scholarly journals Assessment of the impact of COVID-19 on honors student learning, institutional connections, and intent to return to campus

2020 ◽  
Vol 4 (1) ◽  
pp. 1-22
Author(s):  
Evren Celik Wiltse ◽  
Michael Gonda ◽  
Camille Massmann ◽  
Kas Williams ◽  
Rebecca Bott-Knutson
Keyword(s):  
Student Learning ◽  
Honors Students ◽  
Learning Technology ◽  
State University ◽  
Communication Structure ◽  
Factors Affecting ◽  
Face To Face ◽  
Intent To Return ◽  
Online Format ◽  
The Impact

The COVID-19 pandemic quickly converted classes to an online format in the middle of the academic semester at South Dakota State University (SDSU), USA. Our objectives were 1) to identify factors affecting student learning and connectivity following this transition and 2) to evaluate differences between honors and non-honors students. Students (n=230) were surveyed with Likert-type, descriptive, and open-ended questions about their experiences following the transition. Clear, frequent communication between students and SDSU was identified as the most appreciated aspect of SDSU’s response. Students who reported struggling academically following the transition were more likely to be facing difficulties with finances and access to or use of online learning technology. Honors students reported fewer technology barriers and financial stressors than non-honors students. Degree completion and social connections were driving the desire to return to face-to-face classes, but this enthusiasm was dampened by COVID-19-related health concerns. Communication, structure, and flexibility were identified as factors affecting student success.

scholarly journals Pengaruh Game Online Terhadap Cara Belajar Mahasiswa Jurusan Pendidikan Teknik Mesin Universitas Negeri Manado

2022 ◽  
Vol 2 (2) ◽  
pp. 83-89
Author(s):  
Partonduhan aritonang Partonduhan aritonang ◽  
Parsaoran Tamba ◽  
Jemmy Charles Kewas
Keyword(s):  
Student Learning ◽  
Mechanical Engineering ◽  
Online Games ◽  
Learning Ability ◽  
State University ◽  
Online Student ◽  
Quantitative Descriptive ◽  
The Many ◽  
The Impact ◽  
E Mail

PENGARUH GAME ONLINE TERHADAP CARA BELAJAR MAHASISWA JURUSAN PENDIDIKAN TEKNIK MESIN UNIVERSITAS NEGERI MANADO Partonduhan Aritonang1, I. P. Tamba2, Jemmy Charles Kelas3 1,2,3Jurusan Pendidikan Teknik Mesin, Universitas Negeri Manado, Kab. Minahasa e-mail: [email protected], [email protected], [email protected]   ABSTRAK Mahasiswa Pendidikan Teknik Mesin Universitas Negeri Manado yang merupakan anak-anak perantau kini telah mendapatkan dampak yang sangat nyata dari permainan game online. Terbukti dari banyaknya mahasiswa yang ikut ambil bagian dalam permainan ini, dari hasil pengamatan peneliti selaku mahasiswa yang aktif mendapatkan banyak data bahwa mahasiswa Pendidikan Teknik Mesin Universitas Negeri Manado yang aktif bermain memiliki kemampuan cara belajar yang kurang aktif dalam pembelajaran. Penelitian ini menggunakan metode penelitian deskriptif kuantitatif. Metode pengumpulan data yang digunakan yakni kuisioner atau angket. Teknik analisi data yang digunakan dalam penelitian ini yaitu analisis statistik deskriptif, Teknik Analisis Regresi dan pengujian hipotesis.Hasil dari penelitian ini yakni : bahwa pengaruh game online (X) terhadap cara belajar mahasiswa (Y) pada taraf t hitung > t tabel dan hasil uji korelasi rxy 0849. Game online berpengaruh signifikan terhadap cara belajar. Ini dapat dibuktikan dari hasil nilai Fhitung sebesar 4.113 dan nilai signifikansi Ftabel 0.00 < 0.05. Besarnya koefisien determinasi sebesar 0.79 atau 79%. Hal ini berarti 79% pengaruh game online terhadap cara belajar mahasiswa sedangkan untuk selebihnya 21% dipengaruhi oleh variabel lain yang tidak diteliti oleh penelitian ini.   Kata kunci : Game Online, Cara Belajar Mahasiswa THE INFLUENCE OF ONLINE GAMES ON HOW STUDENTS STUDYING MECHANICAL ENGINEERING AT MANADO STATE UNIVERSITY ABSTRACT Manado university's advanced mechanical engineering student who is a migrant child has now had a very real impact on online gaming. It is evident from the many students participating in the game that researchers as active university students have received a wealth of data that students studying engineering at manado state university who actively play have a learning ability that is less active in learning. The study USES a quantitative descriptive study method. The data collection method used was "questionnaire or angket." The data analysis used in the study are descriptive statistical analysis, regression analysis and hypothetical testing. The results of this study are: that how online games affect students' learning (y) at a level of t count > t tables and rxy 0849 cordating results. Online games significantly affect how to learn. This can be verified from the results of the ftable value of 4,113 and the significance of ftable 0.00. Critical coefficiencies by 0.79 or 79%. This means 79% of the impact online games have on student learning while for the rest 21% are affected by other variables not examined by this study. Key words : Game Online, student learning

Social Media Escapism: Exploratory Study of the use of Digital Media by Tirana University Students of English Language

2021 ◽  
Vol 30 (2) ◽  
pp. 196-211
Author(s):  
Iris Klosi
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Online Teaching ◽  
English Language ◽  
Native Speakers ◽  
Communicative Competence ◽  
Dominant Role ◽  
State University ◽  
Face To Face ◽  
The Impact

The stress and anxiety resulting from the COVID-19 pandemic has lead to a significant increase in escapist media-based coping. This paper examines the impact of the Covid-19 pandemic on social media escapist activities by the students at the State University of Tirana. In total 52 undergraduate and graduate students aged 20-24 were involved in the study. The students reported 39 digital media involved in their escapist activities, with media sharing networks having a dominant role. From the analysis of their discussion of the motivations and different forms of escapist activities using social media, 5 different but interrelated discourses emerged: (1) Social media have both positive and negative aspects; (2) Social media escapism distorts reality; (3) Social media offer easy and affordable ways to escape; (4) Social media escapism needs to be managed to avoid addiction; and (5) Social media escapism enhances English language skills. The impacts of the Covid-19 pandemic through restrictions on socializing, face-to-face interaction and online teaching were discussed within and across the identified discourses. Increasing their communicative competence in English while interacting with people of different cultural background, including English native speakers was one of most the positive aspects in students’ discussions of social media escapism. The stress and anxiety resulting from the COVID-19 pandemic has lead to a significant increase in escapist media-based coping. This paper examines the impact of the Covid-19 pandemic on social media escapist activities by the students at the State University of Tirana. In total 52 undergraduate and graduate students aged 20-24 were involved in the study. The students reported 39 digital media involved in their escapist activities, with media sharing networks having a dominant role. From the analysis of their discussion of the motivations and different forms of escapist activities using social media, 5 different but interrelated discourses emerged: (1) Social media have both positive and negative aspects; (2) Social media escapism distorts reality; (3) Social media offer easy and affordable ways to escape; (4) Social media escapism needs to be managed to avoid addiction; and (5) Social media escapism enhances English language skills. The impacts of the Covid-19 pandemic through restrictions on socializing, face-to-face interaction and online teaching were discussed within and across the identified discourses. Increasing their communicative competence in English while interacting with people of different cultural background, including English native speakers was one of most the positive aspects in students’ discussions of social media escapism.

Integrating an AI-Driven Discussion Platform: The Impact of Platform on Engagement and Quality

2020 ◽  
pp. 117-126
Author(s):  
Cassie Hudson ◽  
Audon Archibald ◽  
Tania Heap
Keyword(s):  
Online Discussion ◽  
Participation Rate ◽  
Management Systems ◽  
Word Count ◽  
Course Content ◽  
Face To Face ◽  
Online Educators ◽  
Online Format ◽  
The Impact ◽  
Initial Results

Online educators rely on asynchronous discussions to satisfy the bulk of student-student engagement that is lost when transferring from a face-to-face to an online format. However, not all discussion platforms are created equal and some specialized tools may offer advantages over standard tools embedded in more comprehensive learning management systems (LMS). In this study, we compare two online discussion platforms – one is the native discussion tool embedded within the Canvas LMS and the other is a specialized discussion platform, Packback, which supports students and instructors with gamified elements and artificial intelligence. Specifically, we assess whether post quality differs across these platforms, as measured by average word count, cited sources and weekly participation rate. The initial results are mixed and differ by course, leading us to conclude that the impact of platform on engagement and quality likely depends on the course content, instructor and protocol.

Lecture Capture as a Tool to Enhance Student Accessibility

2013 ◽  
pp. 1245-1254
Author(s):  
Susan Vajoczki ◽  
Susan Watt
Keyword(s):  
Student Learning ◽  
Evidence Based ◽  
Faculty Participation ◽  
Learning Technology ◽  
Lecture Capture ◽  
Approach To Learning ◽  
Closed Captioning ◽  
Disability Accommodation ◽  
The Many ◽  
The Impact

This case examines the incremental introduction of lecture-capture as a learning technology at a research-intensive university with the goal of addressing issues created by increases in both undergraduate enrolments and disability accommodation needs. This process began with podcasting lectures, leading ultimately to a lecture capture system with closed captioning. At each step, the changes were evaluated in terms of their impact on student learning, acceptability to students and faculty, and application to different disciplines. This evidence-based approach is in keeping with the research culture of the academy and has been helpful in advocating for budgetary support and encouraging faculty participation. As a result of this project, the authors unexpectedly gained substantial knowledge about the complexity of students’ lives, the impact of that complexity on their approach to learning, instructor misperceptions about the impact of this form of learning, the presence of many unreported disabilities, and the many different ways in which students used the system.

scholarly journals Using Diffusion of Innovations Theory to Modify Library OER Interventions During the COVID-19 Pandemic

2021 ◽  
pp. 173-188
Author(s):  
Kathy Essmiller
Keyword(s):  
Diffusion Of Innovations ◽  
Human Performance ◽  
Human Performance Technology ◽  
Open Educational Resources ◽  
State University ◽  
Diffusion Of Innovations Theory ◽  
Performance Technology ◽  
Face To Face ◽  
Online Spaces ◽  
The Impact

The high cost of commercial textbooks has been well documented. To help alleviate the impact of those costs, the Oklahoma State University (OSU) Library identified exploration and support of open educational resources (OER) as a priority in their strategic plan. The OSU Library OER Librarian used human performance technology analysis findings to select and design interventions for inclusion in the library's support of OER. When OSU abruptly switched mid-Spring 2020 to emergency remote teaching in response to the COVID-19 pandemic, the library was faced with the need to modify interventions designed for face-to-face interaction to engage and support faculty instructors in online spaces. This chapter uses diffusions of innovations theory to describe how the library made meaning of and anticipated challenges and to share how the library designed and implemented modified interventions.

scholarly journals Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

2005 ◽  
Vol 13 ◽  
pp. 10 ◽  
Author(s):  
Lawrence Ingvarson ◽  
Marion Meiers ◽  
Adrian Beavis
Keyword(s):  
Professional Development ◽  
Active Learning ◽  
Student Learning ◽  
Professional Community ◽  
Development Programs ◽  
Factors Affecting ◽  
Knowledge Practice ◽  
Professional Development Programs ◽  
The Impact

This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support), structural features of programs (e.g. ,length), process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up), a mediating variable (level of professional community generated), and four outcome measures (knowledge; practice; student learning and efficacy). Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes.

scholarly journals Pelatihan Pemanfaatan E-Learning Berbasis Website Bagi Guru Pendidikan Teknik Otomotif Di Kota Kupang

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Priyono Priyono ◽  
Edy Suprapto ◽  
Fahrizal Fahrizal ◽  
Basri K
Keyword(s):  
Independent Learning ◽  
Learning Technology ◽  
Learning Approaches ◽  
Training Method ◽  
Face To Face ◽  
A Value ◽  
Hands On ◽  
E Learning ◽  
The Impact

The change in learning models from conventional to online due to the impact of the COVID-19 pandemic has changed the way of thinking, methods used, paradigms and learning approaches that prioritize independent learning online with internet facilities. Through the internet all information is available, but it still has to be shared and sorted according to the needs and information to be taught to students. For this reason, competent teachers are needed, not only pedagogically, socially and professionally, but also required to master learning technology. This training is conducted to train teachers in planning, designing, developing and operating webside-based e-learning in the learning process that will be carried out with their students. The training method is designed with an online training and face-to-face approach. The approach uses hands-on exercises, tutorials and follow-up consultations. The results of the training showed an increase in the knowledge and skills of teachers about learning media. Before the training, the average understanding of teachers about learning media got a value of 52, while after being given training it became 84. Then seen from the skills of making media, before training teachers could not create website-based media, but after being given training teachers could create and develop media webside based learning.

scholarly journals Persepsi dan tingkat pengetahuan mahasiswa terhadap perkuliahan dalam jaringan di Progam Studi Pendidikan Geografi Universitas Negeri Malang

2021 ◽  
Vol 1 (5) ◽  
pp. 658-665
Author(s):  
Achmad Alfinda Fadly ◽  
Alfariz Maulana Yusuf ◽  
Anggilia Widyaningsih ◽  
Devi Yuliyana Sari ◽  
Dewi Sinta Azizah ◽  
...  
Keyword(s):  
Online Learning ◽  
Quantitative Method ◽  
Total Population ◽  
Research Data ◽  
Learning Activities ◽  
State University ◽  
Student Knowledge ◽  
Face To Face ◽  
Level Of Knowledge ◽  
The Impact

This study aims to determine the perceptions and levels of student knowledge of online learning in the Department of Geography, State University of Malang. The impact of this pandemic affects existing learning activities. Learning activities that were initially carried out face-to-face, are now converted into networks (online). This certainly has an impact on students' perceptions and level of knowledge. This research uses quantitative method. This research has a total population of 450 with a sample of 100 and also the number of respondents as many as 100 students. Research data were collected from geography students at State University of Malang using a questionnaire that had been distributed using google form. The results of this study indicate that the perceptions and level of knowledge of students are included in online learning. Penelitian ini bertujuan untuk mengetahui bagaimana persepsi dan tingkat pengetahuan mahasiswa terhadap pembelajaran dalam jaringan di Program Studi Pendidikan Geografi Universitas Negeri Malang. Dampak dari adanya pandemi ini mempengaruhi kegiatan pembelajaran yang ada. Kegiatan pembelajaran yang awalnya dilakukan dengan tatap muka, kini dirubah menjadi dalam jaringan (dalam jaringan). Hal ini tentu berdampak pada persepsi dan tingkat pengetahuan mahasiswa. Penelitian ini menggunakan metode Kuantitatif. Penelitian ini memiliki jumlah populasi sebanyak 450 dengan sampel sebanyak 100 dan jumlah responden sebanyak 100 mahasiswa. Data penelitian dikumpulkan dari mahasiswa pendidikan geografi di Universitas Negeri Malang menggunakan angket yang telah dibagikan menggunakan google form. Hasil dari penelitian ini menunjukkan bahwa persepsi dan tingkat pengetahuan mahasiswa termasuk sedang dalam pembelajaran daring.

Flipped Classroom: Metode Pembelajaran Tatap Muka Terbatas pada Masa Pandemi Covid-19

2021 ◽  
Vol 7 (3) ◽  
pp. 57
Author(s):  
Ucup Supriatna
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
T Test ◽  
Face To Face ◽  
Quasi Experimental ◽  
Face To Face Learning ◽  
The Government ◽  
The Impact

Proses pembelajaran online selama penutupan sekolah akibat dampak COVID-19 tidak dapat dilaksanakan secara optimal karena berbagai keterbatasan sehingga pemerintah mengeluarkan kebijakan pembelajaran tatap muka terbatas. Penelitian ini bertujuan mengetahui pengaruh metode flipped classroom pada pembelajaran tatap muka terbatas terhadap hasil belajar mahasiswa di STAI Al-Haudl Ketapang. Metode yang digunakan adalah quasi eksperiment dan analisis data dengan uji Independent Sample t Test. Hasil penelitian menunjukkan adanya pengaruh metode flipped classroom terhadap hasil belajar mahasiswa pada pembelajaran tatap muka terbatas sehingga pemilihan metode yang sesuai pada pembelajaran tatap muka terbatas dapat mengoptimalkan hasil belajar siswa. Penelitian lanjutan tentang metode pembelajaran yang sesuai dengan pembelajaran tatap muka terbatas agar terus dilakukan untuk mencari formulasi yang tepat pada pembelajaran tatap muka terbatas sehingga tujuan pembelajaran dapat tercapai dengan keterbatasan jumlah waktu tatap muka antara guru dan mahasiswa. The online learning process during school closures due to the impact of COVID-19 cannot be carried out optimally due to various limitations, so that the government issues a limited face-to-face learning policy. This study aims to determine the effect of the flipped classroom method on limited face-to-face learning on student learning outcomes at STAI Al-Haudl Ketapang. The method used is quasi-experimental and data analysis with Independent Sample t-Test. The results showed an effect of the flipped classroom method on student learning outcomes in limited face-to-face learning so that the selection of appropriate methods in limited face-to-face learning could optimize student learning outcomes. Further research on learning methods suitable for face-to-face learning is limited so that it continues to be carried out to find the proper formulation is limited face-to-face learning so that can be achieved learning objectives with the limited amount of face-to-face time between teachers and students.

scholarly journals Assessing the Impact of Instructional Methods and Information Technology on Student Learning Styles

10.28945/2803 ◽  
2004 ◽  
Author(s):  
Poonam Kumar ◽  
Anil Kumar ◽  
Karl Smart
Keyword(s):  
Information Technology ◽  
Learning Styles ◽  
Student Learning ◽  
Instructional Methods ◽  
Independent Learning ◽  
College Level ◽  
Factors Affecting ◽  
Instructional Processes ◽  
The Impact ◽  
Student Learning Styles

In an era of increased accountability in assessing student learning outcomes, greater emphasis has been focused on factors that influence student learning. In this paper we examine the impact of instructional methods and information technology on student learning styles, all critical factors affecting student learning. A research framework that suggests the relationship of instructional processes and information technology to learning styles is proposed. Using the framework, pre-and post-tests based on the Grasha-Riechmann Student Learning Styles Scales were used to assess changes in student learning styles over the course of a semester in three college-level courses. Through specific instructional intervention coupled with collaborative projects and the use of course-management software, the results of the assessments showed a significant increase in students’ Collaborative, Participant, and Independent learning styles over the course of the semester. Implications for practice and additional research are suggested.

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