Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal International Inspire Education Technology (JIIET) International Journal of Language and Ubiquitous Learning
Roni Subhan
Universitas Islam Negeri kiai Haji Achmad Siddiq Jember
Computer Science & IT Education Social Sciences

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ASSESSING THE IMPACT OF ONLINE LEARNING COMMUNITIES ON COLLABORATIVE LEARNING AND KNOWLEDGE SHARING Roni Subhan; Vann Sok; Sokha Dara
Journal International Inspire Education Technology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v5i2.1249

Abstract

The increasing integration of online learning communities into educational settings has sparked interest in their potential to enhance collaborative learning and knowledge sharing. While these communities are widely recognized for fostering peer interaction and engagement, their specific impact on learning outcomes remains underexplored. This study aims to assess the impact of online learning communities on collaborative learning and knowledge sharing among university students. A mixed-methods approach was employed, combining quantitative surveys to measure collaboration and knowledge sharing, alongside qualitative interviews to capture student experiences. The experimental group, which participated in online learning communities, showed significant improvements in both perceived collaboration and knowledge sharing compared to the control group, which engaged in traditional learning methods. The post-survey results indicated higher levels of interaction, peer support, and knowledge exchange within the experimental group. These findings suggest that online learning communities foster an environment conducive to collaborative learning, enhancing students' engagement and their ability to share knowledge. The study contributes to the growing body of research on online education by providing empirical evidence of the benefits of these communities. Future research should explore the long-term effects of online learning communities and examine how specific platform features can further enhance collaborative learning.
The Influence of Learning Technology on Early Childhood Literacy Development in Indonesia Rerin Maulinda; Roni Subhan; Yuliah Yuliah; Dahlan Abdullah
International Journal of Language and Ubiquitous Learning Vol. 1 No. 4 (2023)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v1i4.688

Abstract

Background. In the era of information and communication technology, the use of learning technology in Indonesia is increasingly widespread, including among young children. Today's children not only grow up in a technological environment, but also actively interact with digital devices from an early age. Early childhood literacy is key in understanding the influence of learning technology on their development. Purpose. The main aim of this research is to investigate to what extent and in what ways learning technology influences the literacy development of early childhood children in Indonesia. Through a quantitative approach and involving education students, this research seeks to provide a comprehensive picture of the positive and negative impacts of learning technology and identify factors that influence early childhood literacy. Method. The research employs a quantitative approach through a survey method, targeting 30 education students with a profound understanding of children's developmental stages. A questionnaire was crafted and disseminated through Google Forms to gather insights into students' perceptions and experiences related to the utilization of learning technology and its influence on the early childhood literacy development. The acquired data will undergo quantitative analysis techniques, emphasizing data reduction, presentation, and the derivation of conclusions. Results. The research results show that students have positive experiences in using learning technology, actively utilizing it, especially in the context of early childhood education. Positive perceptions also emerged regarding the influence of learning technology on literacy and motivation of young children. Its social and emotional impact is considered positive, contributing to the emotional well-being and social interactions of early childhood. Conclusion. The conclusion of this research is that learning technology has a positive role in enriching the experience of early childhood education in Indonesia. These positive impacts include increasing literacy, learning motivation, as well as social and emotional aspects of early childhood.
The Ethics of AI in Language Assessment: A Critical Examination of Algorithmic Bias in Automated Speaking and Writing Tests Roni Subhan; Alejandro Díaz; Karan Singh
International Journal of Language and Ubiquitous Learning Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i6.2838

Abstract

Background. The growing adoption of artificial intelligence (AI) in language assessment has generated serious ethical concerns, particularly regarding algorithmic bias in automated speaking and writing tests. Purpose. This study aimed to investigate the ethical challenges associated with algorithmic bias in AI-based language assessments, with a specific focus on automated speaking and writing evaluations. Method. A qualitative research design was employed. Data were collected through a systematic analysis of existing literature on AI in language assessment, expert interviews with educators and AI developers, and a review of selected case studies involving automated language testing systems. Results. The findings indicate that algorithmic bias is a significant issue in AI-driven language assessments. Biases in speech recognition and automated text evaluation were found to contribute to inaccurate scoring and unfair assessment outcomes for certain demographic groups. These biases have the potential to perpetuate systemic inequalities and undermine the validity and reliability of AI-based language testing. Conclusion. The study concludes that although AI offers considerable potential for advancing language assessment, its ethical risks must be carefully addressed. Ensuring transparency, fairness, and accountability is essential in the design and implementation of AI-based assessment systems.
Co-Authors Alejandro Díaz Dahlan Abdullah Karan Singh Rerin Maulinda Sokha Dara Vann Sok Yuliah Yuliah