Constructivist online learning environment for social work education : an evaluation of students' learning process and outcome

2003 ◽  
Author(s):  
Yu-cheung Wong
Keyword(s):  
Online Learning ◽  
Social Work ◽  
Learning Environment ◽  
Learning Process ◽  
Social Work Education ◽  
Online Learning Environment ◽  
Process And Outcome ◽  
Work Education

Building Social Presence through Engaging Online Instructional Strategies

2015 ◽  
pp. 133-156 ◽  
Author(s):  
Sara K. Mitchell ◽  
MaryFriend Shepard
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Social Presence ◽  
Learning Process ◽  
Critical Discourse ◽  
Online Learning Environment ◽  
Mutual Trust ◽  
Complex Cognition ◽  
Knowledge Strategies

Social presence in the online learning environment is best developed when the instructor is the facilitator of knowledge and the students are the seekers of knowledge. Strategies for consciously developing social presence among learners are provided. This chapter includes the Online Steps to Complex Cognition, an educational model that displays five successive stages of the online learning process and how social presence can be heightened at each stage. Positive levels of social presence allow students to engage in critical discourse and promote learning as they intellectually and socially engage and build a level of mutual trust and respect with their teachers and with other learners.

scholarly journals The Implementation of Online Formative Assessment in English Learning

2021 ◽  
Vol 1 (1) ◽  
pp. 76-84
Author(s):  
Komang Lisna Kristiyanti
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Formative Assessment ◽  
Learning Process ◽  
Online Learning Environment ◽  
English Learning ◽  
Library Research ◽  
Teachers And Students ◽  
Strategic Regulation ◽  
Online Formative Assessment

The pandemic of COVID-19 is one of the major disasters in 2020 that have occurred throughout the world, including Indonesia. In the present situation and condition, in which most schools are currently implementing an online learning process, it is necessary to make sure that every students gain the information or knowledge that they must get as the result of the learning process. Hence, the formative assessment is in accordance with everyone's expectations that student must continue to gain information as their online learning outcomes.  This study aimed to review other studies conducted by some previous researchers regarding the implementation of formative assessment in online learning environment. Since this kind of assessment was only recently applied in the COVID-19 pandemic situation, it is important to investigate the effect, as well as the perception of students and teacher in implementing formative assessment in online learning environment. A library research was conducted to collect the data. From this review study, it can be concluded that this assessment technique has the potential to be very useful to be implemented in English learning, both for teachers and students. There are correlation between motivation, self-efficacy, and strategic regulation of learning. The students and teacher also showed positive perception towards online formative assessment. Both the students and the teacher gained many beneficial things after the implementation of online formative assessment in English learning.

scholarly journals Senior High School Students’ Readiness and Motivation to Learn English Using Synchronous Video Conferences

10.28945/4880 ◽  
2021 ◽  
Vol 20 ◽  
pp. 429-457
Author(s):  
Clementin Kortisarom Prijambodo ◽  
Anita Lie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Learning Environment ◽  
Learning Process ◽  
Urban Areas ◽  
Technical Skills ◽  
Structured Interview ◽  
Future Research ◽  
Online Learning Environment ◽  
Motivation To Learn

Aim/Purpose: This study aimed at exploring students’ online-learning exposures involving their readiness and motivation to learn English using synchronous video conferences, as well as investigating the possible relationship between the readiness and motivation. To fulfill these objectives, three research questions were formed: (1) What is students’ readiness to learn English using synchronous video conferences? (2) What is students’ motivation to learn English using synchronous video conferences? (3) Is there any correlation between students’ readiness and their motivation to learn English using synchronous video conferences? Background: Due to the urgency of Covid-19 pandemic in the educational field, the Indonesian Minister of Education requested that all schooling activities must be conducted online as announced in the Learning from Home Policy starting on March 24, 2020. In this case, students are forced to struggle with the unfamiliar and challenging learning situations that their readiness and motivation to learn are worth questioning. Methodology: The participants in this descriptive research, combining both a survey and correlation study, were 116 Indonesian high schoolers. They came from two different private schools as the particular adaptive curriculum has been reshaped and implemented in each school during this pandemic. In order to collect the data of students’ readiness and motivation while they were learning English using synchronous video conferences, an online Likert-Scale questionnaire was distributed to all participants. Furthermore, a semi-structured interview was conducted to dig deeper into students’ online-learning exposures. Contribution: The results of this study can become reference to create the effective and successful online learning environment. This study offers fresh and genuine insights coming from students on how ready and motivated they were within the unfamiliar learning situations. Besides, the obstacles faced by students are also presented. Three pillars were used to construct the questionnaire and to analyze the findings: 1) Four Online Readiness Factors, 2) ARCS Model of Motivation, and 3) the Community of Inquiry (CoI) Framework. Hence, the findings of this research can also expand educators’ and researchers’ knowledge whether the readiness and motivation can be improved through the three frameworks. Findings: This study shows how students’ readiness and motivation are influenced by unfamiliar situations of synchronous online learning. Firstly, students are already confident with their technical skills and their familiarity with the use of technology. However, their readiness in terms of self-discipline is the lowest. Secondly, students’ motivation cannot be consistently high because of two drawbacks that demotivated them within their online learning. Furthermore, this study also found that there is significant positive correlation between readiness and motivation. Hence, the readiness and motivation factors cannot be simply ignored within the online learning progress. Recommendations for Practitioners: As our findings reveal, Teacher Presence is important as it enhances Cognitive Presence and supports students to experience Social Presence. Therefore, the roles of teachers that cover designing and providing meaningful learning activities, acting as a model to engage students in online discussion, employing effective strategies to deliver direct instruction and managing class, should be completely fulfilled. Instead of consistently sustaining the teacher-centered style, teachers may sharpen their technical skills along with their pedagogical knowledge. Online learning can be effective as teachers could design and implement the student-centered learning style in synchronous virtual meetings. Recommendation for Researchers: Learning from Home is a new policy that was published because of the Covid-19 pandemic urgency. The learning process happening in a synchronous virtual environment is new for both Indonesian teachers and students. Accordingly, more researchers in this topic involving a wider level of students coming from rural and urban areas are still needed. Impact on Society: By showing how students’ readiness and motivation are influenced in the online learning process, this study offers a reference that students can have better opportunities of an effective and successful online-learning environment. This study also discusses the obstacles mostly faced by students. Following the frameworks used, this study also gives an opportunity for educators to expand their knowledge to take part in solving any problems related to the investigated issues. Future Research: As technology must still be developing and online learning is possibly sustained closely after the pandemic, its development must be continuing. As the idea of online learning through synchronous meetings is new, issues related to this learning situation can still be investigated so that Indonesian teachers can gradually create more effective and successful online learning.

scholarly journals I-OnAR: a rule-based machine learning approach for intelligent assessment in an online learning environment

2020 ◽  
Vol 17 (2) ◽  
pp. 1021
Author(s):  
Shaiful Bakhtiar Bin Rodzman ◽  
Nordin Abu Bakar ◽  
Yun-Huoy Choo ◽  
Syed Ahmad Aljunid ◽  
Normaly Kamal Ismail ◽  
...  
Keyword(s):  
Machine Learning ◽  
Online Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Intelligent Systems ◽  
Online Assessment ◽  
Online Learning Environment ◽  
Tutoring System ◽  
Rule Based ◽  
Adaptive Capabilities

Intelligent systems are created to automate decision making process that is similar to human intelligence. Incorporating intelligent component has achieved promising results in many applications, including in education. Intelligence modules in a tutoring system would bring the application and its capability closer to a human's ability to serve its human users and to solve problems. However, the majority of the online learning provided in the literature review especially in Malaysia, normally only provide the lecture notes, assignments and tests and rarely suggest or give feedbacks on what the students should study or do next in order to fully understand the subjects. Hence, the researchers propose an online learning environment called Intelligent Online Assessment and Revision (I-OnAR). It facilitates the learning process at multiple learning phases such as test creation, materials revision, feedback for improvement and performance analysis. These components are incorporated into the tutoring system to assist self-pace learning at anytime and anywhere. The intelligent agent uses a Rule-based Machine Learning method for the adaptive capabilities such as automated test creation and feedbacks for improvement. The system has been tested on a group of students and found to be useful to support learning process. The results have shown that 60% of the subjects’ performance have improved with the help of the system. The students were given feedbacks on the topic they did poorly as well as how to improve their performance. This proves that the Intelligent Online Assessment and revision (I-OnAR) can be a useful tool to help online students intelligently, systematically and efficiently. For the future works, the researchers would like to apply the usage of other techniques such as Fuzzy Logic to strengthen the analysis and decision of the current system.

Use of Humor in Instructional Multimedia for Asynchronous Online Learning

2022 ◽  
pp. 273-293
Author(s):  
Fatih Erdoğdu ◽  
Ünal Çakıroğlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Online Learning Environment ◽  
Future Studies ◽  
Instructional Multimedia ◽  
Essential Components ◽  
Asynchronous Online Learning

Since the students themselves are responsible for their learning in the asynchronous online learning process, there needs to be a power attracting them to the online learning environment. Humor, which has an educational power, can be evaluated in this perspective. Instructional multimedia is one of the most essential components in the asynchronous online learning process because it enables students to continue their studies individually. The chapter aims at suggesting a way for designing instructional multimedia using humorous elements for asynchronous online learning. Attention, recall, feedback, and humor breaks can be listed as advantages of integrating humorous elements in instructional multimedia. For this purpose, humorous elements can be easily added to instructional multimedia for asynchronous online learning. This chapter also focuses on the question of how to integrate humorous elements into instructional multimedia and offers various recommendations for future studies within this context.

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