ABSTRACT
The demand for the use of distance learning media, especially at the beginning of the covid-19 pandemic, led to the high use of one of the long-known distance learning media, namely Google Classroom. This study aims to provide empirical evidence of the effect of perceived usability on the use of Google Classroom recently. We use heuristic evaluation method to evaluate user interface of e-Learning with four expert participants who are also instructor/teacher in some courses, the data is presented in form of quantitative and in-depth in the form of qualitative. Result of the study showed that the highest severity level was 1 (cosmetic usability problem) in the first heuristic (visibility of system status): 2 from 4 expert said that Google Classroom does not provide visuals that help the user understand in which screen they are standing;and sixth heuristic (recognition rather than recall): 2 from 4 expert said that Google Classroom does not indicate which controls are currently inactive in clear visual way. This study introduces a new approach, risk opportunity measurement which is based on risk-based thinking of ISO 9001:2015 (standard of quality management system), to provide recommendations for improvement of problems found by evaluators to stakeholders based on principles/heuristics that have the highest to lowest risk opportunities for improvement and further development. © 2022 IEEE.
ABSTRACT
Along with its growth, one of the research areas to perfect online learning is student-centered factors that affect how online learning is going from the student's perspective. However, online learning still faces similar problems from the student perspective even until the COVID-19 pandemic. This fact confirms researchers still need to do more studies, or educators still need to learn more. So, this study aimed to help researchers and educators by providing the latest and relevant student-centered factors. This study reviewed 21 latest and relevant studies to achieve the objective. As a result, 12 types were discovered, with at least three factors in each factor type. Also, the impact of each factor on each other was given. Then, some factors were prioritized to solve the problems mentioned before. It'll be easier to improve the prioritized factors by taking steps back and improving the independent variables first. Hopefully, researchers can see a gap in those factors and start a study to solve it. Also, educators can learn at once and adjust some relevant factors to facilitate online learning as expected, especially during the COVID-19 pandemic. © 2022 IEEE.
ABSTRACT
Massive Open Online Course (MOOCs) has helped develop the education sector since the Covid-19 pandemic, though it causes low retention. This study used a systematic literature review method to analyze the factors affecting the retention level of MOOCs participants in developing countries and worldwide. A total of 89 publications in the Scopus journal during 2015-2021 and 26 published in developing countries were examined. The results showed that the factors affecting the retention level of MOOCs' participants include perceived ease of use, usefulness, social influence, and self-efficacy. However, motivation was an insignificant factor in developing countries despite being significant worldwide. Infrastructure was an internal factor for the retention level among participants, though this study can be further expanded using better methods. © 2022 Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. All rights r eserved.
ABSTRACT
The COVID-19 pandemic has caused severe human suffering and substantial damage to life throughout the world. The lockdown caused by COVID-19 also significantly impacted three main elements in UGM education processes, including teaching, research, and community service, where most of their activities involving a large group of people, field, and outdoor programs. Innovation in learning, research, and community service without mobility from home is needed to overcome the impact of Covid-19. Methods of internet-based learning, research, and community service must be established during the pandemic to generate a reliable yet efficient blended program that can accommodate their outcomes. This paper will generally look at the initiative and strategy taken by UGM in planning and developing a sustainable research-based learning and community services. It is based on integrated research-based learning and community service, which integrates former individual education, research, and community service programs. The policy of considering COVID-19 as an emergency at UGM has eliminated teaching and learning activities on campus and replaced them with online learning activities from home. The application of the Three-Centra Education concept, which consists of families, schools, and communities, is truly relevant for developing research-based learning and service programs. Besides, academic and non-academic atmospheres to support integrated education, research, and community service processes in universities in the current era must be developed under millennial students’ style. The millennial approach's adjustment is possible by developing tutoring systems through student-centered learning with the edutainment process that triggers the learning system to be more enjoyable, but the quality is still maintained. This quality of online learning during an emergency in UGM has been improved based on conducted surveys indicating that the advantages of online lectures, according to students, are its flexibility and relaxation;no preparation needed to visit campus;more courageous to ask questions during lecture;most materials are well documented for rereading;time and cost-efficient. Meanwhile, online learning disadvantages covered the fact that the lectures confused with online assignments that caused an excessive workload;the lecturers need to be more interactive and communicative;the schedule should not be frequently changed until later evening, and decrease concentration ability among students. University leaders, the academic community, including alumni, have been building solidarity, compassion, and empathy through food assistance, credit, academic fee reduction, non-bureaucratic procedures for students affected by COVID-19. Co-learning system and work from home in the cyber campus 4.0 for the millennial student in the era of lockdown and destructive innovation with the support of sophisticated information technology and significant data access seems to be the most appropriate learning media. The empowerment online learning system must implement the principles of win–win solution, co-creation, co-finance, flexibility, and sustainability of the proposed programs to strengthen education's real meaning during this pandemic. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021.