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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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AI-Driven Arabic Grammatical Error Correction for Inshā’ Writing: A Systematic Review of Current Models and Pedagogical Directions Abdurahman Abdurahman; Siti Nurul Azkiyah; Muhbib Abdul Wahab; Maswani Maswani
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.v6i2.1116

Abstract

Artificial intelligence (AI) has expanded opportunities for supporting Arabic writing through automated grammatical error correction (GEC). However, existing research remains fragmented, with limited synthesis connecting learner error patterns, AI-based correction models, and their pedagogical implications for Inshā’ instruction. This study systematically reviews AI-based Arabic GEC research to identify dominant nahwu–ṣarf error patterns, evaluate the evolution of AI correction models, and examine their educational implications for non-native Arabic learners. Following the PRISMA framework, eleven studies published between 2020 and 2025 were synthesized using qualitative thematic analysis and VOSviewer-assisted keyword mapping. The review identifies recurrent learner difficulties in agreement, definiteness, morphological ambiguity, syntactic dependencies, orthographic variation, and diacritical accuracy. Arabic GEC has progressed from rule-based and hybrid approaches to Transformer- and large language model (LLM)-based systems that provide more context-sensitive corrections. Nevertheless, current models remain constrained by challenges related to i‘rāb, learner-specific error profiles, explainable grammatical feedback, and limited annotated corpora. The review proposes a human-in-the-loop pedagogical framework integrating AI-generated feedback with teacher validation to foster formative assessment, learner autonomy, and reflective revision in Arabic writing instruction
Revitalizing the Komering Language through Indigenous Music and Video-Based Learning Edi Riyanto; Cipto Budi Handoyo
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.v6i2.1121

Abstract

Regional languages are increasingly threatened by globalization and the dominance of national and international languages, creating an urgent need for innovative educational approaches that support language revitalization among younger generations. Although digital learning offers new opportunities for cultural preservation, limited studies have integrated indigenous music with video-based learning to promote regional language acquisition. This study developed and evaluated a culturally responsive video-based learning medium featuring an original Komering song to support the revitalization of the Komering language. Employing a research and development approach based on the 4D model (define, design, develop, and disseminate), the study involved expert validation followed by implementation with junior high school students through online learning. Data were collected using expert validation questionnaires and Komering language proficiency assessments. The resulting learning media, Komering Payu Gham Lestaghiko, integrates original song lyrics, bilingual subtitles, traditional music, and authentic cultural representations, including Komering traditional clothing and architecture. The implementation demonstrated meaningful improvements in students’ Komering language proficiency and increased engagement with local cultural content. These findings suggest that integrating indigenous music into video-based learning provides a promising approach for strengthening regional language learning while supporting cultural preservation in digitally mediated educational environments. Although the findings should be interpreted cautiously because of the single-group implementation design, this study offers a practical model for developing culturally responsive digital learning resources that contribute to indigenous language revitalization.
Reimagining Scientific Literacy through a Sasambo-Integrated Scaffolding Inquiry Model Ferniawan Ferniawan; Agus Ramdani; Joni Rokhmat; A. Wahab Jufri; A. A. Sukarso; Na Jiang
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.v6i2.1142

Abstract

Scientific literacy has become a fundamental competency in higher education, yet many inquiry-based learning approaches remain insufficiently connected to students’ local cultural contexts, limiting meaningful engagement and knowledge construction. Addressing this gap, this study developed and evaluated a Sasambo-informed Scaffolding Inquiry Model supported by local wisdom-based instructional videos to strengthen scientific literacy among pre-service primary school teachers. A research and development approach based on the ADDIE framework (analysis, design, development, implementation, and evaluation) was employed involving 33 undergraduate students from the Primary School Teacher Education Program at Universitas Muhammadiyah Mataram. The model was refined through expert validation and iterative implementation before being evaluated in classroom settings using observations, questionnaires, and scientific literacy assessments. The findings demonstrate that the proposed model achieved high levels of validity, practicality, and classroom feasibility while substantially improving students’ scientific literacy. Integrating inquiry learning with scaffolding strategies, culturally relevant Sasambo knowledge, and contextual video resources promoted active participation, scientific reasoning, and meaningful connections between scientific concepts and local realities. This study contributes to science education by demonstrating how culturally responsive instructional design can strengthen inquiry learning and scientific literacy in higher education. The proposed model provides a practical framework for integrating indigenous knowledge into science instruction while supporting more contextual and sustainable learning environments.
Linking Adaptive Reasoning to Newman's Error Patterns in Digital Geometry Learning Ramon Muhandaz; Sugiman Sugiman; Elly Arliani; Risnawati Risnawati; M. Fikri Hamdani
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.v6i2.1143

Abstract

Adaptive reasoning is a fundamental component of mathematical proficiency, yet limited research has examined how students’ reasoning relates to specific stages of problem-solving failure in digital geometry learning. Existing studies on Newman’s Error Analysis (NEA) primarily classify error types, whereas research on adaptive reasoning tends to evaluate reasoning quality without explaining its relationship to problem-solving errors. This study investigated students’ adaptive reasoning profiles, identified error patterns using Newman’s Error Analysis, and examined the relationship between reasoning ability and error occurrence in solving Pythagorean theorem problems within a digital geometry learning environment. An embedded mixed-methods design was employed involving 30 eighth-grade students from a junior secondary school in Indonesia. Students learned through an interactive digital flipbook integrated with GeoGebra before completing adaptive reasoning tasks and participating in semi-structured interviews. The findings revealed that students demonstrated moderate adaptive reasoning, with transformation errors emerging as the most frequent problem-solving difficulty, followed by comprehension and process-skill errors. Students with lower adaptive reasoning experienced substantially more difficulties in transforming contextual information into mathematical representations and constructing coherent solution strategies. This study extends current research by demonstrating a systematic relationship between adaptive reasoning and Newman’s error stages, providing diagnostic insights for designing reasoning-oriented scaffolding in technology-enhanced geometry instruction.
Academic Resilience During Emergency Online Learning: Student Narratives of Persistence and Wellbeing Maila D. H. Rahiem; Husni Rahim; Marhamah Lidinia; Evi Muliyah; Ratna Faeruz; Dewi Salistina
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.v6i2.1173

Abstract

Although the acute emergency phase of COVID-19 has ended, the pandemic remains a valuable reference point for understanding how universities can sustain humane learning during disruption. This qualitative open-ended survey study aimed to examine how Indonesian university students narrated academic resilience during emergency online learning, identify the sources of coping, motivation, and support that sustained them, and explain why those narratives remain relevant for post-pandemic online and blended learning. Data were generated from three open-ended questions answered by 266 university students from several Indonesian cities during the major COVID-19 outbreak wave in Indonesia in early 2022. The responses were analyzed using reflexive thematic analysis. Four interrelated themes were developed: emotional burden did not cancel persistence; resilience was relational before it was individual; meaning, gratitude, and purpose organized endurance; and everyday care together with humane lecturer support sustained day-to-day persistence. The findings show that academic resilience is better understood not as a fixed individual trait, but as a dynamic process shaped by emotional regulation, supportive relationships, meaning-making, embodied routines, and pedagogical responsiveness in times of crisis. The study contributes a narrative-ecological account that shifts resilience support from a narrow focus on individual toughness toward relational, meaningful, and pedagogically responsive learning environments for future disruptions.
Mobile-Assisted Case-Based Learning to Promote Creative Cognitive Flexibility and Deep Understanding in Physics Tutut Nurita; Lia Yuliati; Arif Hidayat; An Nuril Maulida Fauziah; Muhamad Arif Mahdiannur; Ahmad Fauzi Hendratmoko
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.v6i2.1200

Abstract

Developing creative thinking in physics requires instructional approaches that encourage students to apply multiple problem-solving strategies and representations in authentic contexts. However, evidence on how mobile-assisted case-based learning promotes creative cognitive flexibility remains limited. This study investigated the contribution of mobile-assisted case-based learning to students’ creative cognitive flexibility as an indicator of deep conceptual understanding of ideal gas concepts. An explanatory sequential mixed-methods design was employed involving 70 undergraduate students who participated in a mobile-supported case-based learning intervention delivered through smartphones and a learning management system. Quantitative data were collected using pretest–posttest assessments of cognitive flexibility, while qualitative evidence was derived from students’ written responses to examine shifts in reasoning strategies and representational use. The findings indicate meaningful improvements in students’ creative cognitive flexibility following the intervention, accompanied by predominantly positive learning interest. Qualitative analyses further revealed that students became more capable of employing multiple solution pathways, integrating mathematical, graphical, and conceptual representations, and critically reflecting on the assumptions underlying ideal gas models. These findings suggest that mobile-assisted case-based learning provides an effective learning environment for fostering adaptive reasoning, strengthening deep conceptual understanding, and promoting creative thinking in undergraduate physics education. The study contributes empirical evidence supporting the integration of mobile technologies with authentic case-based pedagogy to advance higher-order thinking in digital science learning.
ADDIE-Based Offline Digital Modules for Pre-Service Islamic Teacher Education: Advancing Digital Literacy and Pedagogical Competence Alfurqan Alfurqan; Budi Santoso Wibowo; Ummiatul Fitri; Wuri Syaputri; Annisaul Khairat; Moh In’ami; Zilham Usral
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.v6i2.1202

Abstract

The integration of digital technology into teacher education has become increasingly important for supporting curriculum reforms and preparing future educators for technology-enhanced instruction. Despite this trend, limited attention has been given to offline digital learning resources designed for pre-service Islamic education teachers in contexts where internet access remains constrained. This study investigated the effectiveness of ADDIE-based offline digital learning modules in supporting the implementation of Kurikulum Merdeka while strengthening digital literacy and pedagogical competence. A concurrent mixed-methods approach was employed involving 50 pre-service Islamic education teachers at Universitas Negeri Padang during a six-week implementation period. Quantitative data were collected through pre- and post-intervention assessments, while qualitative evidence was gathered from interviews and participant reflections to provide deeper insights into the learning experience. The findings indicate that the offline digital modules substantially improved participants’ digital literacy and pedagogical competence, enabling them to design curriculum-aligned lessons and adopt more student-centered instructional practices. Participants also reported increased confidence in integrating digital technologies into teaching, although challenges related to offline functionality and varying levels of digital readiness remained. This study extends the literature by demonstrating that context-responsive offline digital modules can serve as an effective instructional solution for teacher education in low-connectivity environments. The findings offer practical implications for designing inclusive digital learning resources that support equitable technology integration and sustainable curriculum implementation in teacher education
Tattwa-SPR: A Culturally Responsive Digital Formative Assessment Framework for Vocational Education Gusti Ayu Dessy Sugiharni; Putu Sabda Jayendra; Anak Agung Istri Putera Widiastiti
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.v6i2.1205

Abstract

Vocational education continues to face challenges in connecting applied mathematics with workplace competencies while systematically incorporating local cultural values into authentic assessment. Although digital assessment has advanced formative feedback practices, few studies have developed culturally responsive assessment systems that simultaneously integrate vocational competencies, mathematical reasoning, and indigenous values within a unified assessment framework. This study developed and validated Tattwa-SPR, a culturally responsive digital assessment framework that integrates applied mathematics, food and beverage (F&B) competencies, and Balinese Tattwa values through a Single-Point Rubric to support formative assessment in vocational education. Employing the Borg and Gall research and development framework, the study involved needs analysis, collaborative prototype design, expert validation, and limited classroom implementation in a vocational high school in Denpasar, Bali, Indonesia. Data were collected through interviews, focus group discussions, expert validation, classroom observations, and user practicality questionnaires. The findings demonstrate that the framework achieved high content validity and practical usability while enabling the systematic translation of abstract cultural values into observable assessment indicators. The digital platform also streamlined teacher feedback through automated reporting and encouraged students to engage independently with personalized performance dashboards, promoting greater self-regulation during learning. This study extends the literature on culturally responsive assessment by demonstrating how indigenous values, vocational competencies, and applied mathematics can be integrated within a digital formative assessment framework. The proposed model offers a transferable approach for designing authentic digital assessment systems that strengthen feedback quality, learner autonomy, and culturally responsive vocational education across diverse educational contexts.
Mapping Students’ Cognitive Profiles on Newtonian Mechanics: A Rasch-Based Analysis via Four-Tier Digital Diagnostic Assessment Viyanti Viyanti; Dinda Tara Cahyani; Fakthur Rohman
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.v6i1.1218

Abstract

This study aims to develop a four-tier digital diagnostic instrument based on Google Forms and utilize it to map the cognitive ability profiles of high school students on Newton's Second Law across six levels of the Revised Bloom's Taxonomy. This study adopted a Research and Development design using the Research Design and Development model, and the resulting instrument was administered to 92 10th-grade students at a public high school in Bandar Lampung. Content validity was assessed by three experts with an average validity of 95.23%, while psychometric quality was analyzed using the Rasch Partial Credit Model through Ministep 5.10.0.0 based on 75 response records, resulting in a person reliability of 0.86 and a person separation of 2.47, sufficient to differentiate between student ability strata. Since each cognitive level is represented by only a few items, the overall psychometric quality of the instrument was evaluated using Rasch analysis, while the overall and Bloom-level cognitive profiles were mapped descriptively using achievement percentages. Profile mapping revealed high overall performance. Student achievement remained stable at the remembering, understanding, and applying levels, but declined at the analyzing and evaluating levels. C5 emerged as the lowest point, with significant student accumulation in the Sufficient category, particularly in reasoning about the role of friction and resultant force under balanced force conditions. This tiered profile allows teachers to design remediation that targets cognitive levels where students' understanding is weak, rather than simply re-teaching the material in its entirety.
Reframing Feedback in EFL Paragraph Writing: Complementary Roles of Teachers and ChatGPT-3.5 Huynh Thi Bich Phuong; Tran Thanh Du; Nguyen Huu The
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.v6i2.1220

Abstract

The increasing use of generative artificial intelligence in language education has transformed written feedback practices, yet limited evidence exists regarding how teacher and AI-generated feedback differ in supporting distinct dimensions of second language writing. Most previous studies have emphasized feedback effectiveness rather than examining the complementary functions of human and AI feedback across higher-order and lower-order writing concerns. This study investigated the characteristics and functions of teacher and ChatGPT-3.5 feedback on paragraph writing produced by first-year English as a Foreign Language (EFL) students in Vietnam. Guided by Sociocultural Theory, feedback literacy, and the distinction between higher-order and lower-order concerns, the study employed an exploratory mixed-methods design. A total of 178 feedback instances generated from ten student paragraphs were analyzed using quantitative frequency analysis and qualitative thematic coding. The findings revealed that teacher feedback primarily addressed higher-order concerns, including idea development, organization, coherence, and meaning construction, whereas ChatGPT-3.5 predominantly focused on lower-order concerns such as grammar, vocabulary, and sentence structure. Students also perceived teacher feedback as more supportive for conceptual development, while valuing AI-generated feedback for its immediacy and linguistic accuracy. This study extends current understanding of AI-assisted writing by demonstrating that teacher and AI feedback perform complementary rather than competing instructional roles. The findings provide practical implications for integrating human expertise and generative AI to create balanced feedback practices that support both rhetorical development and linguistic accuracy in EFL writing instruction.

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