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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 90 Documents
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Mapping a Decade of Research on Artificial Intelligence and Augmented Reality in Physics Education: A Bibliometric Analysis (2016–2025) Zainuddin, Zainuddin; Misbah, Misbah; Mastuang, Mastuang; Qamariah, Qamariah; Amiruddin, Mohd Zaidi Bin; Rahman, Nor Farahwahidah Abdul
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.v5i2.901

Abstract

This study presents a Scopus-based bibliometric mapping of a decade of research on Artificial Intelligence (AI) and Augmented Reality (AR) in physics education, spanning the period from 2016 to 2025. The dataset was retrieved from Scopus on August 2, 2025, and, following PRISMA-style screening and filtering, comprised 1,038 English-language journal articles at the final publication stage. Bibliometric analyses were conducted using Bibliometrix (Biblioshiny), VOSviewer, and Microsoft Excel to examine publication growth, leading sources and authors, geographic and institutional contributions, collaboration patterns, and conceptual structures through keyword co-occurrence, thematic mapping, and thematic evolution. The results indicate accelerated publication growth after 2019 and an interdisciplinary dissemination pattern across education- and technology-facing outlets. Conceptual mapping suggests that AI-related themes (e.g., adaptive and data-informed learning support) and AR-related themes (e.g., interactive visualization and representational learning) constitute the dominant pillars of the field, while physics-education-specific learning mechanisms (e.g., conceptual change, multi-representational reasoning, and inquiry/laboratory enactment) are unevenly foregrounded across clusters. Because this is a bibliometric study, the findings provide a structured overview of research patterns and thematic orientations rather than causal evidence of learning effectiveness, thereby informing future empirical and design-based studies that connect AI/AR developments to physics-education-specific learning mechanisms and implementation contexts.
Integrating AR–AI–STEAM for 6C Skill Development in Wetland Learning: Trends and Knowledge Mapping from 2019–2025 Rusmansyah, Rusmansyah; Syahmani, Syahmani; Erika, Farah; Kusuma, Arief Ertha; Tien, Lee Tien
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.v5i2.945

Abstract

Augmented Reality (AR), Artificial Intelligence (AI), and STEAM-oriented learning have received increasing attention as educational technologies and pedagogical approaches that may relate to 21st-century competencies, including the 6C framework (critical thinking, creativity, collaboration, communication, citizenship, and character). However, the intersection of AR–AI–STEAM research with wetland and environmental education remains conceptually fragmented, and evidence is still limited regarding how this literature is structured and evolving. This study conducts a bibliometric mapping to profile publication trends, collaboration patterns, and conceptual structures of AR–AI–STEAM literature with 6C-related discourse in wetland/environmental learning. A total of 755 records were retrieved from Scopus on 12 February 2025 (covering 2019–2025), and an AI-assisted exploration using ResearchRabbit was employed as a complementary tool to expand citation trails and semantically proximate literature candidates. Performance analysis and science-mapping techniques were conducted using Bibliometrix (R) and VOSviewer. The results show a marked increase in publications after 2022, with China, India, and the United States among the most productive contributors. Keyword co-occurrence indicates “artificial intelligence” as a dominant conceptual hub, while wetland-related terms appear peripheral and weakly connected, suggesting a thematic gap between emerging AI-driven education discourse and ecologically grounded wetland learning contexts. This study contributes a structured overview of the research landscape and identifies underexplored linkages that can inform future empirical and design-based studies in wetland education. Because the 2025 records were retrieved early in the year (12 February 2025), year-to-year comparisons involving 2025 should be interpreted as provisional.
Spatial Geometry Learning in Higher Education Through Flipped Classroom with Metacognitive Scaffolding: A Mixed-Methods Study Awi, Awi; Sutamrin, Sutamrin; Ihsan, Hisyam; Nasir, Norma; Naufal, Muhammad Ammar; Ikram, Muhammad
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.v5i2.817

Abstract

Mathematics education students continue to struggle with the complex notion of spatial geometry. Therefore, learning approaches should incorporate strong conceptual understanding. This study examined the effectiveness of flipped classroom-based geometry learning combined with metacognitive scaffolding in developing students’ spatial ability. It also identified students’ spatial knowledge needs, types of metacognitive questions posed by the teacher, and forms of scaffolding used. A mixed-methods design was employed, consisting of an exploratory qualitative phase followed by a quasi-experimental phase. The qualitative phase explored key spatial knowledge demands and scaffolding patterns through questionnaires and interviews, while the quasi-experimental phase compared three instructional conditions: flipped classroom with metacognitive scaffolding, flipped classroom without scaffolding, and conventional instruction. Results indicated that students needed four types of spatial geometry knowledge: 3D coordinate representation, geometric transformation, spatial visualization, and angle–distance relationships. Teachers’ metacognitive questions mainly emphasized awareness of understanding, while conceptual scaffolding was more dominant than metacognitive scaffolding. Quantitatively, students in the flipped classroom with metacognitive scaffolding showed greater improvements in spatial ability. These findings suggest integrating self-directed learning and metacognitive support in geometry learning that requires advanced visualization and independent thinking.
Validity and Practicality of Gamification-Based Lectora Inspire Media: An Interactive Solution for Middle School Students' Mathematics Self-Efficacy Wahyuni, Putri; Yulianti, Ana; Nugroho, Sigit; Julianti, Dola; Candra, Oki
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.v5i2.876

Abstract

Transition to digital learning environments in higher education has highlighted a disconnect between technological adoption and pedagogical effectiveness, particularly in supporting active engagement and learner confidence. Many digital tools focus on content delivery with limited interactivity, resulting in minimal feedback and insufficient support for students’ self efficacy, a key predictor of persistence and performance. This research develops and evaluates an interactive gamified learning medium designed to strengthen instructional quality through structured feedback, challenge mechanics, and learner centered interaction. Effectiveness is defined in three dimensions: improvement in learning outcomes, enhancement of self efficacy, and perceived usability. Using a design and development research framework, the medium was validated by experts, pilot tested, and field tested with undergraduates. Data were collected using instruments on pedagogical quality, achievement, self efficacy, and user experience. Results show high pedagogical validity, meaningful improvement in learning outcomes, and significant enhancement of self efficacy compared with baseline conditions. Usability findings indicate strong perceptions of clarity, engagement, and support for independent learning. The study grounds design decisions in motivation and self efficacy theory and provides empirical evidence for designing pedagogically robust digital learning environments in higher education.
AI Literacy, Technical Skills, and Ethical Awareness in Predicting Students’ Learning Performance Jannah, Devi Miftahul; Huda, Syamsul; Yasin, Muhamad; Fakhri, M Miftach; Wahid, Syahid Nur; Kaswar, Andi Baso; Soeharto, Soeharto; Amukune, Stephen
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.v6i1.565

Abstract

The increasing integration of AI systems into various sectors of the economy has also raised ethical concerns. Even as education in AI has developed to ensure that learners have the appropriate technical skills, the existing systems have failed to address the issue of ethics. As a way of addressing the problem, the current study aims at investigating learning about AI literacy and ethical reasoning. The author in this research applied the Partial Least Squares Structural Equation Modeling (PLS-SEM), from a questionnaire consisting of 400 university students (conducted of informatics and computer engineering department) to examine the relevance of AI literacy (AI-DAIB theories/basics), technical skills (TS), learning performance (LPER and EAI as moderating effect on AI perception (AIP). The findings found interesting result that AI literacy and technical skills have significant effects on learning performance and the moderating effect of AI ethics also increases the added value. This study indicates the need for a wider framework of all educational activities focusing on the development of technical skills, AI literacy and (semi)AI ethics to respond effectively to gaps in both development and moral responsibility of AI technologies
Artificial Intelligence-Based Arabic Language Learning: A Systematic Study of the Development and Challenges of Pedagogical Innovation Hady, Yazid; Azkiyah, Siti Nurul; Muhbib, Muhbib; Maswani, Maswani
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.v6i1.976

Abstract

The significant growth rate of artificial intelligence (AI) in virtual learning has significantly changed learner-technology interactions, leading to pedagogical, cognitive, and ethical implications in terms of Arabic language learning. The study aims to explore the research trends and implementation difficulties associated with integrating AI in Arabic language learning through a Systematic Literature Review (SLR). The study used a systematic search on Scopus and Google Scholar databases using publications within 2023 to 2025, with 200 publications identified. Through a PRISMA-based literature review, 15 peer-reviewed articles were identified as eligible for synthesis. The review was conducted through a thematic coding framework using Constructivist Theory, Knowledge Creation Theory, and DIKW hierarchy as a theoretical foundation. The study found that AI plays a significant role in improving reading, writing, listening, and speaking skills through adaptive feedback, conversational agents, text generation tools, and speech recognition tools. The patterns identified through this review indicate that there are challenges associated with integrating AI in Arabic language learning, such as limited Arabic linguistic resources, inaccuracies in AI-generated text, morphological, and syntactical errors, readiness, and dependency on AI tools by learners. The review established that AI has significant transformative potential in Arabic language learning with appropriate pedagogy, educator readiness, and appropriate use of technology.
YouTube Content Production for Arabic Language Learning: Cross-National Study Baharun, Segaf; Hanifansyah, Nur; Habib, Moh. Tohiri; Arifin, Ahmad; Syaifullah, Muhammad; Faqihah, Nur Aina
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.v6i1.982

Abstract

This study employs a mixed-methods approach to examine the pedagogical value of learner-generated YouTube videos in Arabic language instruction in Islamic senior secondary schools across Malaysia and Indonesia. The study involved 240 non-native Arabic learners, with 120 participants from each country, and investigated the impact of video production on Arabic language proficiency, learner autonomy, and digital literacy over a sixteen-week period. Quantitative data were collected through standardized pre–post proficiency tests, autonomy and digital literacy scales, while multimodal content analysis was conducted on 240 purposively selected videos from a validated corpus of 600 YouTube uploads that followed structured production cycles. The findings revealed statistically significant improvements in overall Arabic language proficiency in Malaysia (d = 0.86) and Indonesia (d = 0.76), with particularly strong gains in speaking skills in Malaysia (d = 1.04) and Indonesia (d = 0.94). Learner autonomy and digital literacy competencies also showed significant improvement. Regression analysis indicated that production frequency and participation in feedback processes significantly predicted improvements in speaking proficiency and learner autonomy. The content analysis identified cultural vlogs, language tutorials, and narrative storytelling as the dominant genres, reflecting sociocultural influences across contexts. The study proposes a data-informed model of digital content creation integrating sociocultural interaction, multiliteracies, and self-regulated learning in Arabic CALL contexts
Artificial Intelligence in Islamic Religious Education: A PRISMA-Based Review and the SEI-CHAT Framework Arif, Muhamad; Aziz, Mohd Kasturi Nor Abd; Hassan, Hazman; Fikri, Yahya; Zekkari, Mohamed; Rismawati, Bela Vita
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.v6i1.993

Abstract

Although Artificial Intelligence (AI) has been rapidly integrated into contemporary education, little scholarly attention has been paid to its implications on the epistemological, theological, and cultural foundations of Islamic Religious Education (IRE). This study aims to systematically analyze the implementation patterns, effects, and challenges of AI on IRE learning in the digital age. This study was conducted through a Systematic Literature Review (SLR) method by using Publish or Perish software to retrieve relevant articles from Scopus, Web of Science, Semantic Scholar, and Google Scholar databases on 01 August 2025, using the Boolean search query: ("Islamic Education" OR "Islamic Religious Education") AND ("Artificial Intelligence" OR "AI") AND ("Learning" OR "Digital Learning"). This study found that, overall, AI was used to facilitate personalized learning, feedback, and adaptive digital learning platforms, promoting students’ engagement in IRE learning. However, its potential effectiveness was dependent on pedagogical considerations, teachers’ digital literacy, and institutions’ readiness. This study identified challenges related to its implementation, including ethical considerations, tensions between algorithmic knowledge and religious authority, and technological disparities. This study introduces a new theoretical framework, namely, the Sixth-Element Islamic Cultural-Historical Activity Theory (SEI-CHAT) with a normative-epistemological element, focusing on the relationship between Naqli-Aqli knowledge
Evolution of Simulation-Driven Science Education: Three Decades of Scholarly Patterns and Research Dynamics (1996–2025) Suyidno, Suyidno; Misbah, Misbah; Mastuang, Mastuang; Komariyah, Laili; Qamariah, Qamariah; Amiruddin, Mohd Zaidi Bin; Rahman, Nor Farahwahidah Abdul
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.v6i1.1000

Abstract

This study maps the global landscape of simulation-based science education (SBSE) research to identify publication trends, influential contributors, collaboration patterns, and future research opportunities. A bibliometric analysis was conducted on 4,489 Scopus-indexed publications published between 1996 and August 25, 2025, using VOSviewer and Biblioshiny; therefore, 2025 should be interpreted as a partial year. The results indicate sustained growth in the literature, with a marked increase during 2020–2024 that may be associated with the expansion of virtual and augmented reality (VR/AR), online learning, and post-pandemic pedagogical adaptation. Keyword evolution suggests a shift from conventional computer-based simulation toward more immersive and data-informed approaches, including machine learning, learning analytics, and adaptive learning systems. The United States and China produced the largest publication outputs, while Indonesia recorded the highest proportion of international collaboration among the top 10 most productive countries (29%). Overall, the findings highlight the growing importance of cross-border collaboration, sound instructional design, and the ethical integration of intelligent technologies in advancing SBSE research and supporting more inclusive and adaptive science learning environments
Does Hybrid Mathematics Learning Evaluation Enhance Metacognitive Creative Problem-Solving? A Multi-Group Analysis by Gender Mujib, Mujib; Mardiyah, Mardiyah
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.v6i1.1113

Abstract

Mathematics learning evaluation in hybrid learning environments is not only viewed as an assessment approach but also as a pedagogical strategy that facilitates students’ cognitive regulation and problem-solving processes. However, empirical evidence on the impact of hybrid mathematics learning evaluation on students’ metacognitive engagement in creative problem-solving, particularly regarding gender differences, remains limited. This study aims to explore the structural relationship between hybrid mathematics learning evaluation and metacognitive creative problem-solving, including gender differences. A partial least squares structural equation modeling (PLS-SEM) approach was used to collect data from 147 undergraduate mathematics students. Overall, the findings indicate a positive relationship between hybrid mathematics learning evaluation and metacognitive creative problem-solving across the full sample. In terms of gender differences, although the relationship is significant for both groups, it is stronger for male students. However, multi-group analysis revealed no significant difference in structural relationships between males and females, indicating model invariance. This study highlights the value of developing hybrid mathematics evaluation strategies to support students’ metacognitive abilities in creative problem-solving

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