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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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Bridging Verbal Geometry Problems and Formal Proofs: A GeoGebra-Supported Element–Relation Detection Framework I Putu Wisna Ariawan; I Made Ardana; I Made Sugiarta; Sariyasa Sariyasa; Raphita Yanisari Silalahi; Agus Adiarta; Dewa Gede Hendra Divayana
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.1225

Abstract

Geometry proof problems presented without diagrams require students to transform verbal information into accurate visual representations before constructing formal deductive arguments. However, instructional approaches that explicitly support this transition remain limited. This study investigated the effectiveness of a GeoGebra-supported Element–Relation Detection (ERD) framework in strengthening undergraduate students’ plane geometry proof performance. A quasi-experimental design was conducted with first-year mathematics education students assigned to four instructional conditions combining the ERD framework, conventional Polya-based instruction, and the presence or absence of GeoGebra support. Students’ proof performance was evaluated through validated tasks measuring diagram construction, conjecture generation, proof organization, and argument validity. The findings indicate that learning environments supported by GeoGebra consistently produced stronger proof performance than conventional instruction without dynamic visualization. The ERD framework further assisted students in identifying essential geometric elements and relationships before constructing formal proofs, resulting in more coherent reasoning and fewer errors during the proof process. These findings suggest that the primary contribution of GeoGebra lies in facilitating accurate mathematical representations, while the ERD framework provides a structured pedagogical approach for bridging verbal geometric information and formal deductive reasoning. This study offers a practical instructional framework for improving geometry proof learning in technology-enhanced mathematics education.
Demographic and Contextual Factors Associated with Teachers' Perceived TPACK: Evidence from the Maldives Aminath Waseela; Vinesh Chandra; Charisse Farr
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1236

Abstract

The use of digital technologies in education has increased the importance of teachers’ Technological Pedagogical Content Knowledge (TPACK). However, existing research on the effect of demographic variables on teachers’ TPACK has produced inconsistent findings, and empirical evidence from Small Island Developing States (SIDS) remains limited. This study investigated the demographic and contextual factors affecting Maldivian in-service secondary teachers’ perceived TPACK competency. A validated 29-item questionnaire was administered to 485 teachers, and the data were analyzed using descriptive statistics and multivariate analysis of variance (MANOVA). The results revealed a generally high level of perceived TPACK across all dimensions. Significant differences were found based on frequency of technology use, teaching subject, and teacher nationality, whereas gender, age, and teaching experience showed no significant differences. Maldivian teachers teaching local subjects reported relatively lower perceptions of technological knowledge, likely due to the limited availability of subject-specific digital resources. This study contributes to the TPACK literature by providing empirical evidence from a SIDS and demonstrating that contextual factors, rather than demographic factors, have a greater influence on teachers’ perceived TPACK. The findings highlight the importance of contextualized professional development and subject-specific digital resources to support effective technology integration.
Beyond the Classroom: Online Learning, Legal Awareness, and Strategic Communication for Early Marriage Prevention in Remote Indonesian Communities Ade Nur Istiani; Erina Pane
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.1360

Abstract

Early marriage remains a persistent challenge in remote Indonesian communities, where cultural traditions, economic vulnerability, and limited legal awareness continue to influence adolescents’ marriage decisions. This sequential explanatory mixed-methods study investigated how online learning, legal awareness initiatives, formal education, and strategic communication collectively contribute to legal awareness, attitudes, and early marriage intention across geographically diverse Indonesian communities. Quantitative survey data from adolescents were complemented by interviews and focus group discussions to provide a contextual understanding of the observed patterns. The findings revealed substantial disparities in legal awareness across community settings and showed that parental attitudes, educational attainment, and engagement with online learning were consistently associated with adolescents’ intentions regarding early marriage. Qualitative evidence further highlighted that peer advocacy, community leadership, and digitally supported learning created socially acceptable spaces for discussing sensitive legal and social issues, although their long-term effectiveness requires further evaluation. Overall, the study suggests that integrating online learning with legal education and community-based strategic communication offers a promising approach to strengthening legal awareness and supporting early marriage prevention in underserved communities. Given the cross-sectional design, the findings should be interpreted as evidence of improved awareness, attitudes, and engagement rather than confirmed behavioral change. These results provide practical guidance for designing culturally responsive and context-sensitive digital education programs in remote settings.

Page 13 of 13 | Total Record : 123

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