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Online Learning in Educational Research
Published by Foundation of Advanced Education
ISSN : 27989736     EISSN : 27982351     DOI : -
Core Subject : Education,
Education
Online Learning in Educational Research (OLER Journal) is a medium of communication for researchers, academicians, and practitioners that provides a means for sustained discussion of relevant issues that fall within the focus and scopes of the journal which examined empirically. Journal Online Learning in Educational Research is a biannual publication that highlights field research and library research in the broad area of Computer Mediated Learning which includes distance, online, electronic, virtual, distributed, blended, mobile learning, develoving media for online learning, and instument assessment for online learning. Computer-mediated learning occurs when an individual interactively learns (formally or informally, synchronously or asynchronously) about material via computer means where the learning materials and pedagogy are developed to take advantage of the available technologies. The goals of OLER are to: Promote a scholarly approach to the practice and profession of teaching in computer-mediated environments. Foster dialogue concerning innovative computer-mediated teaching, learning and assessment strategies. Enhance understanding and application of best practices in online teaching and learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol 3, No 1 (2023): Online Learning in Educational Research" : 5 Documents clear
PjBL Learning Model Assisted by YouTube: The Effect on Student’s Critical Thinking Skills and Self-Confidence in Physics Learning Fadilah, Siti; Yuberti, Yuberti; Hidayah, Nurul
Online Learning In Educational Research (OLER) Vol 3, No 1 (2023): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v3i1.198

Abstract

Low critical thinking skills and self-confidence can affect the learning process of students. In overcoming this problem, a suitable learning model and learning media are needed. This study aims to determine the effect of the YouTube-assisted PjBL learning model on students' critical thinking skills and self-confidence. This research is quasi-experimental with a non-equivalent control group design. The population in the study consisted of 185 eleventh-grade students of SMAN 16 Bandar Lampung. The research sample consisted of classes, class XI IPA 1 as the control class and XI IPA 2 as the experimental class, selected by cluster random sampling technique. Data collection instruments were an essay test of five questions and self-confidence questionnaires. Based on the analysis using the MANOVA test, the significant values for critical thinking skills of 0.008 and self-confidence of 0.000 were obtained. These values indicate that  is accepted. Thus, it can be concluded that the YouTube-assisted PjBL learning model affects students' critical thinking skills and self-confidence in physics learning.
Integrating TPACK in Extensive Listening: Teachers' Experiences Kurniawati, Dewi; Indrasari, Nunun; Ansar, Fithrah Auliya
Online Learning In Educational Research (OLER) Vol 3, No 1 (2023): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v3i1.227

Abstract

In March 2020 and the global outbreak of the coronavirus prompted the government to adjust its policies including the closure of educational institutions and swiftly shift to online learning. The aim of the research study was to describe the experiences of three English-language lecturers who taught listening during the Covid-19 Pandemic. It examines the challenges faced, including the shift to distance education, the preparation of teaching materials, and the navigation of unexpected obstacles. This research used collaborative auto-ethnography (CAE) as a qualitative study. This method involves the collaboration between the first, second, and third authors to gain understanding and insight into their shared experience. The data collection process was conducted in early 2021. After we taught extensive listening in the 3rd semester of the academic year 2020-2021. For collecting the data we used the story of our experience in a narrative inquiry, photo voice, and semi-structured interview that was analyzed using a thematic analysis. The fings of this study, from the experiences of the three authors as lecturers indicate that the epidemic situation is not a barrier to contributing positively to the world of education. One of the positive effects is that it can increase the creativity of teachers or lecturers in developing teaching materials and using TPACK and also help students evaluate concepts and theories more critically. This study also reveals that, despite experiencing problems such as unstable internet signals in their respective areas, teachers and lecturers are able to adapt to both academic and non-academic environments.
Effectiveness of Online Mathematics Learning during Covid-19: Empirical Evidence from a Tertiary Institution in Ghana Arhin-Larbi, Loretta; Owu-Annan, Christopher
Online Learning In Educational Research (OLER) Vol 3, No 1 (2023): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v3i1.211

Abstract

The Covid-19 pandemic prompted a global shift to online education, posing unique challenges for mathematics instruction. This study investigates undergraduate mathematics students' perceptions of the effectiveness of online teaching strategies and the challenges they faced during the Covid-19 era. Using a pragmatic paradigm and sequential explanatory design, data were collected through questionnaires and interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through content analysis. A simple random sampling technique was used to select 379 third-year mathematics students from Ghana's central region. The findings reveal that the combination of video, audio, and text-based materials was perceived as the most effective instructional strategy, while limited interaction between lecturers and students was the least effective. The primary challenge identified was limited internet access, which significantly hindered online learning experiences. The study highlights the importance of understanding students' perceptions to enhance online mathematics learning. It concludes that effective online instructional strategies are crucial for successful mathematics education. The study recommends continuous training for mathematics lecturers on effective online teaching methods, improved network connectivity from the telecommunication sector, and universities providing data-free access to online platforms to address internet challenges.
HOTS-Oriented Student Worksheets with Blended Learning: Improving Students' Science Process Skills Nurulsari, Novinta; Nisa', Khairun; Viyanti, Viyanti; Yassine, Brahimi
Online Learning In Educational Research (OLER) Vol 3, No 1 (2023): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v3i1.228

Abstract

Today's education must meet the needs of 21st-century learning and developments in the digital age. HOTS and science process skills must be trained to carry out scientific investigations. This experimental research aims to identify the improvement of students' science process skills affected by HOTS-oriented student worksheets through blended learning conducted in one of the high schools in Pringsewu District, Lampung Province. The subjects of this study were students of class X SMA Negeri 2 Pringsewu, with a population of 180 people. The research sample was selected using a purposive sampling technique so that class MIPA 2 was obtained as an experimental class with a total of 29 students and MIPA 4 class as a control class with a total of 31 students. The research method used was a non-equivalent control group design which aims to look for the effect of a causal relationship between two factors. The data collection technique used was a pretest and posttest design using a science process skills instrument. The n-gain results show an increase in 5 indicators of students' science process skills, where the increase occurs in the medium category. The results showed an increase after using HOTS-Oriented Student Worksheets (SW) on impulse-momentum material through blended learning to improve students' science process skills.
PDEODE Strategy Assisted by GeoGebra: Improving Students' Critical Thinking and Mathematical Analysis Rohmah, Lailia Aini; Anggoro, Bambang Sri; Gunawan, Wawan
Online Learning In Educational Research (OLER) Vol 3, No 1 (2023): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v3i1.203

Abstract

This study aimed to determine the effect of the PDEODE learning strategy on students' critical thinking and mathematical analysis skills. This research is quantitative research with a quasi-Experimental posttest-only control group design. The population of this study was all students of the eighth grade of MTs Negeri 2 Bandar Lampung, with a total population of 256 students. The sampling technique employed was cluster random sampling. The data analysis techniques performed were the normality test and the homogeneity test. The hypothesis testing performed was a Multivariate Analysis of Variance (MANOVA) test. Based on the results of research and the MANOVA test, the PDEODE learning strategy assisted by the GeoGebra application has an effect on students critical thinking and mathematical analysis skills. Further research is recommended to use the PDEODE strategy and GeoGebra media.

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