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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 70 Documents
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Enhancing Computational Thinking Skills through Digital Literacy and Blended Learning: The Mediating Role of Learning Motivation Nirmala, Putri; Suhardi, Iwan; Kaswar, Andi Baso; Surianto, Dewi Fatmarani; B, Muhammad Fajar; Soeharto, Soeharto; Lavicza, Zsolt
Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i1.504

Abstract

In the digital era, computational thinking becomes an essential skill to overcome technological challenges in 21st centuryeducation. This study investigates the impact of digital literacy and blended learning on computational thinking skills, focusing on the mediating role of learning motivation. A total of 413 university students from blended learning environments participated, using a structured questionnaire with validated scales for digital literacy, computational thinking, and learning motivation. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test direct and mediation relationships. The results showed that digital literacy and blended learning significantly influenced computational thinking, with learning motivation acting as a mediator that strengthened this relationship. Digital literacy showed a greater influence than blended learning. These findings highlight the importance of integrating digital literacy and motivational strategies into blended learning to optimize the development of computational thinking skills, as well as providing insights for learning design that is relevant to the needs of the 21st century.
Barriers to ICT Integration in Elementary Physical Education: Evidence from Tual City, Maluku Province Kempa, Rudolf; Sahalessy, Arnold; Souisa, Mieke; Apituley, Vicktor Henry Rony
Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i1.685

Abstract

The difference in the use of Information and Communication Technology (ICT) between the 3T (frontier, outermost, and disadvantaged) regions poses an enormous challenge towards achieving equitable quality education, particularly in practice-based Physical Education (PJ) subjects. Remote island districts such as Tual City, Maluku Province, face severe issues regarding infrastructure, internet access, and teacher professional development. The aim of this study is to study the integration of ICT and identify the challenges faced by elementary school distance learning teachers in Tual City. Descriptive qualitative research was conducted, data collected through class observations, semi-structured interviews, and documentation of 13 distance learning teachers. The results revealed that 69.2% of the participants had a good idea of ICT, while 30.8% of them had limited knowledge. Although all the participants agreed that ICT can be utilized in learning, a significant disparity was found between classroom practice and self-reported use. Instructional videos, laptops, and PowerPoint were quoted most often, but actual implementation is still in its infancy. Significant obstacles are internal in nature such as low digital literacy and teacher motivation and external such as poor policy support, limited school infrastructure, and poor internet connectivity. The study recommends context-specific ICT education, constructing digital infrastructure, and adaptive policy to support teachers in remote areas. The study contributes theoretically by identifying the application of ICT in less researched practice-based fields, and contributes to policy for the promotion of technology implementation in 3T (third-to-third) territories
Decoding E-Experience in Educational Technology: The Mediating Role of E-Trust and E-Satisfaction in Continuance Intention Wijaya, Ni Putu Nurwita Pratami; Gaffar, Vanessa; Widjajanta, Bambang; Andriana, Denny; Buana, Dwinto Martri Aji
Online Learning In Educational Research (OLER) Vol 5, No 2 (2025): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.608

Abstract

The startup sector's emphasis on the educational technology industry in Indonesia expanded, particularly during the pandemic. However, many educational technology players went bankrupt because they could not make their users reuse their products and services (continuance intention). This study aimed to analyze the influence of e-experience on continuance intention in the use of educational technology platforms, with e-trust and e-satisfaction as mediating variables. A quantitative method with a PLS-SEM approach was used to test the relationships between variables. Data were gathered from 300 respondents using a questionnaire as the research instrument. The respondents in this study were individuals utilizing educational technology, including students, teachers, and employees seeking skill enhancement. The data were analyzed using SmartPLS. The research results showed that e-experience had a direct influence on continuance intention, but its impact was relatively small. E-trust and e-satisfaction proved to be significant mediators in strengthening this relationship. E-Satisfaction had a stronger mediating influence compared to e-trust, affirming that user satisfaction was a key factor in driving the sustainability of educational technology usage. Moreover, the indirect effects through mediators were greater than the direct effects, indicating that user experience should be developed into trust and satisfaction to enhance user retention.
Phyphox-Integrated Problem-Based E-Worksheets to Train Students’ Collaborative Skills in Physics Learning Auliya, Alfin; Latifah, Sri; Sodikin, Sodikin; Abrori, M. Sayyidul
Online Learning In Educational Research (OLER) Vol 5, No 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.739

Abstract

National educational progress relies heavily on innovative teaching methods, particularly in physics learning. This study focuses on the development and feasibility assessment of an interactive electronic student e-worksheet based on a Problem-Based Learning (PBL) approach and integrated with the Phyphox application as a virtual laboratory tool to support students' collaborative skills in physics le arning. Employing the 4D development model (Define, Design, Develop, Disseminate), the research was conducted up to the Develop stage, emphasizing product feasibility testing. Validation was carried out by subject matter and media experts, while practicality testing involved two teachers and 42 students from a public senior high school in Bandar Lampung. Data collection methods included interviews, observations, and Likert-scale questionnaires. The e-worksheet achieved high feasibility scores, 88.7% for media quality and 93.3% for content. Practicality assessments from teachers and students ranged from 93.0% to 95.2%, indicating excellent usability. The findings demonstrate that integrating Phyphox into the e-worksheet is both highly feasible and perceived as practical; however, future studies should examine its effectiveness in enhancing collaboration and learning outcomes. This research contributes to advancing technology-based interactive learning media with the potential to improve educational quality. Further investigations are recommended to evaluate the effectiveness of this tool across different academic levels and physics topics.
Enhancing Digital Learning Outcomes: The Combined Impact of Competence and Psychological Traits Nurjannah, Elma; Mangesa, Riana T; Fakhri, M. Miftach; Fajar B, Muhammad; Sanatang, Sanatang; Arifiyanti, Fitria
Online Learning In Educational Research (OLER) Vol 5, No 2 (2025): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.513

Abstract

The rapid shift towards digitalization, accelerated by the COVID-19 pandemic, requires a reassessment of problem-solving strategies in the education system. This study aims to investigate the interactions between Digital Competencies, Psychological Traits, Digital Readiness, and Awareness, and their combined influence on Learning Outcomes. The study utilized a quantitative, cross-sectional design, focusing on university students engaged in digital learning environments in higher education. Data were collected from 467 students through a validated online questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results revealed that Digital Competence and Psychological Traits significantly and positively influence Learning Outcomes, both directly and indirectly through the mediating role of Digital Readiness and Awareness. The findings emphasize the need for a holistic approach in education, which integrates technical skills and psychological readiness to enhance academic success in an increasingly digital learning environment. This study also highlights the need for further research with a longitudinal design to explore the long-term effects of digital competency and awareness interventions. Recommendations for future research include examining additional factors such as social support and technology access to further strengthen digital readiness and learning outcomes
Diagnostic Instrument Test of Renewable Energy Topics: Analysis of Conceptual Change Students Using the Rasch Approach Zain, Ahmad Zulkarnain; Samsudin, Achmad; Hasanah, Lilik
Online Learning In Educational Research (OLER) Vol 5, No 2 (2025): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.675

Abstract

The learning of students about abstract physics concepts faces multiple hurdles, which can result in misconceptions. Considering this problem, the present research intends to analyze students' misconception changes through a diagnostic tool based on the issue of renewable energy using the Rasch analysis methods. The Renewable Energy Topic Diagnostic Instrument (DITRET) was created with the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The subjects of the study were 30 high school students aged 17 years (9 boys and 21 girls). DITRET has 20 components with four hierarchical stages for each item. During the analysis stage, students’ responses are classified into categories, and conceptual scores are then computed in the Rasch framework. The results showed that DITRET has strong reliability and validity in estimating students’ understanding of renewable energy. With some minor adjustments, this instrument can identify students’ conceptual changes and diagnose misconceptions on other physics topics. The research findings enhance the available literature, providing valid and reliable tools to measure, detect, and resolve misconceptions in the concept of renewable energy
A Bibliometric Analysis of STEAM Integration in Chemistry Learning at the Secondary Education Level Deesongkram, Meka
Online Learning In Educational Research (OLER) Vol 5, No 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.555

Abstract

This study explores the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) in secondary-level chemistry education, focusing on its impact on student engagement and learning outcomes. Specifically, the study aims to identify research trends, contributors, institutions, and prominent themes in this field. A bibliometric analysis was conducted on 53 research articles indexed in the Dimensions database from 2020 to 2024, and data visualization was performed using the VOSviewer tool. The results revealed a significant increase in publications, peaking at 23 in 2024, indicating a growing interest in STEAM methodologies. Notably, Greek authors demonstrated substantial influence, achieving a high citation count of 132 from only two publications, while Indonesia contributed the highest number of documents with 20 publications and 62 citations. Influential journals such as Applied Sciences and Sustainability were identified, alongside trending themes including augmented reality, gamification, and project-based learning. The findings highlight challenges such as students' negative perceptions of chemistry, limited teacher preparation, and the necessity for effective teaching strategies. This study concludes that interdisciplinary approaches foster critical thinking and creativity among students, ultimately preparing them for modern educational demands. Suggestions include strengthening teacher training, encouraging international collaboration, and adopting innovative pedagogical models. The study is limited to the Dimensions database and the 2020–2024 publication period, which may not capture all global research on STEAM integration
Competence-Adaptive Assessment Using IRT for Junior Photographer Qualification Novrianti, Novrianti; Sari, Lisa Candra
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.858

Abstract

The rapid evolution of workforce demands necessitates competency-adaptive assessments that align education with industry standards. Traditional methods, often static and norm-referenced, fail to address the dynamic skills required in creative disciplines like photography. This study developed a Competence-Adaptive Assessment (CAA) integrating Item Response Theory (IRT)  to enhance validity, and reliability in a photography course. A mixed-methods design was employed, involving 120 undergraduate photography students and six instructors in a 12-week quasi-experimental study. Quantitative results demonstrated significant learning gains (effect size d = 1.12), improved certification pass rates (24% increase), and enhanced technical competencies, particularly in lighting mastery. Qualitative findings revealed that adaptive feedback and personalized pathways increased engagement but also highlighted tensions between automated assessment and creative evaluation. The study contributes a scalable framework for competency-based education in creative fields, though it underscores the need to balance technical precision with artistic freedom. Implications include the potential for CAA to modernize vocational assessments while calling for further refinement to address creative subjectivity
Deep Learning in Automated Essay Scoring for Islamic Education: A Systematic Review Putri, Rokhmatul Khoiro Amin; Kusaeri, Kusaeri; Suparto, Suparto
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.753

Abstract

Automated Essay Scoring (AES) is a computer-based scoring system that uses appropriate features to automatically assess or give feedback to students, by combining the power of Artificial Intelligence and natural language processing (NLP) to provide convenience and benefits for evaluators. This study aims to analyze the most effective algorithmic models in evaluating the accuracy and reliability of the Automated Essay Scoring (AES) system, especially in the context of Islamic religious education assessment, as well as examine its advantages and disadvantages in supporting objective and efficient learning evaluation. This study uses the Systematic Literature Review (SLR) approach by following the PRISMA protocol. A total of 31 relevant articles published in the period 2020 to 2025 from the Scopus and Springer databases were analyzed to evaluate the use and effectiveness of algorithms in the development of AES systems. The results show that transformer-based models, specifically BERT, are the most effective algorithms in current AES implementations. BERT excels because of its ability to understand bidirectional context and semantic depth in text. These models generate accurate scores and can provide automated feedback that is close to the quality of human judgment. However, the use of BERT requires large training data and high computing resources. While BERT demands substantial data and computing power, its application in Islamic education highlights the potential of AES to support more objective, consistent, and scalable assessment of students’ essays
Video vs Image: Roles in Fashion Students' Practicum Learning Zahro, Siti; Mustikasari, Hany; Nurhadi, Didik; Lyau, Nyan Myau
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.853

Abstract

In fashion practicums, lecturers generally use learning media for students to help them quickly grasp the material being explained. However, the role of the chosen learning media is often overlooked. Furthermore, this study examined the roles of video tutorials and technical illustrations with images used by fashion students in sewing practicum courses, focusing particularly on the operation of four-thread overlock machines. With a case study and qualitative approach, the researchers explored in-depth data by conducting interviews with fifteen fashion students and observing them operating four-thread overlock machines during the sewing practicum course at the university. Using a thematic analysis, this study found that video tutorials effectively contribute specifically to the learning of fashion students with visual learning styles. On the other hand, technical illustrations with images are effective in facilitating the learning of fashion students with auditory learning styles. In conclusion, lecturers should consider the characteristics of their students when providing learning media, so that those media can be tailored to help achieve learning objectives optimally and facilitate the understanding of media users more efficiently

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