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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 99 Documents
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SSI-Based Newton’s Laws Flipbook to Enhance Critical Thinking and Science Literacy Ismi Izzatun Naeli; Ellianawati Ellianawati; Hardimah Mohd. Said
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.995

Abstract

To effectively enhance critical thinking and science literacy in physics, there is a need to use instructional materials that effectively relate concepts to real-life situations. The objective of this study was to design and validate a Newton's Laws flipbook teaching material using Socio-Science Issues (SSI) to enhance critical thinking and science literacy in physics. The ADDIE model was used in this study, which comprised Analyze, Design, Develop, Implement, and Evaluate stages in developing a new instructional material. Experts validated the product, while small- and large-scale tests were conducted using validation sheets, readability tests, pretest-posttest, and questionnaire tests. The results revealed a high level of content validity, with Aiken's V values ranging from 0.85 to 0.89. The readability level of the material was 73.06%, indicating that the material is easy to comprehend. The experimental group scored higher in the N-gain analysis, with a moderate level of critical thinking (0.54) and science literacy (0.48). The teaching material received high practicality ratings from both students (90.04%) and teachers (93.87%). This indicates that SSI-based flipbook materials effectively integrate physics concepts with socio-science issues, which enhance critical thinking and science literacy in students. This study contributes to developing innovative digital teaching materials, and future research should explore its application in other physics topics.
Online Game-Based Learning for Hand Hygiene Practices Among Young Children in Indonesia: A Quasi-Experimental Study Yuri Nurdiantami; Hilda Agil; Tokie Anme
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.997

Abstract

Hand hygiene remains a cornerstone of infection prevention due to its crucial role in reducing the transmission of infectious diseases across community and healthcare settings. However, establishing consistent handwashing habits among young children remains challenging despite school-based health education programs. Game-based learning has emerged as a promising approach to enhance engagement and support behavior change in early childhood education, yet empirical evidence from developing countries remains limited. This study aims to evaluate the effectiveness of an online game-based educational intervention in improving hand hygiene performance among early childhood children in Indonesia. A quasi-experimental pretest–posttest design was conducted with 50 parent–child pairs involving children aged 4–6 years in Bekasi City. Participants accessed an online educational game designed to teach proper handwashing practices over one week. Baseline and follow-up observations were conducted to assess behavioral change. As the data were not normally distributed (Shapiro–Wilk W = .97, p = .03), the Wilcoxon signed-rank test was applied. Results showed a significant improvement in hand hygiene scores from pretest (Mdn = 3.0) to posttest (Mdn = 15.0), Z = −6.034, p < .001, with a large effect size (r = .60). These findings support the use of digital games as an effective and innovative learning tool to promote health-related behaviors among young children.
Students’ Perceptions of Using iPad Applications to Support EFL Oral Communication Skills Ali Hussein Hazem; Aram George Simon; Marwa Muhammad Ahmed; Bushra Ni’ma Rashid; Bushra Saadoon Mohammed Alnoori
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.1052

Abstract

This study aims to investigate students' perceptions of the use of iPad apps to support oral communication skills in EFL instruction. The researchers used a descriptive quantitative research design and data was collected through the use of a questionnaire to conduct this research study. A total of 30 EFL students at Secondary School in Baghdad, Iraq, were chosen at random to participate in this study during the second semester of the academic year. The questionnaire was developed to assess the perceptions of EFL students of how the use of iPad applications can assist them with speaking fluency, authentic language exposure, authentic language use, and understanding the culture of the people they are communicating with. The results of the study show that most of the students viewed the iPad applications as useful for practicing oral communication. In fact, the students indicated that the iPad applications facilitated providing them with authentic language input and making speaking activities more engaging because they had the ability to provide students with authentic language exposure. However, the students’ responses to the questionnaire also indicated that the success of using iPad applications for language practice is dependent on the effective use of pedagogical approaches and requiring the active participation of the students who are using the iPad applications for language practice. This study concludes that iPad apps have the potential to support the development of speaking skills, although more effective implementation strategies are needed in an educational setting.
STAD in Online-Supported Blended Learning for Developing Students’ Social Competence: A Classroom Action Research Study Anwar Sewang; Muhammad Aswad
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.1089

Abstract

By utilizing digital media support, this research will be examining the utilization of STAD cooperative learning model within blended learning framework. The research is centred on solving the issue of insufficient social interaction and cooperation in technology-assisted learning situations. In this research, Classroom Action Research was used for two cycles, in which the participants were 28 students from class VII-A of SMP Negeri 1 Sendana. Data gathering was done through classroom observation, teacher's reflective journal, structured interview, and documentation of face-to-face and online learning experiences. Interactive data analysis was carried out through three approaches: data condensation, data display, and drawing conclusions. Student social skills were measured using five criteria: self-confidence, accountability, motivation to learn, creative thinking, and digital communication. From the results of the study, it can be seen that the introduction of STAD strategy in the blended learning model led to peer interaction, individual accountability in working in groups, participation in discussion activities, and effective use of digital communication tools. All five elements showed significant progress on part of the learners, particularly after implementing changes into the teaching process in the second cycle. Still, some challenges appeared while implementing this strategy, including different levels of digital literacy, poor quality of Internet access, and various distractors during group work. To conclude, the study proved that collaborative learning through STAD is extremely efficient in building social competence
Role of LMS-Based Learning Communities on the Independent Teaching Platform in Enhancing Teachers’ Basic Competencies Sri Jumini; Parmin Parmin; Asri Widowati; Wahyudi Wahyudi; Öznur ATAŞ AKDEMİR; Ahmet Selçuk AKDEMİR; Fatih Can; Berk İlhan; Victor Oluwatosin Ajayi; Odessa D. Aberilla; Winarto Winarto; Purba Risma Sutikno
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.1092

Abstract

This study aims to analyze the role of the Learning Community on the Independent Teaching Platform LMS in improving teacher basic competencies and its impact on teacher performance and student learning outcomes. The study used mixed methods with a sequential exploratory model. The qualitative phase was conducted through interviews, focus group discussions (FGDs), observation, and documentation, while the quantitative phase used questionnaires for 55 elementary, junior high, and high school teachers in Wonosobo Regency. Qualitative data analysis was assisted by NVivo 12 software, and quantitative data were analyzed descriptively. The results showed that the Learning Community improved teachers' pedagogical competency with an average score of 3.0 (good category), professional competency of 3.27 (good), personality competency of 3.23 (good), and social competency of 2.77 (fairly good). As many as 67% of teachers participate in Learning Communities due to mandatory requirements and performance assessments, which has shifted the function of learning communities. Learning Communities should serve as a forum for collaboration, reflection, sharing of best practices, and strengthening technological literacy, all of which positively impact teacher professionalism, teaching quality, and student learning outcomes. However, extrinsic motivations are more predominant, focusing more on administrative fulfillment than professional development. The results of this study provide encouragement for learning communities to provide more internal motivation in teacher professional development
External Determinants of Learning Motivation among Vietnamese Pedagogical Students: Evidence from PLS-SEM Hoang Thi Thinh; Nguyen Thi Thanh Tung
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.1106

Abstract

In the context of significant transformations in Vietnamese higher education (VHE) under the impact of digital transformation and educational reform, identifying the factors influencing learning motivation (LM) of Vietnamese Pedagogical Students (VPSs) is becoming increasingly urgent. Based on the integration of theoretical approaches and recent studies on LM, and considering the cultural and educational context of Vietnam, this study aims to examine the extent and differences in the influence of external factors on VPSs’ LM. Four factors were proposed: (1) the role of lecturers, (2) institutional support, (3) infrastructure, technology, and learning resources, and (4) family and community encouragement. This study employed a quantitative survey design involving 587 students from two public teacher training universities in Vietnam. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results indicate that all four factors have a positive impact on LM, with lecturer role showing the strongest influence (β = 0.429), followed by institutional support (β = 0.270), infrastructure and resources (β = 0.148), and family support (β = 0.091). These findings provide contextual evidence on how external conditions shape LM and offer policy implications for improving teacher education quality through strengthening pedagogy, digital capacity, and equitable access to learning resources.
Gamified Islamic Dance Learning Media for Pesantren: An Android-Based Development Study Asti Tri Lestari; Anggia Suci Pratiwi; Taofik Muhammad; Meiliana Nurfitriani; Juju Masunah
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.1058

Abstract

Islamic dance learning at Pesantren (Islamic boarding schools) experiences problems because of insufficient learning materials, a teacher-centered teaching style, and the difficulty in delivering information about physical activities through conventional instruction. This study’s objective is to create an Android app to be used as instructional media for Islamic dance learning with gamification and social learning features. This study employed a Research and Development (R&D) methodology, utilizing a simplified Borg and Gall model (stages 1–5), encompassing needs analysis, product design and development, expert validation, product revision, and finalization. Data were gathered via observation, interviews, focus group discussions, and structured Likert scale questionnaires were administered to media, material, and language validator. The results show a consistent increase in the media aspect from 3.60 to 4.85, the material aspect from 3.75 to 4.95, and the language aspect from 3.80 to 5.00, all reaching the Very good category. This study produces the one of the first validated Android-based media by integrating gamification, the operationalization of Social Learning Theory, and Islamic dance content in the pedagogical tradition of Pesantren. This study confirms that Android-based Islamic dance learning media with gamification through a social learning model with interactive features is offers a novel approach for the Islamic boarding school environment. This study contributes to establishing that gamification elements must be culturally embedded in Islamic values ​​in order to help student participation and motivation.
Role of ICT Self-Efficacy and TPACK in Linking AI Literacy to Digital Transformation Sourav Choudhury; Samiul Biswas; Joy Prakash Deb; Adrija Chattopadhyay; Anukampa Devi; Angita Sarmah Boruah
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.1105

Abstract

Rapid technological advancements have positioned digital transformation (DT) as a critical requirement in higher education. However, the mechanisms through which teachers’ artificial intelligence literacy (AIL) contributes to DT remain underexplored, particularly in relation to psychological and pedagogical competencies. This study aims to examine the relationship between AIL and DT among college teachers, with a focus on the mediating roles of ICT self-efficacy (ICTSE) and Technological Pedagogical Content Knowledge (TPACK). A quantitative cross-sectional design was employed using data from 400 college and university teachers across four states in India. Data were analyzed using mediation analysis to test both parallel and serial mediation effects. The findings revealed that AIL is positively associated with DT, both directly and indirectly through ICTSE and TPACK. Both mediators were found to play significant roles, with TPACK demonstrating a stronger mediating effect. Additionally, a significant sequential pathway (AIL → ICTSE → TPACK → DT) was identified, indicating a developmental mechanism linking AI literacy to digital transformation. These findings highlight the importance of enhancing both technological confidence and pedagogical competence to effectively translate AI literacy into transformative educational practices. The study offers important implications for policy and capacity-building initiatives in higher education.
Digital Governance-Informed Instructional Design Framework for Madrasah Education: A Systematic Literature Review Muslikun, Muslikun; Trisanti, Theresia; Anggoro, Rusmawan Wahyu; Giri, Efraim Ferdinan; Umar, A.
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.1027

Abstract

The current era of modern Madrasah (Islamic schools) mandates their capacity to show not only effective learning outcomes but also their performance in public accountability aligned with digital governance. Nevertheless, the process of administrative digitization and instructional processes are conducted separately, leaving performance management scattered across these two areas. The present study intends to come up with an integrated conceptual framework that can effectively combine the concepts of Digital Governance (DG) and Instruction Design (ID). Using a Systematic Literature Review methodology (from 2015 to 2025) and Conceptual Design-Based Research approach, the study made use of a Boolean search string containing key terms like (”Digital Governance" or ”Public Accountability") and (”Instructional Design" or ”Data-Driven Learning") and "Madrasah". In total, out of 1,450 identified literature, a PRISMA-based screening technique yielded 55 studies after applying certain inclusion criteria such as peer-reviewed English language articles. In this way, DG-ID Integration Framework is designed by developing four major pillars consisting of data governance in relation to accountability; digital infrastructure and its alignment to policy; ID-informed pedagogical modalities; and stakeholders’ e-participation.

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