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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 123 Documents
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Deep-AI: An AI-Integrated Deep Learning Model for Advancing Scientific Literacy among Generation Z Indrawati Wilujeng; Trise Nurul Ain; Adhy Putri Rilianti; Faiz Hasyim; Maskanatul Fiqiyah
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.981

Abstract

The growing adoption of artificial intelligence (AI) in education has created new opportunities to strengthen scientific literacy, yet most AI-supported approaches function as instructional tools rather than integrated pedagogical models. This study investigated the preliminary effectiveness of Deep-AI, an AI-integrated deep learning model designed to enhance Generation Z students’ scientific literacy through adaptive learning, scientific inquiry, and reflective learning processes. A quasi-experimental pretest–posttest design with replication across two cohorts was conducted involving 100 undergraduate students. Both cohorts participated in the same Deep-AI learning intervention, and scientific literacy was assessed before and after implementation. The findings demonstrated consistent improvements in students’ scientific literacy across both cohorts, with moderate learning gains and strong educational effects. Students also reported highly positive learning experiences, indicating that the model successfully promoted engagement, conceptual understanding, and evidence-based reasoning. Comparable outcomes between the two cohorts further suggest the consistency and robustness of the model across different learning groups. This study contributes an AI-integrated instructional framework that positions artificial intelligence as a cognitive learning partner, providing a promising pedagogical approach for fostering scientific literacy and higher-order thinking in higher education within the Smart Society 5.0 era.
Enhancing Urban Water Resilience Awareness through Interactive Geospatial Learning Arief Nasrudin; Tito Latif Indra; Margaretha Hanita; Abdul Rivai Ras
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.v6i1.984

Abstract

Urban water resilience has become an essential component of environmental education, yet students often struggle to understand the complex relationships among hydrological processes, spatial vulnerability, and mitigation strategies using conventional instructional media. This study investigated the effectiveness of interactive geospatial learning in enhancing students’ urban water resilience awareness. A quasi-experimental pretest–posttest control group design was conducted with 120 eleventh-grade students from two intact classes in Jakarta. Students in the experimental group learned through an interactive geospatial platform that enabled exploration of hydrological layers, spatial risk visualization, and scenario-based environmental analysis, whereas the control group received conventional instruction using static visual materials. Urban water resilience awareness was assessed using a situational judgment test measuring hydrological understanding, spatial vulnerability, and mitigation decision-making. The findings indicate that students who learned with interactive geospatial media demonstrated substantially greater improvement than those receiving conventional instruction. Most students in the experimental group achieved high levels of learning improvement and successfully met the expected learning mastery criteria. These findings suggest that interactive geospatial learning provides an effective technology-enhanced approach for strengthening spatial reasoning, environmental literacy, and urban water resilience awareness in secondary education.
A CTML-Guided Virtual Reality Framework for Conceptual Learning in Islamic Civilization History Deni Hardianto; M. Vithor Al Faqih; Maulana Afif Ramdhoni; June Onaritha Leky; Anggi Widiarni
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.994

Abstract

Developing meaningful conceptual understanding in history education requires more than immersive visualization; it demands instructional designs that effectively manage learners’ cognitive processes. However, most virtual reality (VR) applications in history education emphasize sensory immersion while providing limited cognitive guidance. This study developed and validated a CTML-guided virtual reality learning framework for teaching Islamic Civilization History to junior secondary students. Using the ADDIE research and development model, the VR environment was designed by integrating five principles of the Cognitive Theory of Multimedia Learning (CTML): pre-training, segmentation, signaling, modality, and coherence. The learning environment features four interconnected historical scenes, interactive three-dimensional objects, audio narration, informative hotspots, and generative microtasks that encourage active conceptual processing. Expert evaluation confirmed the framework’s high pedagogical and technical feasibility, while student trials demonstrated positive usability, engagement, and perceived learning value following iterative refinements. The findings suggest that integrating CTML principles into immersive environments can transform virtual reality from a technology-centered experience into a cognitively guided learning environment that supports conceptual understanding. This study contributes a practical instructional framework for designing theory-driven virtual reality learning environments in history and other conceptually demanding disciplines
Academic Readiness and University–Industry Collaboration in Online and Flexible Learning Pathways: A Multi-University Case Study in Indonesia Jamal Fakhri; Farida Farida; Raden Roro Atmim Nurona; Marzuki Marzuki; M. Indra Saputra; Muhammad Aridan
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1049

Abstract

Online and Flexible Learning Pathways (OFLPs) have emerged as a strategic approach for strengthening graduate employability by connecting academic learning with authentic workplace experiences. However, their successful implementation depends not only on student participation but also on institutional readiness, effective supervision, digital infrastructure, and sustainable university–industry partnerships. This study explored academic readiness and university–industry collaboration in OFLP implementation across three Indonesian universities. A qualitative-dominant multi-case study with an embedded descriptive survey design was employed. Data were collected through open-ended questionnaires, in-depth interviews, and participant observation, and analyzed using descriptive statistics and thematic analysis supported by NVivo 14. The findings indicate that students generally perceived OFLPs as relevant to industry needs and beneficial for developing critical thinking, problem-solving, and professional skills. Nevertheless, challenges related to time management, structured mentoring, faculty workload, digital supervision, and partnership coordination remained substantial barriers to effective implementation. The study conceptualizes academic readiness as a collective institutional capability shaped by learners, faculty, digital ecosystems, and external partners. These findings provide practical guidance for designing sustainable OFLPs through integrated governance, structured mentoring, coordinated academic planning, and stronger university–industry collaboration.
Integrating Guided Inquiry Learning, Metacognitive Strategies, and LMS Support to Enhance Academic Writing in Higher Education Uswatun Hasanah; Rangga Firdaus; Hasan Hariri; Handoko Handoko; Rabiyatul Adawiyah Siregar
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1067

Abstract

Academic writing is a core competency in higher education, yet many university students continue to struggle with constructing coherent arguments, synthesizing evidence, and regulating the writing process. Although Guided Inquiry Learning (GIL), metacognitive strategies, and Learning Management Systems (LMSs) have each demonstrated educational benefits, limited research has examined their integrated use to support academic writing. This study investigated the effectiveness of integrating GIL, metacognitive strategies, and LMS support to enhance students’ academic writing skills. A quasi-experimental pretest–posttest control group design was conducted with 120 sixth-semester undergraduate students from two Indonesian universities. Students’ academic writing performance was assessed before and after the intervention using a standardized writing assessment. The findings showed that both groups had comparable initial writing abilities. After the intervention, students who experienced the integrated instructional approach demonstrated substantially greater improvement in academic writing than those receiving conventional instruction. The integration of inquiry-based learning, metacognitive regulation, and LMS-supported learning promoted more structured writing, reflective learning processes, and stronger academic argumentation. These findings highlight the value of an integrated pedagogical framework for strengthening academic writing instruction in higher education.
From Reading Comprehension to Critical Literacy: Adapting Huh's Model in Online Indonesian EFL Classrooms Dian Resty Pratiwi Ahmad; Utami Widiati; Ekaning Dewanti Laksmi; Siti Muniroh; Dewi Masitho Istiqomah
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1087

Abstract

ritical literacy has become an essential component of English as a Foreign Language (EFL) reading instruction, yet its implementation remains challenging in online learning environments where students often struggle to move beyond literal comprehension toward critical engagement with texts. Although Huh’s instructional model provides a structured framework for developing critical literacy, evidence regarding its adaptation to online EFL contexts remains limited. This study investigated how an adapted version of Huh’s model supported the development of reading comprehension and critical literacy in an online Indonesian EFL classroom. Employing collaborative classroom action research, the study involved 21 undergraduate students across three iterative instructional cycles. Data were collected through reading assessments, students’ digital artifacts, and structured online classroom observations, and analyzed using descriptive statistics alongside Miles and Huberman’s interactive qualitative analysis. The findings indicate that the adapted model progressively strengthened students’ reading comprehension and critical literacy by integrating scaffolded learning activities, explicit instruction in critical literacy concepts, locally relevant sociopolitical texts, and student-generated critical questioning. The iterative refinement of instructional practices also encouraged students to engage more critically with multiple perspectives and develop evidence-based responses to authentic social issues. This study extends Huh’s framework by demonstrating how context-sensitive pedagogical adaptations can effectively support critical literacy development in online EFL settings. The findings offer practical guidance for designing online reading instruction that integrates critical pedagogy with meaningful local contexts while fostering students’ critical engagement with contemporary societal issues.
Etnolamp: Integrating Lampung Ethnomathematics into Articulate Storyline for Contextual SPLDV Learning Selvi Loviana; Sugeng Sutiarso; Farida Ariyani; Sowiyah Sowiyah; Nurhanurawati Nurhanurawati
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1097

Abstract

Integrating local cultural knowledge into digital mathematics learning remains underexplored despite growing interest in culturally responsive education. This study developed and evaluated **Etnolamp**, an interactive ethnomathematics learning environment that combines Lampung cultural contexts with Articulate Storyline to support contextual learning of Systems of Linear Equations in Two Variables (SPLDV). The study employed a research and development approach adapted from the Borg and Gall model, encompassing needs analysis, product design, expert validation, revision, and limited classroom implementation involving 16 ninth-grade students in Indonesia. Data were collected through interviews, expert validation instruments, and student response questionnaires to evaluate the product’s validity and practicality. The findings indicate that Etnolamp achieved high expert validation and was perceived by students as a practical and engaging learning resource. By integrating instructional materials, interactive videos, contextual exercises, educational games, and culturally relevant mathematical problems into a single digital platform, the media promoted meaningful connections between abstract algebraic concepts and students’ everyday cultural experiences. This study contributes a culturally responsive multimedia design framework that demonstrates how ethnomathematics and interactive digital technologies can be integrated to support contextual mathematics learning, providing a foundation for future investigations into its effectiveness in improving mathematical understanding and problem-solving
Beyond One-Size-Fits-All Learning: An AI-Driven Personalized Learning Pathway Framework Eko Risdianto; Joseline Santos; Noel Lomerio; Rita Sinthia; Tri Basuki Kurniawan; Deshinta Arrova Dewi; Laura Mahendratta Tjahjono; Mona Ardina; Desvi Wahyuni
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1101

Abstract

Artificial intelligence has accelerated the evolution of personalized learning, yet most learning management systems continue to rely on static instructional pathways that inadequately accommodate learners’ cognitive and behavioral diversity. This study evaluated an AI-driven Personalized Learning Pathway (PLP) framework that integrates learner analytics, intelligent content recommendation, and adaptive assessment within a unified learning environment to enhance student engagement and academic achievement. A mixed-methods quasi-experimental design was conducted with 240 undergraduate students from four universities across Southeast Asia. Students in the experimental group learned through an AI-augmented learning management system, while the control group used a conventional platform. The findings demonstrate that the AI-driven PLP framework consistently improved student engagement, motivation, course completion, and academic achievement compared with traditional learning management systems. Students also exhibited stronger learning adaptability and more effective responses to personalized feedback, both of which emerged as key contributors to academic success. By integrating behavioral analytics with real-time instructional adaptation, the proposed framework moves beyond content personalization toward a responsive learning ecosystem. This study contributes a scalable AI-enabled instructional framework that supports learner-centered higher education and provides practical guidance for implementing adaptive digital learning environments
LifeSTEM: An Inquiry-Driven Digital Module for Scientific Literacy in Biology Teacher Education Iing Dwi Lestari; Evi Amelia; Rifki Survani; Desi Eka Nur Fitriana; Mila Ermila Hendriyani; Dwi Ratnasari; Ika Rifqiawati; Indah Juwita Sari
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1107

Abstract

Scientific literacy is a fundamental competency for future biology teachers, yet existing STEM-based digital learning resources rarely address the interdisciplinary demands of biology teacher education. This study developed and evaluated LifeSTEM, an integrated digital learning module that combines plant anatomy, STEM learning, inquiry-based activities, and engineering design tasks to strengthen scientific literacy among pre-service biology teachers. Guided by the ADDIE instructional design framework, the study involved needs analysis, expert validation, iterative module development, and classroom implementation with 30 pre-service biology teachers using a one-group pre-test–post-test design. Data were collected through needs assessment, expert validation, scientific literacy tests, and learner response questionnaires. The findings indicate that the LifeSTEM module achieved high content validity and was positively received by students as an engaging and accessible learning resource. Its implementation substantially enhanced scientific literacy, particularly students' ability to explain scientific phenomena, interpret scientific evidence, and apply procedural knowledge within authentic biological contexts. The integration of inquiry-oriented STEM activities with interactive digital learning promoted meaningful engagement with complex biological concepts while encouraging evidence-based reasoning. This study contributes to biology teacher education by demonstrating how integrated digital instructional design can strengthen scientific literacy through contextual and inquiry-driven STEM learning, providing a transferable framework for preparing future science teachers in technology-enhanced learning environments.
Augmented Reality-Supported Reading Instruction: Fostering Reading Literacy and Critical Thinking in Primary Schools Febrina Dafit; Khairil Ansari; Yusnadi Yusnadi
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1111

Abstract

The fast-paced development in information technology has resulted in a change i The increasing integration of digital technologies into primary education has created new opportunities to strengthen literacy instruction, yet empirical evidence on how augmented reality (AR) supports both reading literacy and critical thinking among young learners remains limited. This study investigated the effectiveness of AR-supported reading instruction in enhancing primary school students’ reading literacy and critical thinking while exploring their learning experiences in technology-enhanced classrooms. An explanatory sequential mixed-methods design was employed involving 147 fifth-grade students from two primary schools in Pekanbaru, Indonesia. Quantitative data were collected through pre- and post-intervention assessments, followed by semi-structured interviews with selected students and teachers to explain the observed learning outcomes. The findings indicate that AR-supported instruction substantially improved students’ reading literacy and critical thinking compared with conventional classroom learning. Qualitative evidence further revealed that interactive three-dimensional visualizations, collaborative learning activities, and teacher-guided questioning promoted deeper text comprehension, active participation, and analytical reasoning throughout the learning process. This study extends current research by demonstrating that the educational value of augmented reality lies not only in its technological features but also in its capacity to facilitate meaningful instructional interactions that support higher-order cognitive development. The findings provide practical guidance for integrating augmented reality into primary literacy instruction to foster students’ reading literacy and critical thinking in digitally enriched learning environments.

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