampling technique used purposive sampling with the division of classes VII, VIII, and IX. From the various characteristics used to identify samples, it can be concluded that the Learning Management System (LMS) cannot be fully implemented in MTS Manunggal.
This paper examines the relationship between student characteristics of online learning readiness and student outcomes in online courses at two higher educational institution. Data were collected from student surveys (student characteristics of readiness and outcomes) and merged with institutional student information systems data (e.g., demographics and course grades). Multiple regression analyses revealed that several student characteristics of online learning readiness significantly influenced student outcomes. MANOVA analyses were conducted to examine between group differences of each student characteristics among underrepresented student groups. Significant findings are reported for minorities and for students with disabilities.
This study aimed to investigate the information literacy (IL) self-efficacy of business students in Pakistan using a cross-sectional survey research design. The data were collected through a questionnaire containing Information Literacy Self-Efficacy Scale along with personal and academic variables. The results revealed that the business students were confident and competent in basic IL skills whereas they were less comfortable in developing and limiting search strategies, referencing, managing citations, using different types of libraries and lack advanced levels of IL skills. In addition, there was no correlation of students’ perceived IL self-efficacy with gender, social background, ICTs trainings received, and IL instructions received. Conversely, the students’ age, program of study, stage of study, and ICTs proficiency were appeared to be the predictor of IL self-efficacy. The results generated pragmatic insights which can be used as a guide in developing useful directions for a need-based information literacy curriculum as well as programmes.
Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
The statistical tests used in the analysis of structural equation models with unobservable variables and measurement error are examined. A drawback of the commonly applied chi square test, in addition to the known problems related to sample size and power, is that it may indicate an increasing correspondence between the hypothesized model and the observed data as both the measurement properties and the relationship between constructs decline. Further, and contrary to common assertion, the risk of making a Type II error can be substantial even when the sample size is large. Moreover, the present testing methods are unable to assess a model's explanatory power. To overcome these problems, the authors develop and apply a testing system based on measures of shared variance within the structural model, measurement model, and overall model.
Computer technology provides spaces and locales for language learning. However, learning style preference and demographic variables may affect the effectiveness of technology use for a desired goal. Adapting Reid's pioneering Perceptual Learning Style Preference Questionnaire (PLSPQ), this study investigated the relations of university students' learning styles and the use of computer technology for language learning, and whether the demographic variables of gender and age would make a difference. Chinese students aged 17–36 years (M = 20.31, SD = 3.42) from two universities in Hong Kong (N = 401: male = 140 and female = 261) responded to a survey about four learning styles and computer technology. Principal components analysis and confirmatory factor analysis established the five factors, which were all positively correlated. No gender differences were found in technology application and learning styles (visual, auditory, kinesthetic, and tactile). Only some subtle age differences were found in kinesthetic and tactile styles but not in technology use. Structural equation modeling found significant relations of computer use with visual and kinesthetic learning styles but not auditory and tactile styles. Evidence points to the benefit of helping the learners to discover their own learning styles, and optimizing learners’ visual and kinesthetic learning for the use of computer resources and activities for language learning.
Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed.