Online Learning in Educational Research
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.
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<![CDATA[Content Validity of Three-Tier Multiple Choice Virtual Reality-Based Assessment with Embedded Ethno-SSI Concepts on Acid-Base Topics ]]>
<![CDATA[Huda, Zamira Zia'ul]]>;
<![CDATA[Yamtinah, Sri]]>;
<![CDATA[Shidiq, Ari Syahidul]]>
<![CDATA[ Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research ]]>
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DOI: 10.58524/oler.v5i1.665
<![CDATA[Research on acid-base misconceptions at the high school level is extensive, but studies at the university level remain limited. Due to the prevalence of these misconceptions, developing accurate instruments for early detection is crucial. This study developed a three-tier multiple-choice virtual reality-based assessment integrating the ETHNO-SSI concept for acid-base topics. The study employed the Borg and Gall R and D model to evaluate content validity.The study used a developmental design, with face validation by six expert reviewers using a rubric to evaluate content validity, construct relevance, clarity and contextual integration. Processing of the data involved the use of Aiken’s V index. The results also evidenced a high content validity for all the dimensions studied, indicating that the instrument is pedagogically sound and culturally relevant. By embedding Ethno-SSI in immersive VR platforms, this assessment approaches represents a new path in the pursuit of students’ conceptual challenges when dealing with sociocultural decision making in real-world conditions. This study provides valuable information to the development of multidimensional chemical assessment instruments to link sociocultural innovation, recover notions of acid-base misconceptions, and incorporate cultural relevance in chemistry education.]]>
<![CDATA[Transformation of Critical Thinking in Environmental Education: Integration of Project-Based Learning and Technology ]]>
<![CDATA[Ayu, Hena Dian]]>;
<![CDATA[Jufriadi, Akhmad]]>;
<![CDATA[Pratiwi, Hestiningtyas Yuli]]>
<![CDATA[ Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research ]]>
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DOI: 10.58524/oler.v5i1.598
<![CDATA[Critical thinking is essential in environmental education, helping students address ecological and sustainability challenges. However, current learning models often lack a structured framework for developing critical thinking in environmental science courses. The advancement of digital technology offers both opportunities and challenges. This research aims to develop critical thinking dimensions for environmental science courses using a project-based learning (PjBL) approach, integrated with digital technology (AI-assisted data analysis, GIS for mapping, and cloud-based tools for collaboration). The Delphi method was used to create critical thinking indicators, involving 15 experts from various fields. Data was collected via interviews, Focus Group Discussions (FGD), and a Likert scale-based validation questionnaire. Results show that the developed dimensions Inference, Clarifying and Interpretation, Analyze and Evaluate Arguments, and Explanation met validity and reliability criteria through Rasch analysis and Confirmatory Factor Analysis (CFA). Technology integration in PjBL enhances data-driven analysis and predictive modeling but may reduce critical reflection due to AI reliance. A hybrid learning approach is recommended to balance hands-on interaction with technology use. This study contributes to designing more effective strategies for improving students' critical thinking skills in environmental education]]>
<![CDATA[Breaking Misconceptions: Technology-Integrated MORE Model for Meaningful Learning of Momentum and Impulse ]]>
<![CDATA[Adimayuda, Rizal]]>;
<![CDATA[Suhandi, Andi]]>;
<![CDATA[Samsudin, Achmad]]>;
<![CDATA[Suhendi, Endi]]>;
<![CDATA[Setiawan, Agus]]>;
<![CDATA[Fratiwi, Nuzulira Janeusse]]>
<![CDATA[ Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research ]]>
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DOI: 10.58524/oler.v5i1.606
<![CDATA[Misconceptions in physics, particularly in topics like momentum and impulse, pose significant barriers to meaningful learning, as students often rely on everyday experiences that contradict scientific principles. Addressing these misconceptions is crucial for improving students’ understanding and application of physics concepts in real-world contexts. This study examines the effectiveness of the Technology-Integrated Modification, Observation, Reflection, and Evaluation (T-MORE) model in addressing misconceptions about momentum and impulse through a convergent parallel mixed-methods design. A total of 22 first-semester undergraduate students participated in this study, receiving instruction incorporating videos, PhET simulations, and AI-assisted reflection tools. Conceptual understanding was measured using the Four-Tier Momentum and Impulse Misconception Diagnostic Test (FT-MIMDT). The McNemar test confirmed a statistically significant improvement, while the Reduction of Misconception Quantity (RMQ) indicated a high reduction in misconceptions. Qualitative analysis revealed changes in students’ misconceptions regarding momentum conservation and impulse-momentum relationships after instruction. These findings confirm the effectiveness of T-MORE in improving conceptual understanding and reducing misconceptions in momentum and impulse. The implementation of T-MORE can be further optimized by incorporating collaborative discussion sessions and adaptive formative assessments to ensure that all students can reconstruct their understanding more comprehensively.]]>
<![CDATA[Unveiling the Dual Nature of AI in Grading: A Systematic Review of Benefits and Mitigation Strategies for Algorithmic Bias ]]>
<![CDATA[Risdianto, Eko]]>;
<![CDATA[Rostika, Rince Aida]]>;
<![CDATA[Razak, Ahmad Zabidi Abdul]]>;
<![CDATA[Kartika, Hera Anis]]>;
<![CDATA[Fitria, Jeni]]>
<![CDATA[ Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research ]]>
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DOI: 10.58524/oler.v5i1.695
<![CDATA[The use of Artificial Intelligence (AI) in educational evaluation optimizes learning outcomes. This research seeks to address the advantages and difficulties of implementing AI within academic evaluation frameworks with particular emphasis on the algorithmic bias problem and its implications for fairness in education. The absence of a thorough grasp of algorithmic bias, particularly how it can be utilized as a weapon against equitable education, reveals an important gap. We conduct a Systematic Literature Review (SLR) and bibliometric analysis on 121 articles sourced from Scopus published between 2021 to 2025 to trace the trends and examine the impacts and biases of AI on grading systems. The data demonstrates a significant increase in publications beginning 2018, concentrating on topics such as educational applications of AI, automated grading systems, and machine learning. The findings further indicate that though AI improves efficiency and consistency of the evaluations, it heightens the chances of biased outcomes because of non-diverse training data, prejudiced developers, and socio-cultural frameworks that could worsen the situation for already marginalized learners. In summary, this study highlights the critical gaps in bias mitigation strategies arising from the lack of ethical design frameworks, antecedent-free algorithms, and educator prep courses aimed at combating bias. These outcomes serve as benchmarks for the creation of more reliable and comprehensive AI systems for assessments and shift subsequent investigations to focus validation on different cultures and the incorporation of just AI design paradigms]]>
<![CDATA[Game-based Learning in Science Education: Bibliometric Analysis ]]>
<![CDATA[Haryandi, Surya]]>;
<![CDATA[Misbah, Misbah]]>;
<![CDATA[Arlinda, Rossy]]>;
<![CDATA[Harto, Muhdi]]>;
<![CDATA[Muhammad, Nurlaela]]>;
<![CDATA[Qamariah, Qamariah]]>
<![CDATA[ Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research ]]>
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DOI: 10.58524/oler.v5i1.626
<![CDATA[Game-based Learning (GBL) in science education can increase students' interest, motivation, and involvement in the process of learning, so a more in-depth study of GBL through bibliometric analysis is needed. This study aims to analyze research trends on the application GBL in science education through bibliometric analysis from 2021-2024. This study employed bibliometric analysis to examine 349 English-language journal articles published from 2021 to 2024, which were retrieved from the Scopus database. Using VOSviewer, the analysis involved co-occurrence and keyword mapping to identify emerging research themes and publication trends. The results obtained 62 articles for further analysis through bibliometric review and visualization using VOSviewer. The trend of GBL research grows yearly, potentially increasing the number of publications the following year. The majority of GBL-related articles appear in respected international journals. This is also the reason for the article's high citation count. Indonesia ranks second in terms of GBL research. The visualization findings between GBL and science education demonstrate that various keywords under investigation emerged in the previous year. This further indicates a topic worth investigating further. The analysis results are based on the study topic, research location, type of research, and applications utilized in GBL, providing an overview for future researchers to undertake a more in-depth examination of the data. The main findings show that GBL may enhance the learning results of students in the context of science, providing insights into effective learning strategies that educators can adopt. These findings are expected to be used to formulate more innovative and effective educational practices and serve as a basis for further research in this area.]]>
<![CDATA[Exploring Alternative Teaching and Learning Platforms in Post-COVID-19 ]]>
<![CDATA[Umera, Ozioma Roseline]]>;
<![CDATA[Baror, Stacey Omeleze]]>
<![CDATA[ Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research ]]>
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DOI: 10.58524/oler.v5i1.600
<![CDATA[Learning for undergraduate students at the National Open University of Nigeria (NOUN), Gwagwalada study center, has significantly shifted toward e-learning since the COVID-19 pandemic. This study investigates how NOUN students use e-learning platforms and the challenges they face. Using a survey design with qualitative methods, data from 364 participants were collected through questionnaires and interviews. Guided by the Technology Acceptance Theory, the study finds that students predominantly use emails, LMS, video conferencing, and social media for academic activities. Key benefits include flexibility, convenience, equitable access, and enhanced critical thinking. However, infrastructure and policy gaps persist. The study highlights the importance of ongoing improvements in e-learning systems and recommends that NOUN regularly conduct faculty training and digital literacy workshops to enhance participation and reduce barriers]]>
<![CDATA[Acrachemmics (Acid Rain in Chemical Comics) Oriented to Chemical Literacy ]]>
<![CDATA[Khaerunnisa, Rifa]]>;
<![CDATA[Irwansyah, Ferli Septi]]>;
<![CDATA[Dewi, Citra Deliana]]>;
<![CDATA[Dahriah, Iis]]>;
<![CDATA[Gerhana, Yana Aditia]]>
<![CDATA[ Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research ]]>
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DOI: 10.58524/oler.v5i1.721
<![CDATA[Understanding chemical concepts such as acid rain can be challenging for students due to their abstract and complex nature. To address this, a chemical literacy-based learning approach using comic media. Acrachemmics (Acid Rain in Chemical Comics) was developed to enhance student comprehension. This research aims to develop and evaluate electronic comic media especially Acrachemmics (Acid Rain in Chemical Comics). A Design-Based Research (DBR) methodology was employed, comprising three phases: analysis, design, and development. The validation test yielded a Pearson correlation coefficient (r) of 0.88, indicating a high level of content validity. Additionally, the feasibility assessment, which examined aspects of material content, visual communication, software engineering, and language, produced an average score of 84 percent, reflecting a high level of practical usability. These results suggest that Acrachemmics is both a valid and feasible educational media for teaching acid rain concepts. By presenting scientific content through engaging visuals and narrative storytelling, Acrachemmics facilitates student understanding in a more accessible and enjoyable format]]>
<![CDATA[AI Literacy Meets Ethics: Critical Appraisal's Mediating Role in Shaping Ethical Awareness in Higher Education ]]>
<![CDATA[Syukur, Pramudya Asoka]]>;
<![CDATA[Fakhri, M. Miftach]]>;
<![CDATA[Firdaus, Firdaus]]>;
<![CDATA[Putra, Kurnia Prima]]>;
<![CDATA[Adiba, Fhatiah]]>;
<![CDATA[Arifiyanti, Fitria]]>
<![CDATA[ Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research ]]>
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DOI: 10.58524/oler.v5i1.508
<![CDATA[As artificial intelligence increasingly permeates higher education systems worldwide, developing students' ethical awareness has become essential for responsible AI implementation. This study seeks to examine the connections between technical understanding, applied knowledge, and critical appraisal in shaping ethical awareness within the context of AI literacy. The study utilizes a quantitative method, applying Partial Least Squares Structural Equation Modeling (PLS-SEM) to data gathered from 322 university students. The findings indicate that technical understanding has a direct favorable influence of 0.180 on ethical awareness, while applied knowledge demonstrates a stronger impact of 0.467. Critical appraisal serves as a significant complementary partial mediator, with indirect path coefficients of 0.083 for technical understanding and 0.155 for applied knowledge, strengthening their relationships with ethical awareness. This study concludes that AI literacy educational programs should not only emphasize technical and applied knowledge but also foster critical appraisal skills to promote ethical AI usage.]]>
<![CDATA[Deep Learning Pedagogies Enhance AI Literacy in Elementary Students: A Five-Cycle Implementation Study ]]>
<![CDATA[Relmasira, Stefanus Christian]]>;
<![CDATA[Donaldson, Jonan Phillip]]>
<![CDATA[ Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research ]]>
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DOI: 10.58524/oler.v5i1.720
<![CDATA[The urgency to integrate Artificial Intelligence (AI) literacy into primary education in Indonesia is driven by the increasing presence of AI technologies in everyday life and the nation’s strategic vision to prepare a future-ready workforce. However, current teaching practices remain largely behavioristic and content-driven, lacking the pedagogical depth needed to foster conceptual understanding and ethical engagement with AI. This study addresses this gap by investigating how deep-learning pedagogies—approaches that pursue deep learning as a goal through active, reflective, and collaborative experiences— can be used to improve AI literacy among fifth-grade students. Grounded in design-based research (DBR), the study implemented and refined the Associative Model of AI Literacy (AMAIL), a framework integrating cognitive constructivism, social constructivism, constructionism, and transformative learning theories. The intervention spanned five cycles in three public schools in Salatiga, involving 118 students. Learning outcomes were assessed using pre- and post-tests and student reflections, with analysis conducted through bootstrap methods and Exact McNemar’s tests. Findings showed statistically significant improvements in students’ ability to recognize AI, explain its logic, and reflect on its ethical implications. The study demonstrates how deep-learning approaches, when applied iteratively and contextually, can foster not only technical understanding but also critical and ethical AI literacy in primary education. These findings can inform educators and government stakeholders in designing and implementing pedagogical strategies that support comprehensive AI literacy development at the primary level]]>
<![CDATA[Bringing Science to Life: STEM-Based Instructional Strategies for Primary Students in Thailand ]]>
<![CDATA[Nitae, Kuaemilia]]>;
<![CDATA[Nuangchalerm, Prasart]]>;
<![CDATA[Safkolam, Roswanna]]>
<![CDATA[ Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research ]]>
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DOI: 10.58524/oler.v5i1.570
<![CDATA[Many students in Grade 5 struggle to make sense of science lessons, especially when the material feels abstract and far from their everyday experience. Although science holds an important place in Thailand’s education system as one of the eight main subjects, young learners often find it difficult to stay engaged or fully grasp the concepts. STEM education, a contemporary and productive instruction to science.This study aimed to investigate the implementation of STEM-based science learning activities for Grade 5 students in terms of learning outcomes and student satisfaction. The one group pre-test and post-test design was employed. This study involved eight Grade 5 students who were chosen through purposive sampling. They took part in a series of STEM-based science lessons, with data gathered through lesson plans, achievement tests, and a student satisfaction questionnaire. The results showed a significant improvement in post-test scores compared to pre-test scores, and student satisfaction was rated at the highest level (M = 4.79, SD = 0.34). These findings highlight the potential of STEM-based instruction to improve learning outcomes and engagement in primary science education]]>
