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The COVID-19 pandemic has affected education in Indonesia. The government has suggested alternatives to solve the learning problems during the pandemic. Offline and online classes were used to fulfil the various learning needs of students. This study investigated the effect of using augmented reality-assisted media in offline and online classes on student achievement amid the COVID-19 pandemic. This study used a quasi-experimental design by utilising augmented reality (AR) in each class for eight weeks. Validated test questions were used fol-lowing the use of AR. According to the results of the independent t-test in the current study, student achievement from offline (n = 63, M = 74.71) and online (n = 64, M= 71.46) classes increased drastically with t = 1.994, p = 0.048. However, in terms of differences in achievement improvement between the two classes, students in of-fline classes had higher achievement compared to those in online classes. Thus, it can be concluded that student achievement in Physics has improved with the help of augmented reality-assisted media amidst the COVID-19 pandemic, particularly through offline learning mode. This study contributes to the development of AR for future education, particularly how to enhance student achievement in Physics. Future AR studies can be carried out in more classes from various regions or countries, considering that the 3D models in AR are useful to aid the learning of other subjects with concepts. © 2023 Science Education Study Program FMIPA UNNES Semarang.
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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.
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The purpose of this study was to investigate secondary science teachers' PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articulated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific orientation for the online learning environment, i.e., `learning science concept' and `lecture centered instruction.' Knowledge of the science curriculum had online-offline mixed learning environment specific knowledge, i.e., `reorganization of curriculum' and online learning environment specific knowledge, i.e., `development of learning goal' and `science curricular materials.' Knowledge of science teaching strategies had online learning environment specific knowledge, i.e., `topic-specific strategy', `subject-specific strategy', and `interaction strategy' and COVID-19 offline learning environment specific knowledge, i.e., `topic-specific strategy' and `interaction strategy'. Knowledge of student science understanding had online learning environment specific knowledge, i.e., `student preconception', `student learning difficulty', `student motivation and interest', and `student diversity' and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty'. Knowledge of science assessment had online-offline mixed learning environment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each.
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Learning practices commenced to shift from face-to-face offline class learning to online classes with technological networks specifically on sudden COVID-19 crises. . This sort of variation in their learning method sparks question about students' perception of the new learning system. The objective of the study was to compare English language learning, between online classes and Offline-classes and it explicates different students' perceptions of such learning practices regarding the benefits, improvements, and drawbacks of online and offline modes. The research approach of study, proceeds with a quantitative study, using statistical analysis through questionnaire distribution. The participants of the study were the school students, obtained from Government and private schools in Telangana. The quality of the study stands outstanding in addressing the effectiveness of blended learning both online and offline learning and aids to study nature of the approach if integration of learning modes including face-to face and online learning incorporated and the consideration to improvise qualities learning experiences of students. With those aspects, the research is significant to prove the preference of students to elucidate that offline classroom learning is more preferable than online English learning. The value of the research is recognised that it aids the educators, leadership authorities and researchers to understand parameters leading to efficient learning practices, enhanced collaborative student performance outcomes assisting to select the appropriate technologies in case of any pandemic crisis and to inhibit collaborative learning in and out of classroom. The most general obstacles faced by students in online English learning are materials insufficiency, lack of communicative skills training, lacking reading activities participation, absence of interaction, the inability of queries or doubts clarification, and exercise exposure are addressed by the analysis outcomes. The comparative perception outcomes explicated that Offline English language learning stands out as more efficient than the online learning method. © 2023, Modern Education and Computer Science Press. All rights reserved.
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Covid-19 Pandemic has greatly affected EFL learners in English grammar. Learning English grammar in its nature is difficult for EFL learners. Covid-19 has made grammar lessons more difficult for them and has caused them to be differentiated sharply in their preference of learning model. Thus, this study is aimed at investigating the underlying factors causing the learners' differentiation of learning model in learning English grammar. Through a mixed-methods, using google-form that consists of closed and open-ended questions, the data of the research were collected. The quantitative data were analysed using descriptive statistics. The qualitative data were analysed using the model of analysis proposed by Miles, Huberman and Saldana (2014). The research results showed that teacher's presence and students' extrinsic motivation were identified as the crucial factors in determining the learners' preferences of learning model of English grammar. © 2023 Eskisehir Osmangazi University. All rights reserved.
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The paper provides an introduction to e-learning and the impact of its shift from offline to online pedagogy. On one side, e-learning has made access to numerous learning opportunities flexible in time. On the other side, it also impacts the student's learning process. This paper aims to find out the status of e-learning adaptation among students by understanding the impact of COVID scenario on e-learning adaptation, the impact of user's time, course structure, and edginess among students. This paper also studies if the cost-effectiveness does prevail or not with the current course design and if it can be applied to the virtual courses as well or not. This study discovers the possible outcomes through virtual learning and is affects the present mindset of a learner or not.
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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.
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This research discusses the analysis and simulation of SIR model for COVID-19 spreading with regards to the effect of offline learning and vaccination. The results of the analysis shows that the COVID-19 case in Indonesia is at a stable stage. The SIR model was chosen because it is one of the basic methods in the epidemiological model like COVID-19. The simulation results shows that if offline learning is not enforced but 99% of the students are vaccinated, the rate of spread of COVID-19 slows down and the rate of recovery has increased in just five months. The results also shown that if 50% offline learning is carried out, the basic reproduction number is R0 = 3.3715, which means that a student infected with COVID-19 can infect 11 other people and if 99% offline learning is carried out, the basic reproduction number is obtained R0 = 6.6757, which means that a student infected with COVID-19 can infect 22 other people in Indonesia. Copyright © 2023 Inderscience Enterprises Ltd.
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BACKGROUND: During the coronavirus disease 2019 (COVID-19) pandemic, internet-based learning modalities and online classes became a tool for the continuous learning process for medical students. The aim of this study was to compare medical student performance in both online versus offline instructional methods. METHODS: The study was conducted on 213 medical students of the basic science program at the American University of Antigua, College of Medicine (AUACOM), who completed the four semesters consecutively between Spring 2018 and Fall 2020. Two cohorts of students were considered in the study: cohort 1 (those who completed years 1 and 2 using traditional offline teaching modality) and cohort 2 (those who completed year 1 offline and year 2 online). The years 1 and 2 National Board of Medical Examiners (NBME) summative assessment scores of the students were used to determine which instructional modality generated better student performance outcomes for the two groups. Additionally, we evaluated the score variabilities between genders to determine if teaching modality had an impact on a specific group. All statistical comparisons were done using two-tailed t-tests. RESULTS: The study involves 213 students (112 in cohort 1, 101 in cohort 2). There was no significant difference in student performance between offline and online learners overall (74 ± 2.3 vs. 73 ± 1.3; p = 0.537) or with respect to gender (73 ± 3.8 vs. 73 ± 3.0; p = 0.709). CONCLUSION: In this comparative effectiveness study of traditional offline education versus online instructional modality, we observed no statistical difference in student performance evaluated with NBME summative assessment scores. Online classes were well-accepted by our students. These data show a significant and promising potential for the future of medical education using online teaching modalities. Remote online teaching could be used again in the future without detriment to student education if face-to-face (F2F) learning is not possible.
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Background: In recent decades, the mode of education has changed, and online learning via the Internet has gradually entered the medical education system. During the Coronavirus disease 2019 pandemic, online learning rapidly became one of the main learning methods for medical students, this has impacted medical undergraduates and postgraduates to varying degrees; however, currently, little is known about its effectiveness as a learning mode. Methods: This study included undergraduates and postgraduates in medical schools at some universities in China. The student participants were asked to complete a questionnaire survey in which they self-evaluated the learning effectiveness, learning efficiency, learning atmosphere, and other issues associated with online and offline learning. SPSSAU was used to analyze the acquired data. Results: Most medical students expressed the view that offline learning was superior to online learning in terms of effectiveness, efficiency, and atmosphere. However, online learning was better in terms of the acquisition of learning resources and flexibility. The attitudes of medical undergraduates and postgraduates participating in this research were largely similar (P>0.05); however, undergraduates placed a higher value on offline learning than postgraduates (P<0.05). Conclusions: Both online and offline learning have advantages and disadvantages. The differences between undergraduates and postgraduates may be related to subtle differences in the training objectives at these 2 levels of medical education. Combining the advantages of online and offline learning may improve the learning of medical students.
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—Assessment is a key component of the educational spectrum and engages teachers in evaluating students’ performance through various methods. During the Covid-19 pandemic, teachers employed various assessment methods through the online mode of teaching and learning;now, at the beginning of the end of the pandemic, teachers are back to practicing offline assessment methods. This study identifies English as a foreign language (EFL) teachers’ perceptions of online versus offline assessment methods in higher education. Furthermore, it targets the best skill-wise assessment methods and constraints that teachers can use when applying EFL assessment methods in both online and offline learning modes. To achieve the study objectives, a descriptive-diagnostic approach was applied;the data were collected from 61 EFL teachers through a questionnaire and semi-structured interviews. The findings show that EFL teachers perceive assessment methods in the online mode of learning as being of a medium level of utility, whereas they perceive assessments in the offline mode of learning as being highly useful. Furthermore, statistically significant differences were found between the EFL teachers’ perceptions of the utility of assessment methods in offline and online modes of learning: the teachers perceived assessments as being significantly more useful in the offline mode of learning. It was also found that the greatest constraints of EFL assessment methods in an online learning mode are issues of cheating and impersonation, insufficient exposure to information technology, and lack of awareness of assistive evaluation tools. In the offline learning mode, the greatest constraints of EFL assessment methods are a lack of awareness of assessment methods and classroom management. In light of these new findings, a set of recommendations is suggested for further research. © 2022 ACADEMY PUBLICATION.
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Due to the new health restrictions imposed by the COVID-19 pandemic, The Online merge Offline (OMO) Learning wave has emerged, providing more open and immersive learning experiences. OMO learning relies on hybrid infrastructure and open educational practices to merge online and offline (i.e., physical classrooms) learning spaces together in real-time while simultaneously seamlessly teaching students in both the physical classroom and online. A systematic design of the learning environment is therefore needed by identifying relevant areas and success factors that support the design process of the OMO Learning environment, based on conceptual, human-centered, and didactic principles. This research used a collective case study analysis technique. Specifically, four international OMO learning case studies were collected and analyzed. The findings demonstrated the significance of designing an active learning environment, selecting technology-based on representational and communication needs, and preparing spaces and teachers for OMO learning. Additionally, it is found that technology limitations are persistent in the OMO learning contexts, requiring teachers to carefully reflect on their course designs and to apply instructional strategies and workarounds to maximize learning, community building, and the student experience.
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Education technology refers to innovative ways of managing classroom instruction. Technology-based educational tools include tablets, interactive outcrop screens, whiteboards, online fulfillment, and MOOCs. However, the current crisis of the COVID-19 pandemic forced the interactthe world to confide in it for online learning.To understand university students' perceptions, evaluate their experiences, recognize their barriers and challenges related to Ed Tech during the COVID-19 pandemic, and analyze factors that influence Ed-tech adoption and usage in higher education. Google Forms questionnaires were distributed to students of the university in Chennai. The researcher prepared the PercentageAnalysis, Mean and Standard DeviationAnalysis, and Chi-squareAnalysis;This study highlights the challenges and factors influencing the acceptance, and use of Ed Tech as a tool for teaching within higher education. © 2022. Specialusis Ugdymas. All Rights Reserved.
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Background: To maintain the continuity of medical education during the COVID-19 epidemic, online learning has replaced traditional face-to-face learning. But the efficacy and acceptance of online learning for medical education remains unknown. This meta-analysis aimed to assess whether online learning improves learning outcomes and is more acceptable to medical students compared to offline learning. Methods: Four databases were searched for randomized controlled trials (RCTs) and comparative studies (non-RCTs) involving online learning published from January 1900 to October 2020. A total of twenty-seven studies comparing online and offline learning in medical students were included. The Grading of Recommendations, Assessment, Development and Evaluations (GRADE) framework and Newcastle-Ottawa Scale (NOS) were used to assess the methodological quality of RCTs and non-RCTs respectively. The data of knowledge and skills scores and course satisfaction were synthesized using a random effects model for the meta-analysis. Results: Twenty-one RCTs that were judged to be of high quality according to the GRADE framework and six non-RCTs studies which ranged from 6 to 8 (NOS) and can be considered high-quality were included in this meta-analysis. The revealed that the online learning group had significantly higher post-test scores (SMD =0.58, 95% CI: 0.25 to 0.91;P=0.0006) and pre-and post-test score gains than the offline group (SMD =1.12, 95% CI: 0.14 to 2.11, P=0.02). In addition, online education was more satisfactory to participants than the offline learning (OR: 2.02;95% CI: 1.16 to 3.52;P=0.01). Subgroup analysis was performed on knowledge and skill scores at the post-test level. The selected factors included study outcome, study design and type, participants, course type and country. No significant factors were observed in the subgroup analysis except for course type subgroup analysis. Discussion: Online learning in medical education could lead to higher post-test knowledge and skill scores than offline learning. It also has higher satisfaction ratings than offline education. In conclusion, online learning can be considered as a potential educational method during the COVID-19 pandemic. However, given the risk of bias of included studies such as the inclusion of non-randomized comparative studies, the conclusion should be made with cautions. Trial Registration: CRD42020220295. © Journal of Xiangya Medicine. All rights reserved.
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The Covid-19 pandemic has affected different aspects around the globe, including education. This condition has initiated a sudden shift in teaching and learning model applied at school, from offline into fully online, then shifted into hybrid and offline learning. This sudden shift on teaching and learning model surely influenced not only the students, but also teachers and parents. The specific impact to mention was unprepared and appalling psychological and physical condition. Therefore, an in-depth qualitative case study method was carried out with an objective to analyze students’, teachers’ and parents’ views and perceptions towards the learning during and after Covid-19 pandemic. An open-ended questionnaire and a follow-up interview were used to collect data from 34 participants. The collected data was then evaluated and categorized, after which the categories were identified and interpreted. The results showed that there are several implications for students’, teachers’, and parents’ adaptation toward the sudden shift of teaching and learning methodologies. Furthermore, it is also confirmed that in terms of physical readiness teachers and parents tended to encounter more challenges compared to the students. Meanwhile in terms of psychological readiness three of them seemed to meet a similar amount of challenges. Nevertheless, these challenges did not seem to reduce their overall perception of the learning adaptation. © 2022
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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.
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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.
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The spread of the Covid-19 leads academic institutions all over the world to shift to online mode through educational platforms like Moodle, blackboard, and Teams or towards the informal ways of learning through YouTube and Social Networking Sites, mainly Facebook or through the inclusion of some apps like Zoom and Google meet. Algerian Universities also hasten to replace face-to-face with online mode. However, there are many challenges, among which is the absence of interaction between teachers and students since most of the lectures are posted in an asynchronous online mode. The study attempts to answer the main research question: Which learning mode is used in Algeria during the pandemic? The current paper tends to give an indepth look at the teaching and learning situation of English in the Algerian context during the pandemic. It also sheds light on the nature of the learning mode. The researcher conducted the study with four universities from different regions in Algeria. Data were collected quantitatively and qualitatively using a questionnaire, an interview, and observation. Findings revealed that most universities use asynchronous online mode in learning. The analysis also demonstrated that the asynchronous mode affects EFL students' motivation towards e-learning and raises their technostress since they have not developed e-learning readiness yet.
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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.