ABSTRACT
This paper aimed to show how much Self-efficacy and Achievement Motivation contribute to the formation of SPIRIT character for the students in the post-covid-19 pandemic era when the education process is still ongoing with a combined method of online and offline learning. This research used quantitative methods and literature studies. The results of this research showed that self-efficacy and achievement motivation had not significance contribution to the SPIRIT characters building for the students. The other variables that are not discussed even have a much larger contribution. So it is interested to investigate this result. Even so, it does not mean that students do not need to pay attention to self-efficacy and achievement motivation, because even though they are small, they still need to be owned, so that the SPIRIT characters can be further developed in the post-covid-19 pandemic era. © 2022 ACM.
ABSTRACT
The mega-scale online education conducted nationwide during the COVID-19 epidemic has enabled online learning to move from individualized participation to full participation, practicing and advancing the development of wisdom education to a large extent. In the post-epidemic era, a new educational order that integrates online and offline learning is gradually taking shape, and online learning has become a new norm from emergency. The popularization and promotion of online education has been the general trend. The "double reduction"policy has led to a trust dilemma, a communication dilemma, a cooperation dilemma and an organizational dilemma in the practice of home-school-society collaborative parenting, and an unprecedented challenge for school education and teachers teaching. This study proposes an intelligent operating system based on big data and adaptive learning traction model, rooted in rich pedagogical theories, to solve the above-mentioned challenges in online education by virtue of "wisdom". © 2023 IEEE.
ABSTRACT
As the outbreak of COVID-19 increased in various countries. India is also majorly affected with the COVID-19 by that education system is affected, and it has transferred the traditional face-to-face teaching to online education platform. Considering student's perspective on both online and offline learning mode in India, we conducted a survey to collect the data. In that survey questionnaire, focus was on the factors and situation which can affect the education system. Using that data, we used Kruskal Wallis test to collect the evidence for which learning mode is better and Naive Bayes Algorithm, we were able to conclude the results. © 2022 IEEE.
ABSTRACT
This study aims to analyze the comparison of the academic result of the EA447 Managerial Accounting course using offline and online learning at the Management and Accounting undergraduate study program during 10 semesters of the 2016-2020 academic years at Indonesia Persada University-Jakarta. This study uses simple descriptive statistics to analyze the pass rate, failure rate and eligibility rate to take the final semester exam. The data is taken from the academic section of the institution in the form of student scores based on offline learning before the covid-19 pandemic, namely the odd semester 2016/17, 2017/18, 2018/19 and 2019/20, and 2019/20 and the academic year in online learning during the covid19 pandemic in the even semester 2019/2020, and the 2020/2021 school year. The results of this study indicate that the graduation rate is high, the failure rate is low, and the eligibility rate for taking the final semester exam is lower in online learning outcomes than offline learning outcomes. This finding implied to provide references in applying offline and online learning for the Management and Accounting undergraduate study program at the university. © 2022 Association for Computing Machinery.
ABSTRACT
The change of learning system from offline learning to online learning in transition phase of COVID-19 pandemic requires learning readiness and prerequisite courses to be taken and the learning model used, including Project Based Learning method (PjBL). This research aims to determine the effect of the significance and differences of prerequisite courses and student readiness on student competence to work on electrical engine repair projects (SC-WEMRP). The research takes 59 sample of students determined by using purposive random sampling method. Research form instrument described as learning readiness, monitoring sheet, checklist sheet, assessment, product assessment rubric, and product performance. Descriptive statistical techniques and Anava Two Way is used to analyze the data and test the hypotheses. The result given that there are effects and differences between students who have programmed prerequisite course and students who have not programmed prerequisite course of PjBL to SC-WEMRP as a result, students who programmed prerequisite course more highly significant than student who have not programmed prerequisite course in case of learning readiness. There is significant effect described as higher student readiness and low student readiness in project-based learning of SC-WEMRP. There is no interaction effect between prerequisite courses and student readiness to SC-WEMRP. The implication of research result can be input for the Department of Electrical Engineering in particular and other study programs related to PjBL during the transition from online learning to offline learning after COVID-19 in order to students can get optimal competence. © 2022 IEEE.
ABSTRACT
Computational methods have gained importance and popularity in both academia and industry for materials research and development in recent years. Since 2014, our team at University of Illinois at Urbana-Champaign has consistently worked on reforming our Materials Science and Engineering curriculum by incorporating computational modules into all mandatory undergraduate courses. The outbreak of the COVID-19 pandemic disrupted education as on-campus resources and activities became highly restricted. Here we seek to investigate the impact of the university moving online in Spring 2020 and resuming in-person instructions in Fall 2021 on the effectiveness of our computational curricular reform from the students' perspective. We track and compare feedback from students in a representative course MSE 182 for their computational learning experience before, during and after the pandemic lockdown from 2019 to 2021. Besides, we survey all undergraduate students, for their online learning experiences during the pandemic. We find that online learning enhances the students' belief in the importance and benefits of computation in materials science and engineering, while making them less comfortable and confident to acquire skills that are relatively difficult. In addition, early computational learners are likely to experience more difficulties with online learning compared to students at late stages of their undergraduate education, regardless of the computational workload. Multiple reasons are found to limit the students' online computational learning, such as insufficient support from instructors and TAs, limited chances of peer communication and harder access to computational resources. Therefore, it is advised to guarantee more resources to students with novice computational skills regarding such limiting reasons in the future when online learning is applied. © American Society for Engineering Education, 2022
ABSTRACT
The progress of educational technology and the demand of home learning under COVID-19 have promoted the rapid development of online learning all over the world. The existing research focuses on offline learning or online learning but seldom discusses their switching process. This paper uses the questionnaire method and structural equation model to analyze the influencing factors of switching intention and behavior from offline learning to online learning. The results show that the switching intention is significantly affected by perceived usefulness, perceived ease of use, and computer self-efficacy, and negatively affected by the perceived risk. The switching intention makes a significant positive effect on switching behavior. When the learner's offline learning relationship inertia and satisfaction are higher, the relationship between switching intention and switching behavior will be weakened. At the end of the paper, some suggestions are put forward for reference for the related parties of online learning. © 2022 Wiley Periodicals LLC.
ABSTRACT
Coronavirus has a great impact in some other ways of everybody's life. It greatly affected the education sector in India. All of the sudden changes from traditional teaching–learning to online teaching–learning become difficult to manage students as well as faculties. This research focuses on examining students’ learning habits during a pandemic when all school colleges closed because of the spread of COVID-19. A data was collected to examine Indian (Maharashtra) student’s learning time spent throughout epidemic, academic, were inactive due to the novel coronavirus—SARS-CoV-2 (COVID-19). In response to understanding the potential effects of the coronavirus epidemic, the questionnaires were spread over Facebook, WhatsApps a network of educational group from September 30 to October 20, 2020. This research focuses on the impact of different factors on students learning during COVID-19. To represent correlations between independent and dependent variables, heat maps are used. It helps to analyze the impact in terms of their values that exist between variables. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The rapid spread of the new crown pneumonia epidemic on a global scale has rapidly expanded the application scope of online teaching models. The blended teaching mode which combine online and offline teaching has become an important teaching method for higher education in the Post-Covid-19 era. This article uses questionnaire survey and interviews to investigate a double-class university in China. And it analyzes the contribution of blended learning to break through the barriers of disciplines and realize the cultivation of interdisciplinary talents. It found that, firstly, with the help of online seminars, interdisciplinary teacher teams can increase the frequency of interaction with each other, and in this way, the quality of course content has been improved. Secondly, with the help of online and offline teaching methods, the curricula can accommodate teachers from more disciplines to participate in the evaluation of students. Thirdly, affected by the epidemic, many schools and institutions have set up a large number of courses as open online courses to enrich the ways and content of interdisciplinary learning. But at the same time, we should also face up to the shortcomings of blended teaching in order to continuously improve the quality of teaching. © 2021 Association for Computing Machinery.
ABSTRACT
This study aims to compare learning outcomes and technology readiness in online versus offline learning and to find suggestions from the viewpoint of learners. Besides, this study also compares differences in students’ perceptions among learning styles. The associations between several factors such as experience and gender, and learning preferences are also explored. A questionnaire was developed to gather data from students who enrolled in an MIS course during the middle of the COVID-19 pandemic. Around half of the students were assigned to study the topic ‘using MS Excel basics’ in offline sessions, whereas the rest were assigned to learn through recorded videos online. Responses from 44 students, together with their comments and suggestions, were used for data analysis. This study found that both online and offline delivery methods can improve students’ cognitive processes according to the Revised Bloom’s Taxonomy and their topic interest significantly. On-campus classes could significantly enhance students’ class attendance intention, but online classes could not. The cognitive process of RBT in terms of evaluating MS Excel content and class attendance intention of online students were significantly lower than offline students. Students also felt that place, equipment, and software on-campus were more ready than online environments. This work provides guidelines for both lecturers and universities in choosing teaching methods for using basic tools after the COVID-19 situation pass, selecting proper course types, designing course activities, and providing sufficient supports for better online learning outcomes. Research gaps suggested by past studies are filled up in this study. © 2021 International Consortium for Electronic Business. All rights reserved.
ABSTRACT
In order to restrict the spread of the COVID-19 pandemic, physical face-to-face learning sessions were switched to online learning mode. However, the effectiveness of online learning for a developing country such as Indonesia is constrained by its digital education readiness, especially financial support, infrastructure, culture, and skills. Therefore, this paper analyzes the effectiveness of online learning by progressive analysis of the gap between offline and online learning methods. The Fuzzy Analytical Hierarchy Process (Fuzzy-AHP) is applied to weigh the preferences of indicators set as criteria for measuring online learning efficacy. Meanwhile, Profile Matching is used to calculate the gap between both learning conditions during pre-and post-pandemic. The performance of fifty students at Faculty Economic and Social Universitas Islam Negeri Sultan Syarif Kasim Riau (FESUIN) was used as a case study. This paper revealed that students' grade point average (GPA) was the highest weighted criterion for student learning performance. It is followed by electricity resources, signal quality, learning-supported devices, and internet quotes. Thus, the value gap distinguished the potential of the face-to-face learning mode compared to online learning. The analysis shows that offline learning is the more effective learning method for this case. © 2021 IEEE.